scholarly journals Focused educational intervention improves but may not sustain knowledge regarding falls management

2018 ◽  
Vol 7 (3) ◽  
pp. e000222 ◽  
Author(s):  
Punith Kempegowda ◽  
Joht Singh Chandan ◽  
Richard Hutton ◽  
Lauren Brown ◽  
Wendy Madden ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Alternative Methods ◽  
Junior Doctors ◽  
Improvement Project ◽  
Preventative Measures ◽  
Before And After ◽  
Hospital Stays ◽  
Falls Management

BackgroundThe number of falls in hospital ranges from 3.8 to 8.6 falls per 1000 bed days. 1 Around 30% of falls as inpatients are injurious, and 4%–6% can result in serious and life-threatening injury. 2 3 This results in significant health burdens and economic burdens due to increased hospital stays following a fall. Junior doctors are usually the first point of contact for managing patients who fall in hospital. It is therefore important they understand the preventative measures and postfalls management.AimTo assess the retention of knowledge regarding falls management in foundation year 1 (FY1) doctors before and after a short educational intervention.MethodsA 3-stage quality improvement project was conducted at a West Midlands teaching hospital to highlight issues regarding falls management. A questionnaire assessing areas of knowledge regarding assessment and management of falls was delivered to 31 F1s. This was followed by a short presentation regarding falls management. The change in knowledge was assessed at 6 and 16 weeks postintervention. The questionnaire results were analysed using unpaired t-tests on STATA (V.14.2).ResultsThe mean score for knowledge regarding falls management in the preintervention, early postintervention and late postintervention were 73.7%, 85.2% and 76.4%, respectively. Although there was an improvement in the knowledge at 6 weeks’ postintervention, this returned to almost baseline at 16 weeks. The improvement in knowledge did not translate to clinical practice of falls management during this period.ConclusionAlthough educational interventions improve knowledge, the intervention failed to sustain over period of time or translate in clinical practice. Further work is needed to identify alternative methods to improve sustainability of the knowledge of falls and bring in the change in clinical practice.

scholarly journals Impact of a blended curriculum on nursing handover quality: a quality improvement project

2021 ◽  
Vol 10 (1) ◽  
pp. e001024
Author(s):  
Xavier Losfeld ◽  
Laure Istas ◽  
Quentin Schoonvaere ◽  
Michel Vergnion ◽  
Jochen Bergs
Keyword(s):  
Educational Intervention ◽  
Patient Information ◽  
Professional Communication ◽  
Fit Indices ◽  
Negative Consequences ◽  
Improvement Project ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
E Learning

Context and objectiveThe negative consequences of inadequate nursing handovers on patient safety are widely acknowledged, both within the literature as in practice. Evidence regarding strategies to improve nursing handover is, however, lacking. This study investigates the effect of a tailored, blended curriculum on nurses’ perception of handover quality.MethodsWe used a pre-test/post-test design within four units of a Belgian general hospital. Our educational intervention consisted of an e-learning module on professional communication and a face-to-face session on the use of a structured method for handovers. All nurses completed this blended curriculum (n=87). We used the Handover Evaluation Scale (HES) to evaluate nurses’ perception of handover quality before and after the intervention. The HES was answered by 87.4% of the nurses (n=76 of 87) before and 50.6% (n=44 of 87) after the intervention. Confirmatory factor analysis was used to assess the validity of the HES.ResultsThe original factor structure did not fit with our data. We identified a new HES structure with acceptable or good fit indices. The overall internal consistency of our HES structure was considered adequate. Perception of nurses on Relevance of information showed a significant improvement (M=53.19±4.33 vs M=61.03±6.01; p=0.04). Nurses also felt that the timely provision of patient information improved significantly (M=4.50±0.34 vs M=5.16±0.40; p=0.01).ConclusionThe applied intervention resulted in an improved awareness on the importance of Relevance of information during handovers. After our intervention, the nurses’ perception of the HES item ‘Patient information is provided in a timely manner’ also improved significantly. We are aware that the educational intervention is only the first step to achieve the long-term implementation of a culture of professional communication based on mutual support.

scholarly journals Evaluation of an Alimentary Education Intervention on School Canteen Waste at a Primary School in Bari, Italy

2020 ◽  
Vol 17 (7) ◽  
pp. 2558
Author(s):  
Nicoletta Favuzzi ◽  
Paolo Trerotoli ◽  
Maria Grazia Forte ◽  
Nicola Bartolomeo ◽  
Gabriella Serio ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Food Waste ◽  
Food Choices ◽  
Educational Interventions ◽  
Food Perceptions ◽  
School Canteen ◽  
Before And After ◽  
The Mean ◽  
General Aspects ◽  
Students Satisfaction

The “Love Food, Not Waste” project was conducted to train students on good food choices and evaluate food waste in school canteens. Teachers, parents and students were surveyed before and after training. Weights of both the served and wasted food were recorded for one week both before the educational intervention in February 2019 and after the educational intervention in March 2019, using the same menu. Students completed a food satisfaction questionnaire on the days the data were collected. For the first dish, the mean wastes per school were 1199 g before training and 1054 g after training. For the second dish, the mean wastes per school were 246 g before training and 220 g after training. For the side course, the means wastes per school were 663 g before training and 747 g after training. The results did not significantly differ among weeks or schools. Less food was wasted when boys judged the food’s general aspects like smell, taste and appearance as positive; more food was wasted when girls judged these factors as negative. Food waste monitoring is mandatory but does not always occur. Analyzing food waste relative to students’ food perceptions can help determine whether educational interventions can help reduce waste. Students’ satisfaction must also be considered.

scholarly journals Telephone interventions for adherence to colpocytological examination

2017 ◽  
Vol 25 (0) ◽  
Author(s):  
Thais Marques Lima ◽  
◽  
Ana Izabel Oliveira Nicolau ◽  
Francisco Herlânio Costa Carvalho ◽  
Camila Teixeira Moreira Vasconcelos ◽  
...  
Keyword(s):  
Cervical Cancer ◽  
Experimental Study ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Inclusion Criteria ◽  
Examination Method ◽  
Before And After ◽  
Quasi Experimental ◽  
Behavioral Group ◽  
Health Education And Promotion

ABSTRACT Objective: to test the effects of behavioral and educational intervention by telephone on adherence of women with inappropriate periodicity to colpocytological examination. Method: quasi-experimental study with a sample of 524 women, selected with the following inclusion criteria: be aged between 25 and 64 years, have initiated sexual activity, have inappropriate periodicity of examination and have mobile or landline phone. The women were divided into two groups for application of behavioral and educational intervention by telephone. It was used an intervention script according to the principles of Motivational Interviewing. Results: on comparing the results before and after the behavioral and educational interventions, it was found that there was a statistically significant change (p = 0.0283) with increase of knowledge of women who participated in the educational intervention. There was no change in the attitude of women of any of the groups and there was an increase of adherence to colpocytological examination in both groups (p < 0.0001), with greater adherence of women participating in the behavioral group (66.8%). Conclusion: the behavioral and educational interventions by phone were effective in the adherence of women to colpocytological examination, representing important strategies for permanent health education and promotion of care for the prevention of cervical cancer.

scholarly journals Improving driving advice provided to cardiology patients on discharge

2018 ◽  
Vol 7 (1) ◽  
pp. e000162
Author(s):  
Amoolya Vusirikala ◽  
Mark Backhouse ◽  
Sarah Schimansky
Keyword(s):  
Hard Copy ◽  
Junior Doctors ◽  
Improvement Project ◽  
The Third ◽  
Driving Restrictions ◽  
Pdsa Cycle ◽  
Before And After ◽  
Ability To Drive ◽  
Discharge Summaries

Certain cardiac conditions can limit patients’ ability to drive. It remains the doctors' responsibility to advise patients of any driving restrictions and is particularly important after certain diagnoses or procedures. We identified that the quality of documented advice was variable and frequently no written driving advice was recorded on discharge. It was apparent that there was a lack of awareness and knowledge of the current Driving and Vehicle Licensing Agency (DVLA) guidance among junior doctors.We therefore designed a quality improvement project using Plan–Do–Study–Act (PDSA) methodology to improve the provision of driving advice on discharge from a cardiology ward by focusing on staff education. After collecting baseline data, we created a template with cardiology-specific DVLA advice. During the second PDSA cycle, we improved the electronic template and also introduced a hard copy on the ward. During the third PDSA cycle, we incorporated information on DVLA guidance in the specialty induction session. We also evaluated junior doctors’ confidence of providing driving advice before and after this intervention.Baseline measurements showed that 10% (9/92) of all discharge summaries included driving advice. This improved to 49% (34/69) after the third PDSA cycle. Importantly, after receiving information on driving advice in the induction, junior doctors felt more confident in providing driving advice to cardiology patients on discharge. In conclusion, the provision of driving advice on discharge is an important element of patient safety. However, clinicians’ knowledge and awareness of current DVLA guidance is often limited. We demonstrated a significant increase in the provision of driving advice by introducing a standardised template.

scholarly journals KNOWLEDGE ABOUT RABIES AND LEISHMANIASIS IN STUDENTS OF PUBLIC SCHOOLS IN THE MUNICIPALITIES OF APODI, FELIPE GUERRA AND SEVERIANO MELO IN RIO GRANDE DO NORTE, BRAZIL

2016 ◽  
Vol 1 ◽  
pp. 173
Author(s):  
Faviano Ricelli da Costa e Moreira ◽  
Paula Vivianne Sousa Queiroz Moreira ◽  
Francisca Leandra de Morais Oliveira ◽  
Najara Raquel de Lima Morais ◽  
Jaqueline Cardoso de Souza ◽  
...  
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Educational Intervention ◽  
Descriptive Analysis ◽  
Rio Grande ◽  
Educational Interventions ◽  
Transmission Mode ◽  
Knowing How ◽  
Before And After

This objective of this work was to assess the knowledge of students in public schools about rabies and leishmaniasis, through educational interventions. A total of 628 questionnaires were applied in public students from Apodi, Felipe Guerra and Severiano Melo. The questionnaires were administered before and after the educational interventions in the form of lectures. The data were discussed through a descriptive analysis. Before the presentation, 53.9% of students claimed to know the transmission mode of leishmaniasis and after, this percentage increased to 92.2%. However, before the lectures, only 6.0% of respondents associated the transmission to sandflies, and after, this percentage increased to 75.7%. For rabies, before the lectures, 63.7% of students reported knowing how rabies is transmitted and, after the lectures, 92.8% said how it was the transmission. Concerning the transmission, before the presentations, 68.3% reported that it was through bite or injury of animals and, after the lectures, the index increased to 80.4%. In conclusion, the student´s perception of public education on rabies and leishmaniasis was higher in all aspects addressed after educational intervention compared to the same questions about the knowledge of the disease before the intervention. It also concludes that the perception of students for rabies is greater than for leishmaniasis.

scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

scholarly journals Gamification, a Successful Method to Foster Leptospirosis Knowledge among University Students: A Pilot Study

2019 ◽  
Vol 16 (12) ◽  
pp. 2108 ◽  
Author(s):  
Nurul Natasya Azhari ◽  
Rosliza Abdul Manaf ◽  
Shing Wei Ng ◽  
Siti Farhana Bajunid Shakeeb Arsalaan Bajunid ◽  
Abdul Rahman Mohd Gobil ◽  
...  
Keyword(s):  
Pilot Study ◽  
Educational Intervention ◽  
Public Awareness ◽  
Knowledge Score ◽  
Educational Interventions ◽  
Post Intervention ◽  
Total Knowledge Score ◽  
Before And After ◽  
High Risk Populations ◽  
The Mean

Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.

scholarly journals Students’ knowledge of metabolic syndrome after educational intervention

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1493-1499
Author(s):  
Ramiro Marx Alves Cortez ◽  
Ana Míria de Oliveira Batista ◽  
Mariana Rodrigues da Rocha ◽  
Isa Moema de Sales Santos ◽  
Jayne Ramos Araújo Moura ◽  
...  
Keyword(s):  
Risk Factors ◽  
Metabolic Syndrome ◽  
Educational Intervention ◽  
Intervention Study ◽  
Educational Interventions ◽  
Before And After ◽  
Quasi Experimental ◽  
Level Of Knowledge ◽  
The City ◽  
Educational Meetings

ABSTRACT Objective: To analyze the knowledge of children and adolescents about risk factors for metabolic syndrome (MS) before and after educational interventions. Method: A quasi-experimental, comparative, prospective and intervention study conducted in 2015 and 2016 with 43 students in the city of Picos (state of Piauí-PI). Five health education meetings were held. For the knowledge analysis, was applied a questionnaire at three different moments. Results: Participants’ mean age was 12.6 years (± 2.1), of which 60.5% were female. The ‘More than good’ level of knowledge went from 20.9% to 55.8% after interventions. When evaluated late, students maintained a higher level of knowledge compared to before the interventions. Most said they were able to change their lifestyle after educational meetings. Conclusion: The educational intervention promoted increase of knowledge and stimulated changes in attitudes related to risk factors associated with MS.

scholarly journals Educational Interventions to Change Behavior of Adolescents About Reproductive Health Adolescents SMAN 11 South Sinjai

2018 ◽  
pp. 235-240
Author(s):  
Zulkifli Rahman ◽  
Muhammad Ikhtiar ◽  
Sitti Patimah
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Educational Intervention ◽  
Educational Interventions ◽  
P Value ◽  
Inform Consent ◽  
Reproductive Health Education ◽  
Before And After ◽  
Quasi Experimental ◽  
Adolescent Reproductive Health

Adolescent reproductive health from 60 students acquired knowledge about reproductive health is still less well because it required the intervention of reproductive health education for adolescents. This research aims to analyze the influence of educational interventions to change the behavior of adolescents about the reproductive health of teenagers. The methods used in this research was Quasi-Experimental Designs using's draft One Group Pretest-Posttest Design. This research was conducted 11 South Regency Sinjai SMAN Sinjai this research was conducted in March 2018, the instrument of this research material, reproduction health education questionnaire, and pieces of inform consent. The population in this research as much as 342 students with a large sample of the minimum required were 55 people. The results of this study found that there is an influence of knowledge about adolescent reproductive health adolescents before and after the educational intervention is given with a value p-value = 0.000. There is the influence of teen attitudes about adolescent reproductive health before and after the educational intervention provided p-value = 0.000. There is the influence the actions of teenagers on teenage reproductive health before and after the educational intervention provided p-value = 0.000. There is the influence the behavior of adolescents about reproductive health adolescents before and after the educational intervention provided p-value = 0.000. Adolescent reproductive health education interventions provide a significant influence on the behavior of adolescent reproductive health in 11 Southern Sinjai SMAN. Emotional support from related parties is expected to be able to form a positive attitude. Health education is expected to be a routine monthly agenda implemented into schools.

Acute pain in the emergency department: Effect of an educational intervention

2017 ◽  
Vol 15 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Kristian Dahl Friesgaard ◽  
Charlotte Paltved ◽  
Lone Nikolajsen
Keyword(s):  
Clinical Practice ◽  
Pain Management ◽  
Educational Intervention ◽  
Acute Pain ◽  
Emergency Departments ◽  
Pain Treatment ◽  
Choice Test ◽  
Modern Approach ◽  
Before And After ◽  
E Learning

AbstractBackground and aimsPain management is often inadequate in emergency departments (ED) despite the availability of effective analgesics. Interventions to change professional behavior may therefore help to improve the management of pain within the ED. We hypothesized that a 2-h educational intervention combining e-learning and simulation would result in improved pain treatment of ED patients with pain.MethodsData were collected at the ED of Horsens Regional Hospital during a 3-week study period in March 2015. Pain intensity (NRS, 0–10) and analgesic administration were recorded 24 h a day for all patients who were admitted to the ED during the first and third study weeks. Fifty-three ED nurses and 14 ED residents participated in the educational intervention, which took place in the second study week.ResultsIn total, 247 of 796 patients had pain >3 on the NRS at the admission to the ED and were included in the data analysis. The theoretical knowledge of pain management among nurses and residents increased as assessed by a multiple choice test performed before and after the educational intervention (P = 0.001), but no change in clinical practice could be observed: The administration for analgesics [OR: 1.79 (0.97–3.33)] and for opioids [2.02 (0.79–5.18)] were similar before and after the educational intervention, as was the rate of clinically meaningful pain reduction (NRS >2) during the ED stay [OR: 0.81 (CI 0.45–1.44)].ConclusionsConduction of a 2-h educational intervention combining interactive case-based e-learning with simulation-based training in an ED setting was feasible with a high participation rate of nurses and residents. Their knowledge of pain management increased after completion of the program, but transfer of the new knowledge into clinical practice could not be found. Future research should explore the effects of repeated education of healthcare providers on pain management.ImplicationsIt is essential for nurses and residents in emergency departments to have the basic theoretical and practical skills to treat acute pain properly. A modern approach including e-learning and simulation lead to increased knowledge of acute pain management. Further studies are needed to show how this increased knowledge is transferred into clinical practice.

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