Educational Intervention Study Research Articles

42855 To ABCDE or not to ABCDE?: a Randomized Educational Intervention Study to Improve Patient Recognition of Atypical Nevi

42855 To ABCDE or not to ABCDE?: a Randomized Educational Intervention Study to Improve Patient Recognition of Atypical Nevi

Effectiveness of Training Programme on the Quality of Cardiopulmonary Resuscitation among Health Care Providers in Critical Care Units at Governmental Hospitals in Gaza Strip

Rescuers' ability to properly administer cardiopulmonary resuscitation (CPR) depends on their ability to learn, remember, and apply the necessary cognitive, behavioural, and psychomotor abilities. In order to provide HCPs with the knowledge and abilities needed to do CPR in circumstances where life is at risk, such as cardiac or respiratory arrest, the researcher used CPR training classes. The training sessions will also include lectures on the theories underlying as well as skill teaching sessions, and a final exam. This study used baseline data to show the improvement in effective training program quality and comprehension. Given guidelines on how to make it better and general guidelines for applying them across all hospitals in GS. The purpose of this study was to evaluate the effectiveness of a training program for healthcare professionals working in critical care units at governmental hospitals in the Gaza Strip. In order to assess the quality and knowledge of CPR among HCPs in these institutions, researchers employed a pre-post quasi-experimental design before and after education intervention studies (Al-Shifa). The training program's efficacy effect size was calculated using partial eta squared; the average score in the pre- and post-tests, paired t-test, P value, and MD with 95% CI were as follows: total score (0.360.10 vs 0.880.06, t = 43.05, P0.001, MD = 0.519, 95% CI =0.495-0.543), and effect size by Partial eta squared were 0.980. Specialists from all over the world who advice stakeholders on how to improve the standard of HCPs (Doctors and Nurses) offered in the ICU, ER, and CCU in the Gaza Strip are in a heated debate on CRP. Governmental hospitals with continuing education committees implement rigorous strategies to improve the knowledge and clinical proficiency of nurses and doctors, Urging HCPs to put in more effort and carry out more research in order to enhance the standard of their profession, save patients, and strengthen their areas of weakness in order to become more proficient and effective from a scientific and practical perspective (HCPs). Guidelines and suggestions were made to stakeholders that might improve the standard of CPR provided for critical care in ERs, ICUs, and CCUs.

An educational intervention study to enhance breast cancer awareness among women and primary healthcare providers of an urban health center area, Visakhapatnam.

Breast cancer is the most common malignancy in women worldwide posing greater health challenge. The poor survival rate from breast cancer in India may be attributed to lack of awareness, low rate of screening uptake and presentation of cases in advanced stage. To assess the baseline knowledge and effectiveness of educational intervention in improving the knowledge regarding breast cancer. A quasi-experimental community-based health educational intervention study was performed among 100 women and 18 female primary healthcare providers residing in urban field practice area. Face-to-face interviews were performed using a questionnaire adapted from the Breast Cancer Awareness Measure (Breast-CAM) Version 2. Data were analyzed using SPSS version 25. To assess the difference between pre- and postintervention scores, Mc-Nemar's test and paired sample t tests were applied. Association between socio-demographic variables and difference in mean scores was assessed by using ANOVA and independent t test. P value less than 0.05 was taken as statistically significant. The mean pre-intervention score of knowledge items (21 including warning signs, risk factors of breast cancer) among 100 women participants was 7.19 ± 3.45 and postintervention mean score was 18.18 ± 2.42. The mean pre-intervention score among 18 primary healthcare providers was 10.89 ± 4.59 and postintervention score was 19.89 ± 1.28. There was significant improvement in mean scores. The increase in percentage of scores in all 21 items postintervention was significant (Mc-Nemar's test). There was significant association between socio-demographic profile and increase in mean scores. The study identified various barriers for seeking medical care among women. The community-based educational intervention was effective in enhancing the knowledge regarding breast cancer among women.

Evaluation of a workplace educational intervention on menopause: A quasi-experimental study.

To evaluate the effects of a workplace educational intervention on menopause on self-efficacy regarding working during the climacteric. Quasi-experimental design, with one intervention and one control group. Women aged 40 to 67, working in one of the two participating departments of a large municipality in the Netherlands, were recruited to participate in the study. The allocation of participants to intervention or control group was done at the departmental level. The main component of the multifaceted intervention consisted of educational workshops on menopause and work. The primary outcome was score on the Self-Efficacy to Manage Symptoms Scale. Secondary outcomes were scores on other self-efficacy scales, knowledge about the menopausal transition, menopausal symptoms, beliefs and behaviours and work-related variables. Differences between groups were analysed with Pearson's chi-square, Student's t-test or Mann-Whitney U. Analysis of covariance (ANCOVA) was used to correct for baseline and potential confounders. Data from 54 women were analysed, 25 in the intervention group and 29 in the control group. After 12weeks of follow-up, the mean score on the Self-Efficacy to Manage Symptoms Scale was higher in the intervention group than in the control group: 6.52 (SD 1.45) versus 5.84 (SD 1.51), respectively, adjusted mean difference 0.75 (95% CI 0.03-1.46, p=0.040). The educational intervention increased self-reported knowledge (scored on the range 1-10) (adjusted mean difference 0.7, 95% CI 0.26-1.15, p=0.002) and resulted in a lower level of presenteeism (i.e., less impaired work performance) due to menopausal symptoms, measured by the Dutch Stanford Presenteeism Scale (adjusted mean difference 2.15, 95% CI 0.13-4.18, p=0.038), compared to the control group. This educational workplace intervention study shows promising positive effects on self-efficacy regarding working during the climacteric, knowledge about the menopausal transition and presenteeism due to menopausal symptoms. This is especially true for women already experiencing menopausal symptoms, while premenopausal women were harder to engage in the intervention. A larger study, with longer follow-up, preferably a randomized controlled trial, is needed to investigate the clinical relevance of these findings.

Educational intervention on organ and tissue donation at UMAE No. 34

The lack of information associated with donation is devastating for those patients in need of a transplant and requires a solution based on changing social perception through educational interventions. Determine the level of knowledge of the general population after an educational intervention about organ and tissue donation at the Hospital de Cardiología UMAE No. 34. Educational intervention study with measurement before and after, prospective. Instrument validated using the Kuder-Richardson formula with a reliability coefficient of 0.74. The study population was made up of the general population in the waiting rooms at UMAE No. 34, only the associations with values of p < 0.05 were considered statistically significant. 266 evaluation instruments were applied to 133 participants. The educational intervention contributed to an increase in the level of knowledge (p = 0.0001). The level of knowledge after the intervention was higher in the younger participants (p = 0.013) and in those with a university studies (p = 0.0001). The relation between age and the level of subsequent knowledge showed favorable significance in the intention to donate in younger participants with high subsequent knowledge (p = 0.046). An educational intervention on donation of organs and tissues for transplant purposes is an effective strategy to increase and reinforce the knowledge of the general population.

Effects of the Virtual Simulation Prebriefing-Debriefing Educational Strategy on Nursing Students’ Self-Efficacy and Virtual Simulation Performance: A Quasi-Experimental Study

BackgroundThrough the use of virtual simulations nursing students are exposed to a variety of clinical scenarios that may potentially improve their learning of competencies, increase their self-efficacy (confidence), and enhance their future clinical performance. MethodsGuided by the National League for Nursing Jeffries Simulation Theory, Bandura's self-efficacy theory, and the Healthcare Simulation Standards of Best PracticeTM, this quasi-experimental, two-group, pretest/post-test educational intervention study examined the effects of the synchronous Virtual Simulation Prebriefing-Debriefing strategy on Associate Degree Nursing students’ self-efficacy perceptions and virtual simulation performance scores in the care of patients experiencing a myocardial infarction. ResultsStudy results revealed statistically significant findings concerning the effectiveness of the Virtual Simulation Prebriefing-Debriefing strategy on students’ self-efficacy perceptions (in the cognitive, psychomotor, and affective domains) and virtual simulation performance scores. Results also support that there is a small positive correlation between students' self-efficacy perceptions and virtual simulation performance scores. This study also provided evidence that the study's educational strategy caused positive changes in students’ self-efficacy perceptions and virtual simulation performance scores regardless of students’ age, previous experience with video or computer gaming, or previous healthcare work experience. ConclusionFindings suggest that a high-quality virtual simulation experience that integrates the Healthcare Simulation Standards of Best PracticeTM, including structured prebriefing and debriefing strategies, can positively influence students’ self-efficacy perceptions and virtual simulation performance scores.

A Pilot Study on Testing Real Life Delivery Room Experience by Direct Observation and Supervised “Hands-on” Component in Imparting Neonatal Resuscitation Skill to Intern Doctor

Background Intern doctors are often incompetent to perform neonatal resuscitation, which is an essential skill and core competency area of pediatric curriculum. Methods We aimed to analyze the impact of direct observation and supervised “hands-on” component along with standard basic neonatal resuscitation training for intern doctors. An educational interventional study was conducted among interns after being approved by ethics committee. Mannequin based Basic neonatal resuscitation training of intern doctors was demonstrated. After that one week observership for real-life experience in NICU was given, where they observed minimum 5 delivery calls under the supervision of senior resident/faculty. Learning gain of the interns was analyzed by comparing the pre- and post-training test score. Knowledge based questions and objective structured clinical examination (OSCE) stations were used for the assessment. The OSCE was used to check the skills acquisition among intern doctors. Interns post workshop and post observership feedback in the form of reflection were analyzed. Faculty’s feedback in the form of reflection was analyzed. Results A total of 8 interns completed both pre and post training test for the level 2 evaluation-learning gain. Mean test scores of knowledge based questions and OSCE increased significantly from 85% to 97.5% and 33.33% to 100%, respectively. Pre- and post-workshop OSCE revealed 100% achievement of clinical skill of neonatal resuscitation. Intern doctors perceive that NRP training program improved their confidence levels and decreased the fear to perform neonatal resuscitation during first golden hour of life to save life of newborn. BNRP program is one of the core components to impart a clinical skill as an integral part of learning during internships. Conclusion Direct observation and supervised “hands-on” component as an additional teaching-learning method was well perceived and competency of interns for neonatal resuscitation was significantly enhanced. BNRCP competent IMG/intern being the first contact physician will be able to survive the newborn and contribute in decreasing neonatal mortality rate.

Impact of educational intervention in promoting KAP of food label information to make healthier food choices among adolescents in Bangalore City.

Increasing adolescent obesity, a reason for the onset of adult chronic diseases, has become an important public health priority. Food choices are impacted by the growing availability of processed and pre-packaged meals, the rise in eating out compared to eating at home, low nutrition literacy, and the inability to evaluate calorie and nutrient information. The objective is to assess the current knowledge, attitude, and practice (KAP) of the adolescents regarding food label information to make healthier food choices, to improve their KAP regarding the same through health education using pictorial representation, and to evaluate the effectiveness of the health education. An educational intervention study was performed among 200 adolescent students (13-15 years) in selected schools in Bangalore city. Health education was given using materials like charts, models, and posters in an interactive way. Pre-KAP and post-KAP were assessed using questionnaires. The study comprised 145 (72.5%) girls and 55 (27.5%) boys with the mean age of 14.02 years. Only 102 (51%) were having knowledge that food labels must be read irrespective of health issues or disease. Only 81 (40.5%) calculated the total nutrient intake before taking food items before intervention, which was increased to 147 (73.5%) post intervention. The results of the present study successfully proved that nutritional educational intervention by pictorial representation was feasible and successfully improved the understanding and use of food label information for making healthier food choices among adolescents.

Supporting Parkinson's disease medication safety for nurses in the acute care setting through an educational intervention study.

Patient medication safety in the acute care setting is a foundational action provided by nurses and healthcare providers for safe patient care. Hospitalization of patients with Parkinson's disease (PD) can be dangerous due to the unique and variable medication regimen required. Patients with PD often have their medication administered inappropriately in the acute care setting (e.g., holding a PD medication in preparation for surgery, not administering the medication on the patient's home schedule, and delaying administration). The research question posed in this study was the following: does a PD medication educational intervention in the clinical setting enhance knowledge, comfort, and competence of practicing nurses in the care of patients with PD regarding their medication safety? A mixed methods study design was used for this 5-month, two-part study with a sample of practicing RNs at three different hospitals. Part one of the study assessed nurses' initial knowledge of PD and PD medication safety and included an educational intervention. Part two of the study occurred 3 months later and evaluated if knowledge from the educational intervention was retained. The study was conducted in two parts and included a pre-test, educational intervention, post-test, and follow-up test 3 months later. The educational intervention consisted of a 15-minute video of two PD advanced practice nurses being interviewed regarding the general care of a patient with PD. The pre-test, post-test, and follow-up test were identical and consisted of six questions regarding knowledge, comfort, and self-perceived competency. Participants were additionally asked three open-ended questions at follow-up to gain insight on the effectiveness of the educational intervention. A total sample of 252 RNs participated in this study. Statistically significant improvements in knowledge, comfort, and self-perceived competency were observed in the post-test scores compared to pre-test scores. These statistically significant improvements were retained after 3 months, despite a 42.9% decrease in the number of responders (n = 252 vs. n = 144). Additionally, compared to the post-test, there were no statistically significant declines in knowledge, comfort, or competency in the follow-up test. Qualitative findings indicated that the training regarding PD medications was retained and found to be valuable, even if it was seldom applied in practice. A review of the literature and this study both support the need for increased education for practicing nurses as it relates to PD and PD medication safety. Healthcare systems, organizations, and associations that support continuing education for nurses create a stronger workforce. Education has been found to keep nurses up to date on the latest advances in care and treatment while also providing exposure to other areas of nursing beyond their clinical settings. Promoting better patient outcomes through safe medication administration is a hallmark of nursing care excellence. This study found that supporting the use of an educational intervention of PD medication safety for nurses improved RN levels of knowledge, comfort, and competency up to 3 months later. As the population of those with PD increases, healthcare systems, and nurses must now, more than ever, be poised to care for these individuals. This is a critical point in PD patient care since persons with PD are hospitalized 1.5 times more than their peers without PD.

Education Research: Junior Neurology Residents Achieve Competency but Not Mastery After a Brief Acute Ischemic Stroke Simulation Course.

Simulation bootcamps are used to onboard neurology trainees. It is not known whether these bootcamps result in competency for acute ischemic stroke (AIS). For this prospective, single-center pre-post educational intervention study, the Angoff standard setting method was used to determine a Minimum Passing Score (MPS) and Mastery Score for 2 AIS simulations. Junior neurology residents completed precourse knowledge and confidence assessments and had traditional didactic teaching. A week later, each resident completed the first scored AIS simulation. Each resident then practiced stroke care in an unscored simulation. Two to 8 weeks later, each resident was evaluated in an unannounced AIS simulation (the post-test). Postgraduate year (PGY)-3 adult neurology senior residents also completed a knowledge and confidence assessment and were scored on just the AIS post-test case. Using independent and paired t tests, respectively, we compared the junior residents' retention test performance to their baseline assessment and to senior residents' performance. Thirteen junior residents (9 PGY-2 adult neurology residents and 4 PGY-3 child neurology residents) participated in the course. Only 3 junior residents (23%) initially achieved the MPS in the first AIS simulation. After the simulation course, 9 junior residents (69%) achieved the MPS threshold. Although none achieved mastery, junior residents' mean performance score in the simulation improved (mean score preintervention [SD] = 10.3 [2.8] vs mean score postintervention [SD] = 15.7 [2.6], p < 0.001) and their confidence increased (mean score preintervention [SD] = 3.3 [1.9] vs mean score postintervention [SD] = 4.9 [1.2], p < 0.001, d = 1.7). Eight PGY-3 adult neurology residents were scored on the AIS post-test. Five reached MPS (63%), and 1 demonstrated mastery. The simulation scores of the postcourse juniors and seniors were similar (junior resident mean score [SD] = 15.7 [2.6] vs senior resident mean score [SD] = 16.0 [2.5], p = 0.793). A brief AIS simulation course may improve junior residents' performance and confidence to a level comparable with senior residents, although not to mastery.

Community-based alcohol education intervention (THEATRE) study to reduce harmful effects of alcohol in rural Sri Lanka: design and adaptation of a mixed-methods stepped wedge cluster randomised control trial

IntroductionAlcohol consumption is a leading cause of mortality, morbidity and adverse social sequelae in Sri Lanka. Effective community-based, culturally adapted or context-specific interventions are required to minimise these harms. We...

Determining the educational impact of virtual patients on trauma team training during a multinational, large-scale civil military simulation exercise.

With asymmetrical conflicts ongoing, many countries have an increasing number of major trauma events but limited capacity to cope with these events. Training for such events comprises primarily of simulations requiring significant resources and that are time-consuming and expensive. Virtual patients are defined as computer-based programs presenting authentic cases support training in trauma management. Assisted learning technologies augment simulated trauma team training and can improve trauma team competencies. The aim was to investigate if virtual patients increased competencies in decision making required and to identify deficiencies in care for the management of trauma patients during a multinational civil military trauma exercise. A prospective educational intervention study with mixed methods, measuring the effects of a novel virtual patient model on trauma teams, was performed. The population consisted of surgeons, anesthesiologists, emergency department physicians, nurses, and paramedics (n = 30) and constituted six trauma teams from eight countries; three trauma teams formed the participating group, and three were allocated as control group. The participating group was exposed to virtual patients before, during, and after the live simulation exercise. Data sources were derived from individual preassessments and postassessments, evaluations made by experts in trauma, and video recordings of performance during the live simulation exercise and analyzed by the thematic analysis method. Using virtual patients contributed to improved individual knowledge about the management of major trauma patients and improved teamwork. Virtual patients as support for reasoning in decision making were directly correlated to level of previous knowledge and experience. Two of the three participating trauma teams showed lower levels of existing knowledge and competence in managing major trauma patients and therefore made more efficient use of the virtual patients. Results demonstrated advantages using virtual patients during a major civil military trauma live simulation exercise and appear to be supportive especially for teams who are not as experienced. Therapeutic/Care Management; Level IV.

A questionnaire-based study on the knowledge, attitude and practice on pharmacovigilance among pharmacists and nursing staff at teaching hospital

BackgroundThe present study aimed to evaluate the knowledge, attitude and practices (KAP) about pharmacovigilance (PV) practices among health care professionals, that is, pharmacists and nursing staff before and after educational intervention in a tertiary care hospital. MethodsThis was an observational and questionnaire-based pre- and post-test educational interventional study involving pharmacists and nursing staff. A 15-point prevalidated questionnaire on KAP about PV was distributed to pharmacists and nursing staff before and after educational intervention. Ethical clearance was obtained before the start of the study. ResultsA total of 120 pharmacists and 60 nursing staff participated in pre- and post-KAP questionnaire study. The KAP of PV when compared before (pre-KAP) and after (post-KAP) the educational intervention, the correct response rates were found to be statistically significant (P < 0.001). Encouraging feedback was received from the participants. ConclusionThis study proves that KAP of PV and adverse drug reaction reporting in routine practice can be improved by imparting knowledge about PV and hands-on training on adverse drug reaction reporting among pharmacists and nursing staff who are the backbone of health care system.

Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions

Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these designs persist in the research literature. This study describes a systematic review of special education intervention studies ( k = 406) between 1988 and 2020 that report using nonconcurrent multiple-baseline or multiple-probe designs to test interventions for individuals with disabilities ages 21 years and younger. We coded and synthesized study characteristics pertaining to participants, settings, interventions, data reporting, and contextual factors. Findings indicate the prevalence of nonconcurrent designs for intervention studies in a variety of settings addressing social and communication needs of individuals with disabilities. We discuss implications for research and practice and offer suggestions for improving the validity of nonconcurrent designs. A PRISMA-compliant abstract is available at https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d .

Assessment and intervention of a health education programme regarding medicine among school children

Background: The current study was aimed to assess knowledge, attitude and practice about medicines among school children of age group 12-16 years. Methods: This was an educational interventional study. The children’s attending private/ tertiary school, at Bagalkot were interviewed individually with a pre-tested self-administered questionnaire. Results: In basal assessment, the mean knowledge, attitude and practice scores were found to be 9.11±0.11, 5.72±0.83 and 6.92±0.05 respectively. However, there was significant difference (p=0.0001) between pre and post study of knowledge, attitude and practice towards medicine. Conclusions: Study concluded that children have limited knowledge about medicine and some negative attitude towards medicine which was improved after educational interventional study. This type of study will help to improve their insight towards medicine in school children.

Creative dance studies in elementary schools: a systematic search and a narrative review

ABSTRACT This is a systematic search and a narrative review of school-based Creative Dance (CreaDa) programs and intervention studies in elementary education. Advanced searches with PRISMA methodology resulted in 19 eligible studies, which were further analyzed based on the GREET checklist criteria. The main categories of the extracted data were the description of programs and interventions, their delivery and participants’ characteristics, the findings of the studies and limitations referred. Each category included many sub-categories of analysis, which shed light on topics related to CreaDa implementation from the researchers’ and the practitioners’ perspective. The descriptive analysis and presentation of each sub-category was complemented with figures, narrations, comments, discussion and in some cases suggestions. It seems that CreaDa implementation in elementary schools has the tremendous potential to mainly cultivate children cognitively and psychosocially. Essential information for future research and practice and further considerations based on sections’ analyses were summed up and presented.

Implementing the Melanocytic Pathology Assessment Tool and Hierarchy for Diagnosis: Long-term effect of a simple educational intervention

A standardized pathology management tool for melanocytic skin lesions may improve patient care by simplifying interpretation and categorization of the diverse terminology currently extant. To assess an online educational intervention that teaches dermatopathologists to use the Melanocytic Pathology Assessment Tool and Hierarchy for Diagnosis (MPATH-Dx), a schema collapsing multiple diagnostic terms into 5 classes ranging from benign to invasive melanoma. Practicing dermatopathologists (N = 149) from 40 US states participated in a 2-year educational intervention study (71% response rate). The intervention involved a brief tutorial followed by practice on 28 melanocytic lesions, with the goal of teaching pathologists how to correctly use the MPATH-Dx schema; competence using the MPATH-Dx tool 12-24months postintervention was assessed. Participants' self-reported confidence using the MPATH-Dx tool was assessed preintervention and postintervention. At preintervention, confidence using the MPATH-Dx tool was already high, despite 68% lacking prior familiarity with it, and confidence increased postintervention (P = .0003). During the intervention, participants used the MPATH-Dx tool correctly for 90% of their interpretations; postintervention, participants used the MPATH-Dx tool correctly for 88% of their interpretations. Future research should examine implementing a standardized pathology assessment schema in actual clinical practice. Dermatopathologists can be taught to confidently and competently use the MPATH-Dx schema with a simple educational tutorial followed by practice.

Mining Sensor Data to Assess Changes in Physical Activity Behaviors in Health Interventions: Systematic Review.

Sensors are increasingly used in health interventions to unobtrusively and continuously capture participants' physical activity in free-living conditions. The rich granularity of sensor data offers great potential for analyzing patterns and changes in physical activity behaviors. The use of specialized machine learning and data mining techniques to detect, extract, and analyze these patterns has increased, helping to better understand how participants' physical activity evolves. The aim of this systematic review was to identify and present the various data mining techniques employed to analyze changes in physical activity behaviors from sensors-derived data in health education and health promotion intervention studies. We addressed two main research questions: (1) What are the current techniques used for mining physical activity sensor data to detect behavior changes in health education or health promotion contexts? (2) What are the challenges and opportunities in mining physical activity sensor data for detecting physical activity behavior changes? The systematic review was performed in May 2021 using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. We queried the Association for Computing Machinery (ACM), IEEE Xplore, ProQuest, Scopus, Web of Science, Education Resources Information Center (ERIC), and Springer literature databases for peer-reviewed references related to wearable machine learning to detect physical activity changes in health education. A total of 4388 references were initially retrieved from the databases. After removing duplicates and screening titles and abstracts, 285 references were subjected to full-text review, resulting in 19 articles included for analysis. All studies used accelerometers, sometimes in combination with another sensor (37%). Data were collected over a period ranging from 4 days to 1 year (median 10 weeks) from a cohort size ranging between 10 and 11615 (median 74). Data preprocessing was mainly carried out using proprietary software, generally resulting in step counts and time spent in physical activity aggregated predominantly at the daily or minute level. The main features used as input for the data mining models were descriptive statistics of the preprocessed data. The most common data mining methods were classifiers, clusters, and decision-making algorithms, and these focused on personalization (58%) and analysis of physical activity behaviors (42%). Mining sensor data offers great opportunities to analyze physical activity behavior changes, build models to better detect and interpret behavior changes, and allow for personalized feedback and support for participants, especially where larger sample sizes and longer recording times are available. Exploring different data aggregation levels can help detect subtle and sustained behavior changes. However, the literature suggests that there is still work remaining to improve the transparency, explicitness, and standardization of the data preprocessing and mining processes to establish best practices and make the detection methods easier to understand, scrutinize, and reproduce.

Effects of a 16-Week Digital Intervention on Sports Nutrition Knowledge and Behavior in Female Endurance Athletes with Risk of Relative Energy Deficiency in Sport (REDs).

Female endurance athletes are considered a high-risk group for developing Relative Energy Deficiency in Sport (REDs). Due to the lack of educational and behavioral intervention studies, targeting and evaluating the effects of the practical daily management of REDs, we developed the Food and nUtrition for Endurance athletes-a Learning (FUEL) program, consisting of 16 weekly online lectures and individual athlete-centered nutrition counseling every other week. We recruited female endurance athletes from Norway (n = 60), Sweden (n = 84), Ireland (n = 17), and Germany (n = 47). Fifty athletes with symptoms of REDs and with low risk of eating disorders, with no use of hormonal contraceptives and no chronic diseases, were allocated to either the FUEL intervention (n = 32) (FUEL) or a 16-week control period (n = 18) (CON). All but one completed FUEL, while 15 completed CON. We found strong evidence for improvements in sports nutrition knowledge, assessed via interviews, and moderate to strong evidence in the ratings concerning self-perceived sports nutrition knowledge in FUEL versus CON. Analyses of the seven-day prospective weighed food record and questions related to sports nutrition habits, suggested weak evidence for improvements in FUEL versus CON. The FUEL intervention improved sports nutrition knowledge and suggested weak evidence for improved sports nutrition behavior in female endurance athletes with symptoms of REDs.

Effects of student-led drama on nursing students' attitudes to interprofessional working and nursing advocacy: A pre-test post-test educational intervention study

BackgroundNursing educators need to equip students to work in interprofessional teams and advocate for patients in increasingly integrated health and social care settings. Drama-based education has been used in nursing to help students understand complex concepts and practices, including communication, empathy, and patient safety. However, few studies have evaluated drama-based education to promote understanding of interprofessional care and advocacy, and none have involved student-led drama where students create dramatic performances to support learning. ObjectivesTo examine the effects of student-led drama on student nurses' attitudes to interprofessional working and advocacy. DesignPre-test post-test educational intervention study. SettingsPublic university in Scotland. Participants400 undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working. MethodsStudents completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated Attitudes Towards Healthcare Teams Scale (ATHCTS) and Protective Nursing Advocacy Scale (PNAS). Change in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen's d to estimate effect size. ResultsATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the ‘acting as an advocate’ (4.18 to 4.51, p < 0.001, d = 0.81) and ‘environmental and educational influences’ subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change. ConclusionsEducation based on plays created and performed by student nurses led to significant improvements in student nurses' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.