Educational Intervention Session Research Articles

Assessment of preparedness for emergency cesarean section by utilizing a checklist before and after an educational intervention: A quality improvement study

Abstract Using cognitive aids, like checklists, for clinical practices will significantly improve the quality of patient care and thereby reduce morbidities and mortalities. We used one such checklist to assess preparedness for emergency cesarean sections. Sixty-five emergency cesarean sections were assessed in the baseline period without informing the residents and other operating room staff. We then conducted educational intervention sessions for residents of obstetrics and anesthesiology and for nursing officers on the significance of each step in the checklist, focusing on the steps that were often missed. The checklist had 22 actions. The mean percentage of each checklist action in all 65 assessments was computed. The average of these values was the overall percentage of completed actions in 65 assessments, which was 78.80%. In the post-intervention period, this increased to 92.48%. The results of our study indicate that residents understood the importance of each checklist action and it reflects their positive attitude towards improving patient care. Although we did not measure our intervention in terms of patient outcomes, our assessment has helped us identify lacunae in our hospital practice.

Effect of nursing intervention on women’s knowledge about pregnancy problems and utilization of obstetrics care services in Edu, Kwara State, Nigeria

PurposeThis study assesses the effect of nursing intervention on the knowledge of women about pregnancy-related problems and utilization of obstetrics care services in Edu, Nigeria. MethodsPre-test post-test control of quasi-experimental design was adopted for the study. Researchers-designed questionnaire was used for data collection and a split-half test was used to determine the reliability of the instrument. One hundred and twenty women were exposed to ten weeks of community-based nursing education intervention sessions, (sixty experimental groups and sixty control groups). Pre-tests administered to sampled women before nursing health education intervention sessions and followed by Post-test. The results were analyzed using mean and standard deviation while the t-test was used to test the hypothesis at an Alpha level of 0.05. ResultsThe findings showed the positive effect of a nursing health education intervention on the knowledge of women about pregnancy problems with pre-intervention on experimental group mean of 63.33, and post-intervention mean of 72.22 with t-value of 1.26 less than the table value of 1.96. The study further showed a mean score of 35.97 experimental group and 28.33 for the control group with a t-value of 1.64, which shows little effect of intervention on the willingness of women to utilize obstetrics care services in Edu, Nigeria. ConclusionThe study concluded that the nursing health education intervention programme in this study on pregnancy-related problems programmes had a positive effect on the knowledge of women but had no effect on the utilization of OCS by women in Edu Local Government Areas. We recommended that health education programmes should be intensified to improve the knowledge level of women and encourage the use of obstetric care services in the community.

Effectiveness of Pre-discharge Educational Intervention Session in the Prevention of Arm Lymphedema Among Post-mastectomy Women in a Teaching Hospital in Bangalore, India.

Lymphedema is a severe post-mastectomy complication that still causes much morbidity in breast cancer patients with axillary lymph node dissection.Therefore, after mastectomy, lymphedema prevention is crucial for long-term survival and an increase in quality of life. Thestudy'sprimaryobjectivewastodeterminewhetherpre-dischargeeducationalinterventionsessions forpost-mastectomy women effectively improve the knowledge in preventing arm lymphedema. A quasi-experimental research study, one-group pretest-posttest design, was conducted in a teaching hospital in Bangalore.Thesampleincluded80females who were diagnosed with breastcancer,had recentlyundergone mastectomy,andhad chemoandradiationtherapy plans.Questions were based on the knowledge of lymphedema preventive concepts, including the definition of the lymphatic system and lymphedema, its causes, symptoms, prevention, and management, and were included in a structured self-administered questionnaire.Conveniencesampling was used among women who had undergone mastectomy for breast cancer.The pre-discharge educational interventions session included instructions on a self or simple lymphatic drainage technique demonstration, arm exercises, and an e-brochure on risk reduction strategies and arm lymphedema prevention. The knowledge of pre-discharge educational interventionsessions highlighting risk reduction/prevention strategies among post-mastectomy women was evaluated using the self-structured knowledge questionnaire pretest and posttest data. The entire study population comprised women who had undergone mastectomy.Almost half of the subjects were older than 55 years.Prior to the intervention, the majority of patients (58) had poor knowledge (72%) about preventing lymphedema, whereas nearly all patients (80) had good knowledge (100%) after the intervention sessions.All participants felt comfortable using the treatment plan to avoid arm lymphedema. The knowledge gain was statistically significant at the 0.05 level. It was determined that pre-discharge educational intervention sessions enhanced post-mastectomy women's awareness and risk reduction behaviors toward preventing arm lymphedema and reducing arm morbidity. Therefore, it is suggested that women who have had breast cancer surgery participate in a pre-discharge educational intervention program. This will guarantee that all mastectomy patients have access to educational information/materials and that risk reduction strategies are followed to prevent lymphedema.

The effect of a social cognitive theory-based educational intervention on nonsuicidal self-injury prevention in high school students: A randomized educational intervention trial.

Nonsuicidal self-injury (NSSI) in adolescents is a growing public health concern, demanding preventive measures, particularly among high school students. Based on social cognitive theory (SCT), self-efficacy coupled with outcome expectations, social support, self-regulation, and behavioral intention, determine the likelihood of engaging in such a behavior. Thus, the present study was to investigate the effect of a SCT-based educational intervention on NSSI prevention in female high school students. This randomized educational intervention trial was conducted on 191 female high school students, aged 15-17 years (15.95 ± 0.59) (viz. 99 individuals in intervention group and 92 controls). Intervention group attended five SCT-based educational intervention sessions concerning NSSI prevention. Data were then collected by three self-administered questionnaires. The first questionnaire was to measure demographic variables and the second one, intermediate outcome measure, was implemented to evaluate SCT constructs. The third questionnaire also measured NSSI (final outcome measure). Data were analyzed using SPSS software v.24. After controlling the pretest scores, the repeated-measure multivariate analysis of covariance revealed a significant time and group interaction in multivariate (F = 154.8, p < .001) and univariate analysis, which is in favor of the effectiveness of educational intervention on changing the mean scores of NSSI and all SCT constructs. SCT constructs explained 41% of the variance in conforming intention for NSSI prevention (p < .001). The study findings were in favor of effectiveness of an SCT-based educational intervention in intention of preventing NSSI.

Effect of Educational Program On Emotional Distress of Hepatitis C Virus Patients Undergoing Antiviral Treatment Therapy

Majority of hepatitis C patients undergoing antiviral therapy have emotional distress which leads to face anxiety accompanies depression. Presence of increased anxiety and high depression may markedly increase fear among these patients which may lead to decreased willingness more refusal to have antiviral therapy. Objectives: To assess the effect of educational program on emotional distress of Hepatitis C virus patients undergoing antiviral treatment therapy. Methods: A one group pretest- posttest quasi experimental study was conducted in the Hepatitis C department of Jinnah Hospital Lahore, Pakistan. A purposive sample of n=32 patients was recruited. Adult patient, have a confirmed diagnosis of Hepatitis C, Age 18-60 years, on antiviral therapy for last 12 weeks were recruited. A, 6 weeks and 6 educational intervention sessions were provided. Each session consisted of 45-60 minutes. Validated tool of hospital anxiety and depression scale was used for data collection from participants to assess the emotional distress. Data were entered and analyzed using SPSS version 21.0. Comparison of emotional distress scores before and after the intervention was analyzed using a paired t sample. A P value ≤ 0.05 was considered statistical significant. Results: The study results revealed a significant effect of the educational intervention program on emotional distress (Pre interventional emotional distress score 30.66 ± 5.807 and post interventional emotional distress score 19.03 ± 5.433) among hepatitis C patients (p- value &lt;0.001) Conclusions: It is concluded that Nursing education program has effect on emotional distress among HCV patients undergoing antiviral therapy.

Evaluation of Metered Dose Inhaler Use Technique and Response to Educational Training

Prescribing inhalers without imparting adequate education regarding proper technique of their usage may result in suboptimal clinical improvement and wastage of medication. Training interventions using a standard check-list may help improve faulty techniques and enhance drug efficacy. Patients using metered dose inhaler (MDI) were included in the study. Inhaler technique was first evaluated at baseline using a standard check-list of recommended steps (National Institute of Health guidelines; see Table) and scores were given for each step correctly performed. Those who could not perform all steps correctly were given training intervention. The patients were assigned to two methods of educational intervention; one group was trained by providing written material giving step-wise instructions while the other group was given an actual physical demonstration using a placebo device. The technique was re-evaluated and scored following each educational session, and continued till the patient achieved a full score, or for a maximum of 3 sessions, whichever occurred earlier. Median score was calculated after each session and was compared between the two groups. Each patient was followed up after two months and the re-evaluated the same way. One hundred and seventeen subjects were enrolled in the study (59 in the written group and 57 in the practical demonstration group). At baseline, only 1 of the 117 subjects could perform all the steps of inhaler usage correctly. This patient was, therefore, not provided the inhaler technique education. The overall median (range) score of the whole group was 3 (range 1-8). This score rose to 6, 7 and 8 after each of the three subsequent educational intervention sessions. At one-month follow-up, the median score dropped to 7 and improved with a repeat educational session as previously done. A significant difference was observed in the median score improvement achieved in the practical demonstration group compared with the written instruction group (3.0 versus 2.0 respectively, p < 0.001). Inhalation technique of patients improves after imparting systematic educational intervention. A practical demonstration of all the steps proved more effective than simple verbal/written advice. In view of increasing errors being committed over a period of time, repeated demonstration of the proper technique using a standard check-list significantly improves the errors committed during inhaler use.

Investigating the Effect of Perceived Social Support on the Promotion of Earthquake-Related Awareness in Iranian High School Students.

Students are one of the groups in society that are always exposed to earthquake-related hazards. Perceived social support plays a major role in students' self-efficacy to respond appropriately to earthquakes. Social support affects students' beliefs about their abilities and enhances their performance during earthquakes. Thus, the present study aimed to investigate the effect of perceived social support on the promotion of earthquake-related awareness amongst high school students. The present educational intervention with a randomized control group was conducted on 64 high school students in Lordegan, Iran. The participants were randomly divided into an intervention and a control group. Earthquake-related awareness index and perceived social support were completed by the two groups before, immediately after, and two months after the intervention. The intervention group received 120-minute educational intervention sessions once a week for four weeks. The data were entered into the SPSS 20 software and were analyzed using descriptive and inferential statistical methods. According to the results, educational intervention was effective in improving the perceived social support. The results also showed that increasing the perceived social support significantly improved the earthquake-related awareness among the high school students in the intervention group compared to the control group after the intervention (P <.001). The findings revealed that perceived social support played a major role in promoting earthquake-related awareness in the high school students. Due to the accuracy of the study, these results can be considered in future investigations.

Energy conservation education intervention for people with end-stage kidney disease receiving haemodialysis (EVEREST): protocol for a cluster randomised control trial

IntroductionMultiple symptoms occur in people with kidney failure receiving haemodialysis (HD) and these symptoms have a negative impact on health-related quality of life (HRQoL). Fatigue, the most common symptom, is...

The effect of educational intervention on self-care behavior in hypertensive older people: Applying the health belief model.

Hypertension is a worldwide health issue. Increasing aging has given rise to the prevalence of this problem. Disease management using educational intervention based on theoretical frameworks is effective for influencing self-care behavior. The goal of this study is to investigate the effects of educational intervention on self-care behaviors that influence hypertension control among the elderly population during 2020 based on the health belief model. A quasi-experimental study was conducted on rural older people in Ardestan, Iran. Assessments were done before and after three educational intervention sessions with a control group. The random sampling has done on 99 hypertensive elderly people in two rural centers of Ardestan from 2019 to 2020. Awareness variables, components of the health belief model, and blood pressure were assessed before and three months after the intervention. Data analysis was done using descriptive and analytical statistics. The study groups did not differ significantly in terms of the variables studied at the beginning of the study. After three months, the variables of awareness, self-care, and perceived sensitivity constructs, perceived severity, perceived benefits, and guide to action showed a significant rise in the experimental group compared to the control group. In addition, the effectiveness of educational intervention significantly increased self-care behavior in the experimental group. Educational intervention based on the health belief model can be effective to reduce the barriers of self-care behaviors. In order to have a lasting change in behavior, the use of behavioral change patterns that ecologically take into account interpersonal, organizational, and social factors is suggested too.

The effect of educational intervention based on self-efficacy theory on pregnancy anxiety and childbirth outcomes among Iranian primiparous women.

BACKGROUND:Pregnancy anxiety is associated with a diverse birth outcomes. Mothers' education could have a critical role in increasing their self-efficacy to defeat their anxiety and improve pregnancy and child birth outcomes. The study was conducted to examine the effect of intervention based on self-efficacy theory on pregnancy anxiety and child birth outcomes.MATERIALS AND METHODS:The study was conducted as a quasi-experimental design on 60primiparous women (26–28 weeks) in Birjand (East Iranian province) from May to September 2017, who were randomly divided into intervention and control groups. The intervention group received 8 sessions of 90-min educational intervention based on self-efficacy theory strategies besides the routine prenatal care. Vanden Bergh's pregnancy anxiety questionnaire and checklist of pregnancy and delivery outcomes were used for data collection.RESULTS:The level of pregnancy anxiety was similar in both groups before the intervention, but immediately and 1 month after the intervention, the mean score of pregnancy anxiety significantly reduced in the intervention group and significantly increased in the control group (P < 0.001). There was a significant difference in mean neonatal weight (P < 0.001) between the two groups. Emergency and elective cesarean section were significantly lower in the intervention group compared to the control group (P < 0.001), but there were no significant differences in the frequency of preterm delivery between two groups (P < 0.05).CONCLUSION:The results provide support for the effectiveness of intervention based on self-efficacy theory in reducing pregnancy anxiety and enhancing positive pregnancy outcomes. Hence, theory-based educational interventions may serve as a cost-effective and noninvasive approach to reduce pregnancy anxiety in Iran.

Effects of Parents' Education on Dental Fissure Sealant Rate of Preschool Children Based on the Theory of Planned Behavior in Iran

Background Fissure sealant therapy is one of the most effective methods for preventing dental caries. This study aimed to investigate the effect of parental education on fissure sealant in the sample of Iranian preschool children. Materials and Methods: This experimental study was conducted in Sanandaj, West of Iran, in 2019. A total of 120 parents of preschool children were randomly selected and divided into control (n = 60), and intervention (n = 60) groups. The required data were collected by a questionnaire based on the theory of planned behavior. It consisted of two sections: demographic information and theoretical constructs. The intervention group received four sessions of 45-60 minutes. Education was conducted through lectures and question and answer using pamphlets, brochures, and dental manikins. Data were analyzed using SPSS software version 20. Results: The intervention and control groups were homogeneous ‎before ‎education. ‎They were similar in terms of mean scores of the planned ‎model. However, after an educational intervention, all the scores increased, including the mean attitude score (from ‎‎3‎‏.‏‎09±0.47‎‏ to ‎4.07±0.64)‎, subjective norm score (from 3.2±‎‏0.45 to ‎‎3.90±‎‏0.52), perceived behavioral control score (from 3.172±‎‏0.31‏‎ to 3.73±‎‏0.40)‏‎, ‎behavioral intention score (from 3.33±‎‏0.58‏‎ to 4.40±‎‏0.62‏‎), practice score ‎(from ‎‏0‏‎ to ‎‏19.41‏‎±0.6), and knowledge score (from 1.85±2.23 to 7.17 ‎‎±1.31). Besides, the difference was statistically significant (p <0.05). Also, changes in model ‎constructs and knowledge were statistically significant in two ‎groups (p <0.05).‎ Conclusion According to the results with implementing‏ four educational intervention sessions based on the theory of planned behavior ‎on fissure sealant can help increase the fissure sealant rate. ‎

The Impact of Educational Intervention on the Anxiety of Family Caregivers of the Elderly with Dementia: A Randomized Controlled Trial.

ABSTRACTBackground: Due to the increasing population of elderly and the consequent increase in the number of chronic diseases such as dementia, the psychological complications such as anxiety in the family caregivers increase. The aim of this study was to determine the effect of educational intervention on the anxiety of family caregivers of the elderly people with dementia.Methods: This randomized controlled trial was performed in the elderly Neurology Clinics in Shiraz from May to August 2017. This study was conducted on 70 families with elderly people with dementia who were randomly divided into an intervention (receiving in groups for seven sessions of educational intervention) and a control group (Conventional care). Data collection tool was Spielberger’s Anxiety Inventory (40-items, score=20-80). Data were analyzed by SPSS version 21 using ANOVA test with repeated measures and independent t-test.Results: One and three months after the interventions, the mean scores of anxiety in the intervention group were 70.51±3.78 and 70.31±3.43 and in the control groups they were 76.45±3.45 and 76.22±5.08 respectively. The results showed significant differences between the two groups regarding anxiety after the intervention (P<0.001).Conclusion: Educational programs held to promote and maintain the physical and mental health of caregivers could reduce the anxiety of family caregivers of the elderly with dementia.Trial Registration Number: IRCT2017080915426N4.

Effect of Educational Intervention Based on the Health Belief Model on the Improvement of the Health Performance of Female Hairdressers in Qom, Iran

Background & Aims of the Study Beauty salons as public places can be responsible for the transmission of various diseases. Among them, infectious diseases transmitted through the blood, such as AIDS, hepatitis B and C, which can lead to death, are more significant than others. In this regard, the present study aimed to determine the effect of educational intervention, based on the health belief model (HBM), on the improvement of health-related behavior of female hairdressers in Qom, Iran in 2018.Materials and MethodsThe present intervention study was performed on 88 subjects who were selected using multi-stage random sampling. The participants were divided into two groups of intervention (n=44) and control (n=44). The data collection tool was a health status checklist and a researcher-made questionnaire based on the HBM whose validity and reliability were confirmed. The intervention group was subjected to educational intervention sessions and after three months, both groups completed the same questionnaire. The collected data were analyzed in SPSS software (version 21), descriptive statistics (absolute and relative frequency, mean, and standard deviation), and inferential statistics (Chi-squared test, Mann Whitney, independent t-test, and paired t-test). It should be noted a p-value of less than 0.05 was considered statistically significant.ResultsThe mean and standard deviation of age in the intervention and control groups were 33.36±8.3 and 36.31±10.3 years, respectively. At the beginning of the study, no significant difference was observed between the groups regarding their demographic characteristics, the HBM constructs and performance model were not significantly observed at the beginning of the study between the experimental and control groups (P <0.05). However, based on the results, after the intervention, the mean score of knowledge and HBM constructs (except for the perceived barriers after the educational intervention) increased significantly in the interventional group, compared to the control group (P<0.001). Moreover, before the intervention, there was no significant difference between the mean scores of health-related behaviors and checklist results of the two groups (P<0.05). However, three months after the intervention, the mean scores of health-related behaviors and checklist of the intervention group were significantly higher than that of the control group (P<0.001).ConclusionGiven the significant change in the level of knowledge and HBM constructs as well as the improvement in the health-related behaviors of the intervention group after the educational intervention, it can be concluded that the HBM can be used as a framework in designing special training programs for hairdressers.

5 Improving Diagnosis and Management of Urinary Tract Infections for Elderly Patients

Abstract Introduction Diagnosis of urinary tract infection (UTI) in the elderly population is challenging as they commonly present with atypical signs and symptoms. Prevalence of asymptomatic bacteriuria in the elderly population is high. Hence, urine dipstick and urine culture are no longer diagnostic tests. UTI is over-diagnosed and overtreated in the elderly, resulting in poor antimicrobial stewardship. This project was carried out to assess and improve the current practices in the diagnosis and treatment of UTI in the Department of Medicine of the Elderly. Methods We reviewed current Scottish Intercollegiate Guidelines Network (SIGN) and National Institute for health and Care Excellence (NICE) guidelines on management of UTI and defined indications for performing urine dipstick and sending urine culture. We then collected and assessed data on all urine dipsticks performed, urine cultures sent, and use of antibiotics in treating UTI and asymptomatic bacteriuria in three Medicine of the Elderly wards in Aberdeen Royal Infirmary. We carried out intervention by means of presenting and discussing findings of Plan-Do-Study-Act (PDSA) cycles in departmental multi-disciplinary Quality Improvement (QI) meetings followed by educational sessions. Results Our baseline data showed 77% of urine dipsticks were performed without clinical indication and 18% of patients had urine cultures sent without clinical indication. After presenting our initial findings and carrying out an educational intervention session, 25% of patients had urine dipstick done without clinical indication, and 0% of patients had urine cultures sent without clinical indication. However, over the course of four subsequent PDSA cycles, practices in investigation of UTI fluctuated but were overall consistently better than the initial practice with further interventions. In all PDSA cycles, no patients were treated for asymptomatic bacteriuria. Conclusions Multidisciplinary team involvement in discussion of this QI project findings and educational sessions proved to be an effective form of intervention for improving current practice.

Impact of Oral Health Educational Intervention on Smoking among Male Adolescents.

Objective:To evaluate the impact of oral health educational intervention on smoking among male Saudi adolescents.Methods:This study included participants from male public high schools (10–12-grade students) in Dammam, Dhahran, and Al Khobar, Saudi Arabia, between March 2018 and May 2018. Multistage random sampling was used to recruit the students. The participants received two sessions of oral health educational intervention, which was based on educating the adverse effects of smoking on oral health. A pilot-tested questionnaire was used to collect preintervention and postintervention data. McNemar's test was performed for statistical analysis.Results:There were 432 participants in the study with a mean age of 10.18 ± 8.44 years. The prevalence of smoking was 31.7% in the preintervention stage. Over half the participants (60.6%) had family history of smoking. There was no reduction in smoking prevalence after the educational intervention. A significant improvement in the awareness about the effects of smoking on oral health was observed after the intervention (P < 0.05). The proportion of smokers willing to quit smoking significantly increased from 34.3% in the preintervention stage to 55.5% in postintervention stage (P = 0.021). Similarly, the percentage of smokers willing to join smoking cessation program increased after the intervention.Conclusion:There was a significant improvement in the awareness about the effects of smoking on oral health. The study found significantly higher percentage of adolescents willing to quit smoking after oral health educational interventions. The smoking cessation campaigns should include the education of adverse effects of smoking on oral health.

Effect of Health Education on Dengue Fever: A Comparison of Knowledge, Attitude, and Practices in Public and Private High School Children of Jeddah.

ObjectiveMore than half of the world’s population live in areas with a potential risk of acquiring dengue fever (DF). Health education interventions are effective, barring a language communication gap. The objective of this study was to estimate the effect of health education in the knowledge, attitude, and practices (KAP) towards DF control and prevention in public and private schools.Materials and methodsWe assessed the DF control and prevention strategy KAP of students of eight public and private schools in Jeddah, Saudi Arabia before the dengue health education intervention sessions (pre-I) and three months following the education intervention sessions (post-I) using the same closed-ended validated questionnaire. Schools and students were selected by a multistage stratified random sample method. Statistical analysis was done using the paired and independent T-test in IBM SPSS Statistics for Windows, Version 22.0 (IBM Corp., Armonk, NY).ResultsWe found a significant mean difference in the overall knowledge (pre-I, 7.86 ± 2.61; post-I, 10.94 ± 2.35), attitude (pre-I, 5.16 ± 1.50; post-I 6.23 ± 1.30), and practice (pre-I, 2.96 ± 1.33; post-I, 3.94 ± 1.12) scores. Private schools scored better post-intervention scores in knowledge and practice compared to public schools in local and English language medium.ConclusionsHealth education programs are essential for DF prevention and management. Institutes whose populations consists of students with various language backgrounds should not be ignored. Bilingual educational sessions are important in such private institutes. Our results indicate additional emphasis is required on putting interventional knowledge into practice.

Improving Breast Health Literacy Through an Innovative Breast Cancer Awareness Campaign Using the Know Your Lemons (KYL) Materials in Malaysia

Background: Breast cancer (BC) is the most common cancer in Malaysia but has the worst survival in the Asia Pacific region. Main drivers identified in previous research include late-stage disease at presentation, poor adherence to treatment and sociocultural barriers. Factors affecting late presentations include lack of awareness on basic symptoms of BC and poor access to early detection. Although BC awareness campaigns have been done, Hadi et al., showed low BC awareness among university students in Malaysia. This is an evaluation of the “Show You Care, Be Aware” campaign that was done in University of Malaya, Kuala Lumpur in October 2017. The campaign was carried out using KYL materials through use of posters, awareness booths and public forums. The materials contain information on the normal breast, 12 symptoms of BC, information on breast self examination (BSE), screening and diagnostic (detection) pathways in Malay and English language. Aim: To evaluate the campaign effect on breast health literacy. Methods: A quasi-experimental research was conducted. The KYL materials were forward and backward translated by 2 native bilingual individuals. The context and content of the translation was ensured to be accurate and fitted into the KYL design. A total of 679 participants participated in the study. A self-designed questionnaire was used to assess effectiveness of the materials. Educational intervention sessions were provided in the form of KYL materials (leaflets, posters and banners) displayed in awareness booths in the campus. Discussion on leaflets and questions and answers, and practical demonstrations of BSE dummy were done. The questionnaire was administered through face to face interview. The data were analyzed via SPSS 20; descriptive and Wilcoxon matched paired signed rank test was performed. Results: 72% (n=492) of our participants were Malay, 19% (n=119) Chinese and 10% (n=68) Indians and others. Majority of our participants were female (94.2%), age 30 or below (61%), single (62.9%), had college or university education (85.7%). Most of our participants, 96.2% stated that the language used in the KYL materials were clear and understandable; 95.3% thought materials were attractive and 89.2% found them acceptable in Malaysian culture. 52.7% preferred Malay materials, 40.4% English and 6.5% in both Malay and English. The materials improved perceived knowledge on the process of detecting BC (96.5%). 92.8% agreed or strongly agreed that they felt more confident in recognizing the symptoms of BC themselves. There was an increase in self reported knowledge of BC; mean scores before and after exposure to KYL materials were 2.83 versus 4.30 respectively ( P &lt; 0.001). Conclusion: Health education using KYL materials promoted breast cancer awareness, confidence in detecting symptoms and knowing processes of diagnosis among urban and educated Malaysians. Future research in lower educated and rural communities in Malaysia is warranted.

ASSESSING THE FEASIBILITY OF DELIVERING A PRE-IMPLANTATION NURSE-LED EDUCATIONAL INTERVENTION TO PRIMARY PREVENTION IMPLANTABLE CARDIOVERTER DEFIBRILLATOR CANDIDATES: A RANDOMIZED FEASIBILITY TRIAL

Implantable cardioverter defibrillators (ICDs) deliver therapy in the form of an internal shock should a life-threatening arrhythmia occur. Current literature suggests ICD patients often have unmet information needs. This study assessed the feasibility of delivering a pre-implantation nurse-led educational intervention (EI) to ICD candidates within an outpatient clinic. Consented participants were randomized to standard care (SC) or SC plus EI. An evidence-based EI was delivered during the pre-operative visit addressing information gaps identified in the ICD literature. Feasibility outcomes were: recruitment rate, consent rate, randomization, completion rate, EI delivery time, and content delivery. Baseline data and Patient-Reported Outcomes Measurement Information System (PROMIS) anxiety scores were collected. Four weeks post-ICD implantation, participants completed the PROMIS, Florida Patient Acceptance Survey (FPAS) and Florida Shock Anxiety Scale (FSAS). Twenty patients consented (10 per group). Feasibility outcomes were (1) recruitment rate 80%, (2) consent rate 87%, (3) randomization rate 100% (4) completion of questionnaires 80%, (5) EI sessions were completed in < 45 minutes 100% and (6) EI content completion 100%. 4-week mean (SD) FPAS scores were 80.0 (13.4) in EI group compared to SC 77.0 (16.5) indicating greater device acceptance scores in EI. Mean (SE) four-week PROMIS scores were 45.4 (6.4) in EI and 43.7 (8.6) in SC. Mean FSAS scores were 14.7 (4.6) in EI and 13.3 (3.9) in SC. Implications. The results highlight the potential for successful delivery of a nurse-led educational intervention within a clinic setting. The study found delivery of an educational intervention in a clinic setting to be feasible.

Educational intervention on delirium assessment using confusion assessment method-ICU (CAM-ICU) in a general intensive care unit.

To assess intensive care unit nurses' knowledge of intensive care unit delirium and delirium assessment before and after an educational intervention. In addition, nurses' perception on the usefulness of a delirium assessment tool and barriers against delirium assessment were assessed as secondary objectives. Early identification of delirium in intensive care units is crucial for patient care. Hence, nurses require adequate knowledge to enable appropriate evaluation of delirium using standardised practice and assessment tools. This study, performed in Malaysia, used a single-group pretest-posttest study design to assess the effect of educational interventions and hands-on practices on nurses' knowledge of intensive care unit delirium and delirium assessment. Sixty-one nurses participated in educational intervention sessions, including classroom learning, demonstrations and hands-on practices on the Confusion Assessment Method-Intensive Care Unit. Data were collected using self-administered questionnaires for the pre- and postintervention assessments. Analysis to determine the effect of the educational intervention consisted of the repeated-measures analysis of covariance. There were significant differences in the knowledge scores pre- and postintervention, after controlling for demographic characteristics. The two most common perceived barriers to the adoption of the intensive care unit delirium assessment tool were "physicians did not use nurses' delirium assessment in decision-making" and "difficult to interpret delirium in intubated patients". Educational intervention and hands-on practices increased nurses' knowledge of delirium assessment. Teaching and interprofessional involvements are essential for a successful implementation of intensive care unit delirium assessment practice. This study supports existing evidences, indicating that education and training could increase nurses' knowledge of delirium and delirium assessment. Improving nurses' knowledge could potentially lead to better delirium management practice and improve ICU patient care. Thus, continuous efforts to improve and sustain nurses' knowledge become relevant in ICU settings.

Educational interventions to increase cultural competence for nursing students

PurposeThe purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence.Design/methodology/approachA descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size.FindingsThe control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time.Research limitations/implicationsThe study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations.Practical implicationsThis research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge.Social implicationsThis study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes.Originality/valueThis research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.