Bladder catheterization in Greek nursing education: An audit of the skills taught

Theofanidis, Dimitrios; Fountouki, Antigoni

doi:10.1016/j.nedt.2010.05.009

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…Certainly a supportive learning environment helps to improve emotional and cognitive skills, since the Physical Education course teaches students how to behave with the rules for positive social behavior 21,22 . The results of the research agree with those of previous qualitative evaluations of life skills programs 23,24,25 and show that participatory teaching methods and active techniques (such as theater, literature, dance) were appropriate for teaching the emotional, social, and cognitive skills of the intervention program 26 . Also, other studies describe skill development through sport and also transfer to other domains 27,28,29 .…”

Section: Discussionsupporting

confidence: 85%

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

Magkou,

Zetou,

Filippou

et al. 2024

JPhysEduc

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The aim of this study was to investigate the effect of literature program on development emotional and motor skills of students aged 10-12 in the sport of volleyball. Students from 5th and 6th grade (Ν=257, 123 boys and 134 girls), participated in the research. The students were randomly divided into two groups. The first group (n=173) followed a 4 months literature program using the literary book "The Knight in Rusty Armor" and the second group (n=84) followed the typical Physical Education program. The teaching of emotional skills was combined with a program of learning the Volleyball cognitive backhand skill. Social-emotional intelligence was assessed with the questionnaire "Emotional Quotient-Inventory: Youth Version (EQ-I:YV)" by Bar-On and Parker, while the cognitive assessment of backhand service was carried out with criteria sheet 4 (p. 65) of the Physical Education book of the 5th-6th grade teacher. The non-parametric Friedman test – K related samples and the non-parametric Wilcoxon signed-rank test were used to evaluate the effect of the literature intervention. The results showed that the intervention program was effective with the students of the experimental group showing a significant improvement in terms of emotional skills: intrapersonal (P=0.290, Df(1), χ2: 1.119), empathy (P=0.128, Df(1), χ2: 2.312), social responsibility (P=0.610, Df(1), χ2: 0.261), adaptability (P=0.006, Df(1), χ2: 7.615), stress control (P=0.000, Df(1), χ2: 53.161) and general mood (P=0.790, Df(1), χ2:0.071). There was also an improvement in the cognitive of the back-hand service technique skill, (P=0.000, Df(2), χ2: 61.843). In contrast, students in the control group did not show any improvement in emotional skills and performance of cognitive backhand service skill. Therefore, the findings support the positive contribution of literature to the improvement of emotional and motor skills through the practice of the intervention program.

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Section: Discussionsupporting

confidence: 85%

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

Magkou,

Zetou,

Filippou

et al. 2024

JPhysEduc

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“…The quality of initial training might also be a contributory factor. Aseptic technique appears to be taught in relation to specific clinical procedures during nurse training in many countries, not as an overarching separate principle with wide application (12,13). During clinical placements students are exposed to variations in practice that do not always accord with classroom teaching (14,15,16) further hampering acquisition of the appropriate knowledge and skills.…”

Section: Discussionmentioning

confidence: 99%

Survey to explore understanding of the principles of aseptic technique: Qualitative content analysis with descriptive analysis of confidence and training

Gould

Chudleigh

Purssell

et al. 2018

American Journal of Infection Control

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Nurses' understanding of aseptic technique and the concepts of sterility and cleanliness is inadequate, a finding in line with results of previous studies. This knowledge gap potentially places patients at risk. Nurses' understanding of the principles of asepsis could be improved. Further studies should establish the generalizability of the study findings. Possible improvements include renewed emphasis during initial nurse education, greater opportunity for updating knowledge and skills post-qualification, and audit of practice.

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“…Professional nursing registration in Greece can be obtained either through university-based degree studies or through the Technological Educational Institute (TEI), both in accordance with European Union directives but differing in the provision of theoretical background and clinical experience (Patelarou et al 2009). The fact that nursing schools are faced with a shortage of faculty members and a lack of enough clinical settings for experience often results in knowledge gaps and suboptimal clinical skills among students, both university and TEI graduates (Lambrinou et al 2009;Matziou et al 2009;Theofanidis & Fountouki 2011).…”

Section: Introductionmentioning

confidence: 99%

Characteristics of dog bites among nursing students and knowledge about their emergency management

Ioannidou¹,

Galanis

Tsoumakas³

et al. 2011

International Nursing Review

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Bladder catheterization in Greek nursing education: An audit of the skills taught

Cited by 5 publications

References 19 publications

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

Effect of an intervention program in the development of emotional, motor and cognitive skills of 5th-6th graders

Survey to explore understanding of the principles of aseptic technique: Qualitative content analysis with descriptive analysis of confidence and training

Characteristics of dog bites among nursing students and knowledge about their emergency management

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