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Background/Objectives: Research has shown that athletes often have poor nutritional knowledge, particularly regarding dietary supplements. The purpose of this study was to investigate the effectiveness of an online nutrition education program in improving nutritional and dietary supplement knowledge among varsity athletes at the University of Guelph in Ontario, Canada. Methods: A total of 30 varsity athletes at the University of Guelph were randomized into experimental [n = 18] and control [n = 12] groups. A randomized wait-list controlled intervention was used, where participants in the experimental group were granted access to an online, 4-week nutrition education program, while no program was provided to the control group within the duration of the study. The program covered nutrition topics and focused on sports nutrition and dietary supplementation. Both groups were administered a validated online nutrition and dietary supplement questionnaire at baseline and post-intervention. Results: Mean baseline knowledge scores for the experimental and control groups were 13.78 ± 2.76 and 13.92 ± 2.39, respectively, and were not significantly different [p = 0.888]. Post-intervention scores were 16.28 ± 1.49 and 14.5 ± 1.88 for the experimental and control groups, respectively, [p < 0.05]. There was a significant interaction between the intervention and time on knowledge. Conclusions: These results indicate that this nutrition education program was successful in significantly improving nutritional and dietary supplement knowledge in varsity athletes. [ABSTRACT FROM AUTHOR]

Background: Menstrual hygiene management is a critical component of women’s health, and it is imperative that medical students, future healthcare providers, possess a comprehensive understanding of menstrual cups. They have emerged as a sustainable and cost-effective alternative to traditional menstrual hygiene products. This study aims to assess the awareness and knowledge about menstrual cups and menstrual hygiene among medical students. Material & Methods: A pre and post intervention study was conducted among female undergraduate medical students to assess their baseline knowledge and awareness of menstrual cups and menstrual hygiene. Subsequently, a targeted educational intervention, consisting of educational session and post-intervention assessment was conducted to assess changes in awareness. Results: Majority were from 1st professional year and between age group 18-25 years. The impact of educational intervention can be assessed by the knowledge about menstrual cups being readily available at pharmacies which has also improved from 29.7% pre-intervention to 89.8% post-intervention, showing a significant improvement in knowledge (p<0.05). The knowledge about menstrual cups being easy to use and acceptable had also increased from 32% to 86.7% post-intervention, showing a significant improvement in knowledge (p<0.05). Conclusion: This study emphasises the significance of empowering the medical students to be advocates for improved menstrual hygiene practices. These findings contribute to the ongoing efforts to promote menstrual health and hygiene in India and underscore the need for further research and interventions in this crucial area of public health. [ABSTRACT FROM AUTHOR]

The World Health Organization defined health as 'a condition of full physical, mental and social well-being'. Nutrition and food safety are intertwined and two of the most influential determinants of human health. This study primarily aimed to design and implement a specialized curriculum focused on food hygiene, and Taiwan's daily food guide to enhance health literacy among junior high students in Taiwan. A student-centered approach, based on active learning and constructivist principles, was used to engage students in interactive discussions and hands-on activities related to dietary guidelines and food hygiene. Four classrooms, with a total of 92 students, participated in this study. The students were randomized into a control group (n = 46) and an experimental group (n = 46). The average age ranged from 13 to 15 years. An illustrated questionnaire underwent pilot testing and expert review, followed by pre- and post-intervention assessments to measure knowledge improvements. The results showed a significant connection between the Taiwan daily food guide and health literacy. Although food hygiene education played a lesser role, the intervention improved students' health literacy, supporting positive health outcomes. In addition, recognizing the lack of suitable assessment tools in this field, we developed a reliable and valid illustrated questionnaire to measure the effectiveness of the intervention and track changes in students' knowledge. The questionnaire demonstrated high internal consistency (Cronbach's alpha of 0.883) and strong inter-rater reliability (intraclass correlation factor above 0.7), confirming its effectiveness as a tool for educational research. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the effects of a media literacy education intervention on adolescents' responses to digital marketing of weight-control products, focusing on media literacy, persuasion resistance efficacy, and purchase intention. Using a quasi-experimental design, the study involved 326 11th-grade students from a municipal high school in Kaohsiung City, Taiwan, with 189 students in the intervention group and 137 in the comparison group. Conducted in 2023, the intervention group participated in baseline and follow-up assessments and attended four 50 min media literacy sessions, while the comparison group completed only baseline and follow-up assessments with standard instruction. The results indicated that the media literacy intervention had positive effects on adolescents' conceptual, attitudinal, and critical media literacy, as well as their persuasion resistance efficacy in relation to digital marketing of weight-control products. However, no significant effect was observed on purchase intention. In conclusion, media literacy interventions can effectively enhance adolescents' media literacy and their ability to resist persuasion. [ABSTRACT FROM AUTHOR]

Government interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich 'Learning Behaviour Leads' and Norwich 'Engagement Coaches'. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at‐risk groups, and failed to address the macro aims of fostering a pan‐system response. [ABSTRACT FROM AUTHOR]

Copyright of Gümüshane Üniversitesi Saglik Bilimleri Dergisi is the property of Gumushane University, Faculty of Health Sciences 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 care of infants at risk of poor growth and development is a global priority. To inform new WHO guidelines update on prevention and management of growth faltering among infants under six months, we examined the effectiveness of postnatal maternal or caregiver interventions on outcomes among infants between 0 and 6 months. We searched nine electronic databases from January 2000 to August 2021, included interventional studies, evaluated the quality of evidence for seven outcome domains (anthropometric recovery, child development, anthropometric outcomes, mortality, readmission, relapse, and non-response) and followed the GRADE approach for certainty of evidence. We identified thirteen studies with preterm and/or low birth weight infants assessing effects of breastfeeding counselling or education (n = 8), maternal nutrition supplementation (n = 2), mental health (n = 1), relaxation therapy (n = 1), and cash transfer (n = 1) interventions. The evidence from these studies had serious indirectness and high risk of bias. Evidence suggests breastfeeding counselling or education compared to standard care may increase infant weight at one month, weight at two months and length at one month; however, the evidence is very uncertain (very low quality). Maternal nutrition supplementation compared to standard care may not increase infant weight at 36 weeks postmenstrual age and may not reduce infant mortality by 36 weeks post-menstrual age (low quality). Evidence on the effectiveness of postnatal maternal or caregiver interventions on outcomes among infants under six months with growth faltering is limited and of 'low' to 'very low' quality. This emphasizes the urgent need for future research. The protocol was registered with PROSPERO (CRD42022309001). [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Becoming one of the first studies in the field to do so, specially developed educational interventions (Germ's Journey), designed to teach children about respiratory tract infection prevention, were delivered to 273 pupils aged five to six across five primary schools in the U.K. The intervention aimed to increase understanding of pathogens and respiratory tract illness, transmission and infection prevention, and preparedness for future pandemics due to a lack of such resources for young children at present. To assess the impact of the intervention, children were asked five questions related to knowledge of pathogens, transmission of infection, and infection prevention directly before and after activity-based workshops, as well as one month later. Responses were scored for pupils' level of knowledge; differences in the frequency of responses between the time points were analysed using Pearson's chi-squared test. Teachers also took part in semi-structured interviews to evaluate the workshop from the educators' points of view. Children showed increased knowledge in all three areas immediately after the workshops. This improvement was retained to a lesser or equal extent one month following the learning intervention workshop. The consistent use of teaching resources and interventions such as Germ's Journey should be implemented in the school curriculum in order to increase understanding and reduce the transmission of respiratory tract illness. Specially designed activity-based workshops using a range of learning skills can help young children to understand the link between pathogens, and infection transmission and control. [ABSTRACT FROM AUTHOR]

Objectives: Summarise theory informed educational interventions for improving bowel cancer awareness and screening. Methods: A search was conducted in PubMed, EMBASE, Web of Science and CINAHL. English studies from 2016 to 2022 which implemented community-based bowel cancer awareness and/or screening education interventions for adults in Organisation for Economic Co-operation and Development countries were included. Results: Sixty-two studies were included, 32 measured both screening and awareness (24 measured screening only, 6 measured awareness only). Education interventions were grouped and summarised in five education types: lay community health education/counselling (n = 28), education material (n = 5), health professional education/counselling (n = 10), mass media (n = 5) and other (n = 19). Other included education interventions which did not fit into the four types previously mentioned. Six studies tested more than one education type. Each type within these studies were reported/summarised separately within the appropriate education type. Lay educators resulted in improved awareness and screening. Brochures were effective education materials for screening and combined with lay educators resulted in increased awareness. State-wide mass media campaigns significantly improved screening uptake for up to 2-months post-campaign. Fear and loss-framed messaging improved screening intentions compared to humour or gain-based messaging. Decision aids had limited improvements in awareness. Facebook campaign and telephone counselling had limited improvements in screening. Conclusions: Lay community health educators, brochures, and mass media campaigns occurring multiple times a year may be effective interventions in improving screening and/or awareness. Such approaches should be considered when developing community education. Education interventions should include multiple components suggested above to maximise improvements of awareness and screening.

Space travel began in 2001 and became popular in 2021 because of commercial operations. With the development of space technology and commercialization, like re-launchable rockets used to travel to space in recent years, hawse have gradually entered the space era. However, the space industry causes massive emissions, inducing some opposition to its development. It is essential to investigate the attitude of residents toward space travel and balance the pros and cons of sustainability. A quantitative analysis was adopted to test two models based on duality theory. The data were obtained from 284 samples from various regions of China and analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that the two-factor model of economic development conflicted with environmental protection. However, study two indicates that educational interventions can facilitate sustainable space travel because they mediate the relationship between economic and environmental factors. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria 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.)

Objectives: There is a paucity of literature on what contributes to 30-day readmission rates from the patient's perspective in head and neck cancer patients. Post-operatively, these patients are often discharged with multiple surgical sites and home equipment requiring education and a large responsibility upon arriving home. Patients have a unique understanding of the discharge process and rationale behind presenting for care following initial discharge. Understanding the experience of the readmitted patient may be critical in finding effective methods to prevent unnecessary readmissions. Methods: Through key-informant interviews, we assessed factors that impact readmission rates from the patient perspective. Patients were eligible if they were discharged within the last 30 days and subsequently readmitted following an admission for a head and neck cancer surgery. Inductive coding was used to analyze interview transcripts and develop themes. Results: Thirteen respondents were interviewed. 46% (n = 6) did not feel ready for discharge after the index admission. Out of these 6 patients, 83% (n = 5) felt their readmission could have been avoided. Patients often encountered unexpected events after returning home from the index admission and felt their readmissions were potentially avoidable with more information regarding what to expect at home, prior to discharge. Although medically stable upon discharge, these findings indicate some patients might be discharged sooner than they should be due to factors outside of medical indications. Conclusions: To address the various biopsychosocial components of patient care in addition to medical aspects, an otolaryngology-specific, prior-to-discharge checklist could aid in lowering 30-day readmissions. Since the amount of education each patient requires to feel competent managing their health at home varies, more work is needed to craft post-education assessments of patient/caregiver competencies for home equipment, prior to discharge to reduce avoidable readmissions. [ABSTRACT FROM AUTHOR]

Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children's Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (Englishspeaker OR 4.6; 95%CI: 1.84 - 11.54); and confidence of keeping one's child safe (English-speaker OR 3.34; 95%CI: 1.10 - 10.4). Additionally, parents who selfreported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program's success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning. [ABSTRACT FROM AUTHOR]

This article examines the effects of an education program on asthma knowledge and metered-dose inhaler (MDI) technique among asthma patients in a tertiary care hospital. The study involved 100 patients, primarily aged 55 years or older. The results indicated that the educational intervention led to significant improvements in asthma knowledge and inhaler technique. The authors highlight the importance of accurate inhaler use for effective asthma treatment and stress the need for patient education, proper inhaler technique, and regular technique reviews to enhance asthma management and patient outcomes. [Extracted from the article]

Background: Awareness regarding coping with sick days among patients with diabetes is limited. Thus, we evaluated the effectiveness of sick-day education by community pharmacists among patients with type 2 diabetes (T2D) using sick-day educational materials (sick-day cards). Methods: A cluster randomized controlled trial was conducted. Pharmacists in the intervention group educated patients with T2D on coping with sick days (adjusting medication dosage and seeking medical advice) using sick-day cards compared with the usual counseling. Differences in questionnaire scores ("Anxiety", "Intention", "Attitude", and "Knowledge" about sick days) before and after the intervention were compared between the groups. Results: Overall, 318 patients with T2D (intervention, 119; control, 199) participated in this study, and 270 (intervention, 92; control, 178) patients were examined. There were no significant differences in "Anxiety", "Intention", or "Attitude" scores between the two groups, but "Knowledge" scores improved in the intervention group. For all intervention groups (92/92), a physician reviewed and approved medication and adjustment doses for sick days on the cards. Conclusions: According to patients' responses, sick-day education using teaching materials improved patient knowledge. This may help patients and their caregivers cope with sick days appropriately through medication dose adjustment and fluid intake. Research registration number: UMIN000043161 (February 1, 2021), https://center6.umin.ac.jp/cgi-open-bin/ctr/ctr.cgifunction=brows&action=brows&recptno=R000048124&type=summary&language=J [ABSTRACT FROM AUTHOR]

Objective: Clinical guidelines recommend genetic testing when evaluating congenital and late‐onset sensorineural hearing loss (SNHL). Genetic diagnoses can provide parents additional information regarding anticipated hearing loss progression, comorbid conditions, and family planning. Additionally, obtaining a genetic diagnosis may increase parental acceptance of hearing loss and subsequent pursuit of intervention. This study evaluates the association between genetic diagnoses and hearing loss intervention. Methods: We included children ages 0–18 years with SNHL who were hearing aid or cochlear implant candidates but non‐users and underwent hearing‐loss gene panel testing prior to initiating intervention. Univariate analyses were performed to identify predictors of hearing aid fitting or cochlear implantation. Multivariate logistic regression evaluated the impact of demographic and clinical factors on subsequent intervention. Results: Of the 385 children with SNHL who underwent hearing loss gene panel testing, 111 were included. Median age was 7.5 years. 56% were underrepresented minorities, 71% were non‐White, and 71% were publicly insured. Those found to have a genetic diagnosis were 4.6 times as likely to subsequently undergo intervention (p = 0.035). Additionally, bilateral hearing loss and earlier age of genetic testing were associated with increased likelihood of intervention. Conclusion: Up to half of children with SNHL are suspected to have an underlying genetic etiology. Children diagnosed with a genetic diagnosis are significantly more likely to subsequently utilize hearing aids or cochlear implantation. This provides additional support for clinical guidelines recommending genetic testing not only due to the impact of prognostication but also on treatment decision‐making. Level of Evidence: 4 Laryngoscope, 133:1982–1986, 2023 [ABSTRACT FROM AUTHOR]

Purpose: AYAs with cancer have unique psychosocial needs, with reproductive health being a primary concern. The ECHO training program provides reproductive health communication training to individuals providing care for AYAs with cancer. The purpose of this project is to describe the growth of ECHO and evaluate changes in learner engagement over a 5-year period. Methods: ECHO is an 8-week online training program offered annually, with the program including learning modules, discussion topics and reflections, and synchronous discussions. Reflection quality scores and number of words were compared between the 5 cohorts using ANOVA with a p <.05 level of significance. Descriptive statistics summarized module topics, reflections, and synchronous discussions. Results: The average number of reflections per unique learner increased each year (1.4 in cohort 1 vs 4.1 in cohort 5), as did average length and quality of reflections (72.1 words in cohort 1 vs 203.4 words in cohort 5, p <.0001; score of 1.21 in cohort 1 vs 4.46 in cohort 5, p <.0001). The percentage of learners in attendance at synchronous discussions increased between cohorts 4 and 5 (4.8% of learners in cohort 4 vs 18.8% of learners cohort 5). Conclusions: The ECHO program has seen significant growth and improvement in learner engagement over a 5-year period. This is particularly important given that student learning outcomes in online courses can be predicted by the level of engagement with online content. Implications for Cancer Survivors: As fertility and reproductive health remain a top life goal and discussion priority for AYAs surviving cancer, increasing clinical competencies of AHPs in oncofertility is essential. [ABSTRACT FROM AUTHOR]

Abstract Background In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants’ responses to and the effect of the intervention. Methods A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826

Background The majority of adolescents are currently becoming sexually active before their 18th birthday having to battle with unsafe sexual behaviors, teenage pregnancies, sexually transmitted infections, and school dropouts. The study designed and tested the effect of integrated reproductive health lesson materials in a Problem-Based pedagogy (PBP) to enhance safe sexual behaviors among adolescents in Tanzania.Methods Clustered Randomized Controlled Trial was adopted among 660 adolescents in Tanzania. The study consisted of three research arms including pure PBP, Hybrid PBP, and Lecture-Based Pedagogy (LBP). Sexual-risk Behavior Beliefs and Self-esteem Scale adopted from previous studies measured adolescents' sexual behaviors. A Statistical Analysis Software (SAS) version 9.4 was used to analyze data. Descriptive analysis established adolescents' socio-demographic profiles. Generalized Estimating Equation (GEE) determined the effect of interventions on adolescents' intentions to practice safe sexual behaviors at a 95% confidence interval and a significance level of 5%.Results Adolescents' mean age was 15 ± 1.869 years. Sums of 57.5% (n = 380) were females. 39.5% of adolescents were sexually active whereas 44.8% of them initiated sexual intercourse by the age between 10 and 12 years. The end-line findings showed that 54.9% of adolescents in the LBP group demonstrated a significant intention to unsafe sexual behaviors against 26.3% and 30.9% of adolescents in the pure PBP and Hybrid PBP groups respectively. The Difference-In-Difference odds ratio for unsafe sexual behavior among adolescents in the Hybrid PBP and pure PBP was less (AOR = 0.30; p < 0.0001; 95%CI: 0.1398, 0.5559) and (AOR = 0.30, p < 0.0002; 95%CI: 0.1386, 0.5487) contrary to a control group respectively.Conclusion The integrated RH lesson materials in a PBP can change a spectrum of sexual behavior among adolescents in Tanzania. This study suggests school teachers and health workers work together to facilitate RH lessons using PBP to enhance safe sexual behaviors among adolescents for their healthy adulthood and future investment.Trial registration: Pan African Clinical Trial Registry identifier: PACTR202009656160779..

Palliative care (PC) education is a vital and required part of hematology-oncology fellows' education to build PC skills, attitudes, and knowledge. However, previous research has shown that education in PC is inadequate. This narrative review of the literature on primary PC education during hematology-oncology fellowship programs aims at identifying the current state of PC education, existing gaps, and potential future directions for improving PC education. Fourteen articles were identified and reviewed. The types of articles included trainee and program leadership responses, and interventions designed to improve PC education. Results from each study are reported. Overall, trainees and program leadership rate current PC education as varied, often inadequate, and in need of improvement. Educational interventions show that some form of PC education increases perceived knowledge and confidence in PC skills. Future studies are needed to develop the most effective and impactful educational models. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Majority of patients with type 2 diabetes mellitus (T2DM) will eventually need insulin therapy to optimise their blood glucose level. However, there is difficulties in initiating an insulin therapy due to high refusal rate among these patients. Diabetes Conversation Maps (DCM), a tool designed to educate patients with diabetes and their family members is available in Malay language since 2008. Although DCM has been used in certain centres in Malaysia, their effectiveness has not been evaluated. Thus, we have conducted a study to assess effectiveness of DCM compared to standard counselling therapy in T2DM patients who initially refused insulin therapy by assessing acceptance rate post intervention. MATERIALS AND METHODS: A randomized control study was conducted on 88 adults T2DM patients who initially refused insulin therapy in primary care clinics in Kelantan. A total of 44 patients received group based education using a Malay version DCM whereas another 44 patients received standard individual education. Results were analysed using a Chi-square analysis and the significant result was set at p value of <0.05. RESULTS: The response rate was 97.7% and there was a significant difference in insulin acceptance between these two groups. Eighty-six percent of T2DM patients in the intervention group education eventually accepted insulin initiation compared to only 11% in the control group (p<0.001). CONCLUSION: Group education using Malay Diabetes Conversation Map on insulin initiation is effective in increasing acceptance among patients who initially refuse insulin treatment in primary care. We recommend using DCM as part of educational module to improve patient diabetic management. [ABSTRACT FROM AUTHOR]

Becoming one of the first studies in the field to do so, specially developed educational interventions (Germ’s Journey), designed to teach children about respiratory tract infection prevention, were delivered to 273 pupils aged five to six across five primary schools in the U.K. The intervention aimed to increase understanding of pathogens and respiratory tract illness, transmission and infection prevention, and preparedness for future pandemics due to a lack of such resources for young children at present. To assess the impact of the intervention, children were asked five questions related to knowledge of pathogens, transmission of infection, and infection prevention directly before and after activity-based workshops, as well as one month later. Responses were scored for pupils’ level of knowledge; differences in the frequency of responses between the time points were analysed using Pearson’s chi-squared test. Teachers also took part in semi-structured interviews to evaluate the workshop from the educators’ points of view. Children showed increased knowledge in all three areas immediately after the workshops. This improvement was retained to a lesser or equal extent one month following the learning intervention workshop. The consistent use of teaching resources and interventions such as Germ’s Journey should be implemented in the school curriculum in order to increase understanding and reduce the transmission of respiratory tract illness. Specially designed activity-based workshops using a range of learning skills can help young children to understand the link between pathogens, and infection transmission and control.

Background: In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants' responses to and the effect of the intervention. Methods: A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion: This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration: ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826 [ABSTRACT FROM AUTHOR]

Endurance runners exhibit an elevated prevalence of low bone mass and characteristics consistent with undernourishment. This quasi-experimental, pretest-posttest design study evaluated the efficacy of a 4-week nutrition education curriculum to optimize nutrition knowledge, self-efficacy, and the intake of nutrient-rich carbohydrate foods. Forty-eight adolescent endurance runners, age 15.7 ± 1.2 y, from two high schools in Southern California were recruited to complete four, weekly lessons addressing the quantity, quality, and timing of carbohydrate intake. Differences in pre- compared to post-intervention nutrition knowledge and self-efficacy to consume nutrient-rich carbohydrate foods were evaluated using paired samples t-tests. Qualitative coding of open-response questions explored changes in food intake behaviors reported by runners during the intervention. The percent of nutrition knowledge questions answered correctly increased after Lessons 1 and 2 (59.0% ± 20.0% pre- vs. 81.9% ± 22.8% post-Lesson 1; 44.7% ± 13.7% pre- vs. 74.5% ± 17.4% post-Lesson 2, P<.001) and the number of identified nutrient-rich carbohydrate foods (8.7 ± 2.7 vs. 12.4 ± 2.3, P < 0.001). Self-efficacy scores improved after all lessons (P<.001). After Lesson 2, 84% (n = 27/32) of runners increased the carbohydrate included in a snack or meal; after Lesson 4, 85% (n = 29/34) added a post-exercise snack. Frequent themes identified from questions addressing dietary changes included increasing quantity and quality of carbohydrates in snacks and meals and being more aware of food choices.Conclusions: Findings suggest that the curriculum enhanced nutrition knowledge, self-efficacy, and dietary behaviors related to intake of nutrient-dense carbohydrate foods in adolescent runners. [ABSTRACT FROM AUTHOR]

US Latina women experience disproportionately high cervical cancer incidence and mortality rates. These health disparities are largely preventable with routine pap tests and human papillomavirus (HPV) screening. This study tested the efficacy of a cervical cancer education intervention to improve risk factor knowledge, attitudes, self-efficacy, and self-reported behavior related to cervical cancer screening among low-income Latinas who had not been screened in the past 2 years, compared to a usual care control group. Low-income Latinas who had not had a pap test in the prior 2 years were recruited from three Federally Qualified Health Centers and randomly assigned to intervention and control groups, with in-person assessment at baseline and 6-month follow-up. Women in the intervention group received a one-time low-literacy cervical cancer education program through an interactive, multimedia kiosk in either English or Spanish based on their language preference. Compared to the control group, the intervention group demonstrated greater knowledge (p

The majority of adolescents are currently becoming sexually active before their 18th birthday having to battle with unsafe sexual behaviors, teenage pregnancies, sexually transmitted infections, and school dropouts. The study designed and tested the effect of integrated reproductive health lesson materials in a Problem-Based pedagogy (PBP) to enhance safe sexual behaviors among adolescents in Tanzania. Clustered Randomized Controlled Trial was adopted among 660 adolescents in Tanzania. The study consisted of three research arms including pure PBP, Hybrid PBP, and Lecture-Based Pedagogy (LBP). Sexual-risk Behavior Beliefs and Self-esteem Scale adopted from previous studies measured adolescents' sexual behaviors. A Statistical Analysis Software (SAS) version 9.4 was used to analyze data. Descriptive analysis established adolescents' socio-demographic profiles. Generalized Estimating Equation (GEE) determined the effect of interventions on adolescents' intentions to practice safe sexual behaviors at a 95% confidence interval and a significance level of 5%. Adolescents' mean age was 15 ± 1.869 years. Sums of 57.5% (n = 380) were females. 39.5% of adolescents were sexually active whereas 44.8% of them initiated sexual intercourse by the age between 10 and 12 years. The end-line findings showed that 54.9% of adolescents in the LBP group demonstrated a significant intention to unsafe sexual behaviors against 26.3% and 30.9% of adolescents in the pure PBP and Hybrid PBP groups respectively. The Difference-In-Difference odds ratio for unsafe sexual behavior among adolescents in the Hybrid PBP and pure PBP was less (AOR = 0.30; p < 0.0001; 95%CI: 0.1398, 0.5559) and (AOR = 0.30, p < 0.0002; 95%CI: 0.1386, 0.5487) contrary to a control group respectively. The integrated RH lesson materials in a PBP can change a spectrum of sexual behavior among adolescents in Tanzania. This study suggests school teachers and health workers work together to facilitate RH lessons using PBP to enhance safe sexual behaviors among adolescents for their healthy adulthood and future investment. Trial registration: Pan African Clinical Trial Registry identifier: PACTR202009656160779.. [ABSTRACT FROM AUTHOR]

Background: Evidence indicates that tailored educational resources such as e-Bug in schools can improve students' knowledge of infection prevention. This study aimed to (1) understand the feasibility of using soap use data as a proxy for measuring student handwashing behaviours and (2) refine a study method that could be implemented by local authorities and schools to assess impact as a result of the implementation of e-Bug. Design: A stepped-wedge design was employed, and 10 primary schools were randomly assigned to groups where teachers were trained to use e-Bug, either in July 2019 (early intervention group) or in January 2020 (late intervention group). Pre/post student knowledge-retention questionnaire data and soap use measurements were collected from all schools before and after the early group teachers used e-Bug. The sample included 16 soap use measures, 561 students in the early group and 601 students in the late group. Statistical analysis involved single/multivariable mixed-effects linear and logistic regression. Setting: A local authority in England. Results: In 15–18 questions, there was a significant relationship between training and students answering questions about microbes, hand/respiratory hygiene and antibiotic use/resistance correctly (degree of change varied). There was not enough power to comment on the relationship between the intervention and soap use. Conclusion: This study informs the feasibility of cluster, randomised, controlled trials in educational settings to measure the impact of educational resources. It can be used to inform future studies and highlights the need to ensure adequate sample size to estimate soap use and improve the measurement accuracy of data collection tools. [ABSTRACT FROM AUTHOR]

Objective: To assess the impact of a pharmacist-mediated education program on menstrual hygiene among adolescent girls in and around Balagangadaranatha (BG) Nagara, India., Design: Pre- and postintervention study conducted over 6 months., Setting/local Problem: Adolescent girls in India, especially in rural areas, may lack proper knowledge and a supportive atmosphere to deal with menstruation-related concerns. Many myths and taboos also make it difficult or impossible to find accurate information about menstruation and menstrual hygiene., Participants: The sample included 585 female high school students who had begun menstruation and lived in and around BG Nagara, India., Intervention: An educational training session provided information about the menstrual cycle, sanitary products, proper disposal practices, and menstrual disorders. Information addressed the psychological and social dimensions of menstruation to mitigate stigma. Educational leaflets about personal menstruation hygiene practices were also provided., Results: Pre- and posttests were administered to assess participants' knowledge of and practices regarding menstrual hygiene. Pretest scores indicated that 43.8% (n = 164) of participants had good knowledge of menstruation, 86% (n = 503) used sanitary pads, and 73.2% (n = 428) thought that increasing nutritious food was necessary during menstruation. Posttest scores indicated an increase in all areas (p < .001)., Conclusion: Health education was associated with an improvement in female high school students' knowledge of and practices related to menstrual hygiene. More menstrual health education strategies and awareness programs are needed to improve the knowledge and health of adolescent girls., (Copyright © 2024 AWHONN. Published by Elsevier Inc. All rights reserved.)

Tribal women may suffer from poor nutritional health, lack of awareness of micronutrients, reduced dietary diversity, underutilization of micronutrient supplements and locally available food resources, poor hygiene, and sanitation. This study aims to examine the impact of educational intervention on the micronutrient status of the tribal women (n = 714, 15–60 years) in 15 hamlets of Coimbatore district, Tamil Nadu, by census sampling method. Self-structured pretested questionnaires, participatory learning methods, and focus group discussions were adopted to record the background information (anthropometry, clinical signs of micronutrient deficiency, hemoglobin, and dietary assessments). Even though there was no increase in body mass index (BMI), there was a significant change in age, income, and BMI with hemoglobin levels. Impact analysis showed significant behavior change in the utilization of locally available micronutrient-rich foods, improved access to supplements, and dietary diversity. Sustained attempts to educate tribal women proved to be effective in attaining their nutritional security and in the families.

Abstract Background There is an international interest in whether improved primary care can lead to a more rational use of health resources. There is evidence that educational interventions can lead to improvements in the quality of rational prescribing and test ordering. A new national platform for shared medical records in Australia, My Health Record (MHR), poses new opportunities and challenges for system-wide implementation. This trial (CHIME-GP) will investigate whether components of a multifaceted education intervention in an Australian general practice setting on rational prescribing and investigation ordering leads to reductions in health-service utilisation and costs in the context of the use of a national digital health record system. Methods The trial will be undertaken in Australian general practices. The aim of the research is to evaluate the effectiveness of components of a web-based educational intervention for general practitioners, regarding rational use of medicines, pathology and imaging in the context of the use of the MHR system. Our target is to recruit 120 general practitioners from urban and regional regions across Australia. We will use a mixed methods approach incorporating a three-arm pragmatic cluster randomised parallel trial and a prospective qualitative inquiry. The effect of each education component in each arm will be assessed, using the other two arms as controls. The evaluation will synthesise the results embedding qualitative pre/post interviews in the quantitative results to investigate implementation of the intervention, clinical behaviour change and mechanisms such as attitudes, that may influence change. The primary outcome will be an economic analysis of the cost per 100 consultations of selected prescriptions, pathology and radiology test ordering in the 6 months following the intervention compared with 6 months prior to the intervention. Secondary outcome measures include the rates per 100 consultations of selected prescriptions, pathology and radiology test ordering 6 months pre- and post-intervention, and comparison of knowledge assessment tests pre- and post-intervention. Discussion The trial will produce robust health economic analyses on the evidence on educational intervention in reducing unnecessary prescribing, pathology and imaging ordering, in the context of MHR. In addition, the study will contribute to the evidence-base concerning the implementation of interventions to improve the quality of care in primary care practice. Trial registration ClinicalTrials.gov ACTRN12620000010998 . Registered on 09 January 2020 with the Australian New Zealand Clinical Trials Registry

Objective: The primary aim of this study was to assess the impact of an education intervention on knowledge regarding medication use in hospitalized children and adolescents.Methods: A pre-post multicentre study was conducted in pediatric wards of the hospitals in Lazio Region between July 2019-March 2021. An in-person education intervention was provided to hospitalized patients aged 6-15 years, able to understand spoken and written Italian language. Topics included: correct intake and management of medications at home. Prior and after the education intervention, we evaluated patient knowledge with a self-administered test.Results: One-hundred-and-four (n = 104) patients participated in the study. In the pre-education period, 79.8% of the patients answered correctly to at least 60% of the questions of the test; the lowest number of correct answers concerned medication intake (36.5%; 33.6%), food-drug interactions (44.2%), appropriate indication to use of antibiotics (36.5%) and antibiotic resistance (55.8%). After the education intervention, 100% of the patients completed the test correctly.Conclusion: The education intervention increased knowledge on several areas of interest, in children of different age-groups and including patients with chronic diseases.Practice Implications: Children's education is essential to encourage gradual transfer of responsibility for medication use, in ways that respect parental responsibilities and the health status and capabilities of the child. [ABSTRACT FROM AUTHOR]

Objective: Superiority experiments supply a critical lens to probe higher education interventions because they can dismantle the collective effect of a program and identify the relative contribution of the core components. However, such lines of inquiry are generally absent in higher education literature. We draw on experimental data to probe the dominant mechanisms of a simple but promising academic probation intervention. Methods: We used a 2 × 2 factorial experiment designed to unpack the effects of an academic probation intervention and identify the dominant mechanism. Within this framework, 500 academic probation students were assigned to one of four treatment conditions or a control condition. Treatment groups were assigned to receive notification of academic probation status by either certified or regular mail (factor A) that contained either a standard or embellished letter (factor B). Results: We found that students who received embellished warning letters significantly improved subsequent academic performance. The impact on performance was 0.35 grade points when notification sent by regular mail and amplified to 0.48 grade points when sent via certified mail. The routine notification communication message did not differ from the treatment as usual method regardless of mail delivery method. Conclusions: These findings suggest the availability of low-cost, scalable interventions are available and can be identified to positively impact at-risk students' academic achievement. [ABSTRACT FROM AUTHOR]

Adverse pregnancy outcomes are associated with poor oral health and low oral health literacy among expectant mothers. However, little is known about the effectiveness of Oral Health Education(OHE) interventions particularly developed for pregnant women. The aim of the systematic review was to examine the effectiveness of OHE on the knowledge, attitude, and performance towards oral health among pregnant women and their oral health/hygiene status. The electronic search was performed across: MEDLINE via PubMed, EMBASE via OVID, Cochrane Central Register of Controlled Trials, PubMed Central, Google Scholar, ClinicalTrials.gov, and ISRCTN. Randomized controlled trials and quasi studies were included with Inclusion criteria of participants being pregnant, any trimester. The education intervention was mostly compared with no intervention or a different mode of intervention. All the included studies addressed at least one of the primary objectives and/or a combination of a primary and the secondary objective. A total of 1977 papers were initially identified, of which 11 studies were included. The primary outcomes of interest were knowledge (11/11), change in attitude (3/11), change in performance (9/11), and the secondary outcome was oral health status/hygiene (6/11). Upon intervention, a significant improvement in knowledge (91%, 10/11), attitude (100%, 3/3), performance (100%, 9/9), and oral health/hygiene status (100%, 6/6) was found across the studies. Nevertheless, improvement was also observed with no intervention group across a few studies, but less than the intervention group. However, owing to the design faults and limited use of health behaviour theories across included studies only low confidence can be placed on the current evidence. [ABSTRACT FROM AUTHOR]

Background: The primary responsibility of the resident surgeon, followed by nurses, is caring for patients, with chest tube drainage, is chest tube management. The current study was conducted to assess the impact of educational intervention on chest tube management among resident surgeons and nurses. Methodology: The resident surgeons and nurses working in Hayatabad medical complex, Peshawar, Pakistan, and willing to participate in the current study were recruited. The study was conducted between January 2020 and September 2020. The pre- and post-intervention data were collected using a self-developed validated questionnaire. The parametric test was applied as the data was normally distributed. Descriptive statistics were applied to explore the study variables Results: The knowledge of the participants was significantly improved regarding the position of the drainage bottle (p<0.0001), chest tube insertion (p=0.007), and the importance of the chest tube in pneumothorax (p=0.001). Moreover, the knowledge of the participants was greatly enhanced by education intervention about the use of analgesics in relieving pain (p>0.0001) and the correct use of the Heimlich valve (p>0.0001). Overall, the education intervention significantly influenced the study participants' knowledge. Conclusion: The study showed that education intervention significantly improved the knowledge regarding chest tube. The overall knowledge of the study participants was satisfactory after the intervention. [ABSTRACT FROM AUTHOR]

Background: Dental Health Education in teachers has prominently invested the knowledge about various aspects of paediatric dentistry. Oral health theories and implementations can be augmented and reinforced by teachers who can work allied with dental professionals thereby bringing noteworthy improvement in oral health status of children. Therefore it is analytical to ascertain knowledge and positive attitude towards various aspects of paediatric dentistry of primary school teachers who are a primary care giver and mentor to children. Material and Methods: The interventional study was outlined by two stage cluster sample. A total of four thirty seven primary school teachers took part in the research where the data was first collected by a close ended questionnaire. Re-evaluation was conducted after the education intervention and the results were statistically examined. Results: Pre tests revealed that only 52% primary school teachers had sufficient knowledge and positive attitude towards various aspects of paediatric dentistry. After the education intervention, post tests revealed 75.5% primary school teacher's good knowledge and positive attitude towards various aspects of paediatric dentistry which was appreciated. It was found statistically significance after post intervention with p<0.05. Conclusion: The study observes that the there is a notable innocence and knowledge gap concerning the knowledge about oral health and various aspects of paediatric dentistry that a primary school teacher holds and this has accentuated more the requirement of education intervention among primary school teachers to bring out better oral health status in children. [ABSTRACT FROM AUTHOR]

Objectives Medication errors are frequent and affect patient safety in all the world. This review using the GRADE approach aims to identify the educational intervention which improves nursing medication competences and knowledge. Methods According to PRISMA statement, a review was conducted. Key findings In this review of nine studies, we determined that there is a lot of educational intervention aimed to improve nursing knowledge, such as traditional classroom training, simulation, e-learning, slide show presentations and the use of posters and pamphlets or mobile application. All of these can improve the medication process and nursing skills. Only three studies reached moderate, and two studies reached low-quality ratings. Conclusions Our findings show that all educational interventions can lead to medication without harm. This work will inform regulators, public health initiatives and policy makers considering the nursing educational intervention for increasing patient safety and improve medication competence and knowledge. [ABSTRACT FROM AUTHOR]

Background: There is an international interest in whether improved primary care can lead to a more rational use of health resources. There is evidence that educational interventions can lead to improvements in the quality of rational prescribing and test ordering. A new national platform for shared medical records in Australia, My Health Record (MHR), poses new opportunities and challenges for system-wide implementation. This trial (CHIME-GP) will investigate whether components of a multifaceted education intervention in an Australian general practice setting on rational prescribing and investigation ordering leads to reductions in health-service utilisation and costs in the context of the use of a national digital health record system.Methods: The trial will be undertaken in Australian general practices. The aim of the research is to evaluate the effectiveness of components of a web-based educational intervention for general practitioners, regarding rational use of medicines, pathology and imaging in the context of the use of the MHR system. Our target is to recruit 120 general practitioners from urban and regional regions across Australia. We will use a mixed methods approach incorporating a three-arm pragmatic cluster randomised parallel trial and a prospective qualitative inquiry. The effect of each education component in each arm will be assessed, using the other two arms as controls. The evaluation will synthesise the results embedding qualitative pre/post interviews in the quantitative results to investigate implementation of the intervention, clinical behaviour change and mechanisms such as attitudes, that may influence change. The primary outcome will be an economic analysis of the cost per 100 consultations of selected prescriptions, pathology and radiology test ordering in the 6 months following the intervention compared with 6 months prior to the intervention. Secondary outcome measures include the rates per 100 consultations of selected prescriptions, pathology and radiology test ordering 6 months pre- and post-intervention, and comparison of knowledge assessment tests pre- and post-intervention.Discussion: The trial will produce robust health economic analyses on the evidence on educational intervention in reducing unnecessary prescribing, pathology and imaging ordering, in the context of MHR. In addition, the study will contribute to the evidence-base concerning the implementation of interventions to improve the quality of care in primary care practice.Trial Registration: ClinicalTrials.gov ACTRN12620000010998 . Registered on 09 January 2020 with the Australian New Zealand Clinical Trials Registry. [ABSTRACT FROM AUTHOR]

Abstract Background The burden of cervical cancer continues to rise in developing economies. Women in the sub-Saharan African region have higher chances of developing cervical cancer due to a greater prevalence of related risk factors. The purpose of this study was to determine the effect of health education intervention on cervical cancer and screening perceptions of women in the Komenda, Edina, Eguafo, and Abirem (K.E.E.A) District in the Central Region of Ghana. Methods A non-equivalent control-group design was used to select church women; 396 in the intervention group and 386 in the control group, aged 11 to 70 years in the K.E.E.A District in the Central Region of Ghana. Data was collected via a validated structured interview schedule and analysed using the paired - and independent-samples t-tests, Kruskal-Wallis test, and Mann-Whitney U test. Results A comparison of the mean differences between the pre-post-test scores for the intervention and control groups showed a statistically significant difference for knowledge of cervical cancer (t = 6.22, df = 780, p = 0.001), knowledge of cervical cancer screening (t = 5.96, df = 780, p = 0.001), perceived seriousness (t = 3.36, df = 780, p = 0.001), perceived benefits (t = 9.19, df = 780, p = 0.001), and perceived barriers (t = 3.19, df = 780, p = 0.001). However, perceived susceptibility for the intervention group reduced, evidenced by a decrease in the mean (mean = − 0.12) compared to the control group (mean = 0.93) and this was statistically significant (t = 2.72, df = 780, p = 0.007). Conclusions Health education interventions are critical in improving knowledge and perceptions, and increasing self-efficacy of women about cervical cancer and screening. Trial registration ISRCTN Registry: Current Controlled Trials, ISRCTN13468198. Registered 22 March 2019.

Abstract Background Healthcare professionals are recommended to use evidence-based practice (EBP) principles to update and improve clinical practice. Well-designed educational initiatives, together with practice and feedback opportunities can improve individuals’ EBP knowledge, skills and attitudes. Methods A concurrent mixed methods assessment was designed to evaluate the effectiveness and feasibility of four monthly workshops on allied health professionals’ knowledge, skills, self-efficacy and behaviour. In between workshops, professionals were encouraged to practice and integrate EBP learnings with colleagues in their workplace. Participants completed three pre and post intervention assessments: Evidence-based Practice Confidence Scale; adapted Fresno test; and an adapted EBP Implementation Scale. A purpose designed satisfaction questionnaire was completed immediately after the educational intervention and follow up focus groups were conducted after 3 months. Mean change in assessment data was quantitatively assessed and comments from the clinician satisfaction questionnaire and focus groups were thematically analysed and interpreted together with quantitative data using the Classification Rubric for EBP Assessment tools in Education (CREATE). Results Sixteen allied health professionals participated in the EBP workshops and completed all baseline and post intervention assessments. Seven clinicians participated in follow up focus groups. All clinicians reported a positive reaction to the learning experience, preferring short monthly workshops to a full day session. They self-reported improvements in self-efficacy (mean change 15 p

Early initiation of breastfeeding could reduce infant mortality rate, as well as provide support to achieve 6 months exclusive breastfeeding. In Indonesia, to date, there has been no clear, practical and comprehensive standard procedure of early initiation implementation. This study aimed to evaluate improvement in early initiation implementation through provision of a flowchart and explanation of the early initiation implementation procedure. A study with quasi-experimental design was conducted in April to May 2018 with 42 midwives in East Jakarta, Indonesia. Subjects were divided into two groups, 21 midwives in the intervention group and 21 midwives in the control group. Midwives in the intervention group received the flowchart and an explanation of the procedure, while midwives in the control group did not receive the flowchart and were asked to practise as usual. Univariate and bivariate data analysis were applied. There was a significant difference in implementation scores between the intervention and control groups. The average score of early initiation in the intervention group was higher (97.4) than the average score in the control group (78.3). In conclusion, a flowchart of procedure significantly improved early initiation implementation and should be adapted and distributed to midwives to increase the success of early initiation implementation. [ABSTRACT FROM AUTHOR]

Educational interventions aimed at increasing concussion knowledge and attitudes are designed according to different frameworks. The aim of this systematic review of the literature was to determine the effects of educational interventions on concussion knowledge and attitudes, while providing recommendations for future research in the area of concussion education interventions. Data were extracted from 25 papers following a systematic search of the CINAHL, PubMed/Medline, Science Direct, SPORTDiscus and Web of Science scientific databases. Interventions were designed according to expert opinion and recommendations from previous research, such as knowledge transfer frameworks, the Health Belief Model, Theory of Planned Behaviour or by unknown means. Interventions were presented using PowerPoint presentations, videos, interactive computer modules, tool-kits, games and as guidelines. Interventions designed according to expert opinion increased concussion knowledge during post-intervention testing up to 2 weeks after intervention administration, and occasionally increased attitudes, with both knowledge and attitude improvements tending to return to baseline levels over-time. Interventions designed according to recommendations from previous research tend to increase both knowledge and attitudes with lack of follow-up data to determine long-term effects. Future concussion educational interventions should be designed according to expert opinion and using a knowledge transfer framework. The long-term effects of interventions require more research in order to design more effective educational tools. [ABSTRACT FROM AUTHOR]

Abstract Background HIV-infected patients often present to primary care several times with HIV-indicator conditions before diagnosis but the opportunity to test by healthcare professionals (HCPs) is frequently missed. Current HIV testing rates in primary care are low and educational interventions to facilitate HCPs to increase testing and awareness of HIV are needed. Method We implemented a pilot feasibility stepped-wedged randomised controlled trial of an educational intervention in high HIV prevalence practices in Bristol. The training delivered to HCPs including General Practitioners (GP) aimed to increase HIV testing and included why, who, and how to test. The intervention was adapted from the Medical Foundation for HIV and Sexual Health HIV Testing in Practice (MEDFASH) educational tool. Questionnaires assessed HCP feedback and perceived impacts of the intervention. HIV testing rates were compared between control and intervention practices using 12 monthly laboratory totals. Results 169 HCPs (from 19 practices) received the educational intervention. 127 (75%) questionnaires were completed. Delivery of the intervention was received positively and was perceived as valuable for increasing awareness, confidence and consideration of testing, with HCPs gaining more awareness of HIV testing guidelines. The main pre-training HIV testing barrier reported by GPs was the patient not considering themselves at risk, whilst for nurses it was a concern about embarrassing or offending the patient. Most HCPs reported the intervention addressed these barriers. The HIV testing rate increased more in the control than in the intervention practices: mean difference 2.6 (95% CI 0.5,4.7) compared with 1.9 (− 0.5,4.3) per 1000 patients, respectively. The number of HIV tests across all practices increased from 1154 in the first 6 months to 1299 in the second 6 months, an annual increase in testing rate of 2.0 (0.7,3.4) from 16.3 to 18.3 per 1000 patients. Conclusion There was a small increase in HIV testing rates over the study period, but this could not be attributed to the educational intervention. More effective and sustainable programmes tailored to each practice context are needed to change testing culture and HCP behaviour. Repeated training, supported by additional measures, such as testing prompts, may be needed to influence primary care HIV testing.

Background and aim: The European Association of Palliative Care recommends that family carers need education on the progression of dementia. This systematic review aimed to explore whether interventions incorporating education regarding the progressive nature of dementia increased carers' understanding of dementia and improved mental health and burden. Method: MEDLINE, PsycINFO and CINAHL were searched to April 2018. Randomised controlled trials with samples of family carers of someone with dementia were eligible. Included interventions involved a component aimed to increase the carer's understanding of the progression of dementia. Outcomes of interest included: knowledge of dementia, depression, burden and pre-death grief. Results: Searches identified 3221 unique citations of which 11 studies were eligible for review. Interventions ranged from 4 to 16 sessions of which 1 to 3 sessions focused on the progression of dementia. Knowledge : Two studies evaluated carers' knowledge of dementia. One found no difference between the trial arms immediately after the intervention or three months later. The second found a significant intervention effect at the end of the intervention but not at three-month follow-up. Depression: Seven studies evaluated intervention effects on depression. Meta-analysis of three trials showed significant differences in mean follow-up scores favouring intervention over control. The remaining four studies did not show differences in depression between intervention and control groups. Burden : Nine studies evaluated burden and were examined in two meta-analyses (mean scores at follow-up and mean change scores from baseline to follow-up), neither of which found a benefit for intervention over control. Using the grading of recommendations assessment, development and evaluation system, we judged the quality of evidence to be very low for depression and low for burden, knowledge and pre-death grief, reducing our confidence in any of the effect estimates. Conclusion: The evidence was not sufficient to support or refute the effectiveness of education on progression of dementia on carers' knowledge and mental health. [ABSTRACT FROM AUTHOR]

HIV/AIDS is one of the world's greatest challenges for decades with sub-Saharan Africa bearing the greatest burden of the disease. Nigeria has the second largest number of people living with HIV/AIDS in sub-Saharan Africa and has become a significant public health problem. AIDS is the leading cause of death among adolescents in Africa with 85% living in developing countries. Ogun state had a prevalence of 0.6% in year 2012 but increased to 1.6% in 2018. The main objective was to assess the effect of peer and parent-led educational intervention on HIV prevention among in-school adolescents in selected secondary schools in Ogun state Nigeria. The study population was selected in-school adolescents. The study utilized a quasi-experimental design. The multistage sampling technique was used in selecting participants. The mean age of adolescents was 14.90 ± 1.836. Less than 10% had a high level of knowledge and attitude of HIV/AIDS. The change in level of knowledge of adolescents between baseline and 8-weeks follow-up indicated a mean differences of 5.673, 7.945, 9.236 and -0.709 for the peer-led, parent-led, peer and parent-led and control groups. The interventions effected some changes in attitude of adolescents between baseline and 8-weeks follow-up. There was a mean difference of 5.800 (p < 0.01) among the adolescents in peerled group, 10.200 (p < 0.01) in parent-led intervention group, 8.200 (p < 0.01) in peer and parent-led intervention group and a reduction in mean in control group (-3.164; p < 0.01). In conclusion, parent-led intervention had a higher impact on adolescents' knowledge and attitude compared to the other intervention. [ABSTRACT FROM AUTHOR]