Statewide Breastfeeding Education Program Improves Maternity Staff Knowledge, Attitudes and Self-Efficacy

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 ).

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Effects of a Multicultural Education Program on the Cultural Competence, Empathy and Self-efficacy of Nursing Students

Journal of Korean Academy of Nursing ◽

10.4040/jkan.2013.43.5.690 ◽

2013 ◽

Vol 43 (5) ◽

pp. 690 ◽

Cited By ~ 43

Author(s):

Eun-Hee Peek ◽

Chai-Soon Park

Keyword(s):

Nursing Students ◽

Cultural Competence ◽

Multicultural Education ◽

Education Program ◽

Self Efficacy

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

BMC Nephrology ◽

10.1186/s12882-021-02468-x ◽

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.

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The impacts of the Online Education Program and Learning Satisfaction on Transfer of Training : Focusing on Mediated Moderation Effect of Internet Self-efficacy

Journal of Tourism Enhancement ◽

10.35498/kotes.2021.9.2.021 ◽

2021 ◽

Vol 9 (2) ◽

pp. 21-38

Author(s):

Dae-Young Kwak ◽

◽

Hyung-Taek Lim

Keyword(s):

Online Education ◽

Education Program ◽

Self Efficacy ◽

Transfer Of Training ◽

Moderation Effect ◽

Mediated Moderation ◽

Learning Satisfaction

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Feasibility, Acceptability, and Impact of a Web-Based Structured Education Program for Type 2 Diabetes: Real-World Study

JMIR Diabetes ◽

10.2196/15744 ◽

2020 ◽

Vol 5 (1) ◽

pp. e15744 ◽

Cited By ~ 1

Author(s):

Shoba Poduval ◽

Louise Marston ◽

Fiona Hamilton ◽

Fiona Stevenson ◽

Elizabeth Murray

Keyword(s):

Type 2 Diabetes ◽

Health Care ◽

Education Program ◽

Self Efficacy ◽

Completion Rates ◽

Web Based ◽

Structured Education ◽

Face To Face ◽

The United Kingdom

Background Structured education for people with type 2 diabetes improves outcomes, but uptake is low globally. In the United Kingdom in 2016, only 8.3% of people who were referred to education programs attended the program. We have developed a Web-based structured education program named Healthy Living for People with type 2 Diabetes (HeLP-Diabetes): Starting Out (HDSO), as an alternative to face-to-face courses. A Web-based program gives people more options for accessing structured education and may help improve overall uptake. Objective The aim was to explore the feasibility and acceptability of delivering a Web-based structured education program (named HeLP-Diabetes: Starting Out) in routine primary health care and its potential impact on self-efficacy and diabetes-related distress. Methods HDSO was delivered as part of routine diabetes services in primary health care in the United Kingdom, having been commissioned by local Clinical Commissioning Groups. Quantitative data were collected on uptake, use of the program, demographic characteristics, self-reported self-efficacy, and diabetes-related distress. A subsample of people with type 2 diabetes and health care professionals were interviewed about acceptability of the program. Results It was feasible to deliver the program, but completion rates were low: of 791 people with type 2 diabetes registered, only 74 (9.0%) completed it. Completers improved their self-efficacy (change in median score 2.5, P=.001) and diabetes-related distress (change in median score 6.0, P=.001). Interview data suggested that the course was acceptable, and that uptake and completion may be related to nonprioritization of structured education. Conclusions The study provides evidence of the feasibility and acceptability of a Web-based structured education. However, uptake and completion rates were low, limiting potential population impact. Further research is needed to improve completion rates, and to determine the relative effectiveness of Web-based versus face-to-face education.

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