scholarly journals Radiology Education and the Quality of Care: Radiation Dose

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Melissa Foster
Keyword(s):  
Quality Of Care ◽  
Radiation Dosage ◽  
Radiologic Technologists ◽  
Training Video ◽  
Medical Background ◽  
Quasi Experimental ◽  
Standard Set ◽  
Study Participants ◽  
Background Prior

The purpose of this quantitative, quasi-experimental study was to analyze whether the education of radiology personnel mandated by the American Registry of Radiologic Technologists (ARRT) affects the quality of care delivered to radiology patients. One area of radiology quality of care was focused on the findings presented in this study: radiation dosage. Three groups of study participants were used. The participants were chosen and divided into groups based on their radiology background, non-radiology medical background, or lack of medical background. All study participants were required to complete an assessment asking participants what radiation dosage and shields they would use for a standard set of radiographic examinations. A training video was shown to those participants with no radiology background prior to the assessment. The data provided by each group was compared to determine similarities and variances between the groups and ANOVA calculations were completed. Differences were found between the assessments completed by members of all three groups. The results support the perception that ARRT-mandated education does affect radiation dosage chosen in the care of radiology patients.

scholarly journals Can social accountability mechanisms using community scorecards improve quality of pediatric care in rural Cambodia?

2020 ◽  
Vol 32 (6) ◽  
pp. 364-372
Author(s):  
Anbrasi Edward ◽  
Younghee Jung ◽  
Chea Chhorvann ◽  
Annette E Ghee ◽  
Jane Chege
Keyword(s):  
Quality Of Care ◽  
Integrated Management ◽  
Social Accountability ◽  
Pediatric Care ◽  
Growth Chart ◽  
Danger Signs ◽  
Quasi Experimental ◽  
And Child Health ◽  
Trained Provider

Abstract Objective To determine the effect of social accountability strategies on pediatric quality of care. Design and Setting A non-randomized quasi experimental study was conducted in four districts in Cambodia and all operational public health facilities were included. Participants Five patients under 5 years and their caretakers were randomly selected in each facility. Interventions To determine the effect of maternal and child health interventions integrating citizen voice and action using community scorecards on quality of pediatric care. Outcome Measures Patient observations were conducted to determine quality of screening and counseling, followed by exit interviews with caretakers. Results Results indicated significant differences between intervention and comparison facilities; screening by Integrated Management of Childhood Illness (IMCI) trained providers (100% vs 67%, P < 0.019), screening for danger signs; ability to drink/breastfeed (100% vs 86.7%, P < 0.041), lethargy (86.7% vs 40%, P < 0.004) and convulsions (83.3 vs 46.7%, P < 0.023). Screening was significantly higher for patients in the intervention facilities for edema (56.7% vs 6.7%, P < 0.000), immunization card (90% vs 40%, P < 0.002), child weight (100 vs 86.7, P < 0.041) and checking growth chart (96.7% vs 66.7%, P < 0.035). The IMCI index, constructed from key performance indicators, was significantly higher for patients in the intervention facilities than comparison facilities (screening index 8.8 vs 7.0, P < 0.018, counseling index 2.7 vs 1.5, P < 0.001). Predictors of screening quality were child age, screening by IMCI trained provider, wealthier quintiles and intervention facilities. Conclusion The institution of social accountability mechanisms to engage communities and facility providers showed some improvements in quality of care for common pediatric conditions, but socioeconomic disparities were evident.

scholarly journals The Web-Based Osteoarthritis Management Resource My Joint Pain Improves Quality of Care: A Quasi-Experimental Study

2015 ◽  
Vol 17 (7) ◽  
pp. e167 ◽  
Author(s):  
Hema Umapathy ◽  
Kim Bennell ◽  
Chris Dickson ◽  
Fiona Dobson ◽  
Marlene Fransen ◽  
...  
Keyword(s):  
Experimental Study ◽  
Quality Of Care ◽  
Joint Pain ◽  
Web Based ◽  
Quasi Experimental ◽  
The Web

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

Design and Development of BACIS Program

2021 ◽  
pp. 75-89
Keyword(s):  
Quality Of Care ◽  
Design Research ◽  
Design Science ◽  
Design And Development ◽  
Program Activity ◽  
Study Participants ◽  
Work Done ◽  
Study Setting

The work done in the BACIS program study has been divided into two areas of activity: (1) development and piloting of the system and (2) the review of its impact on the quality of care. This chapter addresses the methodology for Activity 1 on design and development of the BACIS program. Activity 1 is based on design science, which is the area in which the design and development of the BACIS program is situated. In the chapter introduction, an overview of design research is given. This is followed by an elaboration of the design science-inspired framework used in the design and development of the BACIS program. The study setting and study participants are also discussed in this chapter on the methodology used in the design and development of the BACIS program.

scholarly journals Factors Influencing Quality of Care Service of Caregivers for Preschoolers

2021 ◽  
Vol 18 (8) ◽  
pp. 4291
Author(s):  
Soyeon Jung ◽  
Younhee Hong ◽  
Sohyune Sok
Keyword(s):  
Quality Of Care ◽  
Care Service ◽  
Explanatory Power ◽  
Support Service ◽  
Interaction Data ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Child Interaction ◽  
Study Participants

The number of households that have benefited from childcare support services has steadily increased, while the number of caregivers has also climbed. Studies on the care service of childcare providers are needed. This study was to examine and identify the factors influencing the degree of quality of care service for preschoolers among caregivers. A cross-sectional descriptive design was employed. Samples included 138 caregivers for preschoolers in health family support centers, Gyeonggi-do, South Korea. Data included the general characteristics of study participants, quality of care service for preschoolers, childcare efficacy, job satisfaction, and caregiver–child interaction. Data were collected from June to August 2019. The factors influencing the quality of care service for preschoolers among caregivers were caregiver–child interaction. The explanatory power of the final regression model was 37%. This study suggests that the caregiver–child interaction should be improved to improve the quality of care service for preschoolers among caregivers, and health professionals need to pay attention to this issue in community fields. The findings from this study can be implied on health policy for childcare support service.

scholarly journals The Effectiveness of FFC-AL-EIT on Psychosocial Outcomes and Care Interactions

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 343-343
Author(s):  
Elizabeth Galik
Keyword(s):  
Quality Of Care ◽  
Assisted Living ◽  
Psychosocial Outcomes ◽  
Control Group ◽  
Care Nurse ◽  
Positive Treatment Effect ◽  
Positive Treatment ◽  
Resistiveness To Care ◽  
Study Participants

Abstract This study included a subset of 59 communities and 550 residents from the full FFC-AL-EIT study. Participants were mostly white (98%), female (69%) and had a mean age of 89.30 (SD=7.63). Sites were randomized to the four step FFC-AL-EIT intervention implemented by a function focused care nurse facilitator working with a facility champion over 12 months versus education only. Resident measures included depression, agitation, resistiveness to care and the quality of care interactions and were obtained at baseline, 4 and 12 months. There was a significant positive treatment effect related to depression, agitation, resistiveness to care and quality of care interactions with either less decline or some improvement in these behaviors and symptoms and improvement in the quality of care provided between the treatment versus control group. The study suggests there is some benefit to implementing FFC-AL-EIT for psychosocial outcomes and care interactions among residents in assisted living communities.

scholarly journals Exploring the Effect of Problem Based Facilitatory Teaching Approach on Motivation to Learn: A Quasi-Experimental Study of Nursing Students in Tanzania

2020 ◽  
Author(s):  
Walter Cleophace Millanzi ◽  
Stephen M. Kibusi
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Teaching Approach ◽  
Control Group ◽  
Motivation To Learn ◽  
Teaching Pedagogy ◽  
Post Test ◽  
Quasi Experimental ◽  
Study Participants

Abstract Background: Currently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. Reports about unethical and illegal practices, under standard care and malpractices, are not uncommon around the globe. There is a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect ofthe Problem Based Facilitatory Teaching Approach on motivation to learn among nursing students in Tanzania, higher learning institutions.Methods: A pre-post test controlled quasi-experimental study of purposively selected 401 participants was conducted between February and June 2018. The Auditing Inventory developed by the researcher measured the intervention and Questionnaire titled “Motivation to Learn Strategies in Nursing”, was adopted to measure the motivation to learn, respectively. Statistical Product for Service Solutions software program version 23 was used to perform analysis. A descriptive analysis was performed to analyze sociodemographic. Regression analysis was performed to determine the association between variables. This study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, methods, results, and conclusion.Results: Findings revealed that 65.8% of the study participants were males. The post-test findings revealed that 70.3% of the study participants demonstrated motivation to learn contrary to 34.9% at baseline. Participants in an intervention group were 1.720 (AOR) times more likely to develop motivation to learn than the control group (p<0.05; 95%CI: 1.122, 2.635). In contrast, the intervention was less times likely to enhance Extrinsic motivation to learn (AOR = 0.676, p>0.05, 95%CI: 0.405, 1.129) and Amotivation (AOR = 0.538, p>0.05; 95%CI: 0.283, 1.022) in learning among nursing students respectively.Conclusion: Problem-based facilitatory pedagogy had positive effect on motivation to learn including intrinsic motivation than conventional teaching pedagogy. Thus, the approach has educational potentials to positively change the spectrum of nursing competency and quality of care. Thus, the move to adopt a problem-based facilitatory teaching pedagogy among nursing training institutions in Tanzania is worth considering and needs to be continued.

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