The Effect of "Standardized and Real Patient Interviews" on Students' Self-Confidence and Self-Efficacy Levels in Nursing Process Education

On the first clinical day, students had a 30-45 minute meeting with the patient they were responsible for, which included the instructor.

Before the Interview * Preliminary briefings were given by providing a scenario for the standard patient to be interviewed. * Students were given the "Interview Guide," "Nursing Process Case Example," and "Tips for Conducting a Successful Interview" documents and were asked to read them before the interview. Interview • Students conducted a 30-45 minute interview with a pre-determined standard patient. After the Interview * The instructor, who monitored the interview, debriefed the students. * On the first clinical day after the intervention, students conducted a 30-45 minute interview with the patient they were responsible for, which included the instructor.

Before the Interview * Patients who were willing to be interviewed in the clinic, stable, and physically and psychologically competent were selected, and the faculty member who would monitor the interview provided preliminary information about the interview. * Students were provided with the "Interview Guide," "Nursing Process Case Example," and "Tips for Conducting a Successful Interview" documents and were asked to read them before the interview. Interview • Students conducted a 30-45 minute interview with a real patient in the pre-determined clinic. After the Interview * The faculty member who monitored the interview debriefed the students. * On the first clinical day after the intervention, students had a 30-45 minute interview with the patient for whom they were responsible, which included the faculty member.