Mean Scores Of Skills Research Articles

Exploring self-directed learning readiness and related factors: the role of time management skills in nursing students

BackgroundPrevious studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students.MethodsThis cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher’s Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software.ResultsThe findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05).ConclusionsThe study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students’ academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.

Effects of pecha kucha presentation pedagogy on nursing students’ presentation skills: a quasi-experimental study in Tanzania

IntroductionIneffective and non-interactive learning among nursing students limits opportunities for students’ classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students’ speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha’s presentation pedagogy on presentation skills among nursing students in Tanzania.ObjectivesThe aim of this study was to establish comparative nursing student’s presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations.MethodsThe study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students’ presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level.ResultsFindings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants’ presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants’ knowledge of Pecha Kucha presentation was associated with a 0.0239 (p < .0001) increase in presentation skills.ConclusionPecha Kucha presentations have a significant effect on nursing students’ presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students’ confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills.Trial registrationIt was not applicable as it was a quasi-experimental study.

Case-based Learning in Obstetric Hemorrhagic Emergencies

Abstract Background: Our institution’s obstetrics and gynecology course for final-year students traditionally relied solely on theoretical lectures. To bridge the gap between theory and real-world scenarios, we implemented case-based learning (CBL) that incorporates case discussions and other practical activities. This study aimed to assess the impact of these changes on students’ performance and perceptions of their learning experience. Materials and Methods: CBL was introduced for the teaching of a final year students about atonic postpartum hemorrhage. Comparisons were made with the two groups of the same batch. The students were assessed for the content retention and analytical skills. Students and faculty members were asked to rate their satisfaction with the teaching program. Results: The mean pretest score for the MCQs improved from 5 to 7.52–7.89, showing an improved content retention in both the groups. The mean score for analytical skills in CBL group was 7.96 as compared to 4.5 in the lecture group. Conclusion: CBL is helpful in improving the analytical skills of the undergraduate medical students.

Enhancing the competencies of obstetrical nurses and midwives in high-risk pregnancy management through simulation-based training in Lao people's democratic republic: A pilot study

BackgroundSimulation-based training has been widely used as a valuable strategy for learning and evaluating clinical skills at different levels of nursing and midwifery education. The impact of simulation training on intensive management for high-risk pregnancy in a low-resource setting has been limited. AimTo examine the effect of simulation-based training with low-fidelity mannequins on obstetrical nurses and midwives’ knowledge, attitude, and skills for high-risk pregnancy management in a low-resource setting. MethodDuring September 2023, twenty-five obstetrical nurses or midwives who worked in five tertiary public hospitals in Vientiane Prefecture participated in the three-day training workshops for intensive management in high-risk pregnant women and newborns that used a simulation-based training approach integrating problem-based learning. The evaluated criteria of knowledge, attitudes, and skills pre- and post-test scores were statistically compared. FindingsWorkshop trainees demonstrated an increase significantly in knowledge for high-risk pregnancy management (p = 0.012), attitude toward high-risk pregnancy management (p = 0.000), and attitude toward simulation-based training design (p = 0.002). The clinical skills were used on the simulation performance checklist, and the pre-posttest gain in overall performance scores had a statistically significant difference (p = 0.000). The mean score of postpartum hemorrhage management skills was 11.48±2.23, which increased the highest score among all skills. ConclusionsThe simulation-based training in high-risk pregnancy management improves the knowledge, attitude, and skills of nurses and midwives in low-resource settings. Next steps include direct observation of trainees in the clinical setting to assess their competence in ensuring patient safety, achieving positive pregnancy outcomes, and enhancing satisfaction.

Assessing the knowledge and skill of ASHA community health workers in blood pressure measurement and primary care of hypertension.

India has a high burden of hypertension, and community health workers (CHWs) can contribute to its primary care. Studies of small-scale interventions have shown that trained CHWs can be useful contributors to hypertension care. No assessments are available in India on effectiveness of CHW training when conducted on a large scale. A study was conducted in Chhattisgarh, where 38,000 Accredited Social Health Activist (ASHA) CHWs had been trained in blood pressure (BP) measurement and counselling skills related to hypertension. The study involved a skill test and a knowledge test with ten points each, administered to two representative samples of trained CHWs - 433 in rural areas and 422 in urban slums. The mean skill score out of 10 was 7.79 (7.59-7.99) and 8.11 (7.93-8.29) for the rural and urban CHWs, respectively. Around 75.3% (71.0-79.1%) of the rural and 80.3% (76.2-83.9%) of urban CHWs were able to score 70% (7 out of 10) or higher in the skill test. The mean knowledge score out of 10 was 8.18 (8.04-8.33) and 8.82 (8.78-8.93) for the rural and urban CHWs, respectively. Around 83.2% (79.3-86.4%) and 95.0% (94.4-96.7%) of the rural and urban CHWs, respectively, were able to score 70% or higher in the knowledge test. The ASHAs in Chhattisgarh demonstrated the necessary competence to contribute to BP measurement and primary care of hypertension. It shows feasibility of training a large number of CHWs in such skills. Efforts to equip and support the 1 million strong cadre of ASHAs across India need to be speeded up.

Effect of continuous workshop training of the helping babies breathe program on the retention of midwives' knowledge and skills: A clinical trial study

AimTo investigate the impact of ongoing workshop training of the "Helping Babies Breathe" program on the durability of midwives' knowledge and skills. BackgroundImplementing the Helping Babies Breathe (HBB) program is crucial as a simple protocol for neonatal resuscitation in low-resource healthcare settings to decrease the rate of asphyxia and perinatal mortality by the initial healthcare providers. In addition to training in this program, it is also essential to guarantee the retention of the acquired knowledge and skills. DesignA quasi-experimental clinical trial study with a single-group, pre-test-and-post-test design. MethodsThis study was conducted throughout the year 2022, with a sample size of 61 midwives selected through a census sampling from those working in the delivery and operating rooms of X Hospital in x City. The midwives participated in 3-hour workshops. This study was performed in two stages: intervention and follow-up. The evaluation Instruments included the HBB educational package, which consisted of a questionnaire and 3 Objective Structured Clinical Exams. During the intervention phase, the HBB program training was conducted through a series of workshops held at four different time points over a span of six months. In the follow-up stage, the learners were not provided with any further training. The evaluation was done immediately after the initial training workshop of the HBB program, at the end of the final workshop in the sixth month and at the end of the follow-up period. ResultsThe mean knowledge score of the baseline, at six months and at twelve months after the initial workshop were documented as (17 SD1.2), (17.79 SD 0.4) and (17.73 SD 0.5), respectively. There was a statistically significant difference in the mean knowledge scores between the baseline and the six and twelve months (P<0.05), but no statistically significant difference was observed between six and twelve months (P>0.05).The mean skill scores showed a significant improvement and were maintained after six months compared with the initial assessment (P<0.05); however, there was a significant decrease in skill score twelve months later, in comparison to both the initial assessment and the first six months (P<0.05). ConclusionsHealthcare workers can maintain their knowledge and skills by participating in ongoing training workshops. However, without continuous training, their skills may diminish. Therefore, it is essential to implement training programs that emphasize regular practice and repetition to ensure knowledge and skills retention. Registration numberThe present research was a part of the research work with the ethics ID IR.IRSHUMS.REC.1400.019.

The effect of simulation on auscultation skills, self-confidence and anxiety levels in nursing students: A randomized controlled trial

AimThis study evaluated the effect of simulation on auscultation skills, self-confidence and anxiety levels. BackgroundAuscultation is an essential topic in nursing education and patient care. Simulation is efficacious in improving auscultation skills and self-confidence and reducing anxiety levels. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of auscultation. DesignThis study had a randomised controlled trial design. MethodsThe study was conducted with second-year nursing students enrolled at a university in Turkey. One group of students studied auscultation of heart, lung and bowel sounds with a simulated patient (n = 28), the second group with a high fidelity simulator (n = 30) and the third group with traditional education (n = 28). Data were collected using a demographic information form, auscultation control list and Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale. The students' psychomotor auscultation skills, self-confidence and anxiety levels were evaluated. Data on auscultation skills were assessed after the intervention, while data on self-confidence and anxiety levels were collected at baseline, after the intervention and after clinical practices throughout the academic year. ResultsAnxiety and self-confidence levels showed statistically significant differences in intragroup evaluation. The self-confidence levels of the groups working with simulation did not change much in the follow-up test conducted after the end of clinical practices. The mean skill scores in the auscultation control list showed a statistically significant difference between the groups. ConclusionsSimulation and traditional approaches are effective in learning auscultation skills. However, the positive effects of simulation, particularly in enhancing students' self-confidence and reducing anxiety levels, appear to be more permanent and impactful than traditional education. Therefore, it is recommended that simulation be prioritized for teaching auscultation skills.

Analysis of Knowledge and Skills among Special Education Teachers in Inclusive Schools in Indonesia

This research examined the knowledge and skills of special education teachers within the context of inclusive education in Indonesia. Employing a quantitative survey approach, the study aimed to determine whether a statistically significant disparity existed between these two variables. The data collection technique utilized included knowledge tests and performance assessments, involving 637 participants from 26 districts/cities. The data analysis technique employed was the t-test using SPSS. The research findings indicated that the mean knowledge score (51.85) was lower than the mean skill score (73.90). The t-test result showed a value of -29.87 with p-value &lt;0.05, indicating a significant difference between the knowledge and skill scores. Several factors contributed to the higher skill scores, including limited access to specialized training and professional development, curriculum structures prioritizing skill-based coursework, and the unique demands of inclusive education settings.

Investigation of Correlation between Communication Skills and Self-Reported Elder Mistreatment in Family Abuse

Abstract Introduction In today's world, old age has become an important global phenomenon following the increase in life expectancy and the decrease in birth rates. Communication skills are an important requirement in old age. Changing role of the family and existing tensions, mental pressures, and modern life undermine the social position of the elderly and lead to abuse of the elderly by family members. The goal of the present study is to determine the relationship between communication skills and family self-reported domestic abuse among older adult in Iran. Materials and Methods For this cross-sectional-analytical study, 153 elderly adult people admitted in hospitals of the Guilan province were randomly selected. The research instruments were the following questionnaires: demographic characteristics, abbreviated mental test (AMT), the Persian version of Domestic Elder Abuse Questionnaire, family mistreatment of the elderly (Heravy), and Queendom Communication Skill Test–Revise (QCSTR). The data were analyzed by SPSS software (version 22) using descriptive (frequency distribution tables, mean, and standard deviation [SD]) and analytical statistics (Mann–Whitney, Kruskal–Wallis, and Spearman's correlation tests) considering the significance level of 0.05. Results A majority of the elderly were men (51%), were in the age group of 60 to 69 years (72.5%) and married (75.5%), did not hold high school diploma (88.8%), had four to five children (41.2%) with low income (75.9%), and suffered from chronic diseases (68.6%). The mean score of communication skills was 129.09 ± 12.60. The mean score of domestic elder abuse was 2.89 ± 3.97. Communication skills have a significant relationship with age and marital status, but not with sex, education level, income, and chronic disease. There is an inverse correlation between communication skills and domestic elder_abuse (p &lt; 0.001, r = −0.468). Conclusion Communication skills are one of the influential factors of domestic violence. Therefore, to prevent or reduce the amount of violence, it is recommended that family members increase the communication skills of the elderly.

Managerial activity of future physical education teachers aimed at building a positive image using visual technologies

With the integration of technology and social media in education, there is increasing interest in innovative approaches to enhance managerial skills among prospective physical education and sports teachers. The integration of technology and social media into education has prompted interest in exploring innovative methods to enhance the managerial skills of prospective physical education and sports teachers. This study investigates the impact of an intervention on the managerial skills of fourth-year students majoring in Physical Culture and Sports across three educational institutions in Kazakhstan. Out of 564 participants, 355 were eligible for analysis: 167 used chatbots and 188 followed conventional classroom methods. The intervention included a 4-week team management course starting in January 2022. Chatbot users accessed various materials such as short lecture videos, stories, assignments, infographics, and audio sequences, while conventional learners attended standard lectures and practical sessions. Following the course, participants undertook a 12-week teaching practice, with chatbot users also maintaining an active Twitter presence to build a positive image as future physical education teachers. Managerial skills were assessed using a 44-item questionnaire, covering Conceptual, Human, and Technical skills. Additionally, social media popularity was measured based on Twitter activity. Results showed that both groups significantly improved their Conceptual, Human, and Technical skills after the course. Chatbot users demonstrated greater improvement in Technical skills (p = 0.003, d = 1.139), while conventional learners showed stronger Human skills (p = 0.021, d = 1.32). Specifically, the mean score for Technical skills increased from 2.71 to 3.76 for chatbot users and from 2.65 to 3.20 for conventional learners. Moreover, chatbot-aided learners further enhanced their Conceptual and Human skills through social media engagement. Correlation analysis indicated a close relationship between managerial skills and social media popularity. These findings have significant practical implications for the education and development of prospective physical education and sports teachers. Integrating chatbots and social media into educational settings offers innovative approaches to enhancing managerial skills.

Effectiveness of Basic Life Support Training Program for Knowledge and Skills of Primary School Teachers: A Quasi-experimental Study

CCardiac arrest outside of hospitals is a leading cause of hospitalization and mortality. Schools are ideal settings to teach individuals basic life support, and teachers should be involved in basic life support training. This two-group quasi-experimental with pre-posttest study aimed to examine the effectiveness of the Basic Life Support Training Program, designed by nurses, for knowledge and skills for basic life support of primary school teachers. The participants comprised 60 primary school teachers purposively selected from two primary schools in central Thailand. They were divided into experimental (n = 30) and control (n = 30) groups. Data were collected using the Demographic and Health Data Form, Basic Life Support Knowledge Questionnaire, and Basic Life Support Skills Questionnaire and analyzed with descriptive statistics and independent and paired t-tests.From the results, immediately after the program, the mean scores of basic life support knowledge and skills of the program participants were significantly higher than those in the control group. After the program, the experimental group’s mean score of basic life support knowledge and skills was higher than before. The Basic Life Support Training Program effectively improves knowledge and skills for providing basic life support to primary school teachers. School nurses can be trained to use this program to improve basic life support skills among primary school teachers. However, long-term follow-up is needed to determine the sustainability of both knowledge and skills by measuring actual practice skills in basic life support.

Empowering Students Through Digital Literacy: A Case Study of Successful Integration in a Higher Education Curriculum

This study investigates the integration of digital literacy into higher education curricula, focusing on its impact at Online Women University. The introduction delineates the importance of digital literacy in preparing students for success in the digital era. The purpose of the study is to explore the implications of digital literacy integration, encompassing student perceptions, experiences, and technology usage patterns. Methodologically, a cross-sectional research design was employed, with data collected from 150 participants, including students and lecturers, using convenience sampling. Surveys were administered to capture insights into digital literacy, technology usage, and educational experiences. Both descriptive and inferential analyses, including frequencies, percentages, ANOVA, chi-square tests, and regression analysis, were conducted to discern relationships and patterns. Results indicate varying levels of digital literacy integration across faculties, with notable differences in technology usage and perceived empowerment through digital literacy. Notably, the mean score for post-test digital literacy skills increased significantly compared to pre-test scores. The study also reveals high confidence levels in using digital tools for academic purposes among students, influenced by factors such as experience and training. In conclusion, the findings underscore the importance of integrating digital literacy into higher education curricula. They highlight the need for ongoing support and training to enhance digital literacy skills among students and educators. Despite limitations such as convenience sampling, the study contributes valuable insights into the role of digital literacy in academia, emphasizing its significance in preparing students for the digital challenges of the future.

Exploring the potential impact of applying web-based training program on nurses' knowledge, skills, and attitudes regarding evidence-based practice: A quasi-experimental study.

Evidence-based practice (EBP) has gained significant importance in clinical practice worldwide, including in nursing. This study aimed to explore the potential impact of applying a web-based training program on nurses' knowledge, skills, and attitudes regarding EBP. A quasi-experimental pretest-posttest research design was utilized with a purposive sample of 64 professional nurses who agreed to participate. The study took place in different hospitals and primary healthcare centers in the Bisha Governorate, Aseer region, Saudi Arabia. A four-week standardized web-based training program was implemented using an online learning approach. Nurses were provided with an online self-rated data collection tool through the Google Forms platform. The findings indicated a highly significant difference in the total knowledge and EBP skills mean scores of the post-intervention (53.08±15.9) and (66.03±8.95), respectively compared to pre-intervention (P<0.05). Additionally, there was marked improvement in the mean scores of the positive attitude of the training sessions post-intervention compared to pre-intervention. The program was also well-received by the nurses in terms of quality and usability. The program has the potential to enhance nurses' knowledge, skills, and attitudes toward EBP. Therefore, healthcare organizations may consider adopting web-based training as a means of continuing professional education to promote EBP competencies among nurses.

The tropical influence on sub‐seasonal predictability of wintertime stratosphere and stratosphere–troposphere coupling

AbstractA unique set of relaxation experiments with a forecast model initialized during December–January 1999–2019 is used to explore tropical influence on the Northern Hemisphere polar stratosphere and stratosphere–troposphere coupling, to quantify predictability benefits due to the perfect knowledge of the tropical variability. On average, predictability of the polar stratosphere, as represented by the 50 hPa geopotential height anomalies north of 50°N (Z50), increases from 17 days in freely running (control) forecasts to 21 days in the tropical relaxation experiments. At sub‐seasonal time‐scales, a statistically significant improvement in weekly mean skill scores can be demonstrated in 14%–20% of individual forecast ensembles, mostly in cases when the skill of the corresponding control forecast is worse than average. In these forecasts, root‐mean‐square errors and forecast spread of Z50 during forecast weeks 3–5 are decreased by 10%–15%. Stratospheric improvements are detected during periods of both vortex strengthening and vortex weakening, including most major Sudden Stratospheric Warmings that occurred during the study period, via modulation of the upward wave activity fluxes. An active Madden–Julian Oscillation (MJO) is found in most of these events with MJO phase 5–7 preceding vortex weakening and MJO phase 3–4 preceding vortex strengthening. Forecasts with improved stratospheric circulation also have improved tropospheric circulation during and after the periods when improvements are detected in the stratosphere. We attribute these improvements to both stratosphere–troposphere coupling and tropospheric tropical teleconnections.

A56: Mediation Analysis of Association Between Fundamental Motor Skills and Physical Activity in Elementary School Students

Purpose: This study aimed to investigate the association of fundamental motor skills (FMS), perceived motor competence (PMC), physical activity (PA) in elementary school students, as well as to examine whether PMC mediated the relationship between FMS and PA. Methods: Participants were 470 3-6th grade students (210 boys vs. 242 girls; Mean age = 10.11 years old; SD = 1.19) at five elementary schools from the province of Hunan in China. The students’ FMS were assessed with The Test of Gross Motor Development-3, PMC was assessed using the perceived athletic competence sub-scale of Harter’s Self-perception profile for children and PA were assessed using Physical Activity Questionnaire for Older Children, respectively. Data were analyzed with descriptive statistics, independent sample t test, Pearson correlation coefficients, multiple regressions, and bootstrapping method. Results: The descriptive statistics showed that the students’ PA was generally in the moderate level (M =2.78, SD = 0.75). The boys’ total FMS mean score (M =72.63, SD = 9.62), ball skills mean score (M = 39.33, SD = 6.23), PMC mean score (M =2.78, SD= 0.66), PA mean score (M = 2.97, SD = 0.75) was higher than the girls respectively. The independent sample t test showed that significant difference in the mean score of total FMS, ball skills, PMC, PA between the boys and girls (t = 3.99, p &lt; 0.001; t = 6.20, p &lt; 0.001; t = 5.40, p &lt; 0.001; t = 5.42, p &lt; 0.001) respectively. Also, the bivariate correlations coefficients showed that FMS, PMC, and PA were related to each other at p &lt; 0.01 level. The result of simple mediation analyses showed that PMC mediate the association between FMS and PA (Indirect effect = 0.07, 95%CI = [0.03, 0.11]). Conclusion: Good FMS levels are associated with a high level of PA. The relationship between FMS and PA was fully mediated by the PMC. This study suggests that improving FMS and maintaining appropriate levels of PMC may promote PA in elementary school students.

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.

Effect of flipped classroom on medical students’ semiology knowledge and skills

Introduction: Flipped classrooms make learners eager to learn actively. it is based on learner-based and active learning methods. The flipped classroom is an educational strategy and a kind of hybrid learning that turns education into a learner-based model in which the class time is spent exploring topics and creating engaging learning opportunities. Methods: During an interventional quasi-experimental research, 90 medical students entered the study. The intervention and control group received flipped classroom and traditional education, respectively. The knowledge and skills of the participants were assessed by a standard checklist approved by the Ministry of Health. Data analysis was done by analytical statistical test after data collection. Results: the mean score of students’ knowledge in performing adult examination, obtaining medical history, and pediatric examinations in all three areas between the two groups after the intervention and two months later was statistically significant (P&lt;0.001). there was a statistically significant difference between the mean scores of students’ skills in performing adult examinations in all three areas (P≤0.001) so that the mean skill score of adult examinations was higher in the intervention group than the control group. there was a statistically significant difference between the mean scores of students’ skills in obtaining medical history (P≤0.001) so that the mean skill score of obtaining medical history was higher in the intervention group than the control group. Also, there was a statistically significant difference between the mean scores of students’ skills in performing pediatric examinations (P≤0.001) so that the mean skill score of pediatric examinations was higher in the intervention group than the control group. Conclusion: Flipped classroom increases knowledge, improves skills in instructing practical semiotics to medical students of physiopathology grade.

Evaluation of Satellite Precipitation Products for Estimation of Floods in Data-Scarce Environment

Utilization of satellite precipitation products (SPPs) for reliable flood modeling has become a necessity due to the scarcity of conventional gauging systems. Three high-resolution SPPs, i.e., Integrated Multi-satellite Retrieval for GPM (IMERG), Global Satellite Mapping of Precipitation (GSMaP), and Climate Hazards Group InfraRed Precipitation with Station (CHIRPS), data were assessed statistically and hydrologically in the sparsely gauged Chenab River basin of Pakistan. The consistency of rain gauge data was assessed by the double mass curve (DMC). The statistical metrics applied were probability of detection (POD), critical success index (CSI), false alarm ratio (FAR), correlation coefficient (CC), root mean square error (RMSE), and bias (B). The hydrologic evaluation was conducted with calibration and validation scenarios for the monsoon flooding season using the Integrated Flood Analysis System (IFAS) and flow duration curve (FDC). Sensitivity analysis was conducted using ±20% calibrating parameters. The rain gauge data have been found to be consistent with the higher coefficient of determination (R2). The mean skill scores of GSMaP were superior to those of CHIRPS and IMERG. More bias was observed during the monsoon than during western disturbances. The most sensitive parameter was the base flow coefficient (AGD), with a high mean absolute sensitivity index value. During model calibration, good values of performance indicators, i.e., R2, Nash−Sutcliffe efficiency (NSE), and percentage bias (PBIAS), were found for the used SPPs. For validation, GSMaP performed better with comparatively higher values of R2 and NSE and a lower value of PBIAS. The FDC exhibited SPPs’ excellent performance during 20% to 40% exceedance time.

PENINGKATAN KEMAMPUAN MENYIMAK MELALUI KEGIATAN MESATUA

This research is aimed at exploring the listening skills processing activity of class I students in SDN 1 Selat and investigating to what extend the processing result of listening skills can be improved through mesatua activities. This study is a classroom action research using Kemmis and Mc. Taggart research model. This study was conducted in 2 cycles with 8 meetings in cycle 1 and 8 meetings in last cycle where every cycle consisted of the following steps: planning, action, observation and reflection. The sample of this study was 21 class I students comprissing of 12 male students and 9 female students. The instruments used in this study was observational sheet of students activities using masatua activities. The data in this study were quantitative and qualitative data. Quantitative data were analyzed by using descriptive statistic to compare the result from the first and second cycle. While qualitative data from field notes and interview were analyzed through the following steps: data reduction, data display and data verification. The results of this study depicts that there was the improvement of listening skills through mesatua activities, proven by the listening skills mean score in pre-intervention which was 48,64 % gained 16,17 % improvement to 64,81 % in cycle I and keep increasing the gain into 17,50 % and become 82,31 % in cycle II.

Effectiveness of the SBAR-Based training program in self-efficacy and clinical decision-making of undergraduate anesthesiology nursing students: a quasi-experimental study

BackgroundStructured Situation, Background, Assessment, and Recommendation (SBAR) training technique have been widely utilized in clinical and educational settings. Therefore, the current study investigated the effectiveness of an SBAR-based educational program in students’ self-efficacy and clinical decision-making skills.MethodsThis quasi-experimental study was conducted using a pretest and posttest design and a control group at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. A total of 70 three- and fourth-year students were recruited for the study using the census method. The students were randomly assigned to the intervention and control groups. The intervention group participated in an SBAR-based educational course consisting of eight sessions held in 4 weeks. Differences in the levels of self-efficacy and clinical decision-making skills before and after participation in the SBAR course were assessed and compared. Data were analyzed using descriptive tests, the Mann-Whiney U test, paired and independent t-tests, and the Wilcoxon test.ResultsThe intervention group demonstrated significantly higher levels of self-efficacy with a mean score of 140.66 ± 22.43 (P < 0.001) and clinical decision-making with a mean score of 75.31 ± 7.72 (P < 0.001); while in the control group, the mean score of self-efficacy and clinical decision-making skills was 85.34 ± 18.15 and 65.51 ± 4.49, respectively. Moreover, the Mann-Whitney U test showed that the levels of students’ clinical decision-making skills were promoted to the next level after the intervention (P < 0.001); it means the distribution of the level of intuitive-interpretive skill was upgraded from 0 to 22.9%.ConclusionThe SBAR-based training programs can promote the self-efficacy and clinical decision-making skills of anesthesiology nursing students. Considering the weakness of the anesthesiology nursing curriculum at the undergraduate level in Iran, it can be expected that the SBAR-based training course should be included as an educational intervention in the curriculum of anesthesiology nursing students.