CONSTANT RAGE LEVEL IN ATHLETES – AN ANALYSIS OF THE EXPRESSION TYPES OF ANGER IN DIFFERENT PARAMETERS

This study is a descriptive research which is done with the aim of determining constant rage level and expression styles of anger in the athletes with regard to different variables. This survey is implemented in a sample group which consists of 549 individuals (379 men, 170 women) who are still active sportsman in the province of Gaziantep Continual Rage and Expression Types of Rage Scale which is developed by Speilberger (1988) and studied for adaptation to Turkish by Ozer (1994) is utilized in the obtainment of the survey data. Variance analysis, One-Way ANOVA Independent Sample T-test is used in order for comparing the arithmetic mean in data analyzing, mean points in independent measuring. In conclusion, in this study, we aimed to determine the constant rage and anger expression styles of individual and team athletes in terms of various variables among the female and male athletes. Female athletes who are engaged in team sport have high levels of constant rage and anger outbursts, male athletes who are engaged in individual sports have high levels of constant rage, anger and anger outbursts. Individual athletes have high scores in favor of men in the constant rage and anger expression in terms of gender variable. It was observed that those with good family well-being had higher anger scores than the middle and the worst ones in both branches.  Article visualizations

Effect of Selfie, Social Network Sites Usa ge, Number of Photos Shared on Social Network Sites on Happiness among University Students: A Model Testing

This study aimed to explore the relationship between university students’ happiness levels and their daily number of selfies, daily duration of social networking sites (SNS) usage and daily number of photos shared on SNS. The study was carried out with 360 university students attending Muğla Sıtkı Koçman University in Turkey.  At the end of the statistical procedures, a model was achieved to include variables of happiness and daily number of selfies, daily duration of SNS usage and daily number of photos shared on social networks. It was understood from the model that daily number of selfies and daily duration of SNS usage predicted daily number of photos shared on social networks positively and significantly but did not predict happiness directly. In addition to this result, it is seen that daily number of selfies and daily duration of SNS usage has an indirect impact on happiness through daily number of photos shared on social networks. It can be said that the achieved Structural Equation Modelling (SEM) has good fit index values (X2=3.76, sd=2, X2/df=1.88, P=.15, RMSEA=0.050, NFI=0.97, CFI=0.99, GFI=0.99, AGFI=0.97, SRMR=0.032). Keywords: Social network sites, selfies, photo sharing, happiness, structural equation modellin

The effects of health education given by nurses to COPD patients on the daily oxygen concentrator usage time

INTRODUCTION: Long-term oxygen therapy is the most effective method which has been shown to prolong the lifespan in people with COPD. The aim of the study was to investigate the effects of health education given by nurses to patients with COPD on the daily oxygen concentrator (OC) usage time. MATERIAL AND METHODS: The study was carried out in a State Hospital, Turkey, between July and November 2015. After given consent to the study, participants were divided into intervention and control groups by simple random sampling method. Then data forms were filled during face-to-face interview. Firstly, the data describing patients’ arrival times were collected retrospectively. Afterwards, the patients from the intervention group were educated through educational booklets prepared by the researchers. They were phoned in the weeks 4, 8 and 12th for problems they might have encountered during the use of OC. After the 14th week, data forms of patients from the both groups were filled again; the results were compared with previous clinical findings. Data were analysed using SPSS 15.0 for Windows. RESULTS: It was determined that 95.5% of patients did not get information about the use of OC. Daily OC usage time (hour) by patients in the intervention group firstly amounted to 5.69 ± 3.90, later on to 11.94 ± 4.73 (p < 0.05). Whereas when clinical findings concerning pre- and post educational periods were compared; a significant improvement in PaO2, PaCO2, FEV1 and SaO2 of patients in the intervention group (p<0.05) was shown, contrary to the control group. CONCLUSIONS: It may be recommended that patients receive continuous education and close monitoring of their results.INTRODUCTION: Long-term oxygen therapy is the most effective method which has been shown to prolong the lifespan in people with COPD. The aim of the study was to investigate the effects of health education given by nurses to patients with COPD on the daily oxygen concentrator (OC) usage time. MATERIAL AND METHODS: The study was carried out in a State Hospital, Turkey, between July and November 2015. After given consent to the study, participants were divided into intervention and control groups by simple random sampling method. Then data forms were filled during face-to-face interview. Firstly, the data describing patients’ arrival times were collected retrospectively. Afterwards, the patients from the intervention group were educated through educational booklets prepared by the researchers. They were phoned in the weeks 4, 8 and 12th for problems they might have encountered during the use of OC. After the 14th week, data forms of patients from the both groups were filled again; the results were compared with previous clinical findings. Data were analysed using SPSS 15.0 for Windows. RESULTS: It was determined that 95.5% of patients did not get information about the use of OC. Daily OC usage time (hour) by patients in the intervention group firstly amounted to 5.69 ± 3.90, later on to 11.94 ± 4.73 (p < 0.05). Whereas when clinical findings concerning pre- and post educational periods were compared; a significant improvement in PaO2, PaCO2, FEV1 and SaO2 of patients in the intervention group (p<0.05) was shown, contrary to the control group. CONCLUSIONS: It may be recommended that patients receive continuous education and close monitoring of their results

EXAMİNATION OF TRAINER COMMUNICATION SKILLS PERCEIVED BY ATHLETES ACCORDING TO SPORT FIELDS

This research is a descriptive study that aims to examine coach communication skills perceived by athletes according to branches. A total of 767 active athletes (517 male, 250 female) in Gaziantep were chosen as the study group on a volunteer basis. Quantitative data were collected using “Coach Communication Scale in Football” developed by Abakay and Kuru (2009) (in order to obtain research data). Data collected from the study group were analyzed and reported according to the athletes’ demographics and other variables discussed in the research. The data obtained from the scale were first transferred to the electronic environment and then calculated using SPSS 22.0 package program. Arithmetic mean, One-Way ANOVA, Spearman’s rho (rs) correlation test and t-test were used for analyzing the data, for comparing the mean scores in the unrelated measures, for examining the relationship between the variables, and for Independent samples, respectively. In conclusion, in this study we conducted to determine the coach communication skills perceived by the team – and individual athletes and to reveal the differences in terms of various variables, it was found that this ratio differed significantly between individual athletes while the coach communication skills perceived by two athlete groups were high. Our findings showed that the perceived coach communication skills tended to decline in situations where the sporting history of individual athletes increased. It has been established that their communication skills improved in the situations where educational background enhanced although there was also no gender difference in both sports groups. It has been concluded that the perceived coach communication skills also improved in the situations where it would tend to increase in some variables such as athlete’s age, coach’s age and duration of training with the same coach.  Article visualizations

Ergenlerde performans kaygısını yordayan değişkenlerin modellenesi ve buna yönelik psikoeğitim programının işlevselliği

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü TEZlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır.This research aims to model the parameters that predict Music Performance Anxiety (MPA) with structural equality modelling (SEM) and test this model with the practice of psychoeducation trait anxiety, social anxiety, perfectionism, self-confidence and self-efficiency are discussed as the parameters that predict MPA.The study group consists of 411 students (185 male and 361 female) who study at the music departments of Fine Arts and Sports High Schools in Malatya, Muğla, Çankırı, Uşak, Kütahya, Kastamonu, İzmir, Çanakkale, Hatay, Eskişehir, Adana, Trabzon and Bolu. The students participating in the research are 10th, 11th and 12th grade students who had a performance experience at the above-mentioned schools during the spring semester of the 2011-2012 Academic Year.Information for and about the research was collected with: Social Anxiety Scale for Adolescents, Self-confidence Scale, State and Trait Anxiety Inventory (Trait Anxiety Level), Multi-level Perfectionism Scale, Self-efficiency Scale, and Music Performance Scale for High School Students. To collect data about demographic features (sex, school and age) a ?Personal Information Form? was used. Analysis of the data was carried out with the computer programs ?Lisrel 5.54 for Windows? and ?SPSS 11.5 for Windows?. SEM was used in determining the parameters that predict MPA.In SEM, the result that MPA is predicted by trait anxiety, social anxiety and perfectionism directly, and is predicted by self-efficiency and self-confidence indirectly, via social anxiety and perfectionism, was obtained.In study-ii, which is the second part of the research, the aim was to test the data obtained from SEM with the psychoeducation program. For this purpose, a 12 session psychoeducation program was prepared, with each session lasting 45 minutes. For the prepared psychoeducation program, a Social Anxiety Scale, a Trait Anxiety Scale, a Multi-level Perfectionism Scale, and a Music Performance Anxiety Scale for High School Students, were each applied to 11th and 12th grade students who attended the Music Department of Bolu Fine Arts and Sports High School. Twenty-four students (12 experiment, 12 control) who achieved high scores from these scales were randomly assigned to the research groups.Once the groups were set up, 12 week long sessions were started synchronically for both groups. While the experiment group was exposed to a psychoeducation program involving social anxiety, trait anxiety and perfectionism, the control group undertook different group activities that were not relevant to the parameters set by the researcher him/herself. In Study-II 2X3 (experiment/control groups X core-test/final-test/ observation test) a split plot pattern was used. In study-ii, Social Anxiety Scale for Adolescent, Trait Anxiety Inventory, Multi-level Perfectionism Scale, and a Music Performance Anxiety Scale for High School Students were applied at three different times (when the sessions started, when completed, and two months after they were completed) to students who participated in the experiment and control groups in order to collect data.According to the findings of study-ii, it was found that the effect of intervention X time is significant for all parameters of MPA that form the dependent variables of study-ii; social anxiety, trait anxiety and perfectionism (p<.05). In order to determine the source of this difference, a Tukey multi-comparison test was used. The results obtained from the Tukey multi-comparison test and variance analysis have shown that a Psychoeducation Program for Reducing Music Performance Anxiety is effective in decreasing the level of MPA, social anxiety, trait anxiety and perfectionism. The results also show that this effect both maintains its efficiency at the end of two months, and continues increasing. In light of the obtained findings, the results of study-i and study-ii were discussed and suggestions were made for future research. Key Words: Music Performance Anxiety, Trait anxiety, Social Anxiety, Perfectionism, Self-confidence, Self- efficiency, Structural Equality Modelling, Psychoeducation ProgramBu araştırmada Müzik Performans Kaygısını (MPK) yordayan değişkenlerin yapısal eşitlik modellemesi (YEM) ile belirlenmesi ve bu modelin psikoeğitim programı ile sınanması amaçlanmıştır. MPK?nı yordayan değişkenler olarak sürekli kaygı, sosyal kaygı, mükemmeliyetçilik, öz-güven ve öz-yeterlik ele alınmıştır.Araştırmanın çalışma grubunu Malatya, Muğla, Çankırı, Uşak, Kütahya, Kastamonu, İzmir, Çanakkale, Hatay, Eskişehir, Adana, Trabzon ve Bolu illerindeki Güzel Sanatlar ve Spor Liselerinin Müzik bölümlerinde öğrenim gören 131?i erkek, 280?i kız 411 müzik bölümü öğrencileri oluşturmaktadır. Araştırmaya katılan öğrenciler 2011-2012 eğitim öğretim yılında Bahar döneminde adı geçen okullarda öğrenim görmekte olan öğrenciler arasından performans deneyimi yaşamış 11. ve 12. Sınıf öğrencilerdir.Araştırma ile ilgili veriler Ergenler için Sosyal Kaygı Ölçeği, Öz-Güven Ölçeği, Durumluk ve Sürekli Kaygı Ölçeği (Sürekli kaygı boyutu), Çok Boyutlu Mükemmeliyetçilik Ölçeği, Öz-Yeterlik Ölçeği, Lise Öğrencileri için Müzik Performans Kaygısı Ölçeği ile toplanmıştır. Demografik özelliklere (cinsiyet, okul ve yaş) ilişkin verileri toplamak için ?Kişisel Bilgi Formu Kullanılmıştır?. Araştırmada toplanan verilerin çözümlenmesi ?Lisrel 5.54 for Windows? ve ?SPSS 11.5 for Windows? paket programlarıyla bilgisayar ortamında gerçekleştirilmiştir. MPK?nı yordayan değişkenlerin belirlenmesinde YEM kullanılmıştır.YEM?de MPK?nın sürekli kaygı, sosyal kaygı ve mükemmeliyetçilik tarafından doğrudan, öz-yeterlik ve öz-güvenin sürekli kaygı, sosyal kaygı ve mükemmeliyetçilik üzerinden dolaylı olarak yordadığı sonucu elde edilmiştir. Araştırmanın ikinci bölümü olan çalışma-II?de YEM?den elde edilen verilen psikoeğitim programı ile sınanması amaçlanmıştır. Bu amaçla her birisi 45 dakika olan 12 oturumluk Psikoeğitim Programı hazırlanmıştır. Hazırlanan Psikoeğitm Programı için Bolu Güzel Sanatlar ve Spor Lisesi Müzik Bölümüne devam eden 11. ve 12. sınıf öğrencilerine Sosyal Kaygı Ölçeği, Sürekli Kaygı Ölçeği, Çok Boyutlu Mükemmeliyetçilik Ölçeği, Lise Öğrencileri için Müzik Performans Kaygısı Ölçeği uygulanmış ve bu ölçeklerden en yüksek puan alan 24 kişi (12 deney, 12 kontrol) araştırma gruplarına seçkisiz atama yapılmıştır.Grupların oluşturulmasının ardından eş zamanlı olarak her iki grup içinde 12 haftadan oluşan oturumlar başlatılmıştır. Deney grubuna sosyal kaygı, sürekli kaygı ve mükemmeliyetçiliği içeren pisikoeğitim programı uygulanırken, kontrol grubuna bu değişkenlerle ilişkili olmayan farklı grup etkinlikleri araştırmacının kendisi tarafından uygulanmıştır. Çalışma-II?de 2x3?lük (deney/kontrol grupları X öz-test/son-test/izleme testi) split plot deseni kullanılmıştır. Çalışma-II?de veri toplamak amacıyla, deney ve kontrol grubunda yer alan öğrencilere Sosyal Kaygı Ölçeği, Sürekli Kaygı Ölçeği, Çok Boyutlu Mükemmeliyetçilik Ölçeği, Lise Öğrencileri için Müzik Performans Kaygısı Ölçeği farklı zaman aralıklarında (çalışmanın başında, tamamlandığında ve sonlandıktan iki ay sonra) olmak üzere üç kez uygulanmıştır.Çalışma-II?nin bulgularına göre, çalışma-II?nin bağımlı değişkenlerini oluşturan MPK, sosyal kaygı, sürekli kaygı ve mükemmeliyetçiliği değişkenlerinin tümü için müdahale x zaman etkisinin anlamlı olduğu görülmüştür (p<.05). Bu farklılığın kaynağını belirlemek üzere Tukey çoklu karşılaştırma testinden yararlanılmıştır. Tukey çoklu karşılaştırma testi ve varyans analizinden alınan sonuçlar, MPK?nı Azaltmaya Yönelik Psikoeğitim Programının MPK, sosyal kaygı, sürekli kaygı ve mükemmeliyetçiliği düzeylerini azaltmada etkili olduğunu ve bu etkinin iki aylık izleme sonunda da kalıcılığını korumakla birlikte artarak devam ettiğini ortaya koymuştur. Elde edilen bulgular ışığında çalışma-i ve çalışma-ii?den elde edilen sonuçlar tartışılmış ve gelecek araştırmalar için önerilerde bulunulmuştur. Anahtar Kelimeler: Müzik Performans Kaygısı, Sürekli Kaygı, Sosyal Kaygı, Mükemmeliyetçilik, Öz-güven, Öz-yeterlik, Yapısal Eşitlik Modellemesi, Psikoeğitim Program

Validity and Reliability Study of the Turkish Version of Student Personal Responsibility Scale-10

DergiPark: 326093trakyasobedThe aim of this study was to adapt the Student Personal Responsibility Scale10 developed by Singg and Ader (2001) to Turkish. Sample of the study consisted of 244 university students of which 136 were male and 108 were female. Confirmatory factor analysis revealed acceptable fit for the one-dimensional model (chi-square= 90,17, df= 35, chi-square /df= 2.57, RMSEA= .081, GFI= .97, AGFI= .95, CFI= .84, IFI= .84, NNFI= .79). Results of language equivalency studies conducted over a two week period revealed a high correlation between Turkish and English forms which was .86. Criteria reliability studies showed that the correlation with Student Responsibility Scale was .40 (p lt; .001), internally-externally controlled responsibility scale was .56 (p lt; .001). The internal consistency reliability coefficient of the scale was found to be .63. These results demonstrate that the Student Personal Responsibility Scale-10 is a valid and reliable instrumentAraştırmanın amacı Singg ve Ader (2001) tarafından geliştirilen Öğrenci Bireysel Sorumluluk Ölçeği-10’un Türkçe uyarlama çalışmasını yapmaktır. Çalışma, 136’sı erkek, 108’i kadın 244 üniversite öğrencisi üzerinde gerçekleştirilmiştir. Doğrulayıcı faktör analizi sonucunda tek boyutlu ölçeğin kabul edilebilir uyum indeksleri verdiği görülmüştür (x2= 90,17, sd= 35, x2/sd= 2.57, RMSEA= .081, GFI= .97, AGFI= .95, CFI= .84, IFI= .84, NNFI= .79). Ölçeğin dilsel eşdeğerli için iki hafta ara ile yapılan çalışmada .86 gibi yüksek düzeyde ilişki olduğu gözlenmiştir. Ölçeğin uyum geçerliği için yapılan çalışmada, Öğrenci Sorumluluk Ölçeği ile arasında .40 (p lt; .001), İç-Denetimsel Sorumluluk, Dış-Denetimsel Sorumluluk Ölçeği ile arasında .56 (p lt; .001) düzeyinde bir ilişki olduğu görülmüştür. Güvenirlik çalışması için yapılan işlemde, Cronbach Alpha iç tutarlılık katsayısı .63 olarak bulunmuştur. Bu sonuçlar, Öğrenci Bireysel Sorumluluk Ölçeği-10’un Türkçe formunun geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceğini göstermektedi

Social network usage, shame, guilt and pride among high school students: Model testing

This study was aimed at testing a model which applies structural equation modeling (SEM) to explain social networking sites (SNS) usage. Performing SEM with a sample of 500 high school students (40% male, 60% female), the model examined the relationships among shame, guilt and pride on SNS, such Facebook and Twitter. It was hypothesized that SNS usage was predicted directly by shame and indirectly by pride and guilt. The SEM showed that shame affected SNS usage directly and positively, while guilt and pride indirectly affected SNS via shame. The fit indices of SEM produced good fit values (χ2 = 0.11, df = 2, χ2/df = 0.055, p = 0.94532, RMSEA = 0.00, GFI = 1.00, AGFI = 1.00, NFI = 1.00, NNFI = 1.00, CFI = 1.00, IFI = 1.00, RMR = 0.039; SRMR = 0.0042). According to these results, high school students’ feelings of shame, guilt and pride are important predictors of SNS usage

Sources of Test Anxiety: A Qualitative Approach

Test anxiety comes as an irrefutable fact of education. Testing and being tested, whatever the level of education, is a natural source of concern. The intention of this study is to obtain data that will be the starting point for future intervention programs for test-anxiety. For the research, 10 middle school students and 10 high school students and semi-structured interview forms were interviewed. It has been seen that middle school students describe test anxiety with emotional symptoms and high school students with cognitive symptoms. While the anxiety of the test anxiety affects the life of the students and the influence of the family relations in the high school students is in the preliminary stage, the middle school students show themselves as negative thoughts about the future and the negative affect appears as a common theme in both groups. As sources of test anxiety, we see parents’ and teachers’ higher success expectations in both age groups. Besides, the words that parents’ and teachers’ motivational words the students cause them to worry more about not being the anticipated effect in the students. These negative attitudes cause an sense of over responsibility in students. According to the findings of the study, it is revealed that it is a great necessity for the parents and teachers to be involved in the intervention programs for the students who are experiencing the test anxiety. Keywords: Text anxiety, high school students, secondary school students, source of text anxiety, qualitative researc

Wpływ edukacji zdrowotnej prowadzonej przez personel pielęgniarski na czas używania koncentratora tlenu w ciągu doby przez chorych na przewlekłą obturacyjną chorobę płuc

WSTĘP: Długotrwała tlenoterapia domowa jest najbardziej efektywną metodą leczenia, wydłużającą życie chorych na przewlekłą obturacyjną chorobę płuc (POChP). Celem badania była ocena wpływu edukacji zdrowotnej prowadzonej przez pielęgniarki na czas stosowania koncentratora tlenu w ciągu doby przez chorych na POChP. MATERIAŁ I METODY: Badanie przeprowadzono w szpitalu w Turcji (State Hospital), pomiędzy lipcem a listopadem 2015 roku. Uczestnicy, po wyrażeniu pisemnej zgody, przydzielani byli losowo do grupy badanej (grupa z interwencją) lub kontrolnej (grupa bez interwencji). Specjalnie przygotowane ankiety wypełniano w trakcie bezpośredniej rozmowy z pacjentem. W pierwszej kolejności, retrospektywnie pozyskiwano informacje na temat danych wyjściowych. Następnie pacjenci z grupy badanej odbywali szkolenie, które prowadzono za pomocą specjalnie przygotowanych przez zespół badaczy materiałów. W 4., 8. i 12. tygodniu przeprowadzono z uczestnikami rozmowy telefoniczne, w czasie których omawiano problemy związane ze stosowaniem koncentratora. Po upływie 14 tygodni ponownie wypełniono ankiety, a uzyskane wyniki porównano z wyjściowymi. Analizę danych przeprowadzono za pomocą programu SPSS 15.0 for Windows. WYNIKI: Stwierdzono, że 95,5% pacjentów nie uzyskało wcześniej informacji na temat używania koncentratora tlenu. Czas stosowania koncentratora w ciągu doby przez pacjentów z grupy badanej wynosił początkowo 5,69 ± 3,90 godziny i wzrósł do 11,94 ± 4,73 godziny (p &lt; 0,05). Gdy porównano wyniki z okresu przed i po zastosowaniu edukacji, stwierdzono istotny wzrost PaO2, PaCO2, FEV1 i SaO2 u chorych z grupy badanej (p &lt; 0,05), a efektu tego nie obserwowano w grupie kontrolnej. WNIOSKI: Uzyskane wyniki upoważniają do zarekomendowania ciągłej edukacji dotyczącej zasad tlenoterapii domowej i monitorowania jej efektów.WSTĘP: Długotrwała tlenoterapia domowa jest najbardziej efektywną metodą leczenia, wydłużającą życie chorych na przewlekłą obturacyjną chorobę płuc (POChP). Celem badania była ocena wpływu edukacji zdrowotnej prowadzonej przez pielęgniarki na czas stosowania koncentratora tlenu w ciągu doby przez chorych na POChP. MATERIAŁ I METODY: Badanie przeprowadzono w szpitalu w Turcji (State Hospital), pomiędzy lipcem a listopadem 2015 roku. Uczestnicy, po wyrażeniu pisemnej zgody, przydzielani byli losowo do grupy badanej (grupa z interwencją) lub kontrolnej (grupa bez interwencji). Specjalnie przygotowane ankiety wypełniano w trakcie bezpośredniej rozmowy z pacjentem. W pierwszej kolejności, retrospektywnie pozyskiwano informacje na temat danych wyjściowych. Następnie pacjenci z grupy badanej odbywali szkolenie, które prowadzono za pomocą specjalnie przygotowanych przez zespół badaczy materiałów. W 4., 8. i 12. tygodniu przeprowadzono z uczestnikami rozmowy telefoniczne, w czasie których omawiano problemy związane ze stosowaniem koncentratora. Po upływie 14 tygodni ponownie wypełniono ankiety, a uzyskane wyniki porównano z wyjściowymi. Analizę danych przeprowadzono za pomocą programu SPSS 15.0 for Windows. WYNIKI: Stwierdzono, że 95,5% pacjentów nie uzyskało wcześniej informacji na temat używania koncentratora tlenu. Czas stosowania koncentratora w ciągu doby przez pacjentów z grupy badanej wynosił początkowo 5,69 ± 3,90 godziny i wzrósł do 11,94 ± 4,73 godziny (p &lt; 0,05). Gdy porównano wyniki z okresu przed i po zastosowaniu edukacji, stwierdzono istotny wzrost PaO2, PaCO2, FEV1 i SaO2 u chorych z grupy badanej (p &lt; 0,05), a efektu tego nie obserwowano w grupie kontrolnej. WNIOSKI: Uzyskane wyniki upoważniają do zarekomendowania ciągłej edukacji dotyczącej zasad tlenoterapii domowej i monitorowania jej efektów