|
|
The knowledgeability of parents about Sudden Infant Death syndrome (SIDS)
Škvorová, Denisa ; Kulhavá, Miluše (advisor) ; Houšťková, Hana (referee)
This bachelor thesis deals with the awareness of parents about the problems of sudden infant death syndrome. It describes not only the etiology and incidence of SIDS, but also risk factors, prevention and eventual first aid to infants. The thesis is theoretical - practical. The theoretical part is divided into four chapters. The first chapter deals with the history of sudden infant death syndrome, incidence and etiology. The second chapter examines risk factors. The preventive steps are described in the third chapter. The fourth chapter deals with the first aid in case of SIDS - resuscitation of infants. The practical part contains the results of the research, which was conducted via questionnaire. All the respondents are parents from 20 to 45. A questionnaire survey was intended to find out whether these parents are informed about the problems of SIDS and if they know preventive steps and whether they follow these steps and whether they know the correct procedure of providing the first aid the infant in case of SIDS. The final aim of the survey was to compare the responses of mothers and fathers and determine whether their knowledge on this issue is the same. The research results are shown in tables and graphs and with additional explanations. The results of my survey showed that only 65% of...
|
|
|
Information technology in nursing education
ŠKVOROVÁ, Denisa
The thesis on Information Technology in Nursing Education focuses in the theoretical part on defining the history of nursing education and defines the differences with the education of the present, also points to legislative norms related to nursing education. It then describes the learning process and defines the concepts of online education and e-learning. Two objectives and two hypotheses have been identified within the research part of the thesis. The first objective was to determine the use of online education by general nurses. The second objective was to determine the use of e-learning by students of both daily and combined forms. Therefore, two hypotheses were set for these objectives: H1: Higher education nurses use online learning more than non-college nurses and also H2: Students in the combined form of study use e-learning more than full-time students. Hypotheses have been set for chi quadrate testing and are included in the thesis including an alternative and zero hypothesis. The data for the quantitative research of this diploma thesis was obtained through two non-standardized questionnaires. The first questionnaire focused on the use of eLearning in students of both the day and the combined form of study, and the second was designed to identify the use of online nursing education. Both questionnaires were structured and contained both open and closed questions. The questionnaire survey was anonymous. Respondents were addressed throughout the Czech Republic. It was a deliberate choice. The first questionnaire contained 29 questions and the return was 387 questionnaires, of which 4 questionnaires were excluded due to incomplete or incorrect filling. The second questionnaire contained 31 questions, returning 246 questionnaires, of which 6 questionnaires were excluded due to incomplete or incorrect filling. A quantitative research survey was conducted between March and April 2017. Both questionnaires were distributed only electronically through social networks in sister and healthcare groups and societies. The research has confirmed the hypothesis that students use e-learning for learning, and in particular, students from the combined form of study use it more than in full-time study. Nurses do not use online lessons, but college-educated nurses use it more than high school educated. Among the barriers to education, the two groups of respondents most often have the same items, namely lack of time, lack of motivation and lack of courses that the respondents would be interested in. For the benefit of eLearning and online learning, compared to traditional forms of education, both groups agree on the positive values of consensus. In terms of the positive aspects of these forms of education, the two groups again agree on the low financial demands of both forms, the benefits of home accessibility and the possibility of selecting a topic according to one another. The groups also agree with the limitations of the studied forms of education - they refer in particular to the focus of the courses on the theory and the inability to test the findings in practice.
|
guest ::
RSS feed.