Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

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Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

10.21203/rs.3.rs-28992/v1 ◽

2020 ◽

Author(s):

Roghaye Mehdipour-rabori ◽

Behnaz Bagheryan ◽

monirsadat nematollahi

Keyword(s):

Experimental Study ◽

Nursing Education ◽

Nursing Students ◽

Clinical Teaching ◽

Clinical Skills ◽

Mastery Learning ◽

Intervention Group ◽

Control Group ◽

Simulation Based ◽

Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

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Effect of Educational Intervention Based on Health Belief Model on Prevention of Substance Abuse Among the Students of Khatam Al-Nabieen University in Afghanistan

Iranian Red Crescent Medical Journal ◽

10.5812/ircmj.101935 ◽

2020 ◽

Vol 22 (5) ◽

Author(s):

Khanali Mohammadi ◽

Sedigheh Sadat Tavafian

Keyword(s):

Substance Abuse ◽

Experimental Study ◽

Health Belief Model ◽

Educational Intervention ◽

Intervention Group ◽

Health Belief ◽

Control Group ◽

Significant Difference ◽

Quasi Experimental ◽

Belief Model

Background: Addiction in Afghanistan, as the largest opium producer in the world, is relatively high, and limited studies have indicated that the youth, especially students are the majority of the addicted cases in this country. Objectives: This quasi-experimental study aimed at designing and evaluating the effect of educational intervention based on the Health Belief Model (HBM) on drug abuse prevention among the students of Khatam Al-Nabieen University in Afghanistan. Methods: In this quasi-experimental study, 120 students of Khatam Al-Nabieen University residing in Ghazni city, Afghanistan, were randomly divided into two groups of the intervention and control (60 students per group). The HBM-based educational intervention was performed for the intervention group. The data in both groups were collected and evaluated at four time points, including before intervention, and immediately, 3, and 6 months after the intervention using a valid researcher-made questionnaire. Results: Although there was no significant difference between the mean score of the HBM constructs (P > 0.05) before the intervention, the results of repeated measures ANOVA showed significant differences in the intervention group in HBM constructs and also intention toward substance abuse preventive behavior (P < 0.001). There were significant inter- and intra-group differences, as well as the group-time interaction in all HBM constructs mean scores (P < 0.001). Also, as the valuable finding, the preventive behavioral intention significantly (P < 0.001) improved following a 3- and 6-month follow-up in the intervention group (17.63 ± 1.34 and 17.66 ± 1.42, respectively) compared with the control group (10.95 ± 1.33 and 10.87 ± 1.22, respectively). Conclusions: The results showed that the HBM-based educational program by preventing substance abuse can help students adopt proper behaviors.

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The effect of educational intervention based on BASNEF model for reducing internet addiction among female students: a quasi-experimental study

Italian Journal of Pediatrics ◽

10.1186/s13052-019-0761-4 ◽

2019 ◽

Vol 45 (1) ◽

Cited By ~ 2

Author(s):

Batol Gholamian ◽

Hossein Shahnazi ◽

Akbar Hassanzadeh

Keyword(s):

Experimental Study ◽

Educational Intervention ◽

Internet Addiction ◽

Intervention Group ◽

Female Students ◽

T Test ◽

The Internet ◽

Control Group ◽

Quasi Experimental ◽

The Impact

Abstract Background Adolescents and students are encountered with a challenge so-called “internet Addiction”. This issue affects both their physical and mental health, as well as their academic, social, and family performance. The aim of the current research is to determine the impact of educational intervention. To achieve this aim, BASNEF is utilized to reduce the excessive use of the internet by students. Methods This quasi-experimental study was implemented on 120 high school female students in Shahrekord (west of Iran), which were addicted to the internet. Paticipants was randomly divided into two groups of control and intervention. For data collection before and after the intervention, the standard Yang internet Addiction Questionnaire and BASNEF researcher-developed Questionnaire were used. Educational intervention for mothers was conducted in one session (as the most important subjective norm) and for students in two sessions. This method was based on BASNEF construct. Then, data were analyzed using SPSS-20 and chi-square test, Mann-Whitney test, independent t-test, and paired t-test. Results After the education intervention, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control and enabling factors in the intervention group were significantly different from the control group (p < 0.001). In Post-test assessment, the intervention group revealed a significant decrease, in terms of using the internet (based on the time). (p < 0.001). Conclusions The results of this study revealed that BASNEF and its related constructs was a suitable framework to design the educational interventions in order to reduce the extreme use of internet in students. Applying of this model can be a cognitive and intellectual framework that affects students’ internet use behavior.

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Flipchart application for promoting maternal self-efficacy in breastfeeding

Rev Rene ◽

10.15253/2175-6783.2015000300014 ◽

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.

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Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17197264 ◽

2020 ◽

Vol 17 (19) ◽

pp. 7264

Author(s):

Lorna Kwai Ping Suen ◽

Janet Pui Lee Cheung

Keyword(s):

Experimental Study ◽

Hand Hygiene ◽

School Health ◽

Intervention Group ◽

Kindergarten Children ◽

School Level ◽

Control Group ◽

Hygiene Practices ◽

Quasi Experimental ◽

Experimental Group

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

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Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

Paediatrica Indonesiana ◽

10.14238/pi55.6.2015.339-44 ◽

2016 ◽

Vol 55 (6) ◽

pp. 339 ◽

Cited By ~ 1

Author(s):

Hartono Gunadi ◽

Rini Sekartini ◽

Retno Asti Werdhani ◽

Ardi Findyartini ◽

Muhammad Arvianda Kevin Kurnia

Keyword(s):

Experimental Study ◽

Medical Students ◽

Medical School ◽

Intervention Group ◽

Control Group ◽

Vaccine Preventable Diseases ◽

Before And After ◽

Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

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Effect of the Dutch school-based education programme ‘Taste Lessons’ on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study

Public Health Nutrition ◽

10.1017/s1368980014003012 ◽

2014 ◽

Vol 18 (12) ◽

pp. 2231-2241 ◽

Cited By ~ 16

Author(s):

Marieke CE Battjes-Fries ◽

Annemien Haveman-Nies ◽

Reint-Jan Renes ◽

Hante J Meester ◽

Pieter van ’t Veer

Keyword(s):

Experimental Study ◽

Elementary Schools ◽

Intervention Group ◽

Education Programme ◽

Subjective Norm ◽

Control Group ◽

Multilevel Regression ◽

School Based ◽

Behavioural Determinants ◽

Quasi Experimental

AbstractObjectiveTo assess the effect of the Dutch school-based education programme ‘Taste Lessons’ on children’s behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods.DesignIn a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children’s gender and age. Effect sizes were expressed as Cohen’s d.SettingDutch elementary schools.SubjectsForty-nine classes (1183 children, 9–12 years old) in grades 5–8 of twenty-one elementary schools.ResultsThe intervention group showed a higher increase in knowledge (d=0·26, P<0·01), which persisted after six months (d=0·23, P<0·05). After four weeks, the intervention group showed a higher increase in number of foods known (d=0·22, P<0·05) and tasted (d=0·21, P<0·05), subjective norm of the teacher (d=0·17, P<0·05) and intention (d=0·16, P<0·05) towards the target behaviours.ConclusionsPartial implementation of Taste Lessons during one school year showed small short-term effects on increasing behavioural determinants in relation to tasting unfamiliar foods and eating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.

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Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

10.21203/rs.2.22356/v1 ◽

2020 ◽

Author(s):

Saeideh Shahsavari ◽

Sakineh dadipoor ◽

Mohtasham Ghaffari ◽

Ali Safari-Moradabadi

Keyword(s):

Physical Activity ◽

Educational Intervention ◽

Stages Of Change ◽

Intervention Group ◽

T Test ◽

Control Group ◽

Post Intervention ◽

Chi Square ◽

Significant Difference ◽

Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

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Training interventions on Helping Babies Breathe among health workers in tertiary hospital of the Republic of South Sudan: A non-randomized quasi-experimental study

Healthcare in Low-resource Settings ◽

10.4081/hls.2018.7276 ◽

2018 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

Christopher Vunni Draiko ◽

Khemika Yamarat ◽

Alessio Panza ◽

Judith Draleru ◽

Martin Taban ◽

...

Keyword(s):

Experimental Study ◽

Health Workers ◽

South Sudan ◽

Intervention Group ◽

Control Group ◽

Training Interventions ◽

Helping Babies Breathe ◽

Newborn Mortality ◽

Quasi Experimental ◽

And Control

This study aimed to examine the effects of the Helping Babies Breathe (HBB) training interventions program on the knowledge, psychomotor skills, and competency of health workers in managing birth asphyxia and reducing mortality of newborns experiencing asphyxia within 24 hours. This study used pre- and post-test design (quasi experimental study). Purposive sampling was employed, and a computer-generated number was used to select the participants. Health workers from Juba Teaching Hospital comprised the intervention group. They were evaluated before and after the training from February to June 2017. A post training skill and competency evaluation was performed using a NeoNatalie newborn simulator and was repeated after three months of implementation for intervention and control group. Seventy health workers were enrolled; 40 were in the intervention group and 30 in the control group. Early newborn mortality due to asphyxia within 24 hours in intervention and control measure at pre and post implementation showed a significant reduction within the intervention than the control. Knowledge, psychomotor and competency of health care workers improved immediately after training and early newborn mortality reduced by half at the end of three months. It is recommended that training of health workers on HBB should be scaled up in most of the health facilities in South Sudan.

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Effects of an Educational Intervention on Angolan Adolescents’ Knowledge of Human Reproduction: A Quasi-Experimental Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16245155 ◽

2019 ◽

Vol 16 (24) ◽

pp. 5155

Author(s):

Natércia Almeida ◽

Andreia Teixeira ◽

José Garcia ◽

Natália Martins ◽

Carla Ramalho

Keyword(s):

Experimental Study ◽

Sex Education ◽

Civic Education ◽

Educational Intervention ◽

Human Reproduction ◽

Human Biology ◽

Control Group ◽

Human Fertilization ◽

Quasi Experimental ◽

The Impact

Background and objectives: Sex education is a necessity and a right of young people in Angola. However, this education is deficient or even absent in various subsystems and, therefore, the impact of an educational intervention on human biology and sexuality was addressed. Materials and methods: This quasi-experimental study employed a non-equivalent control group, pre-test post-test design. It was conducted with students from three secondary schools (6th to 12th grade, two public and one private) in Huambo (Angola), between June and December 2017. First, a questionnaire was distributed to assess the students’ knowledge on aspects related to sexual maturation, psychological development, gynecological organs’ anatomy, human fertilization, contraception, and risks of unprotected sexuality. Then, an educational program was developed by the principal investigator along with the school’s moral and civic education and biology teachers selected for a group of students (experimental group, EG); the others constituted the control group (CG). Classes were held on non-working days, on Saturday mornings (8:00 to 10:00 a.m.), so as not to interfere with the school calendar. The initial questionnaire was redistributed two months later to assess the impact of the intervention. Results: Of the 589 individuals included (mean age of 16.8 ± 2.5 years), 56.7% were males. EG (n = 241) consisted of students from the public school and CG (n = 348) by students from public and private schools. The last part of the questionnaire consisted of 30 questions to assess students’ knowledge, and in 23 of these questions, both groups showed no differences at baseline. After the intervention, the EG showed significant improvements (p < 0.05), while the CG revealed only slight improvements. Conclusions: Students from Huambo province have a significant lack of knowledge on human biology and sexuality. Rigorous development and evaluation of interventions addressing multiple individual and environmental level factors is needed, notably for effective education in human biology and sexuality.

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