The Effects of an Educational Intervention on Oncology Nurses' Attitude, Perceived Knowledge, and Self-Reported Application of Complementary Therapies

2004 ◽  
Vol 31 (1) ◽  
pp. 71-78 ◽  
Author(s):  
Rusti E. Hessig ◽  
Lori L. Arcand ◽  
Marlene H. Frost
Keyword(s):  
Educational Intervention ◽  
Complementary Therapies ◽  
Oncology Nurses ◽  
Perceived Knowledge ◽  
Nurses Attitude

A brief educational intervention to increase communication about complementary and alternative medicine (CAM) in community oncology settings.

2012 ◽  
Vol 30 (15_suppl) ◽  
pp. 6054-6054
Author(s):  
Lorenzo Cohen ◽  
Diana Urbauer ◽  
Michael Fisch ◽  
Bryan Fellman ◽  
Holly Hough ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Health Care Professionals ◽  
Intervention Group ◽  
Oncology Nurses ◽  
Control Group ◽  
Community Based ◽  
Community Oncology ◽  
Cam Use ◽  
Md Anderson ◽  
Hispanic White

6054 Background: The widespread use of CAM in academic oncology settings has been well documented. However, there is a lack of communication between patients and health care professionals on CAM that may have negative health consequences. No comprehensive study of CAM use in community oncology settings exists. We examined the benefits of a brief educational intervention on nurse discussions of CAM with patients. Methods: A multi-site, randomized trial of an educational intervention (brief video, resource list) designed to encourage oncology nurses to discuss CAM use with their patients was conducted within the MD Anderson CCOP network. Nurses (N=175) and patients (baseline N=699 and different set of patients after intervention N=650) completed questions about CAM use, communication, and knowledge. Results: Nurses were 97% female, 96% non-Hispanic white. Two months after the intervention, nurses in the intervention group reported that they were more likely to ask about CAM use than those in the control group (OR=4.2; p<.005) and asked more of their last 5 patients about CAM use (p=.003). No significant intervention effect was found for the proportion of patients in the clinic who indicated they were asked about CAM use after the intervention (OR=1.6, p>.10). Approximately 40% of patients reported using CAM following their cancer diagnosis yet the majority of nurses estimated less than 25% of their patients used CAM. Conclusions: CAM use in community-based oncology patients is high and there is an underestimation of use by the oncology nurses. This very brief intervention significantly improved how often nurses reported asking patients about their CAM use. However, the patients of the nurses did not reflect this change in communication. Additional types of interventions are needed to increase communication between patients and nurses.

Heating up Coaching Education: What Coaches Need to Know

2010 ◽  
Vol 3 (2) ◽  
pp. 96-97
Author(s):  
Lindsey E. Eberman ◽  
Kimberly J. Bodey ◽  
Rebecca Zakrajsek ◽  
Madeline McGuire ◽  
Adam Simpson
Keyword(s):  
Statistical Analysis ◽  
Research Design ◽  
Educational Intervention ◽  
Development Program ◽  
Heat Illness ◽  
Knowledge Gap ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
On Line ◽  
Sport Coaches

Background:The National Standards for Sport Coaches (2006) acknowledges that differences exist in athletes’ ability to tolerate heat. As such, Domain 2: Safety and Injury Prevention (S7-10), Domain 3: Physical Conditioning (S12-13), and Domain 7: Organization and Administration (S34) list expectations for coaches’ ability to recognize and respond to heat illness. However, only the American Red Cross of Greater Indianapolis (Domain 2 specific) and 13 programs are accredited by NCACE. Moreover, on-line trainings frequently used to educate novice interscholastic and recreational sport coaches provide only a cursory review of heat illness precautions, symptoms, and remedies.Objective:The purpose of this exploratory study is to identify changes in coaches’ actual and perceived knowledge after an on-line educational intervention, as well as determine whether the educational intervention will decrease the knowledge gap.Research Design:A pre-test/post-test design was used to identify the effect of an educational intervention on perceived and actual knowledge of sport coaches.Participants:Coaches (n=19; male=14, female=5) were solicited via email made available by the Indiana High School Athletic Association and the Indiana Youth Soccer Association – Olympic Development Program.Instrumentation:The Perceived Knowledge Questionnaire (five-item survey) and an actual knowledge assessment (two versions of 19-item quiz) were used to measure the coaches’ perceived and actual knowledge about the prevention, recognition, and treatment of exertional heat illnesses. Participants completed the “Beat the Heat: Be a Better Coach in Extreme Environmental Conditions” educational intervention.Procedures:Coaches completed the on-line educational module including pre-test and post-tests evaluations of actual and perceived knowledge.Statistical Analysis:Researchers performed three separate paired t-tests to identify the effect of the educational intervention on the dependent variables: actual knowledge, perceived knowledge, and knowledge gap. Significance was set a-prior at p<0.05.Results:Participants demonstrated a significant 18.1% improvement (t18=-4.877, p<0.001, ES=0.62) in actual knowledge scores. Perceived knowledge also significantly improved (t18=-2.585, p=0.019, ES=0.25). Knowledge gap, the difference between actual knowledge and perceived knowledge, became significantly smaller (t18=4.850, p<0.001, ES=0.63).Conclusions:Results indicate the on-line educational intervention improved actual knowledge, perceived knowledge, and decreased the knowledge gap. Additional large scale study of this intervention is warranted.

Development of a Group Educational Intervention for Sexual Functioning and Intimacy Concerns in Patients with Multiple Sclerosis

2009 ◽  
Vol 11 (3) ◽  
pp. 107-113 ◽  
Author(s):  
Dustin E. Wright ◽  
Lara M. Stepleman ◽  
Kimberly N. Davis ◽  
Mary D. Hughes
Keyword(s):  
Multiple Sclerosis ◽  
Health Care ◽  
Sexual Health ◽  
Health Care Providers ◽  
Educational Intervention ◽  
Sexual Functioning ◽  
Panel Discussion ◽  
Sexual Problems ◽  
Care Providers ◽  
Perceived Knowledge

Sexual functioning problems are disproportionately frequent among individuals with multiple sclerosis (MS) and are associated with reduced sexual activity and satisfaction. Although effective treatments are available, patients often do not communicate with physicians or partners as openly and frequently as needed to optimize sexual functioning. The purpose of this study was to examine the effectiveness of a group-level educational intervention to increase perceived knowledge and communication ability regarding MS-related sexual health and intimacy concerns. Patients with MS and their partners attended a workshop that included didactic presentations, a multidisciplinary panel discussion, and a presentation by a sexual health consultant. Participants (N = 33) completed questionnaires before and after the workshop describing their sexual functioning, perceived knowledge of MS-related sexual problems, and willingness to communicate with partners and health-care providers about these issues. The results indicated a high frequency of sexual problems. Intention to discuss problems with one's significant other and health-care providers was associated with race and gender. Participants reported a significant increase in their knowledge of MS-related sexual problems and sexual satisfaction. Moreover, a trend was observed with regard to participants' likelihood of discussing these issues with partners. This study provides valuable information on the benefits of a multidisciplinary, real-world intervention for sexual/intimacy problems.

Effect of an Educational Intervention Based on Bandura’s Theory on Foot Care Self-Efficacy in Diabetes: A Prospective Quasi-Experimental Study

2020 ◽  
pp. 153473462094832
Author(s):  
İsmail Toygar ◽  
Sadık Hançerlioğlu ◽  
Tülün Utku ◽  
Ilgın Yildirim Şimşir ◽  
Şevki Çetinkalp
Keyword(s):  
Educational Intervention ◽  
Diabetic Foot ◽  
Self Efficacy ◽  
Knowledge Level ◽  
Foot Care ◽  
Perceived Health Status ◽  
Perceived Knowledge ◽  
Perceived Quality Of Life ◽  
The Mean

The purpose of this study is to evaluate the foot care self-efficacy of diabetic foot patients and the effect of an educational intervention for improving it. This study was of a semi-experimental design and was conducted between January and December 2019 in a diabetic foot council of a university hospital. After power analysis to determine sample size, 33 participants meeting the inclusion criteria were included in the study. A Patient Identification Form and Diabetic Foot Care Self-Efficacy Scale (DFCSES) were used to collect data. Of the patients, 51.5% were male and the mean age was 54.91 ± 16.61 years. The mean score of DFCSES was 50.18 ± 20.88 before education and 72.67 ± 20.74 after education. The educational intervention has large effects on self-efficacy ( d = 1.233), perceived knowledge level on diabetic foot ( d = 1.102), perceived health status ( d = 0.859), and perceived quality of life ( d = 0.807). Educational intervention was found to be an effective way to improve foot care self-efficacy, perceived knowledge level on diabetic foot, perceived health status, and perceived quality of life.

scholarly journals Impact of a Brief Educational Intervention on Knowledge, Perceived Knowledge, Perceived Safety, and Resilience of the Public During COVID-19 Crisis

2020 ◽  
Vol 17 (16) ◽  
pp. 5971
Author(s):  
Arielle Kaim ◽  
Eli Jaffe ◽  
Maya Siman-Tov ◽  
Ella Khairish ◽  
Bruria Adini
Keyword(s):  
Educational Intervention ◽  
Effective Means ◽  
Educational Interventions ◽  
Cross Sectional Study ◽  
Perceived Knowledge ◽  
Cross Sectional ◽  
Perceived Safety ◽  
The Public ◽  
The Individual ◽  
The Impact

Extraordinary and unprecedented public health measures have been implemented to contain the ongoing spread of the coronavirus disease 2019 (COVID-19) pandemic. There is paramount importance of cooperation and population engagement in reducing disease infection rates and relieving an outbreak’s burden on society. The civil society’s engagement may be achieved through disaster education interventions. In this cross-sectional study, a pre-post questionnaire was used to investigate the impact of a brief educational intervention on knowledge, perceived knowledge, perceived safety, and the individual resilience of the population relating to the COVID-19 outbreak. The results of the study display the benefits of the educational intervention to include a significant overall increase in all examined variables. The study also reviewed the overall trust of the public concerning the main responding authorities, as well as practices concerning protective measures for COVID-19. This study demonstrates that educational interventions, such as the brief video, provide an easily implementable design and effective means for educating and empowering the public and should, thus, be considered as a component of future outbreak responses.

scholarly journals Effect of Educational Intervention on Nurses’ Attitude, Intention and Behaviour Towards Family-Centered Care in Pediatric Wards in Iran: A Randomized Control Trial Utilizing Prospect Theory

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Frozan Rostami
Keyword(s):  
Health Care ◽  
Educational Intervention ◽  
Intervention Group ◽  
Theoretical Implication ◽  
Family Centered Care ◽  
Centered Care ◽  
Nurses Attitude ◽  
And Control ◽  
Behaviour Score ◽  
Family Centered

<p align="justify"><strong>Background:</strong> The concept, family-centered care (FCC), is used to describe the way families are involved in the health care of hospitalized children. In developing countries, most paediatric wards claim to be ‘family-centered’, which means that the wards adopt a philosophy where parents are acknowledged as being central to their children’s existence. Despite substantial investments in researchers, dissemination and advocacy, huge gap exist between what is known about effective health services and what is done in real world practice. There is no common agreement between health care workers on provision of FCC in Iran. <strong>Objectives: </strong>To identify the effect of educational intervention on Family-Centered Care model on attitude, intention and behaviour of pediatric nurses.<strong><em> </em></strong><strong>Methods</strong>: Participants were randomly assigned to complete a questionnaire assessing paediatric nurses’ attitude towards providing FCC in Iran. <strong>R</strong><strong>esults:</strong> There is no significant relationship between socio-demographic characteristics and attitude towards provision of FCC for both intervention and control groups (p&gt;0.05). The mean of behaviour in the intervention group (1.57 unit) increased and difference among pre- and post-tests in behaviour score in the intervention group was significant (P&lt;0.05). <strong>Conclusion:</strong> The findings have important theoretical implication as theory of planned behaviour verified that nurses’ behaviours changed after educational intervention.</p>

Enhancing the capacity of oncology nurses to provide supportive care for parents with advanced cancer: Evaluation of an educational intervention

2009 ◽  
Vol 45 (10) ◽  
pp. 1798-1806 ◽  
Author(s):  
Jane Turner ◽  
Alexandra Clavarino ◽  
Phyllis Butow ◽  
Patsy Yates ◽  
Maryanne Hargraves ◽  
...  
Keyword(s):  
Supportive Care ◽  
Advanced Cancer ◽  
Educational Intervention ◽  
Oncology Nurses

scholarly journals The potential of training specialist oncology nurses in real-life reporting of adverse drug reactions

2021 ◽  
Author(s):  
M. Reumerman ◽  
J. Tichelaar ◽  
R. van Eekeren ◽  
E. P. van Puijenbroek ◽  
M. C. Richir ◽  
...  
Keyword(s):  
The Netherlands ◽  
Adverse Drug Reactions ◽  
Educational Intervention ◽  
Intervention Group ◽  
Real Life ◽  
Oncology Nurses ◽  
Control Group ◽  
Drug Reactions ◽  
Adr Reporting

AbstractSpecialist oncology nurses (SONs) have the potential to play a major role in monitoring and reporting adverse drug reactions (ADRs); and reduce the level of underreporting by current healthcare professionals. The aim of this study was to investigate the long term clinical and educational effects of real-life pharmacovigilance education intervention for SONs on ADR reporting. This prospective cohort study, with a 2-year follow-up, was carried out in the three postgraduate schools in the Netherlands. In one of the schools, the prescribing qualification course was expanded to include a lecture on pharmacovigilance, an ADR reporting assignment, and group discussion of self-reported ADRs (intervention). The clinical value of the intervention was assessed by analyzing the quantity and quality of ADR-reports sent to the Netherlands Pharmacovigilance Center Lareb, up to 2 years after the course and by evaluating the competences regarding pharmacovigilance of SONs annually. Eighty-eight SONs (78% of all SONs with a prescribing qualification in the Netherlands) were included. During the study, 82 ADRs were reported by the intervention group and 0 by the control group. This made the intervention group 105 times more likely to report an ADR after the course than an average nurse in the Netherlands. This is the first study to show a significant and relevant increase in the number of well-documented ADR reports after a single educational intervention. The real-life pharmacovigilance educational intervention also resulted in a long-term increase in pharmacovigilance competence. We recommend implementing real-life, context- and problem-based pharmacovigilance learning assignments in all healthcare curricula.

Sign in / Sign up

Export Citation Format

Share Document