scholarly journals Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

2021 ◽  
Vol 9 ◽  
Author(s):  
Andrea Limarutti ◽  
Marco Johannes Maier ◽  
Eva Mir ◽  
Doris Gebhard
Keyword(s):  
Applied Sciences ◽  
Health Promotion ◽  
Intervention Group ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Social Competencies ◽  
University Of Applied Sciences ◽  
Health Promoting

Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named “Healthy Study Start.” An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria).Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests.Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group.Conclusion: The onboarding program “Healthy Study Start” shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees.

scholarly journals Self-perceived postural balance correlates with postural balance and anxiety during the first year after stroke: a part of the randomized controlled GOTVED study

BMC Neurology ◽  
2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Lena Rafsten ◽  
Anna Danielsson ◽  
Katharina S. Sunnerhagen
Keyword(s):  
Postural Balance ◽  
Intervention Group ◽  
Depression Scale ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
Randomized Controlled ◽  
Self Confidence ◽  
Early Supported Discharge ◽  
Time Point

Abstract Background Postural balance is an important rehabilitation outcome, and screening stroke patients for confidence in postural balance during rehabilitation and before hospital discharge is recommended. Early supported discharge could improve postural balance self-confidence. This study aimed to investigate associations between patient self-confidence in postural balance and observer-assessed postural balance and anxiety during the first year after stroke. Whether very early supported discharge (VESD) affects self-confidence in postural balance compared with standard discharge was also evaluated. Methods A longitudinal trial for with data extracted from a randomized controlled study of 140 adults with confirmed stroke was conducted. The experimental group received VESD. The control group was discharged according to the standard routine. Postural balance was assessed with Berg Balance Scale (BBS), Timed Up and Go (TUG) test, and Falls Efficacy Scale. Anxiety was assessed with the Hospital Anxiety and Depression Scale. Spearman’s rank correlation coefficient (rho) was used to test associations between independent variables. The Wilcoxon signed-rank test was used to examine differences over time. A single test, according to Eid, Gollwitzer, and Schmidt, was used to test temporal differences in correlation. Results The correlation between self-confidence in postural balance and observer-assessed postural balance was 0.62–0.78 in the first year after stroke. The correlation between self-confidence and anxiety was 0.22–0.41 in the first year after stroke. Correlations did not differ by group affiliation at any time point when the postural balance was assessed with BBS. The intervention group had a significantly higher correlation (r = − 0.709) than the control group (r = − 0.416) when postural balance was assessed with the TUG test 1 month after discharge. There were no significant differences in correlations between confidence in postural balance and anxiety between the two groups at any time point. Conclusions Patients with mild stroke can accurately assess their confidence in performing daily activities without falling. VESD does not substantially affect the correlation between self-confidence in postural balance and observer assessed postural balance and is safe to use as an alternative to standard discharge. Assessment of self-confidence can provide important information for rehabilitation planning and supporting the physical activity of patients after discharge. Trial registration Clinical Trials.gov: NCT01622205. Registered 19 June 2012 (retrospectively registered).

scholarly journals Effects of Curriculum-Based Sexual and Reproductive health intervention on the comprehensive knowledge and attitude to condom use among first-year students in Arba Minch University: a quasi-experimental study

2019 ◽  
Author(s):  
Negussie Boti ◽  
Sultan Hussen ◽  
Mulugeta Shegaze ◽  
Simion Shibiru ◽  
Tamiru shibiru ◽  
...  
Keyword(s):  
Reproductive Health ◽  
Condom Use ◽  
Sexual And Reproductive Health ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Comprehensive Knowledge ◽  
Average Change ◽  
Knowledge And Attitude

Abstract Objective: To assess the effect of curriculum-based sexual and reproductive health intervention on the comprehensive knowledge and attitude to condom use among first-year students at Arba Minch University. Results: A total of 832 students participated at a baseline, and 820 students participated at posttest. This study found that there was a significant effect on changing students’ knowledge and attitude towards a condom. In the intervention group, the students’ average change of comprehensive condom knowledge score was 0.229 higher than the average score of student’ in the control group (ATE=0.229, 95% CI, 0.132 to 0.328; p < 0.001). The average change of attitude toward condom score of students’ in the intervention group was 1.834 higher than the average change score of students’ in control group (ATE=1.834, 95% CI, 1.195 to 2.772; p < 0.001).This study provides further evidence on the effect of the curriculum-based comprehensive sexual and reproductive health education effective in terms of knowledge and attitude towards a condom. Therefore, this education intervention should be strengthening the implementation of the control and prevent youths from HIV/AIDS and unintended pregnancy.

scholarly journals Two-year controlled effectiveness trial of a school-based intervention to prevent obesity in Chilean children

2009 ◽  
Vol 12 (9) ◽  
pp. 1451-1461 ◽  
Author(s):  
Juliana Kain ◽  
Barbara Leyton ◽  
Ricardo Cerda ◽  
Fernando Vio ◽  
Ricardo Uauy
Keyword(s):  
Primary Schools ◽  
Intervention Group ◽  
Skinfold Thickness ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
Obesity Prevalence ◽  
School Year ◽  
School Based ◽  
Second Year

AbstractObjectiveObesity prevalence among Chilean children is 19·4 %. The present study aimed to assess the effectiveness of a school-based obesity prevention programme.DesignNon-randomized controlled study. The intervention included activities in nutrition and physical activity, fully applied the first year and partially in the second one. Primary outcomes were BMI Z-score (BMIZ) and obesity prevalence; secondary outcomes were waist circumference and triceps skinfold thickness. Time effects were assessed by changes in BMI-related variables by gender and period (ANOVA and Tukey test), while intervention effects were determined by comparing changes in (i) obesity prevalence by gender and period (PROC GENMOD) and (ii) BMIZ according gender, age and period (PROC MIXED).SettingPrimary schools in the Chilean cities of Casablanca (intervention group) and Quillota (control group).SubjectsOne thousand seven hundred and fifty-nine children from three schools (intervention group) and 671 from one school (control group).ResultsOver the two years, obesity prevalence and BMIZ declined significantly in the intervention group; from 17·0 % to 12·3 % and 14·1 % to 10·3 % in boys and girls, respectively, and from 0·62 to 0·53 and 0·64 to 0·58, respectively. In the control group, obesity remained stable at about 21 % and 15 %, while BMIZ increased significantly in the second year. BMIZ declined in both genders and all age categories in the intervention group during the first year (significant only in younger boys). No changes occurred during the summer, while during the second year, BMIZ increased in boys and girls from both groups (significant only in the younger control boys). Obesity declined significantly only in boys during the first year.ConclusionEffectiveness was greater in the first school year and more evident in younger boys.

scholarly journals First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

2017 ◽  
Vol 12 (4) ◽  
pp. 158 ◽  
Author(s):  
Savannah L. Kelly
Keyword(s):  
Learning Community ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Control Group Design ◽  
First Year Students ◽  
Significant Difference ◽  
The Impact

Abstract Objective – The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students’ research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series. Methods – The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359) of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212) served as the intervention group exposed to the videos, while the other 10 (N = 147) served as the control group. A research self-efficacy pretest – posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face one-shot library instruction session. Results – As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students’ pretest and posttest scores, suggesting that something else, possibly the in-person library session, did have an impact on students’ research self-efficacy. Conclusion – Although students’ research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing instructional support for first-year students’ research struggles.

Analysis of students’ knowledge about the biological hazards present in the work of cosmetologist

2018 ◽  
Vol 8 (2) ◽  
pp. 131-136
Author(s):  
M. Niczyporuk ◽  
I. Juśkiewicz ◽  
M. Knaś
Keyword(s):  
Applied Sciences ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
University Of Applied Sciences ◽  
Survey Results ◽  
Level Of Knowledge ◽  
Health Complications ◽  
Almost All ◽  
Prevention Methods

Introduction: The cosmetologists' health complications can be inducted by their work conductors. The presence of numerous biological harmful factors in their future workplace requires from graduates the faculty of cosmetology extensive knowledge about health threats and prevention methods. Purpose: The survey aimed to get to know and compare the knowledge of students of the first and third year of Cosmetology at the Lomza State University of Applied Sciences on the biological hazards present in cosmetologist's work. Materials and methods: 50 female students (24 first-year students and 26 third-year students) took part in the survey. Results: In almost all cases, responses from third- year Cosmetology showed a higher level of knowledge of biological infections which may threaten in the beauty parlor for themselves and their clients. Also, in the area of preventing the spread of these infections, they had a higher knowledge than their younger friends. Conclusions: The level of knowledge of third-year students is significantly higher than the knowledge of first-year students in Lomza State University of Applied Sciences. It is satisfactory that first-year students who already started education in this field, they know biological threats.

A Randomized Controlled Study of the Effectiveness of Electrophysiological Monitoring of Dexmedetomidine in Patients with Brain Damage of Various Origins

2020 ◽  
Vol 75 (5) ◽  
pp. 490-499
Author(s):  
Yuri Y. Kiryachkov ◽  
Marina V. Petrova ◽  
Bagautdin G. Muslimov ◽  
Sergey A. Bosenko ◽  
Mikhail M. Gorlachev
Keyword(s):  
Intervention Group ◽  
Clinical Effectiveness ◽  
Protective Role ◽  
Digital Data ◽  
Controlled Study ◽  
Control Group ◽  
Average Dose ◽  
Autonomic Nervous System Dysfunction ◽  
Sympathetic Hyperactivity ◽  
Starting Dose

Background.At the same time, the main effect of the use of this drug is the elimination of the autonomic nervous system dysfunction and sympatholysis. It seems important to search for a method of indications and selection of a dose of dexmedetomidine in intensive care.Aims to improve the clinical effectiveness of the electrophysiological navigation of the prolonged use of dexmedetomidine in patients with brain pathology of various origins.Methods.The study included 83 patients 2050 days after the traumatic brain injury, anoxic damage; consequences of acute disorders of cerebral. 37 patients comprised the 1st intervention group with a clinical course of dexmedetomidine (male 28; female 9; average age 49.62.3 years) and 46 patients comprised the 2nd control group without pharmacological correction with dexmedetomidine (male 23; female 23, average age 512.5 years). Criteria for the inclusion of prolonged infusion of the drug dexmedetomidine (Orion Pharma, Finland) are based on heart rate variability (HRV) indicators characteristic of sympathetic hyperactivity, the target task of titration of doses of dexmedetomidine served as the parameters for achieving normal HRV indicators, the appearance of parasympathetic hyperactivity served as the basis for reducing the dosage of the drug or stopping it of application. HRV parameters were recorded before dexmetomedine infusion-initially, on 13; 45; 910; 1520 days of drug administration.Results.The starting dose of dexmedetomidine with sympathetic hyperactivity in patients was 0.12 to 0.24 g.kg1.hr1(average dose 0.160.01; total 200 mg/day). According to digital data from HRV, the effective dose of dexmedetomidine ED50 was 0.260.03 g.kg1.hr1(total daily 353.835.1 g) and was achieved on day 910 using dexmedetomidine.Conclusions.The protective role of dexmedetomidine with correction of sympathetic hyperactivity based on electrophysiological navigation according to the HRV is reliable in the following indicators: The improvement of consciousness; a significant decrease in the incidence of distress lung syndrome; septic shock; mortality.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

Effectiveness of Medication Review Services on Diabetes Self-Care in Primary Care Patients (Preprint)

2020 ◽  
Author(s):  
Tay Siew Cheng Sarah ◽  
Lim Jit Fan Christina ◽  
Tan Soo Chieng Daphne ◽  
Tan Seok Yee Maureen ◽  
Chen Jieying Cordelia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Healthcare ◽  
Medication Review ◽  
Intervention Group ◽  
Self Care ◽  
Effective Intervention ◽  
Controlled Study ◽  
Control Group ◽  
Dietary Control ◽  
Glucose Management

BACKGROUND Diabetes is one of the most common medical conditions referred to medication review service run by pharmacists, OBJECTIVE This study aims to determine whether pharmacist-run MRS can be an effective intervention tool to improve patients’ participation in self-care of diabetes. METHODS This randomised controlled study was conducted in five public primary healthcare centres from December 2014 to October 2016. Participants were 40 to 80 years of age and had been diagnosed with type 2 diabetes. These participants were prescribed with five or more chronic medications, of which at least one was an antidiabetic medication, by the primary healthcare centres’ doctors. The participants were randomly recruited into the intervention or control arm. A self-developed questionnaire which incorporated the validated Diabetes Self-Management Questionnaire (DSMQ) was administered face-to-face by the study team to the participants prior to and after MRS. MRS was not administered to participants in the control group. RESULTS A total of 221 participants completed the follow up. There were 105 participants in the control arm and 116 in the intervention arm. The DSMQ Sum Scale score of the control group improved by 0.16 ± 1.11 (p= 0.136) while the intervention group improved by 0.40 ± 0.99 (p=0.000). Participants in the intervention group reported a better improvement in their self-care of diabetes, specifically in glucose management (0.38± 1.35, p=0.003), dietary control (0.26±1.66, p=0.096) and physical activity (0.67±2.36, p=0.003). CONCLUSIONS Pharmacist-run MRS is an effective intervention tool to improve participants’ self-care of diabetes, particularly in glucose management, dietary control and physical activity.

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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