Initial Posttest Research Articles

Effects of acceptance and commitment therapy on trauma-related symptoms: A systematic review and meta-analysis.

Acceptance and commitment therapy (ACT) is a third-wave cognitive behavioral therapy that has shown promise as an effective treatment for reducing trauma-related symptoms. Although there have been systematic reviews on the clinical effectiveness of ACT for posttraumatic stress disorder, there are no known meta-analyses published on the impact of ACT in adult populations with trauma-related symptoms. Hence, the purpose of this meta-analysis and systematic review was to update the literature and assess the effectiveness of ACT interventions for decreasing trauma-related distress in adults who have developed trauma symptoms following exposure to one or more traumatic events. A systematic review of the literature was completed, and between-groups random effects meta-analysis was conducted assessing trauma symptom reduction at the initial posttest. Subgroup analyses were also performed to assess differences between groups based on research design, type of trauma, and comparator group. A meta-analysis of 11 studies revealed a moderate and statistically significant overall effect of ACT on symptom reduction at immediate posttest (Hedges' g = -.423, 95% CI [-.605, -.240]; I² = 25.75%), indicating that on average, those who received ACT interventions reported fewer trauma symptoms postintervention than those in various comparison groups. Ultimately, this research provides additional evidence supporting the effectiveness of ACT interventions for clients reporting trauma-related concerns. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Improving Student’s Listening Skill through Watching English Movies

The purpose of this research was to analyze and describe the improvement of students’s listening skills through watching English movies at MA Salafiyah Syafi'iyah. This objective aims to assess whether the use of English movies as a teaching tool has a positive impact on students' listening proficiency. Research using action was the classification chosen for this research. There were two meetings every cycle, and it was run in two cycles. The main subjects of the research were twenty-five eleventh graders at MA Salafiyah Syafi'iyah. Data were collected in both qualitative and quantitative forms. The qualitative information was gathered through student and English teacher interviews as well as observations. Meanwhile, both before and after implementation, the listening assessments conducted in Cycle I and Cycle II provided the quantitative data. The research's test findings demonstrated an improvement between the pre- and post-tests. This was evident from the increase. Data were collected in both qualitative and quantitative forms. The qualitative information was gathered through student and English teacher interviews as well as observations. Meanwhile, both before and after implementation, the listening assessments conducted in Cycle I and Cycle II provided the quantitative data in the mean scores of the students. The pre-test average was 65.92, whereas the initial post-test average for the first cycle was 77.6. The second post-test resulted in an average score of 88.96.

The Art of Medicine: Applying the Visual Thinking Strategy to Radiology.

The purpose of this project was to develop a formal visual arts training curriculum and evaluate if there was improvement in the observational and descriptive skills of first- and second-year medical students for radiologic images. Materials and methods: A demographic survey and an initial pre-test of 12 radiologic images were administered asking an open-ended question to describe the image and to identify the abnormality in their own words.Three virtual one-hour sessions of visual thinking strategy (VTS) training occurred, and an immediate post-test and a six-month post-test were administered, each with images different from the pre-test, as well as a final questionnaire. All tests were independently graded by two graders with a previously established grading rubric.Differences in scores were analyzed using paired T-tests. Thirty-nine medical students participated.The mean pre-test score was 62.2 +/- 18.6, and the mean post-test score improved by 41.7 +/- 17.9 points (p<0.01) to an average score of 103.9 +/- 20.4.Nine participants were lost to follow-up at six months, and the average six-month post-test score was 110.2 +/- 29.1 for a mean improvement of 9.3 +/- 13.1 points (p=0.320) from the initial post-test. Conclusion: There was a significant improvement in observational and descriptive skills in first- and second-year medical students when describing radiologic images, which was retained after six months.A formal VTS curriculum could play a beneficial role in medical student and radiology training programs not only to improve observational skills but also to address perceptual errors in diagnostic imaging.

Using Simulation-Based Mastery Learning to Achieve Excellent Learning Outcomes in Physical Therapist Education.

The 2 aims of this observational study are (a) to describe the implementation and feasibility of a bed mobility skills simulation-based mastery learning (SBML) curricular module for physical therapist students and (b) to measure learning outcomes and student perceptions of this module. Simulation-based mastery learning is an outcome-based educational approach that has been successful in other health professions but has not been explored in physical therapy education. Eighty-seven students in a single cohort of a Doctor of Physical Therapy program. The SBML module in this pretest-posttest study included a pretest, instruction, initial posttest, and additional rounds of instruction and assessment as needed for all learners to achieve the minimum passing standard (MPS) set using the Mastery Angoff and Patient Safety methods. Outcome measures were bed mobility assessment pass rates and scores, additional student and faculty time compared with a traditional approach, and student perceptions of their self-confidence and the module. All students achieved the MPS after 3 rounds of training and assessment beyond the initial posttest. Mean Total Scores improved from 67.6% (12.9%) at pretest to 91.4% (4.8%) at mastery posttest (P < .001, Cohen's d = 1.8, 95% CI [1.4-2.1]); mean Safety Scores improved from 75.2% (16.0%) at pretest to 100.0% (0.0%) at mastery posttest (P < .001, Cohen's d = 1.5, 95% CI [1.2-1.9]). Students who did not achieve the MPS at the initial posttest (n = 30) required a mean of 1.2 hours for additional instruction and assessment. Survey results revealed an increase in student confidence (P < .001) and positive student perceptions of the module. Implementation of this SBML module was feasible and resulted in uniformly high levels of bed mobility skill acquisition. Based on rigorous learning outcomes, feasible requirements for implementation, and increased student confidence, SBML offers a promising approach for wider implementation in physical therapy education.

Impact of Bedside Laparotomy Simulation and Microlearning on Trauma Nurse Role Clarity, Knowledge, and Confidence.

The care of patients undergoing low-volume, high-risk emergency procedures such as bedside laparotomy (BSL) remains a challenge for surgical trauma critical care nurses. This study evaluates simulation and microlearning on trauma nurse role ambiguity, knowledge, and confidence in caring for patients during emergency BSL. The study is a single-center, prospective pretest-posttest design conducted from September to November 2022 at a Level I trauma center in the Mid-Atlantic United States using simulation and microlearning to evaluate role clarity, knowledge, and confidence among surgical trauma intensive care unit (STICU) nurses. Participants, nurses from a voluntary convenience sample within a STICU, attended a simulation and received three weekly microlearning modules. Instruments measuring role ambiguity, knowledge, and confidence were administered before the simulation, after, and again at 30days. From the pretest to the initial posttest, the median (interquartile range [IQR]) Role Ambiguity scores increased by 1.0 (1.13) (p <.001), and at the 30-day posttest, improved by 1.33 (1.5) (p <.001). The median (IQR) knowledge scores at initial posttest improved by 4.0 (2.0) (p <.001) and at the 30-day posttest improved by 3.0 (1.75) (p<.001). The median (IQR) confidence scores at initial posttest increased by 0.08 (0.33) (p =.009) and at the 30-day posttest improved by 0.33 (0.54) (p =.01). We found that simulation and microlearning improved trauma nurse role clarity, knowledge, and confidence in caring for patients undergoing emergency BSL.

Simulation-based mastery learning for intrathecal baclofen pump management in physical medicine and rehabilitation: A pilot study.

Simulation-based mastery learning (SBML) has demonstrated superiority as a procedural learning method. Implementation of SBML in Physical Medicine and Rehabilitation (PM&R) education has not been described and there is a paucity of literature regarding standardized procedural learning in this specialty. To evaluate if implementation of intrathecal baclofen pump management SBML affects knowledge, attitudes, and skills in PM&R residents. Pretest-posttest design. Academic rehabilitation hospital. Twenty-two PM&R residents. Participants engaged in SBML steps: pre-test, demonstration of proper technique, deliberate practice, and a post-test. Ability to achieve minimum passing score, quiz scores, and survey scores. Pre- and post-test results were compared using Wilcoxon signed-rank tests. Post graduate year (PGY)-3 and PGY-4 resident results were compared using Mann-Whitney U tests. Based on institutional expert consensus, a simulation procedural checklist was created with a minimum passing score set at correctly performing 30 of 31 items. On pre-test, no learners achieved the minimum passing score (22.5, interquartile range [IQR] 17.0-23.0). Initial post-test score for all learners was 30 (IQR 29.8-31.0). Six learners required additional attempts to reach mastery as defined by reaching the minimum passing score. Quiz scores significantly improved from 9 to 11 (pre-test IQR 9-10; post-test IQR 10-11; p < .05). Confidence in procedure significantly improved (pre-test 2.7/5.9, IQR 2.2-3.8; post-test 4.1/5.0, IQR 3.7-4.5; p < .01). Likelihood to perform procedure in future practice did not change (pre-test 2.2, IQR 1.0-3.8; post-test 3.0, IQR 1.0-4.0; p = .89). SBML is an effective tool to improve multiple domains of learning in PM&R residents.

Implementation of the Hand Hygiene Eczema Education Program to Improve Patient Knowledge and Symptoms

Background: COVID-19 hand hygiene recommendation had resulted in a hand eczema -exacerbation. The guidelines of care for the management of hand eczema recommend the use of educational interventions for patients. Objective: An educational intervention was designed to increase the patient's knowledge of appropriate hand hygiene and improve the patient's symptoms. Methods: The validated self-assessment patient-oriented eczema measure tool and pre- and post-tests were used to measure outcomes prior to educational intervention and again in 1-2 months postintervention. Of the 26 participants enrolled, 21 completed the study. The study included newly diagnosed or established patients with eczema, and the education material was available for all patients. Results: The difference between the average pretest and initial posttest was statistically significant (df = 20, P (T ≤ t) = 0.000663535, p < .05). Similarly, the difference between the average pretest and follow-up posttest was also statistically significant (df = 20, P (T ≤ t) < 0.001, p < .05). Participants also had a 2.04 mean point decrease in symptoms severity. Conclusions: The results demonstrated an improvement in patient's knowledge and reduction in symptoms. Implications for Nursing: The program can serve as a new guideline for managing hand eczema symptoms due to COVID-19 in the adult population in the private office setting.

PENGARUH VARIASI LATIHAN METODE DRILL TERHADAP JUMP SERVE PADA ATLET PUTRA KLUB BOLA VOLI NUSANTARA DELI SERDANG TAHUN 2021

This study aims to determine the effect of training variations on the drill method on jump serve in male athletes of the Nusantara Volleyball Club in 2021. The drill method is an exercise that can help improve good movement towards jump serve in volleyball and in practice playing at the repetition time. serve jump movement, which is measured in an assessment of the jump serve movement. This research method is an experiment with a research time of 6 weeks, with training for 3 times a week. The number of samples is by random sampling of 12 athletes. All samples of athletes did the form of training that had been arranged in the training program and did a pre-test before training in the initial week and post-test after the end of training in the last week. Analysis of the hypothesis that is, the effect of variations in drill training methods on jump serve on male athletes of the Nusantara Deli Serdang volleyball club in 2021, obtained t-count 28.32 and t-table 1.796 at a significant level = 0.05 then t-count &gt; t - table. Based on the test criteria, namely HO is rejected and Ha is accepted, this study states that there is a significant effect of variations in training methods on volleyball jumping athletes from the Deli Serdang archipelago in 2021.

Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning.

Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.

Employing Perceptual-Learning Research in Journalism and Communication

Perceptual-learning methods teach concepts and skills using numerous, rapid-fire questions and immediate visual feedback. A quasi-experiment compared a digital perceptual-learning module (PLM) of 200 multiple choice questions on Associated Press style to an introductory journalism/strategic communication course in which students learned AP style. The PLM, which took only 70 min, significantly improved participants’ declarative and procedural knowledge of AP, and PLM participants outperformed classroom/control participants on AP editing accuracy. A delayed posttest seven weeks after initial posttest showed no decrement in AP editing accuracy among PLM participants. This is one of the first experiments testing perceptual-learning methods in journalism or communication.

A model for predicting utilization of mHealth interventions in low-resource settings: case of maternal and newborn care in Kenya

BackgroundIn low-resource settings, there are numerous socioeconomic challenges such as poverty, inadequate facilities, shortage of skilled health workers, illiteracy and cultural barriers that contribute to high maternal and newborn deaths. To address these challenges, there are several mHealth projects particularly in Sub-Sahara Africa seeking to exploit opportunities provided by over 90% rate of mobile penetration. However, most of these interventions have failed to justify their value proposition to inspire utilization in low-resource settings.MethodsThis study proposes a theoretical model named Technology, Individual, Process-Fit (TIPFit) suitable for user-centred evaluation of intervention designs to predict utilization of mHealth products in low-resource settings. To investigate the predictive power of TIPFit model, we operationalized its latent constructs into variables used to predict utilization of an mHealth prototype called mamacare. The study employed single-group repeated measures quasi-experiment in which a random sample of 79 antenatal and postnatal patients were recruited from a rural hospital. During the study conducted between May and October 2014, the treatment involved sending and receiving SMS alerts on vital signs, appointments, safe delivery, danger signs, nutrition, preventive care and adherence to medication.ResultsMeasurements taken during the study were cleaned and coded for analysis using statistical models like Partial Least Squares (PLS), Repeated Measures Analysis of Variance (RM-ANOVA), and Bonferroni tests. After analyzing 73 pretest responses, the model predicted 80.2% fit, and 63.9% likelihood of utilization. However, results obtained from initial post-test taken after three months demonstrated 69.1% fit, and utilization of 50.5%. The variation between prediction and the actual outcome necessitated improvement of mamacare based on feedback obtained from users. Three months later, we conducted the second post-test that recorded further drop in fit from 69.1 to 60.3% but utilization marginally improved from 50.5 to 53.7%.ConclusionsDespite variations between the pretest and post-test outcomes, the study demonstrates that predictive approach to user-centred design offers greater flexibility in aligning design attributes of an mHealth intervention to fulfill user needs and expectations. These findings provide a unique contribution for decision makers because it is possible to prioritize investments among competing digital health projects.

Developing Students’ Essay Writing about Tourism Topics through Word Clustering Technique

This study aimed to analyze the effectiveness of developing students’ essay writing about tourism topics through word clustering technique. The subjects under study were students sitting on semester 6 at Sekolah Tinggi Pariwisata Bali Internasional (International Bali Institute of Tourism). This classroom action research (CAR) was basically triggered by the fact that the subjects under study have still low capability in English essay writing about Tourism Topics. This study made use of pre-test or initial reflection (IR) and post-test research design using descriptive analysis. There were two cycles in this CAR and each cycle consists of four successive sessions. The IR was intended to establish the real pre-existing English essay writing capability of the subject under study. The Mean of the Pre-test or IR score obtained by the subjects under study was 3.63. The Mean of the Post-test or R scores both in Cycle I and in Cycle II showed an increasing figure which is 4.12 in S1, 5.06 in S2, 5.78 in S3, 6.34 in S4, 6.76 in S5, 7.14 in S6, 7.44 in S7 and 7.82 in S8. These figures showed that the Mean of the Post-test or R scores in each session was much higher than the Mean of Pre-test or IR in essay writing. The data analysis further led to the computation of the Grand Mean score for both Cycles I and Cycle II. The computation of the Grand Mean resulted in Cycle I (XI) was 5.32. The computation of the Grand Mean resulted in Cycle II was 7.29. The difference Mean of Cycle I and cycle II is 1.97 (XII – XI = 7.29 – 5.32 = 1.97). These research findings revealed that developing students’ essay writing about the tourism topics through word clustering technique was very effective.

Effects of ceftriaxone on conditioned nicotine reward in rats.

Nicotine is the addictive compound in tobacco products which exerts psychosomatic effects that contribute to abuse and to low rates of abstinence in treatment-seeking smokers. At present, the most successful smoking cessation aide helps one in four individuals quit smoking at 1 year postcessation. New adjunctive therapies are needed to improve status of smoking-related public health crises, and β-lactam antibiotics are one class of potential therapies as they favorably augment extrasynaptic glutamate clearance. Our study used two-chamber place conditioning to assess effects of ceftriaxone (CTX) on persistence of conditioned nicotine reward. Rats were conditioned to associate nicotine (0.4 mg/kg, subcutaneous) with one context and vehicle with an alternative context. After initial post-test, rats received either daily ceftriaxone (200 mg/kg, intraperitoneal) or saline. All rats showed nicotine place preference during post-test 1. CTX-treated rats meeting extinction criterion by post-test 7 showed significantly reduced preference for the nicotine-paired context during post-test 2 compared with vehicle-treated rats. We interpret these data to support the further study of CTX as a smoking cessation aide. Our results suggest that CTX reduces persistence of conditioned nicotine reward and may be helpful for improving abstinence rates in a subset of treatment-seeking smokers.

SNS collaborative learning design: enhancing critical thinking for human–computer interface design

In many cases, classrooms seem to be functioning as well as ever, though the challenges and expectations have changed quite dramatically. This study presents an innovative project-based cloud learning (PBCL) model which integrates various Google services in order to enhance critical thinking abilities in human---computer interface design. To investigate the effectiveness of the proposed SNS collaborative teaching model for HCI design, the one-group pretest---posttest experiment was adopted in a university HCI design course in Taiwan. Participants included 32 technical and vocational university students aged 20---22, all major in information science. The collected data is used to explore the change in students' critical thinking skills. Additionally, this study also adopts an interview survey to collect qualitative data. There are 11 groups in this course, and the 11 respondents were randomly selected from these groups after the course. The results indicate that the practice of PBCL could help students to develop critical thinking skills rather than disposition. More specifically, the differences of low initial disposition group's pre-test and post-test of CTD and CTS were significant. The qualitative interview results reveal that experimental subjects hold a positive view on integrating SNS and various Google services to human---computer interface course to enhance project design and critical thinking skills. It implies that the PBCL model is an innovative and practical teaching model to be beneficial to learners with low initial interest. In addition, it helps students deepen impression of learning content and inspire new ideas.

Delayed Learning Effects with Erroneous Examples: a Study of Learning Decimals with a Web-Based Tutor

Erroneous examples – step-by-step problem solutions with one or more errors for students to find and fix – hold great potential to help students learn. In this study, which is a replication of a prior study (Adams et al. 2014), but with a much larger population (390 vs. 208), middle school students learned about decimals either by working with interactive, web-based erroneous examples or with more traditional supported problems to solve. The erroneous examples group was interactively prompted to find, explain, and fix errors in decimal problems, while the problem-solving group was prompted to solve the same decimal problems and explain their solutions. Both groups were given correctness feedback on their work by the web-based program. Although the two groups did not differ on an immediate post-test, the erroneous examples group performed significantly better on a delayed test, given a week after the initial post-test (d = .33, for gain scores), replicating the pattern of the prior study. Interestingly, the problem solving group reported liking the intervention more than the erroneous examples group (d = .21 for liking rating in a questionnaire) and found the user interface easier to interact with (d = .37), suggesting that what students like does not always lead to the best learning outcomes. This result is consistent with that of desirable difficulty studies, in which a more cognitively challenging learning task results in deeper and longer-lasting learning.

Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms

For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students’ mathematics achievement. Effects in three affective domains (attitudes, anxiety, and motivation) were also measured. Four classes from a school in Singapore participated in this quasi-experiment. The experimental group (n = 51) and control group (n = 52) were each made up of two classes. Results indicated that using history as a tool to teach mathematics had a significant positive effect on students’ mathematics achievement, in an initial posttest and in two retention tests taken 4 months and 1 year, respectively, after the last intervention session. Significant positive effects were also found on two subscales within the affective domain variables (perceived value of mathematics and introjection, a type of extrinsic motivation), but only at a posttest administered midway through the study. These results suggest that using history in mathematics classrooms have both immediate short- and long-term effects on students’ achievement, but only short-term positive effects in the affective domains. These results were discussed using qualitative feedback obtained from the participants of this study.

Exploring the Integration of Near-Death Experience Aftereffects: Summary of Findings

Abstract: Preliminary evidence suggests that both near-death experiencers (NDErs) and nonexperiencers who learn about near-death experiences (NDEs) show beneficial aftereffects. In this article I summarize the findings of an exploratory study to examine a small group process utilizing spiritual guidance and expressive arts for integrating NDE aftereffects. Eleven adult participants -- four NDErs and seven non-NDErs -- completed a pretest, initial posttest, and longitudinal posttest consisting of a revised version of the Omega Life Change Questionnaire (Rominger-LCQ) and the Human Spirituality Scale, as well as semistructured individual and group interviews. I also collected the expressive art participants created during sessions, photographed it, and used it to identify pictorial themes. Quantitative results included some significant differences and some nonsignificant trends indicating greater spirituality and life changes among NDErs compared to non-NDErs and, for all participants, from pre- to posttest. Qualitative interview material revealed participants had learned material on a number of topics of including a broader understanding of, and ability to communicate about, the NDE. Qualitative pictorial data revealed themes suggesting that both NDErs and non-NDErs had integrated positive aftereffects. The process described herein may benefit spiritual guides and directors, expressive art therapists, and therapists working with individuals who have had an NDE or other spiritually transformative experience. I also discuss methodological benefits of using artistic inquiry.

A simulator-based resident curriculum for laparoscopic common bile duct exploration

Laparoscopic common bile duct exploration (LCBDE) remains an underused treatment for choledocholithiasis, likely in part because of a lack of exposure to the procedure during surgery residency. In this study, we implemented a resident LCBDE curriculum using a previously validated procedural simulator. Senior surgery residents underwent a curriculum consisting of deliberate practice using the LCBDE simulator. Residents performed a simulated transcystic and transcholedochal LCBDE before and after completing the curriculum, which were rated by three faculty. Passing scores were determined using an Angoff method. Ten residents participated. For transcystic LCBDE, all 10 residents failed the pretest. Assessment scores improved after the curriculum (20±4 vs 41±2; scale 0-45, P < .01), and all 10 residents passed the posttest. For transcholedochal LCBDE, all 10 residents failed the pretest. Transcholedochal scores improved after the curriculum (27±6 vs 46±4; scale 0-53, P < .01). Eight residents passed the initial posttest and two failed because they sutured the t-tube into the choledochotomy closure. Both underwent remedial training and passed a retest. Resident confidence in performing LCBDE clinically improved for both transcystic and transcholedochal approaches. This curriculum improved the ability of surgery residents to perform both transcystic and transcholedochal LCBDE on a procedural simulator.

Early recognition and rapid intervention of sepsis: Implementation of a focused educational initiative emphasizing early goal-directed therapy in the emergency department

Introduction: Prompt recognition of Systemic Inflammatory Response Syndrome (SIRS)/sepsis and early initiation of goal-directed therapy in the emergency department is vital for improved patient outcomes. The aim of this educational initiative was to implement an educational program detailing the imperative steps within the “golden hour” of early recognition and intervention of SIRS/sepsis in the emergency department and analyze the effectiveness of the intervention. Methodology: This performance improvement project was the program evaluation of a mandatory educational initiative, incorporating a retrospective, repeated measures, test-retest, time series design for registered nurses working in the emergency department who were specifically trained in the emergency department triage (n = 38), at an emergency department between January 2008-March 2008. Conclusions/Significance: Results of the statistical analysis showed a positive change between pre-test (t1) and initial post-test (t2) scores, (t1 and t2) p = .000, (95% CI -5.072, -3.402), indicating understanding of the educational material provided and between (t1) and one-month post-test (t3) scores, (t1 and t3) p = .0001, (95% CI -5.345, -3.780), showing retention of the educational material. The educational initiative implemented in the emergency department was beneficial in educating the nurses and resulted in practice change at the facility. As a result, the educational initiative was implemented as a house-wide annual nursing competency. The initiative was instrumental in the development of a house-wide interprofessional, collaborative sepsis task force.

Workshops Increase Students’ Proficiency at Identifying General and APA-Style Writing Errors*

To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a comparison condition for the workshops, an additional 47 students attended one discussion session about the reasons for style rules. Workshop participants improved from pretest to initial posttest for all topics (whereas comparison groups did not) and retained their proficiency in follow-up tests. Feedback and note taking enhanced improvement. By providing students with supplementary training in basic writing skills, workshops may conserve course time in methodology courses, allowing for greater conceptual emphasis.