scholarly journals Effects of a Customized Professionalism Educational Intervention on Physical Therapists’ Knowledge and Attributes of Professionalism

2018 ◽  
Author(s):  
Joseph Balogun ◽  
Chidozie Mbada ◽  
Adetutu Balogun ◽  
Udoka Okafor
Keyword(s):  
Case Studies ◽  
Educational Intervention ◽  
Clinical Competence ◽  
Physical Therapists ◽  
Practical Significance ◽  
Post Intervention ◽  
Role Modelling ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Purpose: There is a growing call around the world to include professionalism in the entry-level education of physical therapists and to teach professionalism as a continuing education professional development workshop for practicing physical therapists. Unfortunately, there is currently no empirical evidence to support the use of didactic instruction to effectuate a change in the knowledge and attributes of professionalism. This study evaluated the effects of a customized professionalism educational intervention on physical therapists’ knowledge and attributes of professionalism. Methods: A quasi-experimental research was conducted among 47 Nigerian physical therapists (Mean age = 41 ± 10.1 years). The educational intervention consisted of a 3-hour classroom lecture and five case studies on professionalism. The impact of the intervention was evaluated by a Professionalism Inventory that assesses the level of knowledge and attributes of professionalism - clinical competence, a spirit of inquiry, accountability, autonomy, advocacy, innovation and visionary, collegiality and collaboration, and ethics and value. Results: Post intervention, the physical therapist's aggregate knowledge of professionalism score improved significantly from 69% to 77% performance level (t = 2.340; p < 0.05). On the contrary, there was no significant difference in the aggregate attributes of professionalism score following the intervention (t = 1.396, p > 0.05). Although the improvement observed in the aggregate attributes of professionalism score was not statistically significant, when the effects of the intervention were examined on the attributes of professionalism subscales, the results revealed that clinical competence, accountability, autonomy, innovation and visionary, and collaborating and collegiality improved significantly (p < 0.05). The intervention was of small practical significance (Cohen d = .34 and .20 for knowledge and attributes of professionalism scores, respectively). Conclusions: It was inferred from the findings that a three-hour classroom instruction consisting of lectures and case studies presentation could improve the knowledge of professionalism of practicing physical therapists. A longer instructional period vis-à-vis mentoring and role modelling in the classroom may be needed to effectuate a practical change in professionalism.

scholarly journals Nurse led educational intervention on the knowledge of management of selected childhood conditions among mothers of under five in tertiary hospitals in Bayelsa state

2020 ◽  
Vol 8 (9) ◽  
pp. 3171
Author(s):  
Ebikienmo Forcebray ◽  
Sowunmi Christiana O.
Keyword(s):  
Educational Intervention ◽  
Intervention Programme ◽  
Post Intervention ◽  
Knowledge And Skills ◽  
Under Five ◽  
Childhood Conditions ◽  
Significant Difference ◽  
Tertiary Hospitals ◽  
Quasi Experimental ◽  
Daunting Challenge

Background: Infant and child mortality remains a daunting challenge in Nigeria as findings showed inadequacy in knowledge and skills regarding management of selected childhood conditions among mothers. This study assessed a nurse-led educational intervention on management of selected childhood conditions among mothers of under-five in tertiary hospitals in Bayelsa State.Method: Two group pre-test, post-test quasi-experimental design was used for the study. Total enumeration was adopted to include 150 mothers of under-five. Data were collected using a self-developed questionnaire and a checklist pre and post intervention. Two research questions were answered using descriptive statistics of while hypotheses were tested using inferential statistics of t-test at 0.05 level of significance.Results: Findings showed that pre-intervention knowledge was below average in both control (23.19±6.66) and experimental (21.97±7.32) while an improvement was found with the participants' post-intervention knowledge on the management of selected childhood conditions in the experimental (49.99±5.86) group and not with the control (23.82±6.75) group. No significant difference was found in the pre intervention knowledge (Mean difference=1.22, t(148)=1.01, p=0.103) in the control and experimental group, while a significant difference was reported in the post intervention mean score on knowledge (Mean diff. = 26.17, t(148)=19.45, p=0.000) in the control and experimental group.Conclusion: The nurse-led intervention programme improved knowledge and skills in the management of selected childhood conditions among mothers of under-five. It is recommended that more awareness should be created on the management of selected childhood conditions parameters.

Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

2020 ◽  
Author(s):  
Saeideh Shahsavari ◽  
Sakineh dadipoor ◽  
Mohtasham Ghaffari ◽  
Ali Safari-Moradabadi
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
Stages Of Change ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Chi Square ◽  
Significant Difference ◽  
Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

scholarly journals 102. Effects of an Antimicrobial Stewardship-guided MRSA Nasal Screening Review on Vancomycin Utilization for Respiratory Infections: A Quasi-Experimental Study

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S65-S65
Author(s):  
Ross Pineda ◽  
Meganne Kanatani ◽  
Jaime Deville
Keyword(s):  
Antimicrobial Stewardship ◽  
Respiratory Infections ◽  
Intervention Group ◽  
Small Sample ◽  
Post Intervention ◽  
Predictive Values ◽  
Days Of Therapy ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Methicillin-resistant Staphylococcus aureus (MRSA) remains a significant pathogen in patients with respiratory infections. Guidelines recommend empiric MRSA coverage in patients at increased risk, resulting in substantial vancomycin use. Recent literature highlights the use of MRSA nasal assays as a rapid screening tool for MRSA pneumonia, demonstrating high negative predictive values and allowing for shorter empiric coverage. We aimed to evaluate the impact of MRSA nasal screening review by the antimicrobial stewardship program (ASP) on vancomycin utilization for respiratory infections. Methods This was a retrospective, quasi-experimental, pre-post intervention study. The intervention saw the addition of an MRSA screening review tool into the ASP electronic record, highlighting patients on vancomycin (actively or recently administered) with a negative MRSA screening. Vancomycin days of therapy (DOT) was collected for all orders indicated for a respiratory infection in the two weeks following a negative screening. Additional outcomes include vancomycin total dose and DOT per 1,000 patient days. Outcomes were compared via independent samples t-tests. Results 1,110 MRSA screenings resulted across 2 months, of which the majority were excluded for either not having vancomycin ordered, or for having vancomycin ordered for a non-respiratory indication, leaving 37 and 35 evaluable screenings in the pre- and post-intervention groups, respectively. Regarding vancomycin DOT, we did not identify a significant difference between pre- and post-intervention groups with respective means of 2.45 (SD=1.52) and 2.14 (SD=1.12) (p=0.35). We identified a total 8.78 vancomycin DOT per 1,000 patient days in the pre-intervention group versus 6.69 in the post-intervention group. Conclusion ASP-guided review of MRSA screenings was associated with a nonsignificant decrease in mean vancomycin DOT and lower total DOT per 1,000 patient days for respiratory infections following a negative screen. Given the recent implementation of our intervention, our analysis covered a small sample size, highlighting the need for continued data collection. MRSA screenings are not always fully or immediately utilized in our institution, demonstrating room to de-escalate MRSA-targeted antibiotics. Disclosures All Authors: No reported disclosures

scholarly journals The impact of a peer-based education on fruits and vegetables intake among housewives

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Roya Sheybani ◽  
Zahra Hosseini ◽  
Sayed Hossein Davoodi ◽  
Teamur Aghamolaei ◽  
Amin Ghanbarnejad
Keyword(s):  
Self Efficacy ◽  
Fruits And Vegetables ◽  
Group Discussion ◽  
Peer Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact

Abstract Background Evidence indicates the lower intake of fruits and vegetables than the recommended daily amount. Study aimed at determining the effects of peer education intervention on the consumption of fruits and vegetable in housewives. Methods A quasi-experimental was conducted with 130 housewives referring to health care centers in Bandar Abbas, Iran. Sixty-five subjects were recruited in each of the intervention and the control groups. Intervention group were divided into three subgroups each receiving a seven-sessions educational programs (lecturing and group discussion) through peers about the importance of benefits of fruits and vegetables consumption. Participants were followed for two months. Data were collected using a questionnaire in two stages of pre- and post-intervention. Differences in the outcome before and after the intervention were tested using T-test and paired T-test. Results The daily servings of fruits and vegetables in the intervention group increased from 1.73 to 4.20 and in the control group from 1.96 to 2.16; a statistically significant difference was also observed between the groups (P < 0.001). After the intervention benefits and self-efficacy of fruits and vegetables consumption significantly increased and perceived barriers of fruits and vegetables consumption significantly decreased in the intervention group (P < 0.001). Conclusion Peer education improves benefits and self-efficacy, reduces barriers, and increases the daily servings of fruits and vegetables in housewives.

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

scholarly journals The impact of an online intervention on the medical, dental and health sciences students about interprofessional education; a quasi-experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Salman Y. Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad Wahbi Al Bayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Online Intervention ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The Impact

Abstract Background Interprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). Methods This quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE. Results Out of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics. Conclusion The present data, derived from the application of a brief online educational intervention, underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of online intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.

scholarly journals Educational intervention on malignant hyperthermia with nursing professionals of the operating room

2015 ◽  
Vol 49 (2) ◽  
pp. 0292-0297 ◽  
Author(s):  
Cristina Silva Sousa ◽  
Daniela Magalhaes Bispo ◽  
Ana Lucia Mirancos da Cunha ◽  
Ivana Lucia Correa Pimentel de Siqueira
Keyword(s):  
Malignant Hyperthermia ◽  
Operating Room ◽  
Educational Intervention ◽  
Intervention Strategy ◽  
Post Intervention ◽  
Average Growth ◽  
Significant Difference ◽  
Operating Room Nurses ◽  
Quasi Experimental ◽  
Nursing Professionals

OBJECTIVE To evaluate the effectiveness of an educational intervention on malignant hyperthermia with operating room nurses. METHOD A quasi-experimental study, aimed at an educational intervention of short duration with the nursing staff in the operating room of the institution hosting the research in the city of São Paulo, with the participation of 96 professionals. Pre-intervention tests and post-intervention tests were applied, which consisted of a lecture followed by simulation. RESULTS Considering the overall results of the intervention, there was a statistically significant difference (p<0.00). After the educational intervention, there was an increase of the minimum and maximum scores, and average growth of 2.64 points in the knowledge of professionals when compared to the previous step. CONCLUSION The educational intervention strategy favors the concept of the content developed by everyone involved and qualifies professionals to work safely.

scholarly journals Milestones: a mixed methods study of an educational intervention to improve care of the dying

2020 ◽  
pp. bmjspcare-2020-002212
Author(s):  
Michelle Mooney ◽  
Rebecca Bright ◽  
Victoria Vickerstaff ◽  
Caroline Stirling ◽  
Sarah Yardley
Keyword(s):  
Mixed Methods ◽  
Educational Intervention ◽  
Care Quality ◽  
Mixed Methods Study ◽  
Emotional Impact ◽  
Post Intervention ◽  
Convenience Sample ◽  
Significant Difference ◽  
The Impact ◽  
Care Of The Dying

BackgroundApproximately 460 000 people die annually in England. Three-quarters of these deaths are expected. Health Education England is prioritising upskilling of clinical staff in response to reports of poor care quality in the last days of life in acute hospitals, where almost half of all deaths occur. This study explores the impact of an end-of-life care (EoLC) educational intervention, Milestones, in acute hospital trusts in Greater London.MethodsThis is a mixed methods study. Learners completed a questionnaire pre- (n=452), immediately post- (n=488) and 3 to 8 months post- (n=37) intervention. The questionnaire measured learner confidence in EoLC covering the National Health Service adopted ‘Priorities for the Care of the Dying Person’. Paired t-tests were used to determine statistically significant difference in learner confidence pre- and post-intervention. A convenience sample of learners (n=7) and educators (n=5) were recruited to qualitative semi-structured interviews that sought to understand if, how and why Milestones worked. Data were analysed using a thematic approach.ResultsA statistically significant increase in learner confidence across all five priorities of care’ was sustained up to 8 months (p<0.001). Interviewees wanted to discuss wider challenges in EoLC related to the organisations and cultural contexts in which they worked. Concerns included balancing hope when decision-making, learning as a multidisciplinary team and emotional impact.ConclusionThe findings suggest that Milestones is a flexible, beneficial resource for teaching EoLC that facilitates enhanced learner engagement. Understanding generated about wider concerns can inform future educational material development, organisational process and research study design.

scholarly journals The Impact of an Online Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad Wahbi Al Bayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The Impact

Abstract BackgroundInterprofessional education (IPE) encompasses integration, communication, mutual trust and shared decision-making with a common goal of improved patient care and safety. Despite its crucial role, IPE has not gained its anticipated popularity. This study aims to determine the impact of an online educational intervention about IPE on medical, dental and health sciences students in the University of Sharjah (UoS). MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of UoS; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPE. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings and attitudes about IPE. ResultsOut of 800 invited students, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPE during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief online educational intervention underpins the readiness and positive attitudes of undergraduate medical students towards IPE. The positive impact of our intervention necessitates the development of a structured and unified IPE curriculum to enhance the receptiveness and application of IPE in the medical field.

scholarly journals 1346. Implementation of a Multidisciplinary 48 Hour Antibiotic Timeout in a Pediatric Population

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S684-S684
Author(s):  
Victoria Konold ◽  
Palak Bhagat ◽  
Jennifer Pisano ◽  
Natasha N Pettit ◽  
Anish Choksi ◽  
...  
Keyword(s):  
Pediatric Patients ◽  
Pediatric Population ◽  
Intervention Group ◽  
Post Intervention ◽  
Days Of Therapy ◽  
New Antibiotics ◽  
Core Elements ◽  
Quasi Experimental ◽  
Empirical Antibiotics ◽  
The Impact

Abstract Background To meet the core elements required for antimicrobial stewardship programs, our institution implemented a pharmacy-led antibiotic timeout (ATO) process in 2017 and a multidisciplinary ATO process in 2019. An antibiotic timeout is a discussion and review of the need for ongoing empirical antibiotics 2-4 days after initiation. This study sought to evaluate both the multidisciplinary ATO and the pharmacy-led ATO in a pediatric population, compare the impact of each intervention on antibiotic days of therapy (DOT) to a pre-intervention group without an ATO, and to then compare the impact of the pharmacy-led ATO versus multidisciplinary ATO on antibiotic days of therapy (DOT). Methods This was a retrospective, pre-post, quasi-experimental study of pediatric patients comparing antibiotic DOT prior to ATO implementation (pre-ATO), during the pharmacy-led ATO (pharm-ATO), and during the multidisciplinary ATO (multi-ATO). The pre-ATO group was a patient sample from February-September 2016, prior to the initiation of a formal ATO. The pharmacy-led ATO was implemented from February-September 2018. This was followed by a multidisciplinary ATO led by pediatric residents and nurses from February-September 2019. Both the pharm-ATO and the multi-ATO were implemented as an active non-interruptive alert added to the electronic health record patient list. This alert triggered when new antibiotics had been administered to the patient for 48 hours, at which time, the responsible clinician would discuss the antibiotic and document their decision via the alert workspace. Pediatric patients receiving IV or PO antibiotics administered for at least 48 hours were included. The primary outcome was DOT. Secondary outcomes included length of stay (LOS) and mortality. Results 1284 unique antibiotic orders (n= 572 patients) were reviewed in the pre-ATO group, 868 (n= 323 patients) in the pharm-ATO and 949 (n= 305 patients) in the multi-ATO groups. Average DOT was not significantly different pre vs post intervention for either methodology (Table 1). Mortality was similar between groups, but LOS was longer for both intervention groups (Table 1). Impact of an ATO on DOT, Mortality and LOS Conclusion An ATO had no impact on average antibiotic DOT in a pediatric population, regardless of the ATO methodology. Disclosures All Authors: No reported disclosures

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