Adult Education Programs Research Articles

Understanding the Process of Persistence in Non-traditional Adult Education Students

In the state of Utah, adult education students often leave their programs before 100 hours of instruction, which can leave students without the necessary academic knowledge, skills, and credentials to move forward with postsecondary education and training or employment opportunities. This phenomenological study examines the key factors of persistence in non-traditional students ages 25 and over in an urban adult education program who continued beyond 100 hours of instruction. A semi-structured interview protocol was used to interview 14 students about factors that caused them to stay in an adult education program. The interviews with students examined dispositional, institutional, situational, and motivational factors through a student involvement lens. Findings of this study indicate that students who persist generally have high degrees of involvement. While students had fears and concerns about engaging with adult education, the personnel and culture of the program helped them overcome their unease. Students also had a growth mindset that created expectations of discomfort and effort. Institutional factors such as allowing students to choose the modality of instruction and schedule, having focused and relevant instruction, feeling seen, being treated with respect, communicating regularly with students, tracking progress, and providing quality instruction all helped students persist in the program. Students were motivated to persist because of family and a personal desire to move forward. As programs intentionally impact the institutional factors identified in this study, students will be more likely to persist in adult education programs long enough to build the knowledge and skills necessary to find personal success and sustainable employment.

A prospective mixed‐methods pilot study of a novel group structured education programme for adults with cystic fibrosis diabetes

AbstractBackground: Cystic fibrosis diabetes (CFD) is associated with increased morbidity and mortality in adults with cystic fibrosis (CF). In addition, poor glycaemic control can result in microvascular complications. Group educational programmes for people with type 1 and 2 diabetes have been shown to improve diabetes outcomes. The national guidelines recommend that people with CFD should receive education regarding diabetes; however, specific CFD group education programmes have not been evaluated.Aims: This study aimed to test whether this novel diabetes contents and intervention for CFD based on the Beta Cell Education Resources for Training in Insulin and Eating (BERTIE) type 1 diabetes education programme was beneficial for adults with CFD. The adapted course, Improved Diabetes Education in Adults with Cystic Fibrosis (IDEA‐CF ), incorporated CFD‐specific topics and was delivered virtually via videoconference group sessions to facilitate peer learning and support without the risk of cross‐infection. A pilot study was conducted utilising this novel IDEA‐CF virtual structured program to ensure that the intervention met the patients’ educational needs.Methods: This randomised controlled multimethods pilot study recruited adults with CFD taking insulin therapy and cared for by a large regional CF centre. After providing written informed consent, the participants completed all the study forms and questionnaires before randomisation. Randomisation was performed using a computerised randomisation system that allocated adults with CFD into the intervention group (IDEA‐CF) or routine care group for the 12‐week study period. Participants who were randomised into the routine group continued to receive one‐on‐one education as before. Using the CF quality‐of‐life (QoL) questionnaire (revised Cystic Fibrosis Questionnaire [CFQ‐R]), outcomes were measured at baseline and 12‐week visits in both groups. The participants in the intervention group were asked to take part in a semistructured qualitative interview after the completion of the intervention, which was performed by a CF psychologist.Results: A total of 20 participants were recruited, with 18 completing the intervention and study follow‐up visits. In the CFQ‐R domains, physical functioning, emotional functioning, eating, role functioning and respiratory symptoms were significantly improved in the intervention group compared with the routine care group. The IDEA‐CF Knowledge Assessing Questionnaire (IDEA‐CF KAQ) scores in the intervention group improved compared with the IDEA‐CF KAQ scores in the control group, suggesting that education improves knowledge and understanding. The IDEA‐CF structured virtual group education group was well received, with participants valuing the educational content and the ability to interact with each other and to learn from their peers’ experiences constructively.Conclusions: Our study demonstrated that the IDEA‐CF education programme improved health‐related QoL and diabetes knowledge, as evidenced by the results of the IDEA‐CF KAQ. The participants valued the educational contents of the programme and reported a positive experience interacting with their peers.

Rethinking adult education in Ethiopia: the quest for interventions to overcome implementation challenges and foster effectiveness

The introduction of modern education, especially adult education, has a long history in Ethiopia. However, consistent implementation remains a big challenge to reach all adults. Considering this situation in mind,the current study was conducted to scrutinise the fundamental challenges faced by adult education programs and identify promising interventions that need to be taken into account to overcome the exisitng challenges and improve implementation effectiveness. In doing so, the current study employed a qualitative research method with a case study design. Data was collected through interviews with purposefully selected fourteen participants and through document analysis. Thematic analysis was used to analyse the data collected. Accordingly, the study results revealed the following major findings: The presence of traditional attitudes and cultural stigma that devalue adult education limits its reach to broader adults. Additionally, the existence of insufficient political commitment from the government often results in limited support for adult education initiatives. There is also criticism that the current adult education practice has limited adaptability due to its ‘one-size-fits-all’ approach and its inability to meet the dynamic learning needs of adults. Furthermore, the presence of inadequate resources poses a multifaceted challenge. To address these issues and promote success, some actionable interventions are identified that could be prioritised into three thematic areas. These include the centrality of equity and access, the need for a context-specific structure, and the importance of aligning adult education programs with the country’s national development goals. These proposed interventions hold multifaceted promise for improving the practices of adult education programs. At the end, further discussions and conclusions are forwarded.

Grounded Theory on Creating and Maintaining Adult Education Programs in Selected Higher Education Institutions in the Philippines

<p style="text-align:justify">This study is an attempt to develop a grounded theory on how adult education in higher education (AEHE hereafter) programs in the Philippines are created and maintained. The grounded theory illustrates the interrelation of factors that stimulate or serve as the drivers of AEHE in higher education institutions in the Philippines as well as the management and maintenance of AEHE at the operational and strategic levels, hence illustrating the bigger picture of adult education in higher education in the Philippines. Funded by the Commission on Higher Education (CHEd) of the Philippines, this study was part of a larger research project that investigated adult education in Philippine higher education institutions, that is, State Universities and Colleges (SUCs) and Private Higher Education Institutions (PHEIs). The data were derived from focus group discussions (FGD) with 43 participants from eight SUCs and nine private HEIs that have adult education programs that are regularly offered every academic year. The grounded theory drawn from the study pointed to the contextual – personal and institutional – factors, strategic and operational levels of management as well as the critical role of academic policy for the implementation and maintenance of AEHE programs, collaboration, and a compelling vision to ensure that adult education in higher education in the Philippines is prioritized in the country with involvement of relevant government agencies that will draw definite agendas and priorities to attain the goals of AEHE through a structure and management to carry out its functions and realize its compelling objective of creating a cadre of AEHE educators and specialists and adults suited for the demands of a knowledge-driven economy.</p>

Adult Education Program Implementers’ Understanding and Usage of Strategy Policy Documents in Addis Abab City Administration, Ethiopia

This study was targeted to assess adult education program implementers’ understanding towards adult education policy documents and usage of the documents in Addis Ababa City Administration. In order to guide the study qualitative method was applied. Accordingly, qualitative data was gathered using interview and document analysis. Qualitative data like views of respondents and result gained from document analysis were discussed by narrating the evidences/responses in words. As the findings of this study reveals, majority of adult education program implementers lack understanding about the policy documents of adult education sector; there is no established and sustainable awareness creation system and capacity building program for newly employed and other personnel; non-existence an established structure to lead adult education program according to the designed strategy documents are some of the results of the research. In order to overcome the challenges mentioned above adult education implementing organizations have to launch continuous professional development (CPD) program for implementers of adult education program. Consequently, implementers of the program can get first-hand information on the policy documents on one hand and they can also upgrade their profession on the other hand.

ADULT EDUCATION PROGRAM IMPLEMENTATION FACTORS AND ADULT LITERACY LEARNING OUTCOMES IN RWANDAA CASE OF GICUMBI DISTRICT

The research assessed adult education program implementation factorsand adult literacy learning outcomes in GicumbiDistrict, Rwanda. Specifically, the research identified teaching methods that affect adult literacy learning outcomes in GicumbiDistrict, Rwanda, established the extent of adult literacy learning outcomes in GicumbiDistrict, Rwanda and assessed the relationship between adult education program implementation factors and adult literacy learning outcomes in GicumbiDistrict, Rwanda. The population in this study consisted of 4625 respondents, while their sample size was 368. Sample size determination was done by using Yamane formula.Descriptive survey design was adopted by the researcher as the study wanted to obtain insight for basic information provision in the study area. This study used questionnaire, interview, and observation to gather data. The questionnaire was administered to instructors and learners while the interview was given to District Director of Education, District Education Officer and Sector Education Officers. It usedpurposive, simple random sampling and stratified methods. The data of the study were analyzed in tables and charts by relying on descriptive statistics. The researcher used statistical tools like means, percentages, standarddeviations, correlation coefficients and coefficients as regression models.IBM SPSS Version 21 was used to organize and summarize data with accuracy and finding evidences assurance. Both quantitative and qualitative methodologies were used, including content analysis. Regarding the first objective, results indicate that 74.9% strongly agreed that their instructor puts them in a small group to complete tasks, 64.2% strongly agreed that they take an active role in their learning by setting their own goals, 75.6% strongly agreed that their instructor uses games to increase their motivation, and 88.1% strongly agreed that they act out specific roles to learn different concepts.The implication of this is that the instructors use learner-centered teaching methods in order to improve adult literacy learning outcomes. For the second objective, 86.6% strongly agreed that improved learners living standards indicate adult literacy learning outcomes 74.9% strongly agreed that an increased number of small businesses indicates adult literacy learning outcomes 75.6% strongly agreed that increased digital communication indicates adult literacy learning outcomes and 63.2% strongly agreed that improved health practices indicate adult literacy learning outcomes. Results on the effects of teaching methods on adult literacy learning outcomes in public adult literacy centres in Gicumbi District. The study revealed a strong positive relationship between group learning, self-directed learning, and role-playing, as well as between game-based learning and improved learners living standards, small business growth, and digital communication. The positive correlation was less than 0.05, indicating that adjustments in group learning and self-directed learning positively impacted these factors. The study also found a significant positive correlation between game-based learning and improved learners living standards, small business growth, and high attractiveness rate. This implied that there is a positive correlation among adult education factors and adult literacy learning outcomes. The Pearsons p value was than 0.05. The researcher recommended that the Ministry of Education should provide robust government, support, clear guidelines, and infrastructure for adult education programs. Rwanda Basic Education Board should involve NGOs and local communities and authorities in monitoring and evaluating the functioning of adult education at grass root level. Gicumbi District should use quality materials, well-trained teachers for improved effectiveness.

Beyond graduation: understanding professional downgrading in Moroccan vocational training alumni

PurposeYoung graduates in Morocco are encountering an increasingly challenging labor market environment. Confronted with intense competition, job insecurity, and unclear career trajectories, many find themselves in low-skilled positions despite possessing relevant qualifications. This issue is particularly pronounced among vocational training graduates, who experience professional downgrading at a rate three times higher (33.6%) compared to their peers from general education (11.6%) (HCP, 2018). Our study aims to investigate professional downgrading among young vocational training graduates in Morocco, focusing on the factors contributing to this phenomenon and identifying potential solutions to address it.Design/methodology/approachOur study is based on the insertion and career path survey conducted by the Department of Professional Training with graduates of professional training programs in Morocco. For this edition, the survey was conducted in 2020, encompassing all 31,498 graduates of the 2016 professional training programs. The Heckman self-selection model is employed to analyze and explore various dimensions of downgrading. Factors such as gender, age, marital status, parental education, and the choice of vocational training field are scrutinized to understand their influence on downgrading.FindingsThe study reveals several key findings: Women exhibit a lower probability of professional downgrading compared to men. Young graduates are more vulnerable to downgrading, emphasizing the necessity for career guidance and mentorship programs to facilitate their entry into the job market. Marital status plays a role, with married individuals having a higher likelihood of downgrading. Parental education, particularly that of mothers, proves critical in preventing subjective downgrading of vocational training graduates, highlighting the need for adult literacy and education programs. The effectiveness of the National Agency for the Promotion of Employment and Competencies (ANAPEC) programs in preventing downgrading among vocational training graduates is questioned, suggesting the need for program revisions tailored to this population. The choice of vocational training field significantly impacts downgrading, with graduates of technical training programs experiencing advantages. This emphasizes the importance of diversifying training fields and aligning them with market demands.Originality/valueThis study provides valuable insights into the phenomenon of professional downgrading among young vocational training graduates in Morocco. The findings emphasize the need for targeted policy interventions. Recommendations include supporting young graduates, reassessing programs offered by the ANAPEC, and enhancing technical training to better align with the evolving demands of the labor market.

ASSESSMENT OF FINANCING ADULT AND NON-FORMAL EDUCATION PROGRAMS IN GOMBE STATE

This study assessed the financing of Adult and Non-Formal Education (ANFE) programs in Gombe state. Three specific objectives and three research questions were formulated. Descriptive survey design was adopted and population of the study was 325 respondents which comprise 15 administrators and 310 instructors drawn from the 15 government own Adult Education Centers in Gombe state. A sample of 169 respondents was used for the study. That is 15 administrators and 154 instructors. Instrument used was a structured questionnaire with a four rating scale titled “Assessment of Financing Adult and Non-Formal Education Questionnaire (AFANFEQ)". It was validated by two experts in the Department of Educational Foundation, Faculty of Education, Gombe State University. Pilot study was carried out and Cronbach’s Alpha was used to compute the reliability coefficient of 0.97. Descriptive statistics (mean and standard deviation) was used to answer the research questions. The findings of the study revealed that Government, Philanthropists, Community members, Adult learners and NGOs such as UNESCO, World Bank and UNDP contribute in the funding of ANFE in Gombe State but over dependence on external donors, lack of political will, inefficient resource management, embezzlement by government officials and inadequate policy support affected and serve as barriers to efficient financing of ANFE in Gombe state. It was therefore recommended among others that there is need to advocate for stronger political commitment to ANFE in Gombe state. This can be achieved through lobbying, raising public awareness, forming alliances with influential stakeholders, and demonstrating the socio-economic benefits of investing in lifelong learning opportunities. KEY WORDS: Financing, Adult and Non-Formal Education Programs

114 Prime Time of Life: A multimodal physical activity and health education programme for middle-aged and older adults

Abstract Prime Time of Life is inclusive of people living with clinical conditions and differing fitness and functional abilities. Health screening was conducted preprogramme, and specific clinical exercise advice and support was provided to participants by Dr Diane Cooper, Clinical Exercise Physiologist. Participants completed two 60-minute multimodal (cardiovascular fitness, strength, balance, flexibility) exercise classes per week and were also encouraged to complete additional classes in their purpose built on-demand exercise library. In all 60-minute exercise classes the exercise instructor demonstrated three different options for each exercise to cater for participants who were working at beginner, intermediate and advanced levels of fitness. Participants appreciated the adaptations and progressions that were available for all exercises as it enabled them to work to their ownability and progress and monitor progress throughout the programme. Each week a 20-minute health education workshop relevant to participants was delivered online via Zoom. The workshop was recorded, edited, and uploaded to YouTube to view on-demand. The link for each video was shared with participants weekly via email to support on-demand learning in addition to any other relevant supporting material such as a training diary. The Prime Time of Life programme increased participants upper and lower body strength, aerobic fitness and perceptions of physical and mental health (see chapter 3). This was in addition to increased confidence and feelings of positivity around the participants’ own management of healthy functional ageing (see chapter 3). Participants commented that they really enjoyed the Prime Time of Life programme. It increased their awareness on the importance of multimodal exercise for healthy ageing and that they felt empowered to continue training and improve their health in the long term. Following on from this successful programme a full train the trainer programme has been developed and piloted with 9 Local Sports Partnerships, 20 participants with further plans for upscaling.

Effects of a nutrition education program on metabolic syndrome risk factors in middleaged Korean adults: an intervention study

Objectives: This study was conducted to evaluate the effects of a nutrition education program on metabolic syndrome in middle-aged Korean adults. Methods: A total of 411 Korean adults 30–59 years of age were allocated randomly into three groups: the nutrition education group for promoting Han-sik consumption (HG), the nutrition education group for eating balanced diet (EG), and the control group (CG). The HG and EG received four face-to-face nutrition education sessions over 16 weeks to improve nutritional problems based on the individual’ usual diet. Effectiveness of the program was evaluated with the differences of self-reported dietary behaviors, dietary intakes, anthropometric measurements and biochemical indices between the baseline and the end of the nutrition education program. The changes within groups were analyzed using paired t-test and McNemar test and effectiveness among three groups was analyzed by repeated analysis of variance. Results: After the nutrition education, the percentages of participants who achieved the recommended food group consumption in the Korean Food Guidance Systems significantly increased in HG (P = 0.022). Body weight (P = 0.007), body mass index (P = 0.002), and triglycerides (P = 0.002) significantly decreased in HG. Waist circumference and diastolic blood pressure decreased in all three groups (P < 0.05). Conclusions: This study found that tailored nutrition education program for middle aged Korean adults showed beneficial effects on improving dietary behaviors and metabolic syndrome risk factors. Further studies are needed to assess the long-term effects of the nutrition education programs on metabolic syndrome risks.

Bioscience skills training and seminar on adult education program: Herbal products, vinegar making, homemaking livelihood skills development, and financial management through professor in the Barangay

Bioscience skills training and seminar on adult education program: Herbal products, vinegar making, homemaking livelihood skills development, and financial management through professor in the Barangay

Exploring profiles of engagement in reading, numeracy, writing, and computer skills-use of U.S. adults with low literacy skills

This study uses Program for the International Assessment of Adult Competencies (PIAAC) data to examine latent profiles of engagement in reading, numeracy, writing, and computer skills-use for U.S. adults with low literacy skills. Additionally, we examine how these profiles relate to overall literacy performance and demographic heterogeneity. Results indicate five engagement profiles: High (8%), Average-High (44%), Average-Low (40%), and two generally Low profiles that are most differentiated on numeracy skills-use engagement (5.5%, 2%). High and Average-High engagement profiles had higher probabilities of adults scoring at a higher literacy level than the Average-Low profile and to a greater degree than the lowest engagement profile. Covariates of learning disability status, English speaker status, race, ethnicity, age, and educational attainment were also related to differences in literacy performance and skills-use engagement. Employment status was unrelated to differences in literacy performance and skills-use engagement. Generally, native English speakers, non-learning disabled adults, younger adults, those identifying as non-Hispanic and White, and adults with higher educational attainment (high school/some college and college degree or higher) had higher probabilities of higher literacy performance, particularly in the High and Average-High engagement profiles. Findings have implications for increasing skills-use engagement in daily life to increase literacy performance and suggest differences by demographic characteristics that may be of interest to adult foundational education programs.

Awareness and Opinion about CSR Initiatives by Jubilant Life Science Ltd – A Study in Kallahalli Village, Nanjangud Taluk

The purpose of the paper was to assess the awareness, opinion and also to study the satisfaction level of the village people regarding CSR initiatives. To investigate this, Kallahalli village, Nanjangud Taluk where Jubilant Life Science Ltd conducts CSR activities was taken into consideration. 52 respondents from Kallahalli Village were interviewed through structured questionnaire. The study reveals that most of the village people are not aware of Vocational Training Programme, Education Programme, Adult Education Programme, Greening Activities, Library Facility and Women Empowerment Programmes which are being initiated by Jubilant Life Science Ltd. Tailoring Training for Women, Drinking Water facilities and Women Empowerment Programmes are very helpful to them. However, the findings from this survey may not be generalized due to the fact that only one village was chosen for the study.

Determinants of adoption of urban agriculture (UA) as climate-smart agriculture (CSA) practices and its impact on food security: evidence from Wolaita Sodo city, South Ethiopia

BackgroundClimate change is one of humanity's biggest problems. CSA offers a once-in-a-lifetime chance to adapt to global climate change and reduce greenhouse gas emissions. UA can improve food security by providing affordable, nutritious alternatives to commercially produced food, especially for economically disadvantaged people. This study examined the factors influencing the adoption of UA as CSA practices, as well as their effects on food security in Wolaita Sodo City, South Ethiopia.MethodsData was collected from primary and secondary sources, both qualitative and quantitative form. A structured and semi-structured questionnaire was used to gather data from 384 randomly chosen urban households through surveys/interviews, focus group conversations, and observation. The percentage and mean differences between UA adopters and non-adopters were calculated using the chi-square test and t-test. A propensity score matching (PSM) model assessed UA's impact on food security. A binary logistic regression model was used to determine factors influencing adoption of UA as CSA practice in the study area.ResultsThe descriptive analysis showed that 53.53% of respondents used UA. Statistics showed the existence of a significant mean differences between adopters and non-adopters in employment level, UA attitudes, and household size. Logit model computations showed that family size, home ownership, the household head's occupation, perceptions of UA, market demand, and access to training and support influenced UA adoption as a climate-smart farming practice.ConclusionsAs per the study's findings, there could be a correlation between specific factors and the adoption of UA as CSA in the studied area. The PSM study confirmed that UA deployment significantly improves food security. UA adoption increased food security by 0.685-fold. The report recommends that municipal education offices, UA offices, and cooperative offices create an integrated functional adult education programme for urbanites. Since UA is vital to fighting food insecurity, it suggests increasing support for cooperative entities.

Evaluating the impact of adult education programs in Morocco: a quasi-experimental approach

Purpose This paper aims to evaluate the impact of the “Postliteracy” program on the qualification of beneficiaries for socioeconomic integration. This qualification is achieved first through the consolidation of the achievements of individuals freed from illiteracy, and then through their support in creating income-generating activities by providing them with technical, economic, legal and institutional knowledge to ensure their conscious and responsible participation in local and regional development efforts. Design/methodology/approach To evaluate the impact of the “Postliteracy” program, this paper uses quasi-experimental methods with a control group (participants of the “Literacy” program 2020 / 2021) and a treatment group (participants of the “Postliteracy” program 2021 / 2022). Skill acquisition is measured through pretest and posttest evaluations using a questionnaire aligned with the National Agency for the Fight Against Illiteracy (ANLCA)-adopted curriculum. The survey occurred at the beginning and at the end of the program, providing sufficient time for skill development. The questionnaire includes three sections covering socioprofessional characteristics, technical and economic domains and legal and institutional aspects. These sections contribute to a score reflecting the acquired skills for successful socioeconomic integration. Findings The results of the study demonstrate that the “Postliteracy” program has a positive impact on the acquisition of competences necessary for improved socioeconomic integration of the beneficiaries. The various matching techniques reveal a score difference ranging from 12 to 14 points in favor of program participants compared to those who did not participate. The Difference-in-Differences method confirms the positive and significant impact of the program. Practical implications The findings highlight the importance of the “Postliteracy” program in national literacy policy, underlining the need to further strengthen its presence within the programs deployed by ANLCA, notably by increasing the number of beneficiaries targeted by this program. To achieve this, it would be advisable to increase the funds allocated to it within ANLCA's budget. Originality/value The originality of this work is a unique research of the case of Morocco based on a microeconometric study for which the authors evaluate the impact of adult education by applying impact evaluation methods in the field of adult literacy.

A combined diabetes and continuous glucose monitoring education program for adults with type 2 diabetes

ObjectiveThe lack of descriptions for education programs in studies evaluating the efficacy of continuous glucose monitoring (CGM) compared to blood glucose monitoring (BGM) for individuals with T2DM makes it difficult to compare results across trials. This study aimed to develop and evaluate a new education program for adults with insulin-treated T2DM and HbA1c ≥58 mmol/mol (7.5 %) initiating CGM. MethodsA 3-h education program was created to provide information on diabetes self-management and CGM or BGM based on international guidelines and a pre-evaluation based on user needs assessment. Questionnaires were used to post-evaluate participant-rated benefits from the program. ResultsSeven individuals attended a user needs assessment of the program and 96 participated in the final education program (61.5 % men, mean age 61 (59.5;63) years, mean diabetes duration 18.2 (16.9;19.5) years, and median HbA1c 69 (63–78)mmol/mol (8.5 (7.9–9.3)%). Benefit from this program was rated good/very good by 95.5 % with no statistically significant difference between glucose monitoring groups. ConclusionsThis study presents a new well-received education program for T2DM for both the CGM and BGM group. InnovationThe description of the development process and the education provided for both glucose monitoring groups may be useful for CGM initiation in clinics and trials.

위절제술을 받은 노인을 위한 식이요법 교육프로그램 개발 및 효과

Objectives In this study, I developed and applied a dietary education program for older adults with gastrectomy based on Dick & Carey's instructional design model to determine the effects on nutritional status (weight, PG-SGA), dietary knowledge, and quality of life. Methods This study was a quasi-experimental study with a non-equivalent control group pretest-posttest design and included 96 older adults undergoing gastrectomy. The experimental group (n=47) received the dietary education program developed in this study (four sessions, 50 minutes each), and the control group (n=49) received the usual hospital education program (one session, 20 minutes). The collected data were analyzed using repeated measures ANOVA to examine the study hypothesis. Results There was a significant effect on body weight (F=11.38, p<.001), PG-SGA (F=6.83, p<.001), and dietary knowledge (F=4.21, p=.028) in the experimental group. For quality of life, the experimental group decreased 1 month after surgery and increased 6 months after surgery compared to before gastrectomy, while the control group decreased both 1 month and 6 months after surgery, which was not statistically significant. Conclusions A dietary education program developed based on Dick & Carey's instructional design model was found to be effective in improving nutritional status and dietary knowledge in older adults undergoing gastrectomy. Therefore, we expect it to be a useful program to help older adults recover from gastrectomy.

Satisfaction with a new patient education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents.

ObjectiveEvaluation of the participant satisfaction with a newly developed interdisciplinary, modular education program for children, adolescents, and young adults with differences of sex development (DSD) and their parents. MethodsThe two-day program including tailored medical information, peer consultation and psychological support aimed to improve diagnosis-specific knowledge and empowerment. Post-training satisfaction was measured using an adapted ZUF-8 questionnaire, scoring from 5 (worst) to a maximum of 26 (best) for persons aged 6–17 and from 10 to 40 points for adults, including 2 open-ended questions. ResultsThe questionnaire, completed by 89 children (6–13 years), 92 adolescents (14–17 years), 47 young adults (18–24 years), and 345 parents, revealed consistent high satisfaction with the program regardless of age or diagnosis (children 24.4 ± 2.1, adolescents 23.5 ± 2.7; young adults 36.0 ± 4.0, parents 36.6 ± 3.4). Neither sociodemographic factors nor diagnosis burden, shame, or informedness showed relevant associations with satisfaction levels. Participants highlighted exchange and open atmosphere as key satisfaction elements. ConclusionSatisfaction with the new education program was high in all examined groups. Implementing it in routine care requires further analysis to determine the program's long-term effects on well-being and knowledge. InnovationThe first educational program for young people with DSD addressing their specific challenges through inclusive language, an open approach to sex and gender and the inclusion of self-help groups.

How Is It Essential for Immigrant Adult Learners to Participate in Adult Educational Programs? In the Case of Greece

How Is It Essential for Immigrant Adult Learners to Participate in Adult Educational Programs? In the Case of Greece

Evaluation of a knowledge-attitude-practice model based narrative life education program for community-dwelling older adults: a mixed-methods feasibility study

BackgroundThe global aging population presents challenges that are particularly acute in China. Older Chinese adults’ attitudes towards death significantly impact their quality of life. Death education is crucial for promoting positive perspectives on life and death. Narrative education offers a promising approach to facilitating death education. Integrating the Knowledge-Attitude-Practice (KAP) model into death education will enhance the feasibility and acceptability of death education programs.MethodsThis mixed-methods feasibility study included a quasi-experimental trial and semi-structured interviews. Older adults in the intervention group (N = 27) received a 6-week KAP-based narrative life education program in addition to standard community health education; participants in the control group (N = 20) received only the normal community health education. In both groups, attitudes toward death and the meaning of life were assessed at baseline and immediately after the intervention. A post-intervention semi-structured interview and satisfaction survey were also conducted for the intervention group.ResultsForty out of 47 older adults completed the program for an 85.1% retention rate. All of the older adults in the experiment were very satisfied and satisfied with the life education program, and no adverse events were reported. Compared to the control group, participants in the intervention group had a significant decrease in the fear of death (P = 0.028), and substantial improvement in their value of life (P = 0.031), goal of life (P = 0.035), freedom of life (P = 0.003), and the total score for purpose in life (P = 0.017). The qualitative results yielded four themes: profound recognition of life and death, contradiction between thoughts and action, conflict between one’s acceptance and others’ avoidance, and evaluation of the life education program.ConclusionsThe KAP-based narrative life education program is feasible and acceptable for older Chinese community-dwelling adults. It is also potentially effective in improving attitudes toward death attitudes and the meaning of life in this cohort.Trial registrationThis study was retrospectively registered at China Clinical Trial Registry as ChiCTR2300069551 on 2023-03-20. URL of registration: https://www.chictr.org.cn/showproj.html?proj=183176.