scholarly journals Effects of an Educational Intervention on Angolan Adolescents’ Knowledge of Human Reproduction: A Quasi-Experimental Study

2019 ◽  
Vol 16 (24) ◽  
pp. 5155
Author(s):  
Natércia Almeida ◽  
Andreia Teixeira ◽  
José Garcia ◽  
Natália Martins ◽  
Carla Ramalho
Keyword(s):  
Experimental Study ◽  
Sex Education ◽  
Civic Education ◽  
Educational Intervention ◽  
Human Reproduction ◽  
Human Biology ◽  
Control Group ◽  
Human Fertilization ◽  
Quasi Experimental ◽  
The Impact

Background and objectives: Sex education is a necessity and a right of young people in Angola. However, this education is deficient or even absent in various subsystems and, therefore, the impact of an educational intervention on human biology and sexuality was addressed. Materials and methods: This quasi-experimental study employed a non-equivalent control group, pre-test post-test design. It was conducted with students from three secondary schools (6th to 12th grade, two public and one private) in Huambo (Angola), between June and December 2017. First, a questionnaire was distributed to assess the students’ knowledge on aspects related to sexual maturation, psychological development, gynecological organs’ anatomy, human fertilization, contraception, and risks of unprotected sexuality. Then, an educational program was developed by the principal investigator along with the school’s moral and civic education and biology teachers selected for a group of students (experimental group, EG); the others constituted the control group (CG). Classes were held on non-working days, on Saturday mornings (8:00 to 10:00 a.m.), so as not to interfere with the school calendar. The initial questionnaire was redistributed two months later to assess the impact of the intervention. Results: Of the 589 individuals included (mean age of 16.8 ± 2.5 years), 56.7% were males. EG (n = 241) consisted of students from the public school and CG (n = 348) by students from public and private schools. The last part of the questionnaire consisted of 30 questions to assess students’ knowledge, and in 23 of these questions, both groups showed no differences at baseline. After the intervention, the EG showed significant improvements (p < 0.05), while the CG revealed only slight improvements. Conclusions: Students from Huambo province have a significant lack of knowledge on human biology and sexuality. Rigorous development and evaluation of interventions addressing multiple individual and environmental level factors is needed, notably for effective education in human biology and sexuality.

scholarly journals The effect of educational intervention based on BASNEF model for reducing internet addiction among female students: a quasi-experimental study

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Batol Gholamian ◽  
Hossein Shahnazi ◽  
Akbar Hassanzadeh
Keyword(s):  
Experimental Study ◽  
Educational Intervention ◽  
Internet Addiction ◽  
Intervention Group ◽  
Female Students ◽  
T Test ◽  
The Internet ◽  
Control Group ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Adolescents and students are encountered with a challenge so-called “internet Addiction”. This issue affects both their physical and mental health, as well as their academic, social, and family performance. The aim of the current research is to determine the impact of educational intervention. To achieve this aim, BASNEF is utilized to reduce the excessive use of the internet by students. Methods This quasi-experimental study was implemented on 120 high school female students in Shahrekord (west of Iran), which were addicted to the internet. Paticipants was randomly divided into two groups of control and intervention. For data collection before and after the intervention, the standard Yang internet Addiction Questionnaire and BASNEF researcher-developed Questionnaire were used. Educational intervention for mothers was conducted in one session (as the most important subjective norm) and for students in two sessions. This method was based on BASNEF construct. Then, data were analyzed using SPSS-20 and chi-square test, Mann-Whitney test, independent t-test, and paired t-test. Results After the education intervention, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control and enabling factors in the intervention group were significantly different from the control group (p < 0.001). In Post-test assessment, the intervention group revealed a significant decrease, in terms of using the internet (based on the time). (p < 0.001). Conclusions The results of this study revealed that BASNEF and its related constructs was a suitable framework to design the educational interventions in order to reduce the extreme use of internet in students. Applying of this model can be a cognitive and intellectual framework that affects students’ internet use behavior.

scholarly journals Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

2020 ◽  
Author(s):  
Juan-Luis González-Pascual ◽  
Margarita G. Márquez ◽  
Rocío Rodríguez-Rey ◽  
Ana María Muñoz-Cobo ◽  
Juan Carlos Pérez-Jiménez
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Educational Intervention ◽  
Interprofessional Education ◽  
Wilcoxon Test ◽  
Educational Activity ◽  
Control Group ◽  
Self Assessment ◽  
Quasi Experimental ◽  
Experimental Group

Abstract Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

scholarly journals Impact evaluation of biomedical waste segregation among junior residents of a South Indian medical college: a quasi experimental study

2020 ◽  
Vol 7 (7) ◽  
pp. 2513
Author(s):  
Ranganath T. Sobagaiah ◽  
Karuna Siddappa Patange ◽  
Vishwanatha .
Keyword(s):  
Experimental Study ◽  
T Test ◽  
Control Group ◽  
Junior Doctors ◽  
Human Beings ◽  
Biomedical Waste ◽  
Quasi Experimental ◽  
Waste Segregation ◽  
The Difference ◽  
The Impact

Background: Biomedical waste is any waste generated during the diagnosis, treatment or immunization of human beings or animals. The quantity of solid waste generated in Bangalore hospitals is from ½ to 4 kg per bed per day. But segregation is done in only 30%. Health care workers have an important responsibility to segregate the biomedical waste and dispose them. Hence this study was undertaken with the objective of assessing the impact of intervention on Biomedical waste segregation knowledge among junior doctors.  Methods: The study design employed is a quasi experimental study with control and intervention design. The junior doctors were selected randomly. After written informed consent the participants were divided as two group of intervention and control group with 74 in each group. Data of pre-test was collected using self-administered and validated questionnaire. After a week of pre-test, training using WHO modules 3 on training of biomedical waste segregation based on IHWM was done only for the intervention group. After a period of 3 months post test was conducted for both the intervention and the control group using a pre tested self-administered questionnaire with questions very similar to the pre-test.Results: The difference is found to be with t-test value of 1.434 and df of 37 with significant value 0.160 (>0.05) for the control group. The difference is found to be with t-test value of 3.241 and df of 35 with significant value 0.003 (<0.05) for the intervention group.Conclusions: The knowledge of biomedical waste management was found to increase after an intervention.

scholarly journals The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Thor Arne Haukedal ◽  
Inger Åse Reierson ◽  
Hanne Hedeman ◽  
Ida Torunn Bjørk
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Knowledge Test ◽  
Patient Deterioration ◽  
Simulation Based ◽  
Quasi Experimental ◽  
The Impact

Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

The impact of an educational intervention on nursing students' critical thinking skills: A quasi-experimental study

2020 ◽  
Vol 85 ◽  
pp. 104305 ◽  
Author(s):  
María López ◽  
José María Jiménez ◽  
Belén Martín-Gil ◽  
Mercedes Fernández-Castro ◽  
María José Cao ◽  
...  
Keyword(s):  
Experimental Study ◽  
Critical Thinking ◽  
Nursing Students ◽  
Educational Intervention ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quasi Experimental ◽  
The Impact

scholarly journals Impact of permagarden intervention on improving fruit and vegetable intake among vulnerable groups. A quasi-experimental study conducted in seven cities of Ethiopia

2019 ◽  
Author(s):  
Fikralem Alemu ◽  
Medhanit Mecha ◽  
Girmaye Medhin
Keyword(s):  
Experimental Study ◽  
Nutrient Intake ◽  
Vegetable Consumption ◽  
Intervention Group ◽  
Control Group ◽  
Control Groups ◽  
Percentage Difference ◽  
Vulnerable Families ◽  
Quasi Experimental ◽  
The Impact

AbstractBackgroundIncreasing nutrient intake through home gardening is a sustainable strategy that can address multiple micronutrient deficiencies in developing countries. This study investigated the impact of permagarden intervention in increasing the frequency and diversity of vegetable and fruit consumption among vulnerable families.MethodA quasi-experimental study was conducted from August 10 to September 30, 2015. A total of 884 care givers (427 from intervention and 457 control) participated in the study. Data was collected through face to face interview with caregivers of highly vulnerable children. Propensity score matching (PSM) was conducted using STATA software, and the program impact on the frequency and diversity of household’s vegetable consumption between intervention and control groups was assessed using chi square test.ResultIntervention participants had a 13% greater increase frequency of one-week vegetables and fruits consumption compared with control participants (p<0.01). The diversity (consumption of 2 and more groups of vegetable and fruit) is higher among intervention groups than control groups (percentage difference=9, p-value<0.05). A significant higher percentage of participants in the intervention group reported getting the one-week vegetable and fruits mainly from their own garden (percentage difference 58.3, p<0.05). A significantly larger proportion of participants in the intervention group compared to the control group reported “high likelihood” on intention to grow vegetable in the future (percentage difference = 30%, and P<0.01). Perceived importance to include vegetables in every day meal is higher among intervention groups than control groups (percentage difference = 11.5%, P<0.01).ConclusionsThe observed higher frequency and diversity of household vegetable consumption among intervention group compared to control group suggests that nutrition and health programs need to promote household vegetable gardening as the means for address improve micro nutrient intake for vulnerable societies in least and middle developed countries.

scholarly journals Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

2019 ◽  
Vol 39 (4) ◽  
pp. 191-200 ◽  
Author(s):  
Merja Männistö ◽  
Kristina Mikkonen ◽  
Essi Vuopala ◽  
Heli-Maria Kuivila ◽  
Mari Virtanen ◽  
...  
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Collaborative Learning ◽  
Educational Intervention ◽  
Intervention Group ◽  
Course Evaluation ◽  
Collaborative Group ◽  
Control Group ◽  
Digital Learning ◽  
Quasi Experimental

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

Effect of Educational Intervention Based on Health Belief Model on Prevention of Substance Abuse Among the Students of Khatam Al-Nabieen University in Afghanistan

2020 ◽  
Vol 22 (5) ◽  
Author(s):  
Khanali Mohammadi ◽  
Sedigheh Sadat Tavafian
Keyword(s):  
Substance Abuse ◽  
Experimental Study ◽  
Health Belief Model ◽  
Educational Intervention ◽  
Intervention Group ◽  
Health Belief ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Belief Model

Background: Addiction in Afghanistan, as the largest opium producer in the world, is relatively high, and limited studies have indicated that the youth, especially students are the majority of the addicted cases in this country. Objectives: This quasi-experimental study aimed at designing and evaluating the effect of educational intervention based on the Health Belief Model (HBM) on drug abuse prevention among the students of Khatam Al-Nabieen University in Afghanistan. Methods: In this quasi-experimental study, 120 students of Khatam Al-Nabieen University residing in Ghazni city, Afghanistan, were randomly divided into two groups of the intervention and control (60 students per group). The HBM-based educational intervention was performed for the intervention group. The data in both groups were collected and evaluated at four time points, including before intervention, and immediately, 3, and 6 months after the intervention using a valid researcher-made questionnaire. Results: Although there was no significant difference between the mean score of the HBM constructs (P > 0.05) before the intervention, the results of repeated measures ANOVA showed significant differences in the intervention group in HBM constructs and also intention toward substance abuse preventive behavior (P < 0.001). There were significant inter- and intra-group differences, as well as the group-time interaction in all HBM constructs mean scores (P < 0.001). Also, as the valuable finding, the preventive behavioral intention significantly (P < 0.001) improved following a 3- and 6-month follow-up in the intervention group (17.63 ± 1.34 and 17.66 ± 1.42, respectively) compared with the control group (10.95 ± 1.33 and 10.87 ± 1.22, respectively). Conclusions: The results showed that the HBM-based educational program by preventing substance abuse can help students adopt proper behaviors.

scholarly journals Promoting Goal Setting: An Experimental Study of Positive Psychology in an EFL Context

2018 ◽  
Vol 5 (2) ◽  
pp. 144
Author(s):  
Samieh Noori ◽  
Mehry Haddad Narafshan
Keyword(s):  
Experimental Study ◽  
Positive Psychology ◽  
Goal Setting ◽  
Control Group ◽  
Proficiency Level ◽  
Strength Based ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

<em>The present quasi-experimental study addresses the impact of a Character Strength Based Positive Psychology Intervention (CSBPPI) on Goal Setting (GS) of TEFL university students in Iran. In so doing, the study utilized an experimental design with 18 participants in the control group and 18 participants in the experimental group which totalled 7 male and 29 female students. The pretest showed that the participants of the two groups were homogenous with regard to their proficiency level as well as their goal setting. Data was collected over five months using Erickson et al. (2015) goal setting questionnaire before and after an MA course. The results of the post-test revealed that PP has a positive and significant impact on learners’ goal setting. The findings from this research suggest positive paths from positive psychology to understanding, managing and successfully setting the goals. </em>

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