Supporting children to act as change agents for parents in preparing their lunch box

2019 ◽  
Vol 44 (2) ◽  
pp. 153-165 ◽  
Author(s):  
Ronit Jakobovich ◽  
Ella Shoval ◽  
Elliot M Berry ◽  
Boaz Shulruf
Keyword(s):  
Positive Impact ◽  
Change Agents ◽  
Training Programme ◽  
Control Group ◽  
Intervention Model ◽  
Post Intervention ◽  
Agents Of Change ◽  
Service Training ◽  
The Difference ◽  
Training Programmes

This study aims to examine the effects of an intervention model, Change Nutrition by Doing, in which children act as agents of change – by ‘doing’ – in taking responsibility for the contents of the lunch box they bring from home to consume at an early childhood centre. This quasi-randomised case-control trial consisted of 35 Israeli kindergartens whose teachers were participating in an in-service training programme of an intervention model for improving children’s healthy nutritional behaviour. The control group consisted of 26 kindergartens whose teachers were participating in other in-service training programmes. The intervention model ran for eight months. The quality of the contents of the children’s lunch box in the experimental groups was measured pre- and post-intervention through structured observations that yielded standardised scores. Mann-Whitney U Test for independent samples (at the kindergarten level) was employed to compare the change in lunch-box content across the controls. The results showed that in all the variables the difference between the intervention and the control kindergartens was significant, p< .002. It was concluded that the intervention had a significant positive impact on the content of the lunch boxes. This study shows the potential of supporting children to be change agents at home. In the future, there should be a follow-up of the family’s perseverance of the acquired habit.

Mindfulness and compassion training for clinicians: a qualitative study

2021 ◽  
Author(s):  
Clémence Brun ◽  
Alexis Akinyemi ◽  
Laurène Houtin ◽  
Claire Mizzi ◽  
Thierry Cardoso ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Positive Impact ◽  
Quality Care ◽  
Training Programme ◽  
Mindfulness Training ◽  
Psychological Consequences ◽  
Care Programme ◽  
Work Related ◽  
Training Programmes ◽  
High Level

Objectives: Providing quality care requires compassion, and encouraging caregivers to develop a patient-centred care relationship could be beneficial for both patients and caregivers. Such a goal can be achieved through mindfulness-based programmes, which can improve caregivers’ compassion and self-compassion. They are particularly relevant for caregivers, as they have a high risk of experiencing work-related burnout due to the high level of involvement required in their work. We hypothesised that a mindfulness training programme specifically focused on situations that are relevant for caregivers could improve patient–caregiver relationships and the care provided by the latter. Methods: We conducted a qualitative study with 10 interviews designed to explore the perceived psychological consequences of such training programmes amongst caregivers who experienced a mindfulness training programme specifically elaborated for the medical staff at APHP Sorbonne University (i.e., the Mindfulness Based (MB) CARE programme). Results: Content analysis results showed that the training had an overall positive impact on the caregivers’ ability to feel compassion toward their patients and themselves. The caregivers were more attentive to their patients and their needs, without being able to articulate how well they were paying attention to them. The programme also helped them develop kindness towards themselves and their patients. The participants were better able to accept more sympathetically the difficult experiences they might encounter in the workplace or those reported by their patients. Conclusions: We conclude that professional mindfulness training programmes could be operational levers for institutions aiming at fostering a more compassionate caregiver–patient relationship, which in turn, can improve the efficiency of care provision.

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

scholarly journals Effect of KAP Intervention Model on Resilience and Cancer-related Fatigue in Patients with Colorectal Cancer Undergoing Chemotherapy

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Hui Zhang
Keyword(s):  
Colorectal Cancer ◽  
Randomized Trial ◽  
Cancer Chemotherapy ◽  
Prospective Randomized Trial ◽  
Control Group ◽  
Observation Group ◽  
Intervention Model ◽  
Cancer Related Fatigue ◽  
Resilience Scale ◽  
The Difference

Objective: To explore the effect of KAP intervention mode on resilience and cancer-related fatigue in patients with colorectal cancer undergoing chemotherapy. Methods: A prospective randomized trial was conducted. 55 patients with colorectal cancer who received routine nursing from February 2018 to February 2019 were included in the control group, and 55 patients who received routine nursing + KAP intervention from March 2019 to March 2020 were included in the observation group. The scores of Resilience Scale and cancer-related fatigue scale (CFS) before and 6 months after intervention were compared between the two groups. Results: After 6 months of intervention, the score of resilience of the two groups was higher than that before intervention, and that of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05); The CFS score of the two groups was lower than that before intervention, and that of the observation group was lower than that of the control group, the difference was statistically significant (P < 0.05). Conclusion: KAP intervention model can improve the resilience of patients with colorectal cancer chemotherapy, reduce cancer-related fatigue.

scholarly journals The Effectiveness of the Use of Nurse Safety Booklet on Nurse Knowledge in Ergonomic Injury Prevention in BIMA Hospital

2019 ◽  
Vol 4 (2) ◽  
pp. 108
Author(s):  
A. Haris ◽  
Abdul Haris
Keyword(s):  
Health Services ◽  
Intervention Group ◽  
Hospital Staff ◽  
Control Group ◽  
P Value ◽  
Research Subjects ◽  
Post Intervention ◽  
Quasi Experimental ◽  
The Difference ◽  
Nurse Knowledge

Safety has become a global issue in various sectors, including the health services sector. The hospital is one of the health service organizations that is guided to continuously improve quality by building safer and safer health services so as to get customer loyalty. Hospital staff is a major component of quality management in one of the indicators in evaluating hospital accreditation. This research uses a quasi-experimental research design pre and posttest with control group. Quasi experiment research is a study that tests an intervention in a group of research subjects and then measures the results of the intervention. Samples in this study are all nurses who are in the room of the General Hospital, Surgery and ICU Bima Hospital, which are 50 people. The results showed the results of different tests using paired t-test p value = 0.000 which can be concluded that there are differences between the intervention group and the control group, seen from the value of the difference in the intervention group is greater than the difference in the control group can be interpreted as education using more booklets affect the increase in nurse knowledge. The conclusion in this study was that there were significant differences in nurses' knowledge after being given education using pre and post intervention booklets between the intervention and control groups (p = 0.000).

Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development

2020 ◽  
Vol 36 (2) ◽  
pp. 108-125
Author(s):  
Judy Clegg ◽  
Carla Rohde ◽  
Henrietta McLachlan ◽  
Liz Elks ◽  
Alex Hall
Keyword(s):  
Language Development ◽  
Positive Impact ◽  
Training Programme ◽  
Early Years ◽  
Post Intervention ◽  
Main Effect ◽  
Tentative Evidence ◽  
Effectiveness Of Training ◽  
And Control ◽  
The Impact

Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.

scholarly journals Effectiveness of hamstring stretching using a pressure biofeedback unit for 4 weeks: A randomized controlled trial

2020 ◽  
Vol 40 (02) ◽  
pp. 99-107
Author(s):  
Jin-Oh Ahn ◽  
Jong-Hyuck Weon ◽  
Eun-Kyung Koh ◽  
Do-Young Jung
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Knee Extension ◽  
Control Group ◽  
Post Intervention ◽  
Lower Back ◽  
Hamstring Muscles ◽  
Before And After ◽  
The Difference ◽  
Pressure Biofeedback

Background: Stretching and length test of hamstring muscles have been performed commonly to manage lower back pain (LBP) in sports rehabilitation. Previous literatures addressed that stretching techniques and length test of hamstring muscles should be performed with the pelvic maintained in an anterior tilt position. However, there is no study to determine the effectiveness of pressure biofeedback unit (PBU) to maintain in anterior pelvic tilting (APT) on length test and stretching of hamstring muscles. Objective: To determine the effectiveness of hamstring muscles stretching using a PBU. Methods: Forty participants with shortness of hamstrings randomized into two groups. Participants performed the active knee extension (AKE) stretching without (control group) or with PBU (intervention group) for four weeks. AKE tests without and with PBU were administered three times before and after hamstrings stretching by each group. Results: The AKE test without PBU showed a significant main effect of time ([Formula: see text]) but not of group ([Formula: see text]) on the AKE angle. The AKE test with PBU showed a significant increase in the AKE angle in the post-intervention compared to the pre-intervention assessments in both groups ([Formula: see text]). The difference of AKE angle between the pre- and post-intervention results was significantly greater in the intervention group than in the control group ([Formula: see text]). Conclusion: We recommend the use of a PBU to maintain the pelvic anterior tilting position when performing the AKE test or AKE stretching.

scholarly journals Measuring Improvement of Economic Condition in State-Owned Forest Farms’ in China

2020 ◽  
Vol 12 (4) ◽  
pp. 1593 ◽  
Author(s):  
Rongyuan Chen ◽  
Wenhui Chen ◽  
Mingxing Hu ◽  
Wei Huang
Keyword(s):  
Economic Development ◽  
Poverty Alleviation ◽  
Capital Investment ◽  
Poverty Reduction ◽  
Positive Impact ◽  
Control Group ◽  
Chinese State ◽  
The Difference ◽  
Reduction Effect ◽  
Forest Farm

An important policy cornerstone for China to reduce poverty includes China’s goal of achieving complete poverty alleviation in its state-owned forest farms by 2020. This study describes and documents the poverty reduction effect in impoverished Chinese state-owned forest farms. Based on a sample of 4855 state-owned forest farms in 31 provinces in China from 2008 to 2017, this paper uses the difference-in-difference method to study the dynamic process of poverty reduction by policies for impoverished state-owned forest farms. The results show that the implementation of the policy significantly promoted the economic development of impoverished state-owned forest farms and caused the treatment group to increase by approximately 10.6% over the control group. Moreover, the establishment of a list of impoverished state-owned forest farms had an indirect impact on the economic performance of forest farms, through channels such as infrastructure poverty alleviation, human capital investment, and per capita income of forest farm employees. Additionally, the effects of the policy on non-impoverished counties were stronger than that on impoverished counties, and impoverished state-owned forest farms may not appear in impoverished counties. The degree of financial dependence of the local government had a significant positive impact on the economic development of impoverished state-owned forest farms. The effects of the policy on different forest farms were heterogeneous. Our study provides recommendations for the future development of impoverished Chinese state-owned forest farms and for the improvement of poverty alleviation efficiency.

scholarly journals Changing Patient Perceptions of MTM: Determining an Effective Method of Education

2018 ◽  
Vol 9 (2) ◽  
pp. 3
Author(s):  
Aleda M Chen
Keyword(s):  
Community Education ◽  
Positive Impact ◽  
Patient Perceptions ◽  
Group Differences ◽  
Post Intervention ◽  
Medication Therapy ◽  
Education Group ◽  
Study Results ◽  
Quasi Experimental ◽  
The Difference

Background:  Medication Therapy Management (MTM) is a vital resource in reducing medication nonadherence, yet many individuals who are eligible for MTM services are unaware of what MTM is and how to enroll.  Little is known about how to best educate patients on MTM services and its benefits. Objective: To determine the difference between in-person education community education versus brochure community education on MTM services on perceptions of and enrollment in MTM services. Methods:  A pre-post quasi experimental study, where patients were allocated to receive information about MTM through an educational brochure or an in-person education session and completed survey assessments pre- and post-intervention, was conducted at a federally-qualified health center.  Patients who were ages 18 years or older, MTM-eligible, and had received no prior MTM service were eligible to participate.  Changes in patient perceptions of and enrollment in MTM from pre- to post-intervention were assessed by survey instruments developed for this study. Results: A total of 35 patients (brochure=25, in-person=10) were recruited for this study.  Most participants (94.2%) either reported having never heard of MTM or not being sure if they had heard of MTM. There were no significant between-group differences on pre-survey questions or pre-post within-group changes (p>0.05). There were significant between-group differences on 11 post-assessment questions and MTM enrollment (p<0.05), with the in-person education group showing improved perceptions and greater enrollment. Conclusion: Patients remain largely unaware of MTM services; there is a need for education to increase awareness. Even though educating patients in a face-to-face context had a more positive impact on perceptions of MTM and enrollment in MTM, more research is needed regarding the best educational methods as it was difficult for patients to find time to attend an educational session.   Type: Student Project 

scholarly journals Effectiveness of the use of the strategy of peers teaching in the treatment of the difficulties of reading aloud in the sixth grade pupils in the province of Hafr al-Batin in Saudi Arabia: فاعلية استخدام استراتيجية تدريس الأقران في علاج صعوبات القراءة الجهرية لدى تلاميذ الصف السادس الابتدائي في محافظة حفر الباطن بالسعودية

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Sultan bin Haif Mohammed Al Harbi
Keyword(s):  
Reading Skills ◽  
Reading Speed ◽  
Pearson Correlation ◽  
Reading Aloud ◽  
Reading Difficulties ◽  
Sixth Grade ◽  
Control Group ◽  
Service Training ◽  
The Difference ◽  
And Control

The study aimed at determining the reading difficulties of sixth grade students in Hafr Al-Batin governorate and identifying the effect of using the strategy of peers teaching in the treatment of reading difficulties. The semi-experimental method was used to suit the study objectives. (245) students during the second semester of the academic year 1434/1435 H. The researcher used a test to measure difficulties in reading aloud, a guide for the teacher and learner, and Stkhaddmt arithmetic averages, standard deviations, and stability coefficient alpha Cronbach, and Pearson correlation coefficient, as well as the accompanying analysis of variance (ANCOVA) in the statistical treatments. The results revealed that there was a statistically significant effect at the level of (α 0.05)) for the use of the strategy of teaching peers in the treatment of the difficulties of verbal reading of the recognition and pronunciation and reading speed between the experimental and control groups in the sixth grade pupils. The experimental average was 83.33, the control group average was only 57.64, the difference was statistically significant for the pilot, and the test result for both groups was in the tribal test; in all the verbal reading skills measured by the test 45.37). The most difficult reading skills were found to be the difficulty of pronunciation. The ability of reading speed was the second in terms of difficulty with an arithmetic mean (45.85) , With an average of (53.67). The study recommended a number of recommendations, including attention to the use of effective strategies such as peer education strategy to address the difficulties of reading aloud, especially for the primary stage and its use in treatment plans to address the difficulties of reading aloud and the inclusion of in-service training programs for Arabic teachers on practical topics of the strategy of peers teaching.

scholarly journals Effect of an intervention on teachers’ and teaching assistants’ attitudes and academic expectations concerning the educational inclusion of students with Down’s Syndrome

Revista CEFAC ◽  
2021 ◽  
Vol 23 (6) ◽  
Author(s):  
Valentina Mora-Castelletto ◽  
María Magdalena Muñoz-Montes ◽  
Francisca Pozo-Tapia ◽  
Eduardo Fuentes-López ◽  
Giorvan Ânderson dos Santos Alves ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Teaching Assistants ◽  
Positive Impact ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Control Group ◽  
Academic Expectations ◽  
Post Intervention ◽  
Significant Difference ◽  
Experimental Group

ABSTRACT Purpose: to assess the effect of an intervention on educational teams’ attitudes and academic expectations concerning the inclusion of students with Down’s Syndrome (DS), in Chile. Methods: a quasi-experimental single-group study was carried out, with an interdisciplinary pilot intervention held comprising three workshops on inclusive education for teachers and teaching assistants. The Attitudes Towards and Academic Expectations For Down’s Syndrome Students questionnaire (CAEASD in Spanish) was used to assess these variables pre- and post-intervention. Results: 48 subjects participated in this study, with 37 in the experimental group and 11 in the control group. No significant differences were observed in the overall CAEASD score, neither before nor after the intervention (p=0.388). However, in the actions part of the attitude component, there was a significant difference in the experimental group (p<0.05), in which, the proportion of positive changes in the overall CAEASD score was also greater than that in the control group. Conclusion: mentoring had a positive impact on educational teams’ attitudes towards students with DS, helping to develop an inclusive educational community.

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