scholarly journals Prevention of domestic child accidents: an educational intervention conducted by Speech Therapy trainees in a Family Health Care Unit

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Edinalva Neves Nascimento ◽  
Sandra Regina Gimeniz-Paschoal ◽  
Luciana Tavares Sebastião
Keyword(s):  
Educational Intervention ◽  
Speech Therapy ◽  
Family Health ◽  
Personal Data ◽  
Accidental Poisoning ◽  
Primary Research ◽  
Before And After ◽  
Health Care Unit ◽  
The Impact ◽  
Main Change

ABSTRACT Purpose: to check the effect of an educational intervention on the prevention of domestic child accidents, carried out by Speech Therapy trainees. Methods: an interventional research that uses primary research data. The action was done by two interns of Speech Therapy with 30 caregivers of children who attended a Family Health Unit. For the carrying out of the educational intervention, two pictures with images which represented objects and situations of risk of accidents were used. Two interview scripts were elaborated, which allowed to identify the caregivers’ personal data and their knowledge about the risks of child accidents in the domestic environment before and after carrying out of the educational intervention. Results: before the educational action, the caregivers identified 187 situations for child accidents, and after the intervention, 215 dangers were identified. Among the 30 caregivers who participated, 23 had significant changes in their answers and seven did not have any change in their knowledge. The main change was in relation to "Accidental poisoning-intoxication by exposure to harmful chemicals" and "The impact caused by an object thrown, projected or falling". Conclusion: the intervention promoted an increase in the participants’ correct reports, and it can be incorporated to the actions of accidents prevention carried out by the trainees and professionals of Speech Therapy who work in basic healthcare.

scholarly journals The Effect of Educational Intervention on Nurses’ Attitudes and Beliefs about Depression in Heart Failure Patients

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Patricia Lea
Keyword(s):  
Heart Failure ◽  
Educational Intervention ◽  
Positive Influence ◽  
Heart Failure Patients ◽  
Surgical Units ◽  
Treatment Of Depression ◽  
Before And After ◽  
Consistent Assessment ◽  
Effective Diagnosis ◽  
The Impact

Systematic depression screening is feasible, efficient, and well accepted; however the lack of consistent assessment in heart failure inpatients suggests barriers preventing its effective diagnosis and treatment. This pilot study assessed the impact of an educational intervention on nurses’ beliefs about depression and their likelihood of routinely screening heart failure patients. Registered nurses(n=35)from adult medical-surgical units were surveyed before and after an educational intervention to assess their beliefs about depression prevalence and screening in heart failure patients. There was no significant influence on nurses’ beliefs about depression, but the results suggested an increased likelihood that nurses would routinely screen for depression. The moderately significant correlation between beliefs and intent to screen for depression indicates that educational intervention could ultimately have a positive influence on patient outcomes through early detection and treatment of depression in patients with cardiovascular disease; however the observed increase in the intent to screen without a corresponding change in beliefs indicates other influences affecting nurses’ intent to screen heart failure patients for depression.

scholarly journals Impact of an educational intervention on knowledge and attitude regarding pharmacovigilance among health professionals working on cancer hospital attached to a regional pharmacovigilance center

2020 ◽  
Author(s):  
Sunil Shrestha ◽  
Sabina Sharma ◽  
Ramesh Bhasima ◽  
Puskar Kunwor ◽  
Baburam Adhikari ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Positive Impact ◽  
Knowledge Score ◽  
Attitude Score ◽  
Wilcoxon Rank Sum Test ◽  
Before And After ◽  
Pharmacovigilance Center ◽  
Awareness Programs ◽  
Knowledge And Attitude ◽  
The Impact

Abstract Aims: The main aim of the study was to assess the impact of a pharmacovigilance education intervention on the knowledge and attitude of healthcare professionals (HCPs) attached to a regional pharmacovigilance center in an oncology based hospital of Nepal. Methods: Knowledge and attitude were studied before and immediately after the educational intervention among 89 HCPs working in a different department at an oncology based hospital of Nepal. A pretested questionnaire having twelve and nine statements for assessing knowledge and attitude were used. Responses were analyzed using descriptive and inferential statistics. The knowledge and attitude scores before and after educational intervention were analyzed with Wilcoxon rank-sum test, using SPSS version 21.0.Results: The knowledge score was significantly increased from [mean ± S.D (Ranges)] [6.90 ± 2.527 (1-12)] to [11.36±1.189 (6-12)] after an intervention. The attitude score was also significantly increased from [5.56±1.616 (4-10)] to a [6.97±1.793 (4-12)] after an intervention. Twenty-one (23.6%) of participants responded that they lacked the time to report adverse drug reactions (ADR), while 12 (13.5 %) of the participants replied that there was no remuneration for reporting ADR. Around 24 % of them suggested for frequent pharmacovigilance awareness programs via Continuing Medical Education or workshop for improvement of pharmacovigilance.Conclusion: The preliminary finds of this study showed that knowledge and attitude scores were increased following an educational intervention. It also suggests that training on pharmacovigilance and ADR tends to have a positive impact on knowledge and attitude among nurses and pharmacists working at an oncology based hospital of Nepal.

scholarly journals An educational intervention impact on the quality of nursing records

2017 ◽  
Vol 25 (0) ◽  
Author(s):  
Graciele Fernanda da Costa Linch ◽  
Ana Amélia Antunes Lima ◽  
Emiliane Nogueira de Souza ◽  
Tais Maria Nauderer ◽  
Adriana Aparecida Paz ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Mean Values ◽  
Before And After ◽  
Quasi Experimental ◽  
Intervention Impact ◽  
Cardiac Intensive Care ◽  
The Impact ◽  
Instrument Quality ◽  
Quality Of Nursing

ABSTRACT Objective: to evaluate the impact of an educational intervention on the quality of nursing records. Method: quasi-experimental study with before-and-after design conducted in a hospital. All the nurses in the cardiac intensive care unit of the hospital received the intervention, which consisted of weekly meetings during five months. To collect data, the instrument Quality of Diagnoses, Interventions and Outcomes was applied to the patients’ charts in two moments: baseline and after intervention. Results: the educational intervention had an impact on the quality of the records, since most of the items presented a significant increase in their mean values after the intervention, despite the low values in the two moments. Conclusion: the educational intervention proved to be effective at improving the quality of nursing records and a lack of quality was identified in the evaluated records, revealed by the low mean values and by the weakness of some questions presented in the items, which did not present a significant increase. Therefore, educational actions focused on real clinical cases may have positive implications for nursing practice.

scholarly journals The Efficiency of Multi-Faceted Educational Intervention on Knowledge, Perceived Behavior, and Practice Skills towards Pharmacovigilance among Undergraduate Pharmacy Students of India

2019 ◽  
Vol 7 (23) ◽  
pp. 4155-4162
Author(s):  
Asmatanzeem Bepari ◽  
Shaik Kalimulla Niazi ◽  
Amal Al-Otaibi
Keyword(s):  
Educational Intervention ◽  
Pharmacy Students ◽  
Multidisciplinary Teams ◽  
Signed Rank ◽  
Before And After ◽  
Healthcare Professions ◽  
Group 2 ◽  
Educational Campaigns ◽  
The Impact ◽  
Practice Skills

BACKGROUND: The primary reason for poor adverse drug reaction (ADR) signal detection worldwide is the under-reporting of ADRs by healthcare professionals. Multidisciplinary teams, including pharmacists, may play an essential role in targeting this issue. AIM: The purpose of the study was to evaluate the impact of a multi-faceted educational intervention (MEI) on the knowledge, perception, and practice skills of pharmacovigilance among undergraduate pharmacy students. METHODS: A longitudinal, prospective study using a single group before-and-after intervention design was conducted among 100 undergraduate pharmacy students at Togari Veeramallappa Memorial College of Pharmacy, Ballari, India (TVMCP), affiliated to Vijayanagara Institute of Medical Sciences (VIMS), Ballari, India. The questionnaire was structured using previous studies and standardized. It had three groups of questions. Group 1 questions evaluated the knowledge (K1-K8), group 2 tested perceptions (A1-A6), and group 3 tested the practice skills of pharmacovigilance (P1-P5) of the participant. The participants were graded in 3 categories as poor, unsatisfactory, and satisfactory, depending upon the mean score. Matched pairs student t-test and The Wilcoxon Signed rank statistical test was used to assess the impact of the MEI on the participants' knowledge, perception, and practice skills score, along with recording different factors preventing them from being actively involved in the pharmacovigilance program. RESULTS: The educational intervention improved the pharmacovigilance knowledge, perception, and practice skills scores of our pharmacy students. CONCLUSION: Our study showed that knowledge, perception, and practice skills scores increased after MEI highlighting the need for regular educational campaigns to healthcare professions.

scholarly journals Educational intervention improves measurement of blood pressure skills in Iranian medical students

2019 ◽  
Vol 8 (2) ◽  
pp. 80-84
Author(s):  
Mohammad Zakaria Pezeshki ◽  
Fatemeh Moghaddas ◽  
Samad Ghaffari
Keyword(s):  
Blood Pressure ◽  
Medical Students ◽  
Educational Intervention ◽  
Sampling Technique ◽  
Chi Square ◽  
Equal Importance ◽  
Training Class ◽  
Before And After ◽  
Chi Square Test ◽  
The Impact

Background: The routine method of measuring blood pressure (BP) is subject to numerous pitfalls. We evaluated the impact of a guidelines-based educational intervention on improvement of BP determination by fourth-year Iranian medical students. Methods: Using a consecutive sampling technique, 103 fourth-year medical students were recruited during their rotation in the Department of Community and Family Medicine at the Tabriz Medical School at the Tabriz University of Medical Sciences. All students attended a 3-hour training class covering accurate BP measurement. Using a valid checklist, sixteen elements of BP measurement skills were assessed among students before and after two weeks of training. McNemar’s test, paired-sample t tests and Pearson’s chi-square test were used to compare the data before and after training using SPSS version 23. Results: The study showed that before the training class most of the elements of BP measurement skills were not performed by most of the students, and 9 of 16 BP measurement skills were only performed by <20% of the students. Following the training class, however, 14 of 16 BP measurement skills were performed by >70% of the students. Before training, mean/SD of correctly-performed-skills out of 16 skills was 4.76/2.03. After training, the mean/SD was 13.99/5.19 (P < 0.001). Conclusion: This study showed a significant improvement in medical students’ BP measurement skills after a 3-hour course of training. Thus, it appears that periodic training sessions of accurate BP measurement for medical students may be of great benefit and equal importance in medical schools.

scholarly journals THE INFLUENCE OF SPEECH THERAPY TREATMENT ON THE DEVELOPMENTAL ABILITIES OF PRESCHOOL CHILDREN

2021 ◽  
Vol 11 (2) ◽  
pp. 113-119
Author(s):  
Leila Begic ◽  
◽  
Mirela Duranovic ◽  
Mirza Sitarevic ◽  
Fata Becirbasic ◽  
...  
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Treatment Initiation ◽  
Significant Progress ◽  
Language Difficulties ◽  
Female Children ◽  
Before And After ◽  
Development Area ◽  
The Impact ◽  
Therapy Treatment

The main objective of the study was to determine the developmental abilities of preschool children before and after six months of speech therapy treatment, and to examine the impact of the time of initiation of speech therapy treatment on the developmental abilities of children. The sample consisted of 35 children (20 male children and 15 female children), and all respondents reported early intervention due to speech and language difficulties. The age of the respondents ranged from 25 to 60 months. After conducting interviews with parents, taking anamnestic data, professional speech therapy diagnosticobservational procedure and determining speech-language disorders, the children underwent speech therapy treatment. After six months, a final assessment was made and the results showed statistically significant progress in all variables describing developmental abilities in children. The predictor “Time of treatment initiation” also had a statistically significant impact on all tested variables of developmental abilities of preschool children. The results showed that speech therapy treatment enables significant progress in all developmental areas in children, i.e. that progress in one development area follows the development of other areas.

scholarly journals Effectiveness of an Educational Feedback Intervention on Drug Prescribing in Dental Practice

2014 ◽  
Vol 10 (4) ◽  
pp. 30-35 ◽  
Author(s):  
GP Rauniar ◽  
BP Das ◽  
TR Manandhar ◽  
SK Bhattacharya
Keyword(s):  
Educational Intervention ◽  
Gingival Crevicular Fluid ◽  
Anaerobic Bacteria ◽  
Drug Prescribing ◽  
Prescribing Practices ◽  
Bacterial Strains ◽  
Feedback Intervention ◽  
Prescription Audit ◽  
Before And After ◽  
The Impact

Background Irrational use of drugs as well as inappropriate and over drug prescribing leads to unnecessary expenditures and emergence of resistant bacterial strains. Feedback intervention on drug prescribing habits and face to face educational intervention of prescription audit would be effective in rationalizing prescribing practices. Objective To measure the impact of educational feedback intervention on the prescribing behavior of dental surgeons. Methods Prospective audit of twelve hundred outpatients prescriptions in dental OPD at BPKIHS of those dental surgeon who attended the educational intervention session was collected randomly by trained persons on customized data collection sheet before and after educational intervention. Results A total 1200 prescription were collected, 300 before and 300 after intervention period at the internal of one month, three months and six months. Majority of the prescriptions (39.33%) contained four drugs but after intervention, prescriptions contained mostly one drug, 73% in first month, 78.67% in third month and 65.34% in six month. Mean number of drugs per prescription after intervention were decreased. There was increased number of generic names of drugs after intervention. Amoxicillin, Metronidazole, Chlorhexidine, Povidone iodine gargle, Nimesulide, Ibuprofen, Ibuprofen + paracetamol, and Paracetamol were most commonly prescribed by dental prescribers before and after intervention. Selection of antimicrobial was done on empirical basis which was correct because Amoxicillin concentration reaches effectively in gingival crevicular fluid and Metronidazole covered effectively against anaerobic bacteria were found in orodental infection. The uses of topical anti-infective preparation as irrigants of choice that can kill majority of micro-organisms found is root canal and dental tubules and minimize systemic use of antimicrobials. Nimesulide prescribing needs to be rationalized. Conclusion Feedback educational intervention of prescription audit is effective to improve their prescribing behaviors and rationalize drug utilization pattern for the benefit of the patients. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10991 Kathmandu Univ Med J 2012;10(4):30-35

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.

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