Evaluation of community-based psychological first aid in oncology

2019 ◽  
Vol 18 (4) ◽  
pp. 248-255
Author(s):  
Brandon L. Gray ◽  
Samuel Gaster ◽  
Christina Early ◽  
Amanda Reed
Keyword(s):  
Self Efficacy ◽  
Longitudinal Design ◽  
High Stress ◽  
First Aid ◽  
Care Staff ◽  
Control Group ◽  
Community Based ◽  
Content Type ◽  
Psychological First Aid ◽  
The Impact

Purpose Healthcare professionals work in high stress environments and may benefit from organizational efforts that enhance coping abilities. Community-based psychological first aid (CBPFA) is an evidence-informed program designed for building these skills and promoting resilience during stressful times. However, few studies have examined the effectiveness of CBPFA. The paper aims to discuss these issues. Design/methodology/approach This study examined the effectiveness of CBPFA training in promoting occupational self-efficacy and intentions to use CBPFA among oncology care staff over time using a longitudinal design. Findings Participants reported increased occupational self-efficacy and intentions to use CBPFA skills after completing training. These factors remained stable at one-month follow-up. Research limitations/implications The implications of these results are limited by the lack of a control group in the study’s design, relatively homogenous sample and participant dropout. Originality/value Despite the study’s limitations, these results represent an initial step in empirically examining the impact of CBPFA trainings and providing evidence that CBPFA may be an effective preparedness and development program in high-stress healthcare settings.

The Effect of a Simulated Fire Disaster Psychological First Aid Training Program on the Self-efficacy, Competence, and Knowledge of Mental Health Practitioners

2020 ◽  
pp. 1-7
Author(s):  
Jung Suk Park ◽  
Yun-Jung Choi
Keyword(s):  
Mental Health ◽  
Self Efficacy ◽  
Simulation Training ◽  
First Aid ◽  
Mental Health Practitioners ◽  
Control Group ◽  
Psychological First Aid ◽  
Fire Disaster ◽  
Health Practitioners ◽  
Experimental Group

Abstract Objective: This study developed a simulation program using standardized patients for the training of mental health practitioners in psychological first aid and evaluated its effect on learners’ self-efficacy and psychological first aid performance competence and knowledge. The simulation used in this program was of a fire disaster. Methods: Thirty participants were randomly assigned to an experimental group, a comparison group, and a control group. The experimental group participated in simulation training after attending a two-hour psychological first aid lecture. The comparison group was given only the two-hour lecture and the control group was given a psychological first aid handout to study individually. The results of pre- and post-intervention questionnaires were then statistically analyzed. Results: The participants’ self-efficacy, performance competency, and knowledge improved in all groups, and there were some statistically significant differences between the three groups. The experimental group showed a greater improvement in self-efficacy and performance than the other groups. Conclusions: The psychological first aid simulation training program was effective in improving three qualities of mental health practitioners: self-efficacy, performance competency, and knowledge. Further research is required for the development of various learning scenarios for iterative psychological first aid education.

Evaluation of an organization-based psychological first aid intervention

2019 ◽  
Vol 28 (3) ◽  
pp. 401-411 ◽  
Author(s):  
Ma. Regina M. Hechanova ◽  
Jason O. Manaois ◽  
Hiro V. Masuda
Keyword(s):  
Problem Solving ◽  
Organizational Support ◽  
Open Space ◽  
First Aid ◽  
Control Group ◽  
Space Problem ◽  
Content Type ◽  
Psychological First Aid ◽  
Individual Resilience ◽  
Organization Support

Purpose The purpose of this paper is to develop and assess an organizational intervention consisting of psychological first aid (PFA) and Open Space Technology (OST), and its impact on individual resilience and perceived organization support. Design/methodology/approach The study used a non-experimental, pre-test and post-test design. Measures of employee post-trauma, resilience and organizational support were measured before and after the PFA intervention. Findings Paired sample t-tests revealed significant pre/post-increases in individual resilience and perceived organization support. Correlational analysis revealed that resilience was associated with perceived organization support. Evaluations revealed that participants found the small group sharing, information about coping and the open space problem-solving activities particularly worthwhile. Research limitations/implications A limitation of the study was the lack of a randomized control group in the design. Future research may utilize more robust designs such as experimental and longitudinal studies to evaluate impact. Practical implications This study indicates how the use of an organization-based intervention can be adopted for employees who undergo an emergency in their workplace. The combination of PFA and OST was found to be valuable in improving individual resilience and perceived organization support. In addition, OST can better facilitate problem-solving performance in intact groups, as it enhances collective interaction and community efficacy among survivors. Originality/value The study contributes to the dearth of knowledge on the use of PFA when used in an intact organization as part of its crisis intervention.

Cancer educational group intervention: impact on self-efficacy and anxiety among women recently diagnosed with breast cancer and undergoing surgery

2014 ◽  
Vol 2 (3) ◽  
pp. 328
Author(s):  
Sylvie Dubois ◽  
Louise Hanfield ◽  
Nathalie Folch ◽  
Andreanne Saucier ◽  
Danielle Fleury ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Usual Care ◽  
Self Efficacy ◽  
Group Intervention ◽  
Longitudinal Design ◽  
Training Session ◽  
Control Group ◽  
Clinical Practices ◽  
Educational Group ◽  
The Impact

Aim: To investigate the impact of an educational group intervention on self-efficacy and anxiety among women recently diagnosed with breast cancer.Method: A quasi-experimental longitudinal design was used. Women diagnosed with breast cancer and undergoing surgery (n = 113) were recruited from a university teaching hospital in Montreal, Quebec, Canada. At pre-admission, the intervention group(n = 57) received a group 90-minute information session (paper documents, video and demonstration) led by a nurse and a physiotherapist, which included material handling and time for questions and discussion. The control group(n = 56) received the usual care. Self-reported questionnaires were filled out at the time of the announcement of surgery(T0), after the training(intervention or usual care, T1) and at the first post-operative follow-up(T2).Results: Quantitative analysis using a mixed model for repeated measures showed no significant differences between the experimental and control groups in terms of the training session (group vs. individual). A time effect was observed in both groups for self-care and anxiety. In addition, several positive changes weremade in the clinical settings to optimize oncology healthcare.Conclusions: Future research would explore whether these findings reflect actual clinical practices or are more dependent on the specific cancer diagnosis.

Examining the impact of a university mentorship program on student outcomes

2019 ◽  
Vol 8 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Leah K. Hamilton ◽  
Jennifer Boman ◽  
Harris Rubin ◽  
Balreen K. Sahota
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Undergraduate Student ◽  
Self Efficacy ◽  
Psychosocial Support ◽  
Control Group ◽  
Content Type ◽  
Mentorship Program ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to examine the outcomes of a formal university mentorship program that paired junior and senior (third and fourth year) undergraduate student mentees with mentors from industry. Specifically, the researchers examined the effects of mentorship on mentees’ psychological sense of community at the university, and job search self-efficacy (confidence). Design/methodology/approach The researchers used a mixed-methods design that incorporated survey data and qualitative data from interviews and focus groups. Where relevant, mentees were compared to a control group of students who did not participate in the mentorship program. Findings The results demonstrate that the mentees accrued several benefits from participating in the mentorship program. For mentees (but not the control group), job search self-efficacy increased over time as a result of participating in the program. Mentees valued receiving practical career-related support such as opportunities for networking, resume development and job interviewing skills. Mentees also gained a more realistic view about the workplace and their potential career options, and received important psychosocial support from their mentor. Originality/value Results suggest that junior and senior undergraduate student mentees gained professional and career-related benefits including increased job search self-efficacy from participation in a mentorship program that paired them with mentors from industry. In addition, the qualitative results indicate that mentees reported psychosocial benefits including an increased sense of connection to the university. Altogether, results indicate that undergraduate students experience positive outcomes from participating in mentorship programs designed to prepare them for the transition from university to the workplace.

Active learning and instructor accessibility in online talent training: a field experiment in China during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xingheng Wang ◽  
Weihan Lin ◽  
Yan Jiang ◽  
Yihua Wu ◽  
Yingyi Liu ◽  
...  
Keyword(s):  
Active Learning ◽  
Field Experiment ◽  
Self Efficacy ◽  
Training Programs ◽  
Online Training ◽  
Learning Outcome ◽  
Control Group ◽  
Content Type ◽  
The Impact ◽  
Design Factors

Purpose Drawing on self-determination theory (Deci and Ryan, 2012) and Hew’s (2016) five-factor model, our study aimed to investigate the impact of two online training design factors (instructor accessibility and active learning) on learner’s self-efficacy and learning outcome amid the COVID-19 pandemic. Design/methodology/approach A randomized pretest-posttest control group field experiment was designed to assess participants’ self-efficacy and learning outcome of an online training program - territory business management plan, under three conditions: instructor accessibility, active learning, and controlled. Participants (N=87) were medical sales representatives from a Fortune-Global 500 pharmaceutical company’s subsidiary office in China. Data was analyzed with 2 (time) x 3 (group) MANOVA with time (pretest and posttest) as a repeated measure to investigate differences in changes in self-efficacy and learning outcome between three groups. Findings Overall, participants’ self-efficacy and learning outcome were significantly improved via the online training program for all three groups. Specifically, the impact of the training on learning outcome was the strongest for the active learning group, less strong for the instructor accessibility group, and the least strong for the control group. Originality/value Our research contributes towards understandings of the effectiveness of online talent training programs by examining two critical instructional design factors during a time of crisis. Our findings suggest that active learning (interactions with the training materials by purposeful self-reflection) might be a stronger predictor for increasing learning outcome than instructor accessibility (receiving feedback and tutoring sessions from the instructor) for online training programs.

scholarly journals The Effect of Javanese Language Videos with a Community Based Interactive Approach Method as an Educational Instrument for Knowledge, Perception, and Adherence amongst Tuberculosis Patients

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 86
Author(s):  
Fauna Herawati ◽  
Yuni Megawati ◽  
Aslichah ◽  
Retnosari Andrajati ◽  
Rika Yulia
Keyword(s):  
Intervention Group ◽  
Personal Control ◽  
Control Group ◽  
P Value ◽  
Interactive Approach ◽  
Community Based ◽  
Tuberculosis Patients ◽  
Level Of Knowledge ◽  
The Impact

The long period of tuberculosis treatment causes patients to have a high risk of forgetting or stopping the medication altogether, which increases the risk of oral anti-tuberculosis drug resistance. The patient’s knowledge and perception of the disease affect the patient’s adherence to treatment. This research objective was to determine the impact of educational videos in the local language on the level of knowledge, perception, and adherence of tuberculosis patients in the Regional General Hospital (RSUD) Bangil. This quasi-experimental study design with a one-month follow-up allocated 62 respondents in the intervention group and 60 in the control group. The pre- and post-experiment levels of knowledge and perception were measured with a validated set of questions. Adherence was measured by pill counts. The results showed that the intervention increases the level of knowledge of the intervention group higher than that of the control group (p-value < 0.05) and remained high after one month of follow-up. The perceptions domains that changed after education using Javanese (Ngoko) language videos with the Community Based Interactive Approach (CBIA) method were the timeline, personal control, illness coherence, and emotional representations (p-value < 0.05). More than 95% of respondents in the intervention group take 95% of their pill compared to 58% of respondents in the control group (p-value < 0.05). Utilization of the local languages for design a community-based interactive approach to educate and communicate is important and effective.

scholarly journals Impact and cost-effectiveness evaluation of a community-based rehabilitation intervention on quality of life among Chinese adults with hearing loss: study protocol for a randomized controlled trial

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Xin Ye ◽  
Dawei Zhu ◽  
Siyuan Chen ◽  
Xuefeng Shi ◽  
Rui Gong ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Hearing Loss ◽  
Cost Effectiveness ◽  
Treatment Group ◽  
Hearing Aids ◽  
Control Group ◽  
Chinese Adults ◽  
Community Based ◽  
The Impact

Abstract Background Hearing loss is quite prevalent and can be related to people’s quality of life. To our knowledge, there are limited studies assessing the efficacy of hearing interventions on quality of life in adults. Therefore, we aim to conduct a randomized controlled trial (RCT) to determine the impact and cost-effectiveness of community-based hearing rehabilitation on quality of life among Chinese adults with hearing loss. Methods/design In this two-arm feasibility study, participants aged 16 and above with some degree of hearing loss (n = 464) will be recruited from Linyi City, Shandong Province. They are randomly assigned to the treatment group or the control group. Those in the treatment group are prescribed with hearing aids, while those in the control group receive no intervention. Reinstruction in use of devices is provided for the treatment group during booster visits held 12 months post-randomization or unscheduled interim visits when necessary. Data are collected at baseline and the follow-up 20 months later. The primary outcome is changes in quality of life over a 20-month study period. Secondary outcomes include sub-dimensions in quality of life, physical functioning, chronic diseases, cognitive function, depression, social support, hospitalizations, falls, and healthcare costs. Finally, we will evaluate whether hearing aids intervention is cost-effective to apply in a large scale. Discussion The trial is designed to evaluate the impact and cost-effectiveness of a community-based rehabilitation intervention on quality of life among Chinese adults with hearing loss. We hope that it would help improve the well-being for Chinese adults and provide references in policy and practice for China and other countries. Trial registration Chinese Clinical Trial Registry ChiCTR1900024739. Registered on 26 July 2019.

Outcomes of Community-Based Youth Empowerment Programs Adopting Design Thinking: A Quasi-Experimental Study

2021 ◽  
pp. 104973152110014
Author(s):  
Siu-ming To ◽  
Xiaoyu Liu
Keyword(s):  
Self Efficacy ◽  
Design Thinking ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Youth Empowerment ◽  
Control Groups ◽  
Community Based ◽  
Quasi Experimental ◽  
Creative Self ◽  
Experimental Group

Purpose: Using a nonrandomized control group pretest–posttest assessment, this study aimed to examine the outcomes of community-based youth empowerment initiatives that were informed by design thinking. Method: A total of 553 youth living in Hong Kong were recruited to participate in this study. Among them, 213 youth self-selected to join the experimental group, and 340 youth joined the two control groups. Multivariate analysis of covariance and post hoc group comparisons were used to examine the differences among the three groups at the posttest assessment. Results: The results indicate a positive improvement in creative self-efficacy among participants of the experimental group compared to the two control groups. Significant differences were also found between the experimental group and the second control group in terms of youth–adult partnerships and youth empowerment in the community. Conclusion: Youth empowerment programs informed by design thinking may reinforce self-efficacy beliefs by encouraging youth to bring about innovations in their community.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Evaluating the effectiveness of interventions to reducing screen time in children: meta-analysis of randomized controlled trials

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duygu Akçay ◽  
Nuray Barış
Keyword(s):  
Effect Size ◽  
Subgroup Analysis ◽  
Screen Time ◽  
Meta Analysis ◽  
Intervention Group ◽  
Evidence Base ◽  
Control Group ◽  
Content Type ◽  
Mean Differences ◽  
The Impact

Purpose The purpose of this paper is to evaluate the impact of interventions focused on reducing screen time in children. Design/methodology/approach Studies that aim to investigate the effects of interventions aimed at reducing the time spent in front of the screen (i.e. screen time). A Random-effects model was used to calculate the pooled standard mean differences. The outcome was to evaluate the screen time in children in the 0–18 age range. A subgroup analysis was performed to reveal the extent to which the overall effect size varied by subgroups (participant age, duration of intervention and follow). Findings For the outcome, the meta-analysis included 21 studies, and the standard difference in mean change in screen time in the intervention group compared with the control group was −0.16 (95% confidence interval [CI], −0.21 to −0.12) (p < 0.001). The effect size was found to be higher in long-term (=7 months) interventions and follow-ups (p < 0.05). Originality/value Subgroup analysis showed that a significant effect of screen time reduction was observed in studies in which the duration of intervention and follow-up was =7 months. As the evidence base grows, future researchers can contribute to these findings by conducting a more comprehensive analysis of effect modifiers and optimizing interventions to reduce screen time.

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