Educational Intervention
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2021 ◽  
Vol 13 (4) ◽  
Azamalsadat Navabi ◽  
Mohsen Shamsi ◽  
Mahboobeh Khorsandi ◽  
Maryam Zamanian

Background: The neonatal period is one of the most sensitive stages of life, requiring proper understanding and attentive care. Objectives: Accordingly, this study was done to investigate the effectiveness of theory of planned behavior (TPB)-based educational intervention on newborn care in pregnant mothers. Methods: This study was conducted as quasi-experimental research on 100 pregnant mothers who were assigned randomly to two groups of intervention (N = 50) and control (N = 50). The data collection tool was a valid and reliable questionnaire based on TPB, which was completed by both groups before the intervention. Considering the effective constructs of this theory, the educational intervention was performed in the form of four 60-minute education sessions in one month for the intervention group. One month after delivery, the data were recollected from both groups and analyzed using statistical tests. Results: The mean and standard deviation of the mothers’ age in both intervention and control groups were 26.14 ± 4.7 and 26.10 ± 5.19 years, respectively (P = 0.48). Before the educational intervention, the behavioral intention of the intervention group was 3.33 (out of 5), which significantly increased to 4.54 after the educational intervention (P < 0.001). Also, the performance of mothers regarding neonatal care in the intervention group increased from 2.86 to 4.64 (P = 0.001) after the education. Conclusions: The TPB-based educational intervention, along with active follow-ups, led to better and more principled behavioral intention and care provided by pregnant mothers to their newborn infants. Therefore, providing TPB-based education in other healthcare centers is recommended.

2021 ◽  
Vol 13 (3) ◽  
Iina Ryhtä ◽  
Imane Elonen ◽  
Mari Hiekko ◽  
Jouko Katajisto ◽  
Terhi Saaranen ◽  

The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project’s experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators’ and Educator Candidates’ Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners’ digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators’ self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy.

2021 ◽  
Vol 233 (5) ◽  
pp. e166
Brian R. Quaranto ◽  
MIchael D. Lamb ◽  
James K. Lukan ◽  
Bobbie Ann A. White ◽  
Linda M. Harris ◽  

2021 ◽  
Vol 0 ◽  
pp. 1-9
Olumuyiwa Adesina Owolabi ◽  
Monica Davies Genekah ◽  
Sainabou Njie ◽  
Momodou Kumba Jallow ◽  
Alhaji Jobe ◽  

Objectives: Health education and awareness campaigns about tuberculosis (TB) can empower adolescents on different aspects of the disease and its management, resulting in early and appropriate care seeking behavior through their advocacy in the community. We assessed the impact of educational intervention on knowledge and awareness about TB among adolescents in the greater Banjul area of The Gambia where approximately 70% of national TB cases are notified. Materials and Methods: A school-based, interventional analytical study, and interactive educational workshop was conducted among grade 12 students of the Methodist Academy Secondary School in Bakau, Banjul The Gambia. The workshop activities included illustrative demonstrations using posters, flipcharts, infographics, and games to convey TB messages in six domains: (1) Basic knowledge; (2) symptoms; (3) risk factors (4) modes of transmission; (5) treatment; and (6) care and support. Structured questionnaires were used to assess changes in the student’s knowledge and awareness about TB in the six domains before and after the workshop. Data were analyzed using proportional percentages, mean (95% CI) and differences standard error (SE) and student paired t-test. Results: Ninety-six students participated in the workshop out of which 92 (96%) students completed both pre- and post-test questionnaires. Sixty-eight percent of the students were females and 58% were from the science stream of the grade 12 students who participated in our workshop. The mean difference and SE between the pre- and post-workshop test scores in the six domains were: basic knowledge: +1.4 (0.2; P < 0.0001); symptoms: +1.5 (0.2; P < 0.0001); risk factors: +3.1 (0.3; P < 0.0001); modes of transmission: +1.2 (0.2; P < 0.0001); treatment: +0.8 (0.1; P < 0.0001); and care and support of TB: +0.5 (0.1; P = 0.0001). Conclusion: This school-based educational interactive workshop significantly improved the knowledge and awareness of the students especially in understanding the causative agent and risk factors of TB disease. We recommend exposure of students to TB educational activities as part of the school curriculum. The knowledge acquired in this workshop is likely to have impact on the wider community and should be assessed in future follow-up studies to determine if it impacts positively on views held within the wider community.

Rosalina James ◽  
Martell A. Hesketh ◽  
Tia R. Benally ◽  
Selisha S. Johnson ◽  
Leah R. Tanner ◽  

American Indians and Alaska Natives (AIANs) refer to cultural traditions and values to guide resilient and strength-based practices to address maternal and infant health disparities. Methods: A case study of a culturally-based educational intervention on AIAN maternal and child health. Results: Cultural teachings have successfully been applied in AIAN behavioral interventions using talking circles and cradleboards, but maternal and child health interventions are not well-represented in peer-reviewed literature. Zero publications included interventions centered around cradleboards and safe sleep. Discussion: There is a need for rigorous published research on culturally based interventions and effectiveness on health outcomes for mothers and babies. Conclusions: This paper discusses how a cradleboard educational intervention incorporates national guidelines to address maternal and infant health while mediating social determinants of health.

2021 ◽  
Fereshteh Zamani-Alavijeh ◽  
Shakiba Zahed ◽  
Maryam Emami ◽  
Shahrzad Bazargan-Hejazi ◽  
Majid Barekatain ◽  

Abstract Background: Psychological events in People with Dementia (PWD) lead to behavioral disorders which require targeted planning for caregivers on how to adapt to these behaviors. Progressively lowered stress threshold (PLST) model provides effective interventions for caregivers to adapt to the behaviors of People with Dementia (PWD). Therefore, this study aims to determine the impacts of educational intervention based on the progressively lowered Stress threshold extended (PLSTE) model on the caregiving of People with Dementia (PWD) in Isfahan, Iran. Methods: This exploratory mixed methods study was initially conducted with a qualitative approach to content analysis type from May 2016 to June 2018. Data were collected in a qualitative stage through in-depth non-structured interviews with 29 People with Dementia (PWD)'s caregivers using the "new comment" command in a word and then analyzed. The researcher designed a multi-sectional questionnaire, including demographic characteristics, knowledge measurement, and monitoring the practice of caregivers. The validity of the questionnaire was verified by the panel of experts and its reliability was confirmed using the Cronbach alpha coefficient (knowledge section 0.838 and practice section 0.802). To adjust the intervention program, the educational content based on the PLSTE model was used for 38 caregivers available at two elderly nursing centers in Isfahan. The data were collected immediately and one month after the educational intervention using a questionnaire. Results: According to the results of the qualitative section of this study, the researcher was able to add a cultural and belief class, and then the related Intervention method to the PLST model. In the quantitative part, paired t-test indicated that the mean scores of knowledge, caregiving practice, and exposure to Challenging Behaviors (CB) in all dimensions of practice immediately and one a month after intervention were significantly higher than the mean scores before intervention (P < 0.05).Conclusion: Considering the impacts of this intervention, educating the caregivers with PLST extended the care model is recommended, with a specific focus on cultural and traditional issues of the society, to improve knowledge and practice of caregivers in caregiving skills and appropriate exposure to Challenging Behaviors People with Dementia (CBPWD).

Golden Owhonda ◽  
Felix Emeka Anyiam

Background: Despite progress made so far in identifying intervention models to improve drug use, irrational use of drugs has remained a serious global health problem. The study intends to determine the effectiveness of an educational intervention on rational prescribing among prescribers in selected local government areas of Rivers State. Methods: This was a quasi-experimental study that measured the effect of educational intervention on rational prescribing of drugs among prescribers in public health facilities in two selected Local Government Areas (LGA) of Rivers State: Ikwerre LGA (KELGA) which served as the control and Port Harcourt LGA (PHALGA) which served as the intervention by using cluster sampling with randomization. Paired data were analysed using McNemar’s Chi-square test and the paired t-test. The level of significance was set at P≤ 0.05. The EPI-INFO version 7.02 statistical software was used in the analysis. Results: Findings showed that the largest category of prescribers was nurse/midwives representing 48.61% and 44.4% in the intervention and control LGA respectively. There was an improvement in the knowledge and attitude of respondents in the facilities in the intervention LGA at one month and three months post-intervention (P<0.05). The average number of drugs per encounter (ANDPE), the percentage encounters with an antibiotic (PEA), the percentage encounters with an injection (PEI) were lower for the interventions group compared to the control (P<0.05). Percentage generic drug prescription (PGD) was higher in the intervention group compared to the control (P=0.001). Conclusion: Educational intervention was an effective and sustainable means of improving rational prescribing in the state. Update courses and continuing medical education on rational drug use should be held periodically for health care professionals by the State and National Primary Health Care Development Agency as well as other interested stakeholders.

2021 ◽  
Mong Yung Fung ◽  
Yu Hong LEE ◽  
Yan Tung Astor LEE ◽  
Mei Ling WONG ◽  
Tik Sze Joyce LI ◽  

Abstract BackgroundEducational interventions were necessary to clarify COVID-19 related misconceptions among Hong Kong older adults. Yet, face-to-face interventions were infeasible under the pandemic. The primary objective of the present study was to evaluate the efficacy of a healthcare student-led, telephone-delivered intervention in educating older adults on COVID-19 related health topics. Feasibility, satisfaction level in subjects and impacts on volunteer students of the intervention were also explored. MethodsSubjects aged 65 or above were recruited from a community center in Yuen Long, Hong Kong. The telephone-delivered intervention consisted of 5 phone call sessions conducted by student volunteers. The first four sessions included pre-tests covering three COVID-19 related health topics. Standardized explanations were offered to all subjects during phone call. In the last session, post-tests on all themes were conducted. Paired t-test and McNemar’s test were used to measure the efficacy of intervention based on the differences in pre-tests and post-tests scores. The level of significance was 0.05. Subject satisfaction surveys and student feedback surveys were analyzed. This was a longitudinal study with no control group.Results Twenty-five subjects were recruited. Paired t-test results showed statistically significant improvement in test scores for all themes: from 76.0% to 95.3% (p<0.01) on Medication Safety, from 64.0% to 88.9% (p<0.01) on Healthcare Voucher, and from 78.0% to 93.0% (p<0.01) on COVID-19 Myth busting. McNemar’s test results showed an increase in correct rate for all questions. However, the improvement was not statistically significant in 65% of the questions due to small sample size and ceiling effect. Most subjects were satisfied with the program and improvement in mood after the program were reported. Student feedback survey suggested that the intervention enhanced students’ communication skills and understanding about older adults in Hong Kong.Conclusion Our pilot study offered initial evidence to suggest the efficacy and feasibility of telephone-delivered educational intervention in educating Hong Kong older adults and its benefits on student volunteers. Future studies should include a larger sample size and evaluate the ability of phone calls in improving subjects’ mental well-being.

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