scholarly journals Pharmacists’ Knowledge of Veterinary Pharmacotherapy and the Impact of an Educational Intervention

2018 ◽  
Vol 34 (6) ◽  
pp. 244-251
Author(s):  
Natalie W. Young ◽  
Kenneth D. Royal ◽  
Mina Park ◽  
Gigi S. Davidson
Keyword(s):  
Pilot Study ◽  
Educational Intervention ◽  
Limited Data ◽  
Knowledge Based ◽  
Item Questionnaire ◽  
Statewide Assessment ◽  
Core Concepts ◽  
Baseline Knowledge ◽  
Study Participants ◽  
The Impact

Background: To date, there is very limited data regarding pharmacists’ preparedness to handle animal prescriptions. No previous studies exist examining the impact of a veterinary-pharmacy–focused educational intervention. Objective: To assess pharmacists’ baseline knowledge of veterinary pharmacotherapy, as relevant to their professional responsibilities, and assess the impact of a piloted educational program. Methods: Two studies were conducted. The first study involved a statewide assessment of pharmacists’ knowledge of veterinary pharmacotherapy; the second study assessed the impact of an educational intervention to improve pharmacists’ veterinary pharmacotherapy knowledge base. Participants in the pilot study were assessed via pretest and posttest. Results: The statewide sample of participants (n = 602) received a mean score of 5.9 (SD = 2.6) on a 17-item questionnaire. There were no discernible differences in participants’ knowledge based on the subject matter of the question (pathophysiology, dosing, counseling, compounding, legality, and toxicology). Using the same 17-item questionnaire, pilot study participants (n = 60) received a mean score of 5.2 (SD = 2.4) on the pretest and 16.6 (SD = 0.7) on the posttest. Conclusion: The findings of this study suggest that a substantial portion of pharmacists lack the knowledge needed to process and dispense the veterinary prescriptions most commonly encountered in community pharmacies. Furthermore, this study shows that implementation of an educational intervention can increase pharmacists’ knowledge of core concepts necessary to safely care for animal patients.

scholarly journals A pilot study of the impact of an educational intervention aimed at improving medical record documentation

2013 ◽  
Vol 43 (1) ◽  
pp. 29-34 ◽  
Author(s):  
M Farzandipour ◽  
Z Meidani ◽  
F Rangraz Jeddi ◽  
H Gilasi ◽  
L Shokrizadeh Arani ◽  
...  
Keyword(s):  
Pilot Study ◽  
Medical Record ◽  
Educational Intervention ◽  
The Impact ◽  
Medical Record Documentation

The Assessment of Cultural Experience through the Measurement of Cross-Cutting Skills

2014 ◽  
pp. 83-112
Author(s):  
Carmen Gallucci ◽  
Piera Bellelli ◽  
Giuliana Saccà ◽  
Felice Addeo
Keyword(s):  
Pilot Study ◽  
Experiential Learning ◽  
Knowledge Economy ◽  
Business Models ◽  
Theoretical Framework ◽  
Economic Success ◽  
Cultural Experience ◽  
Knowledge Based ◽  
The Impact ◽  
Changing Process

The g-local changing process requires new service-based business models which redesign a universe of value crucial to economic success. The chapter aims to verify how this process can be achieved through knowledge-based-cultural activities that enhance people and their capabilities, promoting participation together with knowledge. The Knowledge economy, S-D logic and Experiential Learning represent the theoretical framework for devising a model to assess the impact of cultural experience on learning through the measurement of cross-cutting skills. The model has been applied on a pilot study represented by the Giffoni Experience, a cultural and innovative experiential format known worldwide and tested in two editions (2011, 2012) to assess the impact of the cultural experience in terms of empowerment or self-enhancement through the performance levels achieved in the four cross-cutting skills.

scholarly journals Intention to Read to Newborns Following a Brief Reading Promotion Intervention among Low-Income Pregnant Women

2019 ◽  
Vol 12 (2) ◽  
pp. 50-52
Author(s):  
Deshanett Clay ◽  
Carolyn R. Ahlers-Schmidt ◽  
Mary Benton ◽  
Matt Engel ◽  
Molly Brown
Keyword(s):  
Educational Intervention ◽  
Low Income ◽  
Word Knowledge ◽  
American Academy Of Pediatrics ◽  
Actual Reading ◽  
Post Test ◽  
Baseline Knowledge ◽  
Study Participants ◽  
Reading To Children

Introduction. Reading to children can increase word knowledge andsuccess in school. The American Academy of Pediatrics recommendsbeginning reading at birth. However, children from low-incomefamilies are exposed to less words, including reading exposure, thanchildren from high-income families.Methods.xPregnant women attending a community prenatal educationprogram targeted at high-risk and low-income populationswere recruited into this study. Participants completed a pre-survey,engaged with a brief educational intervention, then completed amatched post-survey. Surveys assessed perceived benefits, intendedbehaviors, and self-efficacy regarding reading to their child.Results. Of 61 eligible participants, 54 (89%) completed the study.Participants reported being Black (33%), White (30%), Hispanic(28%), and other race (9%). Average gestational age at enrollmentwas 27 weeks (range 13 to 38 weeks). The average age of respondentswas 26 years (SD = 7.2); 46% reported being pregnant for the firsttime. Following the intervention, no change in knowledge regardingbenefits of reading was observed, however, baseline knowledge washigh (58% - 94%). At post-test, significantly more women reported itwas important to start reading to their child at birth (83% vs 56%; p< 0.001) and that they planned to start reading to their child at birth(70% vs 50%; p = 0.001).Conclusions. A brief educational intervention showed promise inincreasing pregnant women’s intentions to read to their children andshould be considered in conjunction with other reading promotionprograms. Follow-up to assess actual reading behavior is needed.Kans J Med 2019;12(2):50-52.

scholarly journals Knowledge, Health Beliefs, and Self-Efficacy regarding Osteoporosis in Perimenopausal Women

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Renée D. Endicott
Keyword(s):  
Pilot Study ◽  
Family History ◽  
Health Beliefs ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Educational Program ◽  
The Family ◽  
Perimenopausal Women ◽  
History Of ◽  
The Impact

The aims of this pilot study were to (1) determine if having a family history of osteoporosis impacts knowledge, health beliefs, and self-efficacy regarding osteoporosis among perimenopausal women aged 42–52 and to (2) describe the impact of an osteoporosis-specific educational intervention had on the knowledge, health beliefs, and self-efficacy of this population. Participants completed three surveys measuring knowledge, health beliefs, and self-efficacy related to osteoporosis before and two months after the educational program. At baseline, no differences were noted in knowledge of osteoporosis among women with and without a family history of osteoporosis, although women with a family history perceived a greater susceptibility for developing osteoporosis than women without the family history. Findings indicate that both groups increased in knowledge of osteoporosis (P<.001). Benefits of calcium increased in the women without a family history of osteoporosis (P<.001) and benefits of exercise increase in women with a family history of osteoporosis (P=.007). There were no significant statistical findings regarding self-efficacy between the two groups of women. Findings indicate that an osteoporosis-specific educational program improves perimenopausal women’s knowledge and some health beliefs.

Abstract TP242: A Brief Educational Intervention Improves Paramedic Stroke Knowledge

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
John A Oostema ◽  
Todd Chassee ◽  
Mel Oakley ◽  
Mathew J Reeves
Keyword(s):  
Educational Intervention ◽  
Systems Of Care ◽  
Quality Care ◽  
Time Frame ◽  
Before And After ◽  
Baseline Knowledge ◽  
On Line ◽  
Stroke Systems Of Care ◽  
The Impact ◽  
Stroke Knowledge

Introduction: Emergency Medical Services (EMS) are an important component of stroke systems of care. EMS transport has been associated with faster emergency department (ED) stroke evaluations and higher t-PA delivery rates, especially among EMS recognized cases with hospital prenotification. However, delivery of high quality care including hospital prenotification requires that paramedics received regular education and training to improve their ability to identify and treat stroke cases. Methods: We identified opportunities for improvement in EMS care of suspect stroke patients through a review of local EMS stroke-related performance data and focus group discussions with paramedics. We then developed a 20-minute online educational module that reviewed basic stroke pathophysiology, discussed acute stroke therapies, and stressed the importance of performing stroke screening examinations and hospital prenotification for suspect stroke cases. The training was provided to all paramedics in a single agency. Scores on 10 item multiple-choice assessment were compared before and after receipt of the online training module using Fisher Exact tests and Wilcoxon Rank Sum Tests. Results: A total of 40 paramedics underwent the training. Overall quiz scores improved from a median of 9 (interquartile range [IQR] 7 to 9) to 10 (IQR 9 to 10, p=0.0002). Prior to training, only 43% of paramedics correctly identified 4.5 hours as the window for t-PA treatment, with 43% choosing 6 hours. Correct t-PA window identification improved significantly following education (43% to 87.5%, p<0.0001). Improvements were also seen for questions regarding the most common presenting complaints among EMS missed strokes (72.5% to 90%) and the recommended time frame for verbal hospital prenotification (80% to 95%), although these differences were not statistically significant. Conclusions: Overall, paramedics demonstrated good baseline knowledge regarding stroke, however important misconceptions regarding the time frame for t-PA eligibility were common. A brief, on-line educational intervention improved stroke knowledge. Further work is needed to determine the impact of stroke education on real world paramedic performance.

Pilot study to determine the impact of a multidisciplinary educational intervention in patients hospitalized with heart failure

2005 ◽  
Vol 150 (5) ◽  
pp. 982.e1-982.e9 ◽  
Author(s):  
Femida H. Gwadry-Sridhar ◽  
J. Malcolm O. Arnold ◽  
Ying Zhang ◽  
James E. Brown ◽  
Gordon Marchiori ◽  
...  
Keyword(s):  
Heart Failure ◽  
Pilot Study ◽  
Educational Intervention ◽  
The Impact

scholarly journals Impact of educational intervention in promoting knowledge attitude and practice for prevention of common childhood diseases among 9-11 year old school children in rural Bangalore

2019 ◽  
Vol 6 (2) ◽  
pp. 644
Author(s):  
Achalaa Kamila ◽  
Madhusudan Madaiah ◽  
Santhosh Munipapanna ◽  
Suresha Doddasabbenahalli Sonnappa
Keyword(s):  
Health Education ◽  
Educational Intervention ◽  
School Children ◽  
Primary Schools ◽  
Childhood Diseases ◽  
Knowledge And Attitude ◽  
Initial Survey ◽  
Study Participants ◽  
The Impact ◽  
Knowledge Attitude And Practice

Background: Children are the most vulnerable and easily influence able part of society and thus when subjected to health education the knowledge they gain and the practices they develop are more likely to stay with them throughout their life hence the study was done to assess the impact of health education among school students.Methods: Educational intervention study was carried out in three primary schools in Hoskote, rural Bangalore among 9-11 years school children. Initial survey was done to assess the KAP levels in 9 to 11 years old school children regarding prevention of common childhood disease and intervention was done using an interactive story board to provide health education and impact of intervention was assessed.Results: The study comprised of 200 students (112 boys and 88 girls). It was found that overall general knowledge and attitude regarding prevention of common childhood diseases was poor among the study participants. Following educational sessions using interactive story board (edutainment) a significant improvement was observed in knowledge and attitude of the students as detected by improved correct response rates.Conclusions: Interactive story board was successful in providing educational intervention in 9 to 11 year old school children which may help to prevent common avoidable childhood diseases.

The Stereotype Threat Effect

2018 ◽  
Vol 29 (4) ◽  
pp. 249-258 ◽  
Author(s):  
Steffen Moritz ◽  
Insa Happach ◽  
Karla Spirandelli ◽  
Tania M. Lincoln ◽  
Fabrice Berna
Keyword(s):  
Stereotype Threat ◽  
Self Report ◽  
Neuropsychological Performance ◽  
Neurocognitive Deficits ◽  
Online Study ◽  
Memory And Attention ◽  
Threat Effect ◽  
Efficacy Expectations ◽  
Study Participants ◽  
The Impact

Abstract. Neurocognitive deficits in patients with mental disorders are partially due to secondary influences. “Stereotype threat” denotes the phenomenon that performance is compromised when a participant is confronted with a devaluing stereotype. The present study examined the impact of stereotype threat on neuropsychological performance in schizophrenia. Seventy-seven participants with a self-reported diagnosis of schizophrenia were randomly assigned to either an experimental condition involving stereotype threat activation or a control condition in an online study. Participants completed memory and attention tests as well as questionnaires on motivation, self-efficacy expectations, cognitive complaints, and self-stigmatization. Contrary to our prediction, the two groups showed no significant differences regarding neuropsychological performance and self-report measures. Limitations, such as a possibly too weak threat cue, are discussed and recommendations for future studies are outlined.

Measuring Impact of Stress in Sandwich Generation Caring for Demented Parents

GeroPsych ◽  
2014 ◽  
Vol 27 (4) ◽  
pp. 171-179 ◽  
Author(s):  
Laurence M. Solberg ◽  
Lauren B. Solberg ◽  
Emily N. Peterson
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Social Worker ◽  
Resource Availability ◽  
Well Being ◽  
Sandwich Generation ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Adult Caregivers ◽  
The Impact

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.

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