The effect of mindfulness-based education given to individuals with substance-use disorder according to self-efficacy theory on self-efficacy perception

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dc.authoridAylaz, Rukuye/0000-0002-4287-932X
dc.authorwosidAylaz, Rukuye/AAA-4203-2021
dc.contributor.authorBayIr, Berna
dc.contributor.authorAylaz, Rukuye
dc.date.accessioned2024-08-04T20:48:54Z
dc.date.available2024-08-04T20:48:54Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe aim of this research is to find the effect of mindfulness-based education given to individuals with substance-use disorder according to self-efficacy theory on self-efficacy perception. The research was planned as a test model with pretest-posttest control groups. Individuals who have been diagnosed with substance abuse in the substance abuse clinic of Turgut Ozal Medical Center, and at the Substance Abuse Treatment and Education Centre of Gaziantep 25 Aralik State Hospital formed the core of this study. The research was conducted between January 2018-May 2019. 112 patients, 56 in the treatment and 56 in the control group, participated in the study. Scientific research started after ethical approval. Mindfulness therapy was applied to experimental group patients. For the data collection, the Socio-Demographic Characteristics Questionnaire and Self-Efficacy-Sufficiency scale were used. t-Test for dependent variables to compare the mean scores of experimental and control groups and t-test for independent variables were used. It was seen that the average total Self-Efficacy-Sufficiency score of the patients in the treatment group was 76.50 +/- 12.62 before the intervention and increased to 85.50 +/- 14.95 after the intervention. There is a significant difference between the average scores. Even when the treatment and control groups are compared, a significant difference was still detected between the groups. There was no significant difference between the groups in two of the Self-Efficacy-Sufficiency steps after the intervention in the experimental group, but there were significant differences between the other two factors and total score averages.en_US
dc.description.sponsorshipInonu University Scientific Research Projects Unit [TDK-2018-1117]en_US
dc.description.sponsorshipThis research was supported by Inonu University Scientific Research Projects Unit with TDK-2018-1117 project number.en_US
dc.identifier.doi10.1016/j.apnr.2020.151354
dc.identifier.issn0897-1897
dc.identifier.issn1532-8201
dc.identifier.pmid32907766en_US
dc.identifier.scopus2-s2.0-85090482264en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1016/j.apnr.2020.151354
dc.identifier.urihttps://hdl.handle.net/11616/99526
dc.identifier.volume57en_US
dc.identifier.wosWOS:000618630000010en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherW B Saunders Co-Elsevier Incen_US
dc.relation.ispartofApplied Nursing Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMindfulnessen_US
dc.subjectTheoryen_US
dc.subjectSubstance-use disorderen_US
dc.subjectSelf-efficacyen_US
dc.titleThe effect of mindfulness-based education given to individuals with substance-use disorder according to self-efficacy theory on self-efficacy perceptionen_US
dc.typeArticleen_US

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