Search

Social skills refer to abilities that allow people to function in any context by expressing opinions or solving problems. The objectives of this study are to identify the intervention resources that have been developed in the past five years for adolescent students to promote social skills, and to prepare a qualitative analysis of the scientific articles that published these resources. A search was conducted in Web of Science, Scopus, and PsycINFO, resulting in a total of seventeen selected studies. The inclusion criteria were the type of document, the availability of a complete text, the date of publication, and the language. The results indicate that social skills programs have good results since they favor social skills and other variables such as self-esteem and personal well-being in adolescents. The study discusses the need to include various methodological tools in educational contexts to enhance the development of social skills in young people. [ABSTRACT FROM AUTHOR]

Addressing learning poverty requires a multi-faceted approach, including investments in early childhood education, improving the quality of teaching, providing access to learning resources, and addressing social and economic barriers to education. [ABSTRACT FROM AUTHOR]

Background: The most modifiable risk factor contributing to antibiotic resistance is the inappropriate prescription of antibiotics. Urinary tract infections (UTIs) are a common outpatient infection in the United States, with increasing antimicrobial resistance to uropathogens. As empiric UTI treatment is often appropriate, telemedicine offers an opportunity to enhance practice by adopting current clinical practice guidelines. Objective: The project aims to improve appropriate first-line antibiotic choice and decrease urinalysis and urine culture orders in the telehealth management of uncomplicated UTIs. Methods: Chart reviews of women aged 18–65 years diagnosed with an uncomplicated UTI and/or symptoms during a telehealth primary care visit were conducted for a period of 30 days prior to and following a provider educational intervention. Results: Improvement (37.5%–62.1%, p =.133), though not significant, of appropriate first-line antibiotics prescribing postintervention was achieved. There was a minimal (3%) improvement in the appropriate urine labs ordered. Conclusion: Following the intervention, there was not a statistically significant practice change, albeit somewhat of an improvement in the ordering of first-line antibiotics. Adopting evidence-based practice in telehealth could provide an opportunity to improve antibiotic stewardship. Providers are potentially better engaged through the presence of champions, in-person education sessions, and the availability of streamlined algorithms. [ABSTRACT FROM AUTHOR]

This paper explores the transformative potential of Internet of Things (IoT)-driven Game-Based Learning (GBL) as an innovative educational intervention for children with Autism Spectrum Disorder (ASD), a neurological condition marked by challenges in social interaction, communication, and repetitive behaviors, often presenting hurdles in traditional classroom settings. Leveraging IoT technologies, the study investigates the intersection of GBL and ASD education, synthesizing existing literature to highlight the advantages and challenges associated with this approach. By examining the impact on academic and social outcomes, the research aims to provide insights into the promising landscape of IoT-driven GBL for children with autism, paving the way for a more inclusive and tailored educational experience. This paper investigates how IoT-driven Game-Based Learning (GBL) can revolutionize education for children with Autism Spectrum Disorder (ASD), emphasizing the integration of sensor technologies, data analytics, and real-time feedback to improve their learning experience. The paper discusses ethical and privacy issues in using IoT in autism education. It explores safeguards for responsible implementation, considering the sensitive personal data involved. The research also suggests collaborative efforts among educators, technologists, and healthcare professionals for a holistic approach to IoT-driven education for autism. The paper advocates for stakeholder involvement and interdisciplinary collaboration to create effective interventions for autistic children in education. It focuses on the impact of IoT-driven Game-Based Learning (GBL) on long-term outcomes and contributes to discussions on the future of inclusive education for children with Autism Spectrum Disorder (ASD), aiming to inspire further research and dialogue on leveraging emerging technologies for equitable education. [ABSTRACT FROM AUTHOR]

The surging coronavirus SARS-CoV-2 has impacted all spheres of the economy not sparing higher education in South Africa. The impact was felt by both staff and students not only on teaching and learning but also on their socio-economic, health and physical well-being. This paper sought to explore the experiences international students during the closure of the universities in the country due to Covid-19 pandemic. This paper adopted the data from self-designed questionnaire administered to 68 international students from a public university in South Africa The quantitative data were analysed using the descriptive statistics. The results show that international students were more vulnerable and exposed to socio-economic and mental challenges including sense of low esteem, financial distress and emotional distress during the pandemic which impacted negatively on their academic outputs and social wellbeing, amongst other things. The findings also revealed that the university authorities did not take the necessary steps to address the life circumstances of the international students. The paper, therefore, highlights the holistic understanding of how to mitigate and alleviate the socio-economic impacts of such pandemic in future through opening dialogue, changing institutional policy to respond to emergency as at when it occurs, and the universities or higher institutions should put in place intervention strategies to assist foreign students during the outbreak of a disease. [ABSTRACT FROM AUTHOR]

This article demonstrates the progression of education policy thought and intervention across successive governments from James Callaghan in the late 1970s to the present. The problem is that we never really know the goal of these policy interventions. Each successive policy represents some adjustment of the system. This raises the plaintive question ‘Are we nearly there yet?’ [ABSTRACT FROM AUTHOR]

Advising programs for undecided/exploratory students risk reinvention of the wheel through lack of familiarity with existing literature. This lack can also leave the scholar and the practitioner unable to identify potential gaps within the research. Applying the methodological approach of qualitative historiography to literature from 1950 to 2022, our findings clarify the need for a nuanced and clear understanding of undecided/exploratory students. Observed throughout the literature is an awareness that exploration and decision-making skills are valuable to all students. Additionally, cultural context--examining the various models, programs, and interventions through a lens of equity and inclusion--and a more global perspective are critical for future research. [ABSTRACT FROM AUTHOR]

Copyright of Revista General de Información y Documentación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

From numerous researches and different theoretical approaches, well-being is considered as an umbrella term that covers different aspects. According to the World Health Organization, "Well-being is a state in which the individual realizes their potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to their community." (cited in Wistoft, 2012:1) Due to its multidimensional nature, literature speaks about the emotional, social, pedagogical and psychological well-being. In the educational context, students' well-being is important, since it contributes to students' overall positive perspective of life, feelings of joy and optimism, but it also has a positive influence on achieving better academic results. The aim of this paper is to examine the level of the psychological subjective well-being among university students in regards to six different dimensions and to explore students' opinions about the possibilities that the university can offer for the purpose of improving students' well-being. The survey was conducted on a sample of 106 students at International Balkan University in Skopje, North Macedonia. Results have shown that students have a moderate level of psychological subjective well-being, with the highest score in the Personal growth and the lowest in the Positive relations with other subscales. Based on their opinions, recommendations for improvement are given. They refer to four main aspects: Curriculum interventions, Leisure activities, Social activities and Counseling services. [ABSTRACT FROM AUTHOR]

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal Education Sciences / Revista Ciencias de la Educación is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present empirical study investigates, analyzes, and discusses the affordances and limitations of an augmented reality (AR)-based educational intervention for the critical digital awareness of secondary school students through a sociocultural framework of instruction. The design of the educational intervention focuses on the empowerment of students' critical digital skills in the new media produsage ecosystem in parallel with the development of target language skills through content and language integrated learning (CLIL) in a mobile augmented reality (MAR)-based transnational educational setting. This study focuses on examining the usefulness rather than the digital use of MAR from a socio-constructivism perspective with 77 participants from diverse socio-cultural backgrounds and educational settings. More specifically, an investigation of the potential of internalization of new knowledge through immersive-triggered inclusive educational practices is carried out, examining the effectiveness of the universal design for learning principles (UDL) as a pedagogical framework for AR-based instruction related to long-term memory retention, the synthesis of meaningful learning instances, and the creation of new knowledge. The study findings suggest that AR-based instruction, if incorporated into a robust pedagogical framework, can enhance attention and long-term memory retention, provide meaningful, inclusive learning opportunities, and facilitate digital well-being in the ever-evolving complex learning ecosystem. This study concludes by proposing the term of critical immersive-triggered literacy (CIT Literacy), defined as a skill development framework that triggers learners' attention and facilitates digital well-being for meaningful learning instances via immersive technologies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: This study aimed to determine the knowledge level of university students outside the health field on human papillomavirus (HPV) infection and evaluate the efficacy of educational interventions provided on HPV infection. Method and Material: This was a quasi-experimental pre-test and post-test design. This study was conducted on undergraduate students outside the health field at a public university in Izmir. HPV education was provided to the students in classes with a PowerPoint presentation, and the "Fall in Love, Not in HPV" brochure was distributed. Results: Of 873 students participating in the pretest, 48.7% and 42.5% heard of HPV infection and vaccine, respectively. While the response rates of the students participating in the pretest of the 16-question HPV knowledge survey ranged from 13.9% to 58.8%, a significant (51.4%-91.6%) increase was observed in the percentage of answers to the posttest HPV questions after the educational intervention (p < 0.001). The total HPV knowledge score was 5.17±4.33in the pre-test, and the post-test was 13.37±2.66 (p<0.001). The biggest barriers to those who did not want to be vaccinated were the cost of the vaccine and the lack of information about HPV infection. Conclusion: The educational intervention has greatly increased the knowledge of HPV infection among university students. Continuing education programs are needed to bridge the knowledge gap on HPV infection and HPV-related diseases among young adults. [ABSTRACT FROM AUTHOR]

The purpose of this research was to study the effect of the changes in the strategies to stimulate self-concept used by teachers, that received training, in the academic self-concept of its students. A quasi-experimental design with pre- and post-application measures was used. A total of 36 secondary school teachers and 814 students participated. The program consisted of four months of workshop sessions and accompaniment in the classroom. It was found that changes in the teaching strategies mediated the effect of the intervention on students' self-concept. In addition, the change in the students' type of self-concept depended on the change in the teachers' specific strategies. In conclusion, the training program designed for stimulating academic self-concept was effective in promoting strategies in teachers that increased student's self-concept. Thus, it can be concluded that the intervention is an approachable methodology to support the development of self-concept, potentially impacting students' academic success. The findings contribute to the design of future interventions in school contexts for the improvement of students' self-concept. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction:Helicobacter pylori infection is widespread and harmful, rendering its eradication a serious public health problem. Undergraduate students' general understanding of H. pylori infection is relatively poor. This was a second-phase research study to evaluate the efficacy of an educational intervention in raising awareness among university students.Methods: A quasi-experimental approach was employed, with 108 undergraduate students at King Saud University as participants. First, during the October 2021 academic year, data were gathered using a validated survey. The survey was divided into sociodemographic characteristics and H. pylori knowledge. Second, we assessed the effectiveness of an educational intervention to increase university students' awareness of the topic.Results: Before the intervention, the percentage of students that had good (9.3%), fair (28.7%) and poor (62%) knowledge of H. pylori infection changed to 55.6%, 41.7%, and 2.8% respectively. There was a significant increase in overall and domain-wise mean knowledge score after the educational intervention (p = 0.001). The pretest knowledge was independent of all socio-demographic variables except "whether or not they had heard about H. pylori infection" (χ 2= 8.666, p = 0.013).Conclusion: Educational intervention may help increase students' awareness of H. pylori infections. [ABSTRACT FROM AUTHOR]

Slow learners are those children who are very poor at achieving academic qualifications when compared with a normal child in a classroom. This research was set to develop strategies to enhance slow learners' learning in one of the prominent schools in Labasa, Fiji Islands. The strategies were developed through a professional learning intervention that was carried out in one of the professional development sessions in the school. An action research approach was used to collect the data. At the end of the intervention activity, an administration official was interviewed to get his reflections on the strategies that were going to be used by the teachers to enhance the learning of slow learners. The research carried out was very important for the teachers because they will use the developed strategies from the professional learning intervention to improve the results of the slow learners in their classroom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Aprendizaje is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This protocol article describes the background, theoretical framework, and methods for two intervention studies using assistive technology to produce text. The participants will be 15 10-12-yearold students with dyslexia from Denmark, Norway, and Sweden. The first study aims to examine how an intervention focusing on using speech-to-text technology influences texts written by students with dyslexia, and the second study aims to investigate the writing process when students with dyslexia use speech-to-text technology. Study 1 uses a multiple baseline design, whereas Study 2 uses verbal protocols. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: There were seven opioid overdoses in this New York City (NYC) federally qualified health center from December 2018 through February 2019, reflecting the rising rate of overdose deaths in NYC overall at the time. In response to these overdoses, we sought to increase the readiness of health center staff to recognize and respond to opioid overdoses and decrease stigmatizing attitudes around opioid use disorder (OUD). Methods: An hour-long training focusing on opioid overdose response was administered to clinical and non-clinical staff of all levels at the health center. This training included didactic education on topics such as the overdose epidemic, stigma around OUD, and opioid overdose response, as well as discussion. A structured assessment was administered immediately before and following the training to evaluate change in knowledge and attitudes. Additionally, participants completed a feedback survey immediately after the training to assess acceptability. Paired t-tests and analysis of variance tests were used to assess changes in pre- and post-test scores. Results: Over 76% of the health center staff participated in the training (N = 310). There were large and significant increases in mean knowledge and attitudinal scores from pre- to post-test (p <.001 and p <.001, respectively). While there was no significant effect of profession on attitudinal change scores, profession did have a significant effect on knowledge change scores, with administrative staff, non-clinical support staff, other healthcare staff, and therapists learning significantly more than providers (p <.001). The training had high acceptability among participants from diverse departments and levels. Conclusions: An interactive educational training increased staff's knowledge and readiness to respond to an overdose as well as improved attitudes toward individuals living with OUD. Trial registration: This project was undertaken as a quality improvement initiative at the health center and as such was not formally supervised by the Institutional Review Board per their policies. Further, per the guidelines of the International Committee of Medical Journal Editors, registration is not necessary for clinical trials whose sole purpose is to assess an intervention's effect on providers. [ABSTRACT FROM AUTHOR]

The sustainability of the food system is a particularly relevant issue today as it is a challenge to ensure environmental sustainability and the need to guarantee access to food in all parts of the world to promote social equity. Given this, the need to promote a sustainable food transition in consumption habits becomes imperative. It is crucial that teachers be sensitised to this issue so that they can try to develop a critical and globally aware student body that is committed to a social transformation towards sustainability. The main objective of this study is discovering the opinions of preservice teachers (PSTs) on sustainable food. It also has two specific objectives: (1) analyze the initial opinions of prospective teachers on sustainable food before and after carrying out an educational intervention on this topic, and (2) study the relationship between the opinions of PSTs and variables related to their personality or their relationship with nature, among others. A longitudinal pre-test-intervention-post-test design using quantitative methods was carried out to explore the opinions of 49 pre-service teachers studying for a degree in Primary Education before and after the educational intervention. The results show changes in the opinions of future teachers after the application of the educational intervention and differences towards food sustainability according to some socio-demographic variables such as gender. [ABSTRACT FROM AUTHOR]

Cardiovascular diseases are the number one killer worldwide, with 17.9 million deaths, and in Colombia, with 19,000 in the last quarter of 2022 (accounting for 30% of deaths). Despite healthcare services and educational programs, the epidemiology continues to grow steadily. Method 10 of Care as a Lifestyle, created by the Fundación Colombiana del Corazón (FCC) [Colombian Heart Foundation], aims to raise awareness to impact the perception of change and generate confidence to begin the pre-contemplation stage in peoples' behavior, building a solid educational basis for introducing the concept of collective health to the community using simple and inclusive language, and adopting technological advances as a teaching medium. This refers to ludic and inspiring activities which help promote behavior change which aimed at building care into peoples' lifestyles. The FCC proposes it as an apt pathway for preventing and/or reducing the incidence of cardiovascular disease by directing their actions more precisely toward clinical and social risk factors. [ABSTRACT FROM AUTHOR]

Background and Objective: Dyslipidemia is one of the most common modifiable risk factors for cardiovascular diseases. One of the most important strategies for controlling dyslipidemia is improving lifestyle. This study was conducted with the aim of determining the effect of educational intervention on beliefs related to the prevention of dyslipidemia in women. Materials and Methods: The current study is a semi-experimental type that was conducted on 80 women who referred to comprehensive health service centers in Tabas city. Sampling was done in several stages. The data collection tool was a researcher-made questionnaire that was completed before and one month after the intervention. The educational intervention based on the health belief model included two group training sessions and presentation of an educational booklet. Data was collected based on SPSS software version 21 and analyzed using descriptive and analytical statistical tests. The significance level of the tests was considered less than 0. 05. Results: The average score of perceived intensity in the test group after the intervention has increased significantly compared to the control group and the average score has increased from 12.45 to 13.13(p=0.003). The average score of perceived barriers in the test group has also decreased from 29.62 to 27.44(p=0/011). The average perceived self-efficacy score in the test group increased from 30.18 to 32.16, which was a significant increase compared to the control group(p=0/019). Conclusion: Considering the effect of the intervention on improving some constructs such as perceived severity, perceived barriers, self-efficacy, it can be concluded that the educational intervention based on the health belief model can be effective in promoting beliefs related to preventive behaviors of dyslipidemia. [ABSTRACT FROM AUTHOR]

Background: Understanding Physiological concepts is the backbone of !Medicine. Active learning strategies can strengthen this process. The aim of this study was to introduce Model construction and its presentation as a selfdirected learning tool (SDL) for the subject of Physiology. Method: The 2٠٥ semester, Ist MBBS students Batch 2021-2022 actively worked in groups to construct physical models. Outcome of the educational intervention was calculated through post test scores, assessment of the models by judges, and student feedback regarding tie SDL activity of model construction and presentation. Results: The comparison between scores for pre-test (8.1 ± 0.8) and post-test (12.8 ± 2.6) taken at the end showed that there was a statistically significant difference (p<0.05) in the scores. Evaluation of the model showed that groups scored well for all criteria except in their ability to answer queries. Students strongly supported Competitiveness (87%) and group discussions (79%). Some agreed that this activity was time consuming and tiring (45%). Conclusion: Application of a Physiological concept in form of case scenarios acted as a trigger hence the search for answers initially generated interest and curiosity. The active engagement learning strategy resulted in knowledge gain as evidenced by student's performance in the post test and their ability to represent information on a physical model. Conventional teacliing can be accompanied by similar strategies which are realistic, assure student participation and desirable learning outcomes. [ABSTRACT FROM AUTHOR]

Conceptualising feedback as dialogue places even greater importance on successful interpretation of the message as a crucial step leading to the uptake of feedback. This interpretation is not always straightforward as it takes place through a cultural and linguistic lens that international students bring to feedback conversations. This research explored the role that sociocultural competence plays in students' uptake of feedback, unpacking the broader role of language and culture in feedback. Interviews with 13 European science, technology, engineering and medicine (STEM) students uncover the variety of experiences and conceptualisations that influence their interpretation of feedback messages. At a theoretical level, the findings call for a greater consideration of the cultural dimension in feedback literacy discourse; at a practical level they call for a greater consideration for developing sociocultural competence for students transitioning to new cultural contexts. [ABSTRACT FROM AUTHOR]

Anonymous peer feedback has long been used as a common activity in higher education, yet few studies have systematically tracked students' perceived comfort levels over time, and even fewer have compared givers' and receivers' comfort under this intervention. To address this gap, the present study tracked 40 Chinese university students over eight weeks (four weeks' non-anonymous and four weeks' anonymous condition). Based on quantitative data (comfort ratings) and qualitative data (feedback texts and survey responses), it found that students overwhelmingly favoured the anonymous mode, reporting significantly higher comfort ratings at the peer and class-level dimensions. Additionally, they assigned significantly higher comfort values to the giver role where they could expose and exchange more private feelings with peers as if they were in a masked ball. Pedagogical implications are given to inform and improve feedback activities. [ABSTRACT FROM AUTHOR]

This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales. [ABSTRACT FROM AUTHOR]

The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils' perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders' views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention. [ABSTRACT FROM AUTHOR]

The cognitive and behavioral deficits associated with air pollution exposure may have far-reaching negative effects on children's scholastic achievement. Moreover, air pollution may be conditioning the success of educational investments that support students who face greatest levels of societal adversity. This study examined the direct main effects of cumulative neurotoxicological exposure on annual reading improvement. We also tested the statistical interaction (i.e., moderation) of neurotoxicological exposure and academic intervention sessions on annual reading improvement for a large sample of ethnic minority (95%) elementary school children (n = 6080, k-6th grade) enrolled in a standard literacy enrichment program. These children were all behind grade level in reading and attended predominantly low-income schools (n = 85) in urban settings across the state of California. Multi-level modeling assessments accounted for random effects associated with school and neighborhood environments, and incorporated extensive individual, school, and community level covariates. Findings show individual elementary students of color to progress less in reading when exposed to greater accumulations of neurotoxin air pollution in their home and school environments, with the average deficit equivalent to 1.5 weeks of learning delay per year. Findings also show neurotoxicological exposure to diminish the efficacy of literacy intervention sessions received on reading improvement throughout the school year. Results suggest that pollution abatement can be a salient strategy to help bridge the child educational achievement gap. In addition to several methodological strengths, this study is one of the first to show that ambient pollution can undermine program efficacy of a literacy enrichment program. [ABSTRACT FROM AUTHOR]

Objective: Patients' roles in reducing pressure injuries (PIs) are emphasised in clinical guidelines, although patients' preferences are undetermined. This study evaluated the effects of a pilot six-month educational intervention on patient participation in PI prevention. Method: A convenience sampling method was used to select patients admitted to medical-surgical wards at one of the teaching hospitals in Tabriz, Iran. This is a one-group pre-test and post-test interventional study, conducted via quasi-experimental design. Using a pamphlet, patients received education in preventing PIs. Data collected before and after intervention through a questionnaire were analysed using descriptive and inferential statistics (McNemar and paired t-tests) in SPSS software (IBM Corp., US). Results: The study cohort consisted of 153 patients. Findings revealed that the knowledge of the patients about PIs, patients' ability to talk with the nurses, information received about PIs, and patients' ability to participate in decisions related to PI prevention had significantly increased following the intervention (p<0.001). Conclusion: Educating patients can improve their knowledge to enable them to participate in PI prevention. The findings of this study suggests further research is necessary on factors influencing patients' participation in such self-care behaviours. [ABSTRACT FROM AUTHOR]

Copyright of Enfermeir@s is the property of Colegio Oficial de Enfermeria de Lugo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Diabetic patients are not often aware of relationship between diabetes mellitus (DM) and periodontal diseases, and the researchers recommend further knowledge enhancement of diabetic patients in this regard. This study aimed to enhance oral health knowledge of diabetic adults via an educational intervention. Methods: In this interventional study, three private offices of endocrinologists specialized in treatment of DM were selected for the recruitment of participants. In total, 120 diabetic adults (40 from each office) took part in an educational intervention in three groups (patients from each office made up one group): (I) physician-aid, (II) researcher-aid, and (III) social media. In group (I), participants received educational materials (brochure and CD) from their endocrinologist, in group (II) participants received educational materials from researcher. Group (III) joining an educational group in WhatsApp for 3 months. A self-reported standard questionnaire was filled out by the patients before, and after the intervention to assess oral health knowledge. Data were analyzed by SPSS version 21 using independent t-test, Mann-Whitney test, Chi-square test, and ANCOVA. Results: The mean oral health knowledge score increased in all three groups after the educational interventions (P < 0.001); the highest increase occurred in the social media group. Toothbrushing twice daily or more had the greatest improvement in the physician-aid group compared with the other two groups (P < 0.001). The greatest improvement in dental flossing once daily or more occurred in the social media group (P = 0.01). The mean level of the hemoglobin A1c (HbA1c) decreased in all three groups, but not significantly (P = 0.83). Conclusion: The results showed that educational interventions enhance oral health knowledge, and improve the behavior of diabetic adults. The education via the social media can be an efficient method for knowledge enhancement of diabetic patients. [ABSTRACT FROM AUTHOR]

Several studies have confirmed the importance of career education in promoting career development in children. This study aims to test whether specific career education interventions would develop new conceptions about career choice and career attainment in kindergarten pupils. The intervention was conducted directly by teachers who were adequately trained and supervised. The career conceptions were assessed in experimental and control groups through the Conceptions of Career Choice and Attainment protocol, before and after career education intervention. The results showed that the two groups started from the same level and increased their conceptions over time. However, the experimental groups increased them much more, and statistically significantly, than the control groups.

Background: There is a widespread gap among medical professionals about transgender, and it needs to be addressed through proper educational intervention to inculcate positive attitudes toward transgender people. Aim: This study aimed to assess the attitude of medical undergraduate students toward transgender and change thereafter by educational intervention. Materials and Methods: A total of 169 final-year undergraduate students (aged 22–25 years; 50.3% males; all having heterosexual orientation) were assessed for their attitudes toward transgender people using the Genderism and Transphobia Scale (GTS) and Attitude toward Transgender Individuals Scale (ATTIS). Subsequently, an educational intervention was conducted. The attitude scores were again evaluated immediately and after one month of post-intervention. A paired t-test, independent-samples t-test, and analysis of variance (ANOVA) were used to compare the data. Results: Mean ATTIS and GTS scores before intervention were 67.02 ± 9.20 and 80.84 ± 26.07, respectively. After the educational intervention, these scores were 79.27 ± 7.18 and 63.20 ± 12.11, respectively, thus showing a significant change in both scores. The change in GTS score was significantly higher in males than in females (P < 0.001) and in urban than in rural residents (P = 0.017). No significant association of demographic factors was observed concerning the change in ATTIS scores. On evaluating the recall value, no significant decline in GTS or ATTIS scores was observed following a one month of interval. Conclusion: There is a need to positively reinforce these changes brought about by educational intervention in the attitude of undergraduate medical students toward transgender people. Such cognitive gains are achievable in developing a humanistic society.

Introduction: Demographic transition enhanced the proportion of geriatric population in India. Senior citizens experience progressive economic dependency for their daily survival. The Government of India provides economic assistance through social welfare schemes. However, inadequate awareness of schemes is the key reason for its low utilization. The present study was implemented to evaluate knowledge and utilization of social welfare schemes and also to assess the effect of educational intervention on awareness of elderly persons about welfare schemes. Materials and Methods: A community-based interventional study carried out from July to December 2022. A structured 'TIV intervention' comprised of 'Training module', 'Interactive sessions' and 'Village Health Meeting' was administered on 839 elderly persons in one of the rural blocks of Mahabubnagar district of Telangana State of India. Community health workers were actively involved in sensitization sessions. Pre- and postintervention questionnaires were completed through face-to-face interview with participants by trained social workers. The statistical analysis was performed using SPSS Version 20 Software. Results: There was a statistically significant improvement in awareness levels and utilization of social welfare schemes due to TIV intervention (P < 0.001, SD = 3.01vs 1.21). The awareness of schemes was significantly greater among males, literates, socioeconomic scale of classes 1 and 2 and with age group of 60-70 years. Conclusions: Simple, cost-effective intervention can make significant gain in awareness and utilization levels of social welfare schemes among elderly population. 'Traditional Village Meetings' can be used as a potential opportunity to sensitize community members about social welfare schemes.

Purpose/Aim: Adverse drug reactions (ADRs) are significantly under-reported worldwide. The aim of this study was to assess the impact of educational interventions (EIs) on knowledge, attitude, and practice (KAP) of hospital resident doctors and faculty members and compare ADR reporting in EI (medical specialties) vs. non-EI (surgical specialties) in these two cadres of doctors. Materials and Methods: This study was a prospective comparative study conducted in two groups (EI and non-EI) in resident doctors and faculty members working at a tertiary care hospital. EI group (medical specialties) were provided with EI to increase awareness about ADR reporting, whereas in non-EI group (surgical specialties), no EI was provided and they served as control. Respondents were asked to fill a pretest questionnaire followed by interactive EI in EI group and posttest questionnaire in both groups. The impact of EI among respondents was evaluated by their response to questionnaire and number of ADRs reported after intervention. Results: Total (n = 202) respondents were enrolled in the study. The number of resident doctors and faculty members in each group were (n = 101 [50%]). Overall, (n = 100 [49.5%]) were from the medical and (n = 102 [50.5%]) from surgical specialty. Post-EI period, there was statistically significant improvement in KAP domains. Conclusion: Our study serves as credible evidence that through EI; statistically significant improvement in KAP of resident doctors and faculty members in both medical and surgical specialties toward ADR reporting and existing pharmacovigilance system can be achieved.

Background: Adolescence is the transitional phase of age that links childhood to adulthood. Adolescence constitutes about one-sixth of the world’s population today. Among adolescents, girls are vulnerable, as it is a period of rapid growth & development and their dietary behaviors are not as per their requirements. Objectives: To assess the effectiveness of educational intervention for improving dietary behavior and perceptions on nutrition of school going adolescent girls. Study type, settings & duration: This was a Quasi Experimental study conducted in a private school in district Gujrat Punjab Pakistan from May to August 2019. Methodology: A quasi experimental study design was conducted on school going adolescent girls aged 10-18 years. Convenient sampling technique was used to enroll 168 students (for baseline as well as follow up). A standard tool adapted from WHO, contextualized for the study population and pretested was used to assess the adolescent girls’ knowledge on nutrition and improving dietary practices. After a baseline assessment (pre-test), an educational workshop was conducted and post-test was carried after a span of one month. Using SPSS, the differences in knowledge attitude and practices were determined in by undertaking paired T-test. Results: Among 168 students, only 5.4% (n=9) knew at baseline about the expert’s advice of servings of fruits and vegetables people ate at a minimum in one day, while in follow up-test a significant increase was shown in 47.6% (n=80) students, p-value (

El presente estudio examinó el efecto de tres intervenciones socioeducativas en estudiantes de Magisterio sobre la reducción del estigma: un juego formativo denominado Stigma-Stop, programa basado en el contacto directo entre estudiantes y pacientes con problemas de salud mental y, en tercer lugar, la emisión de un documental junto con la charla de un profesional. Se contó con la participación de 120 alumnos que cursaban el Grado de Magisterio en Educación Infantil y de Magisterio en Educación Primaria. Se trata así de un un diseño experimental pretest-postest, en el que los participantes se dividieron de manera aleatoria en tres grupos experimentales y un grupo de control. Los resultados mostraron una reducción estadísticamente significativa del grado de estigma entre el pretest y postest en las tres intervenciones, a diferencia del grupo control que se mantuvo estable en ambas mediciones, lo cual implica que las tres intervenciones fueron eficaces en la reducción del estigma, particularmente en la dimensión de peligro y en la puntuación total.

Abstract Background Telephone triage has been established in many countries as a response to the challenge of non-urgent use of out-of-hours primary care services. However, limited evidence is available regarding the effect of training interventions on clinicians’ telephone consultation skills and patient outcomes. Methods This was a pragmatic randomized controlled educational intervention for telephone triage nurses in 59 Norwegian out-of-hours general practitioners’ (GPs) cooperatives, serving 59% of the Norwegian population. Computer-generated randomization was performed at the level of out-of-hours GP cooperatives, stratified by the population size. Thirty-two out-of-hours GP cooperatives were randomized to intervention. One cooperative did not accept the invitation to participate in the educational programme, leaving 31 cooperatives in the intervention group. The intervention comprised a 90-minute e-learning course and 90-minute group discussion about respiratory tract infections (RTIs), telephone communication skills and local practices. We aimed to assess the effect of the intervention on out-of-hours attendance and describe the distribution of RTIs between out-of-hours GP cooperatives and list-holding GPs. The outcome was the difference in the number of doctor’s consultations per 1000 inhabitants between the intervention and control groups during the winter months before and after the intervention. A negative binomial regression model was used for the statistical analyses. The model was adjusted for the number of nurses who had participated in the e-learning course, the population size and patients’ age groups, with the out-of-hours GP cooperatives defined as clusters. Results The regression showed that the intervention did not change the number of consultations for RTIs between the two groups of out-of-hours GP cooperatives (incidence rate ratio 0.99, 95% confidence interval 0.91–1.07). The winter season’s out-of-hours patient population was younger and had a higher proportion of RTIs than the patient population in the list-holding GP offices. Laryngitis, sore throat, and pneumonia were the most common diagnoses during the out-of-hours primary care service. Conclusions The intervention did not influence the out-of-hours attendance. This finding may be due to the intervention’s limited scope and the intention-to-treat design. Changing a population’s out-of-hours attendance is complicated and needs to be targeted at several organizational levels.

Background: Schools are a channel to better inform, and health educate children and adolescents about the hazards of tobacco smoking increasing their chance of stopping smoking, or even prevent its sporadic or regular use. Objective(s): To assess primary public school children’s knowledge regarding smoking, its associated factors, and to evaluate the impact of an educational session about tobacco smoking on the knowledge of school children in Alexandria Governorate, Egypt. Methods: A one- group pretest-posttest design was conducted targeting a total number of 565 primary public-school children by using a pre-designed self-administered questionnaire, as a tool for assessment of their knowledge before and after applying an educational session for them. Results: Current smokers among the participant students accounted for 6.1% (6.2% of girls vs. 5.9% of boys), while 7.1% were ever smokers. Students with good knowledge constituted 9.7%, while those with poor knowledge represented 37.7%. Five items showed less than 50% correct response before the intervention and improved significantly (p = 0.000) after the intervention, namely “Nicotine is the substance that gives the distinctive flavor of cigarettes and is also used as an insecticide”, “Cigarettes contain toxic substances such as arsenic and cyanide”, “Tobacco kills nearly half of its users”, “Drinking waterpipe (Shisha) is less harmful than cigarettes”, and “Electronic cigarettes have no harm and help in quitting smoking”. Education of the mother (beta = 0.139, p= 0.017), information on packets (beta = 0.135, p = 0.015), having a friend who is smoker (beta = -0.135, p = 0.005), having a working mother (beta = 0.131, p = 0.006), gender (beta = 0.128, p = 0.007), and smoking status (beta = - 0.119, p = 0.012) were the most important predictors of the baseline knowledge score. The total knowledge of the participating students improved significantly after intervention, there was a highly statistically significant difference in the median score before and after the intervention (9 vs. 13, p = 0.000). Conclusion: The lower incidence of smoking among the children having better knowledge combined with the revealed result of the effectiveness of the educational intervention in improving the knowledge of school children especially at that young age mandate the integration of such education among the school curricula.

ABSTRACT: Background: Oral diseases mainly caused by poor oral hygiene are a major public health problem affecting over half of the world's population. Oral hygiene education targeted at children and teenagers in schools is an important approach in addressing this problem. Folk songs in the language and cultural context children and teenagers are familiar with appears to be a promising tool and alternative to traditional oral hygiene education. Objectives: This paper aims to report how a local traditional song on oral hygiene education amongst children and teenagers in southwestern Nigeria was developed with a view to providing information on how the song can be developed in other languages as well as how other oral health education songs can be developed. Method: Oral health professionals from the University College Hospital, Ibadan, and music experts from the University of Ibadan, in collaboration with traditional/local musicians, parents/guardians, schoolteachers, and community heads, took part in the development of the song over a period of 6 months. Developing the tool involved certain processes which were validated and evaluated. These processes included developing the lyrics, choosing the type of song, creating the melody, and producing and finishing the song as an oral hygiene education tool. Written and audio documentations of the processes were done. Results: A 90-second oral hygiene education song was developed in English and later translated into Yoruba. The numerous steps, collaborations, and meetings required in the development of the song were associated with many learning opportunities including team-building, understanding cultural contexts, effective collaboration, leadership, and communication skills. Conclusions: Creating new and effective oral hygiene education tool requires various processes and multiple steps and resources. However, it is a necessary and worthy exercise in ensuring sustainable and adequate oral hygiene, especially amongst children and teenagers in underserved populations, as we move into the future.