BACKGROUND Nurse educator has to do clinical teaching when students are posted either in clinical or community field. Clinical teaching is a method of teaching to an individual or group of students who came in contact with patients when they are posted in clinical or in community field. Clinical education enhances appropriate link between theory and practice and at the same time provides opportunity to have a practice on how to solve complex problems of health care, provide safe care and enhance critical thinking. The objectives of the study were to inform nursing undergraduate students regarding one-minute preceptor (OMP) model, assess perception level of experimental group of students regarding OMP and evaluate the improvement in clinical skills of nursing undergraduate students through one-minute preceptor teaching. METHODS Experimental research design was used. Probability sampling technique was used for the selection of nursing undergraduate students and random sampling method for formation of 2 groups of the students. Total 60 students participated. Likert scale was used to assess perception level and response of students. RESULTS In the present study, 70 % students had very good level of perception and (30 %) had excellent level of perception regarding OMP. Response regarding community posting mean score and standard deviation of both groups was 46.50 ± 2.46 and 35.60 ± 3.60 respectively. Comparison was done between the experimental and control group and P-value was P = 0.00. CONCLUSIONS OMP module is effective to improve clinical skill to manage minor ailments, to make decision and critical thinking at community setting. It can be implemented to the final year undergraduate nursing students and post graduate nursing students. KEY WORDS Effectiveness, One-Minute Preceptor, Clinical Skill
Introduction: B- Cell lymphoblastic leukaemia of blood cancer that influences B- Lymphocytes, which are white blood cells that create within the delicate marrow of your bones (marrow) [1]. When healthy blood cells start to alter and expand out of control, this is called leukaemia. ALL is a tumour of immature lymphocytes. Lymphocytes are white blood cells that help the immune system function. Acute lymphoid leukaemia (ALL) is also known as acute lymphoblastic leukaemia. ALL is most visits in youthful children and people over the age of 50, but it can influence anybody at any age [2]. Aim: To acquire the knowledge regarding a case of B-cell acute lymphoblastic leukaemia. Clinical findings: Abdominal discomfort, fever high grade, chills, Weakness. Diagnostic Evaluation: Blood Test: Hb-5.5%, Total RBC count-2.21million/cu.mm, Total WBC count- 27400/cumm, RDW- 14.8%, HCT-17.7%, Monocytes-02%, Granulocytes-28%, Lymphocytes-68%, AST(SGOT)-110U/L. Peripheral Smear: RBC: Total RBC Count- Decreased on smear, Haemoglobin- Decreased Predominantly normocytic with few micro showing moderate lymphomia, Platelets- Decreased on smear No hemoparacites are seen, Peripheral smear is suspicious of severe viral infection. Ultrasonography: Splenomegaly. Bone marrow aspiration and biopsy. B-cell lymphoblasts (immature white blood cells) are found in the bone marrow Therapeutic intervention: Blood Transfusion-30 times, Inj Levofloxacin, Inj. Piptaz, Inj. Pan, Inj. Emset, Inj. Doxy, Inj. Hydrocort, Inj. Avil, Tab prednisolone, Tab Dolo. Outcome: After Treatment, The patient shows improvement. His fever and abdominal discomfort were relived and his Hb% increased from 5.5% to 6% after blood transfusion. Conclusion: B-cell acute lymphoblastic leukemia is one of the most common types of leukemia in children but is rare in adults. My patient was admitted to medicine ward no-30, AVBRH with diagnosed of Acute Lymphatic Leukaemia and he had complaint of fever and abdominal discomfort. After getting appropriate treatment his condition was improved.
Introduction: Jigsaw Reading Technique is one kind of cooperative learning strategy which allows dividing the students in a group to improve reading skills by giving tasks (like reading paragraph) to them. In Jigsaw learning method, students are assigned to a small group that composes different level of skills like a piece of Jigsaw puzzle. Aim: To determine the effectiveness of the Jigsaw Reading Technique in improving reading skills among high school children. Materials and Methods: The interventional study design was a post-test control group study with a quantitative research approach. A simple random sampling method was used to collect the data. The present study was carried out in the selected school of Tah Kelapur district. Yavatmal. The sample size was 60. Validated structured questionnaires were used. Data were collected. The software used in the analysis was SPSS 24.0. Descriptive Statistics and Frequency distribution and comparison were presented for categorical variables. Results: The findings show that assessing the reading skills in the experimental and control group was divided into five categories skimming, scanning, awareness about synonyms and antonyms, deduce the meaning of unfamiliar words from the text, infer mood and author’s attitude or tone. The experimental group was reading with a positive attitude. The mean reading score of the control group was 2.36, the experimental group was 12.43 (p-value=0.001), the calculated t-value is 40. Therefore, the jigsaw reading ability score among high school students is statistically interpreted to have been successful. There was no significant association between reading skill scores among high school students concerning the control group and experimental with any other demographic variables. Conclusion: The comparison of the high school students’ reading skill scores shows a significant difference between the control group and experimental group, that is after the completion of this study, it is revealed that assessment of jigsaw reading technique in improving reading skills among high school children is effective.
The relative acidity or alkalinity of all substances in nature can be categorised. The term acid is derived from the Latin word "acidus," that is to state "to eat."" which meaning "sour or tangy." Several of them the typical substances that are acidic we come into touch with have these characteristics, such as salad dressing vinegar, Beverages, which contain phosphoric acid and carbon dioxide, and black tea, which contains tannic acid, all contain acetic acid. Grapefruits, oranges, lemons, and limes contain citric acid, while grapes have tartaric acid. The acid-alkaline diet, or alkaline ash diet, is another name for the alkaline diet. Food is divided into three groups in the alkaline diet: acidic, neutral, and alkaline. Red meat, poultry, fish, chocolate, wheat, and alcohol are all acidic foods. Natural fats such as butter, most oils, milk, and cream are all included in neutral meals. Foods that are alkaline make up the majority of fruits and vegetables.
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