scholarly journals Evaluation of the effect of an educational intervention on knowledge and adherence to HIV guidelines among frontline health workers in Alex-Ekwueme Federal University Teaching Hospital Abakaliki, Nigeria

2020 ◽  
Vol 20 (3) ◽  
pp. 1080-1089
Author(s):  
Ifeyinwa Chizoba Akamike ◽  
Ijeoma Nkem Okedo-Alex ◽  
Chigozie Jesse Uneke ◽  
Henry Chukwuemeka Uro-Chukwu ◽  
Onyedikachi Echefu Chukwu ◽  
...  
Keyword(s):  
Health Worker ◽  
Educational Intervention ◽  
Health Workers ◽  
Guideline Implementation ◽  
Good Practice ◽  
University Teaching ◽  
Post Intervention ◽  
Laboratory Equipment ◽  
Keywords Hiv ◽  
Before And After

Background: The aim of this study was to appraise the implementation of the National HIV guidelines and determine the effect of an educational intervention on health worker knowledge and practice of the guidelines. Methods: A before and after study design without control was carried out using a self-administered questionnaire and key informant interviews. Data was also collected from client record cards. An educational intervention was carried out using pamphlets containing summarized information on the guideline. Data analysis was carried out using IBM-SPSS version 20. Result: Results showed that 54.5% of the respondents were males and 76% were medical doctors. Baseline knowledge level of respondents was high with 97% of respondents having good knowledge with a mean score of 3.9. This increased to 4.1 out of 5 post-intervention. All respondents had good practice of the guidelines before and after intervention with a mean score of 4.5 out of 5. Client records also showed good practice. Barriers to guideline implementation include: poor knowl- edge, inadequate training, guideline unavailability, poor functioning of the laboratory equipment, poor funding. Conclusion: HIV guidelines are being implemented in the clinic to a large extent; however, trainings, funding and provision of the guideline in the clinics are recommended. Keywords: HIV; guideline implementation; health worker.

Demoralization in medical illness: Feasibility and acceptability of a pilot educational intervention for inpatient oncology nurses

2017 ◽  
Vol 16 (5) ◽  
pp. 503-510
Author(s):  
Benjamin W. Brewer ◽  
Jennifer M. Caspari ◽  
Jean Youngwerth ◽  
Leigh Nathan ◽  
Izaskun Ripoll ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Medical Illness ◽  
Educational Training ◽  
Post Intervention ◽  
Web Based ◽  
Training Video ◽  
Before And After ◽  
Medical Inpatients ◽  
Survey Responses ◽  
Pilot Intervention

ABSTRACTObjective:Demoralization is a common problem among medical inpatients with such serious health problems as cancer. An awareness of this syndrome, a knowledge of what defines it, and a plan for how to intervene are limited among nursing teams. Nurses are uniquely poised to efficiently provide brief interventions that address demoralization in their patients. To our knowledge, there are no interventions that train nurses to distinguish and treat demoralization in their patients. The objective of the present study was to determine the acceptability, feasibility, and impact of a novel educational intervention for nurses.Method:An educational training video was created and delivered to staff nurses (N = 31) at oncology staff meetings to test the feasibility and acceptability of this intervention. Assessments of nurses' knowledge about demoralization and intervention methods were administered immediately before and after the training intervention and through a web-based survey 6 weeks post-intervention. McNemar's test for dependent categorical data was utilized to evaluate change in survey responses at the three timepoints.Results:Nurses' understanding of the concept of demoralization and appropriate interventions significantly improved by 30.3% from pre- to posttest (p ≤ 0.0001). These improvements persisted at 6 weeks post-intervention (p ≤ 0.0001). At 6-week follow-up, 74.2% of participants agreed or strongly agreed that the training had positively changed their nursing practice, 96.8% reported that this training benefited their patients, and 100% felt that this training was important for the professional development of nurses.Significance of results:This pilot intervention appeared feasible and acceptable to nurses and resulted in increased understanding of demoralization, improved confidence to intervene in such cases, and an enhanced sense of professional satisfaction among inpatient oncology floor nurses.

Abstract 173: Simple Guidance Improves Appropriate Telemetry Utilization

2017 ◽  
Vol 10 (suppl_3) ◽  
Author(s):  
Alekhya Potluri ◽  
Mrudula Kudaravalli ◽  
Anthony Defail ◽  
Dilip Prabhakaran ◽  
Sangita Prabhakaran ◽  
...  
Keyword(s):  
Cost Analysis ◽  
Guideline Implementation ◽  
Heart Association ◽  
Limited Resource ◽  
Cost Effective ◽  
Post Intervention ◽  
Qt Interval Prolongation ◽  
Intervention Cost ◽  
Before And After ◽  
Bed Days

Introduction: Cardiac telemetry is an in-hospital monitoring tool intended for ischemia surveillance, monitor QT-interval prolongation, and detect arrhythmias. It is a costly and limited resource that is frequently misused. Inappropriate telemetry use can lead to prolonged hospital stays, patient discomfort, alarm fatigue, and increased healthcare costs. We designed and implemented a telemetry guideline independent of the electronic health record (EHR) in an attempt to increase appropriate telemetry use in non-intensive care unit (ICU) setting Objectives: To design and implement a telemetry guideline. To increase appropriate use of telemetry. To practice cost-conscious, high-value care Aim: Primary Aim: Implement a telemetry guideline using pocket cards and educational conferences and monitor telemetry assignments Secondary Aim: Assess patient outcomes as reflected by the number of codes before and after the intervention Methods: We adopted telemetry criteria based on the American Heart Association guidelines from 2004 and other published literature. Baseline data was collected in November 2015 for all medicine teaching team admissions at our institution that came through the emergency department. Exclusion criteria were ICU transfers, step-down units, and direct admissions. Guidelines were then implemented via educational conferences and pocket card distribution to ED physicians, admitting hospitalists and medicine residents. Post-intervention data was collected from February through March 2016 Results: Of 180 admissions prior to guideline implementation, 93 patients (52%) went to non-telemetry beds and 87 patients (48%) to telemetry beds. Of the telemetry admissions, 60 patients (69%) were appropriately assigned to telemetry while 27 (31%) were not. After the guideline was implemented, 255 patients were reviewed. Of these, 110 (43%) went to telemetry beds, and 86 patients (78%) were appropriately assigned while 24 patients (22%) were not. There was no significant increase or decrease in the number of codes post intervention. Cost analysis revealed 103 telemetry-bed-days saved per month Conclusion: Our intervention resulted in a large (9.1%) but statistically insignificant increase in appropriate telemetry use. Although statistically insignificant, this improvement was durable across two months. Cost analysis revealed 103 telemetry-bed-days saved per month with an estimated savings of $100,000 in unnecessary charges. The relatively simple and cost-effective intervention of creating and implementing a telemetry assignment guideline was effective in changing telemetry ordering behavior. This was done without telemetry assignment logic in the EHR, which can be a tedious and time-consuming endeavor. Future efforts will include the implementation of a telemetry auditing tool, and ultimately the embedded logic to facilitate ordering practices.

scholarly journals Gamification, a Successful Method to Foster Leptospirosis Knowledge among University Students: A Pilot Study

2019 ◽  
Vol 16 (12) ◽  
pp. 2108 ◽  
Author(s):  
Nurul Natasya Azhari ◽  
Rosliza Abdul Manaf ◽  
Shing Wei Ng ◽  
Siti Farhana Bajunid Shakeeb Arsalaan Bajunid ◽  
Abdul Rahman Mohd Gobil ◽  
...  
Keyword(s):  
Pilot Study ◽  
Educational Intervention ◽  
Public Awareness ◽  
Knowledge Score ◽  
Educational Interventions ◽  
Post Intervention ◽  
Total Knowledge Score ◽  
Before And After ◽  
High Risk Populations ◽  
The Mean

Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.

scholarly journals Patient Perception of Physician Attire Before and After Disclosure of the Risks of Microbial Contamination

2013 ◽  
Vol 1 (3) ◽  
pp. 109-114 ◽  
Author(s):  
Enoch C. T. So ◽  
Faraday H. F. Fung ◽  
Joshua K. H. Yeung ◽  
Lilian H. Y. Chow ◽  
Julio S. H. Kwok ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Microbial Contamination ◽  
University Teaching ◽  
White Coat ◽  
Source Of Infection ◽  
Potential Source ◽  
Healthcare Environments ◽  
Before And After ◽  
Patient Responses ◽  
Patients Acceptance

Background: The white coat is traditionally considered to be the appropriate attire for physicians but it may also be contaminated with microbes and act as a potential source of infection. We aimed to study patients’ acceptance of physicians’ attire, their underlying reasons, and their reactions to an educational intervention with regards to the risks of contamination. Methods: We conducted a voluntary ques­tionnaire survey at a university teaching hospital in Hong Kong from February to July 2012. 262 patient-responses from adult inpatients and outpatients across various specialties were analysed. Results: White coats were highly favoured (90.8%) when compared with scrubs (22.1%), smart casual (7.6%) and formal (7.3%) wears. ’Professional image’ and ‘ease of identification’ were the main attributes of the white coat. Most patients (92.2%) would prefer doctors washing their white coats every few days, whilst 80.9% believed that doctors were actually doing so. After patients were informed of the potential risk of microbial contamination, white coats remained as the most favoured attire (66.4%), but with scrubs doubling in popularity (45.8%). Smart casual (9.2%) and formal attire (4.6%) remain the least accepted. Conclusion: Despite cross-infections being a significant concern within the healthcare environments, patients’ predominant acceptance and perceived attributes towards the white coat were maintained after an educational intervention on the risks of microbial contamination.

scholarly journals A pilot project to assess community pharmacists' knowledge and caring behaviors for recurrent headache sufferers after a migraine-focused educational intervention

2014 ◽  
Vol 5 (4) ◽  
Author(s):  
Kelly A. Murray ◽  
Monica L. Skomo ◽  
Sandra M. Carter
Keyword(s):  
Educational Intervention ◽  
Intervention Group ◽  
Community Pharmacists ◽  
Pilot Project ◽  
Current Treatment ◽  
Control Group ◽  
Original Research ◽  
Community Pharmacies ◽  
Post Intervention ◽  
Before And After

Objectives: (1) Compare pharmacists' self-assessed knowledge of migraine before and after an educational intervention; (2) Compare pharmacists' self-reported care behaviors following an educational intervention with a control group of pharmacists; (3) Identify interactions between the educational intervention results and individual independent variables. Design: Quasi-experimental, parallel design. Setting: Twenty community pharmacies in northeastern Oklahoma from March to May 2010. Participants: 49 pharmacists at one of twenty community pharmacies, with active and in-good-standing Oklahoma pharmacy licenses. Intervention: Two-hour educational session on migraine identification and current treatment. Main outcome measures: Compare pharmacists' self-assessed knowledge of migraine before and after an educational intervention and compare self-reported care behaviors of these same pharmacists with a control group of pharmacists. Results: Pharmacists' self-assessed knowledge mean scores were significantly higher post-intervention compared to pre-intervention (p<0.0001). Self-assessed knowledge was higher in the intervention group post-questionnaire scores compared to the control group of pharmacists (p=0.004). Intervention group pharmacists were more confident in their ability to maintain knowledge of migraine (p=0.04). No difference was seen regarding difficulty in providing care for a migraineur (p=0.16) or in how the pharmacists perceived employer culture (p=0.79). No significant interactions were found between the educational intervention and demographic variables collected. Conclusion: Attending an educational program on migraine improved pharmacists' knowledge and confidence when providing care to migraineurs.   Type: Original Research

scholarly journals A Pilot Study of the ¡Vivir Mi Vida! Lifestyle Intervention for Rural-Dwelling, Late-Midlife Latinos: Study Design and Protocol

2018 ◽  
Vol 39 (1) ◽  
pp. 5-13
Author(s):  
Stacey L. Schepens Niemiec ◽  
Jeanine Blanchard ◽  
Cheryl L. P. Vigen ◽  
Jenny Martínez ◽  
Laura Guzmán ◽  
...  
Keyword(s):  
Primary Care ◽  
Pilot Study ◽  
Community Health ◽  
Health Worker ◽  
Lifestyle Intervention ◽  
Community Health Worker ◽  
Health Workers ◽  
Occupational Therapist ◽  
Post Intervention ◽  
Late Midlife

Older, rural-dwelling Latinos face multiple health disparities. We describe the protocol of a pilot study of a community health worker–occupational therapist-led lifestyle program, ¡Vivir Mi Vida! ( ¡VMV!), designed for delivery in primary care and adapted for late-midlife, Latino rural-living patients. Using mixed methods, we collected feasibility, acceptability, and preliminary efficacy data on ¡VMV!. Forty 50- to 64-year-old Latinos participated in a 16-week lifestyle intervention led by a community health worker–occupational therapist team. We conducted pre- and post-intervention assessments to evaluate the efficacy of ¡VMV! in improving psychosocial and clinical health outcomes. Focus groups and interviews were held post-intervention with participants and key stakeholders to assess feasibility and acceptability. This is the first trial designed to evaluate a lifestyle intervention that includes collaboration between occupational therapists and community health workers within primary care. The detailed description of methodology promotes research transparency and reproducibility of a community health worker–occupational therapist-led lifestyle intervention.

scholarly journals Impact of an educational intervention using the 20/20/20 rule on Computer Vision Syndrome

2020 ◽  
Vol 79 (1) ◽  
Author(s):  
Waleed M. Alghamdi ◽  
Saif H Alrasheed
Keyword(s):  
Computer Vision ◽  
Educational Intervention ◽  
Dry Eye ◽  
Tear Film ◽  
Post Intervention ◽  
Computer Vision Syndrome ◽  
Before And After ◽  
Eye Symptoms ◽  
Global Estimates ◽  
Dry Eye Symptoms

Background: Global estimates suggest that nearly 60 million people suffer from Computer Vision Syndrome (CVS).Aim: The goal of this research was to evaluate the effectiveness of an educational intervention using the 20/20/20 rule to reduce CVS symptoms.Setting: The study was conducted in the Qassim University eye clinic.Methods: An experiential intervention study was conducted amongst 40 patients with CVS, with their age ranging from 21 to 38 years. The sample was divided into two groups: (1) intervention patients (n = 20), who were given a structured advice booklet about how to reduce CVS symptoms using the 20/20/20 rule, and (2) control (n = 20) with CVS, who were given advice to simply drink more water. Both groups completed two questionnaires, namely, the CVS-Q and Dry Eye Questionnaire-5 (DEQ-5). Dry eye clinical tests were performed. The same procedures were repeated after 20 days to compare the outcomes before and after intervention.Results: The study findings revealed that patients complaining from dry eye symptoms showed significant changes after the educational intervention (pre-intervention: 9.05 ± 4.32; post-intervention: 7.10 ± 3.61) (p = 0.04). The symptoms of CVS were slightly reduced after educational intervention, from 9.00 ± 3.03 to 8.35 ± 1.89 (p = 0.38). However, TBUT showed a significant increase after the educational intervention (pre-intervention: 6.20 ± 2.02 s; post-intervention: 8.55 ± 2.84 s) (p = 0.005).Conclusion: The educational intervention of the 20/20/20 rule induces significant changes in dry eye symptoms and tear film and some limited changes for ocular surface integrity.

scholarly journals Focused educational intervention improves intern knowledge of perioperative patient blood management principles

2021 ◽  
Vol 10 (4) ◽  
pp. e001390
Author(s):  
Kerstin Wyssusek ◽  
Kate Taylor ◽  
Sandra Concha-Blamey
Keyword(s):  
Educational Intervention ◽  
First Year ◽  
Patient Blood Management ◽  
Blood Management ◽  
Post Intervention ◽  
Educational Benefits ◽  
Training Requirement ◽  
Objective Evidence ◽  
Before And After ◽  
Multiple Choice Questionnaire

A perioperative patient blood management (PBM) educational intervention was implemented for first year postgraduate doctors (interns) at the Royal Brisbane and Women’s Hospital (RBWH) following identification of a perioperative PBM training requirement. This quality improvement activity evaluated the effectiveness of this educational intervention in improving intern knowledge of perioperative PBM principles.A 15-question perioperative PBM focused multiple choice questionnaire developed from information attained from comprehensive, evidence and consensus-based guidelines regarding PBM practice was distributed to interns immediately before a compulsory perioperative PBM educational intervention and then again 5 weeks later. The perioperative PBM educational intervention was delivered every 10 weeks (five interventions in total) to a different group of interns each time. Statistical analysis determined significance between mean questionnaire score before and after the intervention.The mean pre-intervention score for correctly answered questions was 7/15 (SD 2.73) and mean post-intervention score was 9/15 (SD 2.99) (p=0.02). Categorisation of questions into core domains of perioperative PBM demonstrated intern scores for correctly answered questions improved in all domains following the educational intervention.Perioperative PBM education delivered through a dedicated intervention aimed to improve knowledge is associated with objective evidence of educational benefits for interns at RBWH. It is an effective strategy to enact PBM governance and bestow clinical guideline knowledge. This is important given the global health sector’s challenge to improve patient outcomes despite increasingly restricted funding and pressure on doctors to devote more time to service and less to teaching.

scholarly journals Effect of profession collaboration training to malnutrition knowledge among health worker in South Sulawesi, Indonesia

2018 ◽  
Vol 5 (7) ◽  
pp. 2661
Author(s):  
Risnah . ◽  
Veni Hadju ◽  
Ida L. Maria ◽  
Werna Nontji ◽  
Imam Sofingi ◽  
...  
Keyword(s):  
Treatment Group ◽  
Health Worker ◽  
Health Workers ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Before And After ◽  
Post Test ◽  
Training Post ◽  
And Control

Background: Malnutrition in children is a complex health problem that involves all health profession for handling it. Profession collaboration training is expected to increase the knowledge of health workers about profession collaboration on the malnutrition handling. The study aim was to assess the changing of profession collaboration knowledge on the malnutrition handling cases before and after training among health worker in Jeneponto district.Methods: We used Quasi experiment design with pre-test and post-test control group design in this study. The treatment group was given a module and training, while the control group was only given a module. Sampling technique was stratified random sampling. The knowledge measurement was conducted on baseline (pre-test), after training (post-test 1), and a month after training (post-test 2).Results: Friedman test showed that there was difference knowledge average about malnutrition before and after training in treatment group (p=0.006) and control group (p=0.006). In Wilcoxon analysis shows that there was a change of knowledge on before and after intervention (p=0.010) and knowledge on before and a month after intervention (p=0.013) in the treatment group. In Mann Whitney analysis shown that there was difference of knowledge between treatment group and control group (p=0.025) on pretest. But, there were no difference knowledge between treatment group and control group on post 1 (p=0.768) and post 2 (p = 0.206).Conclusions: Health education by training increased knowledge level about profession collaborassion on the malnutrition among health workers in Jeneponto district.

scholarly journals Efficacy of an Educational Intervention on the Hydration of Indoor College Athletes

2020 ◽  
Author(s):  
Isabella S. Abbasi ◽  
Rebecca M. Lopez ◽  
Yi-Tzu Kuo ◽  
B. Sue Shapiro
Keyword(s):  
Educational Intervention ◽  
Fluid Intake ◽  
Female Athletes ◽  
Sweat Rate ◽  
Urine Specific Gravity ◽  
Hydration Status ◽  
Intervention Period ◽  
Post Intervention ◽  
Urine Color ◽  
Before And After

Context: Research focusing on improving hydration status and knowledge in indoor female athletes is limited. Previous research has demonstrated hydration education is an optimal tool for improving the hydration status of athletes. Objective: To assess hydration status and fluid intake of collegiate female indoor athletes before and after a one-time educational intervention. Design: Controlled field study Setting: Collegiate women's volleyball and basketball practices Participants: Twenty-five female collegiate volleyball and basketball athletes (21±1years; 173.5±8.7cm, 72.1±10.0kg) were assessed during six days of practices. Intervention(s): Participants' hydration status and habits were monitored for 3 practice days before undergoing a hydration educational intervention. Post-intervention, participants were observed for 3 more practice days. Main Outcome Measures: Change in body mass (BM), fluid consumed, urine specific gravity (USG), urine color (Ucol), and sweat rate were recorded for 6 practice days. Participants completed a hydration knowledge questionnaire (HAQ) before and after the intervention to assess changes. Results: Three-day mean USG and Ucol were considered euhydrated pre-practice (USG 1.015±0.006, Ucol 4±1) and remained euhydrated post-practice (USG 1.019±0.005, Ucol 5±2) during the pre-intervention period. Decreases in pre-practice Ucol (p&lt;.01) and increases (p&lt;.01) in hydration knowledge were found post-intervention. Basketball athletes had greater BM losses from pre- to post-practice compared to volleyball (p=.000). Significant increases were found overall when comparing pre- and post-practice measures of USG and Ucol in pre-intervention period (p=.000, p=.001) and post-intervention period (p=.001, p=.000). No correlation was found between hydration knowledge and physiological indices of hydration and fluid intake. Conclusions: Overall, female collegiate indoor athletes were hydrated and knowledgeable of hydration. Variability in findings indicates further research is needed with this sport; clinically, attention should be given to individualized needs of each athlete. More research is needed to determine if a one-time educational intervention may be an effective tool for improving overall hydration in this population.

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