scholarly journals Consultant Pharmacist–Provider Collaboration in U.S. Assisted Living Facilities: A Pilot Study

Pharmacy ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 17
Author(s):  
Kenneth C. Hohmeier ◽  
Kelsey D. Frederick ◽  
Krishna Patel ◽  
Kristi Summers ◽  
Morgan Honeycutt
Keyword(s):  
Pilot Study ◽  
Assisted Living ◽  
Phase 1 ◽  
Acceptance Rate ◽  
Assisted Living Facilities ◽  
Structured Interviews ◽  
Test Study ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

The purpose of this pilot study was to explore the impact of pharmacist-provided recommendations to general practitioners (GPs) of patients living in assisted living facilities (ALFs). A secondary objective of this study was to explore prescriber and ALF staff perceptions. This was a mixed-method, quasi experimental 1-group pre/post-test study with an explanatory qualitative arm using in-depth semi-structured interviews at five regional ALFs and one independent community pharmacy in East Tennessee. Residents older than 65 years of age, with confirmed diagnosis of Type II diabetes in the pharmacy’s medical record, taking anti-diabetic medication for at least 14 days and resident of affiliated ALF for at least past 30 days were enrolled. Phase 1 demonstrated a 35.1% (13/37 recommendations) acceptance rate of pharmacist recommendations. Phase 2 demonstrated a similar 31.3% acceptance rate of pharmacist recommendations (5/16 recommendations). The mean pre–post difference in average 30-day FBG was greater in the accepted group than the rejected recommendation group (−9.1 vs. −2.3 mg/dL). Pharmacist–GP collaboration in the ALF population was feasible and may improve the quality of patient care of these residents.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals The Impact of Authentic Materials and Tasks on Students’ Communicative Competence at a Colombian Language School

2017 ◽  
Vol 19 (1) ◽  
pp. 89 ◽  
Author(s):  
César Augusto Castillo Losada ◽  
Edgar Alirio Insuasty ◽  
María Fernanda Jaime Osorio
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Qualitative Research Design ◽  
Language School ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

This article reports on a study carried out in a foreign language school at a Colombian public university. Its main purpose was to analyze the extent to which the use of authentic materials and tasks contributes to the enhancement of the communicative competence on an A2 level English course. A mixed study composed of a quasi-experimental and a descriptive-qualitative research design was implemented by means of a pre-test, a post-test, observations, semi-structured interviews, surveys, and diaries. The findings showed that the use of authentic materials and tasks, within the framework of a pedagogical project, had an impact on students’ communicative competence progress and on the teaching practices of the experimental group teacher.

Differential impact of on-site or telepharmacy in the intensive care unit: a controlled before–after study

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Joao Gabriel Rosa Ramos ◽  
Sandra Cristina Hernandes ◽  
Talita Teles Teixeira Pereira ◽  
Shana Oliveira ◽  
Denis de Melo Soares ◽  
...  
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Phase 1 ◽  
Phase 2 ◽  
Differential Impact ◽  
Scarce Resources ◽  
Clinical Pharmacists ◽  
Versus Phase ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Clinical pharmacists have an important role in the intensive care unit (ICU) team but are scarce resources. Our aim was to evaluate the impact of on-site pharmacists on medical prescriptions in the ICU. Methods This is a retrospective, quasi-experimental, controlled before-after study in two ICUs. Interventions by pharmacists were evaluated in phase 1 (February to November 2016) and phase 2 (February to May 2017) in ICU A (intervention) and ICU B (control). In phase 1, both ICUs had a telepharmacy service in which medical prescriptions were evaluated and interventions were made remotely. In phase 2, an on-site pharmacist was implemented in ICU A, but not in ICU B. We compared the number of interventions that were accepted in phase 1 versus phase 2. Results During the study period, 8797/9603 (91.6%) prescriptions were evaluated, and 935 (10.6%) needed intervention. In phase 2, there was an increase in the proportion of interventions that were accepted by the physician in comparison to phase 1 (93.9% versus 76.8%, P < 0.001) in ICU A, but there was no change in ICU B (75.2% versus 73.9%, P = 0.845). Conclusion An on-site pharmacist in the ICU was associated with an increase in the proportion of interventions that were accepted by physicians.

scholarly journals Student-Led Fall Prevention Care Management Reduced Fall Risks at Assisted Living Facilities

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 238-238
Author(s):  
Hiroko Kiyoshi-Teo ◽  
Claire McKinley-Yoder ◽  
Erin Lemon ◽  
Olivia Ochoa
Keyword(s):  
Older Adults ◽  
Assisted Living ◽  
Fall Prevention ◽  
Fall Risk ◽  
Care Management ◽  
Assisted Living Facilities ◽  
Care Needs ◽  
Term Care ◽  
Fall Risks ◽  
The Impact

Abstract Older adults in residential care settings are four times more likely than those not living in care facilities to experience falls. Yet, fall prevention efforts at long-term care settings are under-resourced, under-regulated, and under-studied. To address this gap, we developed and studied the impact of a specialty clinical, Fall Prevention Care Management (FPCM), for nursing students to decrease older adults’ fall risks. We enrolled assisted living residents that facility liaison identified as being high fall risk (fall rates or fall risk were not tracked at the study sites) and MOCA ≥15, in 2 assisted living facilities in Northwest USA. Participants received weekly, 1-hour, individual, semi-structured, Motivational Interviewing-based care management visits by same students over 6 visits. Changes in fall risks were measured by the CDC STEADI assessment (unsteadiness & worry), Falls Self-Efficacy Scale International-Short (FESI-S), and Falls Behavioral Scale (FAB). Twenty-five residents completed the study. Students addressed the following (multiple responses possible): emotional needs (n=23), improved motivation to prevent falls (n=21), and individualized education/coaching (i.e., exercise, mobility aids) (n=10-17). FESI-S score improved from 16.0 to 14.4 (p=.001; decreased fear. FAB score improved from 2.94 to 3.10 (p=.05; more frequent fall prevention behaviors). Frequency of those who felt steady while standing or walking increased (24% to 40%, p=.07) and those who did not worry about falling increased (20% to 36%, p=.08). FPCM clinical offered valuable opportunity to address unmet care needs of older adults to reduce fall risks.

scholarly journals Assessment of an Educational Intervention to Improve Healthy Life Habits in Children Living in Vulnerable Socioeconomic Conditions

2021 ◽  
Vol 18 (9) ◽  
pp. 4495
Author(s):  
María López ◽  
Irene Alcoceba ◽  
María-José Castro ◽  
María-José Cao ◽  
Sara García ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Eating Habits ◽  
Vegetable Consumption ◽  
Socioeconomic Conditions ◽  
Healthy Living ◽  
Mortality And Morbidity ◽  
Test Study ◽  
Post Test ◽  
Quasi Experimental ◽  
Life Habits

Nutritional condition impacts academic performance and cognitive development. In Peru, the prevalence of chronic undernutrition in children is 6.9%, increasing the risk of mortality and morbidity. This study aimed to develop an educational intervention to achieve an improvement in the healthy habits of children in a primary education school in Lima who live in vulnerable socioeconomic conditions. We conducted a prospective quasi-experimental pre-test and post-test study of an educational intervention. The information was collected through the adaptation of the WHO questionnaire “Global School-based Student Health Survey” (GSHS), with anthropometric variables, socioeconomic level, hygiene and eating habits. One hundred eight students from 5 to 13 years old from Arenitas del Mar School in Lima (Peru) participated. The educational intervention improved eating habits. Fruit and vegetable consumption 3 or more times/day (50.9%) increased after the educational intervention (49% vs. 62.9%,) p < 0.0001. There was an improvement in hygiene habits, such as the frequency of handwashing with soap (32.4% vs. 63.9%) and the frequency of weekly bathing 4–6 times/week (25% vs. 47.5%) p < 0.0001. The educational intervention promoted better healthy living behaviors, eating habits and hygiene. This kind of initiative is a crucial tool to establish healthy living habits.

scholarly journals An evaluation of Cognitive Stimulation Therapy sessions for people with dementia and a concomitant support group for their carers

Dementia ◽  
2016 ◽  
Vol 16 (8) ◽  
pp. 985-1003 ◽  
Author(s):  
Jan Bailey ◽  
Paul Kingston ◽  
Simon Alford ◽  
Louise Taylor ◽  
Edward Tolhurst
Keyword(s):  
Support Groups ◽  
Support Group ◽  
Qualitative Data ◽  
Cognitive Stimulation ◽  
Structured Interviews ◽  
Post Intervention ◽  
Cognitive Stimulation Therapy ◽  
People With Dementia ◽  
Quasi Experimental ◽  
The Impact

This research aimed to ascertain the impact of a pragmatic Cognitive Stimulation Therapy course of 10 sessions on the cognitive function of people living with dementia and whether attending a concomitant carers support group was beneficial to carers. A mixed method quasi-experimental approach was adopted; data were collected pre- and post-intervention. The quantitative arm utilised three validated questionnaires rated by the carers. Qualitative data were collected via semi-structured interviews with carers regarding their perceptions of the impact of Cognitive Stimulation Therapy and the carers support group. Quantitative data analysis found no statistically significant differences within or between groups. The qualitative data demonstrated that carers perceived Cognitive Stimulation Therapy had some benefits for the people living with dementia, especially social benefits. Carers also perceived that attending the carers support group was beneficial for them in terms of gaining a better understanding of dementia, developing coping skills and having peer support. The study was limited in scale and further research with a larger sample, using direct measures of the impact of Cognitive Stimulation Therapy with people living with dementia and supplementary research exploring which characteristic of carers support groups are effective would be worthwhile.

scholarly journals Estudio piloto sobre las respuestas motrices y psicológicas de jugadores y entrenadores durante la competición a la propuesta de reglas para mini-balonmano playa (Pilot study on players’ and coaches’ motor and psychological responses during competition t

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 623-633
Author(s):  
Juan Antonio Sánchez-Sáez ◽  
Juan Pablo Morillo-Baro ◽  
José Miguel Sánchez Malia ◽  
Daniel Lara Cobos ◽  
Jose Luis Arias-Estero
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Perceived Competence ◽  
Psychological Responses ◽  
Mixed Methods Approach ◽  
Dependent Variables ◽  
The Future ◽  
Post Test ◽  
Quasi Experimental

 Recientemente se ha planteado una propuesta de reglamento de mini-balonmano playa para adaptar el juego adulto a los jugadores en formación de hasta 11 años. El objetivo del estudio fue conocer las respuestas motrices y psicológicas de jugadores y entrenadores tras haber entrenado y jugado con el reglamento propuesto para mini-balonmano playa. Participaron 35 jugadores (16 niños y 19 niñas, edad: 8-11 años, M = 10.06, SD = 0.91) y cinco entrenadores (4 hombres y 1 mujer). El estudio siguió un enfoque de métodos mixtos, cuantitativo y cualitativo. El diseño fue cuasi-experimental con medidas post-test. La intervención siguió tres procesos: (a) la presentación del reglamento a los entrenadores, (b) el entrenamiento aprovechando las ventajas del nuevo reglamento, (c) la competición en un torneo de mini-balonmano playa. Cuantitativamente, las variables dependientes fueron motrices y psicológicas. Cualitativamente, se preguntó a los participantes por sus experiencias habiendo entrenado y jugado con el nuevo reglamento. Se obtuvieron valores elevados en cuanto a la igualdad en la participación, roles desempeñados, decisiones adecuadas en pase, giro y shoot-outs, competencia percibida, disfrute e intención de práctica futura. En conclusión, el reglamento propuesto para mini-balonmano playa parece que estuvo adaptado para los jugadores en formación del presente trabajo (hasta 11 años), dado que, en general, favoreció la participación de los jugadores por igual, sin especializarse en un rol, la equidad entre niños y niñas, las decisiones adecuadas y la adherencia hacia la actividad. Abstract. A proposal for a mini-beach handball regulation has recently been put forward to adapt the adult game to children up to 11 years of age. The aim of the study was to find out the motor and psychological responses of players and coaches after training and playing with the proposed mini-beach handball rules. Thirty-five players (16 boys and 19 girls, age: 8-11 years, M = 10.06, SD = 0.91) and five coaches (4 males and 1 female) participated. The study followed a mixed methods approach, quantitative and qualitative. The design was quasi-experimental with post-test measures. The intervention consisted of three procedures: (a) the presentation of the regulation to the coaches, (b) to train taking advantage of the new regulations, (c) to compete in a mini-beach handball tournament. Quantitatively, the dependent variables were motor and psychological. Qualitatively, participants were asked about their experiences training and playing with the new rules. High values were obtained in terms of equality in participation, roles played, appropriate decisions in passing, turning and shoot-outs, perceived competence, enjoyment, and intention to practice in the future. In conclusion, the proposed rules for mini-beach handball seem to be adapted for participants in the present study (up to 11 years of age), given that, in general, it favoured equal participation of players, without specialising in one role, equity between boys and girls, appropriate decisions and adherence to the activity.

scholarly journals Effects of the ice popsicle on vasopressin, osmolality, thirst intensity, and thirst discomfort

2021 ◽  
Vol 42 ◽  
Author(s):  
Thammy Gonçalves Nakaya ◽  
Marilia Ferrari Conchon ◽  
Aline Korki Arrabal Garcia ◽  
Ernane Torres Uchôa ◽  
Lígia Fahl Fonseca
Keyword(s):  
Hypertonic Saline ◽  
Statistical Difference ◽  
Saline Solution ◽  
Healthy Male ◽  
Hypertonic Saline Solution ◽  
Physiological Profile ◽  
Healthy Male Volunteers ◽  
Test Study ◽  
Post Test ◽  
Quasi Experimental

ABSTRACT Objective: To analyze the effects of the ice popsicle on vasopressin, osmolality, thirst intensity, and thirst discomfort. Method: This is a quasi-experimental, pre- and post-test study conducted in a laboratory. The sample consisted of nine healthy male volunteers, who received 2% hypertonic saline solution. Results: Popsicle intake did not result in a statistically significant reduction in vasopressin levels (F=0.876 and p=0.428). However, there was a reduction in the hormonal physiological profile of vasopressin from 7.1 pg/ml to 5.8 pg/ml after the first two interventions. Osmolality concentration changed from 270.65 to 286.51 mOsm/kg, with no statistical difference (F=2.207; p=0.09). Ice popsicles significantly reduced thirst intensity (F=10.00; p=0.001) and thirst discomfort (F=10.528; p <0.001). Conclusion: There was a reduction in thirst intensity and discomfort after the use of the 20 ml ice popsicle. There was no statistical difference for vasopressin and osmolality. However, there was a reduction in the hormonal physiological profile of vasopressin during 30 minutes of intervention.

scholarly journals A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding

2019 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Lloyd M. Mataka ◽  
Rex Taibu
Keyword(s):  
Conceptual Understanding ◽  
Physical Science ◽  
Teaching Strategy ◽  
Control Group ◽  
Research And Teaching ◽  
Test Study ◽  
Inquiry Approach ◽  
Post Test ◽  
Comparison Groups ◽  
Quasi Experimental

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher’s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students’ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen’s d and Hake’s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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