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ABSTRACT: Aim: This study aims to evaluate the impact of the National Tobacco Control Program initiative on the attitudes toward tobacco use and tobacco dependency among transgender individuals in Puducherry. Materials and Methods: A Quasi-experimental design was used to examine the effectiveness of the intervention. The study involved 52 transgender individuals from the SCOHD organization in Puducherry. The intervention included two awareness sessions, the Distribution of IEC materials during each session, and recreational activities for the participants. Changes in attitude toward tobacco use were measured using the Intention to Quit Tobacco questionnaire, while tobacco dependency among participants was assessed using the Fagerstrom Nicotine Dependency Scale (FNDS). Measurements were taken at baseline and third month to track the evolution of attitudes and dependency. Results: The program resulted in significant shifts in attitude and nicotine dependency among transgender individuals. This program indicated a positive trend, with an increase in individuals progressing to the contemplation and preparation stages, suggesting a growing willingness to reduce or quit tobacco use. The Fagerstrom Nicotine Dependency Scale showed a decrease in nicotine dependency over three months. Conclusion: The NTCP awareness sessions and follow-ups had a noticeable impact on altering attitudes toward tobacco use and reducing nicotine dependency among transgender individuals in Puducherry. [ABSTRACT FROM AUTHOR]

AbstractThe European Landscape Convention of 2000 identifies landscape education as a fundamental action for the protection and enhancement of landscapes. Pedagogical literature emphasizes that landscape education should aim to foster a positive attitude towards the landscape and should be pursued through education “in” the landscape, conducted via field-based experiential strategies. This study examines the impact of a landscape education approach on the attitudes of primary school teachers in training towards the landscape. A quasi-experimental study with pre-test and post-test was conducted, involving an experimental group (N = 102) in an outdoor digital storytelling lab and a control group (N = 114) in an indoor edition. Pre-test results showed no significant differences between the two groups in attitudes toward rural/natural landscapes, urban landscapes, and active engagement with the landscape. Post-test results revealed significant increases in scores only for the experimental group. These findings suggest that active, field-based landscape education can promote an appreciation of landscapes among future teachers. Future research should investigate whether teachers can promote similar attitudes in their students using analogous teaching strategies. [ABSTRACT FROM AUTHOR]

ABSTRACT: Introduction: Type 2 Diabetes Mellitus (T2DM) patients often exhibit gaps in knowledge and improper practices regarding insulin injection techniques. This quasi-experimental study aimed to assess the effectiveness of tailored health education in bridging these gaps and improving insulin injection practices among T2DM patients. Objectives: The study aimed to evaluate baseline knowledge and practices related to insulin injection techniques among T2DM patients, implement a tailored health education intervention, and assess the impact of this intervention on knowledge and practices. Methodology: Participants included T2DM patients attending rural health centers. A structured questionnaire was utilized to assess baseline knowledge and practices. Tailored health education sessions were then conducted, incorporating video-based teaching, mock demonstrations, and handouts in the local language. Post-intervention assessments were performed using the same questionnaire. Data were analyzed using appropriate statistical methods. Results: At baseline, a significant knowledge gap and improper insulin injection practices were identified among participants. Following the tailored health education intervention, a substantial improvement in participants' knowledge of insulin storage, handling, and administration was observed. The intervention also positively impacted insulin injection practices, emphasizing key areas such as handwashing, site cleansing, and needle disposal. Conclusion: This quasi-experimental study highlights the effectiveness of tailored health education in enhancing insulin injection practices among T2DM patients. The findings emphasize the potential for structured health education programs to address knowledge gaps, improve healthcare standards, and enhance the overall quality of life for individuals with T2DM. The study underscores the importance of individualized educational approaches to meet patient needs better. [ABSTRACT FROM AUTHOR]

Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children's performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children's performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children's performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children's household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children's housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering. [ABSTRACT FROM AUTHOR]

Digital technology has broadened educational opportunities in science, positioning gamification as a pivotal tool. However, its full potential in enhancing science education has not been thoroughly explored. Addressing this research gap, this study delves into the less examined aspects of gamification within science education. Employing a quasi-experimental design, it assesses the benefits of digital gamification activities, specifically using the CoSpaces Edu application (experimental group), against traditional face-to-face methods (control group). The experimental group engaged in a 3D educational digital game using Cospaces Edu, which was tailored to each grade level and covered topics from the science and technology curriculum. In contrast, the control group participated in a tabletop game addressing the same topics as those presented to the experimental group. The study involved 176 students from grades 4 to 6, focusing on how these methods impact their gameful experiences, motivation to play, and level of immersion. The results of multivariate analyses of covariance revealed statistically significant differences between the groups on all measured variables, highlighting the superiority of the CoSpaces Edu application over face-to-face activities. The study underscores the positive effects of gamification on various unexplored aspects of science and technology education, advocating for the integration of technology and diverse teaching methods. The primary conclusion is that integrating digital games into science lessons significantly enhances students' perceptions of accomplishment, challenge, playfulness, immersion, and motivation to engage in an educational game, compared to traditional face-to-face games. This study reinforces the value of technological integration in science teaching and supports the need for diversified teaching methodologies. Further research is necessary to validate this conclusion, as the study's concentration on particular age groups in a single elementary school limits the generalizability of its results. [ABSTRACT FROM AUTHOR]

Introduction: The flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science. Methods: A quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings. Results: The flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution. Conclusion: The flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

Background: Lifestyle counselling is an effective, non- invasive way to manage weight, glycemic control, blood pressure and to reduce the risk of fatal complications in hypertensives and diabetics. Objective: To assess the effectiveness of lifestyle counselling in management of hypertension and diabetes in an urban community of Manipur, India. Methods: A quasi-experimental study was conducted among 51 cases each in intervention and control groups. Study population was known cases of hypertension and/or diabetes. One-on-one lifestyle counselling was done on the four risk behaviors (unhealthy diet, insufficient physical activity, tobacco and alcohol use). Effectiveness was assessed by a modified version of WHO STEPS questionnaire and physical and biochemical measurements collected at baseline and 6 months post-intervention. Chi-square test, independent t-test and paired t-test were used. Results: There was no significant difference at baseline and post-intervention blood pressure, BMI and waist-hip ratio and random blood sugar between intervention and control group. Within group comparison showed a significant decrease in random blood sugar in the control group (p=0.044). Conclusion: Our results found no effect of the intervention among people with hypertension and diabetes. More intensive intervention sessions might be required to see a significant change in the control of hypertension and diabetes. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic created disruptions in HIV testing service utilization among men who have sex with men (MSM). The present study was to evaluate the effectiveness of an online health promotion program implemented by a community-based organization (CBO) in increasing the uptake of any type of HIV testing and home-based HIV self-testing (HIVST) over a six-month follow-up period. Participants of an observational prospective cohort study conducted during the same period served as the comparison group. This study was conducted between September 2020 and December 2021. Participants were Chinese-speaking adult MSM who were HIV-negative/unknown sero-status recruited through multiple sources in Hong Kong, China. Participants in the intervention group were exposed to the following health promotion components: (1) viewing an online video promoting HIVST, (2) visiting the project webpage, and (3) having access to a chargeable HIVST service implemented by the CBO. Among 400 and 412 participants in the intervention group and the comparison group, 349 (87.3%) and 298 (72.3%) completed follow-up evaluation at Month 6. Multiple imputation was used to replace missing values. At Month 6, participants in the intervention group reported significantly higher uptake of any type of HIV testing (57.0% versus 49.0%, adjusted odds ratios [AOR]: 1.43, p =.03) and HIVST (25.8% versus 14.8%, AOR: 2.04, p =.001), as compared to those in the comparison group. Process evaluation of the health promotion components for the intervention group was positive. Promoting HIVST is a potentially useful strategy to increase HIV testing service utilization among Chinese MSM during the pandemic. [ABSTRACT FROM AUTHOR]

This research examines the effects of the read-aloud strategy on improving reading comprehension of Grade 2 ESL learners in Lahore, Pakistan. Reading comprehension is a significant aspect of academic achievement, yet Pakistani primary students suffer because of limited proficiency in English and traditional rote-based methods of teaching. A quasiexperimental design was utilized with 50 students placed into an experimental group who received interactive read-aloud sessions, and a control group utilizing traditional methods. Literacy, inferential, and evaluative levels of comprehension are measured using pre- and post-tests. Results reflect significant comprehension gain in the experimental group with large effect sizes for all stories. The study shows the read-aloud technique to be effective. Recommendations are that read-aloud sessions must be included in the ESL curriculum and that teachers are trained in expressive reading and interactive questioning. Read-aloud methods can help build critical thinking, engagement, and literacy in ESL settings. [ABSTRACT FROM AUTHOR]

Introduction: Type 2 Diabetes Mellitus (T2DM) patients often exhibit gaps in knowledge and improper practices regarding insulin injection techniques. This quasi-experimental study aimed to assess the effectiveness of tailored health education in bridging these gaps and improving insulin injection practices among T2DM patients. Objectives: The study aimed to evaluate baseline knowledge and practices related to insulin injection techniques among T2DM patients, implement a tailored health education intervention, and assess the impact of this intervention on knowledge and practices. Methodology: Participants included T2DM patients attending rural health centers. A structured questionnaire was utilized to assess baseline knowledge and practices. Tailored health education sessions were then conducted, incorporating video-based teaching, mock demonstrations, and handouts in the local language. Post-intervention assessments were performed using the same questionnaire. Data were analyzed using appropriate statistical methods. Results: At baseline, a significant knowledge gap and improper insulin injection practices were identified among participants. Following the tailored health education intervention, a substantial improvement in participants’ knowledge of insulin storage, handling, and administration was observed. The intervention also positively impacted insulin injection practices, emphasizing key areas such as handwashing, site cleansing, and needle disposal. Conclusion: This quasi-experimental study highlights the effectiveness of tailored health education in enhancing insulin injection practices among T2DM patients. The findings emphasize the potential for structured health education programs to address knowledge gaps, improve healthcare standards, and enhance the overall quality of life for individuals with T2DM. The study underscores the importance of individualized educational approaches to meet patient needs better.

Abstract Objective This study aims to evaluate the impact of virtual simulation experiment teaching model and Massive Open Online Course (MOOC) teaching model on the teaching effect in debridement teaching. Methods The study adopted a quasi-experimental design and used virtual simulation technology to construct a virtual simulation experimental teaching platform for debridement. This study was conducted at the Second Clinical College of Wuhan University. The experimental group was composed of 135 third-year clinical medicine students in the 2020 grade, who received the virtual simulation experimental teaching model; the control group was 122 third-year students in the same major in the 2019 grade, who used the MOOC teaching model. The performance of the two groups of students was evaluated through theoretical tests and animal experiment operation. In addition, the effectiveness of the experimental teaching model and student satisfaction were evaluated through questionnaire surveys. Results The theoretical test scores and animal experiment report scores of the experimental group were significantly higher than those of the control group, and the debridement animal experiment operation time of the experimental group was shorter than that of the control group, and the difference was statistically significant (P

Background: Postpartum hemorrhage (PPH) is a leading cause of maternal morbidity and mortality worldwide. Effective management of PPH heavily relies on adherence to clinical guidelines. Mentorship programs aim to enhance healthcare providers' (HCPs) knowledge, skills, and guideline adherence, but their impact on guideline adherence needs evaluation. Objective: To evaluate the effect of a clinical mentorship program on HCPs' adherence to PPH clinical guidelines and patient outcomes at Muhima District Hospital (DH) and its associated health centers (HCs). Methods: A quasi-experimental design was used to compare HCPs' adherence to clinical guidelines before and after mentorship. Maternal outcomes were also analyzed in relation to guideline adherence. Standardized medical records provided data, and consecutive sampling included cases sequentially from medical registers. The Wilcoxon test was used to assess the effect of mentorship on adherence to guidelines. Multivariate regression analysis was performed to explore the relationship between mentorship, guideline adherence, and maternal outcomes. Results: The study included 384 women with PPH. Adherence to clinical guidelines before (96.4%) and after (95.8%) the mentorship program showed no significant change (P-value = 0.25). However, adherence to guidelines was significantly associated with better maternal outcomes (P-value < 0.001). Multivariate logistic regression indicated significantly lower odds of no complications in cases where guidelines were not followed. Adherence to guidelines (AOR = 0.061, 95% CI: 0.001- 0.026), prolonged labor (AOR = 187.25, 95% CI: 13.07- 2683.14), blood loss (AOR = 0.004 95% CI: 0.000 - 0.0008), and specific causes of PPH (AOR = 0.013, 95% CI: 0.000- 0.068) had significant associations with maternal outcomes. Conclusion: Adherence to clinical guidelines is critical for high-quality care and improved maternal outcomes in PPH cases. The study confirms the positive impact of guideline adherence on maternal outcomes, emphasizing the importance of promoting and strengthening adherence. While the mentorship program supported high adherence rates among HCPs, it alone may not be sufficient to ensure adherence, suggesting the influence of additional factors, such as training from other institutions.

Objective: This study aims to evaluate the impact of virtual simulation experiment teaching model and Massive Open Online Course (MOOC) teaching model on the teaching effect in debridement teaching. Methods: The study adopted a quasi-experimental design and used virtual simulation technology to construct a virtual simulation experimental teaching platform for debridement. This study was conducted at the Second Clinical College of Wuhan University. The experimental group was composed of 135 third-year clinical medicine students in the 2020 grade, who received the virtual simulation experimental teaching model; the control group was 122 third-year students in the same major in the 2019 grade, who used the MOOC teaching model. The performance of the two groups of students was evaluated through theoretical tests and animal experiment operation. In addition, the effectiveness of the experimental teaching model and student satisfaction were evaluated through questionnaire surveys. Results: The theoretical test scores and animal experiment report scores of the experimental group were significantly higher than those of the control group, and the debridement animal experiment operation time of the experimental group was shorter than that of the control group, and the difference was statistically significant (P < 0.05). The post-class questionnaire survey of the experimental group showed that most students were satisfied with the virtual simulation experimental teaching model and believed that it represented the future teaching trend. Conclusions: In the teaching of debridement, virtual simulation experiment is an effective t teaching model, which not only helps to improve student performance, but also significantly reduces skill operation time and is recognized by students. [ABSTRACT FROM AUTHOR]

Vocabulary learning is very crucial to be fluent in any language, specifically for second language learning. In Pakistan, teachers often rely on traditional methods like cramming or rote learning to teach vocabulary to second language learners. As a result, students associate words and their meanings with specific texts, limiting their ability to apply these words in varied contexts. To cope with this problem, the researcher employed Fleming's (2006) multimodal technique which is the Visual, Auditory, and Kinesthetic technique to teach vocabulary. The research is an experimental study. Pretests and posttests are administered to examine the impact of Visual, Auditory, and Kinesthetic techniques on vocabulary learning of SLLs (Second Language Learners). The sample is selected through stratified sampling. There are 60 students in one class. This group is taught by lesson plans based on the VAK model. The pretests and posttests are analyzed through Rcampus rubrics. After marking them through rubric the data is analyzed through an independent sample t-test. Significant results have been seen that are indicated by p value which is .000. The research is helpful for language teachers who teach vocabulary to second language learners along with students. [ABSTRACT FROM AUTHOR]

Background: The current limit on NO2 concentrations of 40 μg/m3, set by the European Union, has been regularly exceeded in Munich, Germany. This limit will likely be reduced towards the WHO recommended target of 10 μg/m3. Against this backdrop, the city implemented a selective diesel vehicle ban within the existing low-emission zone in February 2023, targeting Euro 4 and older diesel vehicles. Our study investigated the effect of Munich’s selective diesel vehicle ban on NO2 concentrations, focusing on the half-year period following its implementation. Methods: Our study utilized a synthetic control approach (primary analysis) and a controlled interrupted time series approach (secondary analysis). These quasi-experimental methodologies create a ‘counterfactual’ no-intervention scenario, enabling comparison between observed and counterfactual scenarios to estimate an intervention effect. We employed historical controls, using routine data from multiple monitoring stations located within and outside the low-emission zone for 2014 to 2022, and considered possible confounders. Results: NO2 concentrations within Munich’s low-emission zone showed overall declining trends from August 2014 to July 2023. Effects of the selective diesel vehicle ban were small and wide confidence intervals indicate large uncertainty in the magnitude and direction of the effect. At Landshuter Allee, the average intervention effect was −2.67 μg/m3 (95 %-CI = [-12.72; 7.38]), at Stachus it was −2.74 μg/m3 (95 %-CI = [-9.91; 4.42]), and at Lothstrasse it was −1.03 μg/m3 (95 %-CI = [-7.75; 5.69]). The secondary analysis confirmed these findings, reinforcing uncertainty about the effect of the intervention. Conclusion: Our study suggests that Munich’s selective diesel vehicle ban had a limited effect on lowering NO2 concentrations. Possible explanations include the ban’s focus on Euro 4 and older diesel vehicles, many exemptions to the selective ban, and unclear enforcement. This highlights that comprehensive approaches and ongoing, well-designed monitoring and evaluation are crucial for addressing urban air pollution and protecting public health.

BackgroundIntimate partner violence (IPV) is a significant public health problem, with serious consequences on women's physical, mental, sexual, and reproductive health, as well as birth outcomes. Women who encounter IPV are more likely to experience adverse birth outcomes such as low birth weight, premature delivery, and stillbirth. Although numerous studies are exploring the association between IPV and adverse birth outcomes, they merely used classical models and could not control for potential confounders. The purpose of this study was to ascertain whether there was a causation between IPV and adverse birth outcomes in sub-Saharan Africa (SSA) using a quasi-experimental statistical technique [i.e., propensity score matching (PSM) analysis].MethodThis study used the most recent (2015–22) Demographic and Health Survey (DHS) data from 20 SSA countries. A total weighted sample of 13,727 women was included in this study. IPV (i.e., sexual, physical, emotional, and at least one form of IPV) was the exposure/treatment variable and adverse birth outcomes (preterm delivery, low birth weight, stillbirth, and macrosomia) were the outcome variables of this study. PSM was employed to estimate the impact of IPV on adverse birth outcomes.ResultsThe average treatment effects (ATE) of sexual, physical, emotional, and at least one form of IPV were 0.031, 0.046, 0.084, and 0.025, respectively. Sexual, physical, emotional, and at least one form of IPV increased adverse birth outcomes by 3.1%, 4.6%, 8.4%, and 2.5%, respectively. Findings from the average treatment effect on treated (ATT) showed that women who experienced sexual, physical, emotional, and at least one form of IPV had an increased risk of adverse birth outcomes by 3.6%, 3.7%, 3.3%, and 3.0%, respectively, among treated groups.ConclusionThis study demonstrates a causal relationship between IPV and adverse birth outcomes in SSA countries, indicating a need for programs and effective interventions to mitigate the impact of IPV during pregnancy to reduce related adverse pregnancy outcomes. Furthermore, we suggest further research that investigates the causal effect of IPV on adverse birth outcomes by incorporating additional proximal variables not observed in this study.

Introduction The lack of access to quality healthcare affects nearly half of the world's population, leading to high mortality rates, particularly among children under five years old. This issue is especially prevalent in developing countries like the Democratic Republic of the Congo (DRC), which ranks fourth in child mortality rates. To address this challenge, the DRC has implemented a strategy of establishing Community Care Sites (CCS) in various health zones. Purpose This study aimed to assess the impact of Community Health Centers (CHCs) on healthcare access in the Cilundu Health Zone (HZ) in the DRC. Methodology A comparative, quasi-experimental study was conducted in two health zones: Cilundu (benefiting from CCS) and Mukumbi (non-beneficiary). The study involved 444 randomly selected participants, with 148 from the Cilundu HZ and 296 from the Mukumbi HZ. Results The study found that 75% of the population utilized the CCS for treating illnesses in children aged 0 to 5 years, primarily due to the lower costs and proximity of the facilities. Among the beneficiaries, 49.3% were able to pay for services easily, while 48.6% paid with difficulty. In contrast, in Mukumbi, 56.8% of the population paid with difficulty, and 39.2% struggled significantly. The number of cases treated increased after the introduction of the CCS. Conclusion The introduction of CCS has positively impacted access to healthcare in the Cilundu Health Zone, making healthcare more accessible and affordable for the local population.

Abstract Background We aimed to compare anticoagulation control and outcomes between usual medical care (UMC) and pharmacist-led anticoagulation services (PLAS) in patients receiving warfarin at the Tikur Anbessa Specialized Hospital (TASH), Addis Ababa, Ethiopia. Methods A quasi-experimental study was conducted, including 350 (66.7%) and 175 (33.3%) patients from the UMC and PLAS groups, respectively, from 525 patients. The time in therapeutic range (TTR) was determined using the Rosendaal method, with a TTR ≥ 65% set as the cut-off for optimal anticoagulation. The two-sample Wilcoxon rank-sum (Mann–Whitney U) test was used to compare continuous variables between groups. Categorical variables were compared between groups using Pearson’s chi-square test or Fisher’s exact test. Logistic regression and negative binomial regression analyses were conducted to identify the factors associated with suboptimal TTR and secondary outcomes, respectively, at the p values

Abstract Background Emergency ward nurses face a variety of occupational hazards due to the nature of their occupational and professional duties, which can negatively affect their health. Therefore, this study aimed to evaluate the effects of an educational intervention based on the protection motivation theory on the protective behaviors of emergency ward nurses against occupational hazards in Tehran, Iran, in 2023. Methods The present quasi-experimental study was conducted with two intervention and control groups, using a pretest-posttest design. A total of 124 nurses working in the emergency wards of four hospitals (two hospitals for the intervention group and two hospitals for the control group by random assignment) were selected by multistage sampling method. The educational intervention based on the protection motivation theory was implemented for the intervention group for three weeks. The nurses of both groups completed a demographic questionnaire and the scale of emergency ward nurses’ protective behaviors against occupational hazards before, immediately, and one month after the intervention. Data analysis was performed using descriptive and inferential methods. Results The two groups were similar in terms of demographic characteristics at the baseline (p > 0.05). Protective behaviors of emergency nurses against occupational hazards and their sub-scales (physical, chemical, biological, ergonomics, and psychosocial hazards) were higher in the intervention group than in the control group immediately and one month after the educational intervention. In addition, the measurement over time also showed the positive effect of time and educational intervention on the protective behaviors of emergency nurses against occupational hazards and their sub-scales in the intervention group. Conclusion These findings showed that the educational intervention based on the protection motivation theory can be effective and helpful in improving the protective behaviors of emergency ward nurses against occupational hazards and their sub-scales. Future studies can focus on a more specific design of this kind of intervention based on the type of occupational hazards and needs of nurses in different wards.

Abstract Background Intimate partner violence is the most common form of violence experienced by women. It has detrimental consequences. A range of determinants cause intimate partner violence and to reduce it, effective interventions are required to address the determinants. Health promotion interventions have been recommended as effective to enable people to control over the determinants and to improve health. Hence, a community based participatory health promotion intervention was developed and tested in a selected study setting. The objective was to evaluate the effectiveness of a health promotion intervention in terms of addressing knowledge, attitudes and practices related to intimate partner violence. Methods A quasi-experimental study was conducted by recruiting ninety women aged 15 to 49 years separately from two health administrative areas identified as the intervention area and the control area from the Kandy district of Sri Lanka. A pretested interviewer-administered questionnaire was used in both pre- and post-assessments. Selected groups of women from the intervention area were facilitated with a health promotion intervention to improve knowledge, attitudes and practices related to intimate partner violence. To evaluate the effectiveness of the intervention descriptive summaries and bivariate analysis were used. Results The response rate was 90.9% (N = 90) during the pre-assessment and 87.9% (n = 87) and 82.8% (n = 82) from the intervention and control areas, respectively, during the post-assessment. Statistically significant improvement was reported in the total mean score comprising knowledge, attitudes, practices and identification of determinants from 59.6 to 80.8 in the intervention area [Pre-assessment: Mean = 59.6 (standard deviation-SD) = 17.5; Post-assessment: Mean = 80.8, SD = 19.0; p

OBJECTIVE: Work stress is a serious problem for employees in primary education. This study evaluates the effects of a work stress prevention approach on emotional exhaustion and work stress determinants (job crafting behavior, quantitative and emotional demands, leadership, support, autonomy, team culture and feelings of competence), and the impact of implementation success (management commitment, employee involvement, communication during implementation) on these outcomes. METHODS: A quasi-experimental study was conducted with an intervention group (4 schools, N=102 employees) and a control group (26 schools, N=656 employees) using questionnaires at baseline (T0), one-year (T1) and two-year (T2) follow-up. Multilevel mixed model analyses were performed to test effects of condition and implementation success on changes in emotional exhaustion and work stress determinants between T0 and T2 in the intervention and control group. RESULTS: No effect were found for emotional exhaustion. Improvement of quality of leadership between T0 and T2 was significantly larger in the intervention compared to the control group. Additionally, implementation success was associated with a decrease in unnecessary demands and an increase in quality of leadership, team culture and job crafting behavior. CONCLUSIONS: This study shows no direct effect of the approach on emotional exhaustion, but it does show beneficial effects on quality of leadership. Additionally, results suggest that, when successfully implemented, the approach also has beneficial effects on other work stress determinants (ie, job crafting behavior, unnecessary demands and team culture). Results indicate that – if implemented successfully – the organizational-level intervention has the potential to improve the psychosocial work context.

Background: We aimed to compare anticoagulation control and outcomes between usual medical care (UMC) and pharmacist-led anticoagulation services (PLAS) in patients receiving warfarin at the Tikur Anbessa Specialized Hospital (TASH), Addis Ababa, Ethiopia. Methods: A quasi-experimental study was conducted, including 350 (66.7%) and 175 (33.3%) patients from the UMC and PLAS groups, respectively, from 525 patients. The time in therapeutic range (TTR) was determined using the Rosendaal method, with a TTR ≥ 65% set as the cut-off for optimal anticoagulation. The two-sample Wilcoxon rank-sum (Mann–Whitney U) test was used to compare continuous variables between groups. Categorical variables were compared between groups using Pearson's chi-square test or Fisher's exact test. Logistic regression and negative binomial regression analyses were conducted to identify the factors associated with suboptimal TTR and secondary outcomes, respectively, at the p values < 0.05, and 95% confidence interval (CI). Results: Compared with the UMC group, the patients in the PLAC group showed a significantly higher median (IQR) TTR [60.89% (43.5–74.69%) vs. 53.65% (33.92–69.14%), p < 0.001]. A significantly higher optimal TTR (≥ 65%) was achieved in the PLAC group (41.7% vs. 31.7%) than in the UMC group (p = 0.002). The odds of having a poor TTR were reduced by 43% (AOR = 0.57, 95% CI = 0.36–0.88, p = 0.01) among patients in the PLAC group compared to those in the UMC group. There were no statistically significant differences in the secondary outcomes between the groups, except for all-cause emergency visits (p = 0.003). The incidence of bleeding events decreased by 3% (IRR = 0.97, 95% CI = 0.96–0.99, p < 0.001) for every increase in INR monitoring frequency. The incidence of thromboembolic events increased by a factor of 15.13 (IRR = 15.13, 95% CI = 1.47–155.52, p = 0.02) among patients with a high-risk CHA2DS2-VASc score compared with those with a moderate score. Conclusion: Patients in the PLAC group had a significantly higher median TTR than those in the UMC group did. There were no statistically significant differences in the secondary outcomes between the groups, except for fewer all-cause emergency department visits in the PLAC group. [ABSTRACT FROM AUTHOR]

Background: Emergency ward nurses face a variety of occupational hazards due to the nature of their occupational and professional duties, which can negatively affect their health. Therefore, this study aimed to evaluate the effects of an educational intervention based on the protection motivation theory on the protective behaviors of emergency ward nurses against occupational hazards in Tehran, Iran, in 2023. Methods: The present quasi-experimental study was conducted with two intervention and control groups, using a pretest-posttest design. A total of 124 nurses working in the emergency wards of four hospitals (two hospitals for the intervention group and two hospitals for the control group by random assignment) were selected by multistage sampling method. The educational intervention based on the protection motivation theory was implemented for the intervention group for three weeks. The nurses of both groups completed a demographic questionnaire and the scale of emergency ward nurses' protective behaviors against occupational hazards before, immediately, and one month after the intervention. Data analysis was performed using descriptive and inferential methods. Results: The two groups were similar in terms of demographic characteristics at the baseline (p > 0.05). Protective behaviors of emergency nurses against occupational hazards and their sub-scales (physical, chemical, biological, ergonomics, and psychosocial hazards) were higher in the intervention group than in the control group immediately and one month after the educational intervention. In addition, the measurement over time also showed the positive effect of time and educational intervention on the protective behaviors of emergency nurses against occupational hazards and their sub-scales in the intervention group. Conclusion: These findings showed that the educational intervention based on the protection motivation theory can be effective and helpful in improving the protective behaviors of emergency ward nurses against occupational hazards and their sub-scales. Future studies can focus on a more specific design of this kind of intervention based on the type of occupational hazards and needs of nurses in different wards. [ABSTRACT FROM AUTHOR]

• Field experiment in mandatory recycling scheme tests effectiveness of door stepping. • Majority of households in mandatory recycling schemes separates waste correctly. • Minority of households is responsible for most miss sorting. • Door stepping does not influence behavior of households in mandatory schemes. • Door stepping can improve recycling behavior in voluntary recycling schemes. Household organic waste has great potential for closing nutrient cycles in agriculture. This requires proper waste separation by households. Personal communication at the doorstep potentially improves household waste separation behaviour but it is expensive and findings from existing research are mixed. Based on results of previous studies and from a quasi-experiment with non-equivalent groups design in two German municipalities, this paper argues that efficiency of personal communication depends on its context. It can positively influence behaviour when recycling is voluntary and participation rates are low. However, it has no significant effects if recycling is mandatory. One explanation could be different perceptions of recycling in mandatory and voluntary schemes. In voluntary schemes door stepping can activate the intrinsic motivation of households. In mandatory schemes, all households need to participate irrespective of intrinsic motivation. This research shows that this creates a situation in which a small share of households is responsible for almost all contamination. This can be overcome by considering extrinsic factors that affect recycling behaviour. The paper recommends further research to understand which combination of incentives, sanctions and information is efficient in affecting behaviour change in mandatory recycling schemes. [ABSTRACT FROM AUTHOR]

Objectives: Using meta-analysis to determine the effect size of the recidivism rate of participants in community correction programs that are conducted entirely in community settings. Methods: Following the Preferred Reported Items for Systematic Reviews and Meta-analyses (PRISMA), 25 qualified studies contributed 35 independent effect sizes. Results: Full participation in a program significantly reduced the recidivism rate. Participant age was a significant moderator of heterogeneity. Those aged over 18 have lower recidivism rates. Interventions that fully follow the Risk-Need-Responsivity (RNR) design principles achieved similar results to those that did not. Recidivism rates increase more than 12 months after the program ends. Conclusions: The effectiveness of community correctional programs varies depending on the participant's age. The RNR principles are not golden. The above factors should be carefully considered when conducting intervention design in the future. Results should be interpreted with caution due to the literature's high heterogeneity and low quality. [ABSTRACT FROM AUTHOR]

Background: Intimate partner violence is the most common form of violence experienced by women. It has detrimental consequences. A range of determinants cause intimate partner violence and to reduce it, effective interventions are required to address the determinants. Health promotion interventions have been recommended as effective to enable people to control over the determinants and to improve health. Hence, a community based participatory health promotion intervention was developed and tested in a selected study setting. The objective was to evaluate the effectiveness of a health promotion intervention in terms of addressing knowledge, attitudes and practices related to intimate partner violence. Methods: A quasi-experimental study was conducted by recruiting ninety women aged 15 to 49 years separately from two health administrative areas identified as the intervention area and the control area from the Kandy district of Sri Lanka. A pretested interviewer-administered questionnaire was used in both pre- and post-assessments. Selected groups of women from the intervention area were facilitated with a health promotion intervention to improve knowledge, attitudes and practices related to intimate partner violence. To evaluate the effectiveness of the intervention descriptive summaries and bivariate analysis were used. Results: The response rate was 90.9% (N = 90) during the pre-assessment and 87.9% (n = 87) and 82.8% (n = 82) from the intervention and control areas, respectively, during the post-assessment. Statistically significant improvement was reported in the total mean score comprising knowledge, attitudes, practices and identification of determinants from 59.6 to 80.8 in the intervention area [Pre-assessment: Mean = 59.6 (standard deviation-SD) = 17.5; Post-assessment: Mean = 80.8, SD = 19.0; p < 0.001) compared to the improvement in the control area from 62.2 to 63.0 (Pre-assessment: Mean = 62.2, SD = 17.3; Post-assessment: Mean = 63.0, SD = 18.9; p = 0.654). Conclusions: The intervention was effective to improve knowledge, attitudes and practices related to intimate partner violence. Hence, the present approach can be used in similar contexts to address the knowledge, attitudes and certain practices related to intimate partner violence. [ABSTRACT FROM AUTHOR]

Objective This study aims to evaluate the effect of the education given to the hemodialysis personnel on noise and noise management in the hemodialysis unit on the level of noise exposure of hemodialysis patients. Another aim of the study is to determine whether hemodialysis patients are affected by noise in the hemodialysis unit. Material and Method This quasi-experimental study was conducted at two dialysis centers in Turkey between January and May 2022, with 101 hemodialysis patients (80%) and 50 hemodialysis unit employees (90%). Noise level measurements were made before and two weeks after the noise control education was given to the staff. Results In the study, before the face-to-face education, 62% of employees stated that the noisy environment sometimes distracted them, 92% had not participated in an education on noise, and 82% wanted to receive education on this subject. After the education, it was observed that the noise level decreased on all days and hours. The average of the measurements made for a total of five days after the education decreased statistically significantly compared to the pre-education period (p<0.05). Conclusion Our study showed that the noise levels in hemodialysis units are disturbing for patients, the knowledge and awareness of the personnel on the subject is low, education programs including noise prevention and reduction strategies increase the knowledge and awareness of the personnel and rapidly turn into behaviors, and education is effective in noise control. [ABSTRACT FROM AUTHOR]

Educational technologists and practitioners have made substantial strides in developing affordable digital and tangible resources to support both formal and informal computer science instruction. However, there is a lack of research on practice-based assignments, such as Internet of Things (IoT) projects, that allow undergraduate students to design and demonstrate educational robots using digital or physical assistance, especially when it comes to computational thinking (CT) and programming skills development in association with their psycho-emotional experience. This study compares the impact of Scratch and LEGO® WeDo robotic kits on students' CT and programming skills development. A quasi-experimental approach was conducted, involving two hundred forty-six participants (n = 246), who were equally divided between Scratch and LEGO® WeDo groups. Results indicate that the LEGO® WeDo group showed greater improvement in CT and programming skills development, while designing and presenting IoT projects. Nevertheless, no significant association between motivation, grit, and CT skills was observed. The findings highlight the potential of tangible robotics in facilitating students' hands-on learning and enhancing motivation to foster CT and programming skills. This study provides a wide range of implications for instructional designers on how to use tangible robotics to support hands-on IoT projects in computer science courses. [ABSTRACT FROM AUTHOR]

Amidst the rapid integration of artificial intelligence into education, this research aims to uncover patterns and themes within student-written assignments, shedding light on the diverse impacts of AI tools on the writing process. This study explores the intricate dynamics of undergraduate EFL learners' interaction with AI-supported writing tools, focusing specifically on writing. The investigation, guided by questions about student use of AI-supported writing tools and the influence of different tools on writing quality, addresses notable gaps in the existing literature. A quasi-experimental study was conducted with purposive sampling of 62 Business Law undergraduates enrolled in a general English course at the International University of Rabat, Morocco, dividing them into two groups: one received structured AI training, while the other acted as a control group. Results revealed positive outcomes in language proficiency, creativity, organizational skills, and vocabulary use with AI assistance, emphasizing the transformative impact of AI on writing. The study also observed shifting preferences in AI writing tools, urging educators and developers to adapt to evolving user choices and promote continuous innovation in AI writing tools. [ABSTRACT FROM AUTHOR]

IntroductionMetabolic syndrome is a global health concern. It is a condition that includes a cluster of various risk factors for type 2 diabetes and cardiovascular disease. This quasi-experimental study investigates the effect of a nurse-led low-carbohydrate regimen on anthropometric and laboratory parameters in metabolic syndrome patients.MethodsThe study used a quasi-experimental design conducted at the University of Mosul; 128 participants meeting the metabolic syndrome criteria were recruited and divided into the intervention and control groups. The intervention group received personalized counseling and support in implementing a low-carb regime, while the control group received standard advice. The study participants were assessed by anthropometry, and laboratory parameters were evaluated pre- and post-intervention. Statistical data analysis was conducted using IBM-SPSS 27, including chi-square, Fisher’s exact test, t-tests, and the Mcnemar test, which were performed to compare the changes within and between groups.ResultsThe mean age of the participants in the intervention and control groups was 50.72 ± 6.43 years and 49.14 ± 6.89 years, respectively. Compared to the control group, the intervention group experienced a significant positive reduction in anthropometric measures and laboratory parameters, including weight, body mass index (BMI), waist circumference, lipid profiles, and HbA1c.ConclusionA tangible effect of nurse-led interventions based on low-carbohydrate regimens in managing metabolic syndrome was empirically authenticated. Positive changes were observed in the intervention group regarding anthropometric measures and laboratory parameters. However, future research may require a larger sample size and a longer follow-up to confirm these effects and evaluate long-term metabolic impacts.

Abstract Background Virtual simulation and face-to-face simulation are effective for clinical judgment training. Rare studies have tried to improve clinical judgment ability by applying virtual simulation and face-to-face simulation together. This study aimed to evaluate the effect of an integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program on enhancing nursing students’ clinical judgment ability and understanding of nursing students’ experiences of the combined simulation. Methods A sequential exploratory mixed-methods study was conducted in a nursing simulation center of a university in Central China. Third-year nursing students (n = 122) taking clinical training in ICUs were subsequentially assigned to the integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program arm (n = 61) or the face-to-face simulation-only arm (n = 61) according to the order in which they entered in ICU training. Clinical judgment ability was measured by the Lasater Clinical Judgment Rubric (LCJR). Focus group interviews were conducted to gather qualitative data. Results Students in both arms demonstrated significant improvement in clinical judgment ability scores after simulation, and students in the integrated arm reported more improvement than students in the face-to-face simulation-only arm. The qualitative quotes provided a context for the quantitative improvement measured by the LJCR in the integrated arm. Most of the quantitative findings were confirmed by qualitative findings, including the domains and items in the LJCR. The findings verified and favored the effect of the combination of non-immersive virtual simulation and high-fidelity face-to-face simulation integrated program on enhancing nursing students’ clinical judgment ability. Conclusions The integrated virtual simulation and face-to-face simulation program was feasible and enhanced nursing students’ self-reported clinical judgment ability. This integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program may benefit nursing students and newly graduated nurses in the ICU more than face-to-face simulation only.

Abstract Background The period after a child is discharged from hospital is generally described as challenging for the parents. Their satisfaction with the health services received is an important indicator of the quality of care. eHealth devices are increasingly used in health care to support communication with parents. Differences in levels of parental satisfaction by modality of provided care or by parental background are largely unknown. This study aimed to describe satisfaction with health care between sociodemographic groups of parents, who either received or did not receive an eHealth device for communication between parents and hospital staff as a supplement to routine care after a child’s discharge from neonatal or paediatric surgery departments. Methods Data from a quasi-experimental study was collected in the south of Sweden, between 2019 and 2021. The Pediatric Quality of Life Inventory™ (PedsQL) Healthcare Satisfaction Generic Module was used to assess the parents’ satisfaction with different dimensions of health care. Seventy parents of children hospitalized in a neonatal or a paediatric surgery department were enrolled in intervention (eHealth device, n = 36) and control (no eHealth device, n = 34) groups. Results The parents reported high overall satisfaction with the health care provided and were also highly satisfied within different dimensions of care. Moreover, they reported high satisfaction with using an eHealth device, although having support from the eHealth device was related to neither higher nor lower levels of satisfaction with care. There was a significant difference between fathers and mothers in the multivariate sub-analysis in certain instances regarding satisfaction with communication and the level of inclusion. Conclusions Parents were very satisfied with the health care provided, whether or not they received eHealth. Further research looking at groups with and without the support of an eHealth device is required to further develop future paediatric and neonatal care interventions. Communication and support through eHealth can be a tool to alleviate the distress parents experience after their child’s hospital admission, accommodate the family’s transfer to home, and increase satisfaction with care, but it needs to be evaluated before being implemented. Trial registration Clinical Trials NCT04150120, first registration 4/11/2019.

Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children’s performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children’s household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children’s housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.

BACKGROUND: Diabetes is one of the most common chronic diseases, affecting a large proportion of the global population. This study aims to evaluate the effects of individualized patient counseling on diabetes self-management. MATERIALS AND METHODS: This quasi-experimental study utilized a non-randomized two-arm pre-post design. It was conducted at the out-patient clinics of a tertiary care hospital, Gujarat, from February 2023 to August 2023. There were 300 type 2 diabetes patients who belonged to an intervention group receiving 3 monthly 30-minute individualized counseling sessions (n = 150) or a control group continuing usual care (n = 150). Assessments at baseline and 3 months post-intervention compared treatment effects. The outcomes measured were diabetes knowledge, attitudes/beliefs, medication/lifestyle adherence, self-reported quality of life, blood pressure (BP), and HbA1c. The intervention covered medication and lifestyle guidance, self-monitoring skills, barrier identification, and problem-solving with a focus on patient empowerment. The analysis compared within- and between-group changes. RESULTS: At 3 months, counseled patients showed significantly greater improvements in knowledge (difference 13.6 points), self-care abilities (lifestyle adherence difference 6.6 points), 5.9 mmHg extra drop in systolic BP, and 0.6% higher HbA1c reduction versus controls (all P < 0.05). Greater knowledge gain is strongly correlated with improved HbA1c (r = 0.42). Patients reported medication counseling as the most useful and cost and cultural dietary habits as key ongoing barriers. CONCLUSION: Individualized counseling promoted better self-management behaviors, improved clinical measures, and subjective well-being in diabetes patients versus usual care alone. Routine Counseling should be considered to complement medical management in high-risk chronic diseases.

A quasi-experimental study with a control group was carried out in the Ecuador Antarctic school to investigate the impact of a didactic guide designed to promote motivation in the learning of mathematics in third grade students. The sample consisted of 93 students, divided into an experimental group (n=34) and a control group (n=27). The experimental group received classes using the didactic guide, while the control group followed the standard curriculum. Exploratory surveys were conducted with teachers and students to understand the problem and an initial diagnostic evaluation was carried out. The didactic guide, "Exploring the World of Mathematics", included practical and playful activities designed to improve motivation and align the contents with the curricular standards. Statistical tests such as the Mann-Whitney U test and the Wilcoxon test were used to compare motivation scores between groups and to evaluate the evolution within the experimental group. Qualitative feedback was collected from teachers through a questionnaire at the end of the strategy implementation. The results showed a significant improvement in intrinsic and extrinsic motivation, as well as in academic performance, in the experimental group compared to the control group. The didactic guide was well received by the teachers, who highlighted its usefulness and effectiveness in the classroom. [ABSTRACT FROM AUTHOR]

Background: Virtual simulation and face-to-face simulation are effective for clinical judgment training. Rare studies have tried to improve clinical judgment ability by applying virtual simulation and face-to-face simulation together. This study aimed to evaluate the effect of an integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program on enhancing nursing students' clinical judgment ability and understanding of nursing students' experiences of the combined simulation. Methods: A sequential exploratory mixed-methods study was conducted in a nursing simulation center of a university in Central China. Third-year nursing students (n = 122) taking clinical training in ICUs were subsequentially assigned to the integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program arm (n = 61) or the face-to-face simulation-only arm (n = 61) according to the order in which they entered in ICU training. Clinical judgment ability was measured by the Lasater Clinical Judgment Rubric (LCJR). Focus group interviews were conducted to gather qualitative data. Results: Students in both arms demonstrated significant improvement in clinical judgment ability scores after simulation, and students in the integrated arm reported more improvement than students in the face-to-face simulation-only arm. The qualitative quotes provided a context for the quantitative improvement measured by the LJCR in the integrated arm. Most of the quantitative findings were confirmed by qualitative findings, including the domains and items in the LJCR. The findings verified and favored the effect of the combination of non-immersive virtual simulation and high-fidelity face-to-face simulation integrated program on enhancing nursing students' clinical judgment ability. Conclusions: The integrated virtual simulation and face-to-face simulation program was feasible and enhanced nursing students' self-reported clinical judgment ability. This integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program may benefit nursing students and newly graduated nurses in the ICU more than face-to-face simulation only. [ABSTRACT FROM AUTHOR]

BACKGROUND: Mental health problems are estimated to affect one in six individuals in the European Union. Fifty percent of mental disorders start in adolescence, around the age of 14. The stigma associated with having a mental health problem is one of the main barriers to seeking help for psychiatric and psychological disorders among adolescents and young adults. Interventions to reduce social stigma could contribute to increased help-seeking behavior in this population. AIMS: To assess the effectiveness of a direct contact intervention in the classroom by persons with lived experience to reduce vocational students' stigmatizing attitudes. METHOD: One person with lived experience and one first-degree relative implemented a classroom intervention lasting 90 min. Its effectiveness was measured using a quasi-experimental study with a pretest–posttest design and within-subject control. RESULTS: A total of 128 students from three different Vocational and Technical Schools from Spain participated in the study. After the intervention, statistically significant differences were observed in the scores of 11 of the 13 dimensions measured with the Spanish Mental Illness Stigma Attribution Questionnaire (AQ-27-E) and the Community Attitudes toward Mental Illness (CAMI) questionnaires. No differences associated with gender or familiarity with the mental disorder were observed. CONCLUSION: Vocational students' negative attitudes and emotions can be improved through a direct contact intervention in the classroom involving people who have experienced a mental disorder themselves. The age range for optimal results with this type of intervention appears to be 18 to 20 years. [ABSTRACT FROM AUTHOR]

This paper explores the effects of translanguaging on learners' ability to recall information when reading texts in isiXhosa as their home language and English as their first additional language. The study engaged a Solomon four quasi-experimental design with four groups of participants: two experimental groups and two control groups. Four rural Grade 4 schools comprising 215 learners aged between nine and 12 participated in the study. The results show a positive correlation between translanguaging techniques and learner performance on the ability to recall information in their home language. Regarding English, the results display a regressed but statistically non-significant performance. The study responds to concerns about the substandard reading abilities of African (Black) learners in elementary grades in South Africa and suggests an alternative multilingual approach, translanguaging, to enhance the reading abilities of multilingual learners. It demonstrates that substantial gains can be obtained in reading development in elementary grades when translanguaging techniques are exploited. [ABSTRACT FROM AUTHOR]

Background: Evaluation is recognized as one of the effective factors in forming how students learn in higher education and the quality of learning outcomes is associated with the quality of student evaluation. Formative evaluation leads learners to increase their learning and ultimately results in appropriate achievements to learners, including creativity, confidence and motivation needed for academic success. This study aimed at investigating the impact of formative evaluation on applying self-regulation learning strategies by students.Method: This quasi-experimental cross-sectional study was conducted on 68 undergraduate nursing students. A formative exam was performed for the experimental group at the end of each month. The control group was only subjected to the final exam. The use of self-regulation learning strategies was assessed before and after the intervention in two groups with Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich & De Groot. Finally the collected data were analyzed by SPSS.Results: There was no significant difference between the mean use of self-regulation strategies in the control group in pre and post-test phases (76.79±8.13 vs. 77.17±3.33, p=0.921), however the experimental group showed a significant increase in the mean use of self-regulation strategies after the intervention (94.26±6.44 vs. 77.26±9.78, p>0.001). There was no statistically significant difference in the mean scores of two groups before the intervention (p=0.89), whereas it was significant after the intervention (p> 0.001).Conclusion: Formative evaluation can significantly increase the use of self-regulation learning strategies in students. In addition to its crucial effectiveness for students' readiness to take the final exam, it can promote their independent and self-directed learning skills.

Xueyuan Zhou, Yan Li, Jun Chen, Zhou Fang, Wei Kong, Ji Wen, Qiyao Zhang Reproductive Medical Center, The Second Affiliated Hospital of Shandong University of Traditional Chinese Medicine, Jinan, Shandong, 250000, People’s Republic of ChinaCorrespondence: Ji Wen; Qiyao Zhang, Reproductive Medical Center, The Second Affiliated Hospital of Shandong University of Traditional Chinese Medicine, Jinan, Shandong, 250000, People’s Republic of China, Tel +86 531-82436297, Email 72050580@sdutcm.edu.cn; qiyaozh@163.comPurpose: Transcutaneous electrical acupoint stimulation (TEAS) can be used in patients with infertility. This study explored the impact of TEAS on brain-derived neurotrophic factor (BDNF) levels and in-vitro fertilization (IVF) outcomes in patients with infertility.Patients and Methods: This quasi-experimental study included infertile women undergoing IVF and embryo transfer (IVF-ET) at one hospital between January 2018 and December 2021. The TEAS group received TEAS before IVF, while the placebo group received mock stimulation. The primary outcomes were serum and follicular fluid (FF) BDNF expression levels. Finally, 510 and 518 participants were included in TEAS and placebo groups.Results: The serum (P< 0.001) and FF (P< 0.001) BDNF expression levels were higher in the TEAS group than in the placebo group. The TEAS group had a lower total dose of gonadotropins (P=0.007), higher fertilization rates (P=0.006), higher high-quality embryo rates (P=0.013), and higher pregnancy rates per ET (P=0.031). The subgroup analysis showed that the Val/Val genotype was associated with the differences in serum and FF BDNF between the TEAS and placebo groups (all P< 0.05).Conclusion: In conclusion, TEAS might increase serum and FF BDNF expression levels and improve IVF embryological and clinical outcomes. Patients with the Val/Val genotype might be more likely to benefit from TEAS.Keywords: transcutaneous electrical acupoint stimulation, brain-derived neurotrophic factor, infertility, in-vitro fertilization, embryo transfer, quasi-experimental study

Abstract Introduction The aim of this study was to compare maternal and neonatal outcomes in the care provided by Doula, trained lay companion, and routine midwifery care in the labor and obstetric units. In this study, only results related to maternal outcomes were presented. Method This is a quasi-experimental study, which was conducted on 150 women with low-risk pregnancies who had been selected for vaginal birth at private clinics and public hospitals of Arak, Iran. Participants were divided into three groups, two intervention groups, doula and trained lay companion, and one control group, midwife’s routine care. The intervention groups, in addition to receiving routine care from the labor and maternity units, also received support and training by doula or a trained lay companion, but 50 the control group received only routine midwifery care. In the control group and the trained companion, the samples were taken from 10 clinics of different parts of the city by random sampling method using the SIB center system. Then, among selected numbers, we randomly selected samples for each group. But in Doula group, because of limited number of samples, convenience sampling was used and all women enrolled in doula care were included in the study until the number reached 50. In each group, outcomes such as the duration of active phase and second stage of labor, as well as the severity of pain, anxiety and maternal satisfaction with birth were measured and compared with other groups. Data were collected by a researcher-made checklist, the Spielberger’s State-Trait Anxiety Inventory (STAI), the Pain Visual Assessment Scale (VAS), and the Hollins Martin’s Birth Satisfaction Scale-Revised (BSS-R). Data were analyzed by SPSS-22 statistical software using Kruskal Wallis, Chi-Square, ANOVA and Fisher’s exact tests. Findings Based on the results, the mean duration of active phase between three groups was 234.68 ± 118.74, 256.66 ± 108.75 and 279 ± 94.37 min, respectively (p = 0.022). Also, the mean duration of second stage in three groups was 10 ± 5.61, 10.35 ± 5.1 and 22.30 ± 75.57 min, respectively (p

Introduction: Aging is becoming a major challenge for policymakers. Regular exercise helps keep elderly people mobile, enhances physical and mental abilities, and to some extent delays the effects of chronic illnesses. Objectives: To evaluate the effectiveness of a multimodal intervention to increase physical activity levels among sedentary elderly living in socially and economically constrained settings. Materials and Methods: A quasi-experimental study was conducted in selected old age homes in Puducherry, South India in 2022 for 3 months. Individuals aged ≥60 years, both genders residing in selected old-age homes were included through convenience sampling. The sample size was 36 subjects per arm [three arms namely E1, E2 (intervention arms), and C (control arm)]. Baseline data collection on physical activity was collected using a semi-structured questionnaire in all three arms. The intervention arms (E1 and E2) received a multimodal intervention to promote physical activity. In addition, E1 arms were instructed to perform exercises with an “exercise partner” and to maintain a daily log. At the end of 8 weeks, follow-up data collection was done using the same questionnaire in all three arms. Data entry was done by MS Excel 2010 and analysis using SPSS version 21. Results: The mean (SD) of the days of physical activity per week and time of physical activity per day before and after the intervention among E1 and E2 were compared using paired t-tests. The difference between pre- and post-intervention was found to be statistically significant, that is, P value

Background Schizophrenia is considered as one of the top 10 leading causes of disability and life survival time threatening, which is the main cause of mental disability. There are relatively few researches on early intervention and health management for patients with mental disability in China and abroad. In particular, there is a lack of research on interventions for mental disability at different time points in China. Objective To explore the effect of disability point matching (DPM) intervention programme based on intervention mapping theory on degree of disability, negative symptoms, insight, self-esteem level and family function in patients with schizophrenia disability. Methods A quasi-experimental study design was used in the research. The patients at P1 (disability1~0.05), there were main effects and interaction effects of time and group in the APGAR score at P1 after DPM intervention (P>0.05). WHO-DASⅡ and PANSS-N scores were lower and ITAQ (P>0.05), SES, and APGAR scores were higher in the intervention group than the control group at after 8 weeks of intervention, 3 months after 8 weeks of intervention and 6 months after 8 weeks of intervention (P

Abstract Background 'Learning by doing' is a learning model based on performing actions and gaining experience. The 'nursing process' is a systematic, rational method for providing nursing care. During their university education, nursing students need to acquire the ability to promote healthy lifestyles. Objective To determine the effectiveness of a learning strategy based on learning by doing and grounded in the use of the nursing process, on the lifestyle of nursing students. Methods This quasi-experimental intervention (before-after), performed over 2011–2022, involved 2300 nursing students at a university nursing school in Spain. The risk factors for chronic diseases—being a smoker, being overweight, or having high blood pressure—to which each student was exposed were recorded. Those positive for at least one risk factor selected companion students as 'support nursing students' who became responsible for designing an individualised care plan to reduce the risk(s) faced. To ensure the correct use of the nursing process, teachers approved and monitored the implementation of the care plans. Whether risk-reduction objectives were met was determined three months later. Results The students with risk factors largely improved their lifestyles (targets for reducing smoking/body weight were met) with the help of their supporting peers. Conclusions The learning by doing method demonstrated its effectiveness, improving the lifestyle of at-risk students via the use of the nursing process.