scholarly journals Expressive Writing: A Self-Care Intervention for First Year Undergraduates

2019 ◽  
Vol 3 (1) ◽  
pp. 44 ◽  
Author(s):  
Monica Kennison ◽  
Connie Lamb ◽  
Judy Ponder ◽  
Lisa Turner ◽  
Aryn C. Karpinski ◽  
...  
Keyword(s):  
Expressive Writing ◽  
Intervention Group ◽  
Self Care ◽  
Traumatic Experience ◽  
Traumatic Experiences ◽  
Care Practice ◽  
Control Group ◽  
First Year ◽  
Convenience Sample ◽  
Post Test

Background: As incoming students grapple with stress and traumatic experiences at alarming rates, faculty and institutions are increasingly promoting resilience and self-care activities. Expressive writing (EW) may be an underutilized self-care practice for addressing students' stressful or traumatic experiences.Aim: This pilot study aimed to describe the effects of an expressive writing (EW) intervention on participants' mental and physical health and stress levels.Methods: The study design was mixed methods. The convenience sample of 32 undergraduate participants were assigned, every other one, to either an EW intervention group who wrote about a stressful or traumatic experience (n = 18), or a neutral writing (NW) group (n = 14) who wrote about trivial topics. Data regarding sample characteristics, cortisol level, quality of life, and impact of the EW intervention were collected via a demographic survey, the SF-36v2® Health Survey (Maruish, 2011), salivary sampling and exit survey, respectively.Results: Comparison of SF-36v2® pre- to post-test demonstrated higher gains in mental health in the experimental group, relative to the control group. Fourteen (44% of total group) reported that they would recommend EW to a friend to help with stressful or traumatic experiences.Conclusions: EW may support first year undergraduates' self-care related to addressing past or current stressful or traumatic situations.

scholarly journals Effect of a Ten-Week Short Message Service-Based Intervention on Self-Management of Type-2 Diabetes Patients in Bali, Indonesia

2021 ◽  
Vol 11 (2) ◽  
pp. 177-186
Author(s):  
Made Rini Damayanti ◽  
Gusti Ayu Ary Antari ◽  
Ni Luh Putu Nopriani
Keyword(s):  
Type 2 Diabetes ◽  
Intervention Group ◽  
Self Care ◽  
The Self ◽  
Self Management ◽  
Care Practice ◽  
Control Group ◽  
Short Message ◽  
Diabetes Patients

Background: Diabetes mellitus is a chronic disease that may pose serious complications if poorly managed. The application of mobile technology (m-health) ranging from simple to more complex programs in diabetes management has the potential to foster patients’ active involvement in their care. However, the evidence of m-health effectiveness on the self-management of type-2 diabetes patients in low- and middle-income countries is still mixed.Purpose: To evaluate the effect of a ten-week short message system (SMS)-based intervention (Tweek SMSDM) on self-management of type-2 diabetes patients.Methods: A quasi-experimental study was performed in two groups. The intervention group (n=30) received additional daily automated messages to enhance their diabetic self-care practice, while the control group (n=30) continued to follow the standard program only. Pre- and post-intervention data were measured in both groups using the Indonesian version of the Summary of Diabetes Self-Care Activities (SDSCA) questionnaire. T-test, Mann-Whitney, Wilcoxon Signed-Ranks, McNemar and Fisher exact tests were carried out to analyze the data.Results: After ten weeks, the intervention group showed significant mean changes in the domains of general diet (0.42±1.08; p=0.034), specific diet (1.75±1.42; p=0.0001), exercise (1.02±1.85; p=0.005), blood-glucose testing (0.53±1.67; p=0.009), and foot care (4.75±2.51; p=0.001) before and after the intervention, while the control group did not. This study also found significant differences in the mean scores for each domain of the SDSCA between the intervention and the control groups (p<0.05).Conclusion: The Tweek SMSDM program can improve the self-management of type-2 diabetes patients and positively affect each domain in the SDSCA. The findings of this study recommend that nurses integrate the program into patient treatment regimes in primary healthcare centers; therefore, patients and their significant others can play more proactive roles in their diabetic care.

scholarly journals SCENARIO BASED INSTRUCTION: A REVERSE APPROACH FOR CONCEPTUAL LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Komal Meshram ◽  
Lalit Waghmare ◽  
Ajay Meshram ◽  
Tripti Waghmare
Keyword(s):  
Intervention Group ◽  
Conceptual Learning ◽  
Control Group ◽  
First Year ◽  
Traditional Lecture ◽  
Feedback Analysis ◽  
Post Test ◽  
Group A ◽  
Based Instruction ◽  
Group B

To evaluate the gain in knowledge of first year MBBS students with the use of scenario-based teaching a reverse approach for conceptual learning in physiology a prospective interventional study was carried out in department of physiology. Methodology: 200 first year MBBS students participated in the study. 100 students (Group-A) were taken as control group to them the topic of physiology was taught by didactic method and another 100 students (Group-B) were taken as intervention group, where the same topic was taught with scenario-based instruction a reverse approach for conceptual learning in physiology. For each lecture pre and post test was taken. Five consecutive lectures were planned with this intervention. At the same time feedback forms were given to intervention group for purpose of analyzing the results qualitatively. After this intervention crossover of groups were done only for the sake of getting benefits of intervention. Results: Data obtained was analyzed statically. Pre and post test mean were taken. The results of post test (p<0.05) were found to be statistically significant when compared with pretest. As per the results of feedback forms, 90% (n=100) students agreed that the scenario based teaching is a powerful tool to understand the topic as it improves knowledge and makes learning more interesting. Conclusion: According to the MCQ and feedback analysis, the results showed that teaching topic with scenario based instruction is the better approach for making the students to learn, understand and to gain the knowledge of physiology lectures rather than by traditional lecture alone.

scholarly journals PENGARUH EDUKASI BERBASIS SELF CARE TERHADAP TINGKAT KELELAHAN PASIEN CHRONIC KIDNEY DISEASE

2018 ◽  
Vol 2 (4) ◽  
pp. 141
Author(s):  
Elfina Natalia
Keyword(s):  
Intervention Group ◽  
Self Care ◽  
Control Group ◽  
P Value ◽  
Education Intervention ◽  
Change Rate ◽  
Care Education ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Chronic Kidney Desease was a progressive and irreversible kidney function disorder, usually treated with hemodialysis, a frequent complaint in hemodialysis patients is fatigue. The aim of this study was to see the effect of Based Self Care Education On level fatigue in Patient With Chronic Kidney Desease during Hemodialysis. The research was a quantitative study with quasi-experimental with control group pre test-post test design was used in this studi. The study was conducted at RSUD A. Wahab Sjahranie during May to June 2017. The total samples of 111 patients hemodialysis selected by purposive sampling. The subjects was divided into the interventions group consist of 83 patient who were given based self care education and the control group 28 patients. The results of the research were obtained after 6 weeks intervention, the Non-Parametric Test showed that Asymp Sig (2 tailed) = .00 or p-value <.05 the difference fatigue level between the intervention group to the control group, Odd Ratio was showed that self care-based education intervention group has a tendency to experience fatigue change rate of 1.22 times greater than control group. The ordinal logistic analyse result was showed that p = .00 or p-value <.05 there was a significant effected of Based Self Care Education intervention given to changes in fatigue. Conclusions of Based Self Care Education research have an influenced on decreased fatigue. The study has been recommended on intervention could be applied as one of the education given to patients during hemodialysis therapy.

scholarly journals Using Instagram to deliver a theory-based wellness intervention designed to promote behavior change

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Blackstone ◽  
C Russie
Keyword(s):  
Pilot Study ◽  
Behavior Change ◽  
Social Networking ◽  
Social Networking Sites ◽  
Intervention Group ◽  
Self Care ◽  
Control Group ◽  
Post Test ◽  
Wellness Intervention ◽  
And Control

Abstract Background With a high number of users, social networking sites (SNS), such as Instagram, have the potential to serve as a tool to dispense health information and promote health. This pilot study examined the effect of a four-week wellness intervention on Instagram users with targeted posts regarding fitness, nutritious eating, and self-care behaviors. Methods A review of best practices in Instagram posts was conducted to create daily posts relating to Theory of Planned Behavior constructs for the wellness areas of fitness (e.g., daily movement), nutritious eating (e.g., vegetable and fruit consumption, healthy recipes), and self-care (e.g., social time, journaling). The intervention group (N = 22) and control group (N = 11) were assessed pre and post test using a Theory of Planned Behavior survey. Results At post-test, self-care intention for the intervention group was significantly higher compared to the control. However, there was not a significant difference between the intervention group and control for engaging in actual self-care behaviors reported at post-test. There were no significant differences between the groups for other constructs pre to post-test. User engagement or lack of engagement with posts did not relate to any differences in constructs at post-test. Conclusions A wellness intervention delivered through Instagram did not impact health behaviors over a four-week period in the intervention group compared to the control group. Future research should continue examining if SNS interventions, specifically changing what users see and interact with, can influence health behavior outcomes. This pilot study also provides an example of a theory-based intervention that can be tailored to examine effects on behavior change in other populations. Key messages Though there is potential to use social networking sites as health promotion tools, there is a lack of understanding how to best use this technology, engage participants, and promote health. Using health behavior change theories in intervention research using social networking sites is considered the best approach to evoke and understand behavior change among populations.

scholarly journals Effects of Guided Reflection on Diabetes Self-Care: A Randomized Controlled Trial

2018 ◽  
Vol 45 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Jennifer A. Fearon-Lynch ◽  
Kristen A. Sethares ◽  
Marilyn E. Asselin ◽  
Kristine Batty ◽  
Caitlin M. Stover
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Intervention Group ◽  
Self Care ◽  
Control Group ◽  
Diabetes Research ◽  
Diabetes Knowledge ◽  
Convenience Sample ◽  
Randomized Controlled ◽  
Significant Difference

The purpose of this study was to evaluate the effects of guided reflection on self-care behaviors, confidence scores, and diabetes knowledge among adults with diabetes. A randomized controlled trial with a pre/posttest design was used to generate data from a convenience sample of 62 adults with diabetes recruited from a single site. After viewing a 30-minute video on how to manage diabetes, participants were randomized to a control group (CG) (usual care) or an intervention group (IG). The IG further engaged in a reflection educational session. For 8 weeks, the IG isolated diabetes-related events weekly, critically analyzed them using Gibbs’s reflective questions, and recorded their analysis in a journal. They also shared their perspective relative to using the journal in an audiotaped interview. Main measures included baseline and 8-week clinical outcomes (self-care maintenance, monitoring, management, and confidence scores and diabetes knowledge scores) and intervention acceptability. Compared to the CG, the IG had no statistically significant difference in self-care measures over time, although scores trended in the anticipated direction. Importantly, both groups had statistically significant improvement in self-care scores. Furthermore, there was statistically significant improvement in diabetes knowledge among IG participants. Informatively, IG critically analyzed 147 diabetes-related events concentrating on blood glucose, diet, exercise, monitoring, medication, sleep pattern, and health care visits. Participants found the guided reflection activity highly acceptable. Combined educational and reflection interventions are effective approaches for improving self-care outcomes and diabetes knowledge among adults with diabetes. Research concentrating on purposeful patient reflection is warranted in a larger sample paying careful attention to study limitations.

The effect of a breastfeeding educational workshop on clinicians' knowledge, attitudes and practices

2019 ◽  
Vol 27 (4) ◽  
pp. 242-250
Author(s):  
Karimeh AL-Nuaimi ◽  
Reem Ali ◽  
Fatima Hatem Ali
Keyword(s):  
Health Professionals ◽  
Intervention Group ◽  
Control Group ◽  
Convenience Sample ◽  
Attitudes And Practices ◽  
Post Test ◽  
And Control ◽  
Nurses And Midwives ◽  
Educational Workshop ◽  
Knowledge Attitudes And Practices

Background Counselling, education and support from health professionals is key to increasing breastfeeding practices. Aim To evaluate the effectiveness of a breastfeeding educational workshop on Jordanian nurses' and midwives' knowledge, attitudes and practices towards breastfeeding. Methods A convenience sample of 82 nurses and midwives were recruited and randomly assigned into intervention and control groups. A pre-test was conducted for both groups and a post-test was conducted 2 weeks after the intervention for both groups. Findings The results showed significantly higher mean and standard deviation in the intervention group (M=11.73; SD=2.6), compared to the control group (M=8.38; SD=2.59) after conducting the workshop (P<0.001), indicating that the workshop was beneficial in improving knowledge and practice towards the importance of breastfeeding. Conclusion The 2-hour educational workshop increased health professionals' knowledge and this may lead to improvements in practice and better breastfeeding outcomes.

Penurunan Ansietas Melalui Logoterapi Kelompok Pada Penduduk Pasca-Gempa Di Kabupaten Klaten

2011 ◽  
Vol 14 (2) ◽  
pp. 107-112
Author(s):  
Sutejo Sutejo ◽  
Budi Anna Keliat ◽  
Sutanto Priyo Hastono ◽  
Novy Helena C.D
Keyword(s):  
Psychological Impact ◽  
Intervention Group ◽  
Simple Random Sampling ◽  
T Test ◽  
Traumatic Experiences ◽  
Control Group ◽  
Chi Square ◽  
Self Evaluation ◽  
Post Test ◽  
Quasi Experimental

AbstrakAnsietas merupakan salah satu gangguan mental emosional yang dapat disebabkan karena pengalaman traumatis sepertibencana alam di Kabupaten Klaten. Melalui logoterapi diharapkan dapat membangkitkan optimisme seseorang dalam menghadapimasa depan. Tujuan penelitian adalah menjelaskan pengaruh logoterapi kelompok terhadap ansietas penduduk pascagempa.Penelitian dilakukan terhadap 42 responden kelompok intervensi dan 42 responden kelompok kontrol. Metode penelitian yaituquasi experimental pre-post test with control group dengan teknik simple random sampling. Analisis yang digunakan adalahuji chi squere, dependent, independent sample t-test, regresi linier ganda. Hasil uji statistik menunjukkan self evaluasi danobservasi terdapat perbedaan yang bermakna terhadap respon yang ditimbulkan dari ansietas (p= 0,00, α= 0,05). Rekomendasipenelitian diutamakan kepada Puskesmas agar memfasilitasi penerapan logoterapi kelompok dalam mengatasi ansietas.Kata kunci: ansietas, bencana, dampak psikologis, logoterapi kelompokAbstractAnxiety is one of the emotional mental disorders can be caused by traumatic experiences such as natural disasters in Klatenregency. The therapy arrouses their optimism about the future with any obstacles. The research’s goal was to explain the effectof group logotherapy to minimize clients anxiety post disasters. They were 42 respondents as intervention group and theothers control group. The research’s method used quasi experimental pre-post test with control group and sampling wassimple random. Analyze by Chi-square, dependent and independent sample t-test, and double linear regression. The resultsshowed that based on self evaluation and observation there was significance anxiety responses caused by anxiety (p= 0.00,α= 0.05). This research recommended that the public health should facilitate the application of group logotherapy to reduceanxiety.Keywords: anxiety, disaster, group logotherapy, psychological impact

scholarly journals ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Sasanthy Kusumaningtyas ◽  
Mochamad Iskandarsyah Agung Ramadhan ◽  
Ria Margiana ◽  
Elvan Wiyarta ◽  
Reynardi Sutanto ◽  
...  
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Positive Perception ◽  
Open Questions ◽  
Post Test ◽  
First Year Medical Students ◽  
Interventional Group

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

scholarly journals A peer-led dental education program for modifying oral self-care in Mexican children

10.21149/9273 ◽  
2019 ◽  
Vol 61 (2, Mar-Abr) ◽  
pp. 193 ◽  
Author(s):  
María Del Carmen Villanueva-Vilchis ◽  
Jolanta Aleksejuniené ◽  
Benjamín López-Núñez ◽  
Javier De la Fuente-Hernández
Keyword(s):  
Dental Education ◽  
Intervention Group ◽  
Self Care ◽  
Care Group ◽  
Care Practice ◽  
Control Group ◽  
Group Affiliation ◽  
Before And After ◽  
Mother’S Education ◽  
Mother's Education

Objective. To compare peer-led dental education (PLDE) versus conventional dental instruction (CDI) in modifying children’s oral self-care. Materials and methods. The intervention group (two schools) received PLDE and the control group (two schools) received CDI. The quality of oralself-care practice (OSC-P) and oral self-care skills (OSC-S) were indicated by dental plaque levels (%) and compared before and after the dental education. Results. There were no baseline OSC-P differences between the control (55.8 ± 12.8%) and intervention (55.5 ± 14.6%) groups or OSC-S differences between the intervention (38.5 ± 13.2%) and control (38.1 ± 12.5%) groups. At the three-month follow-up we observed OSC-P deterioration in the control group (63.2 ± 15.0%) and OSC-P improvement in the intervention group (52.2 ± 15.6%). The OSC-P/OSC-S regression models found these predictors: baseline oral self-care, group affiliation, and mother’s education (p<0.05). Conclusion. The hypothesis was confirmed and significant predictors were baseline oral self-care levels, group affiliation, and mother’s education.

scholarly journals PENGARUH METODE EDUKASI BRAINSTORMING TERHADAP SELF CARE PADA KLIEN CONGESTIVE HEART FAILURE

2019 ◽  
Vol 12 (4) ◽  
pp. 224-234
Author(s):  
Eka Yudha Chrisanto ◽  
Widia Astuti
Keyword(s):  
Heart Failure ◽  
Congestive Heart Failure ◽  
Intervention Group ◽  
Self Care ◽  
Average Score ◽  
Control Group ◽  
Educational Methods ◽  
Nursing Services ◽  
Significant Difference ◽  
Post Test

THE EFFECT OF USING BRAINSTORMING STRATEGY ON SELF-CARE BEHAVIORS AMONG PATIENTS WITH CONGESTIVE HEART FAILURE Background: Congestive heart failure is disease with incidence who were is increased yearly, the disease can caused another complicated. This Conditions caused clients and families lack of knowledge about the disease and self-care of congestive heart at home. Self care understanding was important to be given. Brainstorming education is a method that can improve patients' knowledge.Purpose: The Objective these study to determine the effect of brainstorming educational methods to self care of patients with congestive heart failure at heart polyclinic ward.Methods: This study used a quasi eksperimen pre and post-test with control group, with 30 respondents consisting the intervention group and the control group. The average score of self-care after treatment in the intervention group increased.Results: It was significant difference on average self-care intervention group after brainstorming educational methods (p = 0.000 ).There is no relationship between the gender (p = 0.095) and educational level (p= 0.726) with self care. While self-care will increase after brainstorming educational methods and controlled by age (0.016). Brainstorming educational methods can improve self care in clients congestive heart failure, expected to be applied in nursing services, especially patients with congestive heart failurePendahuluan: Congestive heart failure merupakan penyakit yang angka kejadianya cenderung meningkat dari tahun ketahun, penyakit ini menyebabkan komplikasi yang cukup serius. Kondisi yang menyebabkan terus memburuk disebabkan karena kurangnya pengetahuan klien dan keluarga tentang penyakit congestive heart failure dan self care di rumah. Pemahaman terhadap self care sangat penting. Edukasi brainstroming merupakan metode yang dapat meningkatkan pengetahuan klien.Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh metode edukasi brainstorming terhadap self care klien congestive heart failure diruang poli jantung.Metode: Penelitian ini menggunakan desain quasi ekperimenpre and post test with control group, dengan jumlah sampel sebanyak 30 responden yang terdiri dari kelompok intervensi dan kelompok kontrol. Rata-rata skor self care setelah perlakuan pada kelompok intervensi mengalami peningkatan.Hasil: Diperoleh adanya perbedaan yang signifikan rata-rata self care kelompok intervensi setelah dilakukan metode edukasi brainstorming dengan (p= 0,000). Tidak ada hubungan antara jenis kelamin (p=0,095) dan tingkat pendidikan (p=0,726) dengan self care. Sedangkan self care akan meningkat setelah dilakukan metode edukasi brainstorming dan dikontrol oleh usia (0,016). Metode edukasi brainstorming dapat meningkatkan self care pada klien congestive heart failure, diharapkan dapat diterapkan di pelayanan keperawatan terutama pasien yang mengalami congestive heart failure. 

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