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Breast milk feeding is vital to the health outcomes of the breastfeeding dyad. Nurses have a significant role to promote, educate, and support breastfeeding practices for breastfeeding dyads in diverse settings. Nurses should also promote breastfeeding awareness to normalize breastfeeding as the optimal food for infants. This pilot study investigated the effects of a basic breastfeeding educational module on the breastfeeding attitudes of prelicensure nursing students. There was a statistically significant change in attitudes from pretest and posttest. Developing a comprehensive breastfeeding module is a significant step to standardize education and promote breastfeeding best practices. [ABSTRACT FROM AUTHOR]

and Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. This study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. A cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students' coding proficiency and computational thinking. The results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders' coding skills, but no significant impact on computational thinking. Results caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed. • The study is a cluster randomized control trials involving multiple schools. • The CAL-ScratchJr curriculum had a positive impact on students' coding skills. • No impact was found from the curriculum on students' computational thinking. • Coding skills and computational thinking might not be related among young learners. • The CAL-ScratchJr curriculum's pedagogy and content discussed to unveil impacts. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to evaluate the impact of Woman- to-Woman, a lay health advisor (LHA)-led educational intervention on cervical cancer and human papillomavirus (HPV) knowledge in a cohort of at-risk Grenadian women. Methods: LHAs from high-risk parishes were trained in the administration of the intervention and administered the program to 78 local women. Participants completed a pre- and post-knowledge test and a session evaluation. LHAs participated in a process evaluation focus group. Results: Sixty-eight percent (68%) of participants obtained higher knowledge scores following the educational intervention. The difference between the pre- and post-test scores was statistically significant (p = 0.05). Almost 94% agreed that they were taught new and useful information by credible, community informed and responsive LHAs. Ninety percent (90%) indicated great satisfaction and high motivation to recommend to others. LHAs reported on the intervention and their community interactions. Conclusions: Results demonstrate that a LHA-led educational intervention significantly improved participants' knowledge of cervical cancer, HPV, Papanicolaou test and vaccination against HPV. Innovations: Researchers trancreated an evidenced based intervention originally designed for Latina women for Grenadian women. There is no evidence in the literature of previous LHA- cervical cancer education studies conducted in Grenada nor the Caribbean.

Textbooks are a major source in supporting instruction about reading across the world. Classroom teachers and school rely on these documents to guide the scope and sequence of instruction and expect them to provide evidence-based instructional guidelines to promote comprehension. Theories of reading comprehension are synthesized to identify vocabulary, generation of main ideas, summarization, and extrapolating inferences as sound constructs that promote comprehension. A review of textbooks from multiple continents show that most do not address evidence-based practices. Until the textbooks that support instruction on comprehension change, little can be accomplished by other means. [ABSTRACT FROM AUTHOR]

The effectiveness of evidence-based programs can be compromised if the program is not implemented with fidelity. This article describes the evaluation of an online training to improve implementation fidelity to an evidence-based HIV prevention curriculum, Reducing the Risk, through online skills-based instruction and support. Educators were randomly assigned to either the online training or a self-preparation control group. The primary outcome was the proportion of lesson activities implemented completely. Measurement of the main outcome was obtained through self-report logs, which educators were asked to complete following each of the 16 lessons taught. Data were analyzed from 162 educators. The online training group reported significantly higher overall implementation fidelity compared to the standard control group with modest effect sizes (p =.04–.051 and Cohen's d = 0.31 – 0.33). Additionally, when fidelity scores were compared for just the core activities, implementation fidelity was significantly higher for the training group compared to the control group (p =.023; d = 0.36). The online training group also reported significant improvements in knowledge of the curriculum and perceptions of knowledge and skills in role-play improvement (p <.001–.013; d = 0.40–0.62). However, many of the other secondary outcomes analyzed were not significant. Online training with video demonstrations may be an effective way to enhance implementation fidelity in educators. [ABSTRACT FROM PUBLISHER]

Maintaining fidelity to an evidence-based curriculum is important, yet educators may need to adapt to unexpected situations or particular contexts. The purpose of this study is to identify the reasons for unplanned adaptations during implementation of an evidence-based sexual health education program in California. Evaluators reviewed fidelity checklists from the implementation of 571 cohorts for activities with reported unplanned adaptations. Reasons were qualitatively coded and compared across two phases of implementation and by setting. Educators reported 319 unplanned adaptations, affecting 21.5% of the 571 cohorts and 2.9% of 13,782 activities. The most common reasons for unplanned adaptations were due to time management issues, site logistic issues, and to increase participant engagement. Over time, health educators reported fewer unplanned adaptations, particularly those due to time management, resulting in a decrease in the cohorts and activities affected. Adaptations to evidence-based curricula are necessary and often occur during implementation to fit local conditions and populations. Ongoing review of adaptation data provides an opportunity to refine training and technical assistance efforts. Guidance about the types of permitted adaptations and how to anticipate and plan for adaptations for future implementation can ensure fidelity to the core curriculum components and responsiveness to youth participants., Competing Interests: Declarations of interest None., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Abstract: This study examined the extent to which an evidence-based preschool curriculum (Head Start REDI) was sustained by 20 teachers during the year following a randomized controlled efficacy trial, when teachers were no longer required by the research project to implement the curriculum. Two quantitative measures of sustainability (teacher ratings, REDI coach ratings) and a qualitative measure (teacher interview) were collected and compared. Sustainability varied by the specific curriculum component, with higher rates of sustainability for the social–emotional component (Preschool PATHS) than for the language and literacy components. Estimates of sustainability were affected by the method of measurement, with REDI coach ratings and qualitative teacher interviews more closely aligned than teacher ratings. Responses from qualitative interviews identified the main factors that teachers thought affected sustainability. Teacher responses suggest that efforts to promote sustainability are best targeted at reducing barriers, such as competing demands, rather than simply highlighting the benefits of the new curriculum. [Copyright &y& Elsevier]