Ramakrishnan Buvaneswari, Sylvia Juliet
Department of Psychiatric Nursing, KMCH College of Nursing, Coimbatore, Tamilnadu - 641048, India.
Department of Community health Nursing, Alagappa College of Nursing, Karaikudi, Tamilnadu - 630003, India.
Bioinformation. 2024 Jul 31;20(7):740-743. doi: 10.6026/973206300200740. eCollection 2024.
Nursing education programs increasingly emphasize the importance of life skills alongside clinical competencies to prepare students for the multifaceted demands of modern healthcare. However, there remains a gap in understanding the most effective strategies for integrating life skills into nursing curricula. Therefore, it is of interest to evaluate the impact of a structured life skills training program on first-year B.Sc. Nursing students' proficiency in selected life skills in Tamil Nadu, India. A true experimental pretest-posttest design was employed, with 257 first-year B.Sc. Nursing students from six selected colleges in Trichy district, Tamil Nadu, participating. The intervention, an eight-week Life Skills Training Program, was delivered to the experimental group, while the control group received no intervention. Data were collected using a self-administered questionnaire comprising socio-demographic variables and the Life Skills Assessment Scale. Statistical analysis included chi-square tests, one-way ANOVA repeated measures, and correlation analysis. Significant differences were observed between the experimental and control groups in various life skills, including self-awareness, empathy, interpersonal relationships, and creative thinking (p < 0.001). Age, place of stay, number of friends, hobbies, reason for choosing nursing, and interest in the course showed significant associations with pretest life skills scores (p < 0.05). Positive correlations were found between certain life skills, emphasizing their interconnectedness (p < 0.05). The structured life skills training program demonstrated effectiveness in enhancing the life skills proficiency of first-year B.Sc. Nursing students. The study underscores the importance of integrating life skills development into nursing education curricula to better prepare students for the complexities of patient care. Tailored interventions based on individual characteristics may further optimize outcomes. Future research should explore longitudinal effects and additional factors influencing life skills development among nursing students.
护理教育项目越来越强调生活技能与临床能力的重要性，以便让学生为现代医疗保健的多方面需求做好准备。然而，在理解将生活技能融入护理课程的最有效策略方面仍存在差距。因此，评估一项结构化生活技能培训项目对印度泰米尔纳德邦本科护理专业一年级学生所选生活技能熟练程度的影响很有意义。采用了真实验前测-后测设计，来自泰米尔纳德邦蒂鲁吉拉伯利地区六所选定学院的257名本科护理专业一年级学生参与其中。干预措施是为实验组提供为期八周的生活技能培训项目，而对照组不接受任何干预。使用包含社会人口统计学变量和生活技能评估量表的自填式问卷收集数据。统计分析包括卡方检验、单因素重复测量方差分析和相关分析。在自我意识、同理心、人际关系和创造性思维等各种生活技能方面，实验组和对照组之间观察到显著差异（p < 0.001）。年龄、居住地点、朋友数量、爱好、选择护理的原因以及对课程的兴趣与前测生活技能得分显示出显著关联（p < 0.05）。在某些生活技能之间发现了正相关，强调了它们的相互关联性（p < 0.05）。结构化生活技能培训项目在提高本科护理专业一年级学生的生活技能熟练程度方面显示出有效性。该研究强调了将生活技能发展融入护理教育课程的重要性，以便更好地让学生为患者护理的复杂性做好准备。基于个体特征的量身定制干预措施可能会进一步优化结果。未来的研究应探索纵向影响以及影响护理专业学生生活技能发展的其他因素。
