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p-Index From 2021 - 2026
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All Journal Journal of Health Innovation and Environmental Education
Taisia Chertenko
Kharkiv Medical Academy of Postgraduate Education
Humanities Education Environmental Science Public Health

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Meaning and Practice of Environmental Hygiene in Preventing Skin Diseases in Toddlers in the Service Area of Sabirabad Rayon Polyclinic Charles Ayodeji Osunla; Taisia Chertenko
Journal of Health Innovation and Environmental Education Vol. 2 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jhiee.v2i2.2878

Abstract

Purpose of the study: This study aimed to explore the meaning and daily practice of environmental hygiene in preventing infectious skin diseases among toddlers in the service area of Sabirabad Rayon Polyclinic. Methodology: A qualitative descriptive–exploratory design was employed. Data were collected through in-depth interviews with 10 mothers or primary caregivers of toddlers who had experienced infectious skin conditions within the past six months. Participants were selected using purposive sampling. Data were analyzed using the interactive model of Matthew B. Miles and A. Michael Huberman, involving data reduction, data display, and conclusion drawing. Main Findings: All participants (100%) emphasized the importance of environmental cleanliness for child health; however, cleanliness was predominantly defined in terms of visible order rather than microbial risk prevention. Daily hygiene practices such as sweeping and bathing children were routinely performed, yet recurrent skin infections were reported by most caregivers, particularly during hot seasons. Barriers included limited water access, housing density, and financial constraints. Novelty/Originality of this study: This study shifts the analytical focus from measurable environmental risk factors to the socially constructed meanings of cleanliness and maternal responsibility, providing a culturally grounded perspective on hygiene behavior and skin disease prevention in primary care settings.
Clinical Skills Development and Competency Assessment Needs among Nursing Assistant Students: A Design and Development Study Lachezar Manchev; Gedamu Gebreamlak Hailu; Maurizio Martin Cavani Brain; Pichayaporn Ratt; Taisia Chertenko
Journal of Health Innovation and Environmental Education Vol. 3 No. 1 (2026): June (On Going)
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jhiee.v3i1.2916

Abstract

Purpose of the study: This study aimed to develop and validate a competency-based clinical skills development model for nursing assistant students and evaluate its effectiveness in improving clinical performance, procedural competence, and self-efficacy. Methodology: A Design and Development Research (DDR) approach with a sequential exploratory mixed-methods design was employed. Phase 1 involved qualitative needs assessment with 24 students and 6 clinical instructors to identify competency gaps. A competency-based learning model integrating structured simulation, standardized rubrics, DOPS-based formative feedback, and OSCE assessment was subsequently constructed and validated by seven experts (S-CVI = 0.92). Effectiveness was evaluated using a quasi-experimental pre-test–post-test control group design with 64. Outcomes included OSCE performance, DOPS ratings, and clinical self-efficacy. Data were analyzed using ANCOVA and effect size calculations. Main Findings: The intervention group demonstrated significantly higher post-test OSCE scores (82.6 ± 5.9 vs. 69.4 ± 6.7; p < 0.001; d = 1.95), improved DOPS ratings (4.3 ± 0.4 vs. 3.5 ± 0.5; p < 0.001), and increased self-efficacy (81.1 ± 7.5 vs. 64.3 ± 8.1; p < 0.001; d = 2.09) compared to controls. Skill retention at four weeks remained significantly higher in the intervention group (p < 0.001). Novelty/Originality of this study: Findings support structured operationalization of competency-based education in assistant-level nursing training and provide an empirically grounded framework for curriculum reform.
Clinical Skills Development and Competency Assessment Needs among Nursing Assistant Students: A Design and Development Study Lachezar Manchev; Gedamu Gebreamlak Hailu; Maurizio Martin Cavani Brain; Pichayaporn Ratt; Taisia Chertenko
Journal of Health Innovation and Environmental Education Vol. 3 No. 1 (2026): June (On Going)
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jhiee.v3i1.2916

Abstract

Purpose of the study: This study aimed to develop and validate a competency-based clinical skills development model for nursing assistant students and evaluate its effectiveness in improving clinical performance, procedural competence, and self-efficacy. Methodology: A Design and Development Research (DDR) approach with a sequential exploratory mixed-methods design was employed. Phase 1 involved qualitative needs assessment with 24 students and 6 clinical instructors to identify competency gaps. A competency-based learning model integrating structured simulation, standardized rubrics, DOPS-based formative feedback, and OSCE assessment was subsequently constructed and validated by seven experts (S-CVI = 0.92). Effectiveness was evaluated using a quasi-experimental pre-test–post-test control group design with 64. Outcomes included OSCE performance, DOPS ratings, and clinical self-efficacy. Data were analyzed using ANCOVA and effect size calculations. Main Findings: The intervention group demonstrated significantly higher post-test OSCE scores (82.6 ± 5.9 vs. 69.4 ± 6.7; p < 0.001; d = 1.95), improved DOPS ratings (4.3 ± 0.4 vs. 3.5 ± 0.5; p < 0.001), and increased self-efficacy (81.1 ± 7.5 vs. 64.3 ± 8.1; p < 0.001; d = 2.09) compared to controls. Skill retention at four weeks remained significantly higher in the intervention group (p < 0.001). Novelty/Originality of this study: Findings support structured operationalization of competency-based education in assistant-level nursing training and provide an empirically grounded framework for curriculum reform.
Co-Authors Charles Ayodeji Osunla Gedamu Gebreamlak Hailu Lachezar Manchev Maurizio Martin Cavani Brain Pichayaporn Ratt