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 Health Promotion Toolkit: An Approach for Empowering Families Caring For Children with Developmental Disabilities in Tabuk

2018 ◽  
Vol 6 (8) ◽  
pp. 1503-1511
Author(s):  
Azza Abdalla Ghoneim
Keyword(s):  
Health Promotion ◽  
Developmental Disabilities ◽  
Parental Stress ◽  
Significant Negative Correlation ◽  
Care Needs ◽  
Monitoring Method ◽  
Convenience Sample ◽  
Family Empowerment ◽  
Quasi Experimental ◽  
Children With Developmental Disabilities

AIM: The study aimed to determine the effects of the health promotion toolkit on empowering families caring for children with developmental disability. It hypothesised that health promotion toolkit would effectively improve families' empowerment and alleviate parental stress.METHODOLOGY: The research design was quasi-experimental. A convenience sample of 30 children with DD and their families enrolled at Shoaa ElAmal Center in Umluj participated. Tools were Health Promotion Assessment Sheet, Family Empowerment Scale, and the Parent Stress Index.RESULTS: The results documented significant lower levels of parental stress and higher levels of family empowerment among mothers at posttest than pretest. A significant negative correlation between family empowerment and parental stress was reported.CONCLUSION: Health promotion toolkit had a positive effect on empowering families as well as lowering parental stress. Recommendation Health promotion toolkit should be integrated as a monitoring method of health care needs of health promotional activities for children with developmental disabilities.

Interactive and non-interactive e-learning in prenatal care

2021 ◽  
Vol 29 (10) ◽  
pp. 564-570
Author(s):  
Mehrnaz Geranmayeh ◽  
Zinat Keshtkar Bareghany ◽  
Mitra Zolfghari ◽  
Farahnaz Azizi
Keyword(s):  
Prenatal Care ◽  
Online Education ◽  
Self Efficacy ◽  
Online Questionnaire ◽  
Post Intervention ◽  
Learning Group ◽  
Positive Effects ◽  
Chi Squared ◽  
Quasi Experimental ◽  
E Learning

Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women's health. In Iran, online education has received growing attention because of the COVID-19 pandemic. This study aimed to compare the effects of interactive and non-interactive e-learning on midwives' knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group. The self-efficacy scores for all four studied items improved significantly in the smartphone group. The two groups' knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives. The researchers suggest using these approaches alongside conventional in-service education methods.

scholarly journals Effect of Educational Program on Outcomes of Patients Undergoing Permanent Pacemakers’ Implantation

2020 ◽  
Vol 2 (4) ◽  
pp. 13
Author(s):  
Hala H. S. Khalil ◽  
Manal S. S. Soliman ◽  
Hoda A. H. Ahmed ◽  
Enaam A. F. Hamza
Keyword(s):  
Educational Intervention ◽  
Program Implementation ◽  
Self Efficacy ◽  
Educational Program ◽  
Pacemaker Implantation ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Satisfactory Level ◽  
Quasi Experimental

Contents: Patients undergoing permanent implantable pacemaker, challenge with multiple physical, psychological along with social complications. Teaching patients the essential points involving pacemaker management can prevent complications. Aim:  The current study aimed to evaluate the effect of an educational program on outcomes of patients undergoing permanent pacemakers' implantation. Methods: A quasi-experimental pre/posttest and follow-up design were used to conduct this study. A convenient sample of 35 adult patients from both genders undergoing permanent pacemaker implantation was recruited from Beni-Suef University hospital's catheter lab, inpatient department, ICU, CCU, and outpatient cardiology clinic. Patients' interviewing questionnaire, patient performance checklist, pacemaker self-efficacy scale, and Aga Khan University Anxiety and Depression Scale were used to achieve this study's aim. Results: 91.4% of the studied patients had unsatisfactory total knowledge at the baseline, improved to 85.7% had a satisfactory knowledge immediately post educational intervention, and relatively maintained to 68.6% of them had a satisfactory level of total knowledge after four weeks of program implementation. 97.1% of the studied patients had unsatisfactory total practice at the baseline, improved to 65.7% had a satisfactory practice immediately post educational intervention, and improved to 77.1% of them had a satisfactory level of total practice after four weeks of program implementation. 71.4%, 85.7% of the studied patients were not confident at all with their ability to control symptoms and maintain their usual functions respectively before education. 91.4% of them reported a total low self-efficacy score before the educational intervention. In comparison, 45.7% were very confident in controlling symptoms and moderately confident in maintaining usual functions at the follow-up phase. Besides, 65.7 exhibited total high self-efficacy at the follow-up assessment. 57.1% of the studied patients exhibit severe anxiety at the baseline assessment, while 65.7% and 74.3% exhibit mild anxiety at the post and follow-up assessment. Conclusion: A statistically significant improvement in patients' knowledge, practice, self-efficacy, anxiety, and depression immediately and after four weeks compared to their baseline. The study recommended that the educational program be an essential part of the total management of patients undergoing implanted pacemakers.

scholarly journals The effect of career awareness on perceived career and talent development self-efficacy and career barriers among nursing students

2019 ◽  
Vol 24 (3-4) ◽  
pp. 233-247 ◽  
Author(s):  
Ebtsam Aly Abou Hashish
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Talent Development ◽  
Significant Negative Correlation ◽  
Career Barriers ◽  
Convenience Sample ◽  
Career Awareness ◽  
Nursing Curricula ◽  
Post Test ◽  
Quasi Experimental

Background Providing effective methods of raising career awareness for nursing students could affect their career self-efficacy and enable them to overcome the potential career barriers. Aims The aim of this study was two-fold: (a) to investigate the effect of career-awareness sessions on perceived career and talent development self-efficacy and career barriers among nursing students; and (b) to determine the relationship between career and talent development self-efficacy and career barriers. Methods A quasi-experimental research study with one-group, pre-test post-test design was conducted using a convenience sample of nursing students ( N = 245) who enrolled in the second year at the Technical Nursing Institute, Alexandria University, Egypt. Career Awareness Sessions (CASs) were introduced to nursing students as the study intervention. The Career and Talent Development Self-Efficacy Scale and the Career Barriers Inventory were used to measure study variables for pre- and post-awareness sessions. Results CASs had a significant effect on study variables, where the career and talent development self-efficacy score of nursing students significantly increased after sessions. Also, the career barriers score significantly decreased after sessions ( p < 0.001). A significant negative correlation between perceived career and talent development self-efficacy and career barriers was found ( p < 0.001). Conclusions Nursing curricula should prepare nursing students by offering continuous educational opportunities to assist them in enhancing their talent development self-efficacy needed for their professional roles and to overcome their potential career barriers.

The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy

2021 ◽  
pp. 136216882110046
Author(s):  
Brett Milliner ◽  
Blagoja Dimoski
Keyword(s):  
Training Program ◽  
Self Efficacy ◽  
Listening Comprehension ◽  
Strategy Instruction ◽  
Convenience Sample ◽  
Efl Learners ◽  
Metacognitive Intervention ◽  
Quasi Experimental ◽  
Teaching Of Listening ◽  
Listening Strategies

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners ( n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

Simulation Evaluation of an Enhanced Bedside Monitor Display for Patients With Sepsis

2010 ◽  
Vol 21 (1) ◽  
pp. 24-33
Author(s):  
Karen K. Giuliano ◽  
Ann Johannessen ◽  
Cheri Hernandez
Keyword(s):  
Critical Care ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Convenience Sample ◽  
Monitor Display ◽  
Quasi Experimental ◽  
Physiologic Parameters ◽  
Bedside Monitor ◽  
Time Required ◽  
Clinical Changes

Background Most standard bedside monitors in critical care settings display multiple clinical parameters and do not provide directional signaling to alert clinicians to relevant changes in physiologic parameters. The complexity of information may delay identification of clinical changes and initiation of interventions. Clinical decision support system (CDSS) tools can present information at appropriate intervals in formats that may enhance clinical decision making. Objective A 2-group, quasi-experimental design compared the effects of 2 different monitor displays on time required for nurses to recognize and initiate treatment of sepsis in response to a computer simulation. Methods A convenience sample of 75 critical care nurses was randomly assigned to a standard or an enhanced bedside monitor (EBM) display during a computer-simulated sepsis scenario. Time to recognize symptoms and initiate treatment of sepsis was analyzed between the 2 displays. Results Time to recognize symptoms and initiate sepsis treatment was significantly shorter for nurses exposed to the enhanced bedside monitor. Conclusions CDSS tools such as EBM may improve nurses’ time to recognize and initiate treatment of sepsis.

scholarly journals Effect of Psychiatric Nursing Practice Online Education Using Case-Based VR

2021 ◽  
Vol 30 (4) ◽  
pp. 369-378
Author(s):  
Young Shin Lee ◽  
Juhang Kim ◽  
Ji Young Lim ◽  
Geun Myun Kim
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Online Education ◽  
Self Efficacy ◽  
Educational Program ◽  
Psychiatric Nursing ◽  
Nursing Knowledge ◽  
Quasi Experimental

Purpose: This study was conducted to verify the effect of a simulation-based virtual reality psychiatric nursing education programMethods: This was a quasi-experimental study that used two groups and a pretest-posttest design. There were 35 nursing students in both the experimental and control groups. Data were collected between January 18 and February 28. The educational program was configured in four stages over four weeks. An afterprogram post-test was conducted for one week.Results: The experimental group showed significantly higher values for depression nursing knowledge (t=-3.96, p<.001), learning self-efficacy (t=-3.34, p=.001), and problem solving processes (t=-3.01, p=.004) than the control group.Conclusion: The educational program was found to be effective for nursing students' depression nursing knowledge, learning self-efficacy, and problem-solving processes. It is expected to be foundational material for developing various virtual reality-based simulation education programs.

scholarly journals Flipchart application for promoting maternal self-efficacy in breastfeeding

Rev Rene ◽  
2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Anne Fayma Lopes Chaves ◽  
Glayciane Pinheiro de Lima ◽  
Gleicia Martins de Melo ◽  
Rebeca Silveira Rocha ◽  
Hérica Cristina Alves de Vasconcelos ◽  
...  
Keyword(s):  
Experimental Study ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Public Hospital ◽  
Short Form ◽  
Intervention Group ◽  
Control Group ◽  
Postpartum Women ◽  
Quasi Experimental ◽  
Positive Effect

Objective: evaluating the effects of using a flipchart as an educational intervention in improving maternal self-efficacy inbreastfeeding. Methods: a quasi-experimental study with 41 postpartum women: Intervention Group (n = 20) and ControlGroup (n = 21) of a public hospital. The intervention consisted of implementing the flipchart “I can breastfeed my baby” inthe immediate postpartum and were contacted by telephone after 15 days. For both groups, Breastfeeding Self-Efficacy Scale-Short Form was applied at baseline and after 30 days. Results: before the intervention, the intervention group was 75% withhigh self-efficacy and 71% of the mothers in the control group of had high self-efficacy. It was found that after educationalintervention, all the mothers in the intervention group showed high self-efficacy, while the percentage remained similar tobefore in the control group (76%). Conclusion: the flipchart had a positive effect on the elevation of self-efficacy in nursingmothers.

scholarly journals The effects of educational intervention on self-care behavior and expected clinical outcome in patient undergoing liver transplantation

2018 ◽  
Vol 8 (9) ◽  
pp. 102
Author(s):  
Salwa A. Mohamed ◽  
Heba Abdel-Azem Mostafa
Keyword(s):  
Liver Transplantation ◽  
Clinical Outcome ◽  
Educational Intervention ◽  
Assessment Tool ◽  
Self Care ◽  
Care Practice ◽  
University Hospitals ◽  
Convenience Sample ◽  
Quasi Experimental

Background: Organ transplantation has the potential to rapidly restore the health and wellbeing of individuals experiencing end stage liver disease (ESLD). The aim of the research was to evaluate effects of educational intervention on self-care behaviors and expected clinical outcome in patient undergoing liver transplantation.Methods: A convenience sample of 60 liver patients was assigned for transplantation. The study was conducted in the transplanted Unit in Ain Shams University Hospitals. A quasi-experimental design with pre-post and follow up assessment has been used for this study. Tools were utilized to collect data such a) Self-care practice assessment tool, b) Patient physiological assessment sheet, and c) Demographic and medical health history tool.Results: Improvement in knowledge and self-care behaviors at the post and follow-up tests (p < .0001) after implementation of program compared by pretest evaluation. There are significant improvements in blood pressure (BP) and laboratory results through study stage (p < .001). The pain level improved after intervention and follow up (p < .0001). There are statistically significant between age, job and self-care behaviors at follow up phase.Conclusions: Liver transplantation patients showed a positive improvement in their knowledge, self-care and physiological outcomes after implementing of program. Replication of the study on larger probability sample from different geographical areas to achieve more generalizable results.

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