Practical Workshops Research Articles

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

Several international institutions emphasize the need to develop a comprehensive education in STEM areas (Science, Technology, Engineering, Mathematics) to improve learning, competences and student perception of these subjects. The general objective of this study was to analyze the teaching effectiveness, from a cognitive and emotional perspective, of a STEM workshop versus an academic-expositional methodology in the science classroom in primary education. The research design was quasi-experimental with a control group, an experimental group, a pre-test and two post-tests. By means of a randomized probabilistic sampling, 256 students between 10 and 12 years old participated. Cognitive, emotional, attitudinal and gender variables were analyzed according to two teaching methodologies, an expository academic methodology for the control group and an active methodology based on the development of a practical STEM workshop for the experimental group. The results reveal that both methodologies are equally effective in short-term learning, but statistically significant differences are found in long-term learning, in favor of STEM workshops. Likewise, the STEM workshop mainly generates positive emotions and attitudes in the students compared to the transmission-reception methodology applied with the control group.

An Anatomy Workshop for Improving Anatomy Self‐Efficacy and Competency when Transitioning into a Problem‐Based Learning, Doctor of Physical Therapy Program

First‐year, Doctor of Physical Therapy (DPT) students entering a problem‐based learning (PBL) program are faced with a number of pedagogical challenges including self‐regulated learning, resource unfamiliarity and group dynamics. These challenges, specifically resource unfamiliarity, can make learning anatomy in a PBL program less efficient. The purpose of this study was to determine if the introduction of anatomy resources and strategies to improve anatomy learning in the format of a pre‐matriculation, peer‐led anatomy workshop better prepared students for a rigorous DPT program and improved anatomy learning efficiency.This study was completed over the course of 2 consecutive years at the University of the Incarnate Word, School of Physical Therapy, DPT program with 41 subjects in the intervention group and 60 subjects in the control group. Each day of the 2‐day workshop was divided into a 4‐hr morning session of onsite interactive activities led by the peer instructors followed by an online afternoon session of Blackboard modules created to reinforce the learned content from the day. Day 1 of the workshop focused on the lower limb and day 2 followed a similar format but focused on the upper limb. The 4‐hr onsite morning session on both days was facilitated by peer instructors to reflect the peer‐teaching aspect of PBL with supervision from 2 faculty instructors.Workshop participants completed an anonymous, 10‐question survey designed to assess level of anatomy confidence on specific anatomical regions and level of PBL preparedness on a Likert scale at 3 time points, before and after the workshop and upon completion of the first semester in the program. The control group completed the same survey at 2 time points, before and after the first semester. To assess learning during the anatomy workshop, participants completed pre‐and post‐quizzes on both days of the workshop. To evaluate anatomy specific academic performance and potential workshop carryover, anatomy practical scores from the first 2 practical assessments in their first semester were collected and analyzed. Significant improvements in anatomy post‐quiz scores was observed for each corresponding pre‐quiz (p<0.001 for lower and upper limb quizzes). Workshop participants survey responses demonstrated that anatomy confidence and PBL preparedness increased at distinct intervals following the workshop and was significantly higher than controls after the first semester (p<0.01 for anatomy confidence and PBL preparedness). Multivariate regression analyses demonstrated statistically significant relationships between semester anatomy practical scores and workshop participation (p=0.028 for practical 1 and p=0.049 for practical 2).Transition programs can be specifically tailored to address established curricular challenges, utilize minimal resources to develop and provide an effective means to improve graduate outcomes. A peer‐led anatomy workshop is an effective strategy to improve anatomy learning efficiency and competency early in a rigorous DPT program, which may translate to improved graduate outcomes including clinical reasoning that is reflective of clinical practice.Support or Funding InformationUIW IRB # 17‐05‐015

TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers’ levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage. They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.

Qualifications and Certificates v Practical Knowledge and Experience: Is There a Winner?

There appears to be a continuing and inconclusive debate amongst scholars whether theoretical knowledge or practical experience is more important in related and associated areas such as education, recruitment and employability. This research, limited to a literature review and face to face interviews, conducted a systematic investigation to obtain and analyze valid and reliable research data to establish whether theoretical knowledge or practical experience are of paramount importance. The outcome of this research suggests that a hybrid approach should be adopted, with the major focus being on practical experience supported by relevant theoretical knowledge and not the converse. A number of additional recommendations are presented how to balance and close the gap between theory and practice including a redesign of ordinary and advanced level educational teaching. Far greater emphasis needs to be placed on young people gaining early practical experience inside and outside the classroom. This can be achieved by developing practical workshops (pilot studies) for use in safe laboratory-type environments and by extending work placements within organizations during term times.

An anatomy workshop for improving anatomy self-efficacy and competency when transitioning into a problem-based learning, Doctor of Physical Therapy program

First-year Doctor of Physical Therapy (DPT) students entering a problem-based learning (PBL) program are faced with a number of pedagogical challenges, including the development of self-directed learning skills, resource unfamiliarity, and group dynamics. These challenges can make learning anatomy in a self-directed manner less efficient. Prematriculation introduction of strategies to improve anatomy learning may help prepare students for a rigorous DPT program and improve anatomy learning efficiency. The present study describes a 2-day anatomy workshop offered to incoming students before a DPT program was initiated. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores for each corresponding prequiz (P < 0.001 for lower and upper limb quizzes). Workshop participants survey responses demonstrated that anatomy confidence and PBL preparedness increased at distinct intervals following the workshop and was significantly higher than controls after the first semester (P < 0.01 for anatomy confidence and PBL preparedness). Multivariate regression analyses demonstrated statistically significant relationships between semester anatomy practical scores and workshop participation (P = 0.03 for practical 1 and P = 0.049 for practical 2) and undergraduate grade point average (P < 0.001 for practical 1 and P = 0.03 for practical 2). First-year DPT students reported the anatomy workshop to be a valuable experience for learning strategies to improve anatomy self-efficacy. An introductory anatomy workshop is an effective strategy to improve self-directed anatomy learning efficiency before the start of a rigorous DPT program.

Talleres prácticos de ecografía para estudiantes de Medicina como método de enseñanza de conceptos básicos de semiología ecográfica

ObjectivesTo evaluate the effectiveness of practical ultrasound workshops for the acquisition and consolidation of conceptual learning about the basic physics and semiology of ultrasonography aimed at third-year medical school students doing the physical examination module of their studies. Material and methodsWe carried out practical ultrasound workshops with two groups of 177 and 175 students in two consecutive academic years. All students had taken a class in basic radiology in the previous year. Students examined each other with ultrasonography under instructors’ supervision in a two-hour session. Before and after the workshop, students did a seven-question multiple-choice test about basic semiology and answered two questions evaluating their degree of confidence in interpreting ultrasonographic images and handling the ultrasound scanner on a scale from 1 to 10. ResultsNo significant differences were found between the scores obtained in the two groups. Overall, the mean score on the multiple-choice test improved from 59.71% on the initial assessment to 88.29% on the post-workshop assessment (p <0.01). Confidence in interpreting images improved from 3.39/10 to 6.28/10 (p <0.01), and confidence in handling the equipment improved from 3.73/10 to 6.51/10 (p <0.01). ConclusionPractical workshops were useful for learning basic concepts about ultrasound imaging, allowing students to significantly improve their scores on the multiple-choice test. Students had a low level of confidence in their ability to interpret ultrasound images and handle the equipment before starting the workshop, but their confidence improved significantly after completing the workshop.

Nutritional education in school-age children through Programa Nutriplato®

Introduction: promoting healthy eating habits among childhood is one of the key aspects to improve medium and long-term health outcomes. Objectives: the main aims are to improve eating habits, promote the Mediterranean diet (MD) and prevent and/or reverse overweight and obesity in children from 3 to 12 years old. Methods: the program has a one-year follow-up and includes three to five visits with registered dietitians, one telephone control and one practical workshop. Anthropometric, body composition and eating habits data are collected, and nutritional education is carried out. A total sample of 1,000 children will be included. Results: until now, 622 participants have been included (51.6 % boys; median age 8.5 years). At the beginning, 32.2 % of participants were overweight or obese and 38.9 % had an adequate MD. Although no differences were found in the assessment of the Kidmed questionnaire regarding sex (p = 0.214) or body mass index (BMI) subgroups (p = 0.181), differences were found regarding age (p = 0.023) and BMI Z-score (p = 0.004), showing slightly lower values in those having and adequate MD. At the moment, 362 participants have made the six-month visit, of which 61.6 % presented an adequate MD, with statistically significant differences compared to the baseline visit (p < 0.0001). Conclusions: preliminary results show the need for nutritional education in children and suggest that Programa Nutriplato® can be effective in improving eating habits.

Workshop Design for Hands-on Exploration Using Soft Robotics and Onomatopoeia

Hands-on exploration with robotics has been developed as a tool for creativity, but there are limitations with regard to accessibility. As a new method of creative and pervasive exploration for children and students, we propose a workshop using inflatable soft robots with short video recipes and onomatopoeia as a prompt. This method does not require prior knowledge or high fabrication costs and includes open-ended designs. Based on the soft robots obtained from five practical workshops with 131 participants, about 88% showed new structures and 61% exhibited advanced trials, which require deep consideration of the structures. The participants discovered new mechanisms themselves through exploration and used the given onomatopoeia to imagine their own storytelling for exploration. The results indicate the potential of our method to encourage both structure discovery and diverse expressions. It can be used as a tool for creative learning and a guideline for designing other approaches.

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

Promoting Continuous Professional Development Among Academics from A Vocational College by Using A Practical Workshop Based on Arduino Technology

Report on the 18th Practical Workshop on Pharmaceutical Technology Succession

Report on the 18th Practical Workshop on Pharmaceutical Technology Succession

Safety and the effectiveness of a new education program for nurses to assess swallowing function using fiberoptic endoscopic evaluation of swallowing (FEES).

Nurses have the potential to perform fiberoptic endoscopic evaluation of swallowing (FEES) in Japan, which can aid in their provision of swallowing care appropriate to individual patients' swallowing functions. We aimed to confirm the safety and effectiveness of a new nursing education program on FEES by examining its impact on autonomy in performing FEES and accuracy in observing bolus swallowing. In this prospective descriptive study, we developed a FEES education program comprising three phases: (a) obtaining knowledge and skills through e-leaning and a practical workshop; (b) becoming proficient in skills for assessing healthy adults through self-learning; and (c) obtaining clinical competence through 30 cases of on-the-job training (OJT). The trends in autonomy and in accuracy of FEES were evaluated by the data during OJT. Of the three certified nurses in dysphagia nursing, a trainee completed 30 cases of OJT and the other two trainees experienced 20 cases and 10 cases, respectively without any adverse event. Autonomy in the four major FEES skills gradually increased over the OJT. The correct answer rate, sensitivity, and specificity of the penetration-aspiration scale and severity of residue in the pyriform sinus and epiglottis valley were above 95% at the first 10 cases of OJT among three trainees and they were 100% after the 11th case of OJT. Our results suggest that the developed education program helped nurses with experience being present at FEES obtain sufficient knowledge and skills to appropriately and safely perform FEES with 30 cases of OJT.

Orientação para aproveitamento integral de alimentos junto à população local e comunidade indígena do Alto do Rio Negro/Amazonas

O objetivo deste trabalho foi buscar alternativas para a oferta de produtos oriundos de partes de alimentos de grande valor nutritivo, que são usualmente descartadas pela população local e pela comunidade indígena. O projeto de extensão, implantado no município de São Gabriel da Cachoeira/AM, foi baseado em uma pesquisa-ação, com a finalidade de orientar e capacitar o público-alvo quanto ao aproveitamento integral dos alimentos (AIA), tendo como foco a qualidade nutricional e redução do desperdício alimentar. Foi aplicado um questionário estruturado junto aos participante das oficinas com o objetivo de verificar o conhecimento destes sobre o assunto e realizada oficinas teórico-práticas. Observou-se que grande parte dos participantes já tinha ouvido falar sobre AIA, porém mais da metade nunca havia experimentado preparações contendo alimentos aproveitados integralmente. Todas as preparações obtiveram resultados superiores a 90% de aceitabilidade entre os provadores, mostrando assim uma alternativa para o consumo alimentar e sustentabilidade ambiental.

The added value of college radio: student self development, fulfillment, and confidence

PurposeCollege radio stations provide tools, skills and experience to students and graduates, facilitating their integration into the media industry. The purpose of this paper is to examine whether the college radio station gives students, beyond practical tools, a sense of self-fulfillment and self-confidence.Design/methodology/approachResearch was carried out through semi-structured in-depth interviews with about 70 interviewees: senior directors of the college radio project, students and graduates.FindingsIt was found that students gained self-fulfillment and developed considerable self-confidence through intrinsic motivation, in accordance with Deci’s self-determination model. In addition, it was found that activities in college radio stations match the components of the Project Based Learning model, based on learning in small groups and producing a real product, which is then presented to an audience.Social implicationsThis will impact students to develop their high intrinsic motivation to study. As a result, they will become more creative and satisfied employees, producing higher quality and added value work. Ultimately, the outcome will be one of more positive social welfare and individual well-being.Originality/valueThis research emphasizes the importance of integrating practical workshops in academic studies as a way to empower students in all fields: theoretical study, practical experience and personal development.

Development, validation and assessment of the test on knowledge about basic life support and use of automated external defibrillator among schoolchildren

BackgroundEducating lay public can significantly strengthen the Chain of Survival after out of hospital cardiac arrest. Schoolchildren are an accessible population for learning basic life support (BLS) and use of an automated external defibrillator (AED) and can be regarded as multipliers of knowledge that can reach the whole population. This study aimed to develop and validate a test for examining levels of knowledge about BLS and AED among schoolchildren that can be used to uniformly present reliable data.MethodsA knowledge test about BLS and AED consisting of 10 multiple-choice questions was developed and implemented before and after a 2-h BLS and AED course consisting of an interactive lecture and a practical workshop for 783 students in seventh and ninth grades of elementary schools in Maribor, Slovenia. Each question was analyzed and presented with descriptive statistics and educometric parameters (difficulty and discriminating indices). All variables were checked for normality with the Kolmogorov-Smirnov test and analyzed using non-parametric tests. Statistical significance of the differences in knowledge before and after intervention were calculated with chi-square statistics and effect sizes r are reported. Differences between genders, grades and previous attendance to BLS courses were compared using Mann – Whitney U test. The effect size was calculated from the Z score and reported as r value.ResultsAfter educometric analysis, questions were adjusted to meet the requirements of satisfactory functioning difficulty and discriminating indices (values between 0,40 and 0,60, and above 0,20, respectively). Only one question had to be eliminated due to inadequate difficulty and discriminating index (0,99 and 0,02, respectively). Measurement invariance across gender (p < 0,001), school grade (p < 0,001), and attendance to previous courses (p = 0,303) was assured.ConclusionsA test for accurate and reliable measurement of knowledge of BLS and AED among schoolchildren was developed and validated. According to the findings it can now reliably be used to assess baseline knowledge and potential improvement in knowledge after a course on BLS and AED. Standardized data gathered with a validated tool can now be presented at legislative levels to promote BLS and AED courses implementation in school curricula.

EMPOWERING COMMUNITIES THROUGH CREATION OF MURAL ART AS AESTHETIC SUPPORT IN ‘KEDAI OMAH JLAMPRANG’ PEKALONGAN

Krapyak Village - Pekalongan, is currently improving itself to become a tourist destination based on the carrying capacity of Geographical, Cultural, Human Resources owned, including; Slamaran Beach, Batik Industry with typical motifs of Jlamprang, Culinary specialties of Pekalongan, and community human resources who will be trained in their independence. Community Development Academic (CDA) - Binus University facilitates the transfer of knowledge from lecturers from various interdisciplinary disciplines to be applied directly to the community or community that requires capacity building in connection with the preparation to develop tourist destinations. Through a long collaboration and discussion between the campus and the government of Krapyak - Pekalongan Urban Village, it was decided to build a culinary shop where joint learning could serve typical Pekalongan meals, outlets selling batik and handicraft products of SMEs, as well as a convenient spot for community gathering to build understanding of tourist area preparation. Through training programs on the physical building architecture of the shop, Interior Design settings and selection of equipment for chairs and souveneer creation training, mapping of tourist attractions, culinary training in making menus and cooking, Management of shop and financial management. Visual Communication Design plays a role in thecreation of identity branding, starting from naming 'Kedai Omah Jlamprang' and its completeness and Mural Art to build a cozy atmosphere of a shop through the work of aesthetic elements that have meaning. All of these training programs involve discussions and practical workshops on product creation that involve lecturers and SME communities in the Krapyak - Pekalongan village, so that the objectives of the Fostering &amp; Empowering Society can occur. It is hoped that this process will build trust and desire to grow economic independence in the community.

The CHIRPY DRAGON intervention in preventing obesity in Chinese primary-school--aged children: Acluster-randomised controlled trial.

BackgroundIn countries undergoing rapid economic transition such as China, rates of increase in childhood obesity exceed that in the West. However, prevention trials in these countries are inadequate in both quantity and methodological quality. In high-income countries, recent reviews have demonstrated that school-based prevention interventions are moderately effective but have some methodological limitations. To address these issues, this study evaluated clinical- and cost- effectiveness of the Chinese Primary School Children Physical Activity and Dietary Behaviour Changes Intervention (CHIRPY DRAGON) developed using the United Kingdom Medical Research Council complex intervention framework to prevent obesity in Chinese primary-school–aged children.Methods and findingsIn this cluster-randomised controlled trial, we recruited 40 state-funded primary schools from urban districts of Guangzhou, China. A total of 1,641 year-one children with parent/guardian consent took part in baseline assessments prior to stratified randomisation of schools (intervention arm, 20 schools, n = 832, mean age = 6.15 years, 55.6% boys; control arm n = 809, mean age = 6.14 years, 53.3% boys). The 12-month intervention programme included 4 school- and family-based components delivered by 5 dedicated project staff. We promoted physical activity and healthy eating behaviours through educational and practical workshops, family activities, and supporting the school to improve physical activity and food provision. The primary outcome, assessed blind to allocation, was between-arm difference in body mass index (BMI) z score at completion of the intervention. A range of prespecified, secondary anthropometric, behavioural, and psychosocial outcomes were also measured. We estimated cost effectiveness based on quality-adjusted life years (QALYs), taking a public sector perspective. Attrition was low with 55 children lost to follow up (3.4%) and no school dropout. Implementation adherence was high. Using intention to treat analysis, the mean difference (MD) in BMI z scores (intervention − control) was −0.13 (−0.26 to 0.00, p = 0.048), with the effect being greater in girls (MD = −0.18, −0.32 to −0.05, p = 0.007, p for interaction = 0.015) and in children with overweight or obesity at baseline (MD = −0.49, −0.73 to −0.25, p < 0.001, p for interaction < 0.001). Significant beneficial intervention effects were also observed on consumption of fruit and vegetables, sugar-sweetened beverages and unhealthy snacks, screen-based sedentary behaviour, and physical activity in the intervention group. Cost effectiveness was estimated at £1,760 per QALY, with the probability of the intervention being cost effective compared with usual care being at least 95% at a willingness to pay threshold of £20,000 to 30,000 per QALY. There was no evidence of adverse effects or harms. The main limitations of this study were the use of dietary assessment tools not yet validated for Chinese children and the use of the UK value set to estimate QALYS.ConclusionsThis school- and family-based obesity prevention programme was effective and highly cost effective in reducing BMI z scores in primary-school–aged children in China. Future research should identify strategies to enhance beneficial effects among boys and investigate the transferability of the intervention to other provinces in China and countries that share the same language and cultures.Trial registrationISRCTN Identifier ISRCTN11867516.

Propuesta de enseñanza de inglés para escuelas normales

En este artículo de investigación se presenta el proyecto de una plataforma interna de inglés por niveles, alojada en una suite interna de WordPress, como una estrategia remedial de tutoría especializada para nivelar a alumnos cuyo dominio del inglés es muy limitado en normales públicas, a sabiendas que la especialidad en inglés demanda un nivel B2 al cuarto año de carrera, meta poco alcanzable considerando la cantidad de horas asignadas de estudio y práctica del idioma.&#x0D; Hoy, el estudiante mexicano normalista se ha de apropiar del inglés como lengua extranjera por medio de cursos curriculares establecidos en el plan de estudios 2018, dentro de un trayecto formativo de lengua adicional, con una inversión de seis horas semanales. Aun así, no se garantiza ni la calidad ni la eficiencia ni el adecuado y objetivo nivel del egresado frente a los retos, reales, de un mundo actual sin maquillaje. ¿Qué hacer? ¿Qué se propone como estrategia de enseñanza para asegurar el éxito del plan de estudios 1999? La respuesta operativa, diseñada y puesta en marcha, se presenta en esta investigación. Dicha propuesta se piloteó con dos generaciones de la Escuela Normal de Atlacomulco, Español, Historia e Inglés, en el uso de la Learning Management System (LMS) o plataforma de aprendizaje, desde su ingreso, permanencia y egreso, apoyados de recursos alternos de autoría propia, y de talleres alternos de práctica del inglés a contraturno.

Multiple Intelligence Focusing on Practical Subjects among Final Year Students of School of Education, Universiti Teknologi Malaysia

This study was conducted to identify the significant differences between female students and male students who took the workshop's practical subjects. Therefore, three objectives of the study are to identify the multiple intelligences among students, the dominant of multiple intelligence in the workshop's practical subjects and to identify the significant differences between multiple intelligences and the gender of the 4th year student from School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia in the subject practical workshop. The design of this study is a descriptive study using quantitative data. In this study, the population identified consists of 204 4th year students of the School of Education, Faculty of Social Science and Humanities who attended the Bachelor of Technology with Education in Mechanical Engineering (SPPJ), Buildings (SPPQ), Electrical and Electronic (SPPR) and Living Skills (SPPH). A total of 180 samples were identified based on sampling formula and the instrument used was a set of questionnaire with reliability value of α = 0.86 which contained 48 items in part B based on multiple intelligence and respondent demographic in part A. The study data was processed using Statistical Package for Social Sciences SPSS version 25 to get the results of the study in the form of descriptive analysis like percentage, frequency, mean score and standard deviation while inference analysis with independent T-test to find mean difference between gender. The findings show that each student has more than one intelligence for each respondent and the intelligence of Naturalist, Intrapersonal, Verbal Linguistics and Kinestatic Body is the dominant intelligence of the students. In addition, the findings showed that there was no significant difference between the multiple intelligences and the gender of the students. In conclusion, intelligence varies by individual and is unrelated to gender and intelligence can be enhanced through education and experience.

PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE IMPLEMENTATION OF THE PRINCIPLE OF CONTINUITY IN THE ENGLISH TEACHING PROCESS

The article deals with the problem of ensuring continuity in the process of English teaching at primary school and the preparation of a teacher for its implementation.The factors that influence the pupils’ motivation to study English are determined. Psychological peculiarities of junior pupils are revealed. It will help the future teachers to select material and organize English language teaching at primary school. The authors state that the research work of future specialists and the use of innovative teaching methods in the educational process of the universities will promote the students’ training. It is highlighted that one of the ways that enables students to improve their skills is to organize students’ group work for a project in practical classes. The use of portfolio method as a form of evaluation and self-assessment of students’ individual success is described.It is proved that the use of these methods in the educational process contributes to the development of critical thinking of students and their ability to analyze the educational material.It is emphasized that in the conditions of implementation of the principle of continuity it is important to extend the terms of students’ pedagogical practice and to conduct it at school and in the kindergarten. It will help graduates to learn modern methods of English teaching better and learn how to create academic environment based on the principle of continuity.It is noted that the necessity of introducing the innovations is due to several circumstances: the socio-economic transformations and the scientific technological progress; a strengthening of the education’s humanization context, continuous changes in the volume and composition of educational disciplines, the introduction of new specialties, the educational disciplines and subjects.An important aspect of teachers training is the establishment of a partnership between the faculties of pedagogical education and schools, and the intensification of cooperation between university teachers and primary school teachers in practical terms, inparticular, in holding the joint scientific and practical workshops. A good example of such cooperation is making agreements with certain schools predetermined to serve as the bases for students’ teaching practice, and thus, creating appropriate conditions for the future.

Iranian nurses' knowledge, attitude and behaviour on skin care, prevention and management of pressure injury: A descriptive cross-sectional study.

AimPressure injuries as an indicator measuring the quality of nursing care and patient safety is a major health care problem worldwide. The aim of this study was to assess the knowledge, attitude and behaviour of nurses in preventing pressure injuries.DesignDescriptive cross‐sectional study.MethodsThis descriptive cross‐sectional study enrolled 214 registered nurses in Iran. Patient satisfaction was assessed using pieker pressure ulcer knowledge test, attitude towards pressure ulcer tool and behaviour of pressure ulcer questionnaire. Data analysed by SPSSv.24 applying descriptive and inferential statistics.ResultsThe mean scores of knowledge, attitude and behaviour of nurses on the prevention of pressure injury were 27.24 (SD 5.23), 38.55 (SD 6.43) and 51.24 (SD 7.54), respectively. There was a correlation between knowledge, attitude and behaviour with the history of pressure injury training. Also, there was a significant relationship between knowledge with educational level and attitude with work experience. Knowledge, attitude and behaviour of nurses were in moderate level. Necessary measures to overcome problems such as the availability of pressure reducing equipments, motivating the nurses, eliminating the shortage of nurses and empowering nurses by holding practical workshops are important in providing patients safety.