The Impact of an Online Transition Curriculum on Secondary Student Reading

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample of 338 students with and without disabilities and utilized the AIMS Web Maze Test for 8th Grade Reading Prompts to measure gain scores in reading comprehension. Multilevel linear modeling methods were used to examine the effects of the curriculum intervention on students nested within teachers. Findings show that while both groups increased in reading, the intervention group made larger gains that were statistically significant and corresponded to a large effect size. These results emphasize the importance of embedding reading comprehension strategies within transition services.

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Here, Hidden, in My Head (3H) Strategy: an Interactive Solution to Increase Students’ Reading Comprehension

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v5i2.3676 ◽

2020 ◽

Vol 5 (2) ◽

pp. 212

Author(s):

Mike Amelia ◽

Yosi Delfitra

Keyword(s):

Reading Comprehension ◽

Learning Strategy ◽

Student Reading ◽

West Sumatra ◽

Eighth Grade Students ◽

Quasi Experimental ◽

The Mean ◽

And Control ◽

The Impact ◽

Positive Effect

The eighth-grade students of SMPN 2 Danau Kembar of West Sumatra, Indonesia, had a problem with their reading skills since they unexpectedly did not understand the texts well. The implementation of an inappropriate learning strategy was criticized as one of the factors contributing to the problem. This study aimed to determine the impact of the 3H strategy on increasing the student's ability to understand the descriptive text. It was quasi-experimental research in which two classes were assigned to experimental and control classes. Each class consisted of 24 pupils (VIII-A) as an experimental class, and 24 pupils (VIII B) as a control class were selected as a sample through an objective inspection. The mean score of understudy reading perception in the test class is 75.71 higher than the mean score of student reading comprehension in the control class is 69.54. The researcher was given 2,91 for the data T calculated and 1,68 for the Ttable. Overall, H0 was rejected, and Ha was received. In view of the findings of the research, teaching reading through the use of the 3H strategy has a positive effect on students reading understanding.Permasalahan yang dihadapi oleh siswa kelas delapan SMPN 2 Danau Kembar di Sumatera Barat, Indonesia dalam kemampuan mereka dalam memahami teks merupakan landasan dasar permasalahan dari penelitian ini. Diantaranya ditemukan fakta bahwa kemampuan siswa memahami teks berada dibawah standar yang diharapkan. Ha ini dikarenakan beberapa faktor salah satunya adalah lemahnya strategi yang digunakan pada saat proses pembelajaran. Tujuan penelitian ini adalah untuk megetahui efek dari strategi 3H (Here, Hidden, and in my Head) dalam memahami teks deskriptif. Metode riset ini adalah quasy experiment. Siswa kelas delapan SMP N 2 Danau Kembar merupakan populasi penelitian ini. Kelas VIIIA (24 orang) sebagai kelas experimen dan kelas VIII B (24 orang) sebagai kelas kontrol merupakan kelas sampel yang dipilih dengan menggunakan teknik purposive sampling. Pada kelas experimen diperoleh rerata 75,71, sementara itu rerata kelas kontrol adalah 69,54. Peneliti juga mendapatkan Tcalculated sebesar 2,91 dan Ttable sebesar 1,68. Dari data yang didapatkan jelaslah bahwa H0 ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa penggunaan strategi 3H memberikan efek positif dan dapat meningkatkan kemampuan pemahaman membaca siswa pada teks deskrptif.

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Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

School Psychology International ◽

10.1177/01430343211025075 ◽

2021 ◽

pp. 014303432110250

Author(s):

Celeste Simões ◽

Anabela C. Santos ◽

Paula Lebre ◽

João R. Daniel ◽

Cátia Branquinho ◽

...

Keyword(s):

Mental Health ◽

Intervention Group ◽

Well Being ◽

Primary School Children ◽

Control Group ◽

Physical And Mental Health ◽

Quasi Experimental ◽

Mental Health Difficulties ◽

Prosocial Behaviours ◽

The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

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1346. Implementation of a Multidisciplinary 48 Hour Antibiotic Timeout in a Pediatric Population

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.1528 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S684-S684

Author(s):

Victoria Konold ◽

Palak Bhagat ◽

Jennifer Pisano ◽

Natasha N Pettit ◽

Anish Choksi ◽

...

Keyword(s):

Pediatric Patients ◽

Pediatric Population ◽

Intervention Group ◽

Post Intervention ◽

Days Of Therapy ◽

New Antibiotics ◽

Core Elements ◽

Quasi Experimental ◽

Empirical Antibiotics ◽

The Impact

Abstract Background To meet the core elements required for antimicrobial stewardship programs, our institution implemented a pharmacy-led antibiotic timeout (ATO) process in 2017 and a multidisciplinary ATO process in 2019. An antibiotic timeout is a discussion and review of the need for ongoing empirical antibiotics 2-4 days after initiation. This study sought to evaluate both the multidisciplinary ATO and the pharmacy-led ATO in a pediatric population, compare the impact of each intervention on antibiotic days of therapy (DOT) to a pre-intervention group without an ATO, and to then compare the impact of the pharmacy-led ATO versus multidisciplinary ATO on antibiotic days of therapy (DOT). Methods This was a retrospective, pre-post, quasi-experimental study of pediatric patients comparing antibiotic DOT prior to ATO implementation (pre-ATO), during the pharmacy-led ATO (pharm-ATO), and during the multidisciplinary ATO (multi-ATO). The pre-ATO group was a patient sample from February-September 2016, prior to the initiation of a formal ATO. The pharmacy-led ATO was implemented from February-September 2018. This was followed by a multidisciplinary ATO led by pediatric residents and nurses from February-September 2019. Both the pharm-ATO and the multi-ATO were implemented as an active non-interruptive alert added to the electronic health record patient list. This alert triggered when new antibiotics had been administered to the patient for 48 hours, at which time, the responsible clinician would discuss the antibiotic and document their decision via the alert workspace. Pediatric patients receiving IV or PO antibiotics administered for at least 48 hours were included. The primary outcome was DOT. Secondary outcomes included length of stay (LOS) and mortality. Results 1284 unique antibiotic orders (n= 572 patients) were reviewed in the pre-ATO group, 868 (n= 323 patients) in the pharm-ATO and 949 (n= 305 patients) in the multi-ATO groups. Average DOT was not significantly different pre vs post intervention for either methodology (Table 1). Mortality was similar between groups, but LOS was longer for both intervention groups (Table 1). Impact of an ATO on DOT, Mortality and LOS Conclusion An ATO had no impact on average antibiotic DOT in a pediatric population, regardless of the ATO methodology. Disclosures All Authors: No reported disclosures

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The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽

10.1186/s12912-021-00769-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Walter C. Millanzi ◽

Patricia Z. Herman ◽

Mahamudu R. Hussein

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Intervention Group ◽

Cost Effective ◽

Self Directed Learning ◽

Related Factors ◽

Learning Readiness ◽

Quasi Experimental ◽

Directed Learning ◽

The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

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Impact of regular chest percussion on outcome measures for infants with pneumonia

Journal of Nursing Education and Practice ◽

10.5430/jnep.v10n4p11 ◽

2019 ◽

Vol 10 (4) ◽

pp. 11

Author(s):

Eman Abdel Fattah Hassan ◽

Hoda Wahid Amer

Keyword(s):

Heart Rate ◽

Oxygen Saturation ◽

Outcome Measures ◽

Respiratory Health ◽

Intervention Group ◽

Routine Care ◽

Control Group ◽

Significance Level ◽

Quasi Experimental ◽

The Impact

Objective: To evaluate the impact of regular chest percussion on outcome measures for infants with pneumonia.Methods: A two-group pre-post quasi-experimental design was conducted in the Pediatrics Medical Unit at Abu Elrish Children’s Hospital, Cairo University. The experiment involved 100 infants fifty (control group) followed the hospital routine care and other fifty applied regular chest percussion (intervention group). Chest condition was assessed subjectively and objectively throughout five days before and after the regular chest percussion using Pediatrics Respiratory Severity Scales. Physiological measurements of infant’s respiratory rate, heart rate, and temperature and oxygen saturation were assessed. All research ethics were applied.Results: The mean of Pediatric Respiratory Severity Score (PRSS), temperature, respiration, heart rate and oxygen saturation among infants was statistically improved throughout the intervention days than the control group 1st, 2nd, 3rd and 4th days post the regular chest percussion at a significance level as p < .05.Conclusions: The regular chest percussion had a significant improvement in the respiratory health conditions for infants with bacterial pneumonia. This study recommends regular chest percussion that should be applied in medicine and intensive care units. Further researches must be done to add more evidence -based practices regarding the effect of chest percussion for children with pneumonia.

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The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

Learning Disability Quarterly ◽

10.1177/0731948720958128 ◽

2020 ◽

pp. 073194872095812

Author(s):

Miriam McBreen ◽

Robert Savage

Keyword(s):

At Risk ◽

Reading Comprehension ◽

Phonological Awareness ◽

Reading Intervention ◽

Reading Difficulties ◽

Preliminary Evidence ◽

Reading Performance ◽

Students At Risk ◽

Quasi Experimental ◽

The Impact

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

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102. Effects of an Antimicrobial Stewardship-guided MRSA Nasal Screening Review on Vancomycin Utilization for Respiratory Infections: A Quasi-Experimental Study

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.147 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S65-S65

Author(s):

Ross Pineda ◽

Meganne Kanatani ◽

Jaime Deville

Keyword(s):

Antimicrobial Stewardship ◽

Respiratory Infections ◽

Intervention Group ◽

Small Sample ◽

Post Intervention ◽

Predictive Values ◽

Days Of Therapy ◽

Significant Difference ◽

Quasi Experimental ◽

The Impact

Abstract Background Methicillin-resistant Staphylococcus aureus (MRSA) remains a significant pathogen in patients with respiratory infections. Guidelines recommend empiric MRSA coverage in patients at increased risk, resulting in substantial vancomycin use. Recent literature highlights the use of MRSA nasal assays as a rapid screening tool for MRSA pneumonia, demonstrating high negative predictive values and allowing for shorter empiric coverage. We aimed to evaluate the impact of MRSA nasal screening review by the antimicrobial stewardship program (ASP) on vancomycin utilization for respiratory infections. Methods This was a retrospective, quasi-experimental, pre-post intervention study. The intervention saw the addition of an MRSA screening review tool into the ASP electronic record, highlighting patients on vancomycin (actively or recently administered) with a negative MRSA screening. Vancomycin days of therapy (DOT) was collected for all orders indicated for a respiratory infection in the two weeks following a negative screening. Additional outcomes include vancomycin total dose and DOT per 1,000 patient days. Outcomes were compared via independent samples t-tests. Results 1,110 MRSA screenings resulted across 2 months, of which the majority were excluded for either not having vancomycin ordered, or for having vancomycin ordered for a non-respiratory indication, leaving 37 and 35 evaluable screenings in the pre- and post-intervention groups, respectively. Regarding vancomycin DOT, we did not identify a significant difference between pre- and post-intervention groups with respective means of 2.45 (SD=1.52) and 2.14 (SD=1.12) (p=0.35). We identified a total 8.78 vancomycin DOT per 1,000 patient days in the pre-intervention group versus 6.69 in the post-intervention group. Conclusion ASP-guided review of MRSA screenings was associated with a nonsignificant decrease in mean vancomycin DOT and lower total DOT per 1,000 patient days for respiratory infections following a negative screen. Given the recent implementation of our intervention, our analysis covered a small sample size, highlighting the need for continued data collection. MRSA screenings are not always fully or immediately utilized in our institution, demonstrating room to de-escalate MRSA-targeted antibiotics. Disclosures All Authors: No reported disclosures

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The impact of a peer-based education on fruits and vegetables intake among housewives

Journal of Health Population and Nutrition ◽

10.1186/s41043-021-00278-3 ◽

2021 ◽

Vol 40 (1) ◽

Author(s):

Roya Sheybani ◽

Zahra Hosseini ◽

Sayed Hossein Davoodi ◽

Teamur Aghamolaei ◽

Amin Ghanbarnejad

Keyword(s):

Self Efficacy ◽

Fruits And Vegetables ◽

Group Discussion ◽

Peer Education ◽

Intervention Group ◽

Control Group ◽

Post Intervention ◽

Significant Difference ◽

Quasi Experimental ◽

The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

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The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

Nursing Research and Practice ◽

10.1155/2018/7437386 ◽

2018 ◽

Vol 2018 ◽

pp. 1-10 ◽

Cited By ~ 4

Author(s):

Thor Arne Haukedal ◽

Inger Åse Reierson ◽

Hanne Hedeman ◽

Ida Torunn Bjørk

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Intervention Group ◽

Control Group ◽

Theoretical Knowledge ◽

Knowledge Test ◽

Patient Deterioration ◽

Simulation Based ◽

Quasi Experimental ◽

The Impact

Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

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Impact of umbilical cord cleansing with 4% chlorhexidine on rate of omphalitis and separation time among newborns in Khartoum state, Sudan

Healthcare in Low-resource Settings ◽

10.4081/hls.2015.4946 ◽

2015 ◽

Vol 3 (1) ◽

Cited By ~ 1

Author(s):

Abdelmoneim E.M. Kheir ◽

Amna M.A. Mustafa ◽

Awatif A. Osman

Keyword(s):

Developing Countries ◽

Umbilical Cord ◽

Intervention Group ◽

Control Group ◽

Subsequent Increase ◽

Separation Time ◽

Maternity Hospitals ◽

Umbilical Cord Care ◽

Quasi Experimental ◽

The Impact

Infection of the umbilical cord remains high in developing countries with subsequent increase in neonatal mortality rates. This may be due to the practice of applying potentially harmful substances to the freshly cut cord. The aim of this study was to assess the impact of umbilical cord care with 4% chlorhexidine on the rate of omphalitis and separation time among newborns in Khartoum State. This was a quasi-experimental research design that was carried out in the main maternity hospitals of Khartoum state between February and August 2012. One hundred mothers and their respective babies were selected by convenience sampling and were divided equally into intervention and control groups. The tools used for data collection were a questionnaire and an observational checklist. The data were analyzed using Statistical Package for Social Sciences version 17 for descriptive and inferential statistics. Umbilical cord training was effective in enhancing mothers’ knowledge and skills in the intervention group. The result showed that the omphalitis rate was reduced significantly in the intervention group; also the intervention group had a shorter separation time (mean=5.02) compared to the control group (mean=7.24). In conclusion, the application of 4% chlorhexidine on the freshly cut umbilical cord stump, significantly reduces omphalitis rate. This inexpensive and simple intervention can save a significant number of newborn lives in developing countries.

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