Interpretación del hemograma automatizado a través de un Objeto Virtual de Aprendizaje (OVA): Descripción de la experiencia / Interpretation of the complete blood cell count through a Virtual Learning Object (VLO): Description of the experience / Interpretação do hemograma automatizado através de um Objeto Virtual de Aprendizagem (OVA): Descrição da experiência

Resumen Los Objetos Virtuales de Aprendizaje han generado cambios positivos en la enseñanza, disponibilidad y accesibilidad al conocimiento; a diferencia del modelo tradicional de aprendizaje, tienen como propósito ofrecer mecanismos más flexibles y de múltiple consulta para consolidar un contenido más amplio del conocimiento. El hemograma es un examen de laboratorio de uso diario en medicina; su interpretación exige un entendimiento preciso y sólido para la toma de decisiones. Este artículo describe la experiencia y las fases para construir un objeto virtual de aprendizaje en hematología, basado en el modelo ADDIE (Análisis, Diseño, Desarrollo, Implementación y Evaluación), Crear un objeto virtual de aprendizaje exige el cumplimiento metódico de procesos para garantizar que el resultado se ajuste a los requerimientos de las herramientas de aprendizaje. Mejorar el entendimiento del hemograma es importante en la formación y fomento de competencias para la toma de decisiones asertivas y la racionalidad en la solicitud de estudios diagnósticos; no obstante, para probar la efectividad del OVA como estrategia de aprendizaje se requiere de una prueba piloto.

Abstract The virtual learning objects have generated positive changes in the teaching process, availability and accessibility to knowledge; unlike of the traditional learning model, it has as a purpose, to offer more flexible mechanisms and allow multiple queries to consolidate a broader content of knowledge. The complete blood cell count is a laboratory test of daily use in medicine, its interpretation demands a precise and solid understanding for the decision making. This article has the finality to describe the experience and the phases for the construction of an virtual learning object in hematology based in the ADDIE model, as follows: phase I: analysis, phase II: design, phase III: development, phase IV: implementation, phase V: evaluation. The setting-up of a virtual learning object demands the methodical accomplishment of process to assure the adjustment of the results to the requirements of the learning tools. The improvement in the understanding of the blood cell count has importance in the impact as a study element, as well as in the encouragement in the competences for make assertive decisions and the rationality in the request of diagnosis studies, however to prove the effectiveness as a learning strategy a pilot test is required.

Resumo Os Objetos Virtuais de Aprendizagem (OVA) geraram mudanças positivas no ensino, disponibilidade e acessibilidade ao conhecimento; ao contrário do modelo de aprendizagem tradicional, eles visam oferecer mecanismos de consulta mais flexíveis e múltiplos para consolidar um conteúdo mais amplo de conhecimento. O hemograma completo é um teste laboratorial para uso diário em medicina; sua intepretação requer um entendimento preciso e solido para tomada de decisões. Este artigo descreve a experiência e as fases para construir um OVA em hematologia, com base no modelo ADDIE (Análise, Projeto, Desenvolvimento, Implementação e Avaliação). Criar um OVA requer conformidade metódica com processos para garantir que o resultado atenda aos requisitos das ferramentas de aprendizado. Melhorar a compreensão do hemograma é importante no treinamento e na promoção de habilidades para tomar decisões assertivas e racionalidade na solicitação de estudos de diagnósticos; no entanto, para testar e eficácia do OVA como estratégia de aprendizagem, é necessário um teste piloto.

Ensino de repertórios requisitos e os efeitos sobre comportamentos incompatíveis com aprendizagem em crianças com Transtorno do Espectro Autista / The teaching of repertoires and its effects on behavior incompatible with learning in children with on the Autism Spectrum Disorder / Enseñanza de repertorios requisitos y los efectos sobre comportamientos incompatibles con el aprendizaje en niños con Trastorno del Espectro Autista

Pessoas com Transtorno do Espectro Autista (TEA) podem apresentar déficits significativos no repertório básico requisito para receber programas de ensino e se engajar com frequência em comportamentos repetitivos e inadequados. Considerando-se que tais comportamentos são incompatíveis com o ensino e resultam em consequências negativas, sejam sociais e/ou acadêmicas, esta pesquisa teve por objetivo ensinar sistematicamente operantes requisitos, como sentar, permanecer sentado, olhar, imitar, imitação generalizada e rastreamento visual para duas crianças com TEA, e verificar o efeito do procedimento sobre os comportamentos inadequados e estereotipias. Os resultados demonstraram que um participante aprendeu todos os comportamentos alvo de ensino enquanto o outro não atingiu o critério de aprendizagem em imitação. Houve redução dos comportamentos incompatíveis com a aprendizagem, logo após a introdução das contingências para os comportamentos de ensino, para ambos. Os resultados demonstram a aquisição de repertórios requisitos importantes em crianças com TEA severo e demonstram que a redução de comportamentos incompatíveis com aprendizagem pode ocorrer mediante ensino de comportamentos desejados.

People with Autism Spectrum Disorder (ASD) may have significant deficits in basic repertoire to accept teaching programs and may engage frequently in repetitive and inappropriate behaviors. Considering that such behavior is incompatible with learning and results in negative consequences, whether social and/or academic, this study aimed to systematically teach operational requirements such as sit, stay seated, look, imitation, generalized imitation and visual tracking to two children with ASD, and check the effect of the procedure on the inappropriate and stereotypical behavior. The results demonstrated that one participant learned all the target behavior that was taught whilst the other participant did not reach the learning criterion in imitation. There was a reduction of behavior incompatible with learning after the introduction of the contingencies for teaching behaviors for both. The results demonstrate the acquisition of important repertoire requirements in children with severe ASD and show that the rebate of incompatible behavior with learning is possible through the teaching of desired behaviors.

Las personas con Trastorno del Espectro Autista (TEA) pueden presentar déficit significativo en el repertorio básico necesario para recibir programas de aprendizaje formal, presentando con frecuencia comportamientos repetitivos e inadecuados. Considerando que tales comportamientos son incompatibles con el sistema formal de educación, trayendo consecuencias negativas, ya sean sociales e/o académicas. La presente investigación tuvo como objetivo enseñar sistemáticamente operantes requisitos, como sentarse, permanecer sentado, mirar, imitar, imitación generalizada y rastreo visual para dos niños con TEA, y verificar el efecto del procedimiento sobre los comportamientos inadecuados y estereotipias. Los resultados demostraron que uno de los participantes aprendió todos los comportamientos propuestos mientras que el otro no alcanzó el criterio de aprendizaje en el quesito imitación. En ambos participantes hubo una reducción de los comportamientos incompatibles con el aprendizaje después de la introducción de las contingencias para los comportamientos enseñados. Los resultados demuestran la adquisición de repertorios necesarios en niños con TEA grave y demuestran que la reducción de comportamientos incompatibles con el aprendizaje puede ocurrir mediante la enseñanza de comportamientos deseados.

Teaching Chemistry Based on the Stimulus Equivalence Model / Ensino de Química com Base no Modelo de Equivalência de Estímulos / Enseñanza de Química basada en el Modelo de Equivalencia de Estímulos

Abstract This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

Resumo Este estudo teve por objetivo verificar os efeitos de um procedimento, elaborado com base no modelo de equivalência de estímulos, para ensinar a nomear 10 elementos químicos, a partir de suas representações simbólicas e de seus respectivos números e modelos atômicos. Participaram oito alunos do Ensino Médio. Utilizaram-se quatro classes de estímulos: (A) nome; (B) símbolo; (C) número atômico; (E) modelo atômico dos elementos químicos. Foram realizadas: avaliação do repertório inicial; ensino de relações condicionais e teste de relações emergentes; avaliação do repertório final. A partir do ensino de três relações (AB, BC e BE), a quase totalidade dos participantes apresentou, no mínimo, 90% de acertos em nove relações (BA, CB, AC, CA, EB, AE, EA, CE, EC); na nomeação do elemento químico (BD, CD e ED), sete participantes obtiveram, no mínimo, 80% de acertos. Verificou-se a eficiência da programação de ensino para o aprendizado de química em nível médio.

Resumen Este estudio tuvo por objetivo verificar los efectos de un procedimiento, elaborado con base en el modelo de equivalencia de estímulos, para enseñar a nombrar 10 elementos químicos, a partir de sus representaciones simbólicas y de sus respectivos números y modelos atómicos. Participaron ocho alumnos de la secundaria. Se utilizaron cuatro clases de estímulos: (A) nombre; (B) símbolo; (C) número atómico; (E) modelo atómico de los elementos químicos. Se realizaron: evaluación del repertorio inicial; enseñanza de relaciones condicional y prueba de relaciones emergentes; evaluación del repertorio final. En la enseñanza de tres relaciones (AB, BC y BE), la casi totalidad de los participantes presentó, como mínimo, el 90% de aciertos en nueve relaciones (BA, CB, AC, CA, EB, AE, EA, CE, EC); en el nombramiento del elemento químico (BD, CD y ED), siete participantes obtuvieron al menos el 80% de aciertos. Se verificó la eficiencia de la programación de enseñanza para el aprendizaje de química, a nivel de enseñanza secundaria.

¿Se relaciona la capacitación docente con las prácticas pedagógicas en académicos de carreras de la salud de Chile? / The influence of pedagogic and discipline training on the teaching quality of university professors

Background: University teachers prioritize acquiring knowledge about their disciplines over pedagogic training. However, the latter is becoming increasingly important in the present teaching scenario. Aim: To relate pedagogic practices with pedagogic training of teachers from health care careers of public and private universities. Material and Methods: Pedagogic practice and training activities participation questionnaires were answered by 296 teachers of undergraduate students from Chilean public and private universities. Results: There was a direct correlation between discipline training and all pedagogic practice factors. However, pedagogic training correlated with all the factors with the exception of teacher centered learning. Teachers with a master degree had higher scores in factors related to teaching planning and process assessment. Having a doctor degree had no impact on these factors. A multiple regression analysis showed that both discipline and pedagogic training and having a master degree were associated with pedagogic practices of teachers. Conclusions: Both pedagogic and discipline training influence the quality of teaching provided by undergraduate teachers.

Simulation-based learning combined with debriefing in neonatal resuscitation training / 中华围产医学杂志

ObjectiveTo explore and analyze the effect of simulation-based learning combined with debriefing in neonatal resuscitation training.MethodsA total of 114 clinical medical staffs attended the neonatal resuscitation training course hold by Department of Neonatology, Quzhou Maternal and Child Health Hospital from November 2014 to May 2015, and were randomly assigned to observation (n=60) and control group (n=84) by coin tossing. Staffs in the observation group adopted to training skills with simulation-based learning combined with debriefing,while those in the control group were educated with traditional method. The examinations on theoretical knowledge were taken before and after the training. Operational exam and self-confident questionnaire for all staffs on each procedure taught in the course were taken at last. Scores of the exams and self-confident questionnaire were compared between the two groups witht-test and Mann-WhitneyU test.ResultsThe mean score of theoretical test rose up significantly after the training in both observation and control group (25.19±2.62 vs 20.17±3.71,t=7.725,P<0.01; 25.44±2.64 vs 18.90±4.27,t=11.170,P<0.01), but no difference was found in this score after the training between the two groups (t=0.492,P=0.624). The practical operation examination score in the observation group was higher than that in the control (34.05±1.34 vs 31.32±4.10,t=4.183,P<0.01). All questionnaires sent to the staffs were retrieved (100%), and the total values after the training in the observation group were higher than in the control (mean rank: 92.81 vs 57.99; rank sum:5 569 vs 4 872,Z=-4.96,P<0.01).ConclusionsSimulation-based learning combined with debriefing is a much more effective teaching methods for neonatal resuscitation training, which might quickly improve the resuscitation skills of clinical staffs.

Impacto del Programa de manejo de la obesidad Bright Bodies aplicado a niños y adolescentes chilenos / Effects of the Bright Bodies Program in Chilean obese children

Background: Yale University’s Bright Bodies Program consists on a lifestyle intervention, in areas such as nutrition and exercise, while focusing on behavior modification and family support. Aim: To evaluate the impact of the Program in Chilean children and adolescents with obesity who participated in the Program during 8 months. Material and Methods: The weight management Program was carried out during 8 months and consisted in weekly sessions directed by dietitians or psychologists and exercise sessions twice per week in charge of physical education teachers. The family component was based on sessions for parents or caregivers to achieve the same goals of children activities. Results: Twenty eight obese children aged 9.5 ± 2 years completed the eight months of intervention. There was a significant 5% reduction of body mass index (BMI), a 15% reduction of BMI z score and a 2.9% reduction of waist circumference. Bioelectrical impedance showed a 9% reduction of percentage body fat and a 7% increase in lean body mass. Blood pressure, blood glucose, total and LDL cholesterol and triglycerides decreased significantly, without changes in HOMA-IR. The frequency of metabolic syndrome decreased from 36% at baseline to 18% at the end of the intervention. A 43% reduction in caloric intake and an improvement in physical condition was also observed. Conclusions: The Bright Bodies Program produced significant and positive changes on anthropometric and metabolic parameters in this group of children.

Using Computer-Based Programmed Instruction to Train Goal-Directed Systems Design / Usando Instrucción Programada por Computadora para el Entrenamiento de Diseños de Sistemas Orientados a Metas

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of < .001.

El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p < .001.

Percepción de académicos de carreras de la salud de Chile sobre el perfeccionamiento docente / Perceptions about continuous training of Chilean health care teachers

Background: Continuous training of teachers, in discipline ana pedagogical topics, is a key step to improve the quality of educational processes. Aim: To report the perception of Chilean teachers of undergraduate health care programs, about continuous training activities. Material and Methods: Twenty teachers working at different undergraduate health care programs in Chile were interviewed. Maximum variation and theoretical sampling methods were used to select the sample. Data was analyzed by open coding, according to the Grounded Theory guidelines. Results: Nine categories emerged from data analysis: Access to continuous training, meaning of training in discipline, activities of continuous training in discipline, meaning of continuous training in pedagogy, kinds of continuous training in pedagogy, quality of continuous training in pedagogy, ideal of continuous training in pedagogy, outcomes of continuous training in pedagogy and needs for continuous training in pedagogy. Conclusions: Teachers of health care programs prefer to participate in contextualized training activities. Also, they emphasize their need of training in evaluation and teaching strategies.

Efeitos de um programa de ensino de discriminação de categorias estruturais implícitas de histórias em crianças / Effects of a teaching program on the discrimination of implicit story categories in children

Pesquisas mostram a importância de se identificar categorias estruturais na formação de um repertório efetivo de contação de histórias. Consequentemente, procedimentos de ensino de identificação destas categorias vêm sendo desenvolvidos. O objetivo do presente manuscrito, o qual consiste em dois estudos, foi investigar os efeitos de um procedimento de ensino de identificação de categorias de histórias em 12 crianças (seis em cada estudo), com idades entre oito e 12 anos. Foi empregado um delineamento de sondas múltiplas, caracterizado pela avaliação do desempenho de cada participante antes e após o ensino de cada categoria. O ensino foi dividido em duas etapas, descrição e identificação de cada categoria, nas quais foram apresentadas instruções orais e escritas, assim como diferentes histórias. Em ambos os estudos, o procedimento resultou na aprendizagem de todas as categorias pelos participantes. Os estudos contribuem com a literatura acerca do ensino da discriminação de categorias estruturais de histórias...

Research has shown the importance of identifying story structure categories in the development of an effective storytelling repertoire. Consequently, procedures that aim at teaching the identification of those categories have been developed and tested. The purpose of the present manuscript, which encompasses two studies, was to assess the effects of a teaching procedure for story category identification in 12 children (six in each study), ages ranging from eight to 12 years. A multiple probe design, which is comprised by probes of participants' performance before and after each category teaching, was used. Teaching sessions were divided in two phases - description and identification of each category - which consisted in the presentation of oral and written instructions and different stories. In both studies, the procedure yielded the learning of all categories by every participant. The studies contribute to the literature on teaching story structure category discrimination...

¿Están preparados los residentes e internos para enseñar?: Percepción de estudiantes de medicina de pre y postgrado / Are residents and interns prepared for teaching?: Perceptions of undergraduate and graduate medical students

Background: Every doctor is expected to be competent in teaching. There are few initiatives to prepare medical students for this role. Aim: To explore residents (graduate students) and interns (final year undergraduate students) perceptions of the importance of acquiring teaching skills and how prepared they feel to meet this role. To determine the importance that undergraduate students give to such teaching. Material and Methods: Residents and interns participated in focus groups, and completed the Medical Education Readiness Questionnaire (METRQ), 5th year medical students were also invited to complete it. Results: Three hundred and seventy seven subjects answered the questionnaire. The perceived importance of having teaching skills was 6.1 ±1.2 among residents and 5.7 ± 1.6 among interns, in a scale 1 to 7. Their perception of their own preparation for teaching was 4.3 ± 1.6 for both groups in the same scale. Students evaluated the preparation of the residents for teaching as 5.2 ± 1.6 and that of the interns as 4.4 ±1.7. Seventy-eight percent of 5th year medical students reported to learn more than two. 5 hours a week from residents. Fifty-nine percent of residents and 66 percent of interns reported to teach up to 2.5 hours per week to the same students. Focus groups participants agreed that teaching is an important role for a physician, and that to do it properly requires personal characteristics, along with teaching skills. They also found that the best opportunities to learn how to teach are during practical training. Conclusions. Our study contributes to the recognition of the teaching role of physicians and the need for teaching training among medical students.

The Power of the Quiz: The Experience of a Medical English Class using Moodle / 한국의학교육

PURPOSE: The purpose of this research is to evaluate whether quizzes using moodle are useful for academic achievement in a medical English class and to introduce moodle to educators based on the author's teaching experience. METHODS: After a final examination in a medical English class, the author surveyed (scale of 1 low to 5 high) the degree of satisfaction of students and the usefulness of quizzes provided on the author's homepage using moodle. Students had been recommended to solve the quizzes on the homepage voluntarily. The author analyzed statistical differences of the final examination scores between the students who completed the quizzes and those who did not. RESULTS: A total of 59 students completed the survey (collection rate=81.9%). On the question of satisfaction about the medical English class and the question of usefulness of quizzes, scores of mean, maximum, and minimum were 4.29 (SD=0.56), 5, and 3, and 4.03 (SD=0.72), 5, and 2, respectively. Statistically significant differences in the final examination scores were observed between the students who completed quizzes and those who did not. CONCLUSION: A tool for students' self-directed study is needed for improving academic achievement. In particular, various educational programs and environments provided by moodle are thought to be very useful. The quizzes the author made with moodle were very effective in the aspect of achievement.

An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed Learning Readiness in a Leadership Curriculum / 한국의학교육

PURPOSE: This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness (SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results. METHODS: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96. RESULTS: SDLR and peer assessment scores had a positive relationship, confirming that SDLR was an important variable that could predict the peer evaluation scores. Among the SDLR factors, 'openness to challenge' was shown to have the highest predictive power for the peer assessment. CONCLUSION: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.

Sondagem vesical: efeito de um treinamento experimental com discentes de enfermagem / Poll bladder: efect of an experimental training with students of nursing

Pesquisa quase experimental de grupo-controle não equivalente, com a finalidade de avaliar um tratamento experimental relacionado à realização da técnica Sondagem Vesical de Demora em pacientes do sexo feminino, por acadêmicos de graduação em Enfermagem. Foram selecionados aleatoriamente 12 acadêmicos de ambos os sexos, matriculados na disciplina Fundamentos de Enfermagem, de uma faculdade de enfermagem particular, localizada na região noroeste do Estado do Paraná, que não haviam tido experiência anterior com a técnica. Os acadêmicos foram divididos aleatoriamente em dois grupos de 6 acadêmicos: experimental e controle. Esses grupos se submeteram a uma aula prática convencional e pré-teste.O grupo-experimental passou por tratamento experimental em que se utilizou o roteiro instrucional dividido em três fases (pré, trans e pós-procedimento). Todas estas etapas foram realizadas no Laboratório de Ensino de Enfermagem - LEPEN. O pós-teste para os dois grupos foi aplicado um mês após o treinamento do ultimo acadêmico pertencente ao grupo-experimental. Comparando os resultados das tabelas dos dois grupos no pré e pós-teste, relacionados à avaliação do estado do paciente, constatou-se que o grupo-experimental, no pós-teste apresentou uma pequena melhora na realização do procedimento. Na fase preparo do material,houve uma pequena redução no número de erro no pós-teste do grupo experimental 31(29%) comparado ao pós-teste do grupo-controle 35(42%). Quanto ao procedimento técnico, observou-se que o grupo-controle apresentou o maior número de erros no pré-teste 97(54%) e no pós-teste 108(60%), comparado ao grupo experimental 77(43%) e pós-teste 48(27%). Comparando os resultados do grupo controle com o experimental, observou-se uma boa melhora do grupo-experimental em relação à técnica Sondagem Vesical de Demora - SVD, porém houve uma pequena melhora, comparando-se os testes do grupo-experimental...

A quasi-experimental non equivalent study of a control group, aiming to evaluate an experimental treatment related to the Urethral Catheterization technique execution in female patients, done by nursing undergrad students. Twelve students from both genders, who were registered in the Nursing Basics class of a private nursing college, and who didn’t have previous experience with the technique, were randomly selected. The students were randomly separated in two groups of six students:experimental and control groups. These groups were submitted to a conventional practical lesson and a pre-test. The experimental group went under a experimental treatment in which a three phase instructive script was used (pre, trans and post test).All the stages were carried out in the Nursing Laboratory. The pre-test was applied to both groups, one month after the last student training belonging to the experimental group. Comparing the table results of both groups in the pre and post test related to the evaluation of the patient’s condition, it was noticed that, in the post test, the experimental group showed a slight improvement in the procedure execution. In the material preparation phase, there was a small decrease in the post test errors of the experimental group 31(29%) compared to the post test control group 35(42%). According to the technical procedure, it was observed that the control group showed the largest errors number in the pre-test 97(54%) and in the post-test 108(60%) compared to the experimental group 77(43%) and post-test 48(27%). Comparing the results of the control group to the experimental one, there was a significant improvement in the experimental group related to the Urethral Catheterization technique, there was, however, a modest improvement comparing the experimental group tests. In relation to the nursing care there was no differencebetween the pre and post test from both groups...