scholarly journals What Is the Impact of a Context-Specific Training Program for Home-Based Carers? An Evaluation Study

2020 ◽  
Vol 17 (24) ◽  
pp. 9263
Author(s):  
Mamare Adelaide Bopape ◽  
Tebogo Maria Mothiba ◽  
Hilde Bastiaens ◽  
Johan Wens
Keyword(s):  
Training Program ◽  
Daily Practice ◽  
Public Health Care ◽  
Dietary Advice ◽  
Diabetes Knowledge ◽  
Specific Training ◽  
Home Based ◽  
Post Test ◽  
Context Specific ◽  
The Impact

Introduction: In South Africa (SA), home-based carers (HBCs) play a crucial role at the community level for non-communicable diseases (NCDs) including diabetes mellitus (DM) public health care. The work of HBCs requires them to be knowledgeable about diabetes, and lack of knowledge has implications on their roles for the provision of health information and dietary advice. HBCs need to be provided with specific training to develop their knowledge and skills necessary to enable them to provide care to people with diabetes (PWD) because organizations need to benefit from a pool of well-trained HBCs. Therefore, a training program was developed to improve care for chronic conditions based on local needs. Aim: To implement and evaluate the training program for the HBCs for PWD in Ga-Dikgale village. Methods: HBCs working at Ga- Dikgale villages in four clinics—namely, Dikgale, Seobi Dikgale, Sebayeng, and Makotopong—participated voluntarily. Fifty-five (55) HBCs who attended the training program completed satisfaction survey tools, and furthermore, 45 HBCs completed both pre-training and post-training knowledge questionnaires. Training divided into two sessions which each lasted for two days was conducted. Satisfaction with the training, improvement of knowledge, and perceived impact on daily practice were evaluated using both qualitative and quantitative approaches. Results: Quantitative results indicate that 72% had poor knowledge of pre-training and only 9% post-training. They scored more in a post-test with the following differences: Post-test (mean = 6.00, SD = 1.26); pre-test (mean = 3.31, SD = 1.77). The t-test results indicated the difference to be significant, t = −9.241, p = 0.000. From the qualitative results, the themes that emerged during data analysis from group discussions were HBCs’ achievements from the training, challenges related to diabetes and diet, and suggestions for further training. Conclusions: A context-specific training increased diabetes knowledge among the HBCs for PWD. The results highlighted the importance of training in improving the knowledge of HBCs about the care of PWD. The improvement in diabetes knowledge among HBCs needs to be maintained and sustained to achieve major health benefits for PWD.

scholarly journals Comparison of pre training and post training knowledge of hypertension among medical officers of Narmada district of Gujarat, India

2019 ◽  
Vol 6 (5) ◽  
pp. 1559
Author(s):  
Archana D. Asher ◽  
Varsha Y. Godbole ◽  
Kedar G. Mehta
Keyword(s):  
Training Program ◽  
Cerebrovascular Diseases ◽  
Secondary Hypertension ◽  
Public Health Care ◽  
Lifestyle Modifications ◽  
Diagnosis And Management ◽  
Primary Health Centres ◽  
Health Centres ◽  
Post Test ◽  
The Impact

Background: Hypertension is a major risk factor contributing to cardiovascular and cerebrovascular diseases and death. Medical officers play an important role in Indian public health care system. The objective of this study was to evaluate the impact of training program on knowledge about hypertension among medical officers working in government health centres in Gujarat, India.Methods: A one day training program was conducted for medical officers of various Primary Health Centres (PHCs) and Community Health Centres (CHCs) in Narmada district of Gujarat. This training focussed on screening, diagnosis and management of hypertension, essential and secondary hypertension, lifestyle modifications, various anti-hypertensive drugs and practical aspects of examining a patient with hypertension. Impact of the training program was evaluated by a questionnaire consisting of 10 questions which was used as a pre-test and a post-test.Results: A total of 30 medical officers (18 male and 12 female) attended the training. The mean age of participants was 37.4 years and average clinical experience was 11 years. The pre-test mean score of participants was 4.52 and post-test mean score was 8.44. This improvement in the post-test mean score was found to be statistically significant. On comparison of questions answered incorrectly in pre-test and post-test, we found that there was a significant reduction in the number of questions answered incorrectly in the post-test.Conclusion: There was a significant improvement in the knowledge of medical officers regarding screening, diagnosis and management of hypertension as a result of their training.

scholarly journals A Preliminary Investigation: Evaluating the Effectiveness of an Occupational Specific Training Program to Improve Lower Body Strength and Speed for Law Enforcement Officers

2021 ◽  
Vol 18 (14) ◽  
pp. 7685
Author(s):  
Ian Bonder ◽  
Andrew Shim ◽  
Robert G. Lockie ◽  
Tara Ruppert
Keyword(s):  
Law Enforcement ◽  
Training Program ◽  
Injury Risk ◽  
Preliminary Investigation ◽  
Lower Body ◽  
Specific Training ◽  
Body Strength ◽  
Post Test ◽  
Lower Body Strength ◽  
Post Shift

Based on current law enforcement officer (LEO) duties, musculoskeletal injury risk is elevated due to the unpredictable nature of physically demanding tasks. The purpose of this 4-week study was to determine the effectiveness of a 15-min post-shift standardized occupational specific training program. The standardized program was designed to improve lower-body strength and speed to aid physically demanding task performance. Seven male LEOs completed the program after their 12-h shift. Subjects were required to use the department fitness center to perform the 15-min standardized program consisting of a dynamic warm-up, 4 sets of 3 repetitions on hex-bar deadlift and four 20-m sprints. Two minutes of rest was required between each set of 3 repetitions on hex-bar deadlift and 1 min of rest between each 20-m sprint. A dependent T-test was used between pre-test and post-test scores for hex-bar deadlift (HBD) and sprint. Data revealed significant improvements in relative lower-body strength with HBD (p ≤ 0.001). However, insignificant results were demonstrated with the 20-m sprint (p ≤ 0.262). In conclusion, a 15-min post-shift workout can improve lower-body strength as measured by the hex-bar deadlift. However, data indicated running speed may require a different training approach to improve the 20-m sprint.

Effectiveness of a Home Based Training Program on Caregivers Knowledge in Managing Aggressive Behavior of Patients With Mental Illness

2021 ◽  
pp. 108482232110394
Author(s):  
Kusum Lata ◽  
T. K Ajesh Kumar ◽  
Deepika C. Khakha ◽  
Raman Deep
Keyword(s):  
Mental Illness ◽  
Aggressive Behavior ◽  
Training Program ◽  
Mentally Ill ◽  
Warning Signs ◽  
Caregiver Training ◽  
Bonferroni Adjustment ◽  
Home Based ◽  
Post Test ◽  
At Home

In India, more than 90% of the patient with chronic mental illness stayed with their family members. Approximately 77.4% of caregivers experience moderate to severe levels of aggression. The purpose of this study was to evaluate the effectiveness of caregiver-training program on knowledge in managing aggressive behavior of mentally ill at home. Research design was pre-experimental. Seventy two caregivers were recruited using purposive sampling technique. The caregivers knowledge was assessed at 3 time points with regard to training program; before, immediately (post-test 1), and after 1 month (±1 week; post-test 2). The baseline knowledge was reflective of the deficiencies existing in the management of aggression of the mentally ill by caregivers. The knowledge of caregivers regarding the management of aggressive behavior of mentally ill, increased after caregiver training program, from the pre-test score of 17.63 ± 3.3 to post-test 1 score of 23.26 ± 2.9, and slightly decreased post-test 2 score of 21.01 ± 3.3 at p < .05. Repeated measure analysis of variance (ANOVA) was done to compare the differences in knowledge score over time with Bonferroni adjustment. This home based caregiver training program helped caregivers to identify etiological factors of aggression, warning signs of aggression and use of de-escalation strategies to manage aggressive behavior of mentally ill. Training caregivers regarding aggression management will make caregiver proficient in practicing safe approach during handling of aggressive patient which will ensure the physical safety of the caregiver as well as of the patient and let the patient stay at home.

scholarly journals Role of training session in improving the knowledge of blood transfusion practices among undergraduates- a hospital based study.

2020 ◽  
Vol 10 (2) ◽  
pp. 1702-1705
Author(s):  
Perada Vasavi ◽  
Mahesh Kumar Usha ◽  
Anurag Yadav
Keyword(s):  
Blood Transfusion ◽  
Training Program ◽  
Training Session ◽  
Limited Resource ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Post Test ◽  
Minimum Score ◽  
The Mean ◽  
The Impact

Background: Blood is a vital and limited resource with a lifesaving therapeutic benefit.  Knowledge of standard transfusion practices to be followed is important in delivering quality transfusion services. The present study aims at assessing the knowledge of transfusion practices among undergraduate medical students, train them, and to assess the impact of this type of training sessions in improving the outcome. Materials and methods:  82 undergraduate MBBS students participated in the study. The students were asked to attempt a pre-test and a post-test questionnaire before and after the training program. The training session comprised of audiovisual lecture and handout material given to the participants. The mean scores, percentage of both the tests, and percentage of improvement in scores from pre to post-test were analyzed. Results: The mean score in the pre-test was 8.3 with a minimum score of 3 and a maximum of 13 out of 15. The post-test mean score was 10.7 with a minimum score of 6 and a maximum score of 14 out of 15, which was significantly high. The training program helped in the overall improvement of the knowledge in various aspects of blood transfusion like indications, cross-matching, shelf life, transfusion practices, and management of adverse reactions. The p-value obtained was 0.003 (<0.05) which was significant. Conclusions: Knowledge of blood transfusion practices among the undergraduates was low. Training sessions helped improve the immediate knowledge and overall orientation toward the practices. Hence, blood transfusion syllabus should be included in the undergraduates' competency curriculum.

scholarly journals Enhancing Language Assessment Skills among Faculty Members in Saudi EFL Context

2020 ◽  
Vol 6 (4) ◽  
pp. 138-152
Author(s):  
Mohammed Nazim ◽  
Abduljalil Hazaea
Keyword(s):  
Training Program ◽  
Language Assessment ◽  
Educational Measurement ◽  
Faculty Members ◽  
Instructional Skills ◽  
Assessment Skills ◽  
Design Skills ◽  
Preparatory Year ◽  
Context Specific ◽  
The Impact

In Saudi higher education, assessment has shifted to incorporate intended learning outcomes rather than merely textbook content. Subsequently, faculty members unwillingly participate in high-stakes competitive and harmonized assessment in English as a Foreign Language (EFL) courses during the preparatory year (PY). These challenges emphasize the importance of need-based training for faculty members. Accordingly, this context-specific study scrutinized faculty members’ needs as well as the impact of a training program on engaging the participants and on fostering language assessment skills (LASs) among them. In so doing, an action research design used pre- and post-questionnaires and included a training portfolio to collect data from 31 faculty members. The study first identified those needs as instructional skills, design skills, and educational measurement skills. In the context of professional development, the researchers designed a training program based on those reported needs. During training, the participants expressed their satisfaction with the language assessment. After the training, the participants greatly improved their LASs. The paired tests indicated that the faculty members increased their instructional skills, design skills, and skills of educational measurement. Further research is recommended for enhancing LASs among EFL students.

scholarly journals The Impact of Vocational Teacher Training Program (BIGV) Towards the Development of Interpersonal Communication Skills Among Prospective Vocational Teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 2863-2867
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Training Program ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Vocational Teachers ◽  
Teacher Training Program ◽  
Post Test ◽  
Vocational Teacher ◽  
The Impact

Malaysia is generally one of the earliest countries in designing a higher education system that highlights the elements and challenges of Industry 4.0 issues, as already outlined and addressed in the 2015-2025 Malaysian Education Plan (Higher Education). As such, the self-development of teachers' human resources especially in the aspects of teacher communication skills has been developed and fully implemented in this Vocational Teacher Training Program (BIGV) curriculum. This program is a compulsory subject that must be taken by Bachelor Degree Teacher program in all Malaysia’s Universities. The sample of the study consists of 200 respondents divided into two groups that refers to the design of the experimental quasi study which is an experimental group of 158 prospective vocational teachers undergoing a comprehensive Bilingual Vocational Teacher Training (BIGV) program from the second semester student at the Faculty of Technical and Vocational Education, UTHM and control group of 42 prospective vocational teachers from second semester student in the Faculty of Technical and Vocational, UPSI. This research aims to study the effectiveness of Vocational Teacher Training (BIGV) Program towards developing the interpersonal communication skills acquisition level among the prospective vocational teachers. The researchers analyzed pre-test and post-test findings from both groups using the T-Test analysis. The results of the analysis showed that there was no significant difference in the number of min scores in pre-test and post-test for the two groups. Therefore, a further comprehensive action is needed to ensure that the implementation of the Vocational Teacher Training Program (BIGV) is successful to meet its objective in producing a more credible and sustainable teacher in the future

scholarly journals A structured Endoscopic Ultrasound training program in Germany improves knowledge and competence

2021 ◽  
Author(s):  
Manuela Götzberger ◽  
Christoph Kaiser ◽  
Christian Jenssen ◽  
Markus Dollhopf ◽  
Siegbert Faiss ◽  
...  
Keyword(s):  
Training Program ◽  
Endoscopic Ultrasound ◽  
Likert Scale ◽  
Advanced Learners ◽  
Post Test ◽  
Live Demonstration ◽  
Overall Evaluation ◽  
A Prospective Study ◽  
Prospective Study Design ◽  
The Impact

Aims: Limited evidence on how to organize pre-patient training in Endoscopic Ultrasound (EUS) and how to evaluate its effect on knowledge and skills are available. The aim of our study was to assess the impact of a structured multi-site training program on EUS competence in Germany. Material and methods: In a prospective study design, evaluation of 64 trainees was conducted during four three-day training courses with equal curricula at three sites. Participants completed a structured pre- and post-test questionnaire consisting of 4 items to evaluate the relevance and acceptance of the training components (theoretical teaching, video sessions, live demonstration, hands-on experience) on a 5-point Likert scale, as well as a Likert scale to judge the self-rated improvement in EUS competence. To assess knowledge, 12 multiple choice (MC) questions had to be answered by all participants in a pre- and a post-test design. Also differences between beginners and advanced learners were analysed. Results: Overall evaluation on acceptance received above-average results with a median of 4 or 5 (IQR 1-2) on Likert scale (1=completely disagree, 5=completely agree). In the post-test self-rated EUS skills improved from 4 to 2 on the Likert scale (IQR=1, p=0.001, 1=excellent EUS skills, 5=no EUS skills). Results of the MC-test of all trainees showed significant improvement in theoretical knowledge from 7.9±1.9 to 8.8±1.9 points (mean±SD, p=0.001). Conclusions: Our study provides arguments for the usefulness of a structured EUS training program resulting in a positive acceptance and high self-rated EUS competence by the participants and significant improvements in knowledge.

scholarly journals The effect of plyometric training on performance levels of the shot put technique and its related motor abilities

2020 ◽  
Vol 25 (3) ◽  
pp. 144-151
Author(s):  
Agron Thaqi ◽  
Milaim Berisha ◽  
Isa Asllani
Keyword(s):  
Training Program ◽  
Male Students ◽  
Control Group ◽  
Plyometric Training ◽  
Motor Abilities ◽  
Time Interaction ◽  
Post Test ◽  
The Impact ◽  
Shot Put ◽  
Experimental Group

Background and Study Aim: The aim of this research is to evaluate the effects of plyometric training on the shot put technique. It was oriented to improve the basics for the development of power related-indicators such as power (explosive force), acceleration speed, and strength endurance. Material and Methods. The study sample included 220 male students, aged 16 years ± 6 months from Fehmi Lladrovci High School, Glogoc municipality, Republic of Kosovo from the 2019/2020 academic year. The experimental group (110 male students) applied a 12-week program (see the training program paragraph). The control group (110 male students) continued only with their regular physical education lessons (2 times a week). To determine the differences between pre- and post-test values of the control and experimental groups ANOVA calculations were made. The development percentage in time (between pre-test and post-test) were calculated using the formula: Δ% = (x post-test – x pre-test) / pre-test *100. Results: Results of the study show that pre- and post-test average values (tests within subjects) of the shot put technique (p<0.05) were statistically different according to measurement over time (interaction; p<0.05), and in tests between the subjects (p<0.05). The shot put technique (Δ%: 50.88) test of the experimental group (plyo-training) had higher developmental percentages compared to (Δ%: 1.69) the control group (p<0.05). When analyzing the developmental percentage, it was observed that the performance of the shot put technique of the experimental group compared the control group 49.2% more developed. Furthermore, the impact of the plyometric training program in motor abilities related to the shot put technique also observed similar improvements in the impact of the shot put technique. Conclusion: In conclusion, the impact of the plyometric training program on motor abilities related to the shot put technique also observed similar results as the training program’s impact on the shot put technique. The applied plyometric training program benefits were not just in the shot put technique but also improved all motor abilities related to the shot put technique such as power, strength endurance, speed and acceleration. Therefore, the development of the shot put technique occurred by an increase in motor abilities related to the shot put technique as a result of the plyometric training program.

scholarly journals Efficacy of Personality Development Program on Self-Efficacy of College Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Chitra T
Keyword(s):  
College Students ◽  
Training Program ◽  
Self Efficacy ◽  
Personality Development ◽  
Development Program ◽  
Skills Training ◽  
Well Being ◽  
Control Group ◽  
Post Test ◽  
The Impact

Universities and Colleges are nowadays implementing soft skills training program apart from imparting core subject knowledge, to improve the Employability skills of their students. Classroom misfortunes, conflicts with peers, and failures in love can make college a breeding ground for self-esteem issues, which ultimately affects their academic performance and well-being. Self-efficacy has emerged as a highly effective predictor of students’ motivation and learning (Zimmerman, 2008). Personality development is a potential intervention tool which helps an individual to gain confidence and improved self-efficacy. Personality Development is just not outer physical looks, but it also includes grooming one’s inner self to bring about a positive change in one’s life. The present study examined the impact of personality development training program on self-efficacy of 150 male (N=58) and female (N=86) post graduate college students. The study also evaluated the training program, by administering quantitative feedback about the program after the completion of the program. The study used one group Pre-test, Post-test research method. The age group of the sample ranged from 19-23 years and they were all single. They belonged to both Science and Arts stream. The sample was assessed on their self-efficacy by using General Self-Efficacy scale by Schwarzer & Jerusalem (1995). Data were collected at 2 time periods i.e. before the training and a week after completion of training. The personality development program with relevant modules was conducted by trained psychologist over a period of continuous 15 weeks (one 2 hour session/week). 150 students participated in 5 batches for the personality development program. 6 students did not fill the questionnaire properly, hence deleted from the research. The 144 data were statistically analyzed using Percentage analysis, t-test, and qualitative analysis. The results showed that the personality development program improved the self-efficacy among college students. Moreover, the intervention did not have any impact on gender and stream of education of college students. However, the results may only be indicative, as there is no control group in the present study. Overall, the Personality development program was found to be effective in improving self-efficacy of students and was well received by them.

scholarly journals A Study on the Development of Map and Globe Reading and Interpretation Skills in Early Childhood Education

2021 ◽  
Vol 9 (4) ◽  
pp. 668-683
Author(s):  
Ilknur Tarman ◽  
Nefise Semra Erkan
Keyword(s):  
Training Program ◽  
Life Experiences ◽  
Educational Institutions ◽  
Control Group ◽  
Applied Program ◽  
Significant Difference ◽  
Post Test ◽  
Group Members ◽  
And Control ◽  
The Impact

In this study, the impact of the Map and Globe Use Training Program on the map and globe reading and interpretation skills of five-year-olds continuing to a preschool program was examined. A semi-experimental model with a pre-test/post-test control group was used to assess the impact of a 10-week map and globe use-training program in the preschools of three educational institutions in Turkey. In addition to the daily life experiences of the children selected for the experimental group in the study, the researchers applied the Education Program on the Use of Map and Globe, while the children in the control group continued to be given regular daily education programs by their teachers. The data were collected using the “Map and Globe Reading and Interpretation Skills Assessment Test for Children Aged Five.” As a result of the study, a statistically significant difference at the level of 0.05 was observed between the mean scores of the experimental and control group members’ map and globe reading and interpretation skills. The result reveals that the applied program is effective and permanent in providing children with map and globe reading and interpretation skills. 

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