scholarly journals Evaluating the effect of an educational intervention on student midwife self-efficacy for their role as physiological childbirth advocates

2021 ◽  
Vol 96 ◽  
pp. 104628
Author(s):  
Suzanne M. Thompson ◽  
Lisa Kane Low ◽  
Luc Budé ◽  
Raymond de Vries ◽  
Marianne Nieuwenhuijze
Keyword(s):  
Educational Intervention ◽  
Self Efficacy ◽  
Physiological Childbirth

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

scholarly journals Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kristin Hjorthaug Urstad ◽  
Astrid Klopstad Wahl ◽  
Torbjørn Moum ◽  
Eivind Engebretsen ◽  
Marit Helen Andersen
Keyword(s):  
Outcome Measures ◽  
Educational Intervention ◽  
Education Program ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
Routine Care ◽  
First Year ◽  
Evidence Based ◽  
Post Transplantation ◽  
Post Transplant

Abstract Background Following an implementation plan based on dynamic dialogue between researchers and clinicians, this study implemented an evidence-based patient education program (tested in an RCT) into routine care at a clinical transplant center. The aim of this study was to investigate renal recipients’ knowledge and self-efficacy during first year the after the intervention was provided in an everyday life setting. Methods The study has a longitudinal design. The sample consisted of 196 renal recipients. Measurement points were 5 days (baseline), 2 months (T1), 6 months (T2), and one-year post transplantation (T3). Outcome measures were post-transplant knowledge, self-efficacy, and self-perceived general health. Results No statistically significant changes were found from baseline to T1, T2, and T3. Participants’ levels of knowledge and self-efficacy were high prior to the education program and did not change throughout the first year post transplantation. Conclusion Renal recipients self-efficacy and insight in post-transplant aspects seem to be more robust when admitted to the hospital for transplantation compared to baseline observations in the RCT study. This may explain why the implemented educational intervention did not lead to the same positive increase in outcome measures as in the RCT. This study supports that replicating clinical interventions in real-life settings may provide different results compared to results from RCT’s. In order to gain a complete picture of the impacts of an implemented intervention, it is vital also to evaluate results after implementing findings from RCT-studies into everyday practice.

Changes after an Educational Intervention to Teach about and Promote Forgiveness among Seminarians and Practicing Clergy

2020 ◽  
pp. 009164712092648
Author(s):  
Everett L. Worthington ◽  
Athena H. Cairo ◽  
Zhou Job Chen ◽  
Connor L. Hicks
Keyword(s):  
Christian Education ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Psychosocial Interventions ◽  
Spiritual Practice ◽  
Active Engagement ◽  
Education Programs ◽  
Central Focus ◽  
Knowledge Based ◽  
Forgiveness Intervention

Many studies of forgiveness have found that relatively short psychosocial interventions aimed at promoting forgiveness can result in noticeable increases in participants’ decisional and emotional forgiveness in their day-to-day lives. However, most of those interventions involve engagement in short psychoeducational experiential activities and participants want to forgive something. Less is known about a purely educational forgiveness intervention’s effects on participants’ subsequent knowledge and self-efficacy to promote forgiveness in their communities. This is important because educational lectures (without active engagement exercises) are often used in schools, seminars, sermons, and Christian education programs. Given the central focus of forgiveness in Christian religion and spiritual practice, we examined whether a 12-hour knowledge-based forgiveness intervention would predict increases to clergy members’ forgiveness knowledge and self-efficacy to preach about or promote forgiveness in their congregation. Intervention participants reported increased personal forgiveness, forgiveness knowledge, and intentions to make congregational forgiveness interventions in their future role as pastor. Confidence in forgiveness knowledge predicted greater intention to discuss and promote forgiveness in the congregation. Although tentative, our results suggest that providing knowledge about forgiveness might result in some personal forgiveness and increase future intentions to use forgiveness.

scholarly journals Educational intervention for parents of adolescents with chronic illness: a pre-post test pilot study

2015 ◽  
Vol 27 (3) ◽  
pp. 261-269 ◽  
Author(s):  
Christina Akre ◽  
Anne-Sylvie Ramelet ◽  
André Berchtold ◽  
Joan-Carles Suris
Keyword(s):  
Chronic Illness ◽  
Peer Support ◽  
Educational Intervention ◽  
Parental Stress ◽  
Self Efficacy ◽  
Social Life ◽  
Coping Skills ◽  
Two Phase ◽  
Shared Management ◽  
Intended Effect

AbstractObjective:This pilot experimental study tested the feasibility and intended effect of an educational intervention for parents to help them assist their adolescent child with chronic illness (CI) in becoming autonomous.Methods:A two-phase pre-post pilot intervention study targeting parents of adolescents with CI was conducted. Parents were allocated to group 1 and 2 and received the four-module intervention consecutively. Intended effect was measured through online questionnaires for parents and adolescents before, at 2 months after, and at 4–6 months after the intervention. Feasibility was assessed through an evaluation questionnaire for parents.Results:The most useful considered modules concerned the future of the adolescent and parents and social life. The most valued aspect was to exchange with other parents going through similar problems and receiving a new outlook on their relationship with their child. For parents, improvement trends appeared for shared management, parent protection, and self-efficacy, and worsening trends appeared for coping skills, parental perception of child vulnerability, and parental stress. For adolescents, improvement trends appeared for self-efficacy and parental bonding and worsening trends appeared for shared management and coping skills.Conclusion:Parents could benefit from peer-to-peer support and education as they support the needed autonomy development of their child. Future studies should test an online platform for parents to find peer support at all times and places.

Evaluation of an Online Educational Intervention to Increase Knowledge and Self-efficacy in Disaster Responders and Critical Care Transporters Caring for Individuals with Developmental Disabilities

2019 ◽  
Vol 13 (4) ◽  
pp. 677-681
Author(s):  
Zachariah S. Edinger ◽  
Kelly A. Powers ◽  
Kathleen S. Jordan ◽  
David W. Callaway
Keyword(s):  
Critical Care ◽  
Developmental Disabilities ◽  
Online Education ◽  
Patient Outcomes ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Developmentally Disabled ◽  
Convenience Sample ◽  
Quasi Experimental ◽  
Overall Performance

ABSTRACTObjectiveDisability-related education is essential for disaster responders and critical care transporters to ensure positive patient outcomes. This pilot study evaluated the effect of an online educational intervention on disaster responders and critical care transporters’ knowledge of and feelings of self-efficacy about caring for individuals with developmental disabilities.MethodsA 1-group, pretest-posttest, quasi-experimental design was used. A convenience sample of 33 disaster responders and critical care transporters participated.ResultsOf the 33 participants, only 24% had received prior education on this topic, and 88% stated that such education would be beneficial to their care of patients. Nineteen participants completed both the pretest and posttest, and overall performance on knowledge items improved from 66% correct to 81% correct. Self-efficacy for caring for developmentally disabled individuals improved, with all 10 items showing a statistically significant improvement.ConclusionOnline education is recommended to improve the knowledge and self-efficacy of disaster responders and critical care transporters who care for this vulnerable population after disasters and emergencies. (Disaster Med Public Health Preparedness. 2019;13:677–681)

scholarly journals Effects of an educational intervention on female biomedical scientists’ research self-efficacy

2009 ◽  
Vol 15 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Lori L. Bakken ◽  
Angela Byars-Winston ◽  
Dawn M. Gundermann ◽  
Earlise C. Ward ◽  
Angela Slattery ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Self Efficacy

Improving Foot Self-Care Knowledge, Self-Efficacy, and Behaviors in Patients With type 2 Diabetes at Low Risk for Foot Ulceration

2013 ◽  
Vol 23 (6) ◽  
pp. 627-643 ◽  
Author(s):  
Lifeng Fan ◽  
Souraya Sidani ◽  
Angela Cooper-Brathwaite ◽  
Kelly Metcalfe
Keyword(s):  
Type 2 Diabetes ◽  
Pilot Study ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Self Care ◽  
Low Risk ◽  
Adult Patients ◽  
Foot Ulceration ◽  
And Behaviors

The pilot study aimed to explore the effects of an educational intervention on patients’ foot self-care knowledge, self-efficacy, and behaviors in adult patients with type 2 diabetes at low risk for foot ulceration. The intervention consisted of three sessions and was given over a 3-week period. A total of 70 eligible consenting participants were recruited for this pilot study. Fifty-six participants completed the study. The outcomes were assessed at pretest, following the first two sessions, and 3-month follow-up. The findings indicated that the foot self-care educational intervention was effective in improving foot self-care knowledge, self-efficacy and behaviors in adult patients with type 2 diabetes at low risk for foot ulceration. The findings support the effects of the intervention. Future research should evaluate its efficacy using a randomized clinical trial design, and a large sample of patients with type 2 diabetes at low risk for foot ulcerations.

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