scholarly journals Contribution of Systematic Exploration of Artworks in Raising Children’s Critical Thinking and Empathy about Friendship and Difference through Early Years

2019 ◽  
Vol 11 (4) ◽  
pp. 35
Author(s):  
Athina Charissi ◽  
Eleni Tympa ◽  
Vasiliki Karavida
Keyword(s):  
Critical Thinking ◽  
Aesthetic Experience ◽  
Preschool Age ◽  
Early Years ◽  
Long Term Results ◽  
Philosophy For Children ◽  
Post Intervention ◽  
Aesthetic Value ◽  
Reflective Dialogue ◽  
Before And After

This paper presents a study aimed at investigating 3- to 4-year old children’s perceptions of friendship and difference and the effects of the systematic use of art on these issues. There is a considerable number of scholars suggesting that art-based experience, as a form of expressive way of knowing, can contribute to the development of creative and critical thinking. The Project Zero research program from Harvard Graduate School of Education and the Philosophy for Children (P4C) pedagogical movement highlight the importance of promoting from the preschool age a critical way of thinking which exceeds mere argumentation and identifies with critical re-evaluation of the way we conceive reality and act. Our intervention was applied to 83 children from five preschool settings. Children were supported to systematically explore artworks of aesthetic value according to Τransformative Learning Through Aesthetic Experience (TLTAE) method aiming to raise participants’ creativity and critical reflection upon stereotypical assumptions. The principles of Philosophy for Children (P4C) movement were further exploited in order to enhance reflective dialogue based on emerging meanings from narrative artworks and creative activities. A questionnaire with images was applied to all children before and after the intervention. The findings suggest that post-intervention children had a more enhanced understanding of friendship and difference, an increased level of mutual acceptance, a better appreciation of socializing positively with peers. Further integration of art and art-related methods in the learning process is needed in order to examine long term results. 

scholarly journals Effects of experiential-based videos in multi-disciplinary learning

2013 ◽  
Vol 29 (4) ◽  
Author(s):  
Khalid Bin Abdul Jabbar ◽  
Alex Ong ◽  
Jeannette Choy ◽  
Lisa Lim
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Control Group ◽  
Motivational Strategies ◽  
Post Intervention ◽  
Projectile Motion ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

<p>This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos as with the control group. All students then attempted a worksheet designed to elicit various levels of principled understanding of the topic on "projectile motion". In addition, data on students' motivation to learn and learning outcomes were measured by using three subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) ― task value, critical thinking, and self-efficacy ― both before and after the intervention. Data were also collected through online pre- and post-tests, classroom observations as well as reflection journals. No significant differences between the experimental and control groups in terms of the post-intervention results were found (<em>p</em> &gt; 0.05). However, the results suggested that use of experiential-based videos and video-based tools may in fact be more beneficial for students who are weaker in critical thinking and self-efficacy, to gain a better understanding of their learning.</p><p> </p>

Modifying Teacher Behaviors to Promote Critical Thinking in K–12 Physical Education

1999 ◽  
Vol 18 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Frances Cleland Donnelly ◽  
John Helion ◽  
Frank Fry
Keyword(s):  
Critical Thinking ◽  
Physical Education ◽  
Phase 1 ◽  
Phase 2 ◽  
Teaching Behaviors ◽  
Post Intervention ◽  
Chi Square ◽  
Before And After ◽  
K 12 ◽  
Chi Square Analysis

This study examined four physical educators’ teaching behaviors before and after an intervention. The study was conducted over the span of three 15-week academic semesters. Phase 1 of the study involved videotaping the participants’ instruction prior to intervention. In Phase 2, participants were involved in two workshops planned to convey teaching strategies related to promoting critical thinking in physical education. In addition, participants and co-investigators team-taught three sample lessons focused on incorporating teaching behaviors attempting to foster critical thinking. Data collection was completed during Phase 3 by videotaping each teacher during one unit of instruction. A chi-square analysis of post-intervention data revealed that all four teachers’ observed instructional behaviors differed significantly from that expected. Results suggest that the intervention employed during Phase 2 was successful in helping teachers modify their instruction to promote critical thinking in physical education.

The Sign 4 Big Feelings intervention to improve early years outcomes in preschool children: Outcome evaluation (Preprint)

2020 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Economic Status ◽  
Well Being ◽  
Outcome Evaluation ◽  
Preschool Age ◽  
Early Years ◽  
Children’S Wellbeing ◽  
Preschool Age Children ◽  
Measuring Change ◽  
Quasi Experimental ◽  
Clinically Significant

BACKGROUND Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring change in early years outcomes after a three month period. OBJECTIVE To determine whether Early Years Outcomes (EYOs) significantly improve (beyond typical expected development), if children’s wellbeing improves after the S4BF intervention period, and if there are differences between boys and girls in any progress made. METHODS An evaluation of S4BF was conducted with 111 preschool age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behaviour, in addition to Leuven well-being scales were used in a quasi-experimental study design to measure outcomes pre- and postintervention. RESULTS Statistically and clinically significant differences were found for each of the seven pre- and post measures taken: words understood and spoken, well-being scores, and the four EYO domains. Gender differences were negligible in all analyses undertaken. CONCLUSIONS Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with EAL needs or of lower socio-economic status. CLINICALTRIAL ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531

scholarly journals 600. Decreased Hospital Readmission After Programmatic Strengthening of an Outpatient Parenteral Antimicrobial Therapy (OPAT) Program

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S362-S363
Author(s):  
Gaurav Agnihotri ◽  
Alan E Gross ◽  
Minji Seok ◽  
Cheng Yu Yen ◽  
Farah Khan ◽  
...  
Keyword(s):  
Hospital Readmission ◽  
Multinomial Logistic Regression ◽  
Univariate Analysis ◽  
Tertiary Care ◽  
Intervention Group ◽  
Care Hospital ◽  
Full Time ◽  
Post Intervention ◽  
Before And After ◽  
The Impact

Abstract Background Although it is recommended that an OPAT program should be managed by a formal OPAT team that supports the treating physician, many OPAT programs face challenges in obtaining necessary program staff (i.e nurses or pharmacists) due to limited data examining the impact of a dedicated OPAT team on patient outcomes. Our objective was to compare OPAT-related readmission rates among patients receiving OPAT before and after the implementation of a strengthened OPAT program. Methods This retrospective quasi-experiment compared adult patients discharged on intravenous (IV) antibiotics from the University of Illinois Hospital before and after implementation of programmatic changes to strengthen the OPAT program. Data from our previous study were used as the pre-intervention group (1/1/2012 to 8/1/2013), where only individual infectious disease (ID) physicians coordinated OPAT. Post-intervention (10/1/2017 to 1/1/2019), a dedicated OPAT nurse provided full time support to the treating ID physicians through care coordination, utilization of protocols for lab monitoring and management, and enhanced documentation. Factors associated with readmission for OPAT-related problems at a significance level of p&lt; 0.1 in univariate analysis were eligible for testing in a forward stepwise multinomial logistic regression to identify independent predictors of readmission. Results Demographics, antimicrobial indications, and OPAT administration location of the 428 patients pre- and post-intervention are listed in Table 1. After implementation of the strengthened OPAT program, the readmission rate due to OPAT-related complications decreased from 17.8% (13/73) to 6.5% (23/355) (p=0.001). OPAT-related readmission reasons included: infection recurrence/progression (56%), adverse drug reaction (28%), or line-associated issues (17%). Independent predictors of hospital readmission due to OPAT-related problems are listed in Table 2. Table 1. OPAT Patient Demographics and Factors Pre- and Post-intervention Table 2. Factors independently associated with hospital readmission in OPAT patients Conclusion An OPAT program with dedicated staff at a large academic tertiary care hospital was independently associated with decreased risk for readmission, which provides critical evidence to substantiate additional resources being dedicated to OPAT by health systems in the future. Disclosures All Authors: No reported disclosures

scholarly journals Daily Bathing with Chlorhexidine-Based Soap and the Prevention of Staphylococcus aureus Transmission and Infection

2014 ◽  
Vol 35 (3) ◽  
pp. 243-250 ◽  
Author(s):  
Melissa A. Viray ◽  
James C. Morley ◽  
Craig M. Coopersmith ◽  
Marin H. Kollef ◽  
Victoria J. Fraser ◽  
...  
Keyword(s):  
At Risk ◽  
Staphylococcus Aureus ◽  
Tertiary Care ◽  
Control Unit ◽  
Post Intervention ◽  
Icu Patients ◽  
Chlorhexidine Bathing ◽  
Before And After ◽  
Surgical Icu ◽  
Time Series Methodology

Objective.Determine whether daily bathing with chlorhexidine-based soap decreased methicillin-resistant Staphylococcus aureus (MRSA) transmission and intensive care unit (ICU)-acquired S. aureus infection among ICU patients.Design.Prospective pre-post-intervention study with control unit.Setting.A 1,250-bed tertiary care teaching hospital.Patients.Medical and surgical ICU patients.Methods.Active surveillance for MRSA colonization was performed in both ICUs. In June 2005, a chlorhexidine bathing protocol was implemented in the surgical ICU. Changes in S. aureus transmission and infection rate before and after implementation were analyzed using time-series methodology.Results.The intervention unit had a 20.68% decrease in MRSA acquisition after institution of the bathing protocol (12.64 cases per 1,000 patient-days at risk before the intervention vs 10.03 cases per 1,000 patient-days at risk after the intervention; β, −2.62 [95% confidence interval (CI), −5.19 to −0.04]; P = .046). There was no significant change in MRSA acquisition in the control ICU during the study period (10.97 cases per 1,000 patient-days at risk before June 2005 vs 11.33 cases per 1,000 patient-days at risk after June 2005; β, −11.10 [95% CI, −37.40 to 15.19]; P = .40). There was a 20.77% decrease in all S. aureus (including MRSA) acquisition in the intervention ICU from 2002 through 2007 (19.73 cases per 1,000 patient-days at risk before the intervention to 15.63 cases per 1,000 patient-days at risk after the intervention [95% CI, −7.25 to −0.95]; P = .012)]. The incidence of ICU-acquired MRSA infections decreased by 41.37% in the intervention ICU (1.96 infections per 1,000 patient-days at risk before the intervention vs 1.15 infections per 1,000 patient-days at risk after the intervention; P = .001).Conclusions.Institution of daily chlorhexidine bathing in an ICU resulted in a decrease in the transmission of S. aureus, including MRSA. These data support the use of routine daily chlorhexidine baths to decrease rates of S. aureus transmission and infection.

Needle-free connectors to prevent central venous catheter occlusion at a tertiary cardiac center: A prospective before and after intervention study

2021 ◽  
pp. 112972982110396
Author(s):  
Andrea Sansalone ◽  
Raffaello Vicari ◽  
Fabio Orlando ◽  
Alessandro Dell’Avo ◽  
Silvia Giuffrida ◽  
...  
Keyword(s):  
Central Venous Catheter ◽  
Intervention Study ◽  
Absolute Risk ◽  
Phase 1 ◽  
Venous Catheter ◽  
Care Staff ◽  
Infusion Therapy ◽  
Central Venous ◽  
Post Intervention ◽  
Before And After

Objectives: To evaluate the effectiveness of needle-free connectors to maintain Central Venous Catheter—CVC patency. Background: Loss of patency is a common complication associated with CVC. For patients, this can be stressful and painful, and can result in a delay in infusion therapy. Pressure-activated anti-reflux needle-free connectors are one of the most modern devices; however, no studies have compared this connector with the open-system three-way stopcock in terms of the incidence of CVC occlusion. Methods: This study is a prospective before and after intervention study. From March to August 2018, an observation phase was conducted with the three-way stopcock as the standard central venous catheter hub and closure system (phase 1). After implementation of needle-free connectors (phase 2), post-intervention observations were made from September 2019 to January 2020 (phase 3). Results: Of 199 CVCs analyzed, 41.2% (40/97) occluded in at least one lumen in the first phase, and 13.7% (14/102) occluded after introducing the technological device, absolute risk reduction 27.5% (95% confidence interval 15.6%–39.4%). The lumens supported by needle-free connectors showed a higher probability of maintaining patency compared with three-way stopcocks. No differences were observed in the rate of infection. Conclusions: Pressure-activated anti-reflux needle-free connectors are effective and safe devices suitable for the management of vascular access in cardiac patient care. Staff training, even on apparently simple devices, is essential to avoid the risk of infection.

scholarly journals Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

2017 ◽  
Vol 19 (2) ◽  
pp. 87-100
Author(s):  
Claudio Díaz Larenas ◽  
Lucía Ramos Leiva ◽  
Mabel Ortiz Navarrete
Keyword(s):  
Foreign Language ◽  
Teacher Candidates ◽  
Cognitive Strategies ◽  
Think Aloud ◽  
Writing Intervention ◽  
Writing Program ◽  
Post Intervention ◽  
Essay Writing ◽  
Think Aloud Protocols ◽  
Before And After

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

scholarly journals Impact of educational intervention regarding anaemia and its preventive measures among pregnant women: an interventional study

2017 ◽  
Vol 6 (12) ◽  
pp. 5317 ◽  
Author(s):  
Pankajkumar B. Nimbalkar ◽  
Jaldhara N. Patel ◽  
Nilesh Thakor ◽  
Mansi Patni
Keyword(s):  
Pregnant Women ◽  
Preventive Measures ◽  
Signs And Symptoms ◽  
Contributory Factor ◽  
Interventional Study ◽  
Post Intervention ◽  
Medical College ◽  
Maternal Morbidity And Mortality ◽  
Before And After ◽  
Baseline Knowledge

Background: Iron deficiency anaemia (IDA) is the most common nutritional deficiency in pregnancy and major contributory factor to maternal morbidity and mortality. Objective of present study was to assess knowledge of pregnant women regarding anaemia and its preventive measures before and after educational interventional training.Methods: The present study was an interventional study undertaken in purposively selected pregnant women attending the out patient Department of Obstetrics and Gynecology Department of GMERS Medical College, Gandhinagar During the month of October 2017. Total 100 pregnant women were included after written informed consent. Baseline knowledge of pregnant women regarding anaemia and its preventive measures was assessed by pre-designed, pre-tested and semi structured questionnaire. Single educational interventional training for 45 minutes was given to selected pregnant women. Post– intervention knowledge of pregnant women for the same was assessed after training. Thus, collected data was analyzed /using Epi info 7.Results: Baseline knowledge of the pregnant women regarding causes, signs and symptoms of anemia and dietary sources of iron was 21%, 23% and 40% respectively which was significantly increased to 64%, 66% and 72% respectively after the intervention. Baseline knowledge of the pregnant women regarding factors which inhibit and increase iron absorption was 25% and 4% respectively which was significantly increased to 55% and 41 % respectively after the intervention. Baseline knowledge of the pregnant women regarding treatment of anaemia was 30% which was significantly increased to 79 % after the intervention.Conclusions: There was significant improvement in the knowledge regarding anaemia and its preventive measures among pregnant women after our single educational session.

Change in perception of sclerotherapy results after exposure to pre–post intervention photographs

2017 ◽  
Vol 33 (4) ◽  
pp. 282-287 ◽  
Author(s):  
Fabricio R Santiago ◽  
Mario Piscoya ◽  
Yung-Wei Chi
Keyword(s):  
Varicose Veins ◽  
Statistical Significance ◽  
Wilcoxon Test ◽  
Clinical Severity ◽  
Post Intervention ◽  
Chi Square ◽  
Severity Scores ◽  
Venous Clinical Severity Score ◽  
Before And After ◽  
Chi Square Test

Objective To evaluate patients’ self-perception of cosmetic improvement before and after they were presented with pre- and postprocedure photographs after sclerotherapy with 75% dextrose. Methods Treatments included sclerotherapy of reticular and varicose veins using 75% dextrose. All treated limbs were photographed and classified according to Clinical, Etiology, Anatomy, and Pathology classification and Venous Clinical Severity Score pre- and posttreatment. The patients were queried before and after viewing the photos during these visits and indicated if they were very unsatisfied, dissatisfied, satisfied, or very satisfied. Nonparametric kappa correlation coefficient and a Chi square test were used to measure associations among agreement (p < 0.05 indicated statistical significance). The paired Wilcoxon test was used to compare statistical differences in mean Venous Clinical Severity Scores measured at different times (p < 0.05 indicated statistical significance). Data were analyzed using STATA software (version 12). Results Individuals were more satisfied with the results of sclerotherapy after exposure to images portraying their limbs two months after the procedure (p = 0.0028). This effect was maintained six months after sclerotherapy (p = 0.0027). Conclusion Patient exposure to pre- and postsurgical photographs is a simple intervention with the potential of improving patient satisfaction up to six months after treatment with sclerotherapy.

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

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