Earthquake Experiences of Nursing Students Residing in Earthquake Zone,the Disaster of the Century: A Qualitative Study

Abstract

This study was carried out to examine the experiences of nursing department students regarding earthquakes with a phenomenological approach. The type of research is phenomenological research, one of the qualitative research methods. The research was carried out with 22 nursing students who experienced the earthquake in the Turkey earthquake on February 6, 2023. The data were collected using the “Semi-Structured Interview Form”. In this study, “earthquake experience” was discussed as a phenomenon, and the data obtained from the phenomenon after content analysis were evaluated in five themes as follows: Experiences during the earthquake, experiences after the earthquake, search-rescue operations, social support and daily life after the earthquake. It was seen that they acted with the instinct of protection during the earthquake and then tried to shelter and communicate. The study reveal that the disaster preparedness and competencies of nursing students should be increased.

Keywords

earthquakes students nursing qualitative study

Introduction

Earthquake is one of the most traumatic natural disasters for a person to encounter in his lifetime (Rezayat et al., 2020; Wen et al., 2012). Since these disasters threaten the social identity and safety of the individual, they can cause individuals to experience both physical and psychological trauma. The sudden emergence of earthquakes which lead to multiple losses, surpass the control power of the individual, and become effective in extensive geographical areas, makes it both very effective and destructive (Altun, 2018; Kılıç, 2018; Silove et al., 2006; Ursano et al., 2006).

The negative effects of earthquakes are not limited to individuals. Societies experiencing earthquakes also face psychosocial problems, unemployment and chronic diseases nationally. While the magnitude of the destruction, injuries, loss of life and property directly affects the mental health and daily life activities of individuals and families, the problems that may be experienced in the education and health system are also the indirect effects of the earthquakes (Kılıç, 2018; Silove et al., 2006; Tural et al., 2004).

The earthquake, called the disaster of the century on February 6, 2023, and occurred simultaneously in 11 provinces of our country, caused great destruction and nearly fifty thousand people lost their lives in this earthquake. It is thought that revealing the negative experiences during and after the earthquake and examining these experiences factually can guide the supportive studies to be carried out in terms of the individuals and societies.

Health professionals at the forefront of all kinds of disasters experience the negative effects of the earthquake as well as all individuals (Everly et al., 2010; Oflaz, 2008; Pourvakhshoori et al., 2017). Health professionals are one of the occupational groups expected to intervene in health and disease situations in disasters, although they experience loss of life and property. Nurses may become fully aware of the psychological effects of disasters on individuals and society in all age groups and provide physical and emotional support to individuals at every stage of the disaster (Everly et al., 2010; Fung et al., 2008; Pourvakhshoori et al., 2017). They can identify appropriate and inappropriate coping strategies for each individual in the society and support the individual’s coping skills with effective interventions. As a result, nurses are not only the health professionals with the highest number and healthcare workforce in the world but also a profession group with the highest number of students (Everly et al., 2010; Li et al., 2015; Pourvakhshoori et al., 2017). This reveals that nurses are the most extensive human source that can take an active role in disasters such as earthquakes in the future as it is currently.

Aim

Because our country is located in an earthquake zone, determining the experiences of nursing students who will be a part of the team responding to such disasters can guide experimental studies. February 6, 2023, The research interviews were determined according to the research question of, “What are the earthquake experiences of the nursing students who experienced earthquakes in Turkey earthquake regions regarding the earthquake experience phenomenon?” For this purpose, questions were formed to examine nursing students’ experiences during and after the earthquake regarding the phenomenon of earthquake experience, their views on search and rescue operations and social support, and their daily lives after the earthquake.

Method

Study Design

This study is a descriptive and phenomenological type study. While participants’ variables in the study were analyzed using descriptive statistics, phenomenological design was used to analyze the data obtained from the interviews. The phenomenological design is aimed to reveal detailed information on subjects that individuals are aware of but do not have in-depth knowledge of through interviews with data sources, individuals, or groups who experience the phenomenon and can reflect it (Lietz et al., 2006). The phenomenon of this study was determined as “earthquake experiences”.

Setting and Sample

In this study, the purposive sampling method was used in determining the cases in which detailed information can be obtained (Lietz et al., 2006). In this study, the data collection stage was completed when the data were repeated (data saturation) in the in-depth interviews with the students. The study consisted of 22 nursing students at a state university who experienced the earthquake in one of the 11 provinces where the earthquake occurred and who agreed to participate in the study. Students’ age, year at university, and descriptive information relating to the earthquake were given in Table 1.

Table 1.

Students’ Age, Year at University, and Descriptive Information Relating to the Earthquake.

Student	Age	Year at University	Province	State of Home Damage	State of Shelter	Participation in Search and Rescue Operations
S1	21	Y3	HXXX	Intact	At home during the day, in a tent at night	No
S2	21	Y2	HXXX	Intact	At home during the day, in a tent at night	No
S3	23	Y3	HXXX	Severely	Tent	No
S4	23	Y4	ŞXXX	Severely	Moving to another house	No
S5	21	Y4	HXXX	Moderately	At home during the day, in a tent at night	No
S6	22	Y3	HXXX	Lightly	At the same house	No
S7	22	Y3	OXXX	Lightly	At the same house	No
S8	23	Y1	HXXX	Moderately	At the same house	Yes
S9	24	Y3	HXXX	Severely	Tent	Yes
S10	23	Y3	HXXX	Moderately	Domestic migration	No
S11	21	Y4	MXXX	Lightly	At the same house	Yes
S12	22	Y4	KXXX	Lightly	Domestic migration	Yes
S13	23	Y4	ŞXXX	Moderately	Domestic migration	No
S14	22	Y3	DXXX	Moderately	At the same house	No
S15	20	Y1	DXXX	Lightly	At the same house	No
S16	22	Y4	KXXX	Destroyed	Moving to another house	No
S17	23	Y4	HXXX	Severely	Tent	No
S18	20	Y2	HXXX	Moderately	Tent	No
S19	19	Y1	HXXX	Destroyed	Domestic migration	No
S20	20	Y2	KXXX	Severely	Tent	No
S21	19	Y2	KXXX	Lightly	Domestic migration	No
S22	21	Y2	ŞXXX	Lightly	At the same house	No

S: Student; Y1: Year 1; Y2: Year 2; Y3: Year 3; Y4: Year 4.

Procedure and the Qualitative Interview

Approval dated 27.03.2023 and numbered 289820/137 from the Human Research Ethics Committee of the relevant university and written permission from the institution where the research would be conducted obtained for the study. The students were informed about the purpose of the research and the confidentiality of the answers, and written consent was obtained from the students. Students’ names were not used within the scope of research ethics.

The “Socio-demographic Form and Semi-Structured Interview Form” were used to collect data. Socio-demographic form, prepared by the researchers in line with the literature, consisted of 16 questions, including students’ age, gender, year at university, and descriptive information relating to the earthquake (Abay & Çelik Abay, 2023; Satoh et al., 2018).

“Semi-Structured Interview Form” consisted of seven questions that were thought to predict the earthquake phenomenon conceptually (Abay & Çelik Abay, 2023; Fung et al., 2008; Karaoğlu, 2017; Pourvakhshoori et al., 2017). In the form, there were open-ended questions about the student’s experiences during the earthquake, their experiences relating to search and rescue operations, social support provided after the earthquake, and the changes in their post-earthquake lives. The interview guide was developed by the researcher based on a thorough literature review and was presented to colleagues in the field for their opinion.

Research data were collected between the 15th and 30th of April, 2023. Participants were informed about the researcher’s identity and the study (purpose, confidentiality of answers, where and how data would be stored). The participation was based on volunteerism. The students were informed about the identity and purpose of the study. An available period was determined for the researcher and the students who volunteered to participate in the study. An interview form was used in the interview. Before the interview, the students were informed that they could begin the interview whenever they felt ready and end it whenever they wished. The interviews were held in the conference room of the university where the research was conducted and the researcher and participant were alone during the interview. In the interview, the interview method following the criteria of interview techniques in qualitative research was used (Kelly et al., 2010; Yıkmış, 2020). The interviews took nearly 20–25 minutes.

Qualitative Analyses

Content analysis was performed to evaluate the data obtained from the in-depth interview. Data are tried to be defined, and facts that may be hidden in the data are wanted to be revealed through content analysis. The most basic process is to bring together similar data within the framework of specific concepts and themes and organize and interpret them in a way the readers can understand (Kelly et al., 2010; Yıkmış, 2020). For this purpose, the audio recordings obtained from the interviews were converted into text in a computer environment. Similar data were coded, and the main themes and sub-themes were determined.

Results

This section contains the findings obtained as a result of the interviews. The socio-demographic distribution of the participants in the study was given in Table 2.

Table 2.

Socio-Demographic Distribution of the Participants.

Variables		Frequency	Percentage
Gender	Female	14	63.6
Gender	Male	8	36.4
Year at university	1	3	13.6
	2	5	22.7
	3	7	31.8
	4	7	31.8
Province	KXXX	4	18.2
	HXXX	11	50.0
	MXXX	1	4.5
	ŞXXX	3	13.6
	DXXX	2	9.1
	OXXX	1	4.5
Earthquake experience	Yes	6	27.3
Earthquake experience	No	16	72.7
State of home damage	Intact	2	9.1
	Lightly damaged	7	31.8
	Moderately damaged	6	27.3
	Severely damaged	5	22.7
	Destroyed	2	9.1
State of shelter	The same house	7	31.8
	Moving to another house	2	9.1
	Tent	5	22.7
	Domestic migration	5	22.7
	At home during the day, in the tent at night	3	13.6
Loss of a relative	Yes	22	100
Degree of kinship	The second degree of kinship	3	13.65
	The third degree of kinship	3	13.65
	Friend	5	22.7
	Friend and relative	6	27.3
	Neighbor	5	22.7
Participation in search and rescue operations	Yes	5	22.7
Participation in search and rescue operations	No	17	77.3
	Mean ± sd	Min-max
Age	21.64 ± 1.364	19–24

The primary and sub-themes related to the phenomenon of earthquake experiences are given in Figure 1.

Figure 1.

Theme and sub-themes related to the phenomenon of earthquake experiences.

First Theme: the Experiences During the Earthquake

Feeling of Protecting

In the interviews, eight students stated that they acted to protect other family members during the earthquake. It was found in the study that the students performing with the feeling of protecting other family members were the third and fourth year students, and only two students were the second year students. Some statements were as follows:

“S2: The wall of the room and the stove concurrently collapsed without even realizing how it happened! I don’t know how I grabbed my brother. I didn’t even think about how to save myself; I just thought of my brother. (Y2)”

“S10: I take care of everything... Does one act with this responsibility even at the very moment of an earthquake? I just hugged my brother and tried to reach my parents. I just thought about saving my brother. (Y3)”

“S6: My mother was just discharged from the hospital. Should I run to my elder sister and nephews or my mother to save them? I didn't know whom to save. (Y3)”

“S21: My nephew was staying with us, I immediately fell on my mother and nephew, and then I ran to my father. I couldn’t think of anything else because my father was disabled; otherwise, he wouldn't have survived. (Y1)”

Trying to Escape

According to the statements, the students stated that they did not know what to do during the earthquake and tried to escape. On the other hand, it was seen that the second year students did not try to escape but rather were in shock. Some statements were as follows:

“S20: I thought we would either run away or wait for death. What else could I do… (Y1)”

“S10: When my mom called me, I was asleep. We suddenly ran towards the door. What we all did was irrational, but at that moment, we just wanted to run for our lives, but my brother and I got stuck... (Y3)”

“S16: I just tried to escape, but we couldn’t escape. (Y4)”

Shock

According to the statements given, nine students, mostly in their first and second year at university, stated they were in shock. Some students’ statements were as follows:

“S20: I am still in shock, not just at that moment. Not a single building has been left intact; how not to be shocked? How? (Y1)”

“S19: Shock and bewilderment, and also fear. It’s just that… (Y1)”

“S22: I was shocked, everyone was doing something, but I just froze on the spot. (Y1)”

Second Theme: Post-Earthquake Experiences

Rush for Shelter

In the interviews, most students (14 students) stated that the weather conditions were highly terrible after the earthquake, that people did not even have shoes, and that they were worried about where they would stay. All of the fourth year students stated that they rushed for shelter. Some statements were as follows:

“S12: Everything was so terrible that my father made a quick decision, and we went to our hometown. (Y4)”

“S9: We were on the streets for two days. Then, we could build a tent, thank God. (Y3).”

“S14: There was nothing we could do; a tent, a container, a closed area... We went to the village. (Y2)”

“S21: Although my father is a man with a disability, we are still in a tent and there is no place to stay. (Y2)”

Trying to Get News

According to the statements of the students, the majority of the students (16 students) stated that they struggled to contact their relatives after leaving their homes. In the statements of the students, there was information about the fact that everyone was trying to get news from each other, people rushed to get news and to contact their relatives, but it was impossible to transport from one place to another and to get in touch with other family members. Some statements were as follows:

“S2: We ran to my uncle’s house to save them; however, we coincided with my uncle and cousin’s dead bodies. What else could be there.. (Y2)”

“S8: The roads were blocked since either the buildings collapsed or the roads were damaged. There was no internet or electricity. Everyone was in a frantic state to get news. (Y2)”

“S10: I just felt that someone was trying to reach me; I was sure people were trying to reach me. (Y3)”

Realizing the Severity of the Earthquake

Most students (12 students) stated that they realized they were not faced with a simple earthquake and that the event’s severity was great when they saw the rubbles around and the crowd of people in a fuss. Some statements were as follows:

“S20: Everything around me was demolished. If all hell wasn’t broken loose, what was that? (Y1)”

“S21: On the fourth day, I realized this was not a simple destruction; we died. (Y2)”

“S13: Our building was damaged, and when I joined the search and rescue operations, I realized we were living in hell. (Y4)”

Third Theme: Search and Rescue Operations

Individual Search and Rescue

The third and fourth-year students (6) said they voluntarily participated in individual search and rescue operations after the earthquake. Some statements were as follows:

“S8: There was so much destruction that it would not be enough for every earthquake survivor to participate in search and rescue operations. We also participated voluntarily with our profession” (Y3)”

“S7: With our relatives, we all participated in the search and rescue operations… (Y3).”

“S13: Actually, I was not very affected by the earthquake. I’ve been feeling terrible ever since I participated in search and rescue operations and saw a severed hand and arm. (Y4)”.

“S4: Isn’t it the perfect thing to work as a volunteer? What I saw is not something I can forget for the rest of my life. (Y4)”

Support of Miners

More than half of the students (13 students) stated that the miner rescue team saved many earthquake victims’ lives, that they managed what no other team in the area could do, and that they were very courageous and successful. Some statements were as follows.

“S18: I felt lucky to have studied in Zonguldak. I felt even more proud. Good thing there are miners. (Y1)”

“S22: I saw myself in miners, courageous and cool. What if they hadn’t been there? (Y1)”

“S2: Everyone must be like a miner. God bless all. They even pulled our deceased relatives out of the rubble. (Y2)”

“S17: Search and rescue operations were very difficult. But they easily saved the victims' lives with something like pig fortification. I admired them. (Y4)”

Blame/Delay/Incompetence

Almost all of the students (19 students) stated that the search and rescue operations began after the second day of the earthquake and that they tried to understand the delays because the disaster occurred in so many provinces that the rescue teams were insufficient compared to the abundance of the rubbles and that there was a coordination problem. Some statements were as follows:

“S19: To whom, what shall I say? Who is guilty? The one who built the buildings, the one who permitted the construction of the buildings, or the one who could not carry out the rescue operations? I'm just so sorry. (Y1)”

“S6: Rescue operations were taking a lot of time on destroyed buildings. Moreover, I wonder why it took such a lot of time. (Y3).”

“S1: These are very bad; I don't know where the search and rescue team could reach, but search and rescue operations were also terrible. (Y3)”

“S17: There were delays, inadequacy, lack of coordination-you name it. We still have people under the rubble. (Y4)”

Fourth Theme: Social Support

Coordination

More than half of the students (13) stated that support was provided quickly and in large quantities. They also noted that the earthquake survivors were not informed when the help arrived and that their food, clothing, and shelter needs were tried to be met, but the water problem still needs to be resolved. Some students stated that social support providers did not know how to help the survivors and needed training. Some statements were as follows:

“S21: My family still makes a living with the help of the food distributed. But still, water is a big problem. (Y1)”

“S8: After the second day, much help arrived, like food, clothes, and water. The tent also arrived, but no one can remember exactly what was done. (Y2)”

“S2: Humanitarian aids arrived and were distributed without any notice. Everyone was greedy while receiving the aid; if their houses were not destroyed in the earthquake, they would have been destroyed out of sheer greed. (Y2)”

“S10: When we went to find water, we noticed that someone was distributing water. No one announced that water help had arrived. It was very hurtful that they distributed aid by pitying us. When I saw them, I told myself I wished I could stay hungry. (Y3)”

Gratitude

Half of the students expressed gratitude to the volunteers and the government for their support. Some statements were as follows.

“S18: The aid was so great that it is good that we are such a nation. (Y1)”

“S1: Even though I was ashamed of getting help, I was very grateful to the volunteers for the help. (Y3)”

“S4: We are a very helpful nation, thank God. (Y4)”

Fifth Theme: Daily Life

Fear

Half of the students stated that they did not fully adapt to daily life, that they felt terrified even after every single aftershock, and that the people around them were also scared. Some statements were as follows.

“S19: My life, as if it was just an earthquake; there’s only fear in my life. I live in fear. (Y1).”

“S2: It is something like I have only fear, anxiety, and responsibility in my life. (Y2)”

“S4: I don’t know if the feeling I'm experiencing is the fear of separation or being alone. Or is it a fear of death? (Y4)”

Normalization

Most students (15 people) stated that their daily life would not be the same as before, that they were trying to normalize and were reluctant to fulfill their daily habits. Some statements were as follows.

“S20: Normalization? I am not the one any more who used to be once. (Y2)”

“S2: I think of my responsibilities and hold on t life. We lost lots of things. Nothing can ever be the same anymore. (Y2)”

“S10: I like tradesmen very much. We don't have any trades anymore. I don’t believe we can ever normalize. (Y3)”

“S14: I just suppress my feelings and adapt to my new life. (S3)”

Sleep Problem

All of the students stated that they had sleep problems, that they woke up as if there was an earthquake, and that they could not perceive it due to lack of sleep. Some statements were as follows.

“S18: I think I will always wake up at 04.17 from now on. (Y2)”

“S11: As if life is over for me, I sleep during the day and wake up at night. (Y4)”

“S4: Could a person continue his life with only two hours of sleep? I’m neither sleeping nor I am letting my loved ones sleep. I'm always waking them up by calling. (Y4)”

Discussion

Such feelings as shock, anxiety, and fear of death experienced during the earthquake negatively affect the post-earthquake life of the disaster victims. The magnitude of the destruction caused by the earthquake, injuries, and loss of life and property have a negative effect on the mental health and daily life activities of individuals and families and their post-earthquake life in the short and long term (Goldmann & Galea, 2014; Rezayat et al., 2020; Ursano et al., 2006).

When the statements of the nursing students regarding earthquake experiences were examined, it was found that some students were in shock and acted with the feeling of protecting other family members. In contrast, some students did not know what to do and struggled to escape the earthquake. In the study by Richardson et al. (2015), in which they examined the earthquake experiences of nursing students in New Zealand, it was stated that the students experienced shock during the earthquake and constantly felt anxiety during the aftershocks of the earthquake. It was also found that the student’s learning and quality of life were negatively affected after the earthquake. It was reported in the study by Li et al. (2015) that nursing students experienced feelings such as fear, shock, and distress during and after the earthquake. It was also stated in the same study that nurses acted with the feeling of protecting patients and the people around them, although they experienced fear. In the literature, studies are showing the knowledge level of nursing students on disaster nursing (Olivia & Mustikasari, 2021; Oztekin et al., 2015; Satoh et al., 2018; Yan et al., 2015); however, very few studies have been found examining earthquake experiences (Li et al., 2015; Richardson et al., 2015). In this context, this study contributes to future studies to be conducted.

In this study, the sub-themes related to the post-earthquake experiences were as follows: Rush for shelter, Trying to get news, and Realizing the severity of the earthquake. At the end of the interviews, it was determined that the students rushed to find a shelter, tried to get news from their relatives after leaving the houses, and realized the severity of the earthquake when they saw the rubbles and human confusion around. In the study conducted by Yilmaz (2012) examining problems experienced after disasters in Turkey, it was stated that transportation, issues of communication, and accommodation were experienced after the earthquakes. In the study conducted by Esen (2000), similar problems were stated to be experienced after the 1999 Marmara earthquake in Turkey.

In the study by Wu et al. (2017), it was reported that university students could not contact their relatives and find a safe shelter after the earthquake and perceived the situation as a danger. Wenji et al. (2015), Li et al. (2015), and Xue et al. (2020) stated in their studies that nursing students experienced fear, anxiety, transportation, and communication problems after the earthquakes and struggled with their need for shelter and water. On the other hand, Li et al. (2015); Oztekin et al. (2015), and Satoh et al. (2018) reported in their studies that nursing students had more knowledge on disaster nursing after the training on disaster nursing and disaster management. Considering the results of the studies in the literature and the results of this study, research on disaster nursing education should be conducted on nursing students.

When the experience of nursing students was examined in terms of search and rescue operations and social support in this study, it was found that the students took part in individual search and rescue operations, that the support provided by the miners was of great importance. However, there were coordination problems in general and delays in both search and rescue operations and social support. After the 1999 Marmara earthquake in Turkey, Esen (2000) stated in his study that there were coordination problems and delays in search and rescue operations. In the study by Abay and Çelik Abay (2023) examining the role of social support and the problems that emerged after the earthquakes on February 6, whose epicenter was in Turkey, it was stated that the difficulties in communication and transportation led to problems in social support, and search and rescue operations. It was noted that social support teams should be coordinated from a single center, especially during and after the disasters. In their studies, Yildiz and Yildirim (2022) stated that nursing students who received disaster nursing education could carry out interventions for patients in disasters. Li et al. (2015), Jennings-Sanders et al. (2005), and Xue et al. (2020) reported in their studies that team coordination in disaster interventions was of great importance and that coordination problems caused problems and delays in interventions.

In the study conducted by Karaoğlu (2017) with the victims of the Ayvacık earthquake in 2017, nearly half of the disaster victims stated that the post-earthquake support arrived late, that the support was provided first by the close neighbors and non-governmental organizations, and institutions provided the last support. The same victims stated that the support was insufficient for a short period; nevertheless, they were grateful for the support. The study results of Esen (2000), Karaoğlu (2017), Satoh et al. (2018), and Wenji et al. (2015) on earthquake disasters support our study results.

In this study, when the effect of the earthquake, on the daily life of nursing students were examined, it was found that the students faced problems like fear, trying to normalize, and sleep disorders after the earthquake. Studies have shown that post-earthquake victims experience problems such as fear and anxiety (Karaoğlu, 2017; Richardson et al., 2015; Wenji et al., 2015); fatigue, sleep problems, and post-traumatic stress disorder (Ituma et al., 2022; Ozpulat & Kabasakal, 2018; Pilika et al., 2022; Ozpulat & Jennings-Sanders, 2005; Ying et al., 2012; Zhang et al., 2014). Our study results are in line with the results of the studies conducted.

What the Study Adds to Existing Research?

Prior to this study were studies evaluating nursing students’ perception of disaster preparedness and their knowledge of disaster nursing. Although there are studies examining nurses’ experiences in earthquake and disaster situations, there are no qualitative studies examining nursing students during and after the earthquake. This study reveals nursing students’ experiences during and after the earthquake, their experiences in basic needs such as shelter, communication, and nutrition, as well as the social aids made during the earthquake and the experiences in the search and rescue efforts made in the wreckage. With this study, nursing students could convey their experiences without any stigma or anxiety. The students gained awareness about disaster nursing and disaster preparedness through the interviews.

Limitations

This study deeply saddened the whole country, as it was an earthquake with a high level of destruction throughout the country. This situation constitutes the limitation of the research for both researchers and participants.

Conclusions and Relevance for Clinical Practice

This study determined that nursing students experienced shock and acted with the feeling of protecting other family members during the earthquake in Turkey, on February 6, 2023, which was described as the most destructive earthquake in the last century. It was found that the students realized the severity of the situation after the earthquake and were in a rush to find shelter and contact their families. Students stated that they experienced delays, inadequacy, and coordination problems in search and rescue operations and social support, but they expressed their gratitude to all support providers, especially the miners. In addition, it was found that the earthquake negatively affected nursing students’ daily life, and they experienced sleep disorders and fear. On the other hand, it was determined that the third and fourth year nursing students who considered themselves competent in the earthquake interventions contributed to the search and rescue operations during the earthquake and provided shelter for the earthquake victims. These findings suggest that nursing students may take a more active role in disasters such as earthquakes by increasing their disaster preparedness and self-efficacy. It is recommended that nursing students be given training on disaster nursing and disaster preparedness, and studies should be carried out on this issue.

Footnotes

Acknowledgments

The authors would like to thank all students who participated in the study. This study is dedicated to the memory of our nursing student Selin HİLOOĞLU, who lost her life in the earthquake, and all nurses and nursing students who died due to the earthquake.

Author Contributions

Study concept and design: M.K and N.A. Analysis and interpretation of data: N.A. Drafting of the manuscript: M.K, A.T and N.A. Critical revision of the manuscript for important intellectual content: M.K. Interpretation of analysis: M.K, A.T and N.A. Obtained funding: M.K and N.A. Study supervision: M.K.

Ethical Statement

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Nurten Arslan

Data Availability Statement

We promise that the data is available when required and permission to reproduce material from other sources. The data that support the fndings of this study are available from the corresponding author upon reasonable request. The study has been reviewed and approved by Zonguldak Bülent Ecevit University Ethnic Board.

Author Biographies

Nurten Arslan, MD in Nursing, Faculty member in Dezful Medical Sciences University.

Aysel Topan, Prof, PhD, RN in Nursing, Faculty of Health Sciences Zonguldak Bulent Ecevit University.

Meltem Kurtuncu, Assoc. Prof, PhD, RN in Nursing, Faculty of Health Sciences Zonguldak Bulent Ecevit University.

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