scholarly journals Four levels of evaluation nurse training program on regional food

2020 ◽  
Vol 73 (suppl 6) ◽  
Author(s):  
Ádria Marcela Vieira Ferreira ◽  
Leidiane Minervina Moraes de Sabino ◽  
Lilia Jannet Saldarriaga Sandoval ◽  
Francisca Elisangela Teixeira Lima ◽  
Mariana Cavalcante Martins ◽  
...  
Keyword(s):  
Training Program ◽  
Educational Interventions ◽  
Nurse Training ◽  
Regional Food ◽  
Nutrition Training ◽  
Before And After ◽  
Post Test ◽  
Four Levels Of Evaluation ◽  
Four Levels ◽  
Levels Of Evaluation

ABSTRACT Objectives: to verify the effectiveness of a regional nutrition training program for nurses based on four levels of assessment: response, learning, behavior, and conclusions. Methods: this was a longitudinal, almost experimental before and after type of study, carried out in 2014 with eight nurses and 62 mothers attended in the Primary Health Care Units of the rural area of Ceará, Brazil, in a training program using educational technology on regional food. Results: the evaluations showed a positive reaction from the nurses; a very good post-test average (92.3%); a change in nurses’ behavior, verified by 30 educational activities after training; and satisfactory results, verified by improvement in knowledge, attitude and practice of the mothers about regional food and food safety after participating in the educational interventions carried out by the trained nurses. Conclusions: the training program was considered effective, showing positive results in the four levels of evaluation.

scholarly journals Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Katie Maras ◽  
Tim Gamble ◽  
Mark Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Feedback Condition ◽  
Spectrum Disorder ◽  
Metacognitive Monitoring ◽  
Before And After ◽  
Post Test ◽  
And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

scholarly journals The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

2018 ◽  
Vol 7 (3.34) ◽  
pp. 636
Author(s):  
Seong Won Kim ◽  
Youngjun Lee
Keyword(s):  
Statistical Analysis ◽  
Training Program ◽  
Content Knowledge ◽  
Educational Program ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Technological Tool ◽  
Experimental Group

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

scholarly journals Registros de enfermagem em um hospital de ensino: estudo quase-experimental

2016 ◽  
Vol 15 (3) ◽  
pp. 351
Author(s):  
Herica Silva Dutra ◽  
Simone Emerich Mendes ◽  
Sylvia Miranda Carneiro ◽  
Fernanda Mazzoni da Costa ◽  
Romanda Da Costa Pereira Barboza ◽  
...  
Keyword(s):  
Night Shift ◽  
Educational Interventions ◽  
Nursing Assistants ◽  
Professional Identification ◽  
Individual Care ◽  
Practical Nurses ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Time Signature

Aim: to evaluate the records of the nursing staff for compliance with the specific legislation in a teaching hospital considering the institution sector, work shift, the professional category and the number of offenses per registration before and after educational intervention.Method: a quasi-experimental study of pre-test and post-test type with a single group. Result: 826 nursing records were evaluated. The largest number of records was made in the Intensive Care Unit by the practical nurses and the night shift. There was an increase in the number of records made by nursing assistants, in male clinical sectors and female surgery sector. There was a reduction in the occurrence of three or more offenses. The intervention was effective for items such as presence of date, time, signature and professional identification stamp. Discussion: incomplete notes can hamper individual care, undermine the continuity of care and imply risks to patient safety. Conclusion: educational interventions can contribute to improvements in nursing records.

scholarly journals PELATIHAN KEBERSYUKURAN UNTUK MENINGKATKAN EMOSI POSITIF

Jurnal ABDI ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 59
Author(s):  
Johan Satria ◽  
Ratih Arruum Listiyandini ◽  
Rina Rahmatika ◽  
Melok Roro Kinanthi
Keyword(s):  
Training Program ◽  
Social Relationships ◽  
Test Score ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Mutual Influence ◽  
Analog Scale ◽  
Before And After ◽  
Post Test ◽  
Full Day

Training of gratitude is expected to grow these factors. Being grateful can lead to positive emotions that may create acceptance the conditions of self and positive social relationships. This training program was conducted for a full day, including induction and release of negative emotions, lesson about gratitude, mutual influence, contemplation, and pouring a sense of gratitude in writing. Training is given to 37 students of class X at SMKN 31 Jakarta. Pre and post test was conducted before and after training, using VAS (Visual Analog Scale) and PANAS (Positive affect-negative affect schedule). The effect of the training was analyzed by counting the change of mean from pre to post test score for each scale. The result showed that there are an increased of positive emotion score means after the training, from 6.92 to 7.41 for VAS and from 3.53 to 3.81 for PANAS score. Then it may concluded that the gratitude training program improve the positive emotion of the students.

scholarly journals PENAMBAHAN LATIHAN CORE STABILITY PADA PROGRAM PELATIHAN ATLET DAYUNG UNTUK PENINGKATAN KECEPATAN MENDAYUNG

2017 ◽  
Author(s):  
Dyno Aryo Christanto ◽  
N. Adiputra ◽  
S. Indra Lesmana ◽  
Dw P. Sutjana ◽  
Made Muliarta ◽  
...  
Keyword(s):  
Training Program ◽  
Core Stability ◽  
Rank Test ◽  
P Value ◽  
Signed Rank ◽  
Wilcoxon Signed Rank Test ◽  
Before And After ◽  
Post Test ◽  
Signed Rank Test ◽  
The Difference

Introduction: Generally, core stability exercise as a training program is needed in almost kind of sport including paddle, analysis of movement in any kind of paddle sport such as kayak, canoe, or even rowing have been showed that the activity of core stability muscles are really needed. Purpose: purpose of this research is to know the effectivity of core stability exercise replenishment to increase sculling speed in paddle training program. Methods: This research is experimental with treatment by subject design project, involving 15 paddle athletes which divided into two groups and consists of II periods which are, Period I and Period II. In the 1st period, the athletes were given extra core stability exercise along with their normal paddling routine mean while in the 2nd period, the athletes only doing their normal paddling routine. Each period do the trial in 6 weeks, so this reseach took 12 weeks. In 1st period, the subjects were given extra core stability training 3 times a week along with their normal paddling routine where as subjects in period II only do their normal paddling routine. Results: The used of parametric paired t test is to know the difference of sculling speed before and after the trials were given. To period I pre test value is 3.80 ± 0.26 meters/second while the post test value is 4.06 ± 0.41 meters/second and the value 0.001 (p<0.05)mean while the 2nd period use Wilcoxon signed rank test to know the difference of sculling speed between before and after the trial were given resulting pre test value 3.80 ± 0.22 meters/second and post test value 3.91 ± 0.27 meters/second while the p value is 0.004 (p<0.05). After 12 weeks of sculling speed test between both period using Wilcoxon signed rank test and resulting obvions with period I value 0.26 ± 0.20 meters/second and period II value is 0.11 ± 0.12 meters/second along with p value 0.001 (p<0.05). Conclusion: Therefore, based on the result of my research test, we can concluded that the addition of core stability exercise in paddle training program is more effective to increase sculling speed.

Evaluating a physician leadership development program – a mixed methods approach

2016 ◽  
Vol 30 (3) ◽  
pp. 390-407 ◽  
Author(s):  
Cheryl Throgmorton ◽  
Trey Mitchell ◽  
Tom Morley ◽  
Marijo Snyder
Keyword(s):  
Leadership Development ◽  
Leadership Programs ◽  
Physician Leadership ◽  
Program Outcomes ◽  
Content Type ◽  
Evaluation Strategy ◽  
Physician Leaders ◽  
Four Levels Of Evaluation ◽  
Four Levels ◽  
Levels Of Evaluation

Purpose – With the extent of change in healthcare today, organizations need strong physician leaders. To compensate for the lack of physician leadership education, many organizations are sending physicians to external leadership programs or developing in-house leadership programs targeted specifically to physicians. The purpose of this paper is to outline the evaluation strategy and outcomes of the inaugural year of a Physician Leadership Academy (PLA) developed and implemented at a Michigan-based regional healthcare system. Design/methodology/approach – The authors applied the theoretical framework of Kirkpatrick’s four levels of evaluation and used surveys, observations, activity tracking, and interviews to evaluate the program outcomes. The authors applied grounded theory techniques to the interview data. Findings – The program met targeted outcomes across all four levels of evaluation. Interview themes focused on the significance of increasing self-awareness, building relationships, applying new skills, and building confidence. Research limitations/implications – While only one example, this study illustrates the importance of developing the evaluation strategy as part of the program design. Qualitative research methods, often lacking from learning evaluation design, uncover rich themes of impact. The study supports how a PLA program can enhance physician learning, engagement, and relationship building throughout and after the program. Physician leaders’ partnership with organization development and learning professionals yield results with impact to individuals, groups, and the organization. Originality/value – Few studies provide an in-depth review of evaluation methods and outcomes of physician leadership development programs. Healthcare organizations seeking to develop similar in-house programs may benefit applying the evaluation strategy outlined in this study.

scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

scholarly journals The Effect of Training of School Physicians on Their Knowledge Regarding Surveillance in Alexandria

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
Nessrin El-Nimr ◽  
Iman Wahdan
Keyword(s):  
Training Program ◽  
Disease Surveillance ◽  
Intervention Program ◽  
Multiple Linear Regression Model ◽  
Knowledge Score ◽  
Total Knowledge Score ◽  
Significant Difference ◽  
Before And After ◽  
Two Factors ◽  
Post Test

Background: Surveillance is important in schools. We assessed the effect of a training program on the knowledge of school physicians regarding surveillance. Methods: Seventy school physicians were included. Assessment of their baseline surveillance knowledge was done (pretest). An intervention program was prepared. Assessment of the training program was done using the same data collection tool (post test). Results: Significant difference in the mean knowledge score before and after the intervention was detected. In a multiple linear regression model, the total knowledge score before the intervention and the age of the physician were the only two factors found to be significantly affecting the school physicians' knowledge score after the intervention. Conclusion: Training of school physicians on disease surveillance has an effect on their level of knowledge regarding surveillance.

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