scholarly journals Profile and Experiences of Nursing Students related to Tuberculosis: An Evaluation of Health Education

2020 ◽  
Vol 7 (6) ◽  
pp. 289-295
Author(s):  
Ana Caroline Guedes Souza Martins ◽  
Lidiane Assunção de Vasconcelos ◽  
Raphael Garcia Campestrini ◽  
Gisele de Brito Brasil ◽  
Jackline Leite de Oliveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Health Education

scholarly journals Penggunaan Modal Verbs Bahasa Inggris dalam Ketrampilan Berbicara

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maria Theresia Priyastuti
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Process ◽  
Role Play ◽  
English Learning ◽  
Modal Verbs ◽  
Main Form ◽  
Modal Verb ◽  
Deontic Modality ◽  
Descriptive Qualitative

This research discusses the form of modality and the meaning of modality in English learning process using role play method. This research discusses the form of modality and the meaning of modality in English learning process using role play method. Objective to describe the form of modality and to explain the meaning of modality. The form of modality that is used in speaking is deontic modality with the modal verbs such as “must, has to atau have to, should, can/could” and the meanings of modality which are found, are order/necessity modality and permission modality. Descriptive qualitative with equal pragmatic methods. The data were taken from the conversation of role play which contained modal verbs. The sampling of the research were used  randomly when the nursing students did role play of giving health education with diet program theme. firstly, the main form of modality in the conversation of role play using modal verb “can and will”. Secondly the meaning of modality which is often found in conversation of role play is deontic modality for asking permission. The nursing students are able to use English modal verbs correctly  in role play learning process.

scholarly journals TABACO ZERO – INTERVENÇÃO COMUNITÁRIA DOS ALUNOS DE EDUCAÇÃO PARA A SAÚDE DA UNIVERSIDADE DE ÉVORA

2016 ◽  
Vol 2 (1) ◽  
pp. 81
Author(s):  
Jorge Bonito
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Community Intervention ◽  
Smoking Prevention ◽  
World Health ◽  
Health Organization ◽  
The University ◽  
Prevention Counseling ◽  
Brief Advice ◽  
The City

Abstract:ZERO TOBACCO – COMMUNITY INTERVENTION STUDENTS’ HEALTH EDUCATION AT THE UNIVERSITY OF ÉVORASmoking is said by the World Health Organization as the leading cause of preventable disease and death. A comprehensive strategy to tackle this scourge includes treatment, control, prevention, awareness and information. In the area of prevention, counseling 3 min may have a success rate in smoking cessation than 2%, while a 10-minute brief advice could reach 3%. Given these principles, nursing students of Health Education in Evora University held semiannually brief counseling on smoking prevention in the city of Évora. This paper gives an account of the organizational structure of the community intervention and the alarming results of prevalence of intakes that met in the last three years.Keywords: Prevention, smoking, health education.Resumo:O tabagismo é apontado, pela Organização Mundial de Saúde, como a principal causa de doença e de morte evitável. Uma estratégia global para enfrentar este flagelo inclui tratamento, controlo, prevenção, acompanhada de sensibilização e informação. No domínio da prevenção, um aconselhamento de 3 min poderá ter uma taxa de sucesso na cessação tabágica de 2%, enquanto um aconselhamento breve de 10 minutos poderá chegar aos 3%. Atendendo a estes princípios, os alunos de enfermagem da unidade curricular de Educação para a Saúde da Universidade de Évora realizam semestralmente aconselhamentos breves em prevenção tabágica na cidade de Évora. Este trabalho dá conta da estrutura organizativa da intervenção comunitária e dos resultados alarmantes de prevalências de consumos que reunimos nos últimos três anos.Palavras-chave: Prevenção, tabagismo, educação para a saúde.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Health Literacy: Knowledge and Experience Among Senior Students in A Nursing College

2019 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Trixia S Maduramente ◽  
Jeric D Orendez ◽  
Judelle A Saculo ◽  
Angela Louise A Trinidad ◽  
Ryan Michael F Oducado
Keyword(s):  
Health Literacy ◽  
Nursing Students ◽  
Health Education ◽  
The Philippines ◽  
Nursing Schools ◽  
Cross Sectional ◽  
Limited Health Literacy ◽  
Undergraduate Nursing ◽  
Literacy Knowledge ◽  
Literacy Experience

Introduction: Training and education on health literacy must start in the undergraduate nursing program. While nursing schools include health education courses and provide opportunities for nursing students to give healthcare information to individuals in various healthcare settings, there is a dearth of empirical evidence on health literacy in the Philippines. The purpose of this study was to examine the health literacy knowledge and experience of senior nursing students in a College of Nursing in Iloilo City, Philippines. Methods: This study utilized a descriptive cross-sectional research design with 160 senior nursing students as participants. Data were gathered using Cormier's (2006) Health Literacy Knowledge and Experience Survey (HL-KES) questionnaire. Descriptive statistical tools, t-test, ANOVA and Pearson’s r were used to analyze the data. Results: Results revealed that majority of senior nursing students had limited health literacy knowledge (M=13.19) and had moderate health literacy experience (M=2.50). No significant differences were found in the knowledge and experience according to sex (p > .05) as well in grade in Health Education course (p > .05). Knowledge of health literacy was not significantly related to health literacy experience (p > .05). Conclusions: Health literacy must be given greater emphasis in the undergraduate nursing curriculum. Nursing schools must pay more attention to devising measures in improving nursing students' health literacy competencies.

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