İzmir'deki Afrikalı öğrencilerin yaşam kalitesinin belirlenmesi ve ilişkili etmenlerin değerlendirilmesi
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Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Gereç ve Yöntem: Kesitsel bir araştırma planlanıp yürütülmüştür. İzmir'de öğrenim gören ve "Afrikalı Öğrenciler Derneği"ne üye olan 352 öğrenci araştırmanın evrenini oluşturmaktadır. Çalışma öğrencilerin ikamet ettiği yurtlar (İnciraltı yurdu, Çiğli erkek yurdu) ya da okuduğu üniversitelerde (Ege üniversitesi, Dokuz Eylül üniversitesi) yürütülmüştür. Öğrencilerle yüz yüze görüşülerek 3 bölümden oluşan anket formu doldurulmuştur. Bağımlı değişken olan yaşam kalitesi düzeyini belirlemek üzere WHOQOL-BREF yaşam kalitesi ölçeği kullanılmıştır. Bağımsız değişkenler; sosyo demografik özellikler, sağlık durumu ve alışkanlıklar ve sosyal uyumdur. Katılımcıların sosyal uyumunu belirlemek için 20 sorudan oluşan "Üniversite Sosyal Uyum Ölçeği" kullanılmıştır. Çalışmanın verileri SPSS 20,0 programı kullanılarak değerlendirilmiştir. P<0.05 anlamlılık düzeyi olarak kabul edilmiştir. Afrikalı öğrenciler yaşam kalitesi puanı ile bağımsız değişkenlerin ilişkisi t-testi ve ANOVA analizi ile değerlendirilmiştir. Bulgular: Öğrencilerin %28,6 kız, %74,4'sı erkektir. Öğrencilerin yaş ortalaması 23.78±2.61'dir. Öğrencilerin WOQOL-BREF alt boyutlarından aldıkları puanlar: Fiziksel sağlık 12,70±2,80, genel sağlık durumu 15,90±0,70, psikoloji 11,40±1,70, sosyal 14,38±3,34, çevre 5,45 ±1,80 olarak hesaplanmıştır. Fen fakültesinde okuyan, Türkçe okuma seviyeleri iyi olan, Türkçe yazma seviyeleri çok iyi olan öğrencilerin WOQOL-BREF yaşam kalitesi ölçeğinin fiziksel alt boyutu puanları yüksektir (p<0.05). Gelir giderden fazla olan öğrencilerin, Türkçe okuma düzeyi çok iyi olan, TÖMER dil seviyesi C1 olan öğrencilerin, sosyal uyum düzeyleri yüksek olan öğrencilerin, geliri giderinden fazla olan öğrencilerin WHOQOL-BREF psikolojik alt boyutunda yaşam kalitesi puanları daha yüksektir (p<0.05). Lisans öğrencilerinin, geliri giderden az olan öğrencilerin, Türkçe yazma düzeyleri orta olan öğrencilerin, TÖMER dil seviyesi C1 olan öğrencilerin, sosyal uyum düzeyleri düşük olan öğrencilerin WHOQOL-BREF yaşam kalitesi sosyal boyutundan aldıkları puanlar düşüktür (p<0.05). Sonuç: İzmir'de okuyan Afrikalı öğrencilerin yaşam kalitesinin, yaş, gelir, sağlık sigortası okunan bölüm, Türkçe okuma yazma düzeyinden, sosyal uyum düzeyinden etkilendiği tespit edilmiştir. İlgili risk faktörlerinin iyileştirilmesi Afrikalı öğrenciler yaşam kalitelerinin yükseltilmesine fayda sağlayacaktır.
Method: A cross-sectional study was planned and conducted. The population of the study consists of 352 students who are members of African Students Association. The study was conducted in dormitories where students reside (Inciralti dormitory, Cigli male dormitory) or in the universities (Ege University, Dokuz Eylül University). The students were interviewed face to face and completed a questionnaire consisting of 3 sections. WHOQOL-BREF quality of life scale was used to determine the dependent variable of quality of life. Independent variables; socio-demographic characteristics; health status and habits; and social cohesion. In order to determine the social cohesion of the participants, "University Social Adaptation Scale 20 consisting of 20 questions was used. The data of the study were evaluated using SPSS 20.0 program. P <0.05 was considered significant. The relationship between quality of life score and independent variables was evaluated by t-test and ANOVA analysis. Results: 28.6% of the students were girls and 74.4% were boys. The mean age of the students was 23.78±2.61. Students' scores on WOQOL-BREF sub-dimensions: physical health 12,70±2,80, general health status 15,90±0,70, psychology 11,40±1,70, social 14,38±3,34, environment was calculated as 5,45±1,80. Students who were studying in the Faculty of Science, having good Turkish reading levels and having good Turkish writing levels had significantly higher scores in the WOQOL-BREF quality of life physical sub-dimension (p <0.05). The students who had a good Turkish reading level, the students who had TÖMER language level C1, the students who had higher social cohesion levels, who had health insurance and the students who had more income than the expenditure had significantly higher scores in the WOQOL-BREF quality of life psychological sub-dimension (p <0.05). The students of the Faculty of Science, undergraduate students, students with low income, students with moderate Turkish writing level, students with TÖMER language level C1, and students with low social cohesion levels had significantly higher scores in the WOQOL-BREF quality of life socail sub-dimension (p <0.05). Conclusion: It was determined that the quality of life of African students studying in İzmir was affected by age, income, department of health insurance, Turkish literacy level and social cohesion level. Improving relevant risk factors will help to improve the quality of life for African students.
Method: A cross-sectional study was planned and conducted. The population of the study consists of 352 students who are members of African Students Association. The study was conducted in dormitories where students reside (Inciralti dormitory, Cigli male dormitory) or in the universities (Ege University, Dokuz Eylül University). The students were interviewed face to face and completed a questionnaire consisting of 3 sections. WHOQOL-BREF quality of life scale was used to determine the dependent variable of quality of life. Independent variables; socio-demographic characteristics; health status and habits; and social cohesion. In order to determine the social cohesion of the participants, "University Social Adaptation Scale 20 consisting of 20 questions was used. The data of the study were evaluated using SPSS 20.0 program. P <0.05 was considered significant. The relationship between quality of life score and independent variables was evaluated by t-test and ANOVA analysis. Results: 28.6% of the students were girls and 74.4% were boys. The mean age of the students was 23.78±2.61. Students' scores on WOQOL-BREF sub-dimensions: physical health 12,70±2,80, general health status 15,90±0,70, psychology 11,40±1,70, social 14,38±3,34, environment was calculated as 5,45±1,80. Students who were studying in the Faculty of Science, having good Turkish reading levels and having good Turkish writing levels had significantly higher scores in the WOQOL-BREF quality of life physical sub-dimension (p <0.05). The students who had a good Turkish reading level, the students who had TÖMER language level C1, the students who had higher social cohesion levels, who had health insurance and the students who had more income than the expenditure had significantly higher scores in the WOQOL-BREF quality of life psychological sub-dimension (p <0.05). The students of the Faculty of Science, undergraduate students, students with low income, students with moderate Turkish writing level, students with TÖMER language level C1, and students with low social cohesion levels had significantly higher scores in the WOQOL-BREF quality of life socail sub-dimension (p <0.05). Conclusion: It was determined that the quality of life of African students studying in İzmir was affected by age, income, department of health insurance, Turkish literacy level and social cohesion level. Improving relevant risk factors will help to improve the quality of life for African students.
Açıklama
Anahtar Kelimeler
Yaşam Kalitesi, Sosyal Uyum, Afrikalı Öğrenciler, Quality Of Life, African Students, WHOQOL-BREF, Social Cohesion
