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Purpose To determine the relationship between nursing students' individual values, inclination to ethical and professional nursing values. Design and methods This cross-sectional study was conducted with 315 nursing students in Turkey. Data were collected using the student information form, the Portrait Values Scale, the Inclination to Ethical Values Scale, and Nursing Professional Values Scale. Findings The students' basic values are Tradition and Universalism. It was determined that an inclination toward ethical and professional values was quite high. Practice implications The fact that nursing students are aware of their individual values how these values affect behaviour can be a guide to human focused values in professional lifes.

The aim of this study is to determine the pre-school teachers' opinions about Montessori approach based STEM activities. In the study, during the fall semester of the 2017-2018 academic year, the education faculty of a state university pre-school teacher studied at the 3rd grade and 50 teachers were trained and 15 people were interviewed. In the research, case studies pattern based on the effects of the program, one of the qualitative research methods, was used. “Montessori approach based STEM applications Interview Form” was used as a qualitative data tool developed by the researcher in the study. Qualitative data were analyzed using content analysis method. As a result of data analysis, it was determined that pre-service teachers about Montessori approach based STEM applications have a positive opinion and they intend to use these applications in their lessons in the future. In addition, it is seen that these practices improve the cognitive and psycho-motor features of prospective teachers. It has been changed in the perspective of preservice teachers towards science and technology in their daily lives., Bu çalışmanın amacı, okul öncesi öğretmen adaylarının Montessori yaklaşım temelli STEM etkinliklerine ilişkin görüşlerini tespit etmektir. Çalışmada 2017-2018 eğitim öğretim yılının güz döneminde bir devlet üniversitesinin eğitim fakültesi okul öncesi öğretmenliği 3. sınıfta öğrenim görmekte 50 öğretmen adayına eğitimler verilerek aralarından 15 kişi ile mülakat gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması desenlerinden programın etkilerine dayalı durum çalışmaları deseni kullanılmıştır. Çalışmada araştırmacı tarafından geliştirilen nitel veri aracı olarak “Montessori yaklaşım temelli STEM uygulamaları Görüşme Formu” kullanılmıştır. Nitel veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Veri analizleri sonucunda, Montessori yaklaşım temelli STEM uygulamalarına yönelik öğretmen adaylarının olumlu görüşe sahip oldukları, bu uygulamaları ilerde derslerinde kullanmayı düşündükleri tespit edilmiştir. Ayrıca, bu uygulamaların öğretmen adaylarının bilişsel ve psiko-motor birçok özelliğini geliştirdiği de görülmektedir. Öğretmen adaylarının günlük yaşamlarındaki fene ve teknolojiye karşı bakış açılarında değişiklerde meydana gelmiştir.

Objective: The aim of the study is to investigate psychometric features of Distress Intolerance Index (DII), which was developed to identify the golden standard of distress tolerance concept, and Cognitive-Behavioral Avoidance Scale (CBAS), which assesses avoidance multidimensionally, in a university students population. Methods: The study sample consists of 610 undergraduate students from various departments in Hacettepe and Uludag University (434 female, 71.4%; 176 male, 28.6%). Test-retest reliability was examined in a sample of 92 people. In addition to DII and CBAS, Positive and Negative Affect Scale (PANAS), Penn State Worry Questionnaire (PSWQ), Coping with Stress Scale (CSS), Cognitive Emotion Regulation Questionnaire (CERQ), Brief Symptom Inventory (BSI) and Beck Depression Inventory (BDI) was also applied. Construct validity of the scales was tested via factor analysis, Cronbach’s alpha coefficients and test-retest correlations were calculated to check for reliability, and Pearson correlation analysis was conducted to investigate criterion-related validity. Results: One factor solution was suitable for DII as also recommended in the original form and reliability of the index was estimated as 0.92. Test-retest reliability was 0.86. The analysis for criterion-related validity revealed theoretically expected significant correlations between DII and BDI, PNAS, BSI and PSWQ, ranging from -0.25 to 0.60. Factor analysis for construct validity of CBAS revealed a four factor solution consistent with the original form. Two items in the original form were excluded from the Turkish version. Reliability coefficient was 0.92 for the overall scale and varied between 0.72 and 0.88 for the subscales. Test-retest reliability varied between 0.60 and 0.90. Analysis for criterion-related validity showed expected and significant correlations varying between -0.10 and 0.44 for CBAS subscales and CERQ, CSS subscales and PSWQ, BDI and BSI overall scores. Conclusion: The findings of this study shows that DII and CBAS are valid and reliable scales. This study also provided further evidence to the validity and utility of the DII.