The Impact of Education and Implementation Tools on Pre-Service Teachers’ Attitudes About Classroom-Based Mindfulness

2021 ◽  
pp. 105984052110591
Author(s):  
Kirsten Munk ◽  
Ruth Rosenblum ◽  
Samantha Blackburn ◽  
Eden Donahue
Keyword(s):  
Educational Intervention ◽  
Student Behavior ◽  
Self Regulation ◽  
Post Intervention ◽  
Improvement Project ◽  
Teachers Perceptions ◽  
Mindfulness Practices ◽  
Mindfulness Interventions ◽  
Teachers Attitudes ◽  
The Impact

A growing body of research suggests that incorporating classroom-based mindfulness interventions in elementary schools can lead to improvements in student behavior, self-regulation, and measures of mental health and wellness. This quality improvement project explored the impact of an educational intervention on pre-service teachers’ perceptions, attitudes, and intentions to implement mindfulness interventions in their classrooms. A brief educational intervention and website resource were provided to multidisciplinary teaching credential students. Participants completed a pre- and post-intervention survey to evaluate their intentions to implement mindfulness practices, as well as their perceptions about the acceptability, reasonableness, and effectiveness of incorporating mindfulness interventions in the classroom. Significant differences in pre- to post-intervention survey scores indicate that exposure to mindfulness concepts, practices, and resources may increase the willingness of pre-service teachers to adopt these practices in their classrooms.

scholarly journals Improving quality and assessment of referrals to the Enfield Crisis Resolution and Home Treatment Team (ECRHTT)

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S202-S202
Author(s):  
Margarita Kousteni ◽  
John Cousins ◽  
Ajay Mansingh ◽  
Maja Elia ◽  
Yumnah Ras ◽  
...  
Keyword(s):  
Home Treatment ◽  
Absolute Difference ◽  
List Type ◽  
Treatment Team ◽  
Crisis Resolution ◽  
Post Intervention ◽  
Improvement Project ◽  
Consultant Psychiatrist ◽  
The Impact

AimsTriaging referrals to crisis resolution and home treatment teams is a significant undertaking requiring experienced and dedicated staff. We observed that the volume of inappropriate referrals to ECRHTT was high, and that staff processing these often felt inexperienced or lacking in confidence to discharge them back to the referrers and signpost them to appropriate services.The aims of this quality improvement project (QIP) were: a)to reduce the number of inappropriate referrals received by the teamb)to reduce the number of inappropriate referrals accepted by the teamThis would significantly improve access and flow to the service and facilitate better patient care.MethodA pilot study was first completed of the quality (appropriateness/ inappropriateness) and source of all referrals to ECRHTT in January 2019 (n = 177).Subsequently, the consultant psychiatrist for ECRHTT based himself within the assessment team. He was able to closely monitor the referrals, at the same time as providing medical input to patients at their first point of contact. To evaluate the impact of this intervention, the percentage of inappropriate referrals accepted pre- and post-change was compared by re-auditing all referrals received in February 2019 (n = 175).Further interventions were instigated to improve referral quality. These included continuation of psychiatric medical input to the assessment team, teaching sessions for GPs and the crisis telephone service, and weekly meetings with psychiatric liaison and community mental health teams (CMHTs). Change was measured by reassessing the quality of all referrals made to ECRHTT in February 2020 (n = 215).Result46.9% of inappropriate referrals to ECRHTT were accepted in January 2019 compared to 16.9% in February 2019 following the addition of medical input to the assessment team. The absolute difference was 30% (95% CI: 14%–44%, p < 0.001).71% of referrals from GPs were inappropriate in January 2019 compared to 36% in February 2020 post-intervention (difference 35%, 95% CI: 8.84%–55.4%, p < 0.05). Inappropriate referrals from CMHTs decreased from 55.5% to 12% (difference 43.5%, 95% CI: 9.5%–70.3%, p < 0.05). Overall, the percentage of inappropriate referrals fell from 38% to 27.4%, a difference of 10.6% (95% CI: 1.3%–19.8%, p < 0.05). The percentage of inappropriate referrals from liaison teams did not change significantly.ConclusionThis piece of work shows that better engagement with referral sources significantly improved the quality of referrals made to ECRHTT. Interventions included medical input at the point of referral, teaching sessions for general practitioners as well as ongoing liaison with referring teams.

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

scholarly journals Effects of Educational Intervention among Reproductive Age Group Women on Safe Abortion

2013 ◽  
Vol 52 (192) ◽  
Author(s):  
Kalpana Silwal ◽  
Tumla Shrestha ◽  
Ram Krishna Dulal
Keyword(s):  
Educational Intervention ◽  
Unwanted Pregnancy ◽  
Abortion Service ◽  
Reproductive Age ◽  
Age Group ◽  
Post Intervention ◽  
Safe Abortion ◽  
Post Test ◽  
The Impact ◽  
Reproductive Age Group

Introduction: Many reproductive aged women needlessly die due to unsafe abortion even when they seek help to terminate their unwanted pregnancy. These deaths could have been prevented had they been aware that safe abortion service was available to them. The study aimed at finding out the effectiveness of the education intervention in improving knowledge among reproductive age group women regarding the safe abortion. Methods: An experimental intervention was carried out on safe abortion education among the reproductive age group women. The impact of pre- and post- intervention was evaluated by using a set of structured questionnaire in local language. The obtained data was analyzed by using the Excel and Statistical Package for the Social Sciences, version 12.0 for windows and result was interpreted. Results: The post intervention finding revealed a significantly higher (p= 0.001) mean on knowledge among participants about safe abortion compared to pre-observational test. The mean difference between the pre-test and post-test was 64.1% (Pre-test 11.18 ±12.88 Post-test 75.28 ±9.56). The research hypothesis was accepted with p value paired t-test at <0.001 (0.05). The result supports that the educational intervention was effective in increasing safe abortion awareness among reproductive aged group women. Conclusion: The safe abortion educational intervention program was instrumental to improve reproductive age women’s knowledge considerably about safe abortion service.  Keywords: educational intervention; knowledge; safe abortion; women.    

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

scholarly journals Implementing an integrated approach to self-management support in an acute major trauma therapy team: an improvement project

2019 ◽  
Vol 8 (3) ◽  
pp. e000415 ◽  
Author(s):  
Lucinda Hollinshead ◽  
Fiona Jones ◽  
Lucy Silvester ◽  
Paul Marshall-Taylor
Keyword(s):  
Educational Intervention ◽  
Major Trauma ◽  
Integrated Approach ◽  
Trauma Centre ◽  
Self Management ◽  
Management Support ◽  
Allied Health Professionals ◽  
Improvement Project ◽  
Major Trauma Centre ◽  
The Impact

More patients now survive multiple trauma injuries, but the level of long-term unmet needs is high. Evidence shows self-management support can improve patients ’ confidence to manage these needs but traditionally this support starts post-hospital. Starting self-management support early could prepare patients and families for successful transitions from hospital. The skills and commitment of clinicians have been shown to contribute to the success or failure of self-management approaches. The aim of this project was to explore the feasibility of integrating self-management support in an acute major trauma setting by evaluating the impact of an educational intervention on clinicians’ knowledge, attitudes and behaviours regarding self-management support and identifying any barriers and facilitators to integrating self-management into daily practice. Two improvement cycles were carried out over a 1-year period involving 18 allied health professionals (AHPs) in an acute major trauma centre in London, UK. An educational intervention, ‘Bridges Self-Management Programme’ was modified for the setting. The impact was evaluated using (1) a clinician questionnaire to evaluate knowledge and attitudes; (2) case reflection forms and (3) peer review to observe interactions to integrate self-management support. Questionnaire data were summarised and pre-training and post-training scores compared; the qualitative data from written case reflections, verbal and written feedback from training and group discussions was described and analysed thematically. The result of two improvement cycles has shown it was feasible to improve AHP’s knowledge, attitudes and change behaviours regarding self-management support in the acute trauma setting, but difficult to sustain change beyond 6 months. Key barriers such as the pressure to discharge patients and support within the wider multidisciplinary team (MDT) were identified. Facilitators included the introduction of a new key-worker, to enable shared team approaches and paperwork to involve patients and families in goal setting and treatment planning. The main learning was to ensure sustainability mechanisms from the outset, engage the wider MDT in training, and integrate self-management language and principles into team processes.

scholarly journals Evaluating Safety Practices Associated With Use of Household Pesticides: An Interventional Study in Kurmin Mashi Rural Community, Kaduna, Nigeria

2020 ◽  
Vol 24 (2) ◽  
pp. 279-285
Author(s):  
U.D. Adje ◽  
T.O. Aremu
Keyword(s):  
Educational Intervention ◽  
Major Constituent ◽  
P Value ◽  
Pesticide Use ◽  
Post Intervention ◽  
Chi Square ◽  
Handling Practices ◽  
Safety Considerations ◽  
Use Behavior ◽  
The Impact

Many households in developing countries routinely use pesticides without any safety considerations. The objective of this study was to determine types of pesticides and pesticide-use practices of the residents, to determine self-reported adverse effects resulting from pesticide use and to assess the impact of educational intervention on pesticide use behavior in the study area. Commercially available pesticide samples were collected from pesticide vendors in the area. Pre -tested questionnaires were distributed to 375 family heads. Data was expressed as frequency and percentages.Educational intervention on safe pesticide use was carried out. Pre and post intervention behavior were compared using paired t test. Relationship between demographic variables and pesticide use practices were explored using Chi Square statistics. A p value of less than 0.05 was considered significant. Prevalent pests were mosquitoes, cockroaches, rats, bedbugs, ants, termites, houseflies, ticks and scorpion. The major constituent of pesticides in this environment was Dichlorvos (DDVP). Many commercially available pesticides were unlabeled. Nearly half, 48.8% had used pesticides in the home. More than three quarters, 78.7% indicated that they read instructions before using pesticides. More than one third, 36% had experienced health problems attributed to pesticide use. Many locally available pesticides were unlabeled. Majority of labelled pesticides contained mainly Diclorvos (DDPV). Unsafe pesticide handling practices were common. The most common self -reported adverse effect was respiratory symptoms. Educational intervention increased in the proportion of respondents that used of non-chemical methods and adopted safer pesticide use practices. Keywords: Pesticides, Diclorvos (DDPV), Educational Intervention, Pharmacist, Nigeria

scholarly journals Causal Mediation in Educational Intervention Studies

2018 ◽  
Vol 43 (4) ◽  
pp. 457-465
Author(s):  
Greg Roberts ◽  
Nancy Scammacca ◽  
Garrett J. Roberts
Keyword(s):  
Randomized Trial ◽  
Behavioral Intervention ◽  
Educational Intervention ◽  
Statistical Models ◽  
Student Behavior ◽  
Intervention Studies ◽  
Self Regulation ◽  
Intervention Research ◽  
Successful Implementation ◽  
Research And Practice

Understanding the factors that mediate the effect of educational or behavioral intervention is critical to advancing both research and practice. When properly implemented, mediators add depth to the results of intervention research, indicating why a program works, highlighting ways to enhance its effectiveness, and revealing the elements that are essential to successful implementation. However, many researchers find mediation a difficult topic and struggle to implement it properly in statistical models of effects from between-groups randomized studies. In an effort to bring clarity to the topic of mediation and encourage its use where appropriate, this article lays out the requirements for evidence of a causal-mediated effect. An example of a randomized trial of an intervention targeting self-regulation and student behavior is used to illustrate the process of conceptualizing and testing for mediation of treatment effects. Statistical considerations also are addressed.

scholarly journals Beyond stress reduction: A conceptual model of intrapersonal transformation through mindfulness interventions

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrea Nadine Frolic ◽  
Sandra Moll
Keyword(s):  
Qualitative Research ◽  
Stress Reduction ◽  
Healthcare Workers ◽  
Healthcare Sector ◽  
Post Intervention ◽  
Worker Stress ◽  
Mindfulness Interventions ◽  
One Year ◽  
The Impact ◽  
Exposure To Trauma

Mindfulness-based programs are becoming increasingly common in workplace settings as a means to manage worker stress and enhance resilience.The healthcare sector has been an early-adopter of mindfulness as a means to mitigate workers’ exposure to trauma and high levels of stress, which can result in fatigue, burnout and sub-optimal patient care. In spite of the avalanche of new empirical and theoretical studies of mindfulness programs published over the past ten years, there remains a relative dearth of high-quality qualitative research describing the process and outcomes of programs from the perspective of participants, including their longitudinal impacts. This paper describes qualitative findings of an evaluation of two workplace mindfulness programs involving over 190 healthcare workers, using pre- and post-intervention qualitative surveys as well as focus groups. The study explores participant experiences, described in their own words, and the impact of these programs one year after completion. We draw on the stories gathered from participants to craft an inductive model of mindfulness and its impacts on the lives of novice practitioners. Using metaphor as a method to elucidate this model, we describe the transformative impacts of mindfulness for workers, including impacts on stress, resilience, insight and well-being.We also discuss how qualitative research methods can inform efforts to enhance the quality and evaluate the impact of mindfulness programs in the workplace. 

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