Correct Post-test Research Articles

An Evaluation of a Web-Based Crisis Management Training Program for Nurse Managers: The Case of the COVID-19 Crisis.

The effective management of nursing services, the main power in patients' care and treatment in the front line of the fight against the COVID-19 pandemic, and nurse managers' effective leadership behaviors in the fight against the pandemic have been important key factors. It is thus critical to support nurse managers, strengthen them through training, and increase their competency so that they can successfully manage crises, disasters, or pandemics. This study aims to assess the effect of a web-based training program on the knowledge levels of nurse managers who worked during the COVID-19 pandemic. This is a randomized controlled experimental study. The study population consisted of the members of the Nurse Managers Association. The intervention group had 30 participants, and the control group had 31 participants in the final. There was no statistically significant difference between the intervention and control groups' mean number of correct pre-test responses (P = 0.843). However, the intervention group's mean number of correct post-test responses was statistically significantly higher than the control group's after the web-based training program (P < 0.001). Web-based training programs can effectively increase nurse managers' knowledge levels. Therefore, web-based training programs should be developed in ordinary times for the management of crisis situations.

The Effect of Education on Oral Feeding Supporting Practices in Preterm Babies on Health Professionals in NICU: A quasi-experimental study

Objective: The aim of this study was to determine the effect education on oral feeding supporting practices in preterm infants on healthcare professionals. Material and Methods: The study was a single group with pretest-posttest quasi-experimental design conducted at a medical faculty hospital in Turkey. A sample of 44 NICU healthcare professionals (nurse and physician) participated in an education programme. Data were collected using the Demographic Characteristics and Preterm Infant Feeding Qestionnaire Form. Participants were split into groups of 8 to 10 person and the education course was completed in average 45 minutes per day for five days. Prior to the education program, participants completed the pretest. The posttest was completed two weeks after completion of the education course. Data were analyzed using McNemar test and paired t test. Results: The average age of the participants is 26.14±4.81. Of the 44 participants, 86.4% were nurse, 13.6% physicians and 88.6% were female. While 63.6% of the healthcare professionals had NRP certification, 70.5% of them did not have the neonatal intensive care nursing certificate. It was determined that 40.9% of the participants were not educated about preterm infant feeding, while those who participated in the training were found to receive breast milk training in the context of in-service training. The mean rate of correct pretest answers was 58.69%, whereas the mean rate of correct posttest answers was 78% (p&amp;lt;0.001) Conclusion: It has been determined that the education given on oral feeding supporting practices in preterm infants improves knowledge the healthcare professionals’.

Evaluation of the Educational Impact of the Urology Collaborative Online Video Didactics Lecture Series

ObjectiveTo assess the impact of the Urology Collaborative Online Video Didactic (COViD) lecture series series on resident knowledge as a supplement to resident education during the coronavirus disease 2019 pandemic. MethodsOne hundred thirty-nine urology residents were voluntarily recruited from 8 institutions. A 20-question test, based on 5 COViD lectures, was administered before and after watching the lectures. Pre- and posttest scores (percent correct) and score changes (posttest minus pretest score) were assessed considering demographic data and number of lectures watched. Multiple linear regression determined predictors of improved scores. ResultsOf residents recruited, 95 and 71 took the pre- and posttests. Median number of lectures watched was 3. There was an overall increase in correct scores from pretest to posttest (45% vs 57%, P < .01). Watching any lectures vs none led to higher posttest scores (60% vs 44%, P < .01) and score changes (+16% vs +1%, P < .01). There was an increase in baseline pretest scores by post-graduate year (PGY) (P < .01); however there were no significant differences in posttest or score changes by PGY. When accounting for lectures watched, PGY, and time between lecture and posttest, being a PGY6 (P = .01) and watching 3-5 lectures (P < .01) had higher overall correct posttest scores. Watching 3-5 lectures led to greater score changes (P < .001-.04). Over 65% of residents stated the COViD lectures had a large or very large impact on their education. ConclusionsCOViD lectures improved overall correct posttest scores and increased knowledge base for all resident levels. Furthermore, lectures largely impacted resident education during the coronavirus disease 2019 pandemic.

Sugar Shenanigans: Curbing the Added Sugar Epidemic in Children and Adolescents

Background: The consumption of added sugar is one of the most dangerous problems regarding the health of society’s youngest generation. Children today consume added sugar at an alarming rate, on average surpassing the daily limit recommended by the American Heart Association. This study aims to educate and empower the child and adolescent population for the purpose of increasing knowledge and improving dietary practices. Methods: An educational program, entitled “Sugar Shenanigans” was delivered to groups of children between the ages of 8 and 13. Data was gathered from pre- and post-tests and “Impact Level Questionnaire” surveys for both participants and parents/guardians of the participants. Data was analyzed using one-way analysis of variance (ANOVA) statistics. Results: A total of 54 participants met the criteria to be surveyed. Scores displayed an overall mean improvement from 9.89 average correct pretest answers to 12.52 correct posttest answers. Based on a 36-hour dietary recall, participants consumed more fruit and vegetables one-month post-presentation compared to the numbers reported prior to the presentation. According to the “Impact Level Questionnaire” 61% of participants reported a positive or healthy change in their eating habits, and 48% reported being fed healthier foods following the program. Conclusions: An educational program to increase knowledge and promote reduction of the excessive consumption of sugar by participants and their parents/guardians resulted in improved understanding and a change in dietary habits.

Effect of basic life support training on the knowledge and skills of first aid of first year medical students

Objective: To determine the timing of first aid training in the medical school curriculum and the training method with the 8-hour first aid training given to the first-grade students of the faculty of medicine. Method: The study was conducted prospectively with 168 first year medical students at Faculty of Medicine, Maltepe University in October 2019. An 8-hour course plan consisting of theoretical and practical applications was prepared. Theoretical courses included cardiopulmonary resuscitation, basic life supports, epileptic seizures, heatstroke, aspiration, and drowning issues, while practical applications included cardiopulmonary resuscitation techniques, basic life support scenarios, Heimlich's Maneuver and the coma position. Students were sent a link consisting of 17 questions created with Google forms at the beginning and the end of the course. Learned knowledge was measured with the posttest, and pre-and post-training results were compared. Results: A significant increase was found in the rate of correct answers compared to the pre-training period. Even the rate of correct post-test answers increased significantly in all questions; the increase in the questions related to the subjects supported by practical applications was more remarkable. It was found that more incorrect answers were given to questions about environmental injuries. Conclusions: It is possible to improve the public recognition of first aid, even with one day of theoretical and practical training. Thus, adding first aid practical courses to the first-year medical school curriculum and raising awareness at an earlier age will play an essential role in medical education.

The use of the NEJM knowledge + online platform to supplement traditional pulmonary didactic: a resident-led educational quality improvement project at a community hospital IM GME program

ABSTRACT Introduction: Many internal medicine residents struggle to prepare for both the ITE and board test. Most existing resources are simply test question banks that are not linked to existing supporting literature from which they can study. Additionally, program directors are unable to track how much time residents are spending or performing on test preparation. We looked to evaluate the benefit of using this online platform to augment our pulmonary didactics and track time and performance on the pulmonary module and ITE pulmonary section. Method: During the month-long live didactic sessions, residents had free access to the pulmonology NEJM K+ platform. A platform-generated post-test was administered with new questions covering the same key elements, including the level of confidence meta-metric. An anonymous feedback survey was collected to assess the residents’ feelings regarding using the NEJM Knowledge+ platform as compared to other prep resources. Results: 44 of 52 residents completed the pre-test. 51/52 completed the month-long didactic sessions and the post-test. Residents’ score improvement from % correct pre-test (M = 46.90, SD = 15.31) to % correct post-test (M = 76.29, SD = 18.49) correlated with levels of mastery (t = 9.60, df = 41, p < .001). The % passing improved from 1/44 (2.3%) pre-test to 35/51 (68.6%) post-test, also correlating with levels of mastery. Accurate confidence correlated with improvement from pre to post test score (r = −51, p = .001). Survey feedback was favorable.

Pencegahan Penyakit Demam Berdarah Dengue (DBD) dengan Pembuatan Bio Spray Pengusir Nyamuk di Kelurahan Taman Sari, Ampenan, NTB

Dengue hemorrhagic fever (DHF) in West Nusa Tenggara in 2017 has an incidence rate per 100,000 population of 26.86 above the national rate of 22.55% and a Case Fatality Rate of 0.15%. Prevention of mosquitoes with insecticides is the main choice for people to avoid mosquito bites. Insecticide products circulating in the community include combustion, electricity, spray, burn, and lotion. The chemicals contained in mosquito repellent insecticides include organochlorines, organophosphates, carbamates, pyrethroids, and DEET. The synthetic active ingredients pose a threat to human health. This underlies the implementation of Community Service Program from Undergraduate Programm in Pharmacy STIKES Nasional for the development of safer insecticide products use natural potentials such as lemongrass, cloves, and lime leaves. The method used is to provide education about dengue disease, the Aedes Aegypti mosquito, and a workshop by making bio spray. The results show that there is an increase in the knowledge of the people of Taman Sari, Ampenan, West Nusa Tenggara about the efforts to prevent DHF, as indicated by an increase in all correct post-test answers, In addition, the results of evaluations of overall community service satisfaction programs are very interesting.

Influence Of Single Bouts Of Different Exercise Intensities On Dual-tasking Efficiency In Healthy Individuals

PURPOSE: Dual-tasking refers to concurrent performance of two physical or mental tasks. Considering the critical role of dual-tasking in daily life, it is important to develop interventions to improve its efficiency or slow down its decline with age or disease. The specific purpose of this research was to study the effects of single bouts of a moderate-intensity (MI) or high-intensity interval training (HIIT) exercise on the efficiency of the extended cognitive Timed Up and Go (ETUGcog) test, which involves concurrent performance of physical and mental tasks. METHODS: 17 males and females aged 23-35 years underwent two different single bouts of exercise sessions, a HIIT and a MI, on separate occasions, based on established protocols. Each session began with ETUGcog prior to exercise as pre-test. ETUGcog involves simultaneous performance of an extended version of Timed Up & Go test (the physical task), while counting backwards by sevens starting from a given number (the mental task). The post-tests were administered immediately after the exercise when the subject cooled down to 10% above resting HR (10%HR), and 24 hours later. The test parameters that were recorded are the number of correct responses while counting backwards until test completion, and time to complete test. RESULTS: Correct responses after a HIIT session were significantly higher than pre-test responses when tested at 10%HR (5.18 + 1.43 vs 4.24 + 1.82, p=0.02), and 24 hours later (5.82 + 2.24 vs 4.24 + 1.82, p=0.002). No such improvements were seen after a MI session, as correct post-test responses at 10%HR (5.18 + 2.98) and 24 hours later (5.06 + 2.75) were similar to pre-test responses (4.79 + 2.47), with p>0.05 in both paired comparisons. Also, the times to complete ETUGcog tests were not significantly different when comparing the pre-test to both post-test times, with p>0.05, in both types of exercise sessions. CONCLUSIONS: A single bout of high-intensity, but not moderate intensity exercise, might improve dual-tasking efficiency by increasing cognitive processing speeds, without delaying activity completion times, and improvements can last a full day. This could be due to neuroplastic improvements in brain’s cognitive areas in the prefrontal cortex, caused by blood flow increases sufficient with high intensity, but not with lower intensity exercise.

Educational intervention to increase parental care of preterm neonates at district hospital in Kigali

Background: A preterm neonate usually requires specialised care in the neonatal intensive care unit (NICU). Nurses in the NICU are the primary source of parental education particularly for preterm neonates. Objective: To assess the effectiveness of a preterm infant care educational program on parental knowledge acquisition in the NICU. Methods: A quasi-experimental pre-test post-test design was used. A convenience sample of 53 parents with preterm infants was recruited at a district hospital NICU in 2017 in Kigali. The twohour evidenced-based intervention in the local language of Kinyarwanda included five Global Health Media Project videos and a power-point presentation on the knowledge and skills to improve maternal and neonatal health. Data analysis included descriptive and inferential statistics. Results: The mean correct pre-test knowledge score was 54%, and the mean correct post-test score was 92%, indicating a significant increase (38%) of correct responses after the intervention. Conclusion: An educational intervention was found to be effective in improving parental knowledge in caring for preterm infants in a district hospital NICU in Kigali. This evidenced-based intervention could become routine for neonatal nurses in NICUs throughout Rwanda. Keywords: NICU, educational program, parents, preterm birth, prematurity

Impact of cardiovascular embryology animations on short-term learning.

An understanding of human embryology is essential for students to better understand the subjects of human anatomy and physiology. However, human embryology is a challenging subject for many, since they must learn how anatomic structures and physiological processes develop over a period of time. Embryology texts typically use static, two-dimensional images to illustrate the dynamic three-dimensional developmental processes, making it difficult for a student to understand spatial relationships and sequential steps. To help students conceptualize these series of complex dynamic developmental events that occur over time, two of the authors and a graphic artist developed six web-based cardiovascular embryology animations and housed them on an Indiana University website. This research study examines knowledge gains and user satisfaction of students, faculty, and laypeople around the world who accessed these six website animations. Data collection spanned 6 yr, and pretest/posttest assessments (ranging from 4 to 7 multiple-choice questions each) were used to determine immediate knowledge gains of cardiovascular embryology. The total number of completed pretest/posttest assessments ranged from 555 to 1,449 per animation. The number of correct posttest scores was significantly improved over matched pretest scores (confidence interval range 1.3-3.2, depending on the animation, P < 0.001), suggesting the animations are useful for embryology learning (at least in the short term). Demographic and user satisfaction information was gathered with an anonymous survey at the end of each animation. Survey data from all animations indicated participants found the animations easy to use and very effective for their learning. This research highlights the positive impacts of web-based animations on learning complicated events of cardiovascular embryology.

An In Loco Theoretical and Practical Training Program for Nursing Professionals Regarding the Basic Maneuvers in Cardiopulmonary Resuscitation / Programa de Treinamento Teórico/Prático In Loco para Enfermagem Acerca das Manobras Básicas em Ressuscitação Cardiopulmonar

Objective: To evaluate an in loco theoretical and practical training program for nursing technicians and auxiliaries regarding the basic maneuvers in cardiopulmonary resuscitation. Methods: It’s a quasi-experimental study that developed from August to October 2015. The participants were 96 nursing technicians and auxiliaries from a public hospital in the metropolitan region of São Paulo State. An instrument with twenty closed questions was applied before and immediately after the training. The results were analyzed by the Wilcoxon signed-rank test. Results: The nursing technicians and auxiliaries showed better performance in the post-test, respectively, 161% and 180%. The greatest performance was in the recognition of cardiorespiratory arrest (CRA), 83.3% for auxiliaries and 83.6% for technicians. One limitation of the study is that there has been no data regarding the professional practice before and after the training. Conclusion: The training proved to be effective since there was a significant increase in the correct post-test.

Targeted Ovarian Cancer Education for Hispanic Women: A Pilot Program in Arizona.

In disadvantaged populations, including Hispanics, there is a deficit in understanding of cancer risk factors, symptoms, prevention, and treatment. The objective of this study was to assess ovarian cancer knowledge in a population of Hispanic women in Arizona, identify deficiencies, and to evaluate the utility of an educational program developed specifically for this community's needs. A de novo questionnaire about ovarian cancer was distributed to Hispanic women enrolled in family literacy programs at Mesa Public Schools. Following this assessment, a video educational program was developed, with emphasis on areas of greatest knowledge deficits, and post-intervention assessment administered. Chi square, Wilcoxon rank sum, and Kruskal-Wallis tests were used for analysis. 167 questionnaires were completed in the pretest group and 102 in the post-intervention group. Between groups, there were no differences in age (p=0.49), education (p=0.68), or annual income (p=0.26). In the pretest group, 45% of questions were answered correctly versus 84% in the post-test group (p<0.01). 24.2% of the initial respondents correctly identified ovarian cancer symptoms versus 85.6 of post-test respondents (p<0.01). With the program, there was an increase in the number of correct post-test responses for each question and symptom (p<0.01), except those about hereditary risk of ovarian cancer (p=0.62) and pelvic anatomy (p=0.16). Following identification of an ovarian cancer knowledge deficit in this cohort of Hispanic women, an educational tool targeting specific deficiencies successfully increased cancer knowledge and awareness of symptoms. Similar efforts in this and other minority populations should be continued.

Presentation of Diagnostic Information to Doctors May Change Their Interpretation and Clinical Management: A Web-Based Randomised Controlled Trial.

BackgroundThere is little evidence on how best to present diagnostic information to doctors and whether this makes any difference to clinical management. We undertook a randomised controlled trial to see if different data presentations altered clinicians’ decision to further investigate or treat a patient with a fictitious disorder (“Green syndrome”) and their ability to determine post-test probability.MethodsWe recruited doctors registered with the United Kingdom’s largest online network for medical doctors between 10 July and 6” November 2012. Participants were randomised to one of four arms: (a) text summary of sensitivity and specificity, (b) Fagan’s nomogram, (c) probability-modifying plot (PMP), (d) natural frequency tree (NFT). The main outcome measure was the decision whether to treat, not treat or undertake a brain biopsy on the hypothetical patient and the correct post-test probability. Secondary outcome measures included knowledge of diagnostic tests.Results917 participants attempted the survey and complete data were available from 874 (95.3%). Doctors randomized to the PMP and NFT arms were more likely to treat the patient than those randomized to the text-only arm. (ORs 1.49, 95% CI 1.02, 2.16) and 1.43, 95% CI 0.98, 2.08 respectively). More patients randomized to the PMP (87/218–39.9%) and NFT (73/207–35.3%) arms than the nomogram (50/194–25.8%) or text only (30/255–11.8%) arms reported the correct post-test probability (p <0.001). Younger age, postgraduate training and higher self-rated confidence all predicted better knowledge performance. Doctors with better knowledge were more likely to view an optional learning tutorial (OR per correct answer 1.18, 95% CI 1.06, 1.31).ConclusionsPresenting diagnostic data using a probability-modifying plot or natural frequency tree influences the threshold for treatment and improves interpretation of tests results compared to text summary of sensitivity and specificity or Fagan’s nomogram.

Changes in Geologic Time Understanding in a Class for Preservice Teachers

The paradigm of geologic time is built on complex concepts, and students master it in multiple steps. Concepts in Geology is an inquiry-based geology class for preservice teachers at Wright State University. The instructors used the Geoscience Concept Inventory (GCI) to determine if students' understanding of key ideas about geologic time and Earth history changed between the first and last day of the course. For three of the four GCI questions analyzed in this study, the number of correct student responses increased significantly between the pretest and the post-test, indicating that many of the students were learning the concepts being tested. Our analyses indicates that for two of the GCI questions, certain incorrect pretest choices were more likely to give way to correct post-test answers than others. For example, on a question about timelines, students who chose the answer that gave a correct order of events (incorrectly scaled) on the pretest were more likely to switch to the correct answer on the post-test than students who chose an answer with both an incorrect order and scale on the pretest. These results imply that some misconceptions are more likely than others to grow into a correct understanding. Misconceptions that consist of multiple incorrect ideas may require more time and effort to replace than simpler ones.

ISOLATING THE EFFECTS OF ACTIVE RESPONDING IN COMPUTER‐BASED INSTRUCTION

This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design. Four college students worked through an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced a higher percentage of correct posttest answers corresponding to program segments that required overt answer construction.

AE monitoring and data analysis for large spherical tanks

Abstract The successful assessment of structural integrity by means of AE depends on the quality of the recorded AE data and on correct post-test data analysis. AE monitoring and signal analysis of tests on two large, spherical tanks were carried out using a 32-channel AE system (Spartan, from PAC, USA). Water pressurization was used on one, whilst the other was tested on-line. The effects of both the residual and loading stresses on the surface-opening cracks produced by multiple welding passes were assessed by means of AE. AE measurements generally take a rather long time and background noise cannot always be restricted during the test period (a major problem with on-line testing). It is possible to improve the detection of AE in the field by varying the pressure of the operating medium by 10% P ( P = operating pressure of tank). The relationship between the source (a crack growing with load changes) and its associated AE parameters is also discussed.

The Relationship of Behavioral Self-Assessment to the Achievement of Basic Conducting Skills

The purpose of this study was to explore relationships between two types of behavioral self-assessment and posttest conducting achievement scores. Students in six different conducting classes observed videotapes of themselves conducting, used observation forms for self-evaluation, wrote self-critiques, and conducted a posttest. Relationships between correct self-observation marks, verbal reinforcements in self-critiques, and correct posttest scores were examined. Analyses demonstrated a significant and positive correlation between correct posttest scores and correct self-observation marks, and a nonsignificant but positive correlation between correct posttest scores and verbal self-reinforcements.