The Effectiveness of Post-Stroke Patient Care Education Intervention in Stroke Caregivers: A Literature Review

Background: Educational interventions about stroke have been carried out by the health workers, one of which is by the nurse. However, the majority of the interventions focus more on the stroke patients than the stroke caregivers. Meanwhile, post-stroke patient care education interventions are urgently needed by the caregivers. Therefore, the author intends to review current literature about post-stroke patient care education interventions on stroke caregivers. Objective: This literature review aims to identify the effectiveness, methods, and impacts of daily care educational interventions for post-stroke patients on stroke caregivers. Methods: The method utilized was by analyzing online databases about the related topics from reputable sources. Seven articles that met the inclusions criteria considering Randomized Controlled Trial (RCT) and Quasi-experimental design, time of publication, and English full text were obtained, and the results were presented. Result: Educational intervention could be carried out by several methods, including direct education at the patient's bedside, lectures followed by questions and answers, and booklets, home visits or telephone follow-up. Educational interventions could improve caregiver knowledge and skills in providing daily care for post-stroke patients, reduce burdens, reduce anxiety and improve the caregiver's quality of life. Educational interventions also positively impacted post-stroke patients, including improving the quality of life, functional abilities and the ability to do daily activities (ADL), reducing cognitive impairment, anxiety, and depression.Conclusion: Daily care education interventions for post-stroke patients can reduce the burden on the caregiver, either physical, psychological or social burdens.

Educated Choices Program: Living Lab 2021

Since our 2020 report, the evidence showing the impact of education interventions on animal product consumption has grown, including several peer-reviewed publications using real food outcomes. The Educated Choices Program continues to be one of the leading organizations delivering this proven intervention at a large scale.Our vast and ongoing data collection and analyses can provide further insights into the ways of maximizing the impact of education interventions for reducing animal product consumption. The following recommendations are based on data from 12,513 student survey responses.1. For presentations overall: a. Presentations positively influence students’ intended and self-reported diets. b. Health, animals, and the environment are the most important motivators. c. Taste and family diets are the most important barriers, but their importance is declining over time. d. The most frequently-mentioned theme was animals.2. To optimize content delivery: a. Healthful Eating and Ethics of Eating are the most effective presentations for inspiring change; Future of Food is least effective. b. In-person presentations achieve about 10% more change than online videos.3. To target the most promising students: a. Females, older students, and those in science classes are most open to change. b. More change is achieved in lower-income and more conservative towns, but less is achieved in more agricultural states.As we continue to monitor trends in survey data through the Living Lab, we will also expand our analyses to include follow-up surveys, control group comparisons, email outreach experiments, and experiments using actual food outcomes.

Educational Insights into Dyslexia

Dyslexia is a specific learning disorder characterized by difficulties in reading, writing, and spelling due to compromised phonological processing skills. Treatment of dyslexia solely with medical support is far-fetched. However, it can be surmounted by the combination of special education interventions and supportive psychosocial care. Suitable approaches coupled with beneficial learning strategies enable dyslexic learners with consummate linguistic achievement. Although dyslexia research offers an increased understanding from a biological standpoint, the knowledge gap on the educational front is unfortunately persistent. To this end, this paper revisits the teaching-learning aspects of dyslexia. Teaching principles and approaches, strategies to support learning, and personalized educational plans are discussed in detail. Acknowledging the difficulty, familiarizing with the approaches, and attaining successful outcomes via essential practices emphasize the inclusiveness of dyslexic learners in the curriculum. We contend that the educational insights into dyslexia will provide informed teaching and learning solutions.

Effectivity of Health Education with Telenursing on the Self-care Ability of Coronary Artery Disease Patients: A Systematic Review

BACKGROUND: Coronary artery disease (CAD) develops chronically and progressively, causes recurrence and premature death, so a good knowledge of changes in self-care behavior by patients is needed. Telenursing can be a medium for health education to allow patients to receive information and for nurses to follow up on health conditions without being obstructed by distance, place, time, and carried out sustainably. So far, telenursing has not been reviewed as a recent intervention to deliver education to CAD patients. AIM: This systematic review aimed to determine the effectiveness of health education interventions with telenursing on the self-care of CAD patients based on the implementation media. METHODS: Systematic reviews were conducted based on items found in CINAHL EBSCO, PubMed, ScienceDirect, and Google Scholar from 2008 to 2019. The combination of keywords used Indonesian and English language. All articles were assessed using the Joanna Briggs Institute critical appraisal tool for randomized controlled trial (RCT) and quasi-experiment. After that, the study found was synthesized narratively. RESULTS: A total of 11.319 titles were identified, and seven studies met inclusion criteria with 3313 participants. Six studies were RCT studies, and one was a quasi-experimental study. The results of the narrative synthesis conducted on seven articles showed that health education by telenursing was effective in improving self-care ability, such as maintaining blood pressure, body mass index, hemoglobin A1c levels, fasting blood glucose, and low-density lipoprotein within normal limits. In addition, there was also an increase in physical activity, dietary compliance (consumption of fruits, vegetables and fish), control of salt intake, smoking, and alcohol cessation. The media used were phone calls and text messages. CONCLUSION: This review provides evidence that health education interventions effectively improve the self-care abilities of CAD patients with the media used are text messages and telephone calls.

The impact of a teacher-based positive education intervention on student wellbeing literacy

Over the past decade, research has consistently found that positive education interventions have a beneficial effect on mental health outcomes for students, such as improvements in life satisfaction and reduction of anxiety. While it is encouraging to see these changes in student mental health, the research has not yet adequately explored whether positive education interventions change a student’s understanding of wellbeing itself. Wellbeing literacy is a new construct within the field of positive education and is defined as the ability to understand the concept and language of wellbeing. This study examines whether student language and understanding of wellbeing changes following an intervention that trains teachers in the core principles of positive education. Students across grades five, six and seven (ages 11–13; n = 231) from three Australian schools provided brief written descriptions of their understanding of wellbeing before and after their teachers undertook an eight-month positive education intervention. Thematic analysis was used as the methodological tool to analyze student language and understanding of wellbeing. Inferential frequency-based statistical analyses were used to compare the pre-intervention and post-intervention responses. The results revealed that student understanding of wellbeing evolved in four key ways to become more: (1) detailed; (2) strength based; (3) expanded/multidimensional; and (4) relational. Post-intervention understanding of wellbeing was significantly more likely to include aspects of emotional management, strengths, coping, mindfulness and self-kindness. Implications, limitations and future directions are discussed.

Development and Psychometrics of a Theory-Based Physical Activity Assessment Questionnaire for the Pregnant Women (PA2Q-PW)

Backgrounds & Aims: There is evidence that physical activity plays an essential role in preventing pregnancy-related diseases. This study aimed to develop and design a theory-based physical activity assessment questionnaire for pregnant women (PA2Q-PW). Methods: The PEN-3 cultural model provided the theoretical foundations for the four subscales of our designed instrument; knowledge, attitude, nurture, and enabling. The primary questionnaire was designed with 41 items, and the questionnaire was modified according to the experts' reviews. At last, a group of 400 pregnant women participated in a study to calculate the psychometrics of the tool. Results: The highest score was seen in the knowledge subscale of PA2Q-PW, and the value of Cronbach's alpha for the subscales was from 0.89 to 0.97, and the value of ICC was from 0.76 to 0.89. The correlation (CVI & CVR indices) between the experts was satisfactory in all items of PA2Q-PW. The minimum loading factor for varimax rotation in the knowledge subscale was 0.41; the attitude was 0.56, nurtures were 0.38, and enabling was 0.27. Conclusion: PA2Q-PW is the first standard tool based on the PEN-3 cultural model that researchers can utilize to gather data and conduct the desired education interventions to change physical activity behavior in pregnant women during pregnancy.

Education Interventions to Improve Knowledge, Beliefs, Intentions and Practices with Respect to Dietary Supplements and Doping Substances: A Narrative Review

The misuse of dietary supplements and doping substances is commonly associated with toxicity, nutritional imbalances, and health and psychological consequences. This is alarming especially in light of the increasing prevalence of the use of dietary supplements and doping, particularly among young adults including athletes. There is evidence that education interventions can lead to improved knowledge, intentions, and practices. However, no review has summarized and evaluated the effectiveness of such interventions. The aim of this article is to review the characteristics, contents and effects of education interventions that were designed and implemented to improve knowledge, attitudes, beliefs and intentions with respect to the use of dietary supplements and doping agents in different populations. PubMed, Scopus, CINAHL, PsycInfo and Google Scholar were searched for English-language education interventions targeting dietary supplements and doping substances. A total of 20 articles were identified and have generally provided consistent findings. Most interventions reported a significant improvement in knowledge on dietary supplements and doping agents. Unfortunately, the heavy reliance on self-reported assessment tools limits the validity of these interventions, with almost all articles targeting athletes and adolescents.