scholarly journals Effect of Intervention Training on the Mother-Child Relationship in Children with Autism: A Control Trial

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Fatemeh Mirzaei ◽  
Fatemeh Cheraghi ◽  
Salman Khazaei ◽  
Mohammad Rezaei ◽  
Fatemeh Mohammadi
Keyword(s):  
Behavioral Problems ◽  
Intervention Group ◽  
Children With Autism ◽  
Mental States ◽  
Control Group ◽  
Child Relationship ◽  
Significant Difference ◽  
Post Test ◽  
Block Sampling ◽  
Mother Child Relationship

Background: The disability to recognize emotional and mental states in others’ facial expressions is acknowledged as one of the major developmental-behavioral problems in children with autism. Therefore, it is necessary to study the effect of facial emotion recognition training on the interaction skills of children with autism. Objectives: The aim of this study was to investigate the effect of emotional facial recognition on the mother-child relationship in children with autism. Methods: The present clinical trial was conducted based on a pre-test post-test design. Children aged 6-12 years with high- or moderate-functioning autism were assigned to two groups using the random block sampling method. Children in the intervention group were trained in 10 45-min sessions each week for 10 weeks using 40 images related to four situations of happiness, sadness, anger, and fear. The mother-child relationship questionnaire was completed one day before and one day after the intervention in both groups by the research assistant. Data were analyzed with SPSS software version 22. Results: Emotional state training improved the mother-child relationship in the intervention group. There was also a statistically significant difference between the total scores of the mother-child relationship in the intervention group and the control group (p

scholarly journals The effect of nutrition and reproductive health education of pregnant women in Indonesia using quasi experimental study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tria Astika Endah Permatasari ◽  
Fauza Rizqiya ◽  
Walliyana Kusumaningati ◽  
Inne Indraaryani Suryaalamsah ◽  
Zahrofa Hermiwahyoeni
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Pregnant Women ◽  
Intervention Group ◽  
Control Group ◽  
Attitudes And Practices ◽  
Significant Difference ◽  
Reproductive Health Education ◽  
Post Test ◽  
Knowledge Attitudes And Practices

Abstract Background Almost one-third of children under 5 years old in Indonesia suffer from stunting. Stunting can be prevented optimally during pregnancy as the initial phase of the first 1000 days of life. This study aims to determine the effect of nutrition and reproductive health education of pregnant women in Bogor Regency, Indonesia. Methods A quasi-experimental study was conducted among 194 pregnant women from August to November 2019. The pregnant women were randomly selected from four different villages in Bogor Regency. The intervention group (n = 97) received 2 h of nutrition and reproductive health education in small groups (four or five mothers per group) every 2 weeks for 3 consecutive months. This interactive education was given by facilitators using techniques such as lectures, role-playing, simulation, and games. The control group (n = 97) received regular health care services. A structured questionnaire was applied to collect data consisting of maternal characteristics, nutritional and reproductive health knowledge, attitudes, and practices in the intervention and control groups. Data were analysed using t-test and chi-square analysis. Results Pregnant women in the intervention group indicated a significant increase in knowledge, attitudes, and practices regarding nutrition and reproductive health after receiving education. The pre-test and post-test mean scores in the intervention group were 55.1 and 83.1 for overall knowledge, 40.2 and 49.0 for attitudes, and 36.2 and 40.2 for practices, respectively. In the control group, there was no significant difference between the pre-test and post-test mean scores for these three variables. There was a significant difference (P < 0.001) in the post-test mean between the intervention group and the control group, but the difference was not significant (P > 0.05) in the pre-test. Conclusion Providing nutrition and reproductive health education through small groups with interactive methods improves the knowledge, attitudes, and practices of pregnant women. This intervention has the potential to be replicated and developed for large-scale implementation by optimising collaboration between government, non-governmental organizations, and maternal and child health service providers.

scholarly journals uberty Health Education and Female Students’ Self-efficacy

2019 ◽  
Vol 5 (4) ◽  
pp. 231-238
Author(s):  
Simin Khatirpasha ◽  
◽  
Marhamat Farahani-Nia ◽  
Soghra Nikpour ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

scholarly journals Effectiveness of Solution-Focused Group Counseling on the Mental Health of Midwifery Students

2019 ◽  
Vol 41 (08) ◽  
pp. 500-507 ◽  
Author(s):  
Nezhat Javid ◽  
Atefeh Ahmadi ◽  
Moghadameh Mirzaei ◽  
Monavvareh Atghaei
Keyword(s):  
Mental Health ◽  
Group Counseling ◽  
Social Performance ◽  
Intervention Group ◽  
Physical Symptoms ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Solution Focused

Objective The present study was conducted with the objective of investigating the effectiveness of solution-focused group counseling (SFGC) on promoting the mental health of midwifery students. Methods The present study is an intervention-based study with a pretest, a post-test, and a control group. The statistical population included all of the midwifery students studying in the midwifery department of the Bam University of Medical Sciences, Kerman, Iran, who filled out the General Health Questionnaire (GHQ) in the screening phase. In the second phase, 40 individuals, having a low level of mental health based on the cutoff score of 23, were selected and randomly divided into 2 groups (intervention and control), each group with 20 participants. The intervention group participated in 5 sessions of 75 minutes for SFGC. Then, the post-test was held in both groups and the data analysis was conducted using the Mann-Whitney and the Kruskal-Wallis test with IBM SPSS Statistics for Windows, Version 21.0 (IBM Corp, Armonk, NY, USA). The significance level was considered as p < 0.05. Results The findings showed that the mean of the post-test mental health scores of the intervention group (14.5 ± 50.35) and of the control group (23.6 ± 35.83) showed a statistically significant difference (p < 0.0001). Moreover, the comparison between the mean scores of the mental health subscales (physical symptoms, stress, social performance, and depression) showed a statistically significant difference in these groups, and SFGC improved physical symptoms, stress, social performance, and depression in the members of the intervention group. Conclusion Solution-focused group counseling may improve all levels of mental health. This type of counseling is recommended to be used to solve the psychological problems and to improve the mental health of students, as well as of the staff of the health system.

scholarly journals Efektivitas Metode Edukasi Audiovisual terhadap Self Management pada Pasien Hipertensi

2019 ◽  
Vol 3 (1) ◽  
pp. 221-233
Author(s):  
Fernalia Fernalia ◽  
Busjra Busjra ◽  
Wati Jumaiyah
Keyword(s):  
Intervention Group ◽  
Total Sample ◽  
Self Management ◽  
Control Group ◽  
Hypertensive Patients ◽  
Audiovisual Education ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

This study aims to determine the effectiveness of audiovisual education methods on self management in hypertensive patients. This study used a quasi-experimental design with a non-equivalent control group pre and post test design, with a total sample of 38 respondents consisting of an intervention group and a control group. Obtained a significant difference in the average self-management of the intervention group after the audiovisual education method was performed with (p = 0,000). There was no relationship between age (p = 0.71), sex (p = 0.955) and self-management in hypertensive patients. While self management will increase after the audiovisual education method is carried out and controlled by knowledge (p = 0.005). The conclusion of this study is the audiovisual education method can improve self management in hypertensive patients.  Keywords: Audiovisual Education, Hypertension, Self Management

scholarly journals ASUPAN GIZI MAKRO GURU PREDIABETES MELALUI PEMBERIAN LABU SIAM DAN EDUKASI GIZI

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Jamaludin M. Sakung ◽  
Saifuddin Sirajuddin
Keyword(s):  
Randomized Trial ◽  
Nutrition Education ◽  
Intervention Group ◽  
Control Group ◽  
Education Intervention ◽  
Food Ingredients ◽  
Sechium Edule ◽  
Significant Difference ◽  
Post Test ◽  
Food Recall

ABSTRAKAsupan gizi berperan dalam mengendalikan kadar glukosa darah pada pasien diabetes mellitus karena beberapa zat gizi bersumber dari bahan makanan yang dikonsumsi setiap hari. Penelitian ini bertujuan untuk mengevaluasi asupan gizi makro (energi, karbohidrat, lemak, protein dan serat) pada guru prediabetes melalui pemberian labu siam instan dan edukasi gizi. Jenis penelitian ini adalah quasi eksperimen dengan rancangan randomized trial, pre test post test with control group. Guru prediabetes yang memenuhi kriteria inklusi di bagi tiga kelompok secara acak. Asupan gizi makro adalah Jumlah zat gizi yang dikonsumsi dan diukur melalui pengukuran food recall 24 jam menggunakan program nutrisurvey. Analisis data menggunakan uji t dan uji anava. Hasil uji statistik menunjukkan kelompok intervensi labu siam dan kelompok intervensi edukasi gizi serta labu siam secara statistik asupan gizi makro signifikan (p<0,05) artinya terdapatnya perbedaan nyata dari asupan gizi makro sebelum dan sesudah inetervensi. Kelompok intervensi edukasi gizi secara statistik asupan gizi makro tidak signifikan (p>0,05) artinya tidak terdapatnya perbedaan nyata dari asupan gizi makro sebelum dan sesudah inetervensi. Terdapat perbedaan asupan energi, karbohidrat dan serat sesudah intervensi pada ketiga kelompok.Kata-kata kunci: Asupan gizi makro, prediabetes, labu siam, edukasi giziABSTRACTNutritional intake plays a role in controlling blood glucose levels in DM patients because some nutrients that are sourced from food ingredients consumed every day. This study aims to evaluating the intake of macro nutrients (energy, carbohydrates, fats, protein and fiber) in prediabetic teachers through the provision of instant sechium edule and nutritional education. This research type is quasi experiment with randomized trial design, pre test post test with control group. Prediabetic teachers who met the inclusion criteria in the three groups at random. Intake of macro nutrient from food to be measured through 24-hour food recall measurements using nutrisurvey program. Data analysis by using t test and anova test. statistic test result showed The gourd intervention group and nutrition education intervention group and chayote were statistically significant macro nutrient intake (p <0.05) which means there was a marked difference of macro nutrition intake. The nutrition education intervention group of intake of macro nutrition was statistically insignificant (p> 0.05), meaning there was no significant difference in intake of macro nutrition. there was a difference in energy, carbohydrate and fiber intake after intervention in all three groups.Keywords: Intake of macro nutrition, prediabetic, sechium edule, nutrition education

scholarly journals An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Sandra Johnston ◽  
Robyn Nash ◽  
Fiona Coyer
Keyword(s):  
Mixed Methods ◽  
Clinical Reasoning ◽  
Transfer Of Learning ◽  
Nursing Student ◽  
Learning Transfer ◽  
Intervention Group ◽  
Cognitive Effort ◽  
Control Group ◽  
Significant Difference ◽  
Post Test

AbstractTo aim of this study was to explore undergraduate nursing student (n = 256) perceptions of clinical reasoning ability and learning transfer after participating in either a standard post simulation debriefing or a debriefing based on transfer of learning principles. Background: It is assumed that students will transfer what they have learned from simulation to real world practice, however, some students are unable to identify the relevance of simulated learning experiences if scenarios are dissimilar to clinical placement settings. The nature and extent what is able to be transferred from simulated to real settings is unclear, particularly in relation to complex processes such as clinical reasoning. Transfer of learning to a new situation involves deliberate cognitive effort, including reflection and mindful abstraction of central attributes of a problem. As reflection is a key element in learning transfer, the debriefing element of simulation was seen to be a platform for this study. Method: A convergent parallel mixed methods design used a pre-test, post-test survey and focus group interviews. Results: No statistically significant difference in post-test clinical reasoning scores between groups was found. There was a statistically significant improvement in 12 out of 15 criteria among the control group and in 8 of the criteria among the intervention group. Qualitative findings provided some evidence that learning had transferred to clinical settings. Evidence of “near” transfer was more evident than “far” transfer. Conclusion: Positive findings included that all students perceived they had transferred the skills of patient assessment and effective communication during episodes of patient care. The concept of a “framework” being verbalized by many of the intervention group during practice is a promising finding and may be a useful direction for further research focusing on the instructional demonstration of explicitly promoting a level of abstraction of problems and prompting participants to search for conceptual connections. This may indicate retained idea or concepts from the debriefing which may be useful in future practice.

scholarly journals Effect of mobile learning on academic achievement and attitude of Sudanese dental students: a preliminary study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nissreen Nugud Mergany ◽  
Alam-Elhuda Dafalla ◽  
Elhadi Awooda
Keyword(s):  
Academic Achievement ◽  
Mobile Learning ◽  
Mobile Application ◽  
Positive Attitude ◽  
Intervention Group ◽  
Dental Students ◽  
Control Group ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
Post Test

Abstract Background Despite the great development of smart phone programs and applications, and the wide-spread of these devices among students, their use for the educational purposes remains weak. The study aimed to investigate to what extent utilizing mobile learning as an adjunct to classic classroom lectures affect students’ academic achievement and, to assess their attitude toward using mobile application as an instructional method in dental education. Methods A quasi-experimental study was conducted among undergraduate dental students from two Sudanese universities. A total of 67 students who voluntarily agreed to participate were randomly allocated into a control group of 33 and an intervention group of 34 students. Initially, the two groups undertook a pre-test to ensure the standardization of a scale regarding their existing academic knowledge of dental surgery forceps used for tooth extraction. Then the intervention group was provided with a mobile application (Dental Surgical Forceps application version 2.1.0.0), and 3 weeks later a post-test was given for both groups. The attitude of the students toward the effectiveness of mobile learning was as assessed by five-point Likert scale questionnaire. For comparison of the numerical parametric data, a T. test was used, while for non-parametric categorical data a Chi-Squire test was used, with level of statistical significant difference set at P-value of ≤0.05. Results The response rate was 91% for the intervention group (31 out of 34 students completed the study), and 78% for the control group (26 out of 33 students completed the study). Statistical significant difference was observed between the pretest and post-test mean scores of the intervention group (P < 0.005), while the differences were not significant among the control group (P > 0.05). Regarding the attitude of the dental students, the mean scores of the sample indicate that the vast majority of the participants (93.5%) showed positive attitude regarding the effectiveness of mobile learning. Conclusions There is a marked difference in the students’ scores regarding their knowledge of dental surgical forceps. The students showed positive attitude toward using the mobile application.

scholarly journals Effectiveness of Distraction Therapy on Pain Relief among Children Undergoing Vein-Puncture in a Selected Hospital, Bhubaneswar

2020 ◽  
Vol 07 (02) ◽  
pp. 15-21
Author(s):  
Soumika Debnath ◽  
Keyword(s):  
Intervention Group ◽  
Sampling Technique ◽  
Pain Scale ◽  
Control Group ◽  
P Value ◽  
Double Blind ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

Aim: The present study is aimed to assess the effect of distraction therapy during venipuncture in reducing pain among 6-12 years children in the selected hospital at Bhubaneswar. Methods: The study was a double blind; Randomized control trial design was used and the formal consent was obtained from Pradyumna Bal Memorial Hospital and the investigator selected 182 samples using consecutive sampling technique and then randomized into experimental and control groups. The intervention group and the control were having 91 samples each. Measurement of pain experienced by the school going children was assessed with the help of Wong-Baker Faces Pain Scale. Descriptive and inferential statistics were used to analyze the data. Result: The mean pain score of children in experimental group was 2.571 and the standard deviation was 2.006. The p value in comparing the pain level of children in control and experimental group was <0.01, which was statistically significant at p<0.05 (confidence interval 95%) level indicating that there was significant difference in the post test level of pain between the experimental and control group. Conclusion: Hence the distraction therapy was responsive in reducing the vein-puncture pain among school going children.

scholarly journals Effect of the board game as educational technology on schoolchildren’s knowledge on breastfeeding

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Fernanda Demutti Pimpão Martins ◽  
Luciana Pedrosa Leal ◽  
Francisca Márcia Pereira Linhares ◽  
Alessandro Henrique da Silva Santos ◽  
Gerlaine de Oliveira Leite ◽  
...  
Keyword(s):  
Educational Technology ◽  
Intervention Group ◽  
Wilcoxon Test ◽  
Control Group ◽  
Board Game ◽  
The Third ◽  
Significant Difference ◽  
Post Test ◽  
Cluster Randomized

ABSTRACT Objective: to evaluate the effect of the board game as an educational technology on schoolchildren’s knowledge on breastfeeding. Method: cluster-randomized clinical trial, held in nine schools, with 99 children in the third grade of elementary school (control group = 51 and intervention group = 48). The pretest was conducted in both groups; intervention consisted in the application of the educational technology immediately after pretest to the intervention group; and the post-test was applied on the 7th and 30th days to both groups. For the analysis of children’s knowledge on breastfeeding, we considered the pre- and post-test score means, using the Mann-Whitney test - for comparing the means between groups - and the Wilcoxon test - within the same group. Results: there was no statistically significant difference between the groups in the pretest. In the follow-up, when comparing the groups, there were higher means in the intervention group, on the 7th (19.68 ±1.788) and on the 30th (20.16±1.260) days, with statistically significant difference. Within the intervention group, there was significant increase of the means in the pretest (15.89±3.082) for the 30th day (20.16±1.260). Conclusion: such educational intervention has significantly contributed to the increase in scores of children’s knowledge on breastfeeding for the intervention group. UTN: U1111-1184-7386.

Repetitive behavior among autistic children 3–10 years old and a control group in Albania

2017 ◽  
Vol 41 (S1) ◽  
pp. S451-S452
Author(s):  
Anita Pilika ◽  
Pasho Maksuti ◽  
Deana Rama ◽  
Endri Murati ◽  
Greta Guga ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Control Group ◽  
Healthy Children ◽  
Autistic Children ◽  
Significant Difference ◽  
The Mean ◽  
Behavior Scale ◽  
Competing Interest

IntroductionAutism is a lifelong disability that impairs 3 main areas; communication skills, social interaction and behavioral patterns.ObjectivesTo investigate the repetitive behavior in autistic children 3–10 years old.AimsComparison of repetitive behavior between autistic children with a control group of clinically healthy children matched for age and sex.MethodsRepetitive Behavior Scale (RBS-R) questionnaire was translated, validated and provided to examine children (n = 70) in each group.ResultsChildren with autism show significant behavioral problems as compared to healthy children in all subscales and the full RBS-R. Results of the t-test for independent samples indicated a significant difference in mean score for the children with autism of age 3–6 year old (M = 53.1) and for control group (M = 11.9), t = −13.3, P < 0.01. Also, the mean score of children with autism of age 7–10 year old (M = 54.9) is significantly higher, compared to control group (M = 13.7), t = −12.2, P < 0.01.ConclusionThis comparison provides information on particular forms of repetitive behavior to further our understanding on these important symptoms.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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