6,514 results on '"EDUCATIONAL intervention"'
Search Results
2. Effectiveness of Educational Intervention on Footcare Among Individuals Having Type 2 Diabetes at Slums of Karachi, Pakistan.
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Aga Khan University and Hina Sharif, Assistant Manager
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- 2024
3. Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics.
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Zhu, Yuanyuan, Dolmans, Diana, Kusurkar, Rashmi A., Köhler, S. Eleonore, Abidi, Latifa, and Savelberg, Hans
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MOTIVATION (Psychology) , *SELF-determination theory , *BASIC needs , *SATISFACTION , *WELL-being , *NEED (Psychology) - Abstract
AbstractPurposeMethodsResultsConclusionAutonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students’ autonomous motivation for their regular curricula.We conducted a quasi-experimental study, using between-group pre- and post-test design. Participants from the intervention and control group completed a survey before and after the intervention, which measured the satisfaction of three basic psychological needs, autonomous motivation, controlled motivation, enjoyment, value, and well-being within their regular curricula. We compared the post-test differences between the two groups while controlling for pre-test scores.Students in the intervention group had greater enjoyment in their regular curricula and perceived their regular curricula to have more value compared to students in the control group. The other variables did not differ significantly between the two groups in the post-test.The intervention is effective for improving students’ enjoyment and perceived value in their regular curricula. The variables with non-significant differences indicate the difficulty to alter students’ basic psychological needs and motivation in their regular curricula, even after participating in a long-term intervention. [ABSTRACT FROM AUTHOR]
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- 2024
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4. Peer-Led Versus Authority-Led Video Intervention Effects on Musculoskeletal Injury Help-Seeking Intentions in Reserve Officers' Training Corps.
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Wooldridge, Joshua D, Schilling, Brian K, Young, Daniel L, and Radzak, Kara N
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MILITARY personnel , *REPEATED measures design , *BRAIN concussion , *EDUCATIONAL films , *HELP-seeking behavior - Abstract
Introduction Reserve Officers' Training Corps (ROTC) trainees are college students who complete military courses and participate in physical and tactical training under the direction of military Service Members assigned to ROTC programs to serve as faculty and staff at US colleges. ROTC trainees report musculoskeletal injuries (MSKIs) attributable to ROTC training in line with MSKI incidence in other training environments. However, concealment is prevalent, as 66% of MSKIs in ROTC go unreported. The current study investigated if a brief, online educational video could increase ROTC trainees' reporting intentions. In addition, we investigated if the message's source (i.e. peer or authority figure) affected reporting intentions. Materials and Methods A repeated measures design was used to evaluate the impact of 2 MSKI educational interventions, one delivered by a high-achieving Army ROTC trainee (peer-led) and the other delivered by an Army ROTC battalion commander (authority-led), on MSKI reporting intentions, as compared to each other and a control intervention. Other than their personal introductions, both individuals had the same script addressing 4 areas: (1) MSKI prevalence in ROTC, (2) evidence of improved outcomes with early treatment, (3) encouraging injury reporting, and (4) addressing specific barriers and stigma beliefs previously identified in ROTC. The control condition consisted of a video demonstrating exercise technique with voiceover. A survey was developed to measure stigma regarding MSKI reporting and intentions to seek help for MSKI. ROTC trainees at 23 universities were invited to participate via an anonymous survey link. Participants completed the following using an online survey platform: (1) pre-intervention MSKI intentions scale, (2) randomly assigned intervention video, and (3) repeat MSKI intentions scale post-intervention. A two-way mixed, ANOVA was performed to assess interaction effects and main effects pre- and post-intervention. Results One-hundred ROTC trainees (39% female; age = 21 ± 2 years, ROTC experience = 2 ± 1 years) completed the study. Participants were primarily from Army ROTC programs (72 Army, 14 Air Force, and 14 Naval). Pre-intervention survey scores (possible score range 8–56 with lower scores indicating greater intention to seek help): authority-led (n = 31) 20.3 ± 9.4, peer-led (n = 32) 21.8 ± 8.7, control (n = 37) 19.1 ± 10.1, total 20.3 ± 9.4. Post-intervention scores: authority-led 20.9 ± 11.2, peer-led 20.2 ± 10.0, control 17.3 ± 7.7, total 19.7 ± 9.3. There was no significant group*time interaction (F2,97 = 0.92, P = .403, η2partial = 0.02). There were no significant main effects for time (F1,97 = 1.461, P = .230, η2partial =0.015) or group (F2,97 = 1.08, P = .342, η2partial = 0.02). Conclusions Findings did not support the use of a single educational intervention video to influence MSKI help-seeking intentions of ROTC trainees. Intentions may already be ingrained such that a single intervention could not influence change. Previous research on concussion reporting indicates that concealment cultures may be systematic and indoctrination of concealment can influence one's reporting intentions. Our sample had already participated in ROTC for 2 years. Future research should evaluate if MSKI help-seeking intentions change over the course of ROTC participation, or even over a military career. [ABSTRACT FROM AUTHOR]
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- 2024
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5. Effective Learning Through Wellbeing: Co-Creating Social-Emotional Learning in India.
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Gupta, Richa
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WOMEN chief executive officers , *NONPROFIT organizations , *WELL-being , *SOCIAL learning , *PUBLIC education , *EDUCATIONAL intervention , *CURRICULUM - Abstract
An interview with Richa Gupta, chief executive officer (CEO) and co-founder of the education nonprofit organization Labhya, is presented. Gupta describes the Labhya initiative of promoting well-being and social-emotional learning programs for poor children across public education systems in India. She discusses the challenges of poverty, trauma and adversity children face and the intervention Labhya introduced that includes a curriculum to ensures students' holistic development and wellbeing.
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- 2024
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6. Student agency in a sustainability-oriented assessment process: exploring expansive learning in student-led rubric co-design.
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King, Jordan, Brundiers, Katja, and Fischer, Daniel
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SUSTAINABILITY , *INTERACTIVE learning , *EDUCATIONAL evaluation , *EDUCATIONAL intervention ,UNDERGRADUATE education - Abstract
Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively deliberate assessment criteria. However, the literature shows that student voices are typically limited in these processes. To address this gap, this study advances a student-led rubric co-design process to promote student agency and learning. Principles from sustainability are applied to orient the activities of students in this approach by emphasizing the participative, normative and integrative features of the process. A formative intervention was conducted in an undergraduate course focused on professional skill development. Data were collected through individual and group reflections, with reflexive thematic analysis applied to develop themes that represented the ways that students navigated their experiences in the assessment process. Findings demonstrate the promise of the approach in enhancing student agency and promoting self-formation as emerging professionals, while articulating the phases and strategies that shape students' leading role in rubric co-design processes. [ABSTRACT FROM AUTHOR]
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- 2024
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7. Improvement in the quality of feedback as an indication of the development of evaluative judgement.
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Cano García, Elena, Jardí Ferré, Andrea, Lluch Molins, Laia, and Martins Gironelli, Ludmila
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EDUCATIONAL planning , *PROFESSIONALISM , *EDUCATIONAL intervention , *PEER review of students , *EDUCATIONAL evaluation - Abstract
Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one's own or another's task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. This paper presents the results of an intervention, based on a didactic sequence that included a peer assessment process, carried out in three courses with an iterative task of two feedback loops. A total of 1173 comments from 114 students were collected and analysed under a triple categorisation. A classification of peer comments is presented, which can be used and transferred to other work aiming at a similar analysis. From the first loop to the second, a higher percentage of comments classified as positive corrective feedback is observed, and an improvement in the quality of comments in all courses. In addition, the quality of comments differs greatly according to the type of assessment criteria. These results are discussed, outlining strategies for future designs. [ABSTRACT FROM AUTHOR]
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- 2024
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8. Educational Interventions for Rapid Response Team Members: A Narrative Literature Review.
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Birch, Alexander and Varty, Maureen
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EDUCATIONAL outcomes , *CINAHL database , *RAPID response teams , *DESCRIPTIVE statistics , *SYSTEMATIC reviews , *MEDLINE , *ONLINE information services , *PSYCHOLOGY information storage & retrieval systems - Abstract
Background: Research continues to be conducted on rapid response systems as patient outcomes associated with rapid response team activations are still not consistently showing benefit. One particular area of focus that is a growing area is the literature regarding training and education for individual team members of the rapid response team. Objective: The purpose of this narrative review was to describe the current literature regarding educational interventions for rapid response team members. Methods: This review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. To be included in the narrative review, studies needed to be reporting on educational interventional research for rapid response team members of the efferent limb. No studies were excluded based upon study design or publication years. Results: This narrative reviewincluded 6 studies. Four studies assessed outcomes associated with rapid response team members, and 2 of the studies assessed patient outcomes associated with implementing education routinely for rapid response teams. All studies found a positive impact of implementing educational interventions. Discussion: Our narrative review found that limited research has been conducted in the area of educational interventions for rapid response team members, and of the articles identified, most did not assess patient-associated outcomes. The findings demonstrate that this area of research is in its early stages, and further work is needed to identify what content should be provided in the education and what educational methodologies should be employed, and to continue to assess patient health outcomes associated with educational interventions for rapid response team members. [ABSTRACT FROM AUTHOR]
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- 2024
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9. Emotional literacy support assistant (ELSA) intervention: medium-term impact on pupils' emotional literacy in one local authority in Wales.
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Silver, Lorraine, Emanuel, Emma, and Jones, Ellen
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EDUCATIONAL intervention , *SOCIAL support , *CONTROL groups , *WELL-being - Abstract
The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly measuring the effect of a six-week intervention, employing a within-subjects design. Twelve primary schools, four secondary schools, one special school and one pupil referral unit (PRU) participated. A series of t-tests (95% CI) showed a significant positive impact on CYP's EL following six weeks of ELSA intervention with CYP, p <.001 (g = 0.57) and CT and ELSA perspective, p <.001, (g = 0.45), with no improvements for the control group. EL gains were maintained 10 weeks post intervention with CYP p <.001 (g = 0.57) and CT and ELSA perspective p <.001, (g = 0.35), thus providing tentative evidence for the impact of ELSA intervention in supporting CYP's EL that extends beyond a six-week interval time phase. Further research is suggested to build on the evidence base. [ABSTRACT FROM AUTHOR]
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- 2024
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10. The process of developing a model of video interaction guidance within one educational psychology service.
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Rogers, Ciara and Bond, Caroline
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EDUCATIONAL psychology , *INTERSUBJECTIVITY , *EDUCATIONAL intervention , *EDUCATIONAL psychologists , *ORGANIZATIONAL change - Abstract
Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners who are electing to train in VIG and apply it in practice. This study sought to investigate how a VIG model of delivery has been developed within one educational psychology service (EPS). A case study design was implemented in which seven members of the EP team, all of whom are VIG trained, were interviewed and the data were thematically analysed. Findings illustrate the participants' perceptions of factors and the infrastructure that have influenced the development of a VIG model of delivery at the service level, and which factors have sustained it over time. Implications for EP services, EP practice, and future research are considered. [ABSTRACT FROM AUTHOR]
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- 2024
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11. Educational interventions for deaf and hard-of-hearing children in preschool: a systematic review.
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Albash, Nourah Ibrahim and Turkestani, Maryam Hafez
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EDUCATIONAL intervention , *DEAF children , *META-analysis , *EDUCATORS - Abstract
Educational intervention is known to enhance learners in general, including deaf and hard-of-hearing (DHH) learners in particular. This study is a systematic review to identify educational interventions in Arab experimental studies published from 2008 to 2019 concerning deaf and hard-of-hearing children in preschool. The study used Google Scholar and Academic Research Library to identify 30 studies that were examined in terms of their objectives, characteristics of the participants, types of interventions, findings and the country in which they were conducted. A positive effect of the educational interventions was observed in all targeted studies. However, there was an absence of interventions in the first 4 years of the period (2008–2011). Subsequently, in the last 4 years of the study period, there was a considerable increase in interventions. Fifty-seven percent of these studies were conducted in Egypt, followed by the Kingdom of Saudi Arabia (23%), Kuwait (10%) and finally Sudan (3%). This review indicates that the use of educational interventions for deaf and hard-of-hearing children in the preschool period is promising. Educators and professionals should carefully consider these children's preferences, characteristics and actual abilities when making decisions about the design of appropriate educational interventions. [ABSTRACT FROM AUTHOR]
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- 2024
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12. The translation of cultural capital theory to English secondary schools: knuggets, wild words and pipelines.
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Riordan, Sally
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CULTURAL capital , *SECONDARY schools , *EDUCATIONAL intervention , *EDUCATION & society , *EVIDENCE-based education , *SOCIOECONOMICS - Abstract
Much cultural capital research has accumulated since its inception in the 1970s and researchers have charted the corresponding development of cultural capital theory in academic communities. This empirical study takes the further step of offering an account of cultural capital as it is interpreted in schools. This 'interventionalist account' is based on classifications of practices that had been explicitly implemented at 14 secondary schools in England in order to give students access to cultural capital. The collection of cultural capital practices was compiled from 38 interviews with senior leaders, teachers, and support staff. Practitioners justifiably believed these practices to be supported by research evidence. It was found, however, that a wide variety of cultural capital practices exist in schools today, with limited support from research evidence and theory. I discuss how the 'evidence pipeline' has broken down in this case and is sometimes an inappropriate metaphor for conceptualising research dissemination. [ABSTRACT FROM AUTHOR]
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- 2024
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13. Helping factors in outdoor adventure education: An exploration of how they vary across intervention stages of group process during an expedition.
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Gargano, Virginie and Harper, Nevin J.
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ADVENTURE education , *OUTDOOR education , *EDUCATIONAL intervention , *SEMI-structured interviews , *NATURE study - Abstract
Despite the recognized positive effects attributed to outdoor adventure education programs, few studies have examined the mechanisms involved therein, particularly with regard to factors that influence group process. The purpose of this qualitative research was to examine an outdoor adventure education program utilizing Yalom's helping factors in relationship to established groupwork intervention stages. Semi-structured interviews were conducted with 23 individuals who participated in an 18-day outdoor adventure expedition. Findings shared include the conditions and group stages that helping factors emerge and suggest the relevance of offering adventure-based programs in nature settings for effective groupwork. [ABSTRACT FROM AUTHOR]
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- 2024
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14. Simulation Exercises in Police Education, Why and How? A Teacher's Perspective.
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Sjöberg, David
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POLICE education ,TEACHING methods ,VOCATIONAL education ,OCCUPATIONAL training ,EDUCATIONAL intervention - Abstract
Context: This study is about the teaching method of simulation exercises and is set in a police education context. Simulation exercises are a central part of Swedish police education, and therefore it is of interest to explore how they are used, and for what purpose, by investigating police teachers' perceptions of this teaching and learning method. Police teachers are police officers who work as teachers at a police education unit on contracts lasting a few years, but which can be extended, and they usually lack any formal pedagogical training. Approach: In this study, the exploration of the use of simulation exercises was conducted through an inductive approach which included semi-structured interviews with 12 police teachers. The analysis was carried out in several steps. To promote impartiality in the initial data analysis the researcher first stayed close to the data and connection with the findings of previous studies was only considered in the latter stages of this analytic process. Findings: The findings show that the police teachers perceive that the overall purpose of simulation exercises is for students to apply specific content taught in courses, both physical techniques and methods, and more theoretical knowledge, in the fluid context of scenarios relevant to police work. The results also show that the teachers are aware that the purpose of the exercises is stated in the planning documents, but because they inherit the designs from previous teachers, they may not be aware of the underlying details of it or what is to be achieved in the scenario. The findings also demonstrate that the teachers learn the craft of designing and performing simulation exercises and develop their roles as teachers through an informal workplace learning process that involves tacit knowledge developed through working together, and by talking to and observing each other. Conclusion: The paper contributes to the field of simulation exercises in vocational (higher) education in that the findings can provide educated arguments for the need for scholarly discussions on simulation exercises as a pedagogical tool that supports student learning, as well as arguments for why formal pedagogically-oriented continuing education on the design and implementation of simulation exercises where learning is in the foreground may be needed to support police teachers' professional development. [ABSTRACT FROM AUTHOR]
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- 2024
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15. Introducing Green, Eco-Friendly Practices and Circular Economy Principles in Vocational Education Through a Novel Analysis-Synthesis Method: Design, Implementation and Evaluation.
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Nikoloudakis, Nikolaos and Rangoussi, Maria
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CIRCULAR economy ,OCCUPATIONAL training ,VOCATIONAL education ,CURRICULUM planning ,EDUCATIONAL intervention - Abstract
Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, ecofriendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain – yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the proposed method in extent and possibly compare results across education grades or engineering fields, as the method is generic enough to be easily adaptable for different ages/grades and engineering/technical fields of study. [ABSTRACT FROM AUTHOR]
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- 2024
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16. A Prospective Questionnaire-Based Study Evaluating Genetic Literacy and Impact of Brief Educational Intervention Among Breast Cancer Patients in a Low- to Middle-Income Country.
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Mishra, Ashutosh, Deo, S. V. S., Kumar, Navin, Bansal, Babul, Gogia, Ajay, Pramanik, Raja, Batra, Atul, Sharma, D. N., Mathur, Sandeep, and Pathak, Mona
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Introduction: A significant proportion of breast cancer cases are hereditary and are potentially preventable. However, adoption of the preventive measures remains a significant challenge, particularly because of to lack of knowledge and awareness in low- to middle-income countries. Methods: This prospective study conducted at a high-volume tertiary care cancer center in North India to assess the knowledge, awareness, and attitudes of female breast cancer patients and impact of a brief educational intervention. The study involved three phases: pre-interventional assessment, educational intervention, and post-interventional assessment utilizing a structured questionnaire. Results: The study involved 300 newly diagnosed breast cancer patients; 16.7% were familial. At the outset, 87.0% patients had low knowledge of risk factors, 90.3% about screening, and 32.7% about treatment. Awareness levels were low: 13.7% aware of familial risk and 2.7% of breast cancer genes. Affordability of genetic testing was low (15.2%), and interest in testing for self and family members was limited (32.0% and 26.3%). Following educational intervention, a significant positive percentage change was noticed in knowledge (risk factors: 12.8%, screening: 36.2%, treatment: 82%), awareness (familial risk: 66.7%, BRCA gene: 12.3%), and attitude (testing for self: 17.8%, family: 19.5%). Conclusions: This study highlights the significant knowledge gaps among breast cancer patients regarding genetics. The educational intervention led to notable improvements in knowledge, awareness, and attitudes, underscoring the importance of tailored patient education in breast cancer care. [ABSTRACT FROM AUTHOR]
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- 2024
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17. Meta-Analysis of Mathematics Interventions for Learners with Autism Spectrum Disorder.
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Karal, Muhammed A. and Riccomini, Paul J.
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AUTISM spectrum disorders ,LEARNING disabilities ,EDUCATIONAL intervention ,DRILLS (Practice) ,MATHEMATICS ,PUBLICATION bias ,NUMERACY - Abstract
Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics interventions for students with ASD by synthesizing and analyzing 33 studies that met inclusion criteria. The findings indicate moderate to large Tau-U single-case effect sizes (ES = .91) for the interventions. Five distinct intervention approaches were identified: multiple representations, video modeling, schema-based instruction, drill and practice, and multiple intervention components. Furthermore, these interventions were effective across various learner characteristics, mathematical performances, settings, and implementers. The implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]
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- 2024
18. Educational interventions and identification of risk factors to prevent and reduce peritonitis in peritoneal dialysis: A scoping review.
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Fernàndez Labadía, Elena, Masot, Olga, Tejero Vidal, Lorena Lourdes, Botigué, Teresa, and Bielsa‐Gracia, Sara
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RISK assessment ,PERITONEAL dialysis ,PERITONITIS ,RESEARCH funding ,CINAHL database ,SYSTEMATIC reviews ,MEDLINE ,LITERATURE reviews ,HEALTH education ,ONLINE information services ,DISEASE risk factors - Abstract
Background: Peritonitis is a common and serious complication of peritoneal dialysis and is one of the main causes of peritoneal dialysis technique failure and long‐term hemodialysis conversion. Objectives: The aim of the review was to identify and clarify peritonitis risk factors and learn about strategies employed at international level to prevent and reduce the occurrence of peritoneal dialysis associated infections and their complications. Design: A scoping review. Participants: Adults in pertitoneal dialysis. Measurements: The methodology framework of Arksey and O'Malley and PRISMA for Scoping Reviews guidelines were applied. A search was conducted of PubMed, Scopus and CINAHL using terms to identify peritoneal dialysis ‐associated risk factors and interventions carried out for the prevention and reduction of peritonitis in adult persons living at home. Results: The 17 studies selected were based on work carried out in nine different countries. Eleven articles analysed modifiable risk factors (low educational level, being a foreigner and low adherence to aseptic technique) and non‐modifiable risk factors (age and comorbidities) that predispose to peritonitis in peritoneal dialysis. The other six studies applied an intervention to improve the prevalence of peritonitis considering educational practices adapted to patient characteristics and the application of retraining. Conclusions: Personalised patient training and the identification of risk factors for peritonitis are key to reducing complications and enhancing the survival of peritoneal dialysis patients and the effectiveness of the technique. [ABSTRACT FROM AUTHOR]
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- 2024
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19. Examining the interplay of design principles in an instructional intervention for multilingual learners: the discursive mathematics protocol.
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Kitchen, Richard, Castellón, Libni B., Matute, Karla, and Mosqueda, Eduardo
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EDUCATIONAL intervention , *PRACTICAL reason , *LANGUAGE acquisition , *INSTRUCTIONAL systems design , *FOREIGN language education - Abstract
We have two goals in this paper: (1) To present an iteration of an instructional protocol in mathematics designed to simultaneously promote the mathematical reasoning and learning of the mathematics register by multilingual learners (MLs) and (2) to analyse empirical data to provide evidence of the viability of the instructional protocol for MLs. Using social-constructivism as our theoretical framework, we demonstrate how the ‘Discursive Mathematics Protocol’ (DMP) builds on Pólya’s problem-solving heuristic by integrating research-based ‘language practices’ and ‘essential teaching practices’. To address the paper’s second aim, we analyse videotapes and student work from two problem-solving lessons to examine the interplay of the language practices and essential teaching practices found in the DMP and how this interplay supports students to develop their mathematical reasoning, while learning the mathematics register. This study contributes to an emerging research field that considers the interplay among instructional design principles, language and students’ mathematical learning. This research is also an important contribution to the literature for practical reasons; it demonstrates that instruction promoting language acquisition and mathematical reasoning can be integrated during problem-solving lessons and benefits MLs. [ABSTRACT FROM AUTHOR]
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- 2024
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20. Adherence to Labor Arrest and Failed Induction of Labor Guidelines: The Impact of a Quality-Improvement Educational Intervention.
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Cate, Jennifer J. M., Arkfeld, Christopher K., Campol, Meagan, Campbell, Katherine H., Pettker, Christian M., and Illuzzi, Jessica L.
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INDUCED labor (Obstetrics) , *CESAREAN section , *ACADEMIC medical centers , *ELECTRONIC health records , *LABOR (Obstetrics) - Abstract
Background/Objective: To evaluate adherence to labor arrest and failed induction of labor (IOL) criteria in nulliparous, term, singleton, and vertex (NTSV) cesarean deliveries at an academic medical center and to measure the impact of a quality-improvement educational initiative that focused on obstetric provider education of modern labor arrest and failed IOL criteria. Methods: This is a retrospective cohort study using electronic health record (EHR) data with a pre- (1 September 2018–30 September 2019) and post-intervention (1 October 2019–31 March 2020) study design of all NTSV cesarean deliveries for labor arrest or failed IOL performed at an academic medical center in the northeastern United States. The quality-improvement educational intervention consisted of the distribution of educational pocket cards outlining modern labor arrest and failed IOL criteria to obstetric providers. Outcomes included adherence to labor arrest and failed IOL criteria pre- and post-intervention with secondary outcomes evaluating adherence by provider type (Maternal–Fetal Medicine (MFM) or generalist obstetrician). Descriptive and bivariate statistics were used in the analysis. Results: Pre-intervention, 272 NTSV cesarean deliveries were performed for labor arrest or failed IOL versus 92 post-intervention. Adherence improved post-intervention amongst failed IOL (OR 6.5, CI 1.8–23.8), first-stage arrest (OR 4.5, CI 2.2–10.8) and second-stage arrest (OR 3.7, CI 1.5–9.4). When comparing provider type, MFM physicians were more likely to be adherent to labor arrest and failed IOL criteria compared to generalist obstetricians pre-intervention (OR 3.1, CI 1.7–5.5); however, post-intervention, there was no longer a difference in adherence (OR 3.3, CI 0.9–12.3). Conclusions: Adherence to labor arrest criteria was suboptimal in the pre-intervention period; however, a targeted quality-improvement educational intervention improved adherence rates to labor arrest and failed IOL criteria among obstetric providers. [ABSTRACT FROM AUTHOR]
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- 2024
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21. Healthcare Professionals' Documentation in Supported Accommodation for People with Profound Intellectual Disabilities: An Educational Intervention Study.
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Myklebust, Kjellaug K., Ramstad, Julia Bogen, and Vatnar, Solveig Karin Bø
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DOCUMENTATION ,PATIENT autonomy ,MEDICAL quality control ,ACCESSIBLE design of public spaces ,MULTIPLE regression analysis ,DESCRIPTIVE statistics ,QUANTITATIVE research ,EDUCATION research ,CHI-squared test ,INTELLECTUAL disabilities ,ODDS ratio ,ELECTRONIC health records ,STATISTICS ,DATA analysis software ,CONFIDENCE intervals ,PEOPLE with disabilities - Abstract
Good-quality relationships in which individuals with profound intellectual disabilities (intelligence quotient, IQ < 20–25) are recognized by healthcare professionals (HPs) are essential for the quality of healthcare and promoting autonomy. This study examines the impact of an educational intervention on documentation of the interplay between HP and individuals receiving services in supported accommodation in Norway. An educational intervention study was designed to encourage HPs to document their approaches and interplay. The Scale for the Evaluation of Staff-Patient Interactions in Progress Notes (SESPI) was applied to measure documentation before and after the intervention. Journal notes written over a three-month period before the intervention and a three-month period after the intervention were measured. Prior to the intervention, only 23.1% of the journal notes described the resident's experiences, increasing by 5.4% (p = 0.041) post-intervention. Practical solutions to individual experiences increased from 0.9% to 8.5% (p < 0.001). The educational intervention demonstrated a significant increase in the documentation of residents' experiences and the interplay between HPs and residents. Future research should explore the generalizability of these findings. Incomplete documentation of HPs' relational work conceals important aspects of the healthcare provided, potentially resulting in confining autonomy and participation for individuals with intellectual disabilities. [ABSTRACT FROM AUTHOR]
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- 2024
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22. Exploring challenges in learning and study skills among first-year medical students: a case study.
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O' Sullivan, Siobhán, Hageh, Cynthia Al, Dimassi, Zakia, Alsoud, Leen Oyoun, Presley, Diane, and Ibrahim, Halah
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SELF-regulated learning ,MEDICAL students ,TEST-taking skills ,EDUCATIONAL intervention ,COGNITIVE load - Abstract
Background: Despite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning. Methods: We conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th) for each variable. Results: A total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05). Conclusion: LASSI data can provide an early picture of students' support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students. [ABSTRACT FROM AUTHOR]
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- 2024
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23. Educating Hematology-Oncology Fellows About How to Communicate with Patients About Clinical Trials: A Needs Assessment.
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Parker, Naomi D., Murphy, Martina C., Eggly, Susan, Weiss, Elisa S., Amin, Tithi B., Wollney, Easton N., Wright, Kevin B., Friedman, Daphne R., Sae-Hau, Maria, Sitlinger, Andrea, Staras, Stephanie A. S., Szumita, Leah, Cooks, Eric, and Bylund, Carma L.
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GRADUATE medical education , *CLINICAL medical education , *COMMUNICATIVE competence , *CANCER patients , *CLINICAL trials - Abstract
Objectives: Only 5–8% of adults with cancer participate in cancer clinical trials (CCTs), with even lower rates among underrepresented groups. Improving oncologists' communication skills may enhance the frequency and quality of their discussions with patients about CCTs, consequently increasing participation. However, little is known about interest in or presence of CCT-related communication training during Hematology-Oncology (Hem-Onc) fellowships. This study aimed to describe, from the perspective of Hem-Onc fellowship program directors (PDs): (1) the current landscape of CCT education for Hem-Onc fellows; (2) the acceptability and feasibility of implementing a CCT communication skills workshop for Hem-Onc fellows. Methods: We used an explanatory sequential mixed-methods approach. PDs were surveyed and interviewed about their graduate medical education (GME) programs' current CCT curriculum, training challenges, fellows' CCT knowledge and CCT communication skills, and preferences for a CCT communication workshop. Results: PDs were surveyed (n = 40) and interviewed (n = 12). PDs reported that their institutions prioritize CCT accrual (M = 4.58, SD =.78; 1-5 scale, 5 = "Strongly Agree") and clinical research training (M = 4.20, SD =.85). CCT skills that programs least often addressed were how to (1) discuss CCTs with newly diagnosed patients, (2) talk to patients about CCTs when none are available, and (3) help patients find CCTs at other institutions. PDs were interested in a CCT communication workshop for fellows ("yes" = 67.5%, "maybe" = 32.5%) and said training would be feasible (M = 4.28, SD =.78) and useful (M = 4.47, SD =.78). Qualitative results described programs' current approaches to CCT education and insights about developing and implementing CCT communication training. Conclusions: There is a clear need to improve CCT communication skills training in Hem-Onc fellowship programs and to implement and scale such training to increase CCT participation, especially among diverse patient populations. Furthermore, Hem-Onc GME PDs view such training as feasible and useful. [ABSTRACT FROM AUTHOR]
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- 2024
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24. KNOWLEDGE, ATTITUDE AND AWARENESS REGARDING CERVICAL CANCER SCREENING AND HUMAN PAPILLOMA VIRUS VACCINATION AMONG NURSING STUDENTS IN A TERTIARY CARE HOSPITAL.
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PATHIVADA, POOJITHA, BEGUM, SHAMSHAD, TAJ, MOBEEN, GOPICHAND, SUMANA, LAKSHMI, MITHIPATI AMRUTHA, and HARSHITA, MANDAVA
- Abstract
BACKGROUND : Cervical cancer is the fourth most common cause of cancer among women globally of which more than 95% is caused by sexually transmitted Human Papilloma Virus(HPV).The nursing students being frontline health care workers play a vital role in spreading awareness regarding the role of HPV vaccines in the prevention of cervical cancer among the general public.This study was mainly done to assess the basic knowledge and to promote awareness regarding cervical cancer screening and HPV vaccination among nursing students. AIMS AND OBJECTIVES1.Toevaluate the knowledge and awareness regarding the cervical cancer screening and HPV vaccine among first year nursing students. 2.To create awareness on cervical cancer and HPV vaccination with educational module intervention. 3.To compare the knowledge and awareness before and after educational module intervention. MATERIALS AND METHODS A quasi-experimental study was conducted in a tertiary care hospital and data was collected from 109 nursing students and the study was done over a period of 6 months. A pretested semi-structured questionnaire was given initially followed by intervention of an educational module regarding awareness of cervical cancer and HPV vaccines. The students were then asked to fill the post test forms. Data was analysed using SPSS 29. Mcnemar’s chisquare test was used to test the significance at p<0.005. Paired ‘t’ test was used to compare mean scores of pre-test and post-test. RESULTS Among 109 students only 0.9% were vaccinated against HPV vaccines. Willingness to take vaccine increased from 74.5% to 97.2% following educational module intervention. Post test knowledge mean scores are 4.7 times higher than pretest scores(p<0.001) which is statistically highly significant. CONCLUSION: The study shows the need for the cervical cancer awareness campaigns and effective education programs regarding screening and HPV vaccines, which further increases vaccination leading to decrease in mortality caused due to cervical cancer among women. [ABSTRACT FROM AUTHOR]
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- 2024
25. Exploring geography teachers' perceptions towards spatial thinking in Vietnam.
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Nguyen, Linh Tu, Nguyen, Anh Ngoc, Solari, Osvaldo Muñiz, and Nguyen, Thao Phuong
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GEOGRAPHY teachers , *TEACHER development , *IN-service training of teachers , *EDUCATIONAL intervention , *EDUCATIONAL objectives - Abstract
If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers' perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers' understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam. [ABSTRACT FROM AUTHOR]
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- 2024
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26. Can a code-based approach to marking and feedback reduce teachers' workload? An evaluation of the FLASH marking intervention.
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Morris, Rebecca, Gorard, Stephen, See, Beng Huat, and Siddiqui, Nadia
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TEACHERS' workload , *TEACHER attrition , *SELF-evaluation , *METACOGNITION , *FORMATIVE tests , *EDUCATIONAL intervention - Abstract
Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers' marking workload. FLASH Marking is a code-based feedback approach involving peer- and self-assessment, reducing the need to use alphanumeric grading while promoting the use of students' metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers' workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils' learning outcomes. [ABSTRACT FROM AUTHOR]
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- 2024
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27. Enhancing elementary school teachers' knowledge in managing traumatic dental injuries: The effectiveness of educational sessions.
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Alomari, Ahlam, Hashim, Raghad, Walia, Tarun, and Shetty, Raghavendra
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ELEMENTARY school teachers , *WILCOXON signed-rank test , *FIRST aid training , *CONSCIOUSNESS raising , *EDUCATIONAL intervention , *CHI-squared test - Abstract
Background/Aims: This study aims to evaluate the short‐ and long‐term effects of educational intervention on elementary school teachers' knowledge of traumatic dental injuries (TDI). Materials and Methods: The study included all of the elementary schools (29) in the emirate of Ras Al Khaimah, United Arab Emirates. Of the initial 538 participants, 497 teachers completed the full‐length study. The first assessment (T0) was performed prior to intervention using a four‐part validated questionnaire that evaluated demographics, knowledge, attitudes, and self‐assessment in relation to TDIs. The questionnaire was followed by a 30‐min lecture presentation featuring various dental trauma scenarios. Each teacher's knowledge was reassessed immediately after the intervention (T1) and 3 months after the intervention (T2). The data were analyzed using the Cochran test, Wilcoxon signed‐rank test, and chi‐squared test. Results: Half of the participants had witnessed dental trauma at least once; however, 96.6% of the participants had not attended any training related to dental trauma prior to the educational intervention. Knowledge regarding first aid management of broken teeth and avulsions was disappointing pre‐intervention but was significantly higher post‐intervention (p <.001). Following the workshop, participant self‐assessments indicated improvement in the ability to appropriately respond to cases of dental trauma as necessary (p <.001). Conclusions: Inadequate knowledge of emergency management of TDI was demonstrated initially. There was a remarkable improvement in the overall knowledge of TDI after the educational sessions. Raising the awareness in dental trauma field by conducting educational sessions is crucial for achieving a better outcome. [ABSTRACT FROM AUTHOR]
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- 2024
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28. Assessing Smartphone Addiction among Mexican Students: Insights, Implications, and Interventions in the Era of Mobile Learning and Virtual Environments.
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Esquivel-Gámez, Ismael, Guerrero-Posadas, Martín, Berthely-Barrios, Julio Cesar, and Vázquez-Ariza, Jorge Luis
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MEXICANS ,SOCIAL impact ,CLASSROOM environment ,EDUCATIONAL programs ,SMARTPHONES ,MOBILE learning - Abstract
This study conducted a new adaptation of the short version of the Smartphone Addiction Scale (SAS-SV) for the Mexican population. The scale exhibited excellent internal consistency (α = .88), with one factor explaining 54.8% of the variance. 286 students aged 15 to 35 years of age from central and southeast Mexico revealed a prevalence of 30% excessive users (18% men, 12% women). They used smartphones primarily for communication, social media, entertainment, productivity, and browsing the Internet. No gender differences were found; however, a significant association with age emerged (rho = .221, p < .001). Withdrawal (72.7% women) and tolerance (80.8% men) were common symptoms of addiction, while ignorance of consequences was less frequent (33.3% women, 30.8% men). The prevalence of potential excessive use of smartphones was close to the average identified in the reviewed studies. The results revealed a substantial risk of addiction to smartphones, particularly among men. Finally, the successful adaptation of the scale offers a valuable instrument for future study and clinical evaluation. These findings can guide targeted interventions and educational programs tailored to different groups. Additionally, recognition of common symptoms of addiction allows individuals to identify and address potential problems at an early stage. However, more study is needed to validate the findings and explore additional contributing factors in the Mexican context. [ABSTRACT FROM AUTHOR]
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- 2024
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29. The Effect of Educational Intervention on Human Papillomavirus Knowledge among Male and Female College Students in Riyadh.
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Aldawood, Esraa, Alzamil, Lama, Dabbagh, Deemah, Hafiz, Taghreed A., Alharbi, Sarah, and Alfhili, Mohammad A.
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MALE college students ,HUMAN papillomavirus ,VACCINE hesitancy ,CERVICAL cancer ,EDUCATIONAL intervention - Abstract
Background and Objectives: Persistent high-risk Human Papillomavirus (HPV) can cause cancers in the cervix, vulva, vagina, anus, penis, and oropharynx. A lack of knowledge about HPV can lead to vaccine hesitancy, which is detrimental to combating HPV-related diseases. This study aimed to assess the effectiveness of an HPV educational intervention to enhance university students' awareness of HPV. Materials and Methods: We conducted a quasi-experimental one-group pre-test and post-test study on male and female college students from the College of Applied Medical Science and the College of Nursing in Riyadh, Saudi Arabia, at King Saud University. Data were collected from May 2023 to March 2024. The first section of the survey assessed sociodemographic factors, and the second section measured knowledge regarding HPV. Results: A total of 271 students completed the surveys, with 71 males (26.2%) and 200 females (73.8%) participating. Students aged 22 years or older had better HPV awareness. Gender significantly predicts HPV awareness, with female students being four times more likely to be aware of HPV compared to male students. After the educational intervention, significant improvements in HPV knowledge were observed in all items (p-values < 0.0001) and across all demographic groups. Misconceptions about HPV were corrected, and the overall knowledge score increased from 29.3% to 82.0%. Conclusions: Our results suggest that similar interventions could benefit other populations in the kingdom, potentially increasing vaccination rates. [ABSTRACT FROM AUTHOR]
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- 2024
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30. Transforming healthcare: A pilot study to improve primary healthcare professionals' self-management support behaviour through blended learning.
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Timmermans, Lotte, Decat, Peter, Foulon, Veerle, Van Hecke, Ann, Vermandere, Mieke, and Schoenmakers, Birgitte
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Background: Self-management of a chronic condition is a complex but increasingly important issue. However, a supportive attitude and behaviour among healthcare professionals is hampered by a lack of awareness, knowledge and motivation. In addition, the role of professionals in supporting self-management seems unclear. Methods: A blended learning program for primary healthcare professionals was developed to strengthen self-management support in primary care. The program was piloted in community health centres and multidisciplinary medical practices in Flanders. Using the Kirkpatrick model, the impact on healthcare professionals' reaction, learning and behaviour regarding self-management support was evaluated. Results: A total of 60 healthcare professionals registered for the educational program. Post-learning questionnaires and verbal feedback showed a positive response, with professionals highly appreciating the innovative blended learning approach. In terms of learning, participants showed a good understanding of self-management support, although nuances were observed in the application of acquired knowledge to practice scenarios. Finally, preliminary insights into behavioural change were explored, revealing a positive impact of the intervention on participants' supportive self-management behaviours in healthcare practice. Conclusions: Our study provides preliminary insights into the outcomes of a blended learning program designed to increase awareness and knowledge of self-management support among professionals. The program needs to be refined for general implementation in primary care. [ABSTRACT FROM AUTHOR]
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- 2024
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31. Video based educational intervention in waiting area to improve awareness about health screening among patients visiting family medicine clinics.
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Saeed, Rabeeya, Ahmed, Farah, Danish, Syed Hasan, Talha, Mohammad, Usmani, Maha, Durrani, Noureen, and Ali, Noman
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MEDICAL screening , *EDUCATIONAL films , *FAMILY medicine , *PATIENTS' families , *HEALTH education , *COLON cancer - Abstract
Background: Multiple educational modalities have been utilized including leaflet, face-to-face counseling and watching videos in waiting areas for engaging patients. Considering the two challenges of waiting time frustration and lack of health screening awareness, Family Physicians' waiting area are an ideal place to bridge this gap. The objective of this study is to evaluate the effectiveness of video-based health education intervention in improving knowledge about health screening among patients and their families sitting in waiting area of Family Medicine clinics. Methods: It was a pre and post quasi-experimental study that was conducted in family medicine clinics located at main campus and Outreach centers of a tertiary care hospital. A total of 300 participants were approached during the six month period. The intervention consisted of an educational video on health screening. The content of the video was taken from the recommended preventive care guidelines from CDC and USPSTF. The pre-and post-intervention knowledge of the participants was assessed through a semi-structured coded questionnaire by an interviewer who was trained in data collection. Data was analyzed using SPSS version 26. Pre and post intervention knowledge adequacy was determined using MacNemar's Chi-square test. Results: Total 300 participants voluntarily participated into the study. Median age of the participants was 28 (IQR = 23.25–36.75) years. Majority of participants were males (56%). Following the intervention, there was significant increase in the proportion of participants (51.3% versus 68%) who had understanding of health screening check-up (p < 0.001). Following the study intervention, there was significant increase in proportion of participants who had adequate knowledge related to diabetes (p = 0.045), hypertension (p < 0.001), cholesterol (p < 0.001), cervical cancer (p < 0.001), colon cancer (p < 0.001) and hepatitis B & C (p < 0.001). No significant improvement in breast cancer related knowledge was observed (p = 0.074). Highest post-intervention increase in knowledge from baseline was observed for hypertension (13.3% versus 63.3%) followed by colon cancer (24.3% versus 59.3%), cholesterol (67 versus 96.7%), hepatitis b & C (56.7% versus 77.3%), diabetes (29.7% versus 48%), cervical cancer (1.7% versus 19%), and breast cancer (7.7% versus 18.3%). Conclusion: This study highlighted a pivotal role of an educational video intervention in clinic waiting area to improve awareness regarding health screening among patients and their families. Further interventional community based or multicenter studies are warranted to assess the long-term impact of these educational videos on knowledge and utilization of health screening among adult population. [ABSTRACT FROM AUTHOR]
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- 2024
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32. Development and Effectiveness Evaluation of 360-Degree Virtual Reality-Based Educational Intervention for Adult Patients Undergoing Colonoscopy.
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Gwag, Minju and Yoo, Jaeyong
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INTELLECT ,MATHEMATICAL variables ,HUMAN services programs ,BOWEL preparation (Procedure) ,T-test (Statistics) ,RESEARCH funding ,EVALUATION of human services programs ,CLINICAL trials ,FISHER exact test ,ANXIETY ,CHI-squared test ,DESCRIPTIVE statistics ,VIRTUAL reality ,CONTROL groups ,PRE-tests & post-tests ,RESEARCH methodology ,HYPOTHESIS ,DATA analysis software ,COLONOSCOPY ,PATIENTS' attitudes ,ADULTS - Abstract
Providing patients with accurate and organized information about colonoscopy, while reducing anxiety, is critical to the procedure's success. This study evaluated the impact of an immersive 360° virtual reality (VR)-based educational intervention for first-time adult colonoscopy patients regarding anxiety, attitudes, knowledge, compliance with bowel preparation, and bowel cleanliness. A quasi-experimental design with a non-equivalent control group and non-synchronized pretest–post-test clinical trial was conducted with 40 patients in the experimental group and 40 in the control group. The 360° VR intervention included two sessions: precautions before colonoscopy and the colonoscopy process. The control group received education through individual verbal explanations with written materials. The findings indicated that the VR intervention significantly improved patients' colonoscopy-related anxiety, attitudes, adherence to bowel preparation instructions, and bowel cleanliness. Utilizing 360° VR as an educational tool has the potential to enhance the effectiveness of educational programs by providing realistic information and engaging patients. These findings suggest that 360° VR has the capacity to enhance screening rates and clinical outcomes by reducing negative perceptions associated with colonoscopy. Furthermore, the application of this method can extend to diverse diagnostic testing-related nursing situations in clinical settings. [ABSTRACT FROM AUTHOR]
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- 2024
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33. Comparing the effects of plugged-in and unplugged activities on computational thinking development in young children.
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Lin, Yan, Liao, Hongjian, Weng, Suxian, and Dong, Wanqi
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PRESCHOOLS ,PUZZLES ,CLASSROOMS ,EDUCATIONAL intervention ,SPECIAL education - Abstract
Children's preschool years are crucial for the development of computational thinking (CT) skills. However, debate continues regarding whether CT should be developed through plugged-in or unplugged activities. This study investigated the similarities and differences between plugged-in and unplugged activities with similar learning content and assessment methods for cultivating computational thinking (CT) in young children. Twenty-four young children (aged 5–6 years) from a kindergarten in Foshan, China, were randomly assigned to either the plugged-in or unplugged group to participate in a five-week study. In the plugged-in group, Dodobot was used in the classroom, while in the unplugged group, unplugged materials such as paper, pencil and tangram puzzles were used. Research results indicate that 1) both plugged-in and unplugged activities significantly improved the young children's CT skills after a short-term educational intervention, but there were no significant differences between the two groups; 2) the extent to which the plugged-in and unplugged activities promoted subdimensions of CT was different, with the plugged-in group demonstrating significant improvements in hardware, algorithm, and modularity and the unplugged group demonstrating significant improvements in terms of representation; 3) the children from both the plugged-in and unplugged groups showed high motivation; And 4) the children in both the plugged-in and unplugged groups showed cooperative behaviors. The frequency of cooperative behavior was more related to materials, and cooperation quality was more related to teacher guidance. [ABSTRACT FROM AUTHOR]
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- 2024
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34. The effect of an evidence‐based practice course on students' lifelong learning skills and problem‐solving skills: An educational intervention study.
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Gönderen Çakmak, Huri Seval and Ayhan Başer, Duygu
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PROBLEM solving , *EDUCATIONAL intervention , *LEARNING - Abstract
In this study, the aim was to investigate the effect of an evidence‐based practice course on the lifelong learning skills and problem‐solving skills of health science students. A prospective one‐group pre‐test–post‐test design. The universe of the study consisted of 189 students from Cankiri Karatekin University. Student information form, Jefferson lifelong learning skill scale, Problem‐solving inventory (PSI) were used as data collection instruments. The sample of the study consisted of 156 students who completed the 14‐week course and fully completed the pre‐test and post‐test. For data analysis, IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. package program was used. While 84% of the students said that they had never heard of the term EBP before, 91.7% of those who knew the term said they had heard it in their field courses. The lifelong learning skill scale total score change of the students, the PSI total score change of the students after the 26‐h EBP course were statistically significant. EBP is very important for health science students to increase their problem‐solving success and lifelong learning skills, and it should be integrated into the curriculum. [ABSTRACT FROM AUTHOR]
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- 2024
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35. The potential impact of literacy intervention on speech sound production in students with intellectual disability and communication difficulties.
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Samuelsson, Jenny, Thunberg, Gunilla, Johnels, Jakob Åsberg, Palmqvist, Lisa, Heimann, Mikael, Reichenberg, Monica, Lundälv, Mats, and Holmer, Emil
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INTELLECTUAL disabilities , *STUDENTS with disabilities , *SPEECH , *DIGITAL literacy , *EDUCATION of people with intellectual disabilities , *LITERACY , *MISSING data (Statistics) - Abstract
A small body of research and reports from educational and clinical practice suggest that teaching literacy skills may facilitate the development of speech sound production in students with intellectual disabilities (ID). However, intervention research is needed to test the potential connection. This study aimed to investigate whether twelve weeks of systematic, digital literacy intervention enhanced speech sound production in students with ID and communication difficulties. A sample of 121 students with ID were assigned to four different groups: phonics-based, comprehension-based, a combination with both phonics- and comprehension-based intervention and a comparison group with teaching-as-usual. Speech sound production was assessed before and after the intervention. The results on the data without the imputed variable suggested a significant positive effect of systematic, digital literacy interventions on speech sound production. However, results from sensitivity analyses with imputed missing data was more ambiguous, with the effect only approaching significance (
p s = .05–.07) for one of the interventions. Nonetheless, we tentatively suggest that systematic, digital literacy intervention could support speech development in students with ID and communication difficulties. Future research should be done to confirm and further elucidate the functional mechanisms of this link, so that we may have a better understanding and can improve instruction and the pivotal abilities of speech and reading. [ABSTRACT FROM AUTHOR]- Published
- 2024
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36. Enhancing Cooperation in 5–6-Year-Old Rural Chinese Children through Cooperative Constructive Play Based on Anji Play: A Quasi-Experimental Study.
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Lin, Xinya, Wu, Yunpeng, Wu, Jianfen, and Qin, Liping
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RURAL children , *TRUCK racing , *CHINESE people , *SOCIAL adjustment , *ROLEPLAYING games - Abstract
Cooperation plays a crucial role in children's social development and adaptation. This study designed a cooperative constructive play (CCP) intervention based on the Anji Play teaching model and evaluated its effectiveness in a quasi-experimental design involving 60 rural Chinese children aged 5–6 years. Participants were divided into an experimental group, which engaged in 12 weeks of CCP, and a control group, which continued with regular teaching activities. The cooperation data were collected through a truck racing task using pre-, mid-, post-, and follow-up tests, while the cooperation levels and strategies were evaluated by video observations of role-playing games before and after the tests. The results indicated significant improvements in cooperation scores in both the truck racing task and role-playing games in the experimental group compared to the baseline, with no similar enhancements observed in the control group. Furthermore, cooperation scores in the follow-up were higher than pre- and post-test scores, demonstrating the CCP's effectiveness in fostering child cooperation, transferability to other contexts, and sustainability. These findings suggest that CCP intervention based on Anji Play can significantly enhance cooperation in children, offering a valuable tool for educational practices. [ABSTRACT FROM AUTHOR]
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- 2024
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37. Improving knowledge, attitude and practice on norovirus infection diarrhea among staff of kindergartens and schools: a before-after study.
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Lyu, Hongxin, Liang, Dongmei, Luo, Riyan, Feng, Yunlong, Liu, Lei, Yang, Sixia, Cai, Fuling, Zhang, Zhen, and Xiong, Huawei
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NOROVIRUS diseases , *KINDERGARTEN facilities , *KINDERGARTEN , *DIARRHEA , *EDUCATIONAL intervention - Abstract
Background: Norovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention. Methods: This study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention. Results: Overall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84). Conclusions: The potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future. [ABSTRACT FROM AUTHOR]
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- 2024
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38. Mixed‐methods evaluation of a face‐to‐face educational intervention for health and social care professionals to deliver family‐centred cancer supportive care when a parent with dependent children is at end of life.
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Hanna, Jeffrey R. and Semple, Cherith J.
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MEDICAL personnel , *PARENTS , *CHILDREN with autism spectrum disorders , *CANCER patient care , *CANCER treatment , *PEDIATRIC nursing , *EDUCATIONAL evaluation , *COMMUNICATIVE competence - Abstract
Objective: To deliver and evaluate an educational intervention to equip health and social care professionals (professionals) on how best to support parents at end of life with cancer concerning their dependent children (<18). Methods: An evidence‐based and theory‐driven face‐to‐face educational intervention was developed and evaluated using three levels of Kirkpatrick's Model of Evaluation. Pre‐test, post‐test surveys were completed immediately before‐and‐after the intervention using a validated self‐efficacy scale and single‐item questions evaluating perceived usefulness and relevance (levels one/two). Qualitative interviews ≥ 3‐months post‐intervention explored if, and how the intervention impacted professionals' practice (level three). Fourteen sessions were delivered at oncology settings to 347 professionals between 2021 and 2023. Two hundred seventy four professionals completed the pre‐test survey, with 239 completing the post‐test survey. Fourteen professionals were interviewed between three‐and 19‐months post‐intervention. Results: Quantitative findings demonstrated a statistically significant improvement in self‐efficacy post‐educational intervention (p < 0.001). Qualitative data highlighted professionals gained new approaches to progress end of life conversations with parents, despite some familial resistance to sharing the reality of the situation with children. Positive intervention content shaping clinical practice included the bereaved parent's lived experience, communication framework and roleplay videos. Some professionals considered a booster session and opportunities to practice conversations necessary to further consolidate learning into practice. Conclusions: Evidence and theory‐driven education can positively impact professionals' provision of family‐centred cancer care. Future studies should explore the impact of this educational intervention on familial outcomes. Alongside a sustainable delivery of this intervention, advanced communication skills programmes should incorporate parent‐child end of life conversations. [ABSTRACT FROM AUTHOR]
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- 2024
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39. Developing a school-based nutrition education programme to transform the nutritional behaviours of basic-level schoolchildren: a case from participatory action research in Nepal.
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Upreti, Yadu R., Devkota, Bhimsen, Bastien, Sheri, and Luitel, Bal Chandra
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NUTRITION education , *CHILD nutrition , *COMMUNITY-based participatory research , *EDUCATIONAL intervention - Abstract
Nutrition education at school can contribute to developing healthy nutritional behaviours in schoolchildren. This paper critically reflects on how participatory action research (PAR) empowered university researchers and a school community to co-develop a school-based nutrition education programme (SBNEP) that promotes healthy nutritional behaviours in basic-level schoolchildren (Grades 1–8). This study followed PAR as the methodological approach, where university researchers collaborated with the school stakeholders, also called 'co-researchers', to co-develop a SBNEP. This study was conducted in a public school located in the Chitwan district of Nepal from June 2018 to August 2022. The study involved basic-level schoolteachers, fourth to eighth-grade students and their parents/guardians, school leaders, and the PAR committee members as the co-researchers. The study used in-depth interviews, focus groups, participant observation, informal talks, and bridging-the-gap workshop methods. The interpretive phenomenological method was used to explain the meaning of the data. The findings of the study reflect that exploring the needs for good nutritional behaviours, prioritising them, and co-designing the SBNEP utilising the PAR methodology is a time-consuming project since it demands prolonged fieldwork, self-motivation, commitment, action with critical reflection (praxis), dialogic relation, and negotiation skills from both researchers and co-researchers. The study recommends that basic-level schoolteachers and researchers consider applying SBNEP using a participatory framework for transformational change in students' nutritional behaviours. [ABSTRACT FROM AUTHOR]
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- 2024
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40. Leading professional networks in education: developing connected autonomy across the territory?
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Azorín, Cecilia and Hernández, Elena
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EDUCATIONAL intervention , *LEARNER autonomy , *INTERDISCIPLINARY education , *SUSTAINABILITY , *SOCIAL capital - Abstract
Networking is one of the essential strategies demanded by society today. In recent years, the use of vertical hierarchies in teaching has been relegated to the background, giving way to other forms of horizontal interaction ('netarchies'). This has increased the opportunities for professionals from different fields and territories to work together creating networked constellations and providing interdisciplinary approaches to educational and community intervention. This change facilitates a more effective interconnection between resources, institutions and stakeholders involved in education. When implementing this way of working, questions arise about the most appropriate type of leadership for these settings, as well as the degree of connected autonomy that results from such experiences. This article analyses the operation of three networked community projects in the Region of Murcia (Spain), which represent good practices in improving social and school care for children and young people. A qualitative analysis of these case studies has led to identifying similarities and differences that encourage reflection on the sustainability of professional networks. To conclude, some reasons are provided to show the progress within this paradigm. [ABSTRACT FROM AUTHOR]
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- 2024
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41. Expanding Labor Support Education to Nurses Caring for Women in Labor.
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Viera-Martinez, Ana, Rosenblum, Ruth K., and Aberbook, Victoria
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NURSING education ,CESAREAN section ,EVIDENCE-based nursing ,CURRICULUM ,SCALE analysis (Psychology) ,MATERNITY nursing ,CRONBACH'S alpha ,T-test (Statistics) ,DATA analysis ,EDUCATIONAL outcomes ,MIDWIVES ,HEALTH occupations students ,RESEARCH evaluation ,QUESTIONNAIRES ,NURSING ,DESCRIPTIVE statistics ,LABOR coaching (Obstetrics) ,INTRAPARTUM care ,PRE-tests & post-tests ,SURVEYS ,MEDICAL students ,STATISTICS ,WOMEN'S health ,QUALITY assurance ,CHILDBIRTH ,ANESTHESIA ,NURSING students - Abstract
The ability to provide emotional and physical support to a patient during one of the most significant moments of her life is a privilege afforded to intrapartum nurses who attend to laboring and delivering patients. Labor support improves birth outcomes, reduces cesarean birth rates, and decreases anesthesia use. Within the hospital context, this quality improvement project investigated the effects of educating intrapartum nurses about labor support and providing them with hands-on training. Surveys, including the Self-Efficacy Labor Support Scale, were given preeducation and posteducation to evaluate and document knowledge acquisition. Results support teaching intrapartum nurses learning evidence-based labor comfort strategies to support a woman's labor preference. [ABSTRACT FROM AUTHOR]
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- 2024
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42. From the Spherical Earth Model to the Globe: The Effectiveness of a Planetary Model-Building Intervention.
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Jelinek, Jan Amos
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SCHOOL children ,SHAPE of the earth ,ASTRONOMY education ,POLISH people ,EDUCATIONAL intervention - Abstract
The shape of the Earth is a fundamental concept that students need to learn in astronomy education. This paper reports the findings of a study that confirms the effectiveness of an intervention involving the construction of a model of the Earth prior to the introduction of the globe as a codified artefact. The educational intervention had been preceded by the EARTH2 test, which was used to check how well students participating in the study mastered the concept of the Earth's shape. The study included forty-seven primary school students (grades I and II). Effectiveness was measured by comparing the answers chosen by Polish children in a test as mental models. The study confirmed (A) that the intervention was effective: 49% of progressive changes, 30% of regressive changes, and 21% of changes within the same mental model were observed; (B) that there was an increase in the children's interest in space, revealed by an increased number of questions going far beyond the school astronomy curriculum; and (C) that students' concerns about the dangers of space were revealed. Key findings include the following: (a) Educational effectiveness regarding the concept of the shape of the Earth is achieved in activities that involve building a spherical Earth model before introducing a globe as a ready-made model. (b) The topics addressed in astronomy classes must be far broader than what the current curricula provide. They should take into account current issues reported by the media and deal with astronomical discoveries and space technology. (c) When organising activities, children's concerns about the dangers of space should be borne in mind. [ABSTRACT FROM AUTHOR]
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- 2024
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43. Syntactical Structure Competence in Academic Writing of Senior High School Students: Designing a Contextualized Instructional Material.
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Baptista Reforsado, Mariz and Lacar-Raymundo, Jennelyn
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ACADEMIC discourse ,HIGH school students ,INSTRUCTIONAL materials industry ,EDUCATORS' attitudes - Abstract
In the realm of Senior High School (SHS) education, mastering syntactical structure competence in academic writing plays a pivotal role in fostering effective communication and intellectual growth. This study investigates the level of syntactical structure competence of Grade 11 students from STEM and HUMSS strands across three private schools in Santiago City, Philippines. The research adopts a descriptive-correlational design to describe syntactical characteristics and explore potential correlations among variables. The methodology involved administering a teacher-made test to assess syntactical knowledge in areas such as transitional devices, subject-verb agreement and verb tenses. Data collection included a stratified random sample of 258 students, ensuring representation across various strata. Results indicate varying levels of syntactical competence among students, with significant challenges observed in specific grammatical rules. Statistical analysis revealed correlations between syntactical competence and demographic factors, highlighting areas for targeted instructional interventions. Findings underscore the importance of tailored educational materials to address syntactical deficiencies effectively. In conclusion, this study contributes to understanding the nuances of syntactical structure competence in academic writing among SHS students. By identifying areas of weakness and strengths, educators can develop contextualized instructional materials that enhance syntactical skills, thereby improving students' mastery of syntactical structure, academic writing proficiency and overall communication abilities. [ABSTRACT FROM AUTHOR]
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- 2024
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44. Transforming healthcare: A pilot study to improve primary healthcare professionals’ self-management support behaviour through blended learning
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Lotte Timmermans, Peter Decat, Veerle Foulon, Ann Van Hecke, Mieke Vermandere, Birgitte Schoenmakers, and the Primary Care Academy
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Self-management ,Primary healthcare ,Educational intervention ,Kirkpatrick evaluation model ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Abstract Background Self-management of a chronic condition is a complex but increasingly important issue. However, a supportive attitude and behaviour among healthcare professionals is hampered by a lack of awareness, knowledge and motivation. In addition, the role of professionals in supporting self-management seems unclear. Methods A blended learning program for primary healthcare professionals was developed to strengthen self-management support in primary care. The program was piloted in community health centres and multidisciplinary medical practices in Flanders. Using the Kirkpatrick model, the impact on healthcare professionals’ reaction, learning and behaviour regarding self-management support was evaluated. Results A total of 60 healthcare professionals registered for the educational program. Post-learning questionnaires and verbal feedback showed a positive response, with professionals highly appreciating the innovative blended learning approach. In terms of learning, participants showed a good understanding of self-management support, although nuances were observed in the application of acquired knowledge to practice scenarios. Finally, preliminary insights into behavioural change were explored, revealing a positive impact of the intervention on participants’ supportive self-management behaviours in healthcare practice. Conclusions Our study provides preliminary insights into the outcomes of a blended learning program designed to increase awareness and knowledge of self-management support among professionals. The program needs to be refined for general implementation in primary care.
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- 2024
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45. Video based educational intervention in waiting area to improve awareness about health screening among patients visiting family medicine clinics
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Rabeeya Saeed, Farah Ahmed, Syed Hasan Danish, Mohammad Talha, Maha Usmani, Noureen Durrani, and Noman Ali
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Health screening ,Educational intervention ,Family medicine ,Diabetes mellitus ,Hypertension ,Cancer ,Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background Multiple educational modalities have been utilized including leaflet, face-to-face counseling and watching videos in waiting areas for engaging patients. Considering the two challenges of waiting time frustration and lack of health screening awareness, Family Physicians’ waiting area are an ideal place to bridge this gap. The objective of this study is to evaluate the effectiveness of video-based health education intervention in improving knowledge about health screening among patients and their families sitting in waiting area of Family Medicine clinics. Methods It was a pre and post quasi-experimental study that was conducted in family medicine clinics located at main campus and Outreach centers of a tertiary care hospital. A total of 300 participants were approached during the six month period. The intervention consisted of an educational video on health screening. The content of the video was taken from the recommended preventive care guidelines from CDC and USPSTF. The pre-and post-intervention knowledge of the participants was assessed through a semi-structured coded questionnaire by an interviewer who was trained in data collection. Data was analyzed using SPSS version 26. Pre and post intervention knowledge adequacy was determined using MacNemar’s Chi-square test. Results Total 300 participants voluntarily participated into the study. Median age of the participants was 28 (IQR = 23.25–36.75) years. Majority of participants were males (56%). Following the intervention, there was significant increase in the proportion of participants (51.3% versus 68%) who had understanding of health screening check-up (p
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- 2024
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46. IMPACT OF AUDIOVISUAL CONTENT CONSUMPTION ON THE SELF-ESTEEM OF UNIVERSITY STUDENTS.
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GARRO-ABURTO, LUZMILA LOURDES, VICUÑA-SALVADOR, HERMILIO HUGO, CARRILLOFLORES, JORGE WILFREDO, and SÁNCHEZ, ROSA MARLENNE
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EDUCATIONAL planning , *EDUCATIONAL intervention , *MEDIA consumption , *SOCIAL networks , *STUDENT well-being , *SELF-esteem - Abstract
Audiovisual content, including movies, series, and social networking videos, play a crucial role in the personal and social development of college students, underscoring the importance of understanding their impact on student well-being. This study aimed to identify trends that contribute to the development of educational strategies and guidelines that improve the psychological health of the student community. A sample of 601 students, aged 16 to 27 years, was analyzed using self-esteem and audiovisual media consumption questionnaires. The results reveal that moderate and selective consumption of content, especially movies, is associated with higher self-esteem. On the contrary, excessive consumption and preference for certain contents, such as series, are associated with lower self-esteem. These results underscore the importance of conscious media consumption, urging students to select content that promotes their emotional heal [ABSTRACT FROM AUTHOR]
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- 2024
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47. A mixed-methods evaluation of an HIV pre-exposure prophylaxis educational intervention for healthcare providers in a NYC safety-net hospital-based obstetrics and gynecology clinic.
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Oot, Antoinette, Kapadia, Farzana, Moore, Brandi, Greene, Richard E., Katz, Melinda, Denny, Colleen, and Pitts, Robert
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HIV prevention , *PUBLIC hospitals , *PATIENT compliance , *HEALTH services accessibility , *MEDICAL care use , *SAFETY-net health care providers , *ACADEMIC medical centers , *ENDOWMENTS , *RESEARCH funding , *TRANSGENDER people , *DESCRIPTIVE statistics , *PRE-exposure prophylaxis , *GYNECOLOGY , *PROFESSIONS , *ATTITUDES of medical personnel , *CISGENDER people , *RESEARCH methodology , *CURRICULUM planning , *PHYSICIAN practice patterns , *ANTI-HIV agents , *COUNSELING , *DRUGS , *DRUG prescribing , *DATA analysis software , *OBSTETRICS , *PSYCHOSOCIAL factors , *MEDICAL care costs - Abstract
Cisgender women and transgender men are less likely to be assessed for PrEP eligibility, prescribed PrEP, or retained in PrEP care. Thus, this pilot PrEP educational intervention was tailored for healthcare providers (HCPs) in obstetrics/gynecology who provide care to cisgender women and transgender men in an academically-affiliated, public hospital women's health clinic. The three-lecture educational curriculum designed for HCPs focused on PrEP eligibility and counseling, formulations and adherence, and prescription and payment assistance programs. Pre- and post-intervention surveys assessed HCP knowledge and barriers to PrEP counseling and prescription. Among n = 49 participants (mean age = 32.8 years; 85.7% cisgender women, mean years practicing = 4.2 years) pre-intervention, 8.7% had prior PrEP training and 61.2% felt very/somewhat uncomfortable prescribing PrEP. Post-intervention, knowledge of PrEP contraindications, eligibility, follow-up care, and assistance programs all increased. HCPs identified key barriers to PrEP care including lack of a dedicated PrEP navigator, culturally and linguistically appropriate patient materials on PrEP resources/costs, and PrEP-related content integrated into EHRs. Ongoing PrEP educational sessions can provide opportunities to practice PrEP counseling, including information on financial assistance. At the institutional level, incorporating PrEP screening in routine clinical practice via EMR prompts, facilitating PrEP medication monitoring, and enhancing telehealth for follow-up care could enhance PrEP prescription. [ABSTRACT FROM AUTHOR]
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- 2024
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48. The Impact of Citizenship Education on Students' Behavior.
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Hamedi, Afifeh and Afrasyabi, Farangis
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CITIZENSHIP education ,STUDENTS' conduct of life ,AGGRESSION (Psychology) ,EDUCATIONAL intervention ,PROBLEM solving - Abstract
Objective: The objective of this study was to evaluate the impact of a Citizenship Education Program on seventh-grade female students' aggression levels and problem-solving skills in Gachsaran. Methods and Materials: This randomized controlled trial involved 30 seventh-grade female students randomly assigned to either an intervention group or a control group, each consisting of 15 participants. The intervention group participated in a Citizenship Education Program consisting of ten 75-minute sessions over ten weeks, while the control group received no intervention. Data were collected using the Buss- Perry Aggression Questionnaire (BPAQ) and the Social Problem-Solving Inventory-Revised (SPSI-R) at three time points: pre-intervention, post-intervention, and five-month follow-up. Data analysis included analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests, conducted using SPSS version 27. Findings: The results indicated a significant reduction in aggression and a significant improvement in problem-solving skills in the intervention group compared to the control group. Descriptive statistics showed that the intervention group's mean aggression score decreased from 45.67 (SD = 5.21) to 32.45 (SD = 4.78) post-intervention, and further to 30.12 (SD = 4.45) at follow-up. Problem-solving skills increased from a mean score of 50.89 (SD = 6.12) to 68.23 (SD = 5.67) post-intervention, and further to 70.45 (SD = 5.78) at follow-up. ANOVA results confirmed significant effects for time, group, and time x group interaction (p < .001). Bonferroni post-hoc tests indicated significant differences between pre-intervention and post-intervention, and pre-intervention and follow-up for both variables. Conclusion: The Citizenship Education Program significantly reduced aggression and improved problem-solving skills among seventh-grade female students, with sustained effects observed at a five-month follow-up. These findings suggest that integrating citizenship education into the curriculum can effectively enhance students' social-emotional competencies and responsible behavior. [ABSTRACT FROM AUTHOR]
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- 2024
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49. Qualitative Study of Factors Influencing Internet Addiction in Adolescents: Design and Validation of an Intervention Based on It.
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Ahmadi, Mohadese and Aghamohamadi, Somayeh
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INTERNET addiction ,TEENAGERS ,MIXED methods research ,EDUCATIONAL intervention ,QUALITATIVE research - Abstract
Objective: The aim of this study was to qualitatively investigate the factors influencing internet addiction and to design an intervention based on these factors for adolescents. Methods and Materials: The research method was a sequential exploratory mixed method. In the first part of this study, a qualitative method with a phenomenological approach was used to examine adolescents' lived experiences of internet addiction. To achieve this goal, unstructured interviews were conducted, and theoretical saturation was reached after interviewing 20 adolescents. The interviews were then transcribed and entered into MAXQDA software for coding and categorization. Findings: Using thematic analysis, 33 sub-themes and 13 main themes were identified. Subsequently, based on the extracted themes and with reference to theoretical and research backgrounds, an 11-session educational intervention was developed. In the next part of the study, to validate the educational intervention, its content validity was assessed using the Delphi method. A panel of 12 experts was consulted, and the Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated. The content validity index and content validity ratio for the intervention sessions ranged from 0.91 to 1, indicating a satisfactory level. Conclusion: Therefore, the educational intervention based on adolescents' lived experiences regarding internet addiction possesses the necessary validity for application in educational, clinical, and research settings. However, evaluating the effectiveness of this intervention package requires experimental research in this area. [ABSTRACT FROM AUTHOR]
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- 2024
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50. The effect of a self-learned virtual learning package on knowledge, attitude, and self-care behaviors of COVID-19 in people referred to health and treatment centers
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Tayebeh Rakhshani, Seyyed Manoochehr Dolatkhah, Seyyed Mansour Kashfi, and Ali Khani Jeihooni
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Educational intervention ,Knowledge ,Attitude ,Self-care behaviors ,COVID-19 ,Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background COVID-19 is one of the most common diseases in recent years, the most important way to prevent is through self-care behaviors; therefore, it is important to these behaviors in people. According to the importance of promoting self-care behaviors of this disease, and according to the characteristics and effectiveness of interventions based on behavior change, this study aimed to investigate the effect of educational intervention on self-care behaviors of COVID-19 in a group of patients. Methods This quasi-experimental study was conducted on 164 people who referred to health and treatment centers in Dehdasht City, Iran. The cluster sampling method divided the participants into experimental and control groups at random (82 people for each group). Data collection tool was a researcher-made questionnaire completed by the control and experimental groups before and three months after the intervention. The intervention program in this training group is to form a WhatsApp group and send messages in the form of audio files, text messages, text messages with photos, video messages, and PowerPoints. After creating the group and adding the participants, according to the agreement with the group members, every day of the week (8:00 am to 12:00 pm) to send educational files through the WhatsApp application. Also, the group members could ask their questions and problems to the researcher during the designated hours. The control group was also given routine care and follow-up at the centers, and no training was given regarding self-care behaviors. After entering the SPSS 24, data were analyzed by independent t, chi-square, and paired t statistical tests. Results 164 individuals working in healthcare services from health and treatment centers were included in this study. Before the intervention, demographic characteristics such as marital status, education level, medical history, and smoking history were similar between the two groups (P > 0.05), as indicated by the results of chi-square tests. Furthermore, there were no significant differences in the mean scores of knowledge, attitude, and self-care behaviors between the experimental and control groups prior to the intervention (P > 0.05), according to independent t-tests. Following the intervention, notable changes were observed. The post-intervention analysis revealed statistically significant differences between the experimental and control groups in terms of knowledge, attitude, and self-care behaviors (P = 0.001). Specifically, the experimental group exhibited significant improvements in these variables compared to the control group. Conclusion In this study, education led to the improvement of self-care behaviors in people who referred to health centers. Considering the importance of the role of health education in promoting self-care behaviors as well as preventing infectious diseases such as COVID-19, it is suggested that educational interventions focus on self-care behaviors in other diseases.
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- 2024
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