scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2019 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Post Intervention ◽  
South West ◽  
Quasi Experimental ◽  
Mixed Approach

Abstract Background: Nurses are particularly vulnerable to acquiring TB because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures at most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a mixed-approach educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 (100 each in the intervention and comparison groups). Baseline data was collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training after this. The final wave of data collection took place 12 months after the commencement of the study. Mean scores of the nurses were determined and comparison made between both groups at different time points using independent t -test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the training, there were appreciable improvements in the post-intervention scores of the group at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the training (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the mixed-approach educational intervention adopted in this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2020 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Continuous Training ◽  
Post Intervention ◽  
South West ◽  
Quasi Experimental

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data was collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. Mean scores of the nurses were determined and comparison made between both groups at different time points using independent t-test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2019 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Continuous Training ◽  
Post Intervention ◽  
South West ◽  
Quasi Experimental

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures at most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data was collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. Mean scores of the nurses were determined and comparison made between both groups at different time points using independent t-test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the training, there were appreciable improvements in the post-intervention scores of the group at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the training (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, south-west Nigeria: a quasi-experimental study

2020 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Continuous Training ◽  
South West ◽  
Quasi Experimental ◽  
The Mean

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria.Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data were collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. The mean scores of the nurses were determined and comparison was made between both groups at different time points using independent t-test.Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6 and 67.7%) and practice scores (79.1 and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge – 85.9%, practice – 98.5%), which were significantly different from those of the comparison group (knowledge – 69.5%, practice – 78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d η 2 {\displaystyle \eta ^{2}} = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge – 88.2%, practice – 93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals The effect of an educational intervention to improve tuberculosis infection control among nurses in Ibadan, South-West Nigeria: a quasi-experimental study

2020 ◽  
Author(s):  
Patrick Aboh Akande
Keyword(s):  
Experimental Study ◽  
Infection Control ◽  
Educational Intervention ◽  
Comparison Group ◽  
Intervention Group ◽  
Health Facilities ◽  
Continuous Training ◽  
South West ◽  
Quasi Experimental ◽  
The Mean

Abstract Background: Nurses are particularly vulnerable to acquiring tuberculosis (TB) because they are in the frontline of patient care. There is inadequate implementation of cost-effective TB infection control (TBIC) measures in most health facilities. Training has been shown to be effective in improving the knowledge and work practices of nurses. This study sought to utilize a multi-method educational intervention to improve the TBIC-related knowledge and practices of nurses in two secondary health facilities in Ibadan, South-West Nigeria. Methods: This quasi-experimental study involved 200 nurses (100 each in the intervention and comparison groups). Baseline data were collected in May 2014. This was followed by training of the nurses in the intervention group. After 6 months, the second wave of data was collected and the nurses in the comparison group also received the training thereafter. The final wave of data collection took place 12 months after the commencement of the study. The mean scores of the nurses were determined and comparison was made between both groups at different time points using independent t -test. Results: The nurses in both groups were statistically comparable in their socio-demographic characteristics, and baseline mean knowledge (68.6% and 67.7%) and practice scores (79.1% and 80.6%) respectively. After the intervention group received the intervention, there were appreciable improvements in the scores at 6 months (knowledge-85.9%; practice-98.5%), which were significantly different from those of the comparison group (knowledge-69.5%, practice-78.8%). A large effect size was demonstrated in the improvement in knowledge score in the intervention group at 6 months compared with the other group (Cohen’s d = 1.7). Similarly, there were improvements in the scores of the nurses in the comparison group at 12 months after the group had also received the intervention (knowledge-88.2%, practice-93.5%). At this point, the mean scores between both groups were no longer significantly different. Conclusions: The improvement in post-intervention scores implies that the educational intervention adopted for this study was effective in improving TBIC among the nurses. It also underscores the importance of continuous training/retraining of nurses and other healthcare workers in improving and sustaining TBIC at health facilities.

scholarly journals Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

2021 ◽  
Vol 06 (04) ◽  
pp. 1-1
Author(s):  
Brandis M. Ansley ◽  
◽  
Meagan A. Wander ◽  
Keyword(s):  
Stress Management ◽  
Comparison Group ◽  
Secondary Trauma ◽  
Intervention Group ◽  
Self Care ◽  
Management Training ◽  
Medium Effects ◽  
Post Intervention ◽  
Stress Management Training ◽  
Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

2020 ◽  
Author(s):  
Saeideh Shahsavari ◽  
Sakineh dadipoor ◽  
Mohtasham Ghaffari ◽  
Ali Safari-Moradabadi
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
Stages Of Change ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Chi Square ◽  
Significant Difference ◽  
Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

scholarly journals A Nursery-Based Cooking Skills Programme with Parents and Children Reduced Food Fussiness and Increased Willingness to Try Vegetables: A Quasi-Experimental Study

Nutrients ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2623
Author(s):  
Ada L. Garcia ◽  
Emma Brown ◽  
Tom Goodale ◽  
Mairi McLachlan ◽  
Alison Parrett
Keyword(s):  
Experimental Study ◽  
Comparison Group ◽  
Vegetable Intake ◽  
Intervention Group ◽  
Average Score ◽  
Cooking Skills ◽  
Parents And Children ◽  
Sensory Learning ◽  
Quasi Experimental ◽  
Food Fussiness

Children’s fussy eating is associated with a reduced vegetable intake. This quasi-experimental study evaluated “Big Chef Little Chef” (BCLC), a nursery-based cooking skills programme aimed at reducing food fussiness and increasing willingness to try green vegetables by incorporating repeated exposure and sensory learning. Parent and child (3–5 years) dyads attended BCLC for four/1.5 h weekly sessions. A comparison group was recruited after BCLC completion and attended a single education session at week 1. A questionnaire measured food fussiness at week 1 and week 4. At week 4, all children were offered six green vegetables (raw and cooked) and an average score (1 = did not try; 2 = tried it/ate some; 3 = ate it all) was calculated for willingness to try vegetables. In total, 121 dyads (intervention: n = 64; comparison: n = 57) participated. The food fussiness score (1 min–5 max) in the intervention group decreased significantly from 3.0 to 2.6 (p < 0.01) between time points, while there was no change in the comparison group (3.1 (week 1) and 3.0 (week 4)). The intervention group was more willing to try green vegetables with significantly higher (p < 0.001) median scores for raw and cooked vegetables (2.5 for both) compared with the comparison group (2.0 and 1.7, respectively). The BCLC reduced food fussiness and increased willingness to try green vegetables.

scholarly journals Potential effectiveness of Community Health Strategy to promote exclusive breastfeeding in urban poor settings in Nairobi, Kenya: a quasi-experimental study

2015 ◽  
Vol 7 (2) ◽  
pp. 172-184 ◽  
Author(s):  
E. W. Kimani-Murage ◽  
S. A. Norris ◽  
M. K. Mutua ◽  
F. Wekesah ◽  
M. Wanjohi ◽  
...  
Keyword(s):  
Experimental Study ◽  
Community Health ◽  
Exclusive Breastfeeding ◽  
Urban Poor ◽  
Standard Care ◽  
Comparison Group ◽  
Intervention Group ◽  
Potential Effectiveness ◽  
Health Strategy ◽  
Quasi Experimental

Early nutrition is critical for later health and sustainable development. We determined potential effectiveness of the Kenyan Community Health Strategy in promoting exclusive breastfeeding (EBF) in urban poor settings in Nairobi, Kenya. We used a quasi-experimental study design, based on three studies [Pre-intervention (2007–2011; n=5824), Intervention (2012–2015; n=1110) and Comparison (2012–2014; n=487)], which followed mother–child pairs longitudinally to establish EBF rates from 0 to 6 months. The Maternal, Infant and Young Child Nutrition (MIYCN) study was a cluster randomized trial; the control arm (MIYCN-Control) received standard care involving community health workers (CHWs) visits for counselling on antenatal and postnatal care. The intervention arm (MIYCN-Intervention) received standard care and regular MIYCN counselling by trained CHWs. Both groups received MIYCN information materials. We tested differences in EBF rates from 0 to 6 months among four study groups (Pre-intervention, MIYCN-Intervention, MIYCN-Control and Comparison) using a χ2 test and logistic regression. At 6 months, the prevalence of EBF was 2% in the Pre-intervention group compared with 55% in the MIYCN-Intervention group, 55% in the MIYCN-Control group and 3% in the Comparison group (P<0.05). After adjusting for baseline characteristics, the odds ratio for EBF from birth to 6 months was 66.9 (95% CI 45.4–96.4), 84.3 (95% CI 40.7–174.6) and 3.9 (95% CI 1.8–8.4) for the MIYCN-Intervention, MIYCN-Control and Comparison group, respectively, compared with the Pre-intervention group. There is potential effectiveness of the Kenya national Community Health Strategy in promoting EBF in urban poor settings where health care access is limited.

scholarly journals Effectiveness of an insurance enrollment support tool on insurance rates and cancer prevention in community health centers: a quasi-experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Huguet Nathalie ◽  
Valenzuela Steele ◽  
Marino Miguel ◽  
Moreno Laura ◽  
Hatch Brigit ◽  
...  
Keyword(s):  
Experimental Study ◽  
Health Insurance ◽  
Community Health ◽  
Tool Use ◽  
Comparison Group ◽  
Intervention Group ◽  
Support Tool ◽  
Quasi Experimental ◽  
Insurance Enrollment ◽  
Secondary Outcomes

Abstract Background Following the ACA, millions of people gained Medicaid insurance. Most electronic health record (EHR) tools to date provide clinical-decision support and tracking of clinical biomarkers, we developed an EHR tool to support community health center (CHC) staff in assisting patients with health insurance enrollment documents and tracking insurance application steps. The objective of this study was to test the effectiveness of the health insurance support tool in (1) assisting uninsured patients gaining insurance coverage, (2) ensuring insurance continuity for patients with Medicaid insurance (preventing coverage gaps between visits); and (3) improving receipt of cancer preventive care. Methods In this quasi-experimental study, twenty-three clinics received the intervention (EHR-based insurance support tool) and were matched to 23 comparison clinics. CHCs were recruited from the OCHIN network. EHR data were linked to Medicaid enrollment data. The primary outcomes were rates of uninsured and Medicaid visits. The secondary outcomes were receipt of recommended breast, cervical, and colorectal cancer screenings. A comparative interrupted time-series using Poisson generalized estimated equation (GEE) modeling was performed to evaluate the effectiveness of the EHR-based tool on the primary and secondary outcomes. Results Immediately following implementation of the enrollment tool, the uninsured visit rate decreased by 21.0% (Adjusted Rate Ratio [RR] = 0.790, 95% CI = 0.621–1.005, p = .055) while Medicaid-insured visits increased by 4.5% (ARR = 1.045, 95% CI = 1.013–1.079) in the intervention group relative to comparison group. Cervical cancer preventive ratio increased 5.0% (ARR = 1.050, 95% CI = 1.009–1.093) immediately following implementation of the enrollment tool in the intervention group relative to comparison group. Among patients with a tool use, 81% were enrolled in Medicaid 12 months after tool use. For the 19% who were never enrolled in Medicaid following tool use, most were uninsured (44%) at the time of tool use. Conclusions A health insurance support tool embedded within the EHR can effectively support clinic staff in assisting patients in maintaining their Medicaid coverage. Such tools may also have an indirect impact on evidence-based practice interventions, such as cancer screening. Trial registration This study was retrospectively registered on February 4th, 2015 with Clinicaltrials.gov (#NCT02355262). The registry record can be found at https://www.clinicaltrials.gov/ct2/show/NCT02355262.

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