A Randomized Controlled Trial Enhancing Non-Communicable Diseases Health Literacy of Indian Youth

Background There is a theory-praxis gap related to health literacy interventions focused on non-communicable diseases (NCD) among young people. We designed a NCD curriculum and investigated its’ effect on health literacy in non-medical, non-nursing college students in India. We deliberately selected non-medical and non-nursing college students as we hypothesized they would have minimal baseline knowledge of NCDs. Methods We initially carried out a pilot study in 85 students in a four-day long workshop (12 teaching hours) using empirically developed health literacy instrument. We administered the curriculum to 120 randomly selected students in 4 colleges, while 50 students were controls. The curriculum was given over 4 days for a total of 32 hours. Each lecture comprised of didactic lecture followed by discussion and skills testing of measuring BP and blood sugar. Health literacy was measured using a specifically designed tool at baseline and endline. Difference in health literacy scores between the two time-points was analyzed using the t-test. Multiple linear and Poisson regression models were used for covariates. Results Study groups were comparable at baseline. The intervention group showed 20.6% higher health literacy score at endline versus control group (p<0.001). Participants scoring 40% or above on the health literacy measure in both groups were comparable at baseline. However, the proportion of participants scoring 40% or above was higher in the intervention group versus control group at endline (p<0.001). Conclusions We provide empirical data to support incorporation of NCDs as a credit course in college curricula in low and middle income countries. This is the first study in the Indian context that addressed NCD-related health literacy in a randomized trial.

A Randomized Controlled Trial Enhancing Non-Communicable Diseases Health Literacy of Indian Youth

Background There is a theory-praxis gap related to health literacy interventions focused on non-communicable diseases (NCD) among young people. We designed a NCD curriculum and investigated its’ effect on health literacy in non-medical, non-nursing college students in India. We deliberately selected non-medical and non-nursing college students as we hypothesized they would have minimal baseline knowledge of NCDs. Methods We initially carried out a pilot study in 85 students in a four-day long workshop (12 teaching hours) using empirically developed health literacy instrument. We administered the curriculum to 120 randomly selected students in 4 colleges, while 50 students were controls. The curriculum was given over 4 days for a total of 32 hours. Each lecture comprised of didactic lecture followed by discussion and skills testing of measuring BP and blood sugar. Health literacy was measured using a specifically designed tool at baseline and endline. Difference in health literacy scores between the two time-points was analyzed using the t-test. Multiple linear and Poisson regression models were used for covariates. Results Study groups were comparable at baseline. The intervention group showed 20.6% higher health literacy score at endline versus control group (p<0.001). Participants scoring 40% or above on the health literacy measure in both groups were comparable at baseline. However, the proportion of participants scoring 40% or above was higher in the intervention group versus control group at endline (p<0.001). Conclusions We provide empirical data to support incorporation of NCDs as a credit course in college curricula in low and middle income countries. This is the first study in the Indian context that addressed NCD-related health literacy in a randomized trial.

Can I MOOC to Catch up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand

This study investigated the effects of supplementing a traditional EFL class with a grammar-focused LMOOC. It also investigated students&rsquo; attitudes to the LMOOC. Students taking a compulsory English course at a nursing college in Thailand were divided into two groups, a LMOOC group (n=33) and a non-LMOOC group (n=26). The LMOOC group engaged in a 4-week LMOOC as a supplement to their usual English classes. The non-LMOOC group continued with their usual English classes with no additional interventions. Final examination scores and gains since the midterm for the two groups were compared. Attitudes to the LMOOC were assessed using a questionnaire and interviews. Students in the LMOOC group experienced statistically significantly larger gains in grammar scores than the non-LMOOC group (M = 5.45, SD = 4.31, p &lt; .001). Students reported very positive attitudes towards the LMOOC, in terms of enjoyment and perceived effectiveness. The estimated gains found in this small study were relatively modest, but our findings suggest that LMOOCs as a way to supplement in-class teaching may improve attainment and foster positive attitudes. Further controlled experiments to assess the wider applicability of our findings are needed. &nbsp;

Curriculum Evaluation - A Cross-Sectional Study under selected Nursing College of KUHS

Aim: A cross-sectional design (analytic) was adopted for the study and the aim of this study was to discover whether the curriculum is fulfilling its purpose and whether students are actually learning. Background: According to the history of education, the term ‘curriculum’ was originally related to the concept of a course of studies followed by a pupil in a teaching institution. Curriculum is a set of specific knowledge, skills and activities for students and it may be defined as planned activities to foster teachers' teaching and student's learning1. The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. Curriculum evaluation is an essential phase of curriculum development. Through evaluation a faculty discovers whether a curriculum is fulfilling its purpose and whether students are actually learning. Curriculum evaluation is crucial to measuring curriculum effectiveness in any educational setting2. Methods: A cross-sectional design (analytic) was adopted for the study. Eighty two graduates were selected by total enumerative sampling technique. Results: The data was analyzed using descriptive statistics. The various categories of the curriculum evaluation tool were summarized using frequency and percentage, separately for B.Sc and PB.BSc graduates. Conclusion: Out of six areas evaluated, 100% satisfaction was ensured in all areas except in assessment of organization of teacher’s materials, which concluded that 20% of graduates asked for improvement in special facilities and equipments for the curriculum updation.

A study to assess the perception towards online classes during COVID 19 pandemic among nursing students studying in a selected nursing college of Jammu

The COVID-19 pandemic situation had led to drastic change in lifestyle of common people especially in student life as this led to shift from traditional method of teaching to online learning. Online teaching plays a crucial role, helping in continuing the courses during this pandemic. Hence, it is essential for the educators to find out students’ perception that ensures their satisfaction towards the online classes. A descriptive study was used toassess the perception towards online classes during COVID 19 pandemic among 205 nursing students selected by total enumerative sampling technique. Structured likert scale was used to collect the data through online survey.The results revealed that majority 96.6% of the nursing students were partially satisfied, whereas only 2.4% were fully satisfied and only 1% was unsatisfied towards online classes.

A STUDY TO ASSESS THE EFFECTIVENESS OF PLANNED TEACHING PROGRAM ON COMPLEMENTARY FEEDING AMONG STUDENTS OF B.SC STUDENTS AT SELECTED NURSING COLLEGE OF GREATER NOIDA, UP

A Research study title A study to assess the effectiveness of planned teaching program on complementary feeding among students of B.Sc. Nursing at selected Nursing college of Greater Noida, UP. The objectives of the study were to assess the knowledge regarding complementary feeding among students of B.Sc. Nursing at selected Nursing colleges, to assess the effectiveness of planned teaching programme on complementary feeding among B.Sc. Nursing students, To find the association between level of knowledge with in the selected demographic variables. A Quantitative Research approach was used and the research design adopted for the present study was Quasi experimental design, one group pre and post-test. The target population for the study was the B.Sc. Nursing students in selected Nursing colleges. Sample size was 60 data analysis was done by the basis of objective and hypothesis ofstudy. This study was carried out on 60 B.Sc. Nursing students of 1st yr. studying in different Nursing colleges. The aim of this study was to evaluate impact of and planned teaching program for students knowledge and practice about complementary feeding. The data was collected using two tools Structured questionnaire sheet which is consisted of 24 questions related tosocio- demographiccharacteristics,andknowledgeaboutcomplementary feeding,thepost-test knowledge scores showed a significant difference majority of them 51(85%) gained good knowledge, and 15 percent (9) gained average knowledge, which showed that planned teaching programme on complementary feeding among B. Sc. Nursing students was effective. Statistically significant improvements of students knowledge and practice about complementary feeding Therefore, it can be concluded from the results of the present study that this planned teaching program for students had a positive impact on their level of knowledge.

Changes in Empathy of Nursing College Students: A Cohort Longitudinal Study

Purpose: This study aimed to identify changes in sub-areas of empathy over the 4 years from admission to graduation of nursing college students.Methods: This descriptive survey study was conducted using a longitudinal cohort design. The participants in this study were 158 South Korean nursing students attending a university in Chungcheongbuk Province or Gyeonggi Province, all of whom passed the certification evaluation for the 4-year nursing educational institute. Data from 126 participants were analyzed. The level of empathy was measured five times from March 2012 to December 2015. Empathy was identified using a multi-dimensional measurement tool consisting of four sub-constructs of cognitive and emotional aspects: (1) perspective taking, (2) fantasy, (3) empathic concern, and (4) personal distress. Data were analyzed using SPSS version 25 to provide descriptive statistics of the participants’ general characteristics and empathy level and to perform repeated-measures analysis of variance for the sub-constructs empathy.Results: Perspective taking (F=13.08, p<.001) and personal distress (F=5.24, p=.001), but not fantasy or empathic concern, showed significant differences over time.Conclusion: Cognitive empathy (perspective taking) and emotional empathy (personal distress) improved. Intervention programs should be developed to maintain and strengthen changes in empathy in nursing education.