Evaluation Of Education Program Research Articles

Evaluation of a nutrition education program at the Dutch out-of-school care during summer holidays

Abstract Background School-based nutrition education has increasingly been used to teach children about nutrition. With over half a million children attending out-of-school care in the Netherlands, this might be a suitable setting for nutrition education as well. The aim of this study was to evaluate the implementation of the program ‘Spoony's Gezonde Smikkelweken’ for out-of-school care among staff and parents. Methods The program consists of 4 cooking, play and eating activities, a home-workbook and an online platform to promote vegetable consumption during the holidays. In July 2022, 585 out-of-school care locations for 4-12 year-olds across the Netherlands implemented the program. All locations received digital questionnaires to be distributed among the staff and parents on appropriateness, implementation, appreciation and perceived effects. Also semi-structured interviews were conducted with 11 employees for more detailed feedback. Results The questionnaire was filled out by 410 employees before the program and by 327 employees and 79 parents after the program. The 4 activities were implemented by 77%-96% of the locations. The staff was generally positive about the program; easy to fit into their daily routine (90%), suitable for the children (82%), well-organised (92%) and willing to implement it again (99%). Besides, they reported a higher number of children willing to taste vegetables after the program than before (57% vs. 37%) and vegetables eaten more often as a snack and at lunch (+17%). A majority of the children took the workbook home (82%) and did one or more activities from it (84%). Parents were generally positive about the program (4.6±0.8) and the attention to healthy eating at this setting (99%). Conclusions This program has been successfully received by staff and parents as a suitable form of nutrition education at out-of-school care. Despite a low response rate among parents, it appeared promising to also reach children's home situation. Key messages • Nutrition education provided by out-of-school care seems suitable, similar as provided at schools. • Spoony’s ‘Gezonde Smikkelweken’ appeared a suitable program for Dutch out-of-school care.

Penanaman Pendidikan Karakter Religius di Lembaga Pendidikan MI Nurul Yaqin Surabaya

The main focus of the research is to understand the extent to which religious character education programs have been implemented and have an influence in students' daily lives. The research method used is descriptive qualitative research using interview techniques, observation and documentation. The research results show that the religious character education program at MI Nurul Yaqin Surabaya has been well structured and is running smoothly, but there is still room for improvement and adjustments to increase its effectiveness. As a follow-up, it is recommended that madrasas continue to carry out regular evaluations of religious character education programs, hold training for teachers regarding more effective implementation, and increase parent participation in supporting religious character education at home and school. In this way, MI Nurul Yaqin can ensure that its religious character education program achieves the expected goals and has a positive impact on overall student development.

Development of Health Professions Education Competencies for a National Fellowship Program: A Group Consensus Process.

Health professions educators need knowledge, skills, and attitudes to provide high-quality education within dynamic clinical learning environments. Although postgraduate training opportunities in health professions education (HPE) have increased significantly, no shared competencies exist across the field. This article describes the systematic development of postgraduate HPE competencies for the Health Professions Education, Evaluation, and Research (HPEER) Advanced Fellowship, a 2-year, interprofessional, post-master's degree and postdoctoral HPE training program funded through the Department of Veterans Affairs' Office of Academic Affiliations. Using a modified RAND/University of California at Los Angeles Appropriateness Method, the authors developed competencies from March 2021 to August 2021 that were informed by current practices and standards in HPE. Literature reviews were conducted of published literature from November 2020 to February 2021 and gray literature from February to March 2021, identifying 78 and 274 HPE training competencies, respectively. These competencies were combined with 71 competencies submitted by program faculty from 6 HPEER fellowship sites, resulting in 423 initial competencies. Competencies were organized into 6 primary domains and condensed by deleting redundant items and combining overlapping concepts. Eight subject matter experts completed 3 Delphi surveys and met during 2 nominal group technique meetings. The final 25 competencies spanned 6 domains: teaching methods and learning theories; educational assessment and program evaluation; educational research methods; diversity, equity, and inclusion; interprofessional practice and team science; and leadership and management. In addition to informing the national HPEER curriculum, program evaluation, and learner assessment, these advanced competencies describe the knowledge, skills, and attitudes health professions educators need to provide high-quality education with an emphasis on the global and societal impact of HPE. These competencies represent a step toward leveraging HPE expertise to establish competencies to drive HPE program changes. Other programs should report their competencies and competency development processes to spur further dialog and progress.

Investigating the relationship between participation in the building infrastructure leading to diversity (BUILD) initiative and intent to pursue a science career: A cross-sectional analysis

This paper presents an analysis of survey data to examine the association between supervised structured mentoring and students’ intent to pursue a career in science. Data were collected from students in the 10 Building Infrastructure Leading to Diversity (BUILD) research training programs, developed through grants from the National Institutes of Health. Propensity score matching and multinomial logistic regression demonstrated that exposure to BUILD programs—meaning participation in undergraduate research, receipt of mentoring from a primary mentor, and/or participation as a funded scholar and/or associate of each BUILD site’s training program—was associated with increased intent to pursue a science career. These findings have implications for STEM program evaluation and practice in higher education.

Second Victim Phenomenon Educational Program Evaluation.

Second victim phenomenon (SVP) occurs when nurses who are involved in an unanticipated adverse event become victimized and traumatized by the event. Following a needs assessment, an SVP education program was implemented, including adverse events and SVP experiences, available support, and a case study. Evaluation indicated nurses had improved knowledge and attitude and increased practice intent. Education that promotes awareness is the first step to support nurses who experience events that can precipitate SVP.

Education program evaluation grants

Education program evaluation grants

Residents need competence not confidence: A retrospective evaluation of the new competency education program for Korean neurology residents.

The objective of our study was to scrutinize the learning experiences of Korean neurology residents, with an emphasis on the implications of the novel competency-based curriculum implemented in 2021. We hypothesized that this revised curriculum could modulate residents' cognitive conduct, primarily the manifestation of overconfidence, in distinctive ways across different stages of training. Our investigative framework was three-fold. Initially, we began with a qualitative inquiry involving in-depth interviews with a purposively selected cohort of eight residents from four training sites. This approach facilitated comprehensive insight into their perceptions of their competence and confidence across the continuum of a four-year residency program. Subsequently, we incorporated the K-NEPA13 assessment instrument, administered to the residents and their overseeing supervisors. This stage aimed to dissect potential cognitive biases, particularly overconfidence and consistency, within the resident population. The final study involved a comprehensive survey administered to a group of 97 Korean neurology residents, allowing us to consolidate and validate our preceding findings. Our findings revealed that junior residents portrayed heightened confidence in their clinical capabilities compared to their senior peers. Intriguingly, junior residents also displayed a stronger inclination towards reevaluating their clinical judgments, a behavior we hypothesize is stimulated by the recently introduced competency-based curriculum. We identified cognitive divergence between junior and senior residents, with the latter group favoring more consistent and linear cause-and-effect reasoning, while the former demonstrated receptiveness to introspection and reconsideration. We speculate this adaptability might be engendered by the supervisor assignment protocol intrinsic to the new curriculum. Our study highlights the essentiality of incorporating cognitive behaviors when devising medical education strategies. Acknowledging and addressing these diverse cognitive biases, and instilling a spirit of adaptability, can nurture a culture that persists in continuous learning and self-reflection among trainee doctors.

CN86 Advanced breast cancer care for nurses (ABC4Nurses): A mixed-methods evaluation of an online educational programme

CN86 Advanced breast cancer care for nurses (ABC4Nurses): A mixed-methods evaluation of an online educational programme

ANALYSIS OF INTERDISCIPLINARITY AND TRANSDISCIPLINARITY OF EDUCATIONAL PROGRAMS IN THE GROUP "LAW" IN THE REPUBLIC OF KAZAKHSTAN

The paper discusses the problem of interdisciplinarity of education as a reflection of the interdisciplinarity of social and professional legal activity. The article considers the interdisciplinarity of university legal education, the formation of general education programs of various directions on an interdisciplinary basis. The special role of the choice of tools and mechanisms for achieving interdisciplinarity of educational programs is emphasized. The article analyzes the features of creating a system of evaluation of interdisciplinary educational programs in the group "Law" in the Republic of Kazakhstan. The author reveals the essence and place of transdisciplinary research in the higher school education system as an innovative direction in the training of scientific personnel. Transdisciplinarity is understood as the study of the subject (more precisely, the elements of the subject area) of one scientific discipline using the methods and terminology of another discipline; in other words, it is the study of the subject by representatives of one discipline of another. It is with interdisciplinarity that the successes of modern natural sciences can be linked, many areas of which (for example, nanoscience) do not "fit" into a narrow disciplinary framework. An interdisciplinary approach is best suited for studying complex, multi-level, heterogeneous, continuously changing institutional systems. The author of the article suggests some ways to implement the recommendations of the World Declaration on Higher Education for the 21st Century. In turn, in order for transdisciplinarity to become accessible and understandable to teachers and university students, it should be presented in the form of a scientific approach. In other words, transdisciplinarity should be an independent scientific direction with its own research subject and concept, transdisciplinary approach and language, units of measurement and models of reality, method of information analysis and methodology of risk analysis of decisions. In this context, transdisciplinarity will allow for the general scientific classification and systematization of disciplinary knowledge. After such processing, disciplinary knowledge becomes fully adapted to their joint use in solving research and practical problems of any complexity and complexity.

User Evaluation of a Chat-Based Instant Messaging Support Health Education Program for Patients With Chronic Kidney Disease: Preliminary Findings of a Formative Study.

Artificial intelligence-driven chatbots are increasingly being used in health care, but few chat-based instant messaging support health education programs are designed for patients with chronic kidney disease (CKD) to evaluate their effectiveness. In addition, limited research exists on the usage of chat-based programs among patients with CKD, particularly those that integrate a chatbot aimed at enhancing the communication ability and disease-specific knowledge of patients. The objective of this formative study is to gather the data necessary to develop an intervention program of chat-based instant messaging support health education for patients with CKD. Participants' user experiences will form the basis for program design improvements. Data were collected from April to November 2020 using a structured questionnaire. A pre-post design was used, and a total of 60 patients consented to join the 3-month program. Among them, 55 successfully completed the study measurements. The System Usability Scale was used for participant evaluations of the usability of the chat-based program. Paired t tests revealed significant differences before and after intervention for communicative literacy (t54=3.99; P<.001) and CKD-specific disease knowledge (t54=7.54; P<.001). Within disease knowledge, significant differences were observed in the aspects of CKD basic knowledge (t54=3.46; P=.001), lifestyle (t54=3.83; P=.001), dietary intake (t54=5.51; P<.001), and medication (t54=4.17; P=.001). However, no significant difference was found in the aspect of disease prevention. Subgroup analysis revealed that while the findings among male participants were similar to those of the main sample, this was not the case among female participants. The findings reveal that a chat-based instant messaging support health education program may be effective for middle-aged and older patients with CKD. The use of a chat-based program with multiple promoting approaches is promising, and users' evaluation is satisfactory. ClinicalTrials.gov NCT05665517; https://clinicaltrials.gov/study/NCT05665517.

O38 - Evaluation of a pilot education program to develop midwives’ knowledge in perinatal mental health in the rural South Australia

O38 - Evaluation of a pilot education program to develop midwives’ knowledge in perinatal mental health in the rural South Australia

중환자실 간호사를 위한 임종간호교육: 주제범위 문헌고찰

This article reports on a scoping review that was designed to identify research trends and contents related to End-Of-Life care guidelines in education programs for nurses working in intensive care units. Following the methodology of Arksey and O’Malley, we conducted a scoping review of articles published (in either English or Korean) within the last 10 years that focus on educational interventions for critical care nurses concerning End-Of-Life care. The following domains were abstracted from the collected data: study design, program details, program evaluation, and results. A total 15 studies were extracted and reviewed. The predominant educational approach in these studies was competency enhancement education. The teaching methods employed included lectures, demonstrations, simulations, role-play, workshops, discussions, mentoring, and online training. Most of the educational program evaluations measured changes in knowledge, attitude, or confidence levels related to various aspects of End-Of-Life care, including communication with patients, legal considerations, ethical decision-making, and symptoms management. This study suggests that educational interventions can improve the End-Of-Life care provided by critical care nurses, and future research should target programs aimed at enhancing the relevant skills and competencies of these nurses.

Evaluation of Computer Skills Education Program PKBM Bina Insani Bandung

The rapid development of information technology today makes a person left behind if they do not have quality resources capable of maximizing the utilization of this information technology. Therefore, many computer skills education programs are needed by today's society. The evaluation of the computer skills education program aims to determine the running of the program that has been implemented and also the results achieved by the program as well as to add insight and experience for me as a Community Education student in evaluating Community Education programs. Evaluation of this computer skills education program uses the CIPP evaluation model (Context, Input, Process, Product). This method is appropriate because in the success of training programs the reference is to adapt the program to the needs of the community and learning outcomes that can grow and create new skills. From the results of the evaluation carried out on the program, overall this program has been running well.

"Midwives are heroes of the country": qualitative evaluation of a midwifery education program in South Sudan.

Countries affected by armed conflict have higher maternal mortality than stable settings. South Sudan has one of the highest maternal mortality ratios in the world, with an estimated 789 maternal deaths per 100,000 live births. Long-term socio-political instability has contributed to significant challenges in its health system. To reduce maternal and newborn morbidity and mortality, South Sudan must increase the number of skilled midwives. A cross-sectional mixed methods study was conducted in 2022 to assess the midwifery education program at three schools receiving support from International Medical Corps in South Sudan, including in-depth interviews with 15 midwifery school graduates currently working as midwives, their supervisors, 16 school faculty (in dyads), and two Ministry of Health officials; and nine focus group discussions with women clients of graduate midwives. Participants identified strengths of the schools, including being well equipped with trained and competent teaching staff, competency-based curriculum, including practical training which prepared graduate midwives to apply their skills in practice. Weaknesses of the program included its dependence on donor funding, inadequate mentorship and number of tutors, and insufficient practice for some services due to low client load at clinical sites. Additionally, participants identified challenges affecting midwives' ability to provide good quality care, including lack of equipment and supplies, low client load, low salaries, and insecurity due to conflict. Nevertheless, women in the community appreciated the immense work that midwives do. Midwives were respected by the community at large, and graduates expressed pride and satisfaction in their job, as well as the positive impact they have had in providing critical services to communities. Overall, the quality of the midwifery education program appears to be strong, however gaps in the program and the provision of quality care remain. The findings highlight the need to ensure sustained funding for midwifery education, as well as health system strengthening to ensure midwives can practice their skills. Continued investment in midwifery education and training is critical to reduce high maternal mortality and morbidity in South Sudan.

Evaluation of an online education program for healthcare professionals on best practice management of perinatal deaths: IMPROVE eLearning.

The IMPROVE (IMproving Perinatal Mortality Review and Outcomes Via Education) eLearning, developed by the Stillbirth Centre of Research Excellence in partnership with the Perinatal Society of Australia and New Zealand was launched in December 2019. Based on the successful face-to-face program, the eLearning aims to increase availability and accessibility of high-quality online education to healthcare professionals providing care for families around the time of perinatal death, to improve the delivery of respectful and supportive clinical care and increase best practice investigation of perinatal deaths. To evaluate participants' reported learning outcomes (change in knowledge and confidence) and overall acceptability of the program. Pre- and post-eLearning in-built surveys were collected over two years (Dec. 2019-Nov. 2021), with a mix of Likert and polar questions. Pre- and post-eLearning differences in knowledge and confidence were assessed using McNemar's test. Subgroup analysis of overall acceptability by profession was assessed using Pearson's χ2 . One thousand, three hundred and thirty-nine participants were included. The majority were midwives (80.2%, n = 1074). A significant improvement in knowledge and confidence was shown across all chapters (P < 0.01). The chapter showing the greatest improvement was perinatal mortality audit and classification (21.5% pre- and 89.2% post-education). Over 90% of respondents agreed the online education was relevant, helpful, acceptable, engaging. Importantly, 80.7% of participants considered they were likely to change some aspect of their clinical practice after the eLearning. There was no difference in responses to relevance and acceptability of the eLearning program by profession. The IMPROVE eLearning is an acceptable and engaging method of delivery for clinical education, with the potential to improve care and management of perinatal deaths.

Mental well-being and patient activation during the first eight months of the COVID-19 pandemic in Denmark - a cohort study among 710 Danish adults with chronic conditions

BackgroundCOVID-19 has highlighted the importance of patient activation in managing chronic conditions and promoting resilience during times of crisis. Patient activation refers to an individual’s knowledge, skills, and confidence in managing their own health and healthcare. Previous research has shown that people with higher levels of patient activation are better prepared to navigate the challenges of chronic illness and are more likely to engage in healthy behaviors. However, the impact of patient activation on COVID-19-related concerns and mental well-being among people with chronic conditions during the pandemic remains unclear. This study aims to investigate the possible role of patient activation in shaping COVID-19-related concerns and to describe changes in mental well-being among Danish adults with one or more chronic conditions during the early months of the pandemic.MethodsDanish adults with chronic conditions (e.g. diabetes, coronary heart disease, obstructive pulmonary lung disease, cancer) who had participated in a municipal health education program prior to the COVID-19 outbreak were asked to participate in this prospective questionnaire study in May 2020 and November 2020. Sociodemographic (sex, age, living status, educational attainment, employment status) and disease-related information (diagnosis, one or more chronic conditions) along with the Patient Activation Measure were collected before the outbreak and were obtained from a clinical database used for monitoring and evaluation of municipal health education programs. In contrast, the two questionnaires collected six months apart consisted of single items related to concerns about COVID-19 and the WHO-5 well-being index.ResultsA total of 710 people with chronic conditions (mean age 60.9 years; 55.8% female) participated at both time points. In bivariate analyses, patient activation was associated with COVID-19-related concern and well-being. At follow-up, participants experienced a significant decrease in well-being. The decrease was associated with poorer well-being measured six months earlier, a greater perception that it had become more challenging to take care of one’s health due to the pandemic, and finally, feeling lonely. The association between patient activation and well-being ceased to be significant in the multivariate regression model.ConclusionsA considerable proportion of people with chronic conditions participating in this study have been mentally burdened during COVID-19. Although lower levels of patient activation were associated with greater COVID-19-related concerns, it did not have a significant impact on mental well-being over time.

Development and evaluation of simulation-based scenario education program for professional oral hygiene care in intubated patient.

This study was conducted to develop a professional oral hygiene care (POHC) simulation education program for intubated patients and to evaluate the suitability of education by evaluating the performance confidence (PC), critical thinking disposition (CT), and learning satisfaction (LS) of dental hygiene students. This study developed a POHC simulation education program (theory, skill training, scenario education, and debriefing) for intubated patients through expert validation and consisted of a single-group pre- and postexperiment design. The subjects were 3rd and 4th year students at the Department of Dental Hygiene in Wonju City, and a total of 30 people were enrolled. The collected data were analyzed using the PASW Statistics version 23.0. The content validity test was measured by the CVI (Content validity index) value, and the PC, CT, and LS of the subjects before and after participating in the program were analyzed using a paired t-test. The significance level (α) was based on .05. After the program, the PC improved from 4.29±0.43 to 4.54±0.44, and there was a significant difference (p=.004). CT improved from 3.73±0.36 to 3.84±0.36, but there was no significant difference (p=.062), and prudence improved from 4.21±0.33 to 4.43±0.27, and there was significant difference. (p=.001). LS increased from 4.66±0.36 to 4.90±0.16 after education, and there was a significant difference (p=.002). Simulation education program improved dental hygiene students' POHC performance confidence. Various scenarios will need to be developed in the future, and it is necessary to evaluate simulation education within the dental hygiene curriculum and identify areas for improvement.

Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory: A Mixed-Method Evaluation.

Evaluations of educational grant programs have focused on research productivity, with few examining impacts on grantees or effective program characteristics. This evaluation examined the regional grant program sponsored by Group on Educational Affairs to examine if and how grantees' careers were affected by funding, and if these experiences aligned with program goals. In this concurrent, mixed-methods theory-driven evaluation, quantitative and qualitative data were analyzed independently and then integrated to examine complementarity. Quantitative data examined differences among 4 geographic regions and included proposal and grantee characteristics abstracted from administrative records of 52 funded proposals from 2010-2015 grant cycles. Qualitative data from 23 interviews conducted from 2018 to 2019 explored the impact on grantees, with Social Cognitive Career Theory (SCCT) serving as a framework for deductive thematic analysis. To facilitate integration of findings, quantitative data were layered onto each interview to permit exploration of associations between the 2 data types. Although significant regional differences existed in project length and amount of funding, there were few regional differences in grantee experiences. Despite small funding amounts, grants were perceived as career launching pads. The SCCT framework accounted for grantee experiences, including researcher identity formation and subsequent research, but did not capture collaboration phenomena. Integration of the 2 data types identified experience patterns unique to different groups of grantees (e.g., more or less research experience). The diversity among grantees suggests that clarification of program goals and stronger alignment with criteria for funding may be warranted. This evaluation illuminates why small educational grant programs may or may not impact interest and productivity in research. Implications exist for funders, including clarifying program goals and providing support for less experienced grantees. Future research should explore grantee subsets (e.g., underrepresented in medicine) to further identify what fosters or inhibits careers of medical education scholars.

External assessment of medical education quality: indicative model development considering paradox of skill.

This study proposes an approach to the external evaluation of medical education programs' quality based on a combination of indicators, including international rankings, external stakeholders' input, and independent agencies' assessments. We modify the success equation with a detailed consideration of the skill component and its decomposition into internal and external quality assurance elements along with authority. We carried out a bibliometric analysis regarding the problem of medical education quality assessment in the context of achieving sustainable development goals. We described the calculation model of external quality assessment indicators through the algorithms of independent education quality assurance agencies' activity and rating indicators shown in the modified Mauboussin's equation. The model considers the economic component (the consequence of achievement) of skill, which is expressed in raising funds from external sources to implement educational and scientific activities. The proposed algorithm for assessing the educational program quality can be applied to benchmark educational program components, complete educational programs within the subject area, and the educational institution for different areas. We propose a "financial" model for educational program quality based on the analysis results. The model makes it possible to determine the need for additional focused funding of the educational program based on the individual analysis of the external evaluation criteria of the achievement level. This study analyzes the accreditation results of more than 110 educational programs in 2020 and 8 months of 2021 within the direction 22 "Medicine" (according to the national classification of fields of knowledge) (state and private Ukrainian medical universities).

Implementation and evaluation of a longitudinal diabetes educational programme for adolescents

IntroductionInternational guidelines recommend structured and continuous educational programmes to expand diabetes knowledge and self-efficacy in youth. To address these recommendations within a paediatric diabetes clinic, we conducted a three-phase quality...