iosr-JNHS   Volume-5 ~ Issue-5 ~ Sep-Oct 2016

Abstract: Individuals' perceptual preference for learning can be identified by using learning style inventories. This provides nurse educators a basis for planning effective and efficient instructional strategies. Objectives:The objective of this study was to determine the dominant learning styles of undergraduate nursing students and also to associate the selected demographic characteristics of undergraduate nursing students and their learning style.......

Keywords: Demographic characteristics,Kolb's Learning Style Inventory version 3.1, Learning style, Undergraduate nursing students

[1] J. Sarabdeen, Learning styles and training: train the trainees the way they learn, Communications of the IBIMA, Retrieved from http://www.ibimapublishing.com. (2013).

[2] K. Hallin, Nursing students at a university- a study about learning style preferences. Nurse Education Today, 34, 2014, 1443-1449. [3] G. Erol, B. Hilal, and C. Tetik, Learning styles of medical students change in relation to time, Advances in Physiology Education, 35 (3), 2011, 307-311.

[4] M. Zoghi, T. Brown, B. Williams, L. Roller, S. Jaberzadeh, C. Palermo, L. McKenna, C. Wright, M. Baird, M. SKoldky, L. Hewitt, J. Sim, and T.A. Holt, Learning style preferences of Australian health science students. Journal of Allied Health, 39(2), 2010, 95-103. [5] G.H. Rassool, and S. Rawaf, Learning style preferences of undergraduate nursing students. Nursing Standard, 21 (32), 2007, 35-41.

Abstract: Most of us occupy two or three spaces: Academic, professional and personal spaces. These spaces are sacred to each. But at times there is encroachment of these spaces by others.People who have dependent positions are generally vulnerable to these violations. It has been well documented that nurses, Students and other health care workers are exposed to bullying, harassment and violence.(Happell, 2008). The types of violence faced are physical, non-physical, bullying, and sexual harassment. The most grievous one is physical violence. A physical assault can result in bodily injuries

[1]. Happell, B. (2008). In search of a positive clinical experience. Mental Health Practice, 11(9), 26 – 31.
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[3]. Johnson SL, Rea RE. Workplace Bullying: Concerns for Nurse Leaders. Journal of Nursing Administration, 2009.
[4]. Betts N.D., Newman, G.C (1982) defining the issue: Sexual harassment in college and university life. Contemporary Education, 54, 48 – 52.
[5]. World Health Organization. World Health statistics 2010: World Health Organization

Abstract: Case based learning is an effective teaching strategy which helps students to generate and develop critical thinking and clinical judgment skills. It also allows nurses to function effectively in the intensive care environment. Aim. To determine the effect of Case based learning on internship critical care nursing students' clinical judgment. Design. Quasi experimental. Methods. Sixty internship critical care nursing students were included in this study. The students have been randomly assigned into two equal groups: study and control group. Lasater Clinical Judgment in Practice Survey and Lasater Clinical Judgment in Simulation Rubric have been used........

Keywords: clinical judgment, case based learning, clinical education

[1]. Phillips J (2009). Clinical nurse educators' adoption of socio-culturally based teaching strategies. Published Doctoral Dissertation. Indiana University: Indiana.
[2]. Al-Kandari F (2009). Assessing clinical learning outcomes: a descriptive study of nursing students in Kuwait. Nursing and Health Sciences 11(3), 252-262.
[3]. Shoulders B, Follett C&Eason J (2014). Enhancing critical thinking in clinical practice: implications for critical and acute care nurses. Dimensions of Critical Care Nursing 33(4), 207-214.
[4]. Kim K &ChoizJ(2014). The Relationship between problem solving ability, professional self-concept, and critical thinking disposition of nursing students. International Journal of Bio-Science and Bio-Technology 6(5), 131-142
[5]. Altun S (2012). The perceived problem solving ability and values of student nurses and midwives, Nurse Education Today 23(2), 575-584.

Abstract: Vitamin B9 (folic acid and folate) is essential to numerous bodily functions. The human body needs folate to synthesize, repair, and methylate Deoxyribonucleic acid (DNA) as well as to act as a cofactor in certain biological reactions. It is especially important in aiding rapid cell division and growth, such as in infancy and pregnancy. Aim: The aims of this study were to assess the knowledge and effect of the educational program regarding folic acid supplementation among pregnant women. Method: Pre-Posttest design was utilized in this study. Setting: this study was conducted at the Child Health (MCH) centers at Minia City..........

Keywords: Educational program, Folic Acid, Knowledge, Pregnant women

[1]. Weinstein SJ, Hartman TJ, Stolzenberg-Solomon R, Pietinen P, Barrett MJ, Taylor PR, et al. Null association between prostate cancer and serum folate, vitamin B(6), vitamin B(12), and homocysteine. Cancer Epidemiol Biomarkers Prev. 2003;12(11 (pt 1)):1271–1272. [PubMed]
[2]. Bethany L. Murphy, Natalie A and Dipietro., Impact of a pharmacist- directed educational program on the long-term knowledge and use of folic acid among college women: a 12-month follow-up study, 2012
[3]. Simone P., Hoyer- Schushke J, Seelig M., and Steinbicker V. Knowledge among young people about folic acid and its importance during pregnancy: a survey in the Fedral State of Sexony-Anhalt 9 Germany, 2006. [4]. Salermo B., Bianchi F, Pierini A, Baldi F, Carbone P, Mantovani A, and Taruscio D (2013). Folic acid and congenital malformation: scientific evidence and public health strategies]. [5]. Almeida, L and Cardoso, M. Recommendations for folate intake in women: implications for public health strategies. Cad. Saúde Pública vol.26 no.11 Rio de Janeiro Nov. 2010 http://dx.doi.org/10.1590/S0102-311X2010001100003.