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Evaluation of life skills in students of Nursing: a descriptive study

Author(s): Dimitrios Papageorgiou | Anna Kavga

Journal: International Journal of Caring Sciences
ISSN 1791-5201

Volume: 2;
Issue: 3;
Start page: 135;
Date: 2009;
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Keywords: Health – promoting behaviors | social skills | psychosocial well-being | University students | interpersonal and communication skills | critical skills | life-style

Background: Life skills are a set of human skills acquired via teaching or direct experience that areused to handle problems and questions commonly encountered in daily human life. The basic elementof a skill is the ability to create and materialise an effective sequence of choices, so as to achieve thedesirable effect. It is important that somebody allocates life skills in six broad sectors: sensitivity,experiencing emotions, realism thought, language and the internal logos, harmony in self-attributionand communication and finally, remuneration activity in finding a meaning in professionAim: The determination of nursing students’ opinions with regard to the existence of life skills and towhat degree they impact.Methodology: The answers of 144 students of two Nursing Departments in Greece (one from Athensand one from providences) were evaluated using a questionnaire in order to determine their opinionsabout the non-existence or existence of life skills and if so what level of impact they had on. Thequestionnaire included 69 questions describing the following seven dimensions of life skills: emotion,thought, relations, study, professional settlement, leisure time, mental – bodily health. The answerswere given based on the 4 point Likert scale (no need for improvement, minimal need, small need,large need). For data process we used SPSS 14 (Statistical Package for Social Sciences) for Windowsand more concretely, the Mann –Whitney U control and Pearson’ s cross-correlation parametriccoefficient.Results: The descriptive analysis of this questionnaire showed that the sample of students had aneffectual or a large need of improvement at a percentage of 42.9% in the emotional sector, 32.2% in thesector of thought, 31% in the sector of relations, 41.3% in the sector of study, 32.7% in the sector ofprofessional settlement, 30.7% in the sector of leisure time and 35.1% in the sector of health. Mann –Whitney U control showed statistically important differences in 23 of the 69 questions. The Pearson’scross-correlation parametric coefficient showed that they should emphasize in sectors as maintenanceof balance between work, personal relations and family, as well as decision-making.Conclusions: The objective of education in life skill is to help people increasing the probability ofmaking good and no insufficient choices in targeted skills.
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