scholarly journals Avaliação de um curso para a capacitação dos profissionais da enfermagem na urgência e emergência

2019 ◽  
Vol 29 (3) ◽  
pp. 34203
Author(s):  
Thaisa Vieira Sonnberger ◽  
Gustavo Lenci Marques ◽  
Flavia Klas Blanski Pinheiro
Keyword(s):  
Test Results ◽  
Multiple Choice Questions ◽  
Initial Management ◽  
Average Accuracy ◽  
Post Test ◽  
Group A ◽  
Storage Rate ◽  
The Mean ◽  
Nursing Professionals ◽  
Regressive Analysis

AIMS: This work aims to evaluate a course model for the training of the nursing team in emergency care, as well as establishing the period which the knowledge acquired in the course is still memorized and when the course should be reministered to guarantee the professional’s proficiency.METHODS: We selected 45 nursing professionals who worked at the Cardiology Units of the Hospital de Clínicas of the Federal University of Paraná. In this group, a pre-test of 20 multiple choice questions was applied, mentioning the previous knowledge of the team. After the pre-test, a two-hour theoretical-practical course was given on the recognition of severe patients and initial management of a cardiorespiratory arrest, practicing ventilation maneuvers and chest compression on a manikin. After the course, the same test was reapplied to identify if there was improvement in the number of correct answers. Within three and six months the test was again applied in order to establish the knowledge storage rate over that period.RESULTS: We observed that the average accuracy in the pre-test was 9.4±3.3 questions. In the immediate post-test, there was an increase in the mean of correct answers to 15.3±2 questions. After three months, the average number of correct answers fell to 12±3.1 questions and after six months was 10±3.3 questions. It was also possible to identify that the professionals who worked in the Intensive Care Unit and Hemodynamics presented a greater number of correct answers (12.6±3.4) when compared to the professionals who worked in the Infirmary (9.4±4.4). Performing a regressive analysis, we observed a statistically significant improvement in the test results shortly after the training and in three months (p < 0.05) – which did not occur in the time of six months.CONCLUSION: We can infer from the improvement in the number of correct answers to the questionnaire that the theoretical-practical course model was effective in promoting the training of nursing professionals. However, the fixation of knowledge decays over the months, returning to values close to the initial within six months.

THE EFFECT OF ONLINE VIDEO BLOG ON STUDENTS’ ACHIEVEMENT OF PASSIVE VOICE IN 4J OPERATION KENDARI

2020 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Raden Alifian Setiawan ◽  
Hanna Hanna ◽  
Alberth Alberth
Keyword(s):  
Data Analysis ◽  
Real World ◽  
T Test ◽  
Test Design ◽  
Online Video ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Passive Voice ◽  
Paired Sample ◽  
Post Test

The use of videos in education makes it possible to overcome practical real-world constraints and explore far greater possibilities provided by digital spaces, especially for the video uploaded in online platform such as blog. This study examines whether online video blog as media have a significant effect on students’ achievement of passive voice. It used pre-experimental (one group pre-test and post-test) design. The samples of this study were 10 students at 4J Operation. A pre-test and post-test were conducted by using multiple choice questions as the instruments. Data analysis was through paired-sample t-test. Results showed that there was an increase in mean score of pre-test (49,1) and post-test (63,5). Data from Paired Sample t-test showed that Sig. (2-tailed) was 0.000 which was smaller than .05 which means that there was significance difference in mean score after employing treatment.

scholarly journals Video Based Instructions Meningkatkan Praktik Kebersihan Diri Saat Menstruasi Pada Siswi Disabilitas Intelektual

2020 ◽  
Vol 5 (2) ◽  
pp. 62-70
Author(s):  
Endang Sri Wahyuni ◽  
Wa Ode Diana Harisa
Keyword(s):  
Intellectual Disability ◽  
Sampling Technique ◽  
Total Sample ◽  
T Test ◽  
Personal Hygiene ◽  
Test Results ◽  
Paired Sample ◽  
Post Test ◽  
The Mean ◽  
Based Instruction

Backgrounds: Intellectual Disability students must be able to master the practice of personal hygiene during menstruation skills. However, to teach this skill to them is not easy. They need certain methods to learn these skills to get effective results. Video-Based Instruction is one method to teach these skills. This study aims to determine whether there is an effect of Video-Based Instruction on the practice of personal hygiene during menstruation on Intellectual Disability students. Methods: This is quantitative research with pre-experimental type and one group pretest-posttest design. The data collection tool is a "personal hygiene" questionnaire. The data analysis method uses a paired sample t-test with the help of SPSS version 25. This research conducted at SLB Negeri 3 Central Jakarta with a total sample is 20 respondents selected by the purposive sampling technique. Results: Most respondents were 14 years old (20%), 7th grade (30%), get menarche at 12 and 13 years (25%). The mean score for the practice of personal hygiene during menstruation pre-test is 41.30 and post-test is 53.20. Paired sample t-test results showed that sig. (2-tailed) <0.001. Conclusion: The results showed that it received Ha, which means that there is an effect of Video-Based Instruction on the practice of personal hygiene during menstruation on Intellectual Disabilities students. The results also showed that there are mean score differences of the pre-test and post-test results, which is an increase in the mean score of the post-test results by 11,90.

scholarly journals IMPLEMENTATION OF E-MODULE TROUBLESHOOTING NETWORK SERVICES BASED MOBILE AS ALTERNATIVE MEDIA

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 53-64
Author(s):  
Sirwan Sirwan ◽  
Kamal Kamal
Keyword(s):  
Experimental Design ◽  
Mobile Learning ◽  
Research Method ◽  
Network Services ◽  
Choice Test ◽  
Average Score ◽  
Test Results ◽  
Multiple Choice Test ◽  
Post Test ◽  
The Mean

The purpose of this study was to: (1) knowing the level of practicality e-module based on mobile learning; (2) determine the effectivenes of using system e-module based on mobile learning in skill competency test TKJ.  The research method experimental design one group pre-test and post-test. Data were collected through multiple choice  test given to respondens before being given treatment and after being given treatment, then the data would then be analyzed using tes t. The results of the e-module practicality test throught a questionnaire distributed to students showed that the e-module based on mobile learning practicality used by students, while according to the assessment by the two media experts that e-module based on mobile learning was practical with an average score of 88.9%. Student readiness in UKK has been successfully improved using mobile learning-based e-modules. Increased readiness of students in UKK is in the medium category with a gain score of 0.4%. The T test results indicate that the Sig. (2-tailed) of 0.000 <0.05. The mean pre-test value was 78.6456 with Std.Deviation 4.85293. The highest value is 90.00 and the lowest value is Std.Deviation 6.57910. The highest score was 96.67 and the lowest score was 73.33.

scholarly journals Pengaruh Penggunaan Media Gambar Untuk Meningkatkan Hasil Belajar Bahasa Arab Siswa Kelas VII Di Madrasah Tsanawiyah Muhammadiyah 12 Palirangan

2021 ◽  
Vol 7 (1) ◽  
pp. 39-60
Author(s):  
Idzi' Layyinati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Human Life ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
Test Results ◽  
Correlation Test ◽  
Post Test ◽  
The Mean ◽  
Test Result

Education is a necessity for everyone. Educational activities are activities that are very important in human life and cannot be separated from their lives. With education, human needs regarding change and development can be fulfilled. The mean score of the pre-test results was 71.73, while the mean value of the post-test results was 79.61. From these data it can be seen that the pre-test result value is lower than the post-test score, so it can be interpreted that there are differences in student learning outcomes before and after using image media in the learning process. the completeness of the pre-test result value is 46.15%, while the post-test result value is 80.76%. From this data, it can be seen that using image media can affect student learning outcomes. Then from the hypothesis testing using the Product Moment Correlation test and the Paired Sample T-test with the help of SPSS 20 software in the sig (2-tailed) section, it isknown that 0.000 <0.05 The condition is if r count is smaller than r table, then H0 is accepted. and Ha is rejected and vice versa if r count is greater than r table (r count> r table) then H0 is rejected and Ha is accepted. In fact, r count (0.977) is greater than r table (0.404). Thus H0 is rejected and Ha is accepted. As the basis for decision making in the Product Moment Correlation test and decision guidelines based on the probability value, it can be concluded that H0 is rejected and Ha is accepted. This means that image media can affect the improvement of learning outcomes in Arabic language material for class VII at MTs. Muhammadiyah 12Palirangan

The Effectiveness of Young Coconut Water and Watermelon Juice in Reducing Blood Pressure

2021 ◽  
Vol 15 (5) ◽  
pp. 1313-1322
Author(s):  
S. Fadlilah ◽  
A. Sucipto
Keyword(s):  
Blood Pressure ◽  
Nursing Students ◽  
Coconut Water ◽  
Control Group ◽  
P Value ◽  
Test Results ◽  
Watermelon Juice ◽  
Post Test ◽  
The Mean ◽  
Pressure Analysis

Background: Blood pressure is influenced by psychosocial (stress), genetic, age, gender, nutritional status, and lifestyle (diet, lack of fiber consumption, smoking, lack of physical activity). 30 ml of young coconut water contains 61 mg of potassium, 5.45 mg of sodium, and 1.3 mg of sugar, affecting blood pressure changes. Coconut water contains K minerals and is useful for lowering blood pressure. Whereaswatermelon contains anti-hypertensive content, namely sodium, beta carotene, and potassium. Watermelon is rich in water, amino acids, L-arginine, which can maintain healthy blood pressure. Aim: This study aims to determine the effect of young coconut water and watermelon juice on blood pressure in the 2013 nursing students of Respati University Yogyakarta. Methods: This type of research is a quasi-experimental design with a nonequivalent control group pre and post-test. The sample was taken by simple random sampling, namely the control group (18 respondents), the young coconut water group (18 respondents), and papaya juice (18 respondents). Data pre-posttest of each group was tested using Paired T-test. The comparison control-treatment group was tested using an independent-test. Results: The mean differences of systole and diastole pre-posttest blood pressure in the control group were -1.8 mmHg and -1.0 mmHg. The mean difference in systole blood pressure and the pre-posttest diastole of young coconut water groups were -3.1mmHg and -2.4 mmHg. The mean systole and diastole blood pressure in the pre-posttest watermelon juice group were -2.9 mmHg and -1.5 mmHg. The pre-posttest results of systole and diastole blood pressure analysis in the p-value control group were 0.100 and 0.450. The pre-post test results of systole and diastole blood pressure analysis of young coconut water groups gained p-value of 0.030 and 0.194. The pre-post test results of the juice watermelon group's systole and diastole blood pressure analysis gained p-value of 0.032 and 0.181. The posttest results of systole and diastole blood pressure analysis in the control group and young coconut water gained p-value of 0.014 and 0.157. The post-test results of the systole and diastole blood pressure analysis control group and juice watermelon gained p-value of 0.013 and 0.420. Conclusion: Consumption of young coconut water and watermelon juice affects systole blood pressure, but it does not affect diastole blood pressure in nursing students in 2013 in Respati University Yogyakarta. Keyword: Blood pressure, Coconut Water, Watermelon Juice

scholarly journals PENAMBAHAN KINESIOTAPING PADA LATIHAN QUADRICEPS SETTING MENINGKATKAN KEMAMPUAN FUNGSIONAL PENDERITA OSTEOARTHRITIS SENDI LUTUT

2017 ◽  
Author(s):  
Eko Wibowo ◽  
J. Alex Pangkahila ◽  
S. Indra Lesmana ◽  
Nengah Sandi ◽  
I Putu Adiartha Griadhi ◽  
...  
Keyword(s):  
Treatment Group ◽  
Knee Joint ◽  
Functional Ability ◽  
Osteoarthritis Of The Knee ◽  
Test Results ◽  
Ability Test ◽  
Group I ◽  
Post Test ◽  
The Mean ◽  
Group Ii

Osteoarthritis of the knee joint is a chronic degenerative joint disease, with slowly progressive runs, where the structure of joints have a pathological changes. Characterized by imbalances of regeneration and degeneration that causes pain, impaired joint mobility or limited range of motion (LGS), stiffness, instability and muscles weakness arround the joint. The purpose of this study was to compare functional ability level in the additional kinesiotaping for quadriceps setting exercise in patients with osteoarthritis of the knee joint. This research uses experimental methode with pre-test and post-test group design. Number of samples of the first group 9 patients were given quadriceps setting exercise with a duration of 3 sets, 10 repetitions, three times a week for 3 weeks, in second group were 9 patients given kinesiotaping combine with quadriceps setting with 3-days used and 2-day intervals. The results showed : (1) there is an increase functional ability test results in the treatment group I. Related t-test results show mean ± SB pre test (28.18 ± 2.84) and the mean ± SB post test (31.41 ± 3.31) with p = 0.000 (p <0.05). (2) there is increased functional ability test results in the treatment group II. Results related t-test showed mean ± SB pre test (26.48 ± 3.74) and (31.30 ± 3.33) with p = 0.000 (p <0.05). (3) there are significant differences in test results koos in the treatment group I and group II treatment. Comparison test results show mean ± SB group I (3.22 ± 1.65) and the mean ± SB group II (4.82 ± 1.12) with p = 0.003 (p> 0.05). It was concluded that the addition kinesiotaping the quadriceps setting exercise can improve functional ability of patients with osteoarthritis of the knee joint. There is a significant difference in functional enhancement between the quadriceps setting treatment and the addition of kinesiotaping to the quadriceps setting exercise. The addition of kinesiotaping to the quadriceps setting exercise is better than the quadricep setting exercise to improve functional ability in patients with knee osteoarthritis.

scholarly journals Pelatihan Bahasa Inggris Berequivalent TOEFL Pada Reading Test CBT Terhadap Mahasiswa Semester Akhir Di Universitas Muhammadiyah dan IAIN Palangka Raya

2020 ◽  
Vol 5 (2) ◽  
pp. 192-198
Author(s):  
A'am Rifaldi Khunaifi ◽  
Ilham Ilham ◽  
Bayu Suratmoko
Keyword(s):  
Foreign Language ◽  
Reading Test ◽  
Test Results ◽  
Training Module ◽  
Reading Tests ◽  
International Language ◽  
Post Test ◽  
Training Activities ◽  
The Mean ◽  
The University

English is an international language. In Indonesia, English is taught as a foreign language (English as a Foreign Language/EFL) from Elementary Schools to Higher Education. Especially at the University of Muhammadiyah Palangkaraya and IAIN Palangka Raya consider the importance of English which is shown through the TOEFL test and meet the scores determined before they are Judisium or Munakasah and have completed the thesis hearing in one semester. There were 20 participants from the Palangkaraya UM Students and Palangkaraya IAIN. The training method used in the English equivalent of Toefl training on Reading Tests is to use the Toefl training module on Reading Tests and also using a computerized software program in Toefl training on Reading Tests. The results of this training The training activities showed an increase between the pre-test and post-test results. The mean pre-test was 61 and the post-test mean increased to 83.6. In the pretest conducted to 20 participants were in the low category with a total of 4 people, a medium category of 13 people and a high of 3 people. The post-test results showed an increase in the score, namely the low category of 4 people, the medium category of 12 people and the high category increased to 4 people.

scholarly journals Aplicación de un calendario de pruebas de evaluación continua en la asignatura “Obstetricia” en sexto de Medicina

2020 ◽  
Vol 1 (2) ◽  
pp. 45-52
Author(s):  
Carlos Santiago Piñel Pérez ◽  
María José Gómez-Roso Jareño ◽  
Juan José López Galián
Keyword(s):  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Assessment Tests ◽  
Negative Score ◽  
Group A ◽  
The Subject ◽  
The Mean ◽  
Los Grupos ◽  
De Medicina

Introducción. Con el objetivo de promover y motivar al aprendizaje continuo durante el curso de la asignatura de Obstetricia (6º Medicina), se diseñó un calendario de “Pruebas de Evaluación Continua” (PEC). Este aprendizaje progresivo permite interiorizar conceptos, mejor seguimiento de las clases sucesivas y facilita el estudio, mejorando el rendimiento final. Métodos. Se diseñaron 4 PEC voluntarias, una por bloque del temario, con 10 preguntas tipo test sin puntuación negativa por error, para estimular al alumnado a pensar en cada una de las cuestiones y tomar decisiones. Las PEC se realizaron en los últimos 10 minutos de la última clase de cada bloque. Medicina tiene cinco grupos, uno por hospital docente. Esta iniciativa se realizó sólo en uno de los grupos (grupo A). Resultados. Se presentaron a las PEC el 90,9% de los alumnos matriculados. En la primera PEC la calificación media fue 68% (máximo 90%; mínimo 50%; moda 70%), en la segunda 88% (máximo 100%; mínimo 60%; moda 90%), en la tercera 95% (máximo 100%; mínimo 80%; moda 100%) y en la cuarta 99% (máximo 100%; mínimo 90%, moda 100%). La calificación media en el examen final de la asignatura (común a los 5 grupos) del grupo A fue de 7,300 (sobre 10), superior a la de los grupos B (6,886), C (6,592), D (6,572) y E (6,463). Conclusiones. Se objetivó un aumento del rendimiento progresivo grupal e individual. Los resultados de la primera PEC fueron más dispersos, y posteriormente se fueron homogeneizando. El grupo en el que se realizaron las PEC obtuvo mejor resultado en el examen final que los otros grupos. Abstract: Introduction. We designed a “Continuous Assessment Tests” (CAT) for promoting and motivating continuous learning during the course of the subject “Obstetrics” (6th year of Medicine). This progressive learning enables concepts to be internalized, better monitoring of successive classes and facilitates study, improving results. Methods. Four voluntary CAT were designed, one per block of the subject, with 10 multiple choice questions without negative score by mistake to stimulate students to think about each of the questions and make decisions. The CAT were performed in the last 10 minutes of the last class of each block. Medicine has five groups, one per teaching hospital. This initiative was carried out in only one of the groups (group A). Results. 90.9% of the enrolled students attended the CAT. In the first CAT the mean score was 68% (maximum 90%; minimum 50%; mode 70%), in the second 88% (maximum 100%; minimum 60%; mode 90%), in the third 95% (maximum 100%; minimum 80%; mode 100%) and in the fourth 99% (maximum 100%; minimum 90%, mode 100%). The mean score in the final exam of the subject (common to the 5 groups) of group A was 7,300 (out of 10), higher than that of groups B (6,886), C (6,592), D (6,572) and E (6,463). Conclusions. An increase in group and individual progressive yield was observed. The results of the first CAT were more dispersed, and later they were homogenized. The group in which the CAT were performed got better yield in the final exam than the other groups.

The Impact of Virtual Laboratories on Academic Achievement and Learning Motivation in the Students of Sudanese Secondary School

1970 ◽  
Vol 4 (9) ◽  
pp. 20
Author(s):  
Dr. Esam Edris Kamtor Al Hassan
Keyword(s):  
Secondary School ◽  
Learning Motivation ◽  
Control Group ◽  
Virtual Laboratories ◽  
Post Test ◽  
Group A ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of virtual laboratories (VLabs) on academic achievement and Learning Motivation in the Students of Sudanese Secondary School in the subject of chemistry. The study followed a quasi-experimental method. The population consisted of second-grade students of Almutamaar school boys in Omdurman, the study sample was selected randomly totaling 54 students were divided randomly into two groups: 27 for experimental group and 27 for control group. The study used achievement pre & post tests, and Learning Motivation scale as tools for data collection. The result showed that  there  were statistically significant differences at the level (0.05) between the mean scores of students of the experimental group (a group is taught by VLabs) and control group (a group is taught by conventional method) in the post test in favor of the experimental group, and there were statistically significant differences at the level (0.05) between the mean scores of pre and post test for the students of the experimental group in favor of the post test, and there were statistically significant differences at the level (0.05) in the Learning Motivation scale between the experimental group( taught by VLabs) and control group (taught by conventional method)  for the favor of the experimental group too.

scholarly journals Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts

2017 ◽  
Vol 16 (2) ◽  
pp. 217
Author(s):  
Hesthi Herusatoto
Keyword(s):  
Control Group ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Group A ◽  
The Mean ◽  
Group B ◽  
Grammar Knowledge ◽  
Control Group Group

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each groups pre- and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their post-test compared to Group A. Group C also increased their scores but they still got their teachers assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students awareness in applying their grammar knowledge to reproduce a listening text they heard.

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