Impact of Video Technology on the Comprehension of Patients With First Insulin Injection and the Efficiency of Nurse Education

This study aims to compare the effectiveness of video and paper materials used for teach-back education on the first insulin injection for patients with diabetes. The study enrolled 110 patients hospitalized for diabetes who had received education on their first insulin injection in the endocrinology department. The patients were divided into an intervention group ( n = 55) and a control group ( n = 55) using convenience sampling. Video materials were employed for the teach-back education of the intervention group, while paper materials were employed for the teach-back education of the control group. We compared cases who answered correctly to the common parts (selection and management of injection devices, selection and rotation of injection sites, proper use of injection angles and pinching, insulin storage, injection-related complications and their prevention, selection of the correct needle length, and safe disposal of needles after use) for the first time, the number of educational sessions and total education duration between the two groups and employed the “ My View on Insulin” questionnaire to survey the two groups before and 28 days after the intervention. The intervention group had a shorter total education duration than the control group, a difference that was statistically significant ( p < .001). The intervention group had more advantages over the control group in terms of rotation education at the injection site ( p < .05). There was no statistically significant difference in the questionnaire scores between the two groups after the intervention ( p > .05); however, both groups scored significantly higher than before the intervention, a difference that was statistically significant ( p < .001). The teach-back method combined with video materials applied for educating patients on their first insulin injection could reduce the education duration by healthcare providers and improve the patients’ psychological insulin resistance. The key to successfully teaching patients to self-administer insulin, and allowing them to master the steps involved, is to focus on “why” rather than “what” to do.

Evolution of The Handball Talent Care System in Hungary - pilot study

Development of talents care systems plays an important role in handball today. The goal of the Hungarian Handball Association is to ensure that all children of the same age receive the same training throughout the country. The Association recently introduced a standard feed-back education system. The aim of this research was to demonstrate the evolution of the talent care system, especially the innovations introduced by the Association. The research method was interviewing handball experts. Five experts answered our questions, former elite players, currently coaches. Based on their responses, it was possible to compare the old and the current status of the training programmes. We may conclude, that the structure of handball training has significantly developed both technically and tactically. Professionals agree, that there are a number of changes have occurred in the theory and methodology of handball. The newly introduced regional, electronic control system – described in the Age Handbook were considered to be useful by the interviewees. According to the results of our pilot study, the new unified educational training system may result in a more successful international presence in the long term.

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Background. Among chronic diseases, heart failure has always been a serious challenge imposing high costs on health systems and societies. Therefore, nurses should adopt new educational strategies to improve self-care behaviors and reduce the readmissions in heart failure patients. This study aimed to determine the effect of the teach-back method on knowledge, performance, readmission, and quality of life in these patients. Methods. This clinical trial was conducted in patients with heart failure (n = 70) hospitalized in the internal wards of the Baqiyatallah al-Azam Medical Center in Tehran (2019). Routine discharge educations were provided in control patients. Self-care topics were taught to the intervention groups by the teach-back method. A cardiac self-care questionnaire was used to assess the knowledge and practice of patients immediately after intervention and three months after patient discharge. Also, SF-36 was presented to each patient. Readmission(s) and quality of life were followed up by telephone interviews three months after patient discharge. Repeated measures analysis of variance and related post-hoc tests were performed for within-group comparisons before, immediately after, and 3 months after teach-back education. Wilks’ lambda multivariate tests were conducted for simultaneous comparison of quality of life subscales between intervention and control groups. Also, logistic regressions were after controlling for baseline measures and confounders. Results. Findings showed significant improvement in the patients’ knowledge and performance immediately after teach-back education, though this effect was slow in the long term after discharge. Also, the frequency of readmissions decreased and the quality of life (except physical function) increased in the patients through teach-back education. By controlling for the pretest effect, the posttest scores for the relevant components of the quality of life suggested improvement in both intervention and control patients. This improvement in the quality of life was confirmed by controlling for baseline measurements using binary logistic regression analysis. Conclusion. Teach-back education improved patients’ knowledge and performance, readmission frequency, and quality of life.

Anti-virus policies may hurt democracy in eastern EU

Subject Eastern EU’s handling of COVID-19 pandemic. Significance Central-East European (CEE) authorities are more reactive than proactive on COVID-19 management and have devised an ad hoc patchwork of measures; all are relying on 'stay-at-home' strategies to curb excessive demand on health systems. Politically, COVID-19 is not creating new attitudes but amplifying existing ones. It offers national-populists a fertile environment for centralising decision-making further and adopting measures incompatible with normal democratic standards. Impacts The next EU budget may take into account the latest revelation of less affluent members’ structural weaknesses. However, EU solidarity will be further stretched, creating new tensions between east and west. Although working online is less advanced in most CEE countries, appreciation of and investment in big data and technology will increase. Lockdowns will hold back education, with teachers, even at university level, underprepared to deliver courses remotely.

Persistence of low back/pelvic girdle pains in women after pregnancy: An experience from Aminu Kano Teaching Hospital, Nigeria

Persistence of symptoms of low back pains and pelvic girdle pains are frequent complaints after pregnancy. Knowledge of back pain prevention and back education is essential for prevention and relief of persistence pains after delivery. The aim is to determine the factors that are associated with persistence of low back/girdle pains after pregnancy, the severity of the pains and measures undertaken by the patients for alleviation of this chronic condition. The study was a cross sectional survey. Ethics approval was obtained from Aminu Kano Teaching Hospital Ethics Committee. Information such as socio demographic characteristics of the clients, persistence and severity of low back pains/pelvic girdle pains after pregnancy and associated risk factors, was asked and documented on a questionnaire. Consecutive, consenting clients were recruited for the survey. Data collected were analyzed using SPSS Version 19. Qualitative data were summarized using frequencies and percentages. χ2 and Fishers’ Exact tests were used, where appropriate, for categorical data. A P value of ≤0.05 was considered significant. During the period, 51 patients with chronic back/pelvic girdle pains or both were recruited. Their mean age (±SD) was 30.9±5.62 years. Bed rest was the most means of relief of low back/pelvic girdle pains. Variables such as advancing age, ethnic group, high parity, educational status and obesity were found to be present and high among patients with persistence of low back/pelvic girdle pains. However, only their employment status was found to be associated with the severity of their pains (χ2 =11.443, P=0.001). The survey showed only employment status was statistically associated with severity of the low back/pelvic girdle pains (χ2 =11.443, P=0.001). Other variables were not associated. There was low knowledge of back pain prevention and back education among the study group.

Multidisciplinary Pain Management of Chronic Back Pain: Helpful Treatments from the Patients’ Perspective

Multidisciplinary pain management programs (MPMP) for patients suffering from chronic back pain include a variety of treatment modalities. The patients’ perceived helpfulness of these treatment modalities remains unclear. The aims of this prospective observational cohort study were to assess (i) the patients’ perceived helpfulness of different treatment modalities, (ii) the influence of sociodemographic characteristics on the patient’s perspective and (iii) whether treatment outcomes are affected by helpfulness ratings. Treatment modalities of this three-week MPMP consisted of individual physiotherapy, group-based physiotherapy, relaxation therapy, aquatic therapy, back education, medical training therapy, biofeedback, psychological pain therapy and music therapy. The study comprised 395 patients. The main outcome was the patients’ perceived treatment helpfulness at the end of the program measured by a self-reported questionnaire ranging from 1 (not at all helpful) to 6 (extremely helpful). Secondary outcomes were treatment effects on pain, pain related disability, functional ability and level of depressive symptoms measured by self-reported questionnaires (NRS, PDI, FFbH-R, ADS-L). A total of 276 patients (22–64 years, 57% female) were available for overall analysis. Multivariate-analysis-of-variance- (MANOVA-) related results revealed that perceived treatment helpfulness (range 1–6) differed significantly between treatment modalities: individual physiotherapy (M = 5.00), group-based physiotherapy (M = 4.87), relaxation therapy (M = 4.6), aquatic therapy (M = 4.54), back education (M = 4.43), medical training therapy (M = 3.38), biofeedback (M = 3.31), psychological pain therapy (M = 3.15), music therapy (M = 3.02). Pain, pain related disability and levels of depressive symptoms significantly improved after the program (p < 0.001) whereas functional ability decreased (p < 0.01). Significant correlations were found between helpfulness ratings and sociodemographic data indicating that perceived treatment helpfulness was influenced by patient-related factors. Importantly, the degree of pain-related improvements was affected by the patients’ perceived treatment helpfulness. In conclusion, patients’ perceived treatment helpfulness differs significantly between treatment modalities and corresponds to treatment outcome.

A Look Back: Education in the media, as seen in Kappan

In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about the interactions between schools and the media. In the 1940s, authors began encouraging educators to build relationships with local media outlets, both to show they were meeting community expectations and to counter false narratives. In later decades, authors analyzed how schools and teachers were depicted in newspapers, in fiction, on television, and in movies. The picture painted was often grim. An especially persistent narrative that several authors across the decades sought to debunk was the idea that schools are failing. This idea doesn’t necessarily stand up to close scrutiny.

Factors Influencing the Intention of Recipient to Pay Back Education Loan in State Foundation

This paper explores the factors that influence the intention to pay back the education loan among students in a state foundation. Education loan is the primary source for the student in order to pursue their studies. The government has introduced many forms of financial assistance such as scholarship, grants and education loan. However, the loan recipients have faced difficulties in repaying the loan, which will affect the provider and future recipients. This is because, the loan provider will not be able to sponsor future students if they are not able to collect the loan from the loan recipients. This paper identifies attitude, parental influence, media awareness and perception of loan agreement towards the intention to pay back the education loan. Theory of Planned Behavior (TPB) is suggested to be the underpinning theory of this study. Findings of the study can assist the state foundations on setting strategies to collect payment from the loan recipients.