Clinical Teaching Competences of Nursing Demonstrators at Faculty of Nursing Post Intervention program

BACKGROUND: There is sparse data about the nature of race-ethnic disparities in the acute stroke setting including differentials in stroke preparedness. The aim of this analysis was to explore race-ethnic differentials in time to arrival for acute stroke in a racial and ethnically diverse urban setting. METHODS: ASPIRE is a multi-dimensional intervention program (community, hospital, and EMS) for acute stroke preparedness targeted to increase IV tPA utilization in underserved black communities in the DC metro area. We prospectively identified stroke admissions and EMS utilization including acute stroke arrival time parameters for the 6 month pre and post intervention periods. Cox proportional hazards models were used to examine predictors of arrival time. Proportionality of the hazards was checked. RESULTS: In the 6 month pre-intervention period, data was collected on 943 stroke cases; 53% female; 74% black; mean age 67 yrs. Of the subjects from the pre-intervention period with arrival times less than 48 hrs, the median arrival time to the emergency department (ED) was 9 hours; 20% presented under 3 hours. In multivariable Cox PH models, subjects were 38% more likely to arrive earlier if they had arrived by EMS (HR: 1.38, 95%CI: 1.21-1.58). Black subjects were 25% less likely to arrive earlier (HR: 0.75, 95%CI: 0.60-0.93), but this effect was dampened over time (p=0.03). The model included the interaction between black race and time and adjusted for insurance status, risk factors (hypertension and diabetes), gender, age and prior stroke. Ina gender by race analysis, there was a trend towards black women being less likely to arrive earlier to the ED (HR 0.78, 95% CI 0.6 -1.0). However, overall, there was no race-ethnic interaction with arrival by EMS. CONCLUSIONS: Contrary to the perceived perception by the community suggesting there is a disparity in EMS utilization by the black DC community, we found no overall significant racial difference in EMS utilization for acute stroke. While there was a trend towards delayed overall arrival in black females, this was independent of EMS utilization.

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An educational intervention program on knowledge about oral hygiene measures

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v13i4.20589 ◽

2014 ◽

Vol 13 (4) ◽

pp. 421-426

Author(s):

Farzana Karim ◽

Jahanara Begum

Keyword(s):

Health Education ◽

Educational Intervention ◽

Oral Hygiene ◽

Intervention Program ◽

Family Income ◽

Medical Science ◽

Harmful Effect ◽

Group Method ◽

Post Intervention ◽

Hygiene Measures

Background: Health education is a process of transmission of knowledge and skills necessary for improvement in quality of life. Objectives: The purpose of this quasi-experimental study was to evaluate the oral hygiene related knowledge among the population in a selected community before and after health education. Materials and Methods: A total of 106 respondents were taken purposively at South Pirerbag of Dhaka city. Baseline data were collected by pre-tested structured questionnaire. An educational intervention program was conducted by dividing the respondents into seven groups, 15 in each group; method was group discussion and lecture; poster, model of teeth and brush were the aids. Post intervention data were collected by the same questionnaire. Results: Among the respondents, 61.32% were male and 38.68% were female, mean age was 46.25 years, 35.85% had primary level education, monthly family income was Tk 5000-10000 in 66.98%. Before intervention 64.15% told that teeth should be cleaned twice daily, 62.26% told teeth should be cleaned by brush and paste and 2.83% told teeth should be cleaned after breakfast and night; whereas after intervention the result was 91.51%, 85.85% and 67.93% respectively. Before intervention 66.98% stated that tobacco is hazardous to health but 32.4% have no idea about the type of diseases that occur due to tobacco; whereas after intervention 89.62% told that tobacco is hazardous to health and most of them had idea about harmful effect of tobacco. Conclusion: Educational intervention program is effective to improve the knowledge of the respondents about oral hygiene. DOI: http://dx.doi.org/10.3329/bjms.v13i4.20589 Bangladesh Journal of Medical Science Vol.13(4) 2014 p.421-426

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The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

Babcock University Medical Journal (BUMJ) ◽

10.38029/bumj.v1i1.21 ◽

2015 ◽

Vol 1 (1) ◽

pp. 14-20

Author(s):

I Adeosun ◽

O Ogun ◽

S Adeyemo ◽

A Bello ◽

O Fatiregun

Keyword(s):

Primary School ◽

Educational Intervention ◽

Intervention Program ◽

Psychological Treatment ◽

Child And Adolescent Psychiatry ◽

School Teachers ◽

Post Intervention ◽

Primary School Teachers ◽

Children With Adhd ◽

The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

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Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17134891 ◽

2020 ◽

Vol 17 (13) ◽

pp. 4891

Author(s):

Cecilia Ruiz-Esteban ◽

Jaime Terry Andrés ◽

Inmaculada Méndez ◽

Ángela Morales

Keyword(s):

Motor Development ◽

Intervention Program ◽

Comparison Group ◽

Intervention Group ◽

Free Play ◽

Post Intervention ◽

Psychomotor Tests ◽

Preschool Students ◽

Leg Coordination ◽

Before And After

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

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Use of digital game therapy among elderly persons undergoing dialytic treatment: cognitive aspects and depressive symptoms

Revista Brasileira de Geriatria e Gerontologia ◽

10.1590/1981-22562018021.170184 ◽

2018 ◽

Vol 21 (4) ◽

pp. 447-455

Author(s):

Sirlei Ricarte Bento ◽

Ana Carolina Ottaviani ◽

Allan Gustavo Brigola ◽

Vânia Paula de Almeida Neris ◽

Fabiana de Souza Orlandi ◽

...

Keyword(s):

Depressive Symptoms ◽

Depressive Symptom ◽

Intervention Program ◽

Depression Scale ◽

Elderly Persons ◽

Post Intervention ◽

Therapeutic Game ◽

Significant Difference ◽

Before And After ◽

The Mean

Abstract Objective :to evaluate the presence of depressive symptoms and cognitive disorders before and after an intervention program with a digital therapeutic game among elderly persons undergoing hemodialysis. Method: a quasi-experimental study was carried out with 26 elderly patients on hemodialysis. For the data collection, a questionnaire relating to sociodemographic and health conditions, the Geriatric Depression Scale - 15 items and Addenbrooke’s Cognitive Examination Revised were used. The intervention with the digital therapeutic game was performed over 5 sessions. Results: of the participants, 80.8% were male, with a mean age of 66.7 (± 5.8) years. The mean pre-intervention depressive symptom score was 3.9 (± 3.0) while post-intervention it was 2.8 (± 2.9), representing a statistically significant difference (p = 0.005). Regarding cognitive function, there was no statistically significant difference before and after the intervention. There was a statistically significant difference in the mean of the depressive symptom scores, which were lower after the intervention. In addition, there was no statistically significant difference in the mean of the cognitive assessments. Conclusion: intervention studies with patients undergoing hemodialysis treatment are still scarce and this study describes the positive results of an intervention with a digital therapeutic game, demonstrating improvement in the depressive symptoms of the participants.

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Development of Professional Care Program for Nurses in Dementia Wards and Its Educational Effects

American Journal of Alzheimer s Disease & Other Dementias® ◽

10.1177/1533317520950925 ◽

2020 ◽

Vol 35 ◽

pp. 153331752095092

Author(s):

Yoko Takeuchi ◽

Mayumi Kato ◽

Tatsuru Kitamura ◽

Daisuke Toda ◽

Yoshimi Taniguchi ◽

...

Keyword(s):

Usual Care ◽

Knowledge Acquisition ◽

Self Efficacy ◽

Usual Care Group ◽

Intervention Program ◽

Sense Of Self ◽

Professional Knowledge ◽

Dementia Care ◽

Care Group ◽

Post Intervention

Purpose: To develop an education program for nurses specializing in dementia care, and to investigate its effects. Methods: An intervention study of nurses was conducted using a quasi-experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of professional knowledge required for dementia care, and sharing of successful experiences based on professional knowledge. The knowledge-acquisition-only group received only the acquisition of professional knowledge framework, and the usual-care group received only the usual-care framework. The intervention period was 3 months. Results: Post-intervention, the program group had a significantly greater sense of self-efficacy associated with professional knowledge and significantly greater self-efficacy associated with practice compared with the knowledge-acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence network diagram of the multivariate analysis results produced by text mining of the descriptive data indicated that nurses provided care for symptoms specific to different diseases based on their pathological mechanisms. Conclusion: Program implementation led to the acquisition of deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful experiences, compared with desk-based learning in a single workshop lecture, suggesting the program’s usefulness in clinical practice.

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Mindfulness-based intervention to reduce burnout and psychological distress, and improve wellbeing in psychiatry trainees: a pilot study

Australasian Psychiatry ◽

10.1177/1039856219848838 ◽

2019 ◽

Vol 27 (3) ◽

pp. 219-224 ◽

Cited By ~ 2

Author(s):

Matthew Kang ◽

Rob Selzer ◽

Harry Gibbs ◽

Katie Bourke ◽

Abdul-Rahman Hudaib ◽

...

Keyword(s):

Psychological Distress ◽

Pilot Study ◽

Work Performance ◽

Qualitative Data ◽

Intervention Program ◽

Limiting Factors ◽

Healthcare Staff ◽

Post Intervention ◽

Number Of Factors ◽

Metropolitan Hospital

Background: Healthcare professionals including psychiatry trainees experience high amounts of occupational stress. This pilot study aims to assess the impacts and feasibility of a mindfulness-based intervention program as an occupational intervention in a metropolitan hospital. Method: Psychiatry trainees participated in an mindfulness-based intervention training program consisting of 1-h weekly sessions over 8 weeks. Levels of psychological distress and mindfulness were measured pre and post-intervention. Qualitative data through an open-ended feedback survey were also collected. Results There was an improved level of mindfulness and a decreased level of burnout among trainees post-intervention. Advantages of the program included having a compassionate facilitator and the program being tailored to healthcare staff. Limiting factors included time restraints and clinical responsibilities. Conclusion: Psychiatry trainees can benefit from an occupational MBI program. This can positively impact their health as well as improve their work performance. A number of factors important for implementation of a mindfulness-based intervention program were also identified.

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From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians

JCO Oncology Practice ◽

10.1200/jop.19.00641 ◽

2020 ◽

Vol 16 (4) ◽

pp. e395-e404

Author(s):

John J. Cuaron ◽

Erin F. Gillespie ◽

Daniel R. Gomez ◽

Atif J. Khan ◽

Borys Mychalczak ◽

...

Keyword(s):

Radiation Oncology ◽

Intervention Program ◽

Faculty Members ◽

New Faculty ◽

Post Intervention ◽

Improvement Program ◽

Assessment Scores ◽

Faculty Orientation ◽

Physician Assessment ◽

Academic Center

PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.

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Reductions in Parental Use of Corporal Punishment on Pre-School Children Following Participation in the Moms’ Empowerment Program

Journal of Interpersonal Violence ◽

10.1177/0886260516651627 ◽

2016 ◽

Vol 34 (8) ◽

pp. 1563-1582 ◽

Cited By ~ 7

Author(s):

Andrew Grogan-Kaylor ◽

Maria M. Galano ◽

Kathryn H. Howell ◽

Laura Miller-Graff ◽

Sandra A. Graham-Bermann

Keyword(s):

Corporal Punishment ◽

Partner Violence ◽

Intervention Program ◽

Comparison Group ◽

Physical Punishment ◽

Parental Discipline ◽

Post Intervention ◽

Community Based ◽

Standardized Measures ◽

Empowerment Program

Corporal punishment is a widely used and widely endorsed form of parental discipline. Inter-partner violence places enormous stress upon women. The rate of corporal punishment is higher in homes where other types of domestic violence are also occurring. This study compares two groups: those who participated in an intervention for women exposed to intimate partner violence (The Moms’ Empowerment Program [MEP]) and those in a comparison group. Using standardized measures, women in both groups were assessed at baseline and at the end of the program, 5 weeks later. The 113 mothers who participated in the MEP program had significantly improved their parenting, such that they had less use of physical punishment post-intervention. Findings suggest that a relatively brief community-based intervention program can reduce the use of parental physical punishment even in disadvantaged populations coping with stressful circumstances.

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