scholarly journals Effect of Educational Intervention Based on Self-efficacy Theory on Adherence to Dietary and Fluids-intake Restriction in Hemodialysis Patients

2018 ◽  
Vol 6 (1) ◽  
pp. 31-38 ◽  
Author(s):  
T. Ramezani ◽  
Gh. Sharifirad ◽  
Z. Gharlipour ◽  
S. Mohebi ◽  
◽  
...  
Keyword(s):  
Educational Intervention ◽  
Self Efficacy ◽  
Hemodialysis Patients

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

Self-Management Micro-Video Health Education Program for Hemodialysis Patients

2021 ◽  
pp. 105477382110339
Author(s):  
Qingli Ren ◽  
Suhua Shi ◽  
Chen Yan ◽  
Yang Liu ◽  
Wei Han ◽  
...  
Keyword(s):  
Health Education ◽  
Education Program ◽  
Self Efficacy ◽  
Hemodialysis Patients ◽  
Self Management ◽  
Control Group ◽  
Group Comparison ◽  
Health Education Program ◽  
Significant Group ◽  
Problem Solving Skills

Self-management in hemodialysis patients is critical; however, is generally low. This study aimed to examine the effects of a theory-based micro-video health education program on the improvement of self-management, hemodialysis knowledge, and self-efficacy in hemodialysis patients. A pre-test post-test control group quasi-experimental design was used to recruit 80 hemodialysis patients in a dialysis center. The participants were assigned in a 1:1 ratio to receive routine care or a 3-month micro-video health education program. Between-group comparison showed that patients in the intervention group had significantly greater improvement in hemodialysis knowledge than those in the control group ( p < .05). However, no significant group differences were observed in terms of self-management and self-efficacy. Within-group comparison showed that the overall self-management level of patients in both groups improved significantly, particularly in problem-solving skills and self-care dimensions. Therefore, micro-video health education can improve the self-management and hemodialysis knowledge in Chinese patients undergoing hemodialysis. Trial Registration: Registered at ClinicalTrials.gov with study number (ChiCTR1800018172; http://www.chictr.org.cn/index.aspx ).

scholarly journals Renal recipients’ knowledge and self-efficacy during first year after implementing an evidence based educational intervention as routine care at the transplantation clinic

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kristin Hjorthaug Urstad ◽  
Astrid Klopstad Wahl ◽  
Torbjørn Moum ◽  
Eivind Engebretsen ◽  
Marit Helen Andersen
Keyword(s):  
Outcome Measures ◽  
Educational Intervention ◽  
Education Program ◽  
Self Efficacy ◽  
Longitudinal Design ◽  
Routine Care ◽  
First Year ◽  
Evidence Based ◽  
Post Transplantation ◽  
Post Transplant

Abstract Background Following an implementation plan based on dynamic dialogue between researchers and clinicians, this study implemented an evidence-based patient education program (tested in an RCT) into routine care at a clinical transplant center. The aim of this study was to investigate renal recipients’ knowledge and self-efficacy during first year the after the intervention was provided in an everyday life setting. Methods The study has a longitudinal design. The sample consisted of 196 renal recipients. Measurement points were 5 days (baseline), 2 months (T1), 6 months (T2), and one-year post transplantation (T3). Outcome measures were post-transplant knowledge, self-efficacy, and self-perceived general health. Results No statistically significant changes were found from baseline to T1, T2, and T3. Participants’ levels of knowledge and self-efficacy were high prior to the education program and did not change throughout the first year post transplantation. Conclusion Renal recipients self-efficacy and insight in post-transplant aspects seem to be more robust when admitted to the hospital for transplantation compared to baseline observations in the RCT study. This may explain why the implemented educational intervention did not lead to the same positive increase in outcome measures as in the RCT. This study supports that replicating clinical interventions in real-life settings may provide different results compared to results from RCT’s. In order to gain a complete picture of the impacts of an implemented intervention, it is vital also to evaluate results after implementing findings from RCT-studies into everyday practice.

scholarly journals The Effect of Educational Intervention on Knowledge and Self-efficacy for Pain Control in Patients with Multiple Sclerosis

2016 ◽  
Vol 28 (4) ◽  
pp. 283 ◽  
Author(s):  
Seyde Daniali ◽  
Hossein Shahnaz ◽  
Samira Kazemi ◽  
Elnaz Marzbani
Keyword(s):  
Multiple Sclerosis ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Pain Control

scholarly journals Evaluating the effect of an educational intervention on student midwife self-efficacy for their role as physiological childbirth advocates

2021 ◽  
Vol 96 ◽  
pp. 104628
Author(s):  
Suzanne M. Thompson ◽  
Lisa Kane Low ◽  
Luc Budé ◽  
Raymond de Vries ◽  
Marianne Nieuwenhuijze
Keyword(s):  
Educational Intervention ◽  
Self Efficacy ◽  
Physiological Childbirth

Changes after an Educational Intervention to Teach about and Promote Forgiveness among Seminarians and Practicing Clergy

2020 ◽  
pp. 009164712092648
Author(s):  
Everett L. Worthington ◽  
Athena H. Cairo ◽  
Zhou Job Chen ◽  
Connor L. Hicks
Keyword(s):  
Christian Education ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Psychosocial Interventions ◽  
Spiritual Practice ◽  
Active Engagement ◽  
Education Programs ◽  
Central Focus ◽  
Knowledge Based ◽  
Forgiveness Intervention

Many studies of forgiveness have found that relatively short psychosocial interventions aimed at promoting forgiveness can result in noticeable increases in participants’ decisional and emotional forgiveness in their day-to-day lives. However, most of those interventions involve engagement in short psychoeducational experiential activities and participants want to forgive something. Less is known about a purely educational forgiveness intervention’s effects on participants’ subsequent knowledge and self-efficacy to promote forgiveness in their communities. This is important because educational lectures (without active engagement exercises) are often used in schools, seminars, sermons, and Christian education programs. Given the central focus of forgiveness in Christian religion and spiritual practice, we examined whether a 12-hour knowledge-based forgiveness intervention would predict increases to clergy members’ forgiveness knowledge and self-efficacy to preach about or promote forgiveness in their congregation. Intervention participants reported increased personal forgiveness, forgiveness knowledge, and intentions to make congregational forgiveness interventions in their future role as pastor. Confidence in forgiveness knowledge predicted greater intention to discuss and promote forgiveness in the congregation. Although tentative, our results suggest that providing knowledge about forgiveness might result in some personal forgiveness and increase future intentions to use forgiveness.

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