Evidence-based Educational Intervention Research Articles

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

This research paper investigates the effectiveness of a targeted reading intervention program, referred to as Project HOFOMI, on improving the reading comprehension levels of Grade 10 learners. The study employed pretest and post test assessments based on the Reading GATES survey to evaluate changes in students' comprehension abilities before and after the intervention. The results demonstrate a significant enhancement in reading comprehension skills among Grade 10 learners following the implementation of Project HOFOMI. Specifically, a notable shift was observed from Grade 9 to Grade 10 reading levels, indicating the program's success in elevating learners' proficiency. Statistical analysis confirms the substantial impact of Project HOFOMI, with post test scores showing a significant increase compared to pretest scores. Moreover, qualitative feedback from participants highlights high levels of satisfaction and perceived effectiveness of the intervention in fostering comprehensive learning and personal growth. The findings underscore the importance of evidence-based educational interventions in addressing specific learning needs and promoting skill development among students. Recommendations include further investigation into improving outcomes for higher-grade levels and the continuous monitoring and adaptation of intervention strategies to ensure sustained progress in reading comprehension skills.

My Body, My Choice: An Adapted Sexual Health Intervention for Youth with Histories of Commercial Sexual Exploitation

Youth with commercial sexual exploitation (CSE) histories experience high rates of unplanned pregnancies and sexually transmitted infections, with few interventions targeting their needs. We therefore piloted an evidence-based sexual health education intervention tailored for CSE-impacted youth, My Body, My Choice (MBMC). MBMC was implemented in two rounds between March and October 2021 with a total of 37 youth who completed a baseline questionnaire, engaged in a 13 to 16-hour online course over two to three weeks, and then assessed the course’s likability and feasibility via a post-course evaluation survey. To measure sexual health knowledge retention and attitudes, follow-up questionnaires were administered at baseline, 1-month, and 3-months post-course. Descriptive and bivariate analyses examined demographic characteristics and differences between timepoints. Most participants identified as female (92%), and Latinx (57%) or Black (27%). Overall, youth had an improved understanding of sexual health concepts over time, with significantly increased knowledge regarding birth control methods such as IUDs and condoms. Youth expressed high rates of satisfaction with MBMC, with 93% seeking continued course access. Findings underscore the utility and acceptability of MBMC and may inform future interventions to reduce health disparities and improve sexual health outcomes among youth with CSE histories.

Improving patient education in hospitalized patients with chronic obstructive pulmonary disease: A quality improvement initiative using LEAN methodology.

Chronic obstructive pulmonary disease (COPD) is a costly chronic disease affecting more than 15 million Americans. The prevalence among US veterans is 3 times higher than the general population. The Veteran Health Administration developed a standardized, evidence-based COPD educational tool called Green Light to Go (GLTG) designed to educate patients on managing their COPD symptoms at home. Despite the availability of this resource, inpatient education on COPD self-management practices is highly variable across different medical teams. This quality improvement (QI) initiative sought to standardize inpatient COPD patient education using the GLTG tool. This initiative also assessed whether patients receiving standardized patient education during their index hospitalization had lower COPD 30-day readmission rates. The QI initiative followed the LEAN methodology and the A3 framework. The team performed rapid tests of change (plan-do-study-act cycles) to increase the percentage of veterans receiving COPD education. The interventions implemented for this QI initiative focused on clinical, patient, and system improvements. This initiative standardized COPD patient education and increased the percentage of veterans receiving (a) daily COPD education from 0% to 66%, (b) verbal COPD education on discharge from a baseline of 20% to 100%, (c) receipt of written educational material on discharge from 20% to 100%, and (d) the cohort all-cause 30-day readmission rate declined from 19.3% to 14.3%. Given the substantial economic burden of COPD readmissions on the health care system and patients, evidence-based educational interventions may potentially improve outcomes and reduce hospital readmissions in this veteran population.

Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence

In educational research, there is the general trade-off that empirical evidence should be generalizable to be applicable across contexts; at the same time, empirical evidence should be as specific as possible to be localizable in subject-specific educational interventions to successfully transfer the empirical evidence to educational practice. This trade-off is further increased by the fact that the diverse instructional contexts, such as school or student characteristics constrain the applicability of empirical evidence. Several approaches have been proposed to address this issue, however, emphasized the different problems (i.e., localization, generalization, transferability) rather in an isolated manner. To this end, in this article, we introduce a synergistic approach, the LoGeT (localize, generalize, transfer) model, which systematically integrates co-design (localization strategies) and ManyClasses principles (generalization strategies) with co-constructive transfer activities, to generate empirical evidence that may be applicable in educational practice. To illustrate the LoGeT model, we present three long-term projects, covering different granularities and durations of educational interventions across different fields of education (teacher education, adaptive teaching, non-interactive teaching) that successfully applied the LoGeT approach. Finally, we outline further directions for future iterations of the LoGeT model. We hope that the LoGeT approach may be a stimulus to guide researchers as well as practitioners alike to design generalizable and evidence-based educational interventions that are rooted in localized instructional contexts.

Multi-level barriers to early detection of breast cancer among rural midlife women in Tanzania: A qualitative case study.

Breast cancer is the second most common cause of cancer mortality among women in Tanzania and thus, early detection and treatment methods are central to improving breast cancer outcomes. However, in low- and middle-income countries in Sub-Saharan Africa, the survival rates remains low due to late presentation. Hence, a significant number of deaths could be prevented if barriers and facilitators to early detection are known. This qualitative case descriptive study explored the possible barriers to awareness and early breast cancer diagnostic services among midlife women in rural Tanzania. Ten key informant interviews with health systems managers and community health workers and eight focus group discussions with women aged 40-65 years and their spouses were conducted to elicit the study data conducted from July to August 2021. The data revealed nine themes describing the barriers to early detection methods across five Socio-Ecological levels of influence, namely: 1) limited knowledge and 2) witchcraft beliefs (individual level); 3) limited male support (interpersonal level); 4) age and gender factors and 5) procrastination (community level) 6) limited availability of services 7) emphasis of curative over preventive care (institutional level); 8) poverty/inability to pay and 9) limitations of health insurance (societal/policy level). The study findings suggest a need to further the design, implementation and evaluation of evidence-based community breast health awareness and education interventions to promote early detection of breast cancer in Tanzania. Specifically, the study highlights the need to address multiple level determinants of influence in breast cancer control as part of the country's Community Health Strategy.

Factors affecting nursing practice of patient physical restraint among nurses

BackgroundThis study was aimed to identify perception, knowledge, attitude and nursing practice toward use of physical restraints among clinical nurses.MethodsThe research participants were 180 nurses from general hospitals located in Korea. Data were collected using self-report questionnaires regarding perception, attitude, knowledge, and nursing practice on application of physical restraints and analyzed using t-test, ANOVA, Pearson correlation coefficients, and multiple regression.ResultsThere were significant negative relationships attitudes towards the use of physical restraints with knowledge (r = -.32, p < .001). Knowledge showed a positive correlation with nursing practice (r = .28, p < .001). Factors affecting nursing practice of clinical nurses were identified as knowledge (β = .23), education experiences on physical restraints (Yes) (β = .18), and work unit (ICU) (β = .43). The explanation power of this regression model was 22% and it was statistically significant (F = 7.45, p < .001).ConclusionThis study suggests that knowledge, education experiences on physical restraints, and work unit were the strongest predictor on nursing practice toward use of patient physical restraints. Therefore, developing and applying evidence-based educational intervention programs by work unit to reduce the inappropriate use of physical restraints in hospitals are required.

Factors related to the performance of laypersons diagnosing pigmented skin cancer: an explorative study

It is important but challenging for prospective health professionals to learn the visual distinction between potentially harmful and harmless skin lesions, such as malignant melanomas and benign nevi. Knowledge about factors related to diagnostic performance is sparse but a prerequisite for designing and evaluating evidence-based educational interventions. Hence, this study explored how the characteristics of 240 skin lesions, the number of classified lesions and the response times of 137 laypeople were related to performance in diagnosing pigmented skin cancer. Our results showed large differences between the lesions, as some were classified correctly by more than 90% and others by less than 10% of the participants. A t-test showed that for melanomas, the correct diagnosis was provided significantly more often than for nevi. Furthermore, we found a significant Pearson correlation between the number of solved tasks and performance in the first 50 diagnostic tasks. Finally, t-tests for investigating the response times revealed that compared to true decisions, participants spent longer on false-negative but not on false-positive decisions. These results provide novel knowledge about performance-related factors that can be useful when designing diagnostic tests and learning interventions for melanoma detection.

Abstract A017: Evaluation of ¡Salud! por la Vida, an educational intervention to increase colorectal cancer screening in federally qualified health centers in Puerto Rico

Abstract Introduction: Colorectal cancer (CRC) is the leading cause of cancer-related deaths in Puerto Rico (PR) and third among Hispanics in the United States (US). Screening rates in PR are relatively low compared to the mainland US. Objective: To evaluate the effectiveness of “¡Salud! por la Vida”, an evidence-based educational intervention designed to increase CRCS. Methods: The educational intervention “¡Salud! por la Vida” (SPLV) was implemented in 10 Federally Qualified Health Clinics (FQHC) in PR to increase CRC screening (CRCS) rates in non-adherent patients aged 50 to 75. SPLV was conducted as a group randomized controlled trial from July 2017 to July 2020. The intervention included a baseline survey collecting 198 variables and a follow-up survey 4 to 6 months later, which included 148 variables to measure the effectiveness of the educational program in increasing CRCS. The initial surveys had some changes to improve the data entry process. Consequently, the database required an updated data analysis consisting of data exploration, data cleaning, and statistical analysis. Prior to calculating results, data cleaning included identifying missing variables, inconsistencies in the data, and missing data. The final dataset for this project concerns participants who completed the follow-up survey, divided into intervention and control groups. The analysis calculated basic demographics in proportions, such as age, education, sex, marital status, annual income, health insurance coverage, and first-degree family history of CRC. Furthermore, the two groups were compared regarding CRCS rates, specifically those of colonoscopy, fecal occult blood test (FOBT), and having completed any CRCS. Results: A total of 445 individuals participated in the study. At baseline, 332 were from the control group and the rest from the intervention group. The follow-up survey was completed by 295 participants in the control group and 78 participants in the intervention group, for a total of 373 at follow-up. The mean age of participants who completed the study was 58.9, with 68.9% of participants being women. 70.5% had an education of high school or less, 45.3% were married or living together, 93% earned less than $20,000 a year, 87.9% had government health insurance, and 88.2% had no first-degree family history of CRC. CRCS tests were completed by 60.2% of those in the intervention group and 38.3% of control group participants (p-value 0.001). FOBTs were done by 55.1% and 36.9% of the intervention and control group participants, respectively (p-value 0.005). In the intervention group, 10% of the participants completed a colonoscopy, while in the control group, 3% had completed a colonoscopy (p-value 0.02). Conclusion: CRCS rates were higher in the intervention groups, for both colonoscopy (p-value 0.008) and FOBT (p-value 0.003), as well as any CRCS test (p-value 0.0004). The SPLV intervention significantly increased CRC screening rates and provided evidence to disseminate this educational effort to FQHCs in PR. Citation Format: Jomarie Jiménez-González, Fernando E. Betancourt-Vélez, Ileska M. Valencia-Torres, Yara Sánchez-Cabrera, Luis R. Pericchi-Guerra, María E. Fernández, Vivian Colón-López. Evaluation of ¡Salud! por la Vida, an educational intervention to increase colorectal cancer screening in federally qualified health centers in Puerto Rico [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A017.

E-PainSupport: A Digital Pain Management Application for Home Hospice Care.

e-PainSupport is a digital pain management application (app) designed to facilitate better pain management in hospice. Early testing revealed caregivers found it was easy to use and successful in communicating patient pain and caregiver administration of analgesics to hospice nurses. However, caregiver knowledge of analgesic management remained low. The purpose of this study was to enhance e-PainSupport by (a) adapting and integrating an evidence-based pain educational intervention; (b) increasing ease of accessing and navigating the app; and (c) facilitating app communication with agency electronic health records (EHRs). An advisory board method, including two key stakeholder groups (an expert panel and a caregiver advisory board), guided the adaptation of an evidence-based pain educational intervention. Further, stakeholders recommended format changes to increase app usability. Study staff worked with four hospice agencies to facilitate app communication with EHRs. While modification to the e-PainSupport app to integrate a pain educational intervention and facilitate usability was successful, EHR integration was challenging. Future evaluation is needed to evaluate the effects of e-PainSupport on pain intensity among home hospice patients.

A critical review of undergraduate education and teaching in forensic psychiatry.

Although forensic psychiatry is recognised as a full medical speciality in the UK, training in it is not routinely offered to medical students. With growth both in forensic psychiatry and availability of medical school places, it is a good time to explore the nature and quality of experience already available. 1. To map the literature against the guideline for reporting evidence-based practice educational interventions and teaching checklist. 2. To critically review research and scholarship. 3. To identify gaps in evidence-based education for medical students in forensic psychiatry. A systematic search of three bibliographic databases from inception to December 2021 was undertaken using keywords related to medical students and forensic psychiatry between December 2021 and March 2022. The search was supplemented by citation and hand searching. Eight articles were identified. Collectively, they suggest that education and teaching were implemented at a local level and not linked to theories of learning. Exposure to forensic psychiatry stimulated positive attitudes, which amplified interest in psychiatry. There was insufficient evidence to determine optimal undergraduate education and teaching practice in forensic psychiatry. Forensic psychiatry appears to have much to offer the medical undergraduate as part of core learning in psychiatry, including universal skills and knowledge such as ethical decision-making and handling emotions. There appears to be considerable opportunity for education, teaching and research innovation in undergraduate education and teaching in forensic psychiatry. Interesting areas for development include simulated and coproduced education.

Improving Nurses' Attitudes Toward Substance Use Disorder: Screening, Brief Intervention, and Referral to Treatment.

Patients with substance use disorder (SUD) encounter many barriers to healthcare, including negative attitudes of healthcare personnel. Compared with other healthcare professions, nurses have been reported as having less tolerant attitudes toward patients with SUD. Knowledge acquisition combined with role support has been shown to improve therapeutic attitudes of nurses toward patients with SUD. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based educational intervention aimed to improve the outcomes of patients at risk and with SUD. SBIRT education has been shown as an effective educational tool with licensed nurses. Therefore, the aim of this study was to evaluate whether a 2-hour educational session on SBIRT (Mitchell et al., 2013) improved the therapeutic attitudes of nurses toward patients with SUD. Peplau's theory of interpersonal relations guided this study with an emphasis on the nurse-patient relationship. A quasi-experimental pretest/posttest design was used to evaluate nurses' attitudes pre and post a 2-hour educational session. Participants included 65 registered nurses employed in a 247-bed teaching hospital in New England. Attitudes were measured before and after the educational session using the 20-item, five-subscale Drug and Drug Problems Perceptions Questionnaire. A paired t test was performed, showing statistically significant improvements in attitudes postintervention. Prior education on SUD significantly correlated with baseline attitudes. A standard regression model, with practice setting, family history of SUD, and prior education as dependent variables, was not predictive of baseline attitudes. The results suggest conducting SBIRT should be considered a mandatory nursing competency, both in undergraduate curriculum and among licensed nurses.

Educational strategies used in master's and doctoral nursing education: A scoping review.

Advanced practice nurses and future nursing researchers must be adequately educated with the best available evidence. However, we know little about educational strategies and their characteristics used explicitly to educate advanced practice nurses and future researchers. A scoping review was used to map the latest educational strategies used in master's and doctoral nursing education between 2011 and 2021. Components of educational strategies were extracted based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching and the Saskatchewan Education Department Framework of Professional Practice. The New World Kirkpatrick Model was used to categorize the associated learning outcomes. A narrative description approach was used to synthesize the findings. A total of 56 studies were included. Several information was missing regarding the theoretical foundations of the educational strategies. A total of 158 educational strategies were identified. Individual work (e.g., homework) was the most popular educational strategy. Most studies assessed learning outcomes related to reactions (e.g., satisfaction) or learning (e.g., knowledge). More studies should be done using interactive instruction or multimodal approaches, while the authors should better describe intervention components. A systematic review of effectiveness needs to be conducted to evaluate the best educational strategies in the master's and doctoral nursing education.

Prevalence and Factors Associated With Vaping Cannabidiol Among US Adolescents

e-Cigarette use and vaping marijuana (cannabis) are popular among US adolescents. Cannabidiol (CBD) is a compound found in the cannabis plant that has recently increased in use. To examine the prevalence of and factors associated with youths vaping CBD. This cross-sectional study included a nationally representative sample of students from middle and high schools (typical age, 11-18 years) in the US from the 2022 National Youth Tobacco Survey, conducted from January to May 2022. Demographic characteristics, harm perception of tobacco use, and vaping behaviors. The main outcomes were weighted prevalence and population estimates of ever and current (past 30-day) vaping of CBD overall and by e-cigarette use status. Multivariable logistic regression analyses were conducted to estimate the association of currently vaping CBD with demographic factors and e-cigarette and tobacco use behaviors stratified by current e-cigarette use status. The study included 28 291 participants (51.1% male; mean [SD] age, 14.5 [2.0] years). Among 2448 current e-cigarette users, 21.3% (95% CI, 18.4%-24.1%) reported any past-month vaping of CBD and 6.3% (95% CI, 4.7%-7.8%) reported that they did not know whether they had vaped CBD. Hispanic e-cigarette users were more likely than their non-Hispanic White peers to report currently vaping CBD (adjusted odds ratio [AOR], 1.9; 95% CI, 1.3-2.8). Current e-cigarette users with higher frequency (≥20 days vs ≤5 days) and longer duration (2-3 years or >3 years vs <1 year) of use were more likely to report currently vaping CBD (frequency: AOR, 1.5 [95% CI, 1.1-1.9]; 2-3 years: AOR, 2.2 [95% CI, 1.2-3.9]; 3 years: AOR, 3.2 [95% CI, 1.7-6.1]). Among 25 091 noncurrent e-cigarette users, 1.2% (95% CI, 1.0%-1.5%) reported currently vaping CBD and 2.3% (95% CI, 2.1%-2.6%) reported that they did not know. High school students (vs middle school students; AOR, 4.2; 95% CI, 2.8-6.1) and gay or lesbian (AOR, 2.9; 95% CI, 1.6-5.4) or bisexual (AOR, 2.7; 95% CI, 1.8-4.0) (vs heterosexual) youths were more likely to report vaping CBD, while those who perceived tobacco as dangerous (vs not dangerous; AOR, 0.4; 95% CI, 0.3-0.6) had lower odds of reporting vaping CBD. In this cross-sectional study of US middle and high school students, the prevalence of youths vaping CBD was high, particularly among e-cigarette users and Hispanic and sexual minority populations. The findings suggest that evidence-based educational campaigns, interventions, and public policy changes are needed to reduce the harmful health outcomes possible with vaping CBD among developing youths.

SALUDIVERSEX: A quality of life and sexual health intervention for adults with mild intellectual disabilities.

Individuals with intellectual disabilities need an affective and sexual education adapted to their characteristics. There are few interventions that meet these objectives and offer empirical evidence of their efficacy. To respond to the limitations of existing interventions, an evidence-based affective-sexual educational intervention for adults with a mild degree of intellectual disability is proposed: SALUDIVERSEX. Participants will be randomly assigned to an intervention group that will receive the SALUDIVERSEX program or to a waiting list group. The intervention will be implemented by educators of occupational centers after a thorough training phase. Our main hypothesis is that the SALUDIVERSEX program will improve the sexual health and quality of life, through the joint action built into three components: the acquisition of basic information, the development of skills and strategies and the achievement of healthy attitudes towards the experience and expression of sexuality. The results of this approach could have important implications for optimizing the quality of life and self-determination of individuals with Intellectual disability by contributing to the development of healthy sexuality.

Challenges in the care of patients with RET-altered thyroid cancer: a multicountry mixed-methods study

BackgroundThe discovery of driver oncogenes for thyroid carcinomas and the identification of genomically targeted therapies to inhibit those oncogenes have altered the treatment algorithm in thyroid cancer (TC), while germline testing for RET mutations has become indicated for patients with a family history of RET gene mutations or hereditary medullary TC (MTC). In the context of an increasing number of selective RET inhibitors approved for use, this paper aims to describe challenges and barriers affecting providers’ ability to deliver optimal care for patients with RET-altered TC across the patient healthcare journey.MethodsA mixed-method educational and behavioral needs assessment was conducted in Germany (GER), Japan (JPN), the United Kingdom (UK), and the United States (US) prior to RET-selective inhibitor approval. Participants included medical oncologists (MO), endocrinologists (EN) and clinical pathologists (CP) caring for patients affected with TC. Data collection tools were implemented in three languages (English, German, Japanese). Qualitative data were coded and thematically analyzed in NVivo. Quantitative data were analyzed via frequency and crosstabulations in SPSS. The findings presented here were part of a broader study that also investigated lung cancer challenges and included pulmonologists.ResultsA total of 44 interviews and 378 surveys were completed. Suboptimal knowledge and skills were self-identified among providers, affecting (1) assessment of genetic risk factors (56%, 159/285 of MOs and ENs), (2) selection of appropriate genetic biomarkers (59%, 53/90 of CPs), (3) treatment plan initiation (65%, 173/275 of MOs and ENs), (4) management of side effects associated with multitargeted tyrosine kinase inhibitors (78%, 116/149 of MOs and ENs), and (5) transfer of patients into palliative care services (58%, 160/274 of MOs and ENs). Interviews underscored the presence of systemic barriers affecting the use of RET molecular tests and selective inhibitors, in addition to suboptimal knowledge and skills necessary to manage the safety and efficacy of targeted therapies.ConclusionThis study describes concrete educational needs for providers involved in the care of patients with RET-altered thyroid carcinomas. Findings can be used to inform the design of evidence-based education and performance improvement interventions in the field and support integration into practice of newly approved RET-selective inhibitors.

Testing a Proof of Concept of an Online Simulator-Based Training for Facilitators of Evidence-Based Sexual Health Education Interventions: A Small Randomized Trial Involving Making Proud Choices

Well-trained facilitators are critical for prevention programs. However, in-person facilitator training can be expensive and inconvenient. To make facilitator training affordable and accessible, we tested a prototype of online simulator-based training for Making Proud Choices! (MPC) facilitators using a mixed-method approach of survey assessments and observations of teaching. MPC is a leading evidence-based human immunodeficiency virus (HIV), sexually transmitted infection (STI), and teen pregnancy risk-reduction program. A convenience sample of 53 adults was randomly assigned to receive facilitator training on one MPC activity either via an online simulation or via in-person. Participants completed pre–post-surveys and role-played the activity to demonstrate both fidelity and quality of instruction post-training. Pre–post-survey findings demonstrated that the online simulation group was no different compared to the in-person group for improvement in creating a safe and inclusive environment and for engagement of students. This was not the case for knowledge of the curriculum and steps of proper condom use, self-efficacy, and self-reported handling of some sensitive questions and student whispering. However, we did find comparable pre–post-change between the two groups on these measures. Role-play observation results showed that the online simulation group was no different, and in many cases better, than the in-person group on fidelity and quality indicators. Participants reported high levels of acceptability, likability, and applicability to teach youth about sexual health and safety using the prototype. Findings suggest online simulation training can replicate the learning experience from in-person methods, which, in turn, increases access to effective educator training.

A Systematic Review of Educational Interventions to Equip Health and Social Care Professionals to Promote End-of-Life Supportive Care when a Parent with Dependent Children is Dying with Cancer

ObjectivesThis systematic review aimed to determine the content, mode of delivery, assessment, and outcomes of educational interventions to equip health and social care professionals when delivering end of life supportive care for parents dying with cancer who have dependent children. Data SourcesA mixed-methods systematic review was undertaken. Six electronic database were searched from their inception until September 2023 (Medline OVID, CINAHL, EMBASE, PsycINFO, Web of Science, and ERIC), supplemented by citation chaining, grey literature searches using Google Advanced Search and relevant professional bodies. Quality assessment was conducted independently by two researchers on the included studies. A convergent integrated approach was utilised for data synthesis. ConclusionThe review identified two educational interventions; highlighting a dearth of training opportunities to equip health and social care professionals to provide supportive care to families when a parent is at end of life with cancer. Despite health and social care professionals reported need and desire for upskilling in this area of clinical practice, there is a severe lack of evidence-based educational interventions. It is imperative that effective educational interventions are made accessible to professionals. Implications for Nursing PracticeThere is an imminent need for robust educational interventions to be developed, as health and social care professionals often lack the knowledge, skills and confidence on how best to support families when a parent of dependent children is at end of life. Health and social care professionals engagement with high-quality, evidence-based and theory-driven educational interventions has the potential to impact professionals’ provision of family-centred cancer care at end of life. This could lead to better mental and physical outcomes for the whole family at end of life and in bereavement.

Cannabis knowledge gaps in nursing education: Pilot testing cannabis curriculum

Cannabis education is recommended for nursing programs; however, knowledge gaps persist. Key objectives of this study were to evaluate prior knowledge deficits, develop an innovative cannabis curriculum, and evaluate efficacy of the curriculum. This pilot study included a pre/postevaluation of 17 students using an online, synchronous educational session. National guidelines were used as a conceptual framework to develop an evidence-based educational intervention inclusive of cannabis pharmacology, the endocannabinoid system, and physiology. Using a paired samples Wilcoxon signed-rank test, a significant increase in both self-assessed (p < .001) and tested knowledge (p < .001) was observed. Students strongly agreed that cannabis education influenced clinical practice. Students strongly recommended that this content be formally integrated into the program curriculum. This study confirmed that cannabis knowledge gaps exist in a single advanced practice nursing program and indicates the benefits of an educational intervention. Further research is needed to validate and generalize these findings.

간호학 실습교육에서 가상현실(VR) 프로그램을 활용한 국내 연구 현황 분석

Objectives This study was attempted to confirm the current status and effects of Korean research on virtual reality (VR) education programs for nursing students in nursing practice education and to suggest future research directions.&#x0D; Methods We searched the KERIS, DBpia, KISS, KMbase, NDSL and e-search databases using key words regardless of the period of publication. Among 248 searched papers, we selected 25 papers after excluding literature that does not satisfy the selection criteria.&#x0D; Results Of 25 papers, 24 have been published since 2020. There were 13 one-group pretest-posttest design, 10 non-equivalent control group pretest-posttest design, 1 non-equivalent control group posttest design, 1 randomized control-group pre-post test design. The VR education program varied depending on the type of practical subject, and the effect of VR education program was found to have some effect on self-efficacy, clinical nursing performance, performance confidence, critical thingking problem-solving ability, and knowledge increase.&#x0D; Conclusions This study comprehensively confirmed the current status and effectiveness of VR education program for nursing students. Therefore, it is significant in that it presented the direction of follow-up research. Non-face-to-face education using VR education programs has been expanded due to COVID-19, and it can be settled as an alternative teaching method in a limited practical education environment even after post-COVID-19. However, efforts are needed for high-quality evidence-based educational interventions, such as research on a randomized control group design and development of a VR program suitable for the Korean nursing education situation.

Addressing Adverse Childhood and Adult Experiences During Prenatal Care.

Adverse childhood and adult experiences can affect health outcomes throughout life and across generations. The perinatal period offers a critical opportunity for obstetric clinicians to partner with patients to provide support and improve outcomes. This article draws on stakeholder input, expert opinion, and available evidence to provide recommendations for obstetric clinicians' inquiry about and response to pregnant patients' past and present adversity and trauma during prenatal care encounters. Trauma-informed care is a universal intervention that can proactively address adversity and trauma and support healing, even if a patient does not explicitly disclose past or present adversity. Inquiry about past and present adversity and trauma provides an avenue to offer support and to create individualized care plans. Preparatory steps to adopting a trauma-informed approach to prenatal care include initiating education and training for practice staff, prioritizing addressing racism and health disparities, and establishing patient safety and trust. Inquiry about adversity and trauma, as well as resilience factors, can be implemented gradually over time through open-ended questions, structured survey measures, or a combination of both techniques. A range of evidence-based educational resources, prevention and intervention programs, and community-based initiatives can be included within individualized care plans to improve perinatal health outcomes. These practices will be further developed and improved by increased clinical training and research, as well as through broad adoption of a trauma-informed approach and collaboration across specialty areas.