The state of educational intervention research as viewed through the lens of literacy intervention

Objetivo: avaliar o impacto de uma intervenção educativa sobre práticas obstétricas e desfechos perineais. Método: estudo longitudinal, segundo a metodologia de implementação de evidências científicas na prática clínica, realizado com enfermeiros e médicos, puérperas e prontuários em uma maternidade pública de referência no estado do Amapá. Resultado: após a intervenção educativa, mais profissionais recomendaram as posições lateral e verticais no período expulsivo do parto; mais puérperas relataram as práticas de puxo dirigido e manobra de Kristeller; menos prontuários indicaram a laceração espontânea e graus de lacerações maiores. Conclusão: a intervenção educativa proporcionou resultados melhores, mas não estatisticamente significativos.Descritores: Auditoria clínica, Períneo, Pesquisa translacional.IMPLEMENTATION OF SCIENTIFIC EVIDENCES IN NORMAL CHILDBIRTH CARE: LONGITUDINAL STUDYObjective: to evaluate the impact of an educational intervention on obstetric practices and perineal outcomes. Method: longitudinal study, according to the methodology of implementation of scientific evidence in clinical practice, performed with nurses and doctors, puerperas and medical records in a referred public maternity hospital in the state of Amapá. Result: after the educational intervention, more professionals recommended the lateral and vertical positions in the expulsive period of childbirth; More puerperas reported the practices of directed pull and maneuver of Kristeller; Less medical records indicated spontaneous laceration and higher degrees of lacerations. Conclusion: the educational intervention provided better results, but not statistically significant.Descriptors: Clinical audit, Perineum, Translational research.IMPLEMENTACIÓN DE LA EVIDENCIA CIENTÍFICA EN LA ATENCIÓN DE PARTO NORMAL: UN ESTUDIO LONGITUDINALObjetivo: Evaluar el impacto de una intervención educativa sobre las prácticas obstétricas y resultados perineales. Método: Estudio longitudinal, de acuerdo con la metodología de implementación de la evidencia científica en la práctica clínica, realizada con las enfermeras y los médicos, las madres y los registros en una referencia maternidad pública en el estado de Amapá. Resultado: Después de la intervención educativa, la mayoría de los profesionales recomiendan las posiciones laterales y verticales en la segunda etapa del parto; más madres reportaron las prácticas de extracción y maniobra dirigida Kristeller; a menos que los registros que se indican las laceraciones espontáneas y un mayor grado de laceraciones. Conclusión: La intervención educativa poca mejora de las prácticas y los resultados perineales.Descriptores: Auditoría clínica, Perineo, Investigación traslacional.

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Más allá de Piaget: cognición adulta y educación

Teoría de la Educación Revista Interuniversitaria ◽

10.14201/2845 ◽

2009 ◽

Vol 11 ◽

Author(s):

Antonio Víctor Martín García

Keyword(s):

Cognitive Development ◽

Life Span ◽

Educational Intervention ◽

Classical Model ◽

The State ◽

Information Process ◽

The Subject ◽

Pedagogical Theory ◽

Adult Cognition ◽

The Way

RESUMEN: El objetivo de este artículo es intentar una aproximación a la descripción del tipo de pensamiento que utilizan los adultos. Partimos de la base en nuestro trabajo de que el conocimiento sobre el modo como piensan las personas adultas se presenta como un aspecto clave para la teoría pedagógica y especialmente para la práctica, cuando se orienta hacia este tipo de alumnos. Para ello, organizamos el texto integrando el concepto de pensamiento en un constructo más amplio y comprensivo como es el de cognición. Desde ese marco realizamos, en primer lugar, una síntesis crítica de la teoría piagetiana en lo referente al desarrollo cognitivo por cuanto representa el modelo, ya clásico, más elaborado sobre el tema, y en segundo, un análisis de algunas de las formulaciones teóricas y empíricas recientes más importantes sobre la cognición adulta, como por ejemplo las derivadas del procesamiento de la información, de la perspectiva del Life-span, o del denominado modelo de encapsulación. Terminamos intentando ofrecer el estado de la cuestión en relación con los aspectos nucleares del pensamiento adulto. Todo ello con vistas a apoyar procesos de intervención e investigación educativa en este campo.ABSTRACT: The aim this article is to attempt an approach to a description of the type of thought that adults use. We take for granted in our paper that knowledge about the way adults think is a key aspect in pedagogical, theory and especially in terms of practice when it is directed towards this type of students. With this in mind we organize the text integrating the concept of thought in a wider an more comprehensive construct which is cognition. From this framework we make, first of all, a critical synthesis of the Piaget theory related to cognitive development in as far as it represents the now classical model, but more developed on the subject and, secondly an analysis of some of the most important of the recent theoretical and empirical formulation of adult cognition, such as those derived from information process and from the Lifespan perspective. We finish attempting to offer the state of the question in relation to nuclear aspects of adult thought. The aim of all this is to support processes of educational intervention and research in this field.

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The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children

The Oxford Handbook of Deaf Studies in Literacy ◽

10.1093/oxfordhb/9780197508268.013.28 ◽

2020 ◽

pp. 401-416

Author(s):

Hannah M. Dostal ◽

Amy R. Lederberg

Keyword(s):

Case Studies ◽

Hard Of Hearing ◽

Intervention Studies ◽

Deaf Education ◽

Intervention Research ◽

Literacy Intervention ◽

Literacy Interventions ◽

Reliable Evidence ◽

Hearing Children

Literacy intervention research tests our best ideas about instruction and forges a pathway forward toward deeper and more nuanced understandings of how children think, communicate, and learn. This chapter describes the components of the development of literacy interventions, explaining how to construct and evaluate each component in sequence to generate robust, reliable evidence for practice. In doing so, the chapter discusses some of the specific contexts of, and challenges for, literacy intervention research in deaf education. In order to illustrate important considerations for designing and interpreting literacy intervention studies in this context, two case studies of interventions developed or applied with deaf and hard-of-hearing children are included.

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Design-based research: Connecting theory and practice in pharmacy educational intervention research

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2018.12.002 ◽

2019 ◽

Vol 11 (3) ◽

pp. 309-318 ◽

Cited By ~ 4

Author(s):

Michael D. Wolcott ◽

Nikki G. Lobczowski ◽

Kayley Lyons ◽

Jacqueline E. McLaughlin

Keyword(s):

Educational Intervention ◽

Intervention Research ◽

Theory And Practice ◽

Design Based Research

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Literacy Development in Individuals With Down Syndrome

Perspectives on Language Learning and Education ◽

10.1044/lle16.3.104 ◽

2009 ◽

Vol 16 (3) ◽

pp. 104-108

Author(s):

Patricia Cleave

Keyword(s):

Down Syndrome ◽

Literacy Development ◽

Writing Development ◽

Intervention Research ◽

Literacy Skills ◽

Literacy Intervention ◽

Reading And Writing

Abstract This article discusses reading and writing development in children with DS. In addition to review of areas of strength and challenges, the author reviews literacy intervention research, and their effectiveness in improving literacy skills with this population.

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