Assessment Practices Research Articles

Improving malignant fungating wound management among oncology nurses: a best practice implementation project.

Appropriate malignant fungating wound (MFW) care is challenging for oncology nurses, leading to increased stress, compromised care quality, and poor patient outcomes. This study aimed to address best practice barriers and develop evidence-based guidelines for MFW care. This project was guided by the JBI Evidence Implementation Framework, which follows a seven-phase process. Both nurses' skills and patient charts were audited to determine compliance with best practices for comprehensive MFW assessment, wound photo records, use of validated wound assessment tools, appropriate wound care, and patient pain and satisfaction. Bandura's social learning theory was used to guide the development of an online education program and an objective structured clinical examination for skill improvement to prompt behavior change in nurses. A follow-up audit was conducted to measure improvements in knowledge, skills, and self-efficacy among nurses to validate the effectiveness of the intervention. The project resulted in improvements in all four evidence-based practice criteria: (1) comprehensive MFW assessments increased from 27% to 98%; (2) the inclusion of wound photos in medical records increased from 50% to 100%; (3) use of a validated wound assessment tool increased from 0% to 100%; and (4) appropriate interventions to manage wounds and maintain patients' quality of life increased from 50% to 90%. The project integrated a flexible education program, multidisciplinary collaboration, and leadership support to empower nurses to effectively manage MFWs. In addition, Bandura's social learning theory was used to influence nurses' behavior and bring about sustainable changes to organizational culture and practices. http://links.lww.com/IJEBH/A205.

Knowledge, Attitude and Practice of Lifestyle Modifications Among Hypertensive Patients Visiting A Tertiary Care Hospital in Central India

Background: Globally, hypertension is a major problem. The cornerstone of the strategy for preventing hypertension is making appropriate lifestyle modifications. The present study was carried out to assess knowledge, attitude and practice of lifestyle modifications among hypertensive patients.Methods: This cross-sectional questionnaire-based study carried out among 343 hypertensive patients visiting a tertiary care hospital.Results: We observed that although majority of hypertensive had good knowledge and attitude about lifestyle changes in hypertension, least were adherent to those. Conclusion: The treatment of hypertension is greatly aided by preventive medication. In order to lower the prevalence of hypertension in a nation, assessments of knowledge, attitudes, and practices regarding lifestyle change are fundamentally necessary.International Journal of Human and Health Sciences Vol. 08 No. 02 Apr’24 Page: 140-146

Assessment of Knowledge, Attitudes, and Practices Regarding Non-Inherited Risk Factors for Congenital Heart Disease Among Mothers in Al-Baha City, Saudi Arabia: A Cross-Sectional Study

Assessment of Knowledge, Attitudes, and Practices Regarding Non-Inherited Risk Factors for Congenital Heart Disease Among Mothers in Al-Baha City, Saudi Arabia: A Cross-Sectional Study

Transforming exams

This paper focuses on the 'IT' side of a bring-your-own-device (BYOD) based e-Exam system developed as part of an Australian government funded project. In short, students in the exam room boot their own laptops using a specially crafted USB stick that contains a standardised operating system and application suite. By giving teachers and students access to contemporary software tools we are providing the opportunity to greatly expand the pedagogical landscape of the exam room encouraging more authentic assessment practices. The roles for the 'Us' (organisations) and 'Me' individuals within the process of running an e-exam are also outlined in order to provide a richer description on the approach.

Cardiovascular disease risk assessment in patients with rheumatoid arthritis: A scoping review.

Patients with rheumatoid arthritis (RA) have an increased risk of developing cardiovascular disease (CVD). Identification of at-risk patients is paramount to initiate preventive care and tailor treatments accordingly. Despite international guidelines recommending all patients with RA undergo CVD risk assessment, rates remain suboptimal. The objectives of this review were to map the strategies used to conduct CVD risk assessments in patients with RA in routine care, determine who delivers CVD risk assessments, and identify what composite measures are used. The Joanna Briggs Institute methodological guidelines were used. A literature search was conducted in electronic and grey literature databases, trial registries, medical clearing houses, and professional rheumatology organisations. Findings were synthesised narratively. A total of 12 studies were included. Strategies reported in this review used various system-based interventions to support delivery of CVD risk assessments in patients with RA, operationalised in different ways, adopting two approaches: (a) multidisciplinary collaboration, and (b) education. Various composite measures were cited in use, with and without adjustment for RA. Results from this review demonstrate that although several strategies to support CVD risk assessments in patients with RA are cited in the literature, there is limited evidence to suggest a standardised model has been applied to routine care. Furthermore, extensive evidence to map how health care professionals conduct CVD risk assessments in practice is lacking. Research needs to be undertaken to establish the extent to which healthcare professionals are CVD risk assessing their patients with RA in routine care. Key Points • A limited number of system-based interventions are in use to support the delivery of CVD risk assessments in patients with RA. • Multidisciplinary team collaboration, and education are used to operationalise interventions to support Health Care Professionals in conducting CVD risk assessments in practice. • The extent to which Health Care Professionals are CVD risk assessing their patients with RA needs to be established.

The Assessment of Knowledge, Awareness and Practice Regarding Diverticulitis and Its Risk Factors Among the Population of Saudi Arabia

The Assessment of Knowledge, Awareness and Practice Regarding Diverticulitis and Its Risk Factors Among the Population of Saudi Arabia

Analysis of Declared Pedagogical Practices in STEM Education in Morocco

Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the transmission of knowledge which does not promote the development of student skills. Since STEM (Science, Technology, Engineering and Mathematics) based instruction has been shown to have a positive impact on student achievement in mathematics, we explored the teaching and assessment practices reported by five Moroccan teachers in order to identify practices that would be compatible with teaching based on STEM. Although only one participant said they knew this approach, our results indicate that all participants have practices compatible with an integrated approach to STEM. These results outline a future where teachers and researchers will work together to implement STEM-based education and explore, in the Moroccan context, the scope and limits of such education.

Early detection of phlebitis among hematology-oncology patients: a best practice implementation project.

Peripherally-inserted venous catheters (PIVC) are essential for cancer patients to receive treatment. Phlebitis is a major complication of PIVC. Currently, nurses' assessment of phlebitis mainly involves visual inspection. However, the latest literature suggests palpation for tenderness to promote the early detection of phlebitis. This project evaluated the effectiveness of a bundle approach to increase nurses' compliance with PIVC site assessment to promote early detection of phlebitis (grade 2 and above). The JBI Evidence Implementation Framework was used to conduct this project in a 28-bed hematology-oncology ward in a Singapore hospital. The bundle approach used in this project consisted of a training presentation, medical mannequin, and phlebitis scale card. The rate of nurses' compliance with best practice for PIVC site assessment was measured at 1 month and 6 months post-implementation. The incidence of phlebitis was monitored up until 12 months post-implementation. Baseline data indicated that only 18.75% (3 out of 16) nurses palpated for tenderness when assessing for phlebitis. Data at 1 month and 6 months post-implementation reported sustained high compliance rates of 85.71% (24 out of 28) and 89.29% (25 out of 28), respectively. Late detection of phlebitis was reduced by 66% (from three cases to one case) at 6 months post-implementation, and no patients required invasive interventions. The bundle approach used in this project facilitated early detection of phlebitis following the inclusion of palpation into nurses' assessment for phlebitis. http://links.lww.com/IJEBH/A204.

Assessment of knowledge, attitude, and practice of blood donation among paramedical students of a medical college in Chennai, Tamil Nadu

Abstract: BACKGROUND: Blood donation is an essential global need far outweighs the available supply, rendering it a scarce and valuable resource. Within India, blood transfusion services hold significant importance and constitute a crucial aspect of the national health-care framework. Voluntary Non-Remunerated Blood Donation (VNRBD) is deemed the safest among the various ways of donating blood. The student population of educational institutions across the country, particularly those who are young and physically fit, represents one of the most promising sources of blood donations. The aim of the study was to evaluate the knowledge, attitudes, and donation practices of medical college students and motivate them to embrace voluntary blood donation as a regular habit. MATERIAL AND METHODS: The Department of Allied Health Science at Dr MGR Educational and Research Institute in Chennai, Tamil Nadu, India, conducted a questionnaire survey from March 2023 to October 2023. Two thousand and two hundred forty students were invited to participate, with 2331 ultimately willing to partake. The gathered data underwent analysis using the SPSS Statistics software, version 20, with a significance level fixed at a P = 5%. RESULTS: The study included 2331 participants, comprising 840 males (36%) and 1491 females (64%). The age range of the participants was between 17 and 25 years, with a mean age of 18.9 ± 1.3 years. Out of 2331 participants, the majority (66.7%) showed sufficient knowledge with 9 or more correct answers, while the rest (33.2%) showed below-average knowledge. CONCLUSION: The Tamil Nadu Health Professions Colleges possess the potential to make a noteworthy impact on the promotion of blood donation. According to a recent survey, students express a keen interest in donating blood if a camp is organized on the campus. By organizing awareness campaigns and conducting informative sessions, the colleges can inspire and motivate more students to donate blood, thereby playing a vital role in saving lives.

Hoof trimming: The steps to success

Hoof trimming plays a pivotal role in both the treatment and prevention of lameness. The role of veterinarians in hoof trim­ming can vary, from treating lame animals to actively par­ticipating in the delivery and assessment of hoof trimming practices. Consequently, it is important for veterinarians to un­derstand the prerequisites for proper hoof trimming. Success­ful hoof trimming entails selecting the right animal, and using the correct equipment and method. When these things are in place, hoof trimming becomes an intervention that safeguards both the animal and the person conducting the hoof trimming.

Your body tells how you engage in collaboration: Machine‐detected body movements as indicators of engagement in collaborative math knowledge building

AbstractCollaborative learning, driven by knowledge co‐construction and meaning negotiation, is a pivotal aspect of educational contexts. While gesture's importance in conveying shared meaning is recognized, its role in collaborative group settings remains understudied. This gap hinders accurate and equitable assessment and instruction, particularly for linguistically diverse students. Advancements in multimodal learning analytics, leveraging sensor technologies, offer innovative solutions for capturing and analysing body movements. This study employs these novel approaches to demonstrate how learners' machine‐detected body movements during the learning process relate to their verbal and nonverbal contributions to the co‐construction of embodied math knowledge. These findings substantiate the feasibility of utilizing learners' machine‐detected body movements as a valid indicator for inferring their engagement with the collaborative knowledge construction process. In addition, we empirically validate that these inferred different levels of learner engagement indeed impact the desired learning outcomes of the intervention. This study contributes to our scientific understanding of multimodal approaches to knowledge expression and assessment in learning, teaching, and collaboration.Practitioner notesWhat is already known about this topic Previous research emphasizes the importance of gestures as essential tools for constructing common ground and reflecting shared meaning‐making in learning and teaching contexts. The prior studies in multimodal learning analytics (MMLA) suggest that certain forms of body movements and postures can be differentiated based on the automatic detection of upper body joint locations. Empirical observations indicate that co‐thought gestures typically involve smaller hand or arms movement that are closer to the gesturer's body than co‐speech gestures used in interpersonal communication. What this paper adds This paper fills the research gap by examining the use of gestures in collaborative learning, offering insights into how individuals contribute verbally and nonverbally to collaborative knowledge construction. This paper introduces the concept of using machine‐detected body movements as a viable proxy for inferring learners' engagement in collaborative knowledge‐building activities. Leverages sensor technologies for automatic detection of body movements, the innovative approach in this work seeks to overcome the time‐intensive and laborious process of manually coding gestures. Implications for practice and/or policy By recognizing the potential significance of learners' body movements in indicating engagement levels with collaborative knowledge‐building activities, instructors can set up computer‐supported collaborative learning (CSCL) environments to enable capturing these movements. Given the crucial role of gestures in learning, teaching, and collaboration, educators can create more equitable formative assessment practices for linguistically diverse students by developing strategies that align with multimodal forms of knowledge expression. Research can expand beyond mathematics to explore the transferability of these findings to other subjects, helping educators create comprehensive pedagogical approaches that leverage multimodal interactions across disciplines.

Online Assessment in the Spotlight: A Case Study in a Spanish University

Objective. This exploratory case study aims to analyze the attitudes, practices and preferences of higher education faculty and students in relation to online assessment. Methodology. A quantitative methodology based on a questionnaire was used, and a descriptive and correlational analysis was conducted. Participants included students and faculty members from a Spanish on-site university. Results. Certain similarities and differences in attitudes, practices and preferences between students and teachers are presented. Some relationships, albeit weak, were also identified between the online assessment practices used and some characteristics of the teachers’ profile or teaching (teaching experience, teaching load and class size). Conclusions. The findings show that a large part of the teaching staff shows some reluctance in the design and implementation of online assessment strategies beyond traditional exams, as well as a great concern about student control and the danger of fraud. On the other hand, students show generally more positive attitudes towards online assessment than the teaching staff. The recommendations point to the consideration of the role of institutional support and teacher training units for the improvement of teachers’ digital competence in relation to online assessment, the importance of updating security systems in technical infrastructures, and adjusting the effects of teaching load and class size when online assessment is applied.

Beyond English centrality: integrating expansive conceptions of language for literacy programming into IEPs

This article addresses the English centrality in reading policy, assessment, and instructional practices in the U.S. and its implications for the educational programing for emerging bilingual students (EBs) with disabilities. A recent review of the state of practice as it relates to EBs with disabilities reveals concerns that have endured for nearly six decades: biased assessment, disproportionality issues in special education, and teachers’ lack of understanding of language acquisition and students’ potential. These concerns demonstrate a need for the field to prioritize multilingual lenses for both the identification of and programming for EBs with disabilities. We propose attention to conceptions of language that expand beyond the structuralist standpoint that prevails in the current science of reading reform. We offer guiding principles for IEP development grounded in sociocultural perspectives when designing bilingual instructional practices, which can be applied to the educational programming for EBs with disabilities. Within a sociocultural view of bilingualism and biliteracy, language, and literacy are understood by multiplicities in use, practice, form, and function, in which all communicators draw from expansive meaning-making repertoires, whether in listening, speaking, reading, writing, viewing, and multimodally representing. By expanding conceptions of a student’s linguistic repertoire, we honor their use of language as one, holistic system in which their named languages plus a multitude of linguistic practices intersect and interact.

Rethinking assessment? Research into the affective impact of higher education grading

Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely. The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships. In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.

An evaluation of the psychometric properties of the Australian Collaborative Practice Assessment Tool

Objectives This study aimed to validate the Collaborative Practice Assessment Tool (CPAT) in the Australian setting and provide a quality instrument in terms of psychometric properties that can be used to measure interprofessional outcomes for both healthcare practitioners and students. The outcomes evaluated include the capacity to work in an interprofessional team, good interprofessional communication skills, leadership skills, ensuring clear division of tasks and roles in a team, effective conflict management, and being actively involved with patients and their families/communities in care. Methods The COSMIN (COnsensus-based Standards for the selection of health Measurement INstruments) taxonomy and standards were used as guides for evaluating the psychometric properties of the Australian CPAT, which include evaluations regarding instrument development requirements of sample target and size, content validity, internal structure (structural validity, internal consistency reliability and measurement invariance), and hypotheses testing. CPAT Australia was developed through two stages involving pilot studies and a validation study, both of which included healthcare practitioners and students as participants. A pilot study examined content validity regarding item relevance, item comprehensibility, and instrument comprehensiveness. The validation study was carried out to assess the internal structure of CPAT Australia for aspects of structural validity, internal consistency reliabilities, and configural, metric and scalar measurement invariance. The structural validity was explored using the following three steps: exploratory, confirmatory, and multi-group factor analysis. Construct validity was evaluated to confirm direct and indirect paths of assumptions based on a previously validated model. Data collected between August 2021 and May 2022. Results The content validity evaluation confirmed that all items were relevant, understandable and comprehensive for measuring interprofessional collaborative care in Australia. Three hundred ninety-nine participants contributed to the validation study (n=152 practitioners; n=247 students). The original instrument model of 8-Factor 56-Item was improved in the Australian CPAT. Two items, Item 27 (Physicians assume the ultimate responsibility) and Item 49 (Final decision rest with the physician), were consistently rejected and therefore discarded. The internal structure of the 7-Factor 54-Item solution was confirmed as a suitable model with fit indices meeting COSMIN standards for a good model in practitioner and student cohorts. Configural, metric and scalar invariances were confirmed, indicating the invariance of the instruments when used for the practitioner and student cohorts. The construct validity evaluation indicated that 81.3% of direct and indirect assumptions were accepted, fulfilling the COSMIN requirement of >75% of proposed assumptions being accepted. Conclusion The Australian CPAT with a 7-factor 54-item solution was confirmed as a quality measure for assessing interprofessional education and collaborative practice for both healthcare practitioners and students in Australia with robust psychometric properties.

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

External validation of models to predict hepatocellular carcinoma in Hepatitis C Virus cured F3-F4 patients.

Several hepatocellular carcinoma (HCC) risk-models have been developed to individualise patient surveillance following sustained viral response (SVR) in Hepatitis C Virus patients. Validation of these models in different cohorts is an important step to incorporate a more personalised risk assessment in clinical practice. We aimed at applying these models to stratify the risk in our patients and potentially determine cost-saving associated with individualised HCC risk-stratification screening strategy. Patients with baseline F3-4 fibrosis treated with new oral direct-acting antivirals who had reached a SVR were regularly followed as part of the HCC surveillance strategy. Six models were applied: Pons, aMAP, Ioannou, HCC risk, Alonso and Semmler. Validation of the models was performed based on sensitivity and the proportion of patients labelled as "high risk". After excluding 557 with less than 3 fibrosis, 12 without SVR, 18 with a follow up (FU)<1year, 17 transplant recipients, 16 lost to FU and 31 with HCC at time of antiviral therapy, our cohort consisted of 349 F3-4 SVR patients. Twenty-three patients (6.6%) developed HCC after a median FU of 5.12years. The sensitivity of the different models varied between 0.17 (Semmler7noalcohol) and 1 (Alonso A and aMAP). The lowest proportion of high-risk patients corresponded to the Semmler-noalcohol model (5%). Sixty-three and 90% of the Alonso A and aMAP patients, respectively were labelled as high risk. The most reliable HCC risk-model applied to our cohort to predict HCC development is the Alonso model (based on fibrosis stage assessed by liver stiffness measurements or Fibrosis-4 index (FIB-4) at baseline and after 1year, and albumin levels at 1year) with a-100% sensitivity in detecting HCC among those at high risk and 63% labelled as high risk. The application of the model would have saved the cost of 1290 ultrasound no longer being performed in the 37% low-risk group. In our cohort, the Alonso A model allows the most reliable reduction in HCC screening resulting in safely stopping life-long monitoring in about a third of F3-F4 patients achieving SVR with DAAs.

Academic Management and Instructional Practices of Higher Education Institutions in Lanao Del Norte: Basis for Faculty Development Plan

Academic management and instructional practices synergize within higher education, with effective management enhancing teaching quality and performance. Recognizing this symbiotic relationship, a study was conducted in Lanao del Norte to explore this correlation and develop a faculty development plan. Through in-depth interviews and a survey of 300 faculty members, including professionals, instructors, and lecturers, across various disciplines and institutions, data was gathered during the 2023-2024 academic year. Statistical analyses were employed to discern patterns, including mean, frequency, percentage, standard deviation, Pearson-r, and ANOVA. Surprisingly, the study found that factors like educational attainment, position, and training attendance did not significantly correlate with assessments of academic management or instructional practices. Moreover, no meaningful association emerged between faculty perceptions of planning, organizing, directing, and controlling within academic management and their instructional practices. These findings underscore the need to elevate the focus on academic management and align it with faculty descriptions of instructional practices. Consequently, the study proposes a tailored faculty development plan to enhance academic management and instructional quality, fostering sustained excellence within higher education institutions.

A comparative mixed‐methods study of in‐service teachers' ethical judgment about student assessment practices

AbstractFew studies have been conducted to investigate the ethical perspectives of in‐service teachers on assessment issues cross‐culturally. The purpose of the study was to investigate the ethical judgment by in‐service teachers in the United States and China on twenty scenarios of student assessment practices. In the spring of 2020, 130 American teachers and 161 Chinese teachers completed a survey questionnaire on these assessment scenarios. The quantitative and qualitative results indicated that respondents had different ethical decisions in 9 out of 20 scenarios. Further analysis indicated that there was a high degree of similarities in ethical reasoning, and 10 scenarios with mixed reasoning indicated that certain sub‐themes were different. This study reveals that cultural differences are likely reflected in their ethical judgment when presented with certain assessment scenarios. The awareness of such differences should be raised by considering assessment, teaching, and learning together.

An inconvenient truth about “bundling” commitment, engagement, and embeddedness: Unbundling to extend theory on turnover motivations and beyond

This paper critiques a research practice that we call “bundling,” which has produced highly popular constructs in the organizational behavior literature, including organizational commitment, employee engagement, and organizational embeddedness. We show how these bundled constructs, using broad labels from common parlance, have produced overlapping meanings, confounded theoretical mechanisms, and imposed limiting “ideal employee” conceptions in the literature, organizations, and ultimately, societal discourse about employees. We argue that “unbundling” these constructs can provide multiple benefits to theory, empirical inquiry, and practical assessment of complex employee motives. As a demonstration, we unbundle the three focal constructs to integrate and clarify their component relations within the nomological net of turnover motivation. Thereby, we enrich conceptions of proximal withdrawal states, while synthesizing the most comprehensive model of turnover motivations. Finally, we discuss further research implications suggested by unbundling our focal constructs, and unbundling more generally.