Questions In Questionnaire Research Articles

Russian multicenter observational HDQ study on the validation of the questionnaire for hemorrhoidal disease

AIM: to develop and validate hemorrhoidal disease (HD) specific national questionnaire.MATERIALS AND METHODS: the Russian questionnaire, which included questions on the most typical HD symptoms, was developed by leading national specialists-proctologists. The regression analysis was used to evaluate linear and nonlinear relationships between the fact of the HD presence, objectively confirmed by a doctor, and the patients’ answers to the questions from the questionnaire. The final version of the questionnaire included only questions regarding clinical characteristics typical for hemorrhoids that were significantly associated with the presence of the disease. Validation of the questionnaire was performed on both training and test samples of patients to determine its sensitivity (Se) and specificity (Sp) in identifying patients with HD.RESULTS: initially, 7 main domains reflecting the presence and severity of symptoms typical for HD were included in the questionnaire. A training sample of patients was used to search for linear and nonlinear relationships between objectively confirmed hemorrhoids and responses to questions in the initial questionnaire. The final version of the questionnaire, consisting only of questions regarding symptoms that have demonstrated to be significant predictors of hemorrhoids, was validated on a training sample (Se = 86.5%, Sp = 73.4%, and the probability of identifying a patient with HD, according to Bayes’ theorem = 66.6%). After the developed version of the questionnaire was validated on a test sample, the final screening questionnaire for HD demonstrated Se 83.7%, Sp 74.1%, and the probability of identifying patients with HD with a positive questionnaire result, calculated according to Bayes’ theorem, was 67%.CONCLUSION: the first national questionnaire for screening HD has diagnostic characteristics indicating its high accuracy in identifying patients with HD and allowing it to be recommended for use in the general population.

Written Assignments and Generative Artificial Intelligence: Challenges and Considerations for English Education Major Students at A’Sharqiyah University, Oman

This study aims to provide insight into the perceptions of English Education major students regarding the utilization of Generative Artificial Intelligence (GAI) in the completion of written assignments. This research employed both quantitative and descriptive qualitative designs. Quantitative data were obtained from closed-ended questionnaire items administered to 58 English Education major students, while qualitative data were collected from open-ended questionnaire questions. The results revealed that most students utilized GAI for written assignments; however, they did not consider it acceptable to rely on GAI entirely. The majority did not support banning GAI in educational contexts. The most frequent uses of GAI were to check grammar, improve vocabulary, and generate ideas. Additionally, almost half of the participants believed that GAI hindered the development of their thinking and writing skills. The majority, however, agreed that GAI assisted their learning. Students’ opinions were equally divided on whether using GAI improved their grades or not. Based on these findings, suggestions and recommendations are provided.

Audio-Based Podcast Media to Improve Listening Skills on Transitive and Intransitive Sentences

The lack of teacher innovation in providing learning media makes learning activities monotonous and boring. This research aims to develop audio-based podcast learning media for Indonesian language learning in grade IV elementary schools. The type of research used is research and development, which refers to the Borg and Gall model. Determination of media validity is carried out by validating media and material experts. The subjects of this research trial were teachers and students (small-scale trial with 6 students and large-scale trial with 24 students. The methods used to collect data were observation, interviews, questionnaires, documentation, and tests. The instruments used in collecting data were questionnaire sheets and test questions. The techniques used to analyse the data are qualitative descriptive analysis and quantitative and inferential statistics. The results of the research show that the assessment given by learning media experts is 91.7%, resulting in very decent qualifications 94%, resulting in a very decent qualification. The t-test results show that there is an increase in the average pre-test and post-test scores. The N-gain test results show a value of 0.73 on the small scale in the high category and a value of 0.61 on the large scale. medium category. It was concluded that audio-based podcast learning media was useful and effective in improving the learning outcomes of class IV students in transitive and intransitive sentence material.

GREEN CHEMISTRY LEARNING TRANSFORMATION: YOUTUBE INTEGRATED INTERACTIVE VIDEO TO IMPROVE CRITICAL THINKING SKILLS

The use of technology as a learning medium is a necessity that needs to be fulfilled in the learning process. Technology provides a more pleasant and interesting learning atmosphere, one of which is learning media in the form of interactive learning videos. The purpose of the study was to produce a product in the form of an interactive learning video of green chemistry integrated with YouTube to improve students' critical thinking skills. The research instrument was a validation sheet, Likert scale questionnaire, interview guidelines, and pretest and posttest questions on critical thinking skills. The learning video has been validated by material experts with an average of 90% and media experts with an average of 88% in the very valid category. Furthermore, it was tested in small groups with an average of 89% and field trials with an average of 90%. The effectiveness test was 77% with the effective category. The results of this research are that the learning video products developed are valid, practical, and effective in improving students' critical thinking skills. In addition, the results of the evaluation of students showed an increase in critical thinking skills after using the learning video. The use of YouTube-integrated videos allows wider access and flexibility in learning and is by the times. This research concludes that green chemistry learning videos integrated with YouTube can be an effective alternative to chemistry learning.

A Review of Research on Coding Methods for Open-ended Text Responses in Survey Questionnaires

In fields such as social sciences and market research, open-ended questions can collect richer data information, but how to effectively count and analyse these text answers becomes a key issue. The study mainly explores the three coding methods of open-ended questions in questionnaires, including the definition, process, and application of manual coding, semi-automatic coding, and automatic coding. According to existing literature and data, manual coding has high flexibility and accuracy, but it is inefficient when processing large-scale data; semi-automatic coding combines manual coding and machine learning technology, which can improve efficiency while maintaining a certain degree of accuracy; automatic coding relies on natural language processing technology and deep learning models, which greatly improve coding efficiency, but there is a problem of insufficient accuracy when facing complex semantics. Future research can focus on improving the accuracy of automatic coding through deep learning, developing intelligent semi-automatic systems that reduce manual intervention, and incorporating real-time feedback mechanisms for continuous misappropriation.

Features of the clinical and functional state of the nose in patients with chronic polypous rhinosinusitis and impaired sense of smell

Introduction. According to EPOS 2020, сhronic rhinosinusitis with nasal polypsis detected in 2–4.3% of the population, in Russia about 1.5 million people suffer from polyposis. In clinical practice, attention is most often paid to indicators of respiratory function. At the same time, the assessment of olfactory impairment characteristic of CRSwNP is carried out only by answering one of the 22 questions of the SNOT-22 questionnaire, and indicators of olfactory function are rarely taken into account when evaluating the results of objective research methods.Aim. To study the features of the clinical and functional state of the nose in patients with chronic rhinosinusitis and impaired sense of smell.Materials and methods. 50 patients with сhronic rhinosinusitis with nasal polypsis were examined. The study included an assessment of the sense of smell using Sniffin Stiks test-12, a study of respiratory function, performing a video endoscopy of the nose, computed tomography of the nose and paranasal sinuses. A comprehensive assessment of the condition was carried out using the SNOT-22 questionnaire.Results. The subjective assessment of the sense of smell by patients with CRSwNP does not always coincide with the results of identification tests. The results of the SNOT-22 questionnaire often depend on the degree of olfactory impairment. Patients with CRSwNP and anosmia are more likely to complain of postnasal congestion, thick nasal discharge and cough than patients with hyposmia, which is consistent with objective research methods.Conclusions. In patients with Ghronic rhinosinusitis with nasal polypsis and varying degrees of olfactory impairment, heterogeneity of the clinical and functional state of the nasal cavity and paranasal sinuses was noted. When interpreting the results of the SNOT-22 questionnaire, it is advisable to use factor analysis, taking into account the patient’s complaints. To plan individual management of patients with CRSwNP, a comprehensive assessment of the sense of smell is necessary, including identification tests, as well as an additional assessment of the results of computed tomography of the nose and paranasal sinuses and a video endoscopic picture of the nose according to generally recognized scales.

Представления педагогов о реализации педагогического процесса в условиях инклюзивного образования детей с ОВЗ в России

<p>The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.</p>

The feasibility, acceptability and perceived impact of a theory-based intervention on non-medical prescribing students’ antibiotic prescribing behaviour: an experimental study

Abstract Introduction Acute upper respiratory tract infections (URTI) are one of the most common infections. URTIs usually resolve spontaneously but 60% of all prescriptions issued in UK primary care are for URTIs1 contributing to antimicrobial resistance. Non-medical prescribers are a growing group of prescribers but there are few if any antimicrobial stewardship (AMS) interventions to support their prescribing practices. Introducing AMS interventions when learning to prescribe can play an important role to embed appropriate practice at the start of a prescribers’ journey. Aim To test the feasibility, acceptability and perceived impact of a theory-based electronic learning intervention on the antibiotic prescribing behaviour of non-medical prescribing students. Methods Non-medical prescribing students registered at the study setting (university) were recruited via email and word of mouth. Following consent, participants completed an online pre-intervention questionnaire that explored their perceived prescribing behaviour and confidence in treating patients with URTIs. Participants then completed the intervention, accessible from any internet-enabled device via a weblink. The intervention was previously developed2 using the behaviour change wheel and comprised an animation of a prescriber opting against prescribing antibiotics for an adult with self-limiting URTI using a motivational interviewing approach. The patient felt satisfied and confident about their care. Four questions followed the scenario. Participants then completed an online post-intervention questionnaire that explored the usefulness of the intervention, and the same pre-intervention confidence questions. A one-to-one online audio-recorded semi-structured interview followed, exploring participants’ experiences of using the intervention. Questionnaire and interview questions were informed by the Capability Opportunities Motivation-Behaviour model. Questionnaire data were analysed using descriptive statistics. Interviews were transcribed verbatim and analysed using thematic analysis3. Ethical approval was given by the School Research Ethics Committee where the researchers were based. Results Twelve participants (of 50 approached) consented to take part. Eight completed the pre- and post-intervention questionnaires and the intervention. Seven completed all stages of the study. 87.5% of participants worked in a hospital setting. All were qualified for at least two years. Interviews lasted between 9-15 minutes. Participants’ confidence in treating patients with URTI increased in all statements; gain information on patient expectations, support patients’ comprehension of health information, build rapport, communicate effectively, help patients to see and examine different viewpoints (highest mean increase) and patients understand and are happy with their prescribing decision. These increases aligned with qualitative accounts. Participants agreed that the intervention would be useful to them and would change their practice positively. Participants found the intervention easy to use; access was straightforward and took between 5-20minutes to complete. The addition of a wider range of complex, challenging scenarios to the intervention were suggested. Discussion/conclusions The intervention was feasible to complete and acceptable to the participants. Participants’ confidence in treating patients increased; even though many were familiar with AMS, the intervention gave them further confidence to support a no antibiotic prescribing strategy. Participants suggested including more complex patient scenarios; this will be considered in a future study. Study limitations includes a small sample size and most participants worked in hospital settings but the intervention was set in primary care.

Validity and Reliability Assessment of a Food and Physical Activity Questionnaire for Adolescents From Low-Income Communities

ObjectiveDevelop and validate an evaluation questionnaire for sixth-12th grade Expanded Food and Nutrition Education Program (EFNEP) participants. DesignFive-step process: domain concept prioritization, question generation, question pretesting, reliability testing, and criterion validity testing. SettingCommunity sites in 4 states and New Jersey EFNEP secondary program data. ParticipantsNineteen sixth-12th graders were interviewed; secondary data included 164 ninth-12th graders. Variables MeasuredContent, face, and criterion validity; internal reliability. AnalysisIterative template analysis to gauge conceptual understanding; exploratory factor analysis with orthogonal Varimax rotation, interitem correlations, and Cronbach α; Spearman correlations and Bland-Altman plots against the Physical Activity Questionnaire for Adolescents and Youth Risk Behavior Survey questions. ResultsFourteen questions with acceptable face validity were developed. One item (handwashing) had a ceiling effect and was removed. Eleven of the remaining 13 items were loaded onto 4 factors. The remaining 2 items were kept because of conceptual relevance. The questionnaire demonstrated acceptable reliability and validity overall, but subscale Cronbach α values ranged from 0.53–0.75. Conclusions and ImplicationsThis 13-item questionnaire was presented to national EFNEP program leaders and was implemented by EFNEP in October 2023. Further research could establish temporal reliability and gold standard criterion validity estimates with a multistate sample of sixth through 12th graders.

Exploring the Hierarchy of Foreign Language Enjoyment and Boredom in English Language Learners

The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language (FL) learners in the classroom. To this end, the current study used a mixed-method research design to investigate the sources of enjoyment (FLE) and boredom (FLB) among 248 Bhutanese foreign language learners, as well as the hierarchies of reported FLEM. The data was gathered using a survey questionnaire and open-ended questions. The descriptive and thematic analyses of quantitative and qualitative data, respectively, revealed numerous sources of FLE and FLB. These emotions particularly stemmed from factors related to teachers, course content, personal issues, tasks, homework, the classroom environment, and peers. The hierarchical analysis of the sources of FLEM suggests that teacher-related factors may have a strong influence on learners’ FLE, while peer-related factors might have the least impact. Likewise, FL learners’ boredom level is likely to be highly influenced by content and task-related factors, but only marginally by peer-related and learners’ learning traits. The study concludes with recommendations and practical implications for curriculum developers, teachers, and students.

Practicality and effectivity of figma-ctllm on poaceae diversity topic in developing critical thinking skills

Creating creative, innovative, and effective learning to improve critical thinking skills along with the rapid development of ICT is a challenge for educators. Therefore, Figma CTL Learning Media (Figma-CTLLM) is a solution to the problem of answering the importance of developing learning media integrated with ICT while developing students' critical thinking skills. This study aims to describe the practicality of Figma-CTLLM on Poaceae diversity in developing critical thinking skills and to describe the effectiveness of Figma-CTLLM on the topic of Poaceae diversity seen from critical thinking skills and student responses. This type of research is Research and Development (R&D) research using the 4D model method (Define, Design, Develop and Disseminate). The research subjects consisted of 26 students. The research instruments were observation sheets to measure the implementation of Figma-CTLLM, CTS test questions sheets and questionnaires to determine student responses. The data analysis technique was quantitatively descriptive by calculating the percentage to describe the practicality and effectiveness of Figma-CTLLM implementation in developing CTS. The results of the analysis of the practicality test of Figma-CTLLM implementation in learning are in the category of very practical. The effectiveness test results were declared very effective by acquiring the average CTS measurement and the average student response assessment. Based on the study's results, the implementation of Figma-CTLLM in learning the diversity of Poaceae has met the criteria of practicality and effectiveness.

Wellbeing, career satisfaction, and educational requirements in healthcare assistants in Ireland

Abstract Background The long-term residential care (LTRC) sector in Ireland relies heavily on Health Care Assistants and Carers (HCAs). This workforce has become increasingly diverse in recent years, often relying on non-national temporary workers with varying levels of education. In 2022, of 22,495 HCAs and 5,289 Healthcare Support Assistants working in 563 nursing homes caring for some 30,000 residents, 22% were non-national. Their plight became evident during COVID-19 which had profound consequences in the LTRC sector. Objectives In this study, we investigate the recruitment, training, employment terms and conditions of HCAs in Ireland, as well as their general well-being and career satisfaction. Methods A cross-sectional study of members of ‘Care Assistance Ireland’, for which ethics approval was granted for an estimated sample of 1,052, is conducted. Validated instruments used are: the Maastricht Instrument for Sustainable Employability (MAISE); Utrecht Work Engagement Scale (UWES); General Wellbeing Schedule (GWBS) and Minnesota Career Satisfaction Survey (MCSS). Results The internal consistency reliability (Cronbach’s alpha) of GWBS and MCSS instruments were high. The response rate in the selected sample is estimated circa 60%, the majority being female and qualified. General well-being status will be investigated once all responses are submitted. Spearman correlation is predicated to show moderate to strong positive correlations (0.2-0.9) for all GWBS and MCSS questionnaires questions. While MAISE and UWES are still under investigation. It is predicted that there is variability in the requirements for, and terms and conditions of, employment among HCAs in Ireland, while job security remains a concern. Conclusions These findings reinforce the importance of ensuring standards for recruitment, training, job security and well-being for the LRTC workforce. The lack of educational requirements for HCAs in some settings is a critical consideration. Key messages • Findings will impel a more agreeable, consistent entry award in the healthcare system. • It profiles career needs of HCAs outlining the long-term shortfalls preventable with health policy enactments.

Fostering Self-efficacy for Future Physics Teachers: Recommendation of Future Direction of Teacher Education Institutions

<p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p>

Food Safety and Food Hygiene Knowledge of Hungarian University Students.

(1) Background: Foodborne diseases continue to affect millions of people around the world today, posing a huge challenge to public health. Our aim was to focus on the food safety knowledge and food hygiene knowledge of students at the University of Pécs, Hungary. (2) Methods: A quantitative, online, cross-sectional study was conducted between 15 February 2024 and 10 May 2024. Non-probability, convenience sampling was used. The target group consisted of first- and second-year BSc level degree students of the Faculty of Health Sciences at the University of Pécs (N = 214). The questions of the self-designed questionnaire include sociodemographic data, questions focusing on food safety knowledge, and questions to assess food hygiene knowledge. Statistical analysis was performed using descriptive and mathematical statistical analysis (p < 0.05). (3) Results: Participants were aware of foods that pose a food safety risk and were familiar with both the pathogens in food and the groups at risk of food contamination. In terms of knowledge, a higher proportion of second-year students answered correctly (p = 0.021; r = 0.657). A significant relationship was found between hygiene habits and age (p = 0.035) and place of residence, with most of the students living in dormitories not paying attention to food hygiene (r = 0.094; p = 0.046). (4) Conclusions: The level of knowledge of the students was not always satisfactory, so further research and education on this topic is essential to promote safe food consumption.

Students' Perception of Using Quizizz Gamification for English learning in Islamic Education

Gamification, or the use of game qualities outside of a game setting to influence learning-related behaviors or attitudes, is seen as a novel approach to meeting the various requirements of students with learning or behavioral issues. Quizizz, a game-based online exam that enables engaging multiplayer teaching activities and allows learners to practice with their devices, is one of the most popular digital educational games. The purpose of this study was to find out how Quizizz, a formative assessment tool, was perceived by students at the "State Islamic Institute" Ponorogo (IAIN Ponorogo) in English class. The participants of this study were first-year Islamic education students studying English who were given a formative test using Quizizz for a half of first semester. This study employed a descriptive qualitative research approach, gathering data via questionnaires to understand the ways in which Quizizz impacted the areas of motivation, engagement, satisfaction, and enjoyment. All of the questionnaire's questions had a strongly positive response, according to the results, which were supported by the secondary data from the interview, demonstrating how positively students felt about Quizizz in the classroom. The excellent reception of Quizizz in English language learning suggests that it could be utilized more broadly as a formative evaluation tool in language acquisition. The findings indicate that gamification can be an effective strategy to engage and motivate students to learn. As a result, educators may wish to consider incorporating further gamified tools and strategies into the classroom to create a more pleasurable and engaging learning environment.

Principal–Teacher Relationships Under the Pressure of the COVID-19 Pandemic: Critical Factors and Implications for School Leadership During Crises

This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context.

Childhood Adversity and Life Satisfaction in Adults with Alternative Care Experience in 12 Low- and Middle-Income Nations: The Mediating Roles of Individual and Relational Protective Factors and Resilience

Adults with care experience have elevated rates of adverse childhood experiences (ACEs) and a greater likelihood of poor outcomes. Some research has examined how protective factors and resilience impact outcomes among care leavers, but few studies include those from low- and middle-income countries (LMICs). Further, little work has examined the interactive impact of protective factors and resilience in this population. We investigated (a) the prevalence of ACEs among care leavers from LMICs, the mediating roles of (b) resilience and (c) individual and relational protective factors on the relationship between ACEs and life satisfaction, and (d) whether mediation was occurring both in parallel and sequentially. Five hundred forty-two care leavers from twelve LMICs completed an online survey. Participants completed the Brief Resilience Scale, ACEs Questionnaire, and open-ended questions regarding care experiences. Open-ended questions were coded for protective factors. There was a high prevalence of ACEs among care leavers. The relationship between ACEs and life satisfaction was partially mediated by resilience. Individual and relational protective factors partially mediated the relationship between ACEs and life satisfaction. Finally, resilience and protective factors partially mediated the relationship between ACEs and life satisfaction in both parallel and sequential mediation among care leavers from LMICs. Protective factors operate interactively to influence resilience, increasing life satisfaction among care leavers from LMICs.

Pengaruh Penggunaan Media Pembelajaran E-Book (Flif Book Maker) Terhadap Minat Belajar Siswa pada Mata Pelajaran Ilmu Pengetahuan Alam di SMP Negeri 1 Cilebak

Learning media is one of the means that can increase the effectiveness and efficiency of teaching and learning activities. The purpose of this study is to determine the effect of the use of e-book learning media (flif book maker) on students' interest in learning in Natural Sciences subjects at SMP Negeri 1 Cilebak. This study uses a quantitative research method with an experimental quasy type. The sample in this study is class VIII-A as many as 21 students as a control class or a class that is not given treatment with a preetest and class VIII-B as an experimental class as many as 21 students or a class that is given treatment and given a posttest. The data collection techniques used are prettest, posttest, and questionnaire questions. The results of hypothesis testing using the N-gain test were obtained with an average value of 71.9048 increase in the experimental group while the increase in the control class was 54.7619 so that it was known that the increase in the learning outcomes of the experimental class was 17.14286 compared to the control class. This study concludes that there is a significant influence between the learning process using conventional methods and learning using E-book media (Flipbook Maker) on students' learning interest

Nursing procedures for assisting victims of violence in emergency units

The objective of this study was to carry out the cross-cultural adaptation of the Questionnaire on Preservation of Traces in Victim Assistance by Nurses to the Brazilian reality. The method used was composed by the steps: (1) semantic equivalence; (2) idiomatic equivalence; (3) empirical equivalence; (4) conceptual equivalence; and (5) pre-test. Based on the experts' analysis and recommendations, adjustments were made regarding semantic and empirical equivalence; during the assessment of idiomatic and conceptual equivalence, no changes were made. The pre-test was performed with 24 nurses and the value of Cronbach's alpha coefficient was α = 0.973. The instrument's feasibility assessment showed that most participants found it easy to understand the questionnaire's instructions and questions and mark the answers, which demonstrates its validity with the sample in the pre-test. The performance of the forensic nurse is essential in emergency services. The adapted instrument is valid for use in the Brazilian context.

The Impact of Video Game Addiction on Spinal Health

This study aimed to determine how the level of video game addiction has an effect on thoracic kyphosis curvature in secondary school students. The sample group of the study consisted of 5th, 6th, 7th and 8th grade students studying in Çınarcık Firuzan Kınal Primary-Secondary School by deliberate sampling method. The data were collected from 87 students (47 girls, 40 boys) who participated in both the initial and subsequent measurements. The students were selected on the basis of volunteerism and completed the questionnaire questions entirety. The data was collected by using the Personal Information Form, the Video Game Addiction Scale for Children and the flexicurve. The SPSS 21 package programme and the kyphosis index (KI = (TW/TL) x 100) were used to evaluate the data. According to the obtained results, it was determined that video game addiction did not have a statistically significant effect on the kyphosis index in children, the addiction scores of children who participated in recreational activities (p=0.01