Life Skills Assessment Research Articles

Effectiveness of a structured life skills training program among Indian nursing students.

Nursing education programs increasingly emphasize the importance of life skills alongside clinical competencies to prepare students for the multifaceted demands of modern healthcare. However, there remains a gap in understanding the most effective strategies for integrating life skills into nursing curricula. Therefore, it is of interest to evaluate the impact of a structured life skills training program on first-year B.Sc. Nursing students' proficiency in selected life skills in Tamil Nadu, India. A true experimental pretest-posttest design was employed, with 257 first-year B.Sc. Nursing students from six selected colleges in Trichy district, Tamil Nadu, participating. The intervention, an eight-week Life Skills Training Program, was delivered to the experimental group, while the control group received no intervention. Data were collected using a self-administered questionnaire comprising socio-demographic variables and the Life Skills Assessment Scale. Statistical analysis included chi-square tests, one-way ANOVA repeated measures, and correlation analysis. Significant differences were observed between the experimental and control groups in various life skills, including self-awareness, empathy, interpersonal relationships, and creative thinking (p < 0.001). Age, place of stay, number of friends, hobbies, reason for choosing nursing, and interest in the course showed significant associations with pretest life skills scores (p < 0.05). Positive correlations were found between certain life skills, emphasizing their interconnectedness (p < 0.05). The structured life skills training program demonstrated effectiveness in enhancing the life skills proficiency of first-year B.Sc. Nursing students. The study underscores the importance of integrating life skills development into nursing education curricula to better prepare students for the complexities of patient care. Tailored interventions based on individual characteristics may further optimize outcomes. Future research should explore longitudinal effects and additional factors influencing life skills development among nursing students.

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

Six elements test vs D-KEFS: what does "Ecological Validity" tell us?

Extensive research shows that tests of executive functioning (EF) predict instrumental activities of daily living (IADLs) but are nevertheless often criticized for having poor ecological validity. The Modified Six Elements Test (MSET) is a pencil-and-paper test that was developed to mimic the demands of daily life, with the assumption that this would result in a more ecologically valid test. Although the MSET has been extensively validated in its ability to capture cognitive deficits in various populations, support for its ability to predict functioning in daily life is mixed. This study aimed to examine the MSET's ability to predict IADLs assessed via three different modalities relative to traditional EF measures. Participants (93 adults aged 60 - 85) completed the MSET, traditional measures of EF (Delis-Kaplan Executive Function System; D-KEFS), and self-reported and performance-based IADLs in the lab. Participants then completed three weeks of IADL tasks at home, using the Daily Assessment of Independent Living and Executive Skills (DAILIES) protocol. The MSET predicted only IADLs completed at home, while the D-KEFS predicted IADLs across all three modalities. Further, the D-KEFS predicted home-based IADLs beyond the MSET when pitted against each other, whereas the MSET did not contribute beyond the D-KEFS. Traditional EF tests (D-KEFS) appear to be superior to the MSET in predicting IADLs in community-dwelling older adults. The present results argue against replacing traditional measures with the MSET when addressing functional independence of generally high-functioning and cognitive healthy older adult patients.

Assessment of life skills among secondary school students of district Nainital, Uttarakhand India

Assessment of life skills among secondary school students of district Nainital, Uttarakhand India

An Epidemiological Study to Assess Essential Life Skills and its Predictors Among Adolescents in an Urban Slum Area

Abstract Background: Essential life skills are a vast range of psychological and interpersonal abilities that can help people lead healthy and productive lives, make informed decisions, communicate effectively, and build coping and self-management skills. Adolescence is the building block for these skills, and the current study was planned to estimate these life skills among school-going children in a slum area. Methodology: The study was conducted in a slum area of Mumbai, where 158 adolescents (10–19 years) were selected by systematic random sampling. The assessment of sociodemographic profile and life skills based on five domains: time management, communication, leadership, goal setting, and coping skills, was done for 1.5 years. Results: The study involved participants with a mean age of 15 ± 2.3 years, primarily in early (40.5%) and mid (39.2%) adolescence. Females constituted 51.3%, with 57.6% from UP and 18.4% from Bihar. Most families had male heads, mostly educated till middle school or illiterate. Mothers were often illiterate or had a primary school certificate. Participants typically had 3–5 siblings and stayed with their parents. The mean global life skills score was 212.9. Conclusions: The study will act as a road map for curriculum planning and designing of extracurricular activities for adolescents so that their life skill scores increase and they grow up as better human beings.

Assessment and Enhancement of Life Skills among Higher Secondary Students in Tirap District of Arunachal Pradesh: A Gender Perspective

The current research work aims at studying the life skills among the higher secondary students with a special focus to gender differences. Life skills can be defined as personal traits and skills that help individuals deal with life challenges in a positive manner and perform activities within their capacities. Life skills are really necessary to enhance and strengthen life towards full utilization of the potential in an efficient manner. The research method applied in this study was Descriptive Survey Method. For the study the researcher used systematic random sampling to select 240 students from Tirap district to form the sample. In this study, data was collected with the help of Life Skills Tool which was developed by the researcher. The results showed a significant number of students possessed an average level of life skills and observed a significant difference in life skills between boys and girls students.

A Study on Life Skills among Adolescents Attending Government Schools

ABSTRACT Background: Adolescence is a phase of transition marked by several biological, psychological, and social changes. A vast majority of students attend government schools in India. There seems to be a paucity of studies assessing the level of life skills. Materials and Methods: The present study aimed to assess life skills among adolescents attending government schools. Life skills of government school-going adolescents belonging to the age groups of 14 (n = 47), 15 (n = 51), and 16 (n = 22) years were assessed cross-sectionally through the Life Skills Assessment Scale. Voluntary assent of the participants and written informed consent from the school and the guardians were obtained. Collected data were analyzed using the software (Statistical Package for the Social Sciences SPSS, 25.0 version) using the statistical methods of mean, standard deviation, frequency, and percentage. To see the variation in life skills across the sociodemographic factors, independent sample t-tests (religion, residence, types of family, and socioeconomic status) and ANOVA (age levels, birth order, mother’s education, and father’s education) were used. Effect sizes were computed as partial eta-squared. The level of significance was kept at 0.05, and post hoc Bonferroni corrections were made for multiple comparisons. The study had the approval of Scientific Advisory and Institute Ethics Committees. Results: Students aged 14 years were significantly lower in life skills compared to the other two groups. Parental education also had a significant effect on life skills development. Children belonging to lower socioeconomic group were poorer in life skills compared to middle socioeconomic status. Conclusion: Findings highlight the need for the inclusion of life skills-based curriculum in government schools.

Comparison of Life Skills between Intercollegiate Athletes and Non-Athletes of Government Girls Higher Secondary Schools of District Mardan, Pakistan

This study aimed to compare the life skills about interpersonal relationship skills, stress management skills, and decision-making skills amongst intercollegiate athletes and non-athletes of government girls’ higher secondary schools in district Mardan, Pakistan. The researcher followed a descriptive survey research design to meet the set objectives of the study. girl athletes and non-athletes from Government Higher Secondary schools of District, Mardan with age range 15-21 years of class 9th, 10th, 1st year, and 2nd year constituted the target population for the current study. A close-ended adapted questionnaire University of Pretoria (South Africa) using a Likert scale from “strongly disagree” to “strongly agree” was used to collect the required information from the participants consisting of girls’ athletes and non-athletes from government higher secondary schools of district, Mardan. A total of 568 questionnaires were administered among the participants and 468 questionnaires with (an 82.39%) ratios were received back. For an inclusive assessment of life skills, different attributes were labeled to each life skill, whereas all 34 items were assigned to 04 skills in the questionnaire. The collected data were properly tabulated and processed through descriptive and inferential statistical techniques. The findings of the study indicated that sport has produced a positive role in the development of life skills among athletes as compared with non-athletes. This finding can be helpful for those who intend to develop and promote the sport in their respective areas. It has been concluded that participants acknowledged the role that sport has essential in the development of life skills such as interpersonal relationships (2.90), stress management (2.37), decision making (2.66), and problem-solving skills (2.49). However, it was noticed that urban school athletes produced a higher mean score on one life skill such as interpersonal relationships (2.93) and the rest of life skills mean scores are lower. It is recommended that school sports participation of girls may be ensured/enhanced to develop and promote the positive life skills necessary for products as well as a dynamic role in society.

Pelatihan Penyusunan Perangkat Pembelajaran Berbasis Strategi HPC dalam Mendukung Keterampilan Hidup Abad 21 di SD Negeri Negeri Lama, Kota Ambon

This Community Learning and Empowerment Program (PPM) has the main objective of introducing and implementing the Homogeneity Psycho Cognition (HPC) strategy for teachers and students at Negeri Lama State Elementary School. Prospective partners who act as subjects in this activity are SD Negeri Negeri Lama, Teluk Ambon Baguala District, Ambon City. Partner problems are related to the lack of efforts to train and develop 21st century life skills, namely HOTS skills in learning. So far, Mitra has found it difficult to carry out evaluations related to aspects of character and emotional intelligence. In fact, these two aspects really determine the success of students. Learning is also still teacher centered. Most teachers are not yet familiar with various learning strategies, especially HPC, which have the potential to develop life skills for students. This activity is carried out in the form of assistance for teachers in understanding various learning strategies and thematic approaches in K-13. Other activities include assisting teachers in developing or implementing practical learning for students using HPC strategies, as well as developing 21st century life skills assessment instruments.

Piloting a Novel Daily Living Skills Assessment in Autistic Adolescents and Young Adults.

There are a few ecologically valid measurements of Daily Living Skills (DLS)-a critical component of adaptive functioning (AF)-for autistic adolescents and young adults. This is particularly important given that DLS predict outcomes as autistic adolescents transition to adulthood. We pilot-tested the assessment section of two modules of the Computerized Functional Skills Assessment and Training program (CFSAT) in 25 autistic (n = 4 female) and 25 non-autistic (n = 6 female) adolescents and young adults to evaluate preliminary feasibility in an autistic sample. Tasks involved using an ATM and ticket-buying machine. We also assessed AF and DLS with a well-validated self-report questionnaire. We examined group differences in performance and relationships between performance on CFSAT and an existing measure of AF and DLS. We also conducted regression analyses to investigate the associations between age, IQ, executive functioning (EF), and CFSAT task performance. All but one autistic participant were able to complete the CFSAT tasks. Autistic participants made more errors, but did not take longer to complete the task, than non-autistic participants. Performance correlated strongly with self-reported AF generally and DLS specifically. The regression analyses revealed that task performance was associated with EF in the autistic group, but not the non-autistic group. These results provide preliminary support for the use of a new performance-based ecologically valid assessment of DLS in an autistic population. Two CFSAT modules were well-tolerated and detected differences in DLS ability. Strong correlations with an existing measure of AF suggest evidence of construct validity. The EF was associated with CFSAT task performance in autistic individuals. Such a tool could help identify individuals who would benefit from a DLS intervention.

EXPECTATIONS FOR THE FUTURE, LIFE SKILLS AND SELF-ESTEEM OF YOUTH LEAVING THE CHILD PROTECTION SYSTEM

The youth who leave the child protection system face multiple challenges, some of them due to insufficiently developed life skills, as well as some psychological peculiarities related to them. The particular context in which they grew up leaves its mark on the confidence they have in a good future. The present study aims to explore to what extent the future expectations of these young people are positive or negative, as well as the relationship of these expectations with the level of development of their life skills, with the young people's perception of self-efficacy, as well as with the level of their self-esteem, being used for the first time on the Romanian population, the Casey Life Skills Assessment scale, short form. The research had an exploratory, quantitative design, and involved the application of an online questionnaire to a number of 92 young people, aged 18-26, who benefit from a special child protection measure in Romania. The results of the study show that the optimistic perception of the future of young people who are about to leave the child protection system correlates positively with an increased level of self-esteem, perceived self-efficacy, as well as with the self-estimated level of development of life skills. In conclusion, the preparation for independent life of the young people raised in the child protection system requires attention both for the formation of life skills and for the development of self-esteem and problem-solving skills, so that they can look with hope to their own future.

Assessment of Life Skills Among Basic B.Sc. Nursing First Year Students: A Cross Sectional Study

Background of the study: The world is advancing with a high pace in terms of technology in every field facilitating human habitation. Health care is now a competence-based task with challenges awaiting perfection and precision. Nursing students need to cope up with this speed and learn the basics with technical advancements. Life skills are the core skills that make a person use his/her maximum potential in achieving the challenging tasks in learning. Aim: A cross sectional study to assess the life skills among the Basic BSc Nursing First year students. Method: It was a Descriptive cross-sectional study with a sample of 129 Basic B.Sc. Nursing First year students of Sajjalashree Institute of Nursing Sciences Navanagar, Bagalkot. and Sharadambe Institute of Nursing Sciences Vidyagiri. Bagalkot selected complete enumeration sampling technique. Life skill Assessment Scale was used to collected data regarding Life skills. Chi square test was used to determine the association between global life skill scores of nursing students and their socio demographic factors. Results: the mean age of the sample was 20.42 + 3.6 years 79.1% females, and 20.9% males. The mean global life skill score was 241.50 + 31.09, ranging between 162 to 315. No significant association was found between global life skill scores and socio demographic factors. Conclusion: Most (51.6%) of the Nursing students had average life skills. The nursing students life skills must be strengthened by proper training. Keywords: Basic B.Sc. Nursing, students, Life skill, nursing institution

Life skills and teaching skills: a correlational study of prospective teacher

Prospective teachers of 21st century need to prepare themselves in carrying out their profession as professional teacher candidates, namely by having good teaching skills. In addition, skills that support teaching skills also need to be possessed by prospective teacher students, such as life skills. The purpose of this research was to explain the relationship of life skills and teaching skills of prospective teacher students. The subjects in this study were fourth semester students of Biology Education Department, Faculty of Teacher Training and Education (FKIP), Universitas Islam Madura. This research was a quantitative study using a correlational research design to explain the relationship between predictors (life skills) and criteria (teaching skills). Life skills data were obtained from life skills assessment sheet score. Life skills assessment sheet consist of four skills, namely: interpersonal skill, shared goal setting and accomplishment, responsibility, and managing. The four skills have their indicators and score levels. Teaching skills data were obtained from teaching skills assessment sheet score which had four aspect of assessment, namely: opening learning, main activities, closing learning, and supporting factors. The result showed statistically significant correlation between life skills and teaching skills of prospective teachers.

Study on life skills among high school adolescents studying in English and Tamil medium in government school

The present study aimed to assess the level of life skills in high school adolescents and investigate the impact of the medium of instruction on life skills. The objective of the present study was to compare the life skills of high school adolescents in the medium of instruction, namely Tamil and English Chennai, Tamil Nadu. The sample comprised 380 high school adolescents studying in class 8, in the age group 13-14 years from Schools in Chennai, Tamil Nadu. It was hypothesized that the students in the mother tongue medium (Tamil) and those who studied in English medium do not differ significantly on the measure of life skills. To measure life skills, Life skills Assessment scale with 100 items was used. It was found that most of the adolescents had average life skills, very few had high life skills, and some had low life skills, thus indicating the need for including life skills training program as a part of the curriculum. The results from the t-test showed a significant difference in life skills of high school adolescents with the medium of instruction, and the adolescents in Tamil Medium had comparatively better life skills than their English counterparts.

LIFE SKILLS AMONG TRIBAL ADOLESCENTS

The present research was undertaken to study the level of life skills among tribal adolescents and investigate gender difference in life skills. Descriptive survey method was employed for conducting this investigation. A total of 315 tribal adolescents of the age group (12 to 15 years) and 325 tribal adolescents of the age group of 16 to 18 years from different high schools situated in tribal areas of Himachal Pradesh were selected by adopting incidental sampling technique. Data were collected with the help of adapted version of Life Skills Assessment Scale (LSAS) developed by Nair, Subasree and Ranjan (2010). Mean, S.D. and t-test were used for analysis of data. The findings of the study revealed that tribal boys and girls possessed almost similar level of thinking skills, social skills, emotional skills and overall life skills. It was concluded that the tribal adolescents i.e. both boys as well as girls possessed low level of thinking skills and average level of social skills as well as emotional skills. The educational implications have been discussed at the end of the research paper.

Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students

The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.

Assessing Independent Life Skills of Youth in Child Protection: A MultiInformant Approach

Background: This study aimed to adapt and validate a staff version of the PLANEA Independent Life Skills Assessment tools, which were then used to explore the convergence between self-reported and staff views of independent living skills of young people in residential child care in Spain.Method: A sample of 422 care-experienced young people was evaluated by their residential or care workers (n = 219) using the staff version of PLANEA instruments. Psychometric analyses were carried out to study dimensionality and measuring properties of the instruments, while t-tests, Pearson correlations and Fisher’s z were used to study convergence between informants.Results: The results show that the internal structure of the instruments was confirmed for the staff versions (three first-order factors and one second-order factor model for PLANEA-S, unidimensional model for PLANEA-9-S, and two-factor correlated model for PLANEA-T-S). The instruments showed excellent reliability (ω = .80-.97) and discriminative capacity. Staff showed less optimistic views than young people about their independent living skills but not their autonomy to perform everyday life tasks. This was mediated by the role of the adult respondent towards the young person evaluated.Conclusions: As conclusions we can say that the validated staff version of the PLANEA Independent Life Skills Assessment tools expands the scope for assessing this construct in young people in care from a multi-informant perspective. This is key for child protection services to address young people’s individual needs and inform decision-making regarding the provision of support services that will promote a successful transition from care to adulthood for them.

Role of life-skills and attitude toward alcohol abuse in predicting academic achievement of school students

Life skills are crucial for young adults to lead a successful, satisfying, and productive life. There is enough evidence suggesting a positive relationship between life skills and academic performance. Substance abuse among adolescents is a common problem that often leads to academic disorientation and delinquent behavior. This study aimed to determine whether life skills and attitudes toward alcohol abuse predicted school students' academic achievement. The participants (N = 726) enrolled in senior secondary schools of Sikkim, a north-eastern state of India, constituted the population of the present study. Data were collected using the "Life Skills Assessment Scale" developed by Subashree and Nair (2014), and the "Attitude towards Alcohol Abuse Scale" developed by the investigators. Life skills and attitude toward alcohol abuse significantly predict students' academic achievement. 15.3% variance in academic achievements of the students was explained by life skills and attitude toward alcohol abuse. Further, the t-test result reflects that both the variables had significant predictive power to predict students' academic achievement. The finding shows that there was a significant relationship between academic achievement and life skills and attitude toward alcohol abuse of school students. Life skills and attitude toward alcohol abuse predicted 15.3% of the variance in academic achievement.

Enrichment Programme Efficacy on Core Life Skills: A Quasi Experimental Study Among University Students

The present study was conducted in 2021, with an objective to examine the impact of enrichment programme on core life skills of undergraduate students. The study consisted of 60 first year undergraduates of Punjab Agricultural University enrolled in 2021-2022 academic session havinglow level of overall life skill. Life Skills Assessment Scale by Nair et al., (2010) was used to collect the data on measuring variable. One group quasi experimental research design was conducted by using module based online training sessions for the intervention. Evaluation of pre-intervention data highlighted that all the student participants were in low level life skill with none at average and high levels, whereas, in post-intervention evaluation, more students were found at average and high levels with merely few of them remained in low level of life skill. Dimension-wise analysis indicated significantly improved in each dimensions of life skills with non-significant gender differences after attending enrichment programme. The study recommends that life skills education should be an integral part of the university curriculum mainly at graduation level for optimal development of required psychosocial skills among 21st century youngsters enabling them to lead a successful living.

Reviewing the life skills activity program for children with special needs during the COVID-19 pandemic

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the covid-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed.The research found that, from the six aspects of special needs childrens' life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher. &#x0D; &#x0D; Keywords: Life Skills, SEN, Early Childhood