Post-test Mean Research Articles

Harnessing the power of social media: transforming nursing education for unmatched academic success.

This study aimed to determine the effect of social media-supported learning on the academic achievement of nursing students and their social media usage levels in nursing education. Using social media in nursing education enables students to experience interactive learning, strengthening learning outcomes and creating an enriched learning environment with up-to-date information. The study was conducted as a randomized controlled study. CONSORTchecklist was completed. The subject of parenteral drug administration was explained interactively to all students by the same instructors for a total of 12h for weeks. After the theoretical course, each skill was demonstrated by the instructor in the laboratory setting in a 24-h laboratory course with the demonstration method in line with the checklists. After the training was completed, the students filled out the necessary forms. Videos and informative images about parenteral drug applications were shared with the intervention group for 4weeks through an Instagram page created for social media-supported learning. Questions and answers were shared on the subject every day in the story section. The answer to the question was shared in the story section the next day with explanations. At the end of the 4th training week, the students were asked to complete the necessary forms as a post-test. Changes in academic achievement and social media usage after the intervention were measured using achievement tests and the Social Media Scale in Nursing Education. Data were analyzed with SPSS 23.0. Normality was tested using the Shapiro-Wilk test. Independent t-tests and the Chi-Square test for categorical variables were used for normally distributed continuous variables. Pre-test and post-test comparisons within groups were evaluated with the Paired t-test if normality was met, or the Wilcoxon test. The effect size was calculated using Cohen's d. After social media-supported learning, it was found that the difference between the post-test mean scores of the nursing students in the intervention and control group was statistically significant(p < 0.001). It was also found that the average of the exam results after the training increased compared to the average before the training, and the difference between the two scores was statistically significant(p < 0.001). Social media-supported education positively affected the academic achievements of nursing students and the level of social media use in nursing education.

Efficacy of Acceptance and Commitment Therapy in Social Anxiety Disorder: A Systematic Review and Meta-analysis

Background: Acceptance and commitment therapy (ACT) is a novel third-wave therapy becoming popular in the management of various anxiety disorders. In this systematic review, we wish to gather the data that have been studied to determine the effectiveness of ACT in treating social anxiety disorder (SAD). Methods: This study followed standard systematic review guidelines and was registered with PROSPERO prior to undertaking the review. Databases, namely PubMed, PsycINFO, Ovid MEDLINE, and gray literature (ClinicalTrials.gov, BASE) with relevant keywords, were searched from inception to February 2024. Randomized controlled trials encompassing both clinical and nonclinical populations aged more than 10 years diagnosed with SAD were included. These trials compared ACT with wait list controls (n = 6) and cognitive behavioral therapy (n = 3). The primary outcome focused on the reduction of symptoms associated with social anxiety, while quality of life served as a secondary outcome. Measures of effect were determined through pre-test and post-test mean values, alongside their respective standard deviations. The random effect model was used to calculate pooled effect size. The quality of the included papers was assessed using Cochrane RoB-1. Covidence software was used for the initial selection of studies, and meta-analyses were performed using RevMan software. Results: From the initial 442 study records that were searched, finally 9 studies were included for the systematic review, of which 6 studies were found suitable for meta-analysis. The pooled estimate for studies comparing ACT with wait list found that the overall effect size for social anxiety symptoms was g = −1.28 (95% confidence interval of -1.88, -0.69) favoring ACT intervention significantly. Conclusion: This review found that ACT is efficacious in treating SAD. Most of the studies included were conducted in adolescent females. Varying ACT intervention modalities were incorporated, with the primary outcome assessed using a range of scales. The results of our meta-analysis should be interpreted with caution because of heterogeneity and smaller number of studies being included. ACT can be considered a psychotherapeutic option for the management of SAD.

Electronic Feedback Alone Versus Electronic Feedback Plus in-Person Debriefing for a Serious Game Designed to Teach Novice Anesthesiology Residents to Perform General Anesthesia for Cesarean Delivery: Randomized Controlled Trial.

EmergenCSim is a novel researcher-developed serious game (SG) with an embedded scoring and feedback tool that reproduces an obstetric operating room environment. The learner must perform general anesthesia for emergent cesarean delivery for umbilical cord prolapse. The game was developed as an alternative teaching tool because of diminishing real-world exposure of anesthesiology trainees to this clinical scenario. Traditional debriefing (facilitator-guided reflection) is considered to be integral to experiential learning but requires the participation of an instructor. The optimal debriefing methods for SGs have not been well studied. Electronic feedback is commonly provided at the conclusion of SGs, so we aimed to compare the effectiveness of learning when an in-person debrief is added to electronic feedback compared with using electronic feedback alone. We hypothesized that an in-person debriefing in addition to the SG-embedded electronic feedback will provide superior learning than electronic feedback alone. Novice first-year anesthesiology residents (CA-1; n=51) (1) watched a recorded lecture on general anesthesia for emergent cesarean delivery, (2) took a 26-item multiple-choice question pretest, and (3) played EmergenCSim (maximum score of 196.5). They were randomized to either the control group that experienced the electronic feedback alone (group EF, n=26) or the intervention group that experienced the SG-embedded electronic feedback and an in-person debriefing (group IPD+EF, n=25). All participants played the SG a second time, with instructions to try to increase their score, and then they took a 26-item multiple-choice question posttest. Pre- and posttests (maximum score of 26 points each) were validated parallel forms. For groups EF and IPD+EF, respectively, mean pretest scores were 18.6 (SD 2.5) and 19.4 (SD 2.3), and mean posttest scores were 22.6 (SD 2.2) and 22.1 (SD 1.6; F1,49=1.8, P=.19). SG scores for groups EF and IPD+EF, respectively, were-mean first play SG scores of 135 (SE 4.4) and 141 (SE 4.5), and mean second play SG scores of 163.1 (SE 2.9) and 173.3 (SE 2.9; F1,49=137.7, P<.001). Adding an in-person debriefing experience led to greater improvement in SG scores, emphasizing the learning benefits of this practice. Improved SG performance in both groups suggests that SGs have a role as independent, less resource-intensive educational tools.

The Effect of Attunement on the Development of Relationship Conflict Resolution Skills

Teacher attunement is about teachers' being able to understand and empathize with the psychological experiences, worldviews, perspectives, motivations, learning capacities, skill levels, strengths, weaknesses, interests, affiliations, and affective states of students. The present study has been conducted to assess the effectiveness of teacher's attunement strategy for the development of social skills among elementary school students. It was an experimental study. The study employed a control group design with pre-test and post-test phases. Participants in the study were chosen from among sixty 6th grade students enrolled in a primary school. Using random sampling, thirty students were selected as the experimental group and thirty as the control group. For eight weeks, the control group received instruction using conventional teaching methods, whereas the experimental group received instruction using an attunement technique. The study was carried out in a Lahore government school. A statistical analysis was performed on the data obtained from the pre-test, post-test, and gain scores. According to the study's findings, the experimental and control groups were identical at first. The experimental group's post-test mean score differed significantly from the control groups. In the post-test, the experimental group fared better than the control group. The study's conclusions show that teacher sensitivity significantly improves elementary school pupils' social development. It can be inferred that 6th grade pupils' social skills are enhanced by their teachers' attentiveness. It is advised that both public and private schools employ teachers' attunement techniques to help elementary school pupils improve their social skills.

RAISE YOUR FLAG: ILLUMINATING PATHS TO ENHANCE STUDENTS’ ENGAGEMENT IN MATHEMATICS

The purpose of the study is to determine the effect of Raise Your Flag intervention to enhance students’ engagement in mathematics. Hence, the purpose of this study was to determine the significant difference between the pretest and post-test scores of the students. Pre-experimental research design was utilized in this study to measure the effect of the intervention. The data were gathered in 35 students from Grade 9 in Asuncion National High School who were selected through purposive sampling. Data gathering was done through Pretest and Post-test Administration. Findings revealed a substantial difference in the scores before with the mean percentage score of 4.05 (High) and after the intervention in enhancing students’ engagement in mathematics with the mean percentage score of 4.43 (Very High). Results also revealed that there is a significant improvement in the students’ scores from the pretest to the post-test, with the post-test mean percentage scores that has descriptive level of very high which interpreted as very satisfactory. This substantial difference suggests a strong effect of the treatment to enhance students’ engagement in mathematics, it indicates a highly significant and positive impact of the intervention or treatment on the students’ performance engagement in mathematics. KEYWORDS: Intervention, Enhance Students’ Engagement in Mathematics, Raise Your Flag

Improvement of the Endotracheal Intubation Skill of Nurse Anesthesia Students Using Visual Self-evaluation in Iran: A Randomized Controlled Study

Background: One of the feedback methods is visual self-evaluation, which is a type of immediate feedback provided after a task. It is at the level of self-regulation. Mastery in learning requires accurate evaluation of clinical skills, and visual self-evaluation can help learners to master the stages of skill implementation. Objectives: The present study investigated the effect of visual self-evaluation on the endotracheal intubation skill of nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. Methods: This randomized controlled study was conducted in April and May of 2023. 63 second- and third-year nurse anesthesia students were allocated to the intervention (visual self-evaluation) and control (conventional methods) groups according to the academic year, using stratified random sampling. The skill of endotracheal intubation was taught using visual self-evaluation method in the intervention group while the same skill was taught in the control group based on the conventional methods, i.e. lecture, practical training, and practice on the mannequin under the supervision of the instructor. Visual self-evaluation and conventional teaching methods were compared in terms of learning outcomes. The endotracheal intubation skill evaluation checklist developed by hart was used to evaluate endotracheal intubation skill. The students of the intervention group also completed a questionnaire to measure their satisfaction with the visual self-evaluation method. Results: The students with a mean age of 21.53 ± 3.65 years, participated in this study. About 73% of the participants were women. The mean scores of students in the post-test compared to the pre-test in both intervention (23.56 ± 2.68 at baseline and increased to 28.87 ± 4.80) and control (24.03 ± 2.22 at baseline and increased to 25.19 ± 2.46) groups increased significantly (P &lt; 0.001), but the mean post-test scores of the intervention group were significantly higher than those of the control group (P &lt; 0.001). Also, the mean satisfaction score in the intervention group was 40.79 ± 1.22 out of a maximum of 50, which indicates a very high satisfaction with the adoption of visual self-evaluation method in clinical education. Conclusions: The use of visual self-evaluation not only had a significant effect on improving the clinical skill of nurse anesthesia students but also was effective in helping them learn self-regulation and achieve mastery and independence. This method is recommended as a low-cost and effective method to be used along with other educational methods.

The Efficiency of a Video-Assisted Instructional Module in Enhancing Staff Nurses' Understanding of Surgical Foot Surgery Practice

The study aimed to evaluate the effectiveness of a Video-Assisted Teaching Module (VATM) in enhancing knowledge on the practice of surgical fomentation for patients with diabetic foot among staff nurses at Vinayaka Mission Kirupananda Variyar Medical College Hospital, Salem. The objectives included assessing pre-existing knowledge, evaluating VATM’s effectiveness, and analysing demographic variables' impact. A pre-experimental research design was employed, with 48 staff nurses selected using purposive sampling. Data was collected using a closed-ended questionnaire before and after the VATM intervention. The pre-test mean score was 12.73 (42%), and the post-test mean score increased to 19.19 (64%), demonstrating the VATM’s effectiveness with a 22% improvement. The highest effectiveness (26%) was in the "surgical fomentation" domain, while the "articles required" domain showed the lowest effectiveness (17%). Data analysis revealed significant improvement in knowledge post-intervention, with no significant association between knowledge scores and demographic variables such as age, gender, or educational background. The study concludes that VATM is an effective tool for improving nurses' knowledge on surgical fomentation, supporting better care for diabetic foot patients. The results emphasize the need for ongoing educational interventions to enhance nursing practices.

비교과 프로그램 연계 모의수업 시연의 효과 분석: 예비유아교사의 전공만족도, 교수기술, 음악 교수효능감 및 교수내용지식을 중심으로

Objectives This study aims to investigate the effectiveness of mock classroom demonstrations linked to extracurricular programs for pre-service early childhood teachers, focusing on major satisfaction, teaching skills, music teaching self-efficacy, and pedagogical content knowledge. Methods For this purpose, a study was conducted with 42 students (experimental group) from University A and 38 students (comparison group) from University B, both located in the Chungcheong region, who were enrolled in an early childhood music education course. Normality and trends were examined using SPSS 23.0, and the effectiveness was analyzed using independent samples t-tests and paired samples t-tests. Results The main findings are as follows: Firstly, the experimental group demonstrated an improvement in post-test mean scores compared to their pre-test scores. In the comparison group, although some sub-factors showed improvement in post-test mean scores compared to pre-test scores, most scores decreased. Normality was confirmed, and homogeneity between the experimental and comparison groups was established. Secondly, the pre-test and post-test comparison within the experimental group indicated that post-test mean scores were significantly higher than pre-test mean scores across all factors. Conversely, the comparison group did not show statistically significant differences between pre-test and post-test scores. Comparison between the experimental and comparison groups revealed that the experimental group achieved significantly higher scores than the comparison group. Conclusions The study results verified the effectiveness of integrating extracurricular programs into field-linked classes to enhance the overall understanding of majors among incoming students. Accordingly, the study aims to propose activation strategies for theoretical and practical courses through a tailored approach to integrating extracurricular programs.

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Effect of Blended Learning Method (Flex Model) on Final-Year Students of BAMS to Learn Shalyatantra

ABSTRACT Background: Blended learning is a blend of online and in-person instruction. This study was conducted to see its effect to learn Shalyatantra topic. Methodology: Final-year students (58) were equally in two groups. The topic was taught using a conventional technique in group A and a blended learning way in group B. Pre-test and post-test were conducted before and after the study, respectively. Students’ and teachers’ perceptions on Likert scale were also taken. Statistical analysis was done. Observation and Results: The mean post-test score of group B, i.e. blended learning group (18.37 ± 0.97), was more as compared to group A, i.e. conventional learning group (16.31 ± 1.53). Individually both groups were statistically significant. Conclusion: It can be concluded that blended learning helped in developing critical thinking, communication skill in students, and enhance the retention of course content.

The Correlation between Metacognition, Self-correction, and Writing Learning Outcomes of Students in the German Language Study Program

As one of the productive skills in learning a foreign language, writing plays a significant role in supporting the development of other language skills. To enhance writing skills, it is essential to have the ability to self-assess. This study aims to examine the correlation between metacognition and self-correction in relation to the writing learning outcomes of students enrolled in the German Language Education study program, while also assessing their capacity for self-correction in their writing skills. The research employed a correlational design, using a pre- and post-test nonequivalent control group approach. The sample consists of students enrolled in writing courses, selected through proportional sampling. Data collection involves the administration of tests, questionnaires, and interviews. The findings reveal a significant correlation between self-correction, metacognition, and writing learning outcomes among students in the German Language Education study program. The pretest Mean score was 56.9, while the post-test Mean score showed improvement at 72.6, indicating a difference of 15.7. Furthermore, the calculated correlation coefficient (r = 0.686) exceeds the tabulated correlation coefficient (r = 0.553). Comparing the results of students’ self-correction in the pre-test and post-test with the lecturer’s correction, an increase in self-correction ability was observed. In conclusion, this research contributed in enhancing German writing skills among students in the German Language Education study program. Keywords: German language, learning outcomes, metacognition, self-correction, writing

Evaluating the effectiveness of a new curriculum for transcultural nursing education: a mixed-method study

BackgroundIn recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication and competence among nursing students using different models and curricula.ObjectivesThis study aimed to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education.MethodsThis mixed methods study was conducted on nursing students (n = 83) who attended a transcultural nursing course from 2021 to 2022 during the fall semester. A paired samples test was used to compare total scores, and the related-samples Wilcoxon signed-rank test was used to compare subscale scores.ResultsThe vast majority (94.0%) of the participants mentioned Islam as their religion. Turkish was the mother tongue of 91.6% of them, while 10.8% were able to speak English and 6.0% were able to speak Kurdish fluently. The mean score for the achievement of cultural competence subdimension posttest was significantly greater (p < 0.001). Posttest mean scores for challenges and barriers in providing culturally competent care subdimensions were significantly lower (p = 0.003). The mean score on the culturally sensitive communication subdimension pretest was 21.00 ± 4.76, and the mean score on the posttest increased to 23.02 ± 6.05, which was a statistically significantly greater difference (p = 0.024). According to the qualitative results of our study, five main themes were analyzed: transcultural nursing as an opportunity, transcultural nursing as a didactic process, transcultural nursing as a professional field, transcultural care as a safe environment, and transcultural care as an obligation.ConclusionsIn this study, after a semester of continuing education, nursing students developed respect for cultural diversity, cultural competence, and culturally sensitive communication.

The impact of imagery training on achievement motivation among young swimmers aged 10-15 years

Achievement motivation is a critical factor in the performance and development of young athletes. It drives them to set and pursue goals, overcome obstacles, and succeed in sports. Understanding and enhancing achievement motivation can significantly impact young athletes' progress and performance. This study aims to examine the effect of imagery training on the achievement motivation of young swimmers to achieve, especially in commitment, goal setting, self-confidence, and engagement. The research design uses one group pre-test and post-test. A sample of 20 young swimmers participated in the study. Achievement motivation was assessed using standardized pre-test and post-test measures. The independent sample t-test revealed a highly significant difference between pre-test and post-test means (t = -26.937, p = 0.000), confirming the effectiveness of imagery training. These improvements suggest that imagery training can improve swimmers' commitment, goal-setting ability, self-confidence, and engagement in training. Although this study has several limitations, such as limited sample size and short training duration, the results confirm the importance of imagery training as an effective method in supporting mental development and performance improvement in young swimmers. Further research is recommended to address these limitations and explore the long-term effects of imagery training.

The Effect of Virtual Reality on Pain, Anxiety, Physiological Parameters, and Postspinal Headache in Patients Undergoing Spinal Anesthesia: A Randomized Controlled Trial

PurposeThe purpose of this research was to determine the effect of virtual reality (VR) on pain, anxiety, physiological parameters, and postspinal headache in patients undergoing spinal anesthesia. DesignThis was a randomized controlled experimental trial. MethodsThe research was conducted in the operating room unit of the state hospital in Hakkari-Şemdinli District Center between May 2021 and June 2022. Data were collected using the Descriptive Information Form, visual analog scale (VAS), verbal category scale (VCS), State-Trait Anxiety Inventory, and the Application Registration Form to record preoperative and postoperative oxygen saturation and heart rate. FindingsWhen the groups’ VAS and VCS mean scores were compared for head and incision site pain, the mean scores of headache and incision site pain in both groups were found to be significantly lower in the experimental group patients (P < .001). In addition, the difference between the groups in headache VAS and VCS mean scores at all hours was statistically significant; incision site pain VAS and VCS mean scores were significantly lower between the groups at all hours, except the 1st and 2nd hours (P < .001). While there was no significant difference in the State-Trait Anxiety Inventory (SAS) pretest mean scores between the groups (P > .05), the SAS post-test mean scores of the experimental group were significantly lower (P < .05). The mean heart rate in the intraoperative and postoperative periods and the mean saturation in the postoperative period differed significantly between the groups (P < .05). The difference between the blood pressure averages before, during, and after the operation was not statistically significant in both groups (P > .05). While nausea and vomiting was significant in the experimental group only at the 2nd hour (P < .05), it was not statistically significant at the other hours (P > .05). ConclusionsVR was found to effectively reduce pain, anxiety, postspinal headache, and increase the oxygen saturation level in the postoperative period in patients who underwent spinal anesthesia. Hence, VR is an effective treatment for patients who have undergone surgery under spinal anesthesia.

A survey of the effect of an information-motivation-behavioral model-based intervention on university students’ osteoporosis knowledge, health beliefs, and self-efficacy

ABSTRACT This randomized controlled trial investigated the effectiveness of a Healthy Living Awareness Program for the Prevention of Osteoporosis based on the Information-Motivation-Behavioral Skills Model (HLAPPO-IMB) in university students [intervention group (n = 43), control group (n = 44)]. The intervention group completed the online training to prevent osteoporosis in the information stage of the IMB. In the motivation stage, the researchers texted (WhatsApp) the intervention group spot and reminder notifications concerning the prevention of osteoporosis. They also provided them with telephone counseling. In the final stage, the researchers evaluated whether the intervention group participants developed target behavioral skills. The intervention group had significantly higher mean posttest and follow-up Osteoporosis Knowledge Test scores than the control group (respectively, r = .519, r = .513, p < .001), indicating a large effect size in the posttest and follow-up test. There was no significant difference in pretest and follow-up Osteoporosis Health Belief Scale, Osteoporosis Self-Effective Scale, and International Physical Activity Questionnaire-Short Form scores between the groups (p > .05). The results showed that the HLAPPO-IMB helped the intervention group participants expand their knowledge of osteoporosis. However, it did not improve their self-efficacy in doing weight-bearing exercises, taking calcium, and engaging in physical activity.

Assessing Parental Engagement's Influence on Elementary Students' Language Proficiency Development

Aim: In this research, the influence of Jordanian parents on their children's English language development in sixth grade is examined. The study's goals could only be met with the help of a pre- and post-test designed to evaluate the participants' English language skills. There were fifteen English-language questions on the test. Method: Female students in sixth grade from two public schools in the Irbid 1st Directorate of Education served as the study's sample (92). There were 46 in the control group and 46 in the experimental group. The teachers' guide group followed the conventional approach, while the experimental group used the Parents' Participation strategy. Results: By comparing the pre- and post-test scores of the experimental and control groups, the study determined whether or not parental participation improved sixth graders' speaking abilities. In comparison to the control group, which had a pretest mean of 60 (standard deviation=9) and a posttest mean of 70 (standard deviation=10), the experimental group that included parents had higher scores on both the pretest and posttest (mean=65, SD=8). In spite of these gains, there was no statistically significant difference in the groups' overall teaching strategies according to the ANOVA results (F value=1.25, p=0.267). This suggests that parental involvement may result in higher scores, but it does not necessarily affect the effectiveness of the tested teaching strategies. Additionally, the results showed that the experimental group routinely beat the control group, which is encouraging but not conclusive evidence of a substantial effect on the improvement of students' public speaking abilities. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

The effect of a cultural sensitivity education program on the intercultural sensitivity and compassion levels of Turkish nurses: A randomized controlled trial

AimThis study was performed to measure the effect of a cultural sensitivity education program in increasing Turkish nurses’ intercultural sensitivity and compassion levels. BackgroundIntercultural care encompasses compassion, an indispensable value of nursing care. The primary purpose of compassion is to ensure the well-being and welfare of the individual. DesignA parallel group randomized controlled trial. MethodsThe study was completed by 64 nurses, 32 in the intervention and 32 in the control groups. A Cultural Sensitivity Education Program was presented to the intervention group. Instruments were given to both groups before the intervention (pre-test), one week after the intervention (post-test) and three months later (follow-up test). Chi-square, independent sample t-test and two-way mixed-design variance analysis with Bonferroni Multiple Comparison Test were used to analyze the data. ResultsThe post-test and follow-up test mean scores of intercultural sensitivity and compassion of the intervention group after the intervention increased significantly compared with the control group. The intervention had a large effect size. ConclusionsThe study showed that the cultural sensitivity education program effectively increased the nurses’ intercultural sensitivity and compassion levels. Nurse managers could integrate education programs into the in-service education programs to improve the intercultural sensitivity and compassion levels of nurses.

Impact of Sensitization on School Teachers' Knowledge and Attitudes Towards Adverse Drug Reaction Reporting During National Deworming Day: A Prospective Quasi-Experimental Study.

School teachers play a crucial role in executing administration of single dose albendazole to school children on National Deworming Day (NDD). Effective reporting of adverse drug reactions (ADRs) during such mass administration of medicines at the time of such public health programmes is vital for several policy decisions on safety. The study aims to evaluate teachers' knowledge and attitudes on ADR reporting regarding NDD and assess the impact of a sensitization program. A total of 163 school teachers from 94 schools in the district, who gave informed consent were included. The study utilized a pretested and prevalidated questionnaire, scored on a 0-10 scoring scale. Employing a prospective quasi-experimental one-group pre-test and post-test research design, the primary aim was to evaluate the impact of the awareness program, with secondary objectives focused on demographic correlations with program effectiveness. The study shows a significant improvement in participants' scores from the pre-test (mean score of 5.60) to the post-test (mean score of 8.28), resulting in a mean deviation of -2.68±1.74 (p < .001), suggesting that the intervention significantly enhanced outcomes. Additionally, the results indicate that the mean post-test score was slightly higher among urban participants in comparison to rural participants, with mean scores of 8.45 and 8.10, respectively. The sensitization program significantly improved the knowledge and attitude of school teachers engaged in NDD regarding ADR reporting. However, long-term studies on the impact of this improvement in knowledge and attitude on actual ADR reporting need to be planned.

Simulation-Based Resuscitative Transesophageal Echocardiography Training for Emergency Medicine Residents

BackgroundTransesophageal echocardiography (TEE) is an emerging resuscitation tool in emergency medicine. Simulation-based training is necessary for teaching this skillset. There has been no evaluation of how simulation prepares emergency medicine (EM) residents to perform this skill in live patients. ObjectivesThe objective of this study is to evaluate competency following simulation training and performance of resuscitative TEE on live patients in the operating room (OR). MethodsA prospective study at a single academic site, enrolling volunteer PGY2 and PGY3 EM residents. Residents underwent the following: Pre-test examination to assess general TEE knowledge; 30-minute lecture on a resuscitative protocol: mid-esophageal four chamber (ME4C), mid-esophageal long axis (MELAX), trans-gastric short axis (TGSAX) and ascending aortic short axis (AscAoSAX); Two 1-hour sessions with a HeartWorks TEE simulator led by a physician trained in resuscitative TEE; Post-test examination; TEE examination in the OR with a cardiac anesthesiologist. Data were summarized with descriptive statistics. Test scores were compared with paired t-test or Wilcoxon rank-sum tests. ResultsFifteen residents participated. The pre-test mean score was 11.07, 95% CI: 9.35 – 12.79. The post-test mean score was 19.40, 95% CI: 18.94 – 19.86. A significant difference in scores was noted, t=-11.996, p<0.0001. The OR assessment findings included: number of placement attempts (mean: 1.27; 95% CI: 1.01 – 1.52); clinically acceptable views (ME4C 93.3%, MELAX 93.3%, AscAoSAX 60%, and TGSAX 60%). Of 60 total views, 76.7% were acceptable. ConclusionsSimulation training in resuscitative TEE is an effective method for preparing EM residents to obtain and interpret TEE imaging in a live patient.

Study to Assess the Effectiveness of Drumstick Leaves Powder Supplementation in Prevention of Anemia among Adolescent Girls in Community, Bangalore: An Original Study

Background: Anemia is leading cause of mortality among adolescent girls worldwide. It is necessary to improve the hemoglobin level for preventing anemia. This study was aimed to assess the effectiveness of DSLP intervention on anemia among adolescent girls with Iron Deficiency Anemia in community, Bangalore. This study was done with the intention of finding an efficient substitute in the form of non-haem iron of vegetable origin in drumstick leaves by administering as supplementation to treat nutritional anemia. Randomized clinical trial design was used in this study, the target group consisted adolescent girls with mild and moderate anemia. Methods &amp; Materials: The research design selected for this study was true experimental (pre and posttest control group design). The study was conducted in community under Urban Family Welfare Centre, Yeshwantpur, Bangalore. The samples are selected by systemic random sampling technique. Sample size was 60 anemic adolescent girls (10 to 19 years). The instruments used for this study were interview schedule, checklist to identify signs and symptoms of anemia, and Cyanmethemoglobin method to check Hb level, 60 anemic adolescent girls were selected through these instruments and pretest procedure and divided into two groups (Experimental and Control). One teaspoon of DSLP intervention for 30 continuous days was given to the experimental group. At end of the month posttest done for the finding out the effectiveness of DSLP intervention in prevention of anemia among adolescent girls. Result: Revealed that the Experimental group’s pretest mean score of Hb level 10.427(±0.3552) and posttest mean scores of Hb level 10.660 (±0.2978) paired sample t-value 12.042 and DF 29, which is significant at P&lt;0.05 level. It shows the effectiveness of DSLP intervention among adolescent girls with anemia in community, Bangalore. Interpretation &amp; Conclusion: The study findings revealed that there is a significant difference in the pre and posttest Hb level score with drumstick leaves powder intervention (‘t’ value 12.042). Therefore, it is evident that the DSLP intervention is effective in reducing iron deficiency anemia among adolescent girls.