Mean Score Of Post-test Research Articles

The Effect of Family Education Program on Paternity Role and Children's Play Skills

The objective of the study was to evaluate the effects of fathers' participation in the Father Support Education Programme on their perception of their role as fathers and the development of play skills in their children. The study sample comprised 40 fathers whose children, aged 5 and 6, were enrolled in independent pre-schools located in the city centre of Bartın. The experimental design of pre-test and post-test control group was adopted to facilitate the study. All technical terms were defined when first used. The study comprised 20 fathers, who were divided into control and study groups. Fathers in the study group received the Father Support Education Program over a period of 10 weeks, while no education program was provided to the control group. Information was collected using the "Personal Information Form," "Father Role Perception Scale (FRPS)," and "Game Skills Assessment Scale (PSAS)." The research's quantitative data was analysed using the SPSS (Statistical Package for Social Sciences) programme for Windows 22.0. To compare continuous data between two independent groups, the t-test was employed. The analysis established that following the educational programme, fathers in the study group exhibited a significant difference between their pre-test and post-test mean scores for their roles in their children's play skills. It was found that the Father Support Education Programme had a positive impact on fathers' roles and the development of children's play skills.

The study of parents creating opportunities for their preschoolers in using basic scientific process skills at home

ABSTRACT This quasi-experimental design study was conducted to examine the effect of the Science Activities Education Program for Parents (SAEPP) on parents’ ability to create opportunities for their children to develop basic scientific process skills at home. The study group consisted of 108 parents (54 experimental, 54 control) whose children attended two different municipal preschools in Izmir. The ‘Scale for Level of Using Basic Scientific Process Skills: Parent Form’ (SLUBSPSPF) was used to collect data for the study. Findings: There was a statistically significant difference between the pretest-posttest mean scores of SLUBSPSPF regarding the experimental group. The posttest scores show that SAEPP provides a significant increase in the situation of parents creating opportunities for their children to use basic scientific process skills (BSPS). In addition, when the Parent Form posttest and follow-up test mean scores were compared, it showed that there was no significant difference and that the education provided (SAEPP) had a permanent effect (p > 0.05).

Comparing the immediate effects of different neural mobilization exercises on hamstring flexibility in recreational soccer players.

Hamstring strain injuries remain a challenge for both athletes and clinicians given the high incidence rate, slow healing, and persistent symptoms. Increased tension in the neural structures is a known causative factor for hamstring tightness for which neural mobilization has emerged as a significant adjunct to routine stretching techniques. To compare the short-term effects of neural sliding and neural tensioning on hamstring length in male recreational soccer players with hamstring tightness. Sixty-two participants between ages 18 and 30 years were randomly assigned to one of the two groups viz. neural sliding or neural tensioning. Participants in either group performed the given stretching protocol in three sets. The Active Knee Extension Test (AKET) and Sit and Reach Test (SRT) were recorded before intervention, immediately after intervention, and after 60 min. between- and within group-analysis was done using analysis of variance. Between-group analysis showed that neural tensioning was more effective than neural sliding in improving hamstring length on both measures, however this difference was negligible. Within-group analysis demonstrated that the mean post-test scores on the AKET test and SRT were significantly greater than the pre-test scores in both groups (). A reduction in the post-test scores was observed after 60 min, irrespective of the type of stretching (). There was no difference in short-term effects of neural sliding or neural tensioning on hamstring flexibility in male recreational soccer players. Both groups showed improved flexibility immediately after the intervention with reduction in the effect after 60 min.

Teaching Model Development of English Speaking Skill Using Story Telling in Junior High School

The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking.

The Effects of Positive Self-talk on Anxiety and Grief Among Women with Spontaneous Abortion: A Quasi-Experimental Study

Background: Spontaneous abortion (SA) is a common pregnancy complication with challenging prediction and prevention for healthcare providers. It can lead to stress, anxiety, depression, and grief for parents. Self-talk (ST) is a communication skill with a significant role in the relationship of events and emotions and can facilitate the management of most emotional and behavioral disorders. However, there is limited information about its effects on women with SA. Objectives: The aim of this study was to assess the effects of positive ST on anxiety and grief among women with SA. Methods: This quasi-experimental study was conducted in 2021 using a two-group pre-test-post-test design. Eighty women with SA were randomly selected from a teaching hospital in Zahedan, Iran, and were alternately allocated to an intervention group and a control group on a weekly basis. Participants in the intervention group received education about positive ST in eight 20-minute sessions held twice weekly. Data were collected before and 2 months after the intervention using a demographic questionnaire, the Hospital Anxiety and Depression Scale, and the Perinatal Grief Scale. The SPSS v. 16.0 software was used to analyze the data at a significance level of < 0.05 using the Shapiro-Wilk, paired-sample and independent-sample t tests, and chi-square test. Results: The age mean of the participants was 26.40 ± 5.63 years in the intervention group and 24.45 ± 5.11 years in the control group. The groups did not significantly differ from each other respecting baseline demographic and clinical characteristics (P > 0.05). The mean scores of anxiety (control: 4.57 ± 1.98, intervention: 2.60 ± 1.59) and grief (control: 64.85 ± 22.68, intervention: 50.97 ± 16.522) significantly decreased in both groups (P = 0.001, P = 0.003), and the amount of decrease in the intervention group was significantly more than the control group (P < 0.05). Accordingly, the pre-test mean scores of anxiety (P = 0.74) and grief (P = 0.95) did not show significant between-group differences, and the post-test mean scores of anxiety (P < 0.001) and grief (P = 0.004) in the intervention group were significantly less than the control group. Conclusions: Positive ST is effective in significantly reducing anxiety and grief among women with SA. Nurses and psychologists can use positive ST to reduce post-SA psychological complications among afflicted women.

A Longitudinal Elective Facilitates Point-of-Care Ultrasonography Education for Medical Students: An Observational Study.

Determine if a longitudinal point-of-care ultrasonography (POCUS) elective for medical students is effective in improving POCUS knowledge. We share the format of our longitudinal POCUS elective for medical students. To evaluate the efficacy of our longitudinal elective, we compare the difference between pre-elective and post-elective scores on a POCUS test using a paired t-test with threshold of statistical significance of p ≤ .05. We also share the results of a post-elective survey evaluating the effectiveness and quality of the longitudinal POCUS elective. Pretest mean score was 56.3% (σ = 13.6), while posttest mean score was 73.3% (σ = 9.4), with an average score improvement of 17.0% (95% CI 9.9-24.0%, p < .0001). All students strongly or moderately agreed that they would recommend the elective to future medical students, that they were more confident with their POCUS skills after completing the elective, that the time commitment of the elective was appropriate, and that they felt they had the time to fit the elective into their schedule as a medical school student. Most students (56.7%) strongly or moderately agreed that the knowledge gained from the POCUS elective had helped them in their clinical rotations. Our longitudinal POCUS curriculum subjectively and objectively improves medical students' POCUS knowledge while remaining accessible to students. We share our unique longitudinal POCUS elective curriculum, the format of which and its benefits are transferable to other medical schools. Through this, we hope to provide others with ideas on how they may implement a longitudinal POCUS elective.

Teaching clinical reasoning to medical students: A brief report of case-based clinical reasoning approach.

Case-based clinical reasoning (CBCR) is the proposed method to improve clinical reasoning. This brief report aimed to evaluate CBCR effectiveness to improve clinical reasoning via an online course. This study is a brief report of a before-after quasi-experimental study to evaluate CBCR in medical students of Shahid Beheshti University of Medical Sciences. Ten online weekly 2-hour sessions of CBCR presentations were instructed to medical students. Each session started with an illness script, and then, the instructor posed the students' five clinical questions in five steps according to the CBCR approach. The clinical reasoning ability of students was evaluated before and 2 weeks after the online courses using four types of standard clinical questions. A Wilcoxon signed-rank test was used to assess the difference between pretest and posttest examination scores. This brief report revealed that twenty-one medical students participated in all ten sessions of the CBCR online course and were evaluated in pretest and posttest examinations. A significant improvement in the clinical reasoning total scores in the posttest examination compared with the pretest examination was observed (P = 0.001). In terms of specific types of clinical questions, the mean posttest scores for clinical reasoning problem (CRP) and key feature (KF) examinations were higher than the pretest scores (P = 0.001 and P = 0.005, respectively). Applying the CBCR approach improved the total clinical reasoning score of medical students during the course. Further studies are needed to evaluate whether this improvement would persist in workplace settings or not.

The Effectiveness of a Differentiated Learning Strategy using Flexible Groups to Improve Football Skills and Keep It

In this research, it was aimed to determine the effect of the differentiated training strategy on the development of football skills by using flexible grouping in order to develop and make permanent football skills. The research consisted of 147 second grade students of Saif Al-Dawla Junior High School, Al-Karkh, Baghdad Third Education Department. Groups are control group (KG; n:8; Age 22.7±.1.5yeer, height 171±6.8 cm, body weight 65.4±3.3 kg; BMI 22.4±2.7and experimental group (DG; n:12; Age 21.9±.2.1 year, height 170.6±5.4cm, body weight 64.2±5.5 kg; BMI It is divided into two equal groups: 22.7±2.9. Put down, Passing and Rolling tests were applied to the research group at the beginning and end of the study. Tested for differences between groups with unpaired t-tests. Results were considered significant when p&amp;lt;0.05. The research hypothesis assumes that there is a statistically significant difference at the significance level (p&amp;lt;0.01) between the Pre-test and post-test mean score results of the experimental and control groups in favor of the posttest group in terms of football skill development. test. The post-test mean results for the two study groups were statistically significantly different at the significance level (p&amp;lt;0.01) and favored the experimental group. The post-test and post-test (post-test) results for the maintenance range experimental group were statistically significantly different at the significance level (p&amp;lt;0.01). There was a statistically significant difference between the results of the soccer skill posttest and the maintenance test. In conludes; emphasizes that differentiated learning is a promising approach to nurture adaptive behavior and develop basic skills in football players.

Effectiveness of blended pedagogy for radiographic interpretation skills in operative dentistry - a comparison of test scores and student experiences at an undergraduate dental school in Pakistan

BackgroundUtilizing Blended pedagogy (BP) in radiographic skills may prove to be an effective teaching strategy. However, studies on the use of BP in dentistry are quite limited in Pakistan, where teaching has mostly been via traditional Didactic Lectures (DL); and radiographic interpretation skills of undergraduate dental students are suboptimal. Therefore, this study aims to assess whether utilizing BP to teach radiographic interpretation skills is an effective teaching methodology in Pakistan.MethodsThis mixed-method study was conducted on final year dental students at Jinnah Medical and Dental College (JMDC). Two groups of students were utilized for this study, one taught by traditional DL and the other taught by BP for the same module. BP was conducted over six weeks. A post-module test was conducted in both groups. Additionally, the BP group completed a modified Community of Inquiry (CoI) survey tool and volunteered to discuss their experiences through a focused group discussion (FGD). Descriptive statistics were computed and independent sample t-test was used to analyse the difference between the scores of the two groups. Thematic analysis was performed for the qualitative data.ResultsThe mean post-test scores were found to be significantly higher in the BP group (61.0 ± 10.2) compared to the DL group (44.4 ± 12.3) (p = < 0.001, CI = 95%, Cronbach Alpha > 0.8). The mean scores for the modified CoI instrument were 4.0 ± 0.29 for the whole instrument; 4.25 ± 0.22 for Teaching Presence, 3.71 ± 0.23 for Social Presence and 3.97 ± 0.16 Cognitive Presence, with all three having a Cronbach’s alpha > 0.75. Thematic analysis revealed that BP students mutually agreed that BP method was beneficial with the appreciation of strong support from the facilitator. However, challenges like interrupted power supply and increased effort requirement from students were pointed out.ConclusionStudents taught radiographic interpretation skills with BP in comparison to DL had higher test scores and expressed a positive experience demonstrated via a modified CoI survey and FGD. Considering the encouraging results found, dental schools should incorporate BP in their teaching methodology and follow-up studies are needed to further support the use of BP as an effective teaching methodology in Dentistry.

Enhancing Learners’ Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Assessment exercises constitute a crucial component of the teaching and learning process, serving the purpose of gauging the degree to which learning objectives have been accomplished. This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise. Specifically, this study seeks to determine the learners’pre-test and post-test mean scores, identify significant differences between the pre-test and post-test results, evaluate learners’ exercises, and propose enhanced exercises. The research employs a quasi-experimental design, with 40 Grade 7 learners in the school year 2023–2024 as participants, selected through purposive non-random sampling. Statistical data analysis involves the use of mean, standard deviation, paired t-test, and Cohen’s D effect size. Ethical considerations were paramount, as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation, informed parental consent, anonymity, confidentiality, risk mitigation, results-sharing protocols, and the commitment to keeping research data confidential. The data yielded a remarkable outcome: the experimental group exhibited improvement in both the pre-test and post-test. This result substantiates the initial objective of the study, showcasing a noteworthy and favorable performance among the participants. Consequently, it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills, as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics. Therefore, the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

Evaluating the Effectiveness of Scenario-Based Training through Face-To-Face and Blended Methods on learning of Operating Room Students

Introduction: one of the biggest challenges in the training of operating room students is to provide an effective teaching method in the course of familiarizing with the operating room equipment and using these tools in the clinical setting. Therefore, this research was conducted with the aim of comparing the effect of scenario-based training through face-to-face and blended methods on the learning rate of this lesson. Method: This is a quasi-experimental study that was conducted in the form of a pre-test and post-test on 40 operating room students of Jahrom University of Medical Sciences that were selected by census method in 2021-22. Then the scores obtained from the tests were analyzed using descriptive statistics (mean and standard deviation) and analytical (paired and independent t-test through SPSS. Results: The results indicated that the mean score of the test after training with the face-to-face method was 13.47±3.03 and the mean score of the test after training with the blended method was 15.82±1.91. There was a statistically significant difference between the mean scores of pre and post-test in the blended method group (P&lt;0.05) and between the post-tests of both groups (p=0.009). Conclusion: The findings indicated that the use of the blended method has increased the students' mean scores and learning level. Therefore, considering the effectiveness of this training method, it is suggested that other instructors also use this training method to increase the students' learning.

The Effect of Video-Based Laboratory Application on Self-Efficacy and Self-Learning in Nursing Students: A Comparative Study

ABSTRACT The aim of this study is to determine the effect of video-based laboratory practice activities in distance education on nursing students’ self-efficacy and self-learning. A randomized controlled trial of intervention and control groups with pretest, posttest study. The study sample consisted of 118 nursing students registered to the online Pediatric Nursing distance education in the 2022–2023 academic year. This study was completed with the participation of 100 students, with 56 students in the video group and 44 students in the control group. In the distance education, video-based laboratory application was applied to the students in the video group. The students did a video application about 8 topics related to child health and diseases nursing. The students in the control group did not video based laboratory application, only did classic education. At the beginning and end of the study, Self-Directed Learning Instrument (SDLI) and (General Self-Efficacy Scale (GSES) were applied to the students. The difference between the GSES and SDLI total and subscales pre and posttest difference mean scores were found to be higher for nursing students in the study group compared to those in the control group (p < .001).

Laughing for Well-Being: Investigating the Impact of Laughter Therapy on Stress Levels among the Elderly Population

Background: The aim of the study was to evaluate the impact of laughter therapy on the degree of perceived stress experienced by elderly residents of a particular assisted living facility.Methods: Apre-experimental, one-group, pre-test–post-test research design was employed. The technique of purposeful sampling was applied. A selection of thirty samples was made. The study’s participants were senior citizens living in retirement communities in a designated district.Findings: During the pretest, two samples (6.66%) reported low stress, twelve samples (40%) reported moderate stress, and sixteen samples (53.33%) reported high perceived stress. The mean difference was determined to be 11.7, with the mean pre-test score being 26.4 and the mean post-test score being 14.7. It demonstrates that there was a substantial difference between the mean pre-test and post-test scores. Thus, following the application of laughter therapy, the samples’ perceived stress levels decreased.Conclusion: Laughter therapy is beneficial in lowering stress levels in the elderly population, according to this study. Thus, we can conclude that laughter therapy is beneficial for stress relief.

An Experimental Study to Assess Effectiveness of Music Therapy on Level of Depression among IT Employees in Selected IT Companies of Ahmedabad City, Gujarat State

Background: The purpose of the study was to determine the impact of music therapy on the degree of depression experienced by IT workers in a subset of Ahmedabad, Gujarat state, IT organizations.Materials and Methods: Pre-experimental research methodology and a single group pre- and post-test study design were employed. It was conducted with 40 IT workers who met the inclusion requirements. The sampling strategy employed was non-probability purposive sampling. Beck’s Depression Inventory-II was the instrument used to gather data and determine the degree of depression experienced by a subset of IT workers from a subset of IT organizations. Using the test-retest approach, the reliability of the Beck Depression Inventory-II was calculated, and the result was 0.92.Analysis and Interpretation: The mean difference was found to be 5.0, with the mean pre-test score being 22.83 and the mean post-test score being 17.83. It demonstrates that there was a substantial difference between the mean pre-test and post-test scores. At the 0.05 level of significance, the tabulated “t” value is 1.685 and the computed “t” value is 19.949. There is a difference between the computed and tabulated “t” values. As a result, the research hypothesis was supported and the null hypothesis was rejected.Conclusion: The results showed that music therapy is useful in lowering IT workers’ depression levels.

Online English Language Teaching of Grade Eleven Students

In the Philippines, English teachers face additional challenges with online learning, particularly regarding connectivity issues and the teaching of grammar. Students also struggle with modular distance learning due to the lack of stable social and physical interactions. Considering these challenges, evaluating the effectiveness of online learning in English language teaching can inform decision-making among education stakeholders. Therefore, it is crucial to assess the effectiveness of online learning for Grade 11 English language instruction. To investigate this, the study employed an experimental research design to assess the effectiveness of online English language instruction for Grade 11 students. An equal number of 30 students were allocated to both the control and experimental groups. Specifically, the control group comprised 30 GAS students receiving instruction through the modular approach, while the experimental group consisted of 30 HUMSS students undergoing online English language instruction. A comparative analysis was conducted to ascertain differences between the pretest mean scores of students taught using modular versus online methods, differences between their posttest mean scores under these approaches, and discrepancies between their pretest and posttest mean scores across both approaches. Results revealed that modular and online approaches to teaching English were both effective to the students considering that no significant difference was shown in their pretest mean scores. However, the students were more comfortable with online learning since there was a significant difference in the post-test mean scores when taught using modular and online learning.

Using an anatomic model to teach female stress incontinence to gynecologic residents-in-training: A prospective cohort study

BACKGROUND: Stress urinary incontinence (SUI) is a complex condition with a multifactorial etiology that makes its concepts challenging to teach. This study aimed to assess the efficacy of simulation-based training (SBT) with an anatomic teaching model in improving the understanding of SUI among gynecologic residents-in-training. OBJECTIVE: The primary objective of this study was to evaluate the efficacy of SUI simulation-based teaching in enhancing the learning experience for gynecologic residents-in-training. The secondary objective was to gather feedback from participants with the intent to further enhance existing teaching methodologies. MATERIALS AND METHODS: This was a descriptive prospective study within a single institution, involving gynecologic residents-in-training. Participants were given an anatomic teaching tool to construct, followed by an SUI lecture. Pre- and posttest Multiple Choice Questions were administered to assess the efficacy of the teaching tool in improving the participants’ understanding of SUI. Frequency and percentages were used to describe the categorical variables, whereas continuous variables were described using mean and standard deviation. Paired t-test was used to compare the pre- and posttest scores. ANOVA was used to compare the pre- and posttest scores of participants by year level. A P &lt; 0.05 is statistically significant. A separate Likert-scale questionnaire, to evaluate changes in participant’s self-assessment on learning, response to teaching content and resources, and overall feedback of the SBT was used. RESULTS: There were 50 gynecologic residents-in-training that were included in the study. The mean posttest score is significantly higher (6.4 vs. 3.48) than the pretest score, with a mean difference of 3.48. The mean posttest score is significantly different between the year levels with a P &lt; 0.05, with senior residents-in-training performing best. Although participants with only gynecologic conferences as SUI reference performed best, the mean pre- and posttest scores were not statistically different with respect to SUI education exposure. With the use of an anatomic SUI model, the number of correct answers for questions pertaining to anatomy, physiology, and pathophysiology was consistently higher in the posttest scores as compared to the pretest scores but did not reach statistical significance. The majority of participants strongly agree to recommend the course to a colleague. CONCLUSION: This study supports the use of simple, low-fidelity physical teaching tools in improving the understanding of SUI in gynecologic residents-in-training. Considering the ease of production, improved test scores, and participants’ enthusiasm, the incorporation of the anatomic teaching tool for its use in SUI education should be encouraged.

The effect of internship on nursing students' attitudes towards their caregiver roles

Aim: Care is acknowledged as the core and cornerstone of the nursing profession and its educational curriculum. Clinical instruction is instrumental in fostering the acquisition of cognitive, affective, and psychomotor skills essential for caregiving. Internship practice, which constitutes a crucial segment of clinical teaching, has a significant place for nursing students to develop positive attitudes towards care. This study aimed to determine whether nursing students’ attitudes changed towards care before and after the internship practice. Materials and Methods: A total of 164 (57.9%) nursing students who were in the fourth year internship practice were included in the study.This research was designed as a single-group pretest-posttest quasi-experimental research. “Attitude Scale for Nurses in Caregiving Roles” was used to determine nursing students’ attitudes their care behaviors before and after the internship. The study was carried out between September 2018 and June 2019. Descriptive statistics, Paired Samples Statistics, Post hoc LSD statistical methods were used in data analysis. Results: Scale pretest and posttest mean scores (70.85 and 70.14, respectively) were found to be similar. There was no difference between the scale scores according to the gender variable. Those who love their profession (x̄=80.0, p=0.47), think that internship contributes to vocational training (x̄=80.0, p=0.048) and had high opinions about nurses’ attitudes towards care (x̄=80.0, p=0014) had statistically higher scale scores compared to others. Conclusion: According to the findings of this study, internship practice did not create a difference in students’ attitudes towards care. If care is indeed accepted as the essence of nursing, the sensitivity shown to compassionate emotional behaviors in nursing education should also be transferred to cognitive technical skills.

Modification of Life Style in Myocardial Infarction Clients in Selected Hospitals at Guntur District

Heart disease is responsible for more deaths and disability among both males and females than any other killer and it is quickly establishing itself as the leading cause of death and disability. Furthermore, the incidence of heart disease is spreading worldwide. Asian countries adopt a more sedentary Westernized lifestyle, together with a high fat, high salt diet and processed foods that have come to be associated with technological offence, researchers are noticing that Western diseases are becoming more prevalent causes of death in Asia. Objectives: To assess pretest knowledge regarding lifestyle modification for the prevention of myocardial infarction to evaluate cardiac patients' posttest knowledge of lifestyle modifications to prevent myocardial infarction by administering a structured teaching program to them. To assess the effectiveness of a structured teaching programme by comparing pre and post-test scores to see if there is a correlation between certain demographic characteristics of cardiac patients and knowledge. Results: Among 60 patients 47 (78.3%) had inadequate knowledge, 13 (21.7%) had moderately adequate knowledge and 0(0%) had adequate knowledge in the pre-test. Among 60 patients 0(0%) had inadequate knowledge, 7(11.7%) had moderate adequate knowledge and 53(88.3%) had adequate knowledge in the post-test. Among 60 patients 52 (86.7%) had poor practice,8 (13.3%) had average practice and 0(0%) had a good level of practice in the pre-test. Among 60 clients 0(0%) had poor practice, 2(3.3%) had average practice and 58 (96.7%) had good practice levels in the post-test. In the pre-test, the mean value is 10.28 with a standard deviation of 6.31 and the mean percentage is 34.6%. In the post-test, the mean value is 24.40 with a standard deviation of 4.02 and the mean percentage is 81.3%. The calculated value t=18.7241 is the tabulated value at the level of t59=2.000. The calculated value is more than the tabulated value. The post-test value is greater than the pre-test value hence there is a high significance of improvement of knowledge levels in the post-test. In the pre-test, the mean value is 3.77 with a standard deviation of 1.88 and the mean percentage is 37.7% in post-test the mean value is 8.13 with a standard deviation of 1.08 and the mean percentage is 81.3%. The calculated value t= 12.5887 at the level t59 the tabulated value is 2.000 hence, the calculated value is more than the tabulated value. The post-test mean score is higher than the pre-test value so there is a high significance in post-practice levels.

Study Protocol on “A study to assess the effectiveness of an Evidence-Based Practice educational program on clinical nurses’ EBP &amp; Critical Thinking Skill competencies” at HMC, Qatar-Pre-post Design.

Introduction: The relationship between EBP and Critical Thinking skills is desired in almost every discipline and plays a major role in decision-making and daily judgments. Promoting critical thinking through an evidence-based skills fair intervention (Gonzalez, H. C., et al,2020). The study aims to determine the effectiveness of an Evidence-Based Practice educational program that targets clinical nurses by assessing clinical nurses’ competencies in EBP &amp; Critical Thinking. Research Methodology: A one-group pre-posttest design will be adopted to evaluate the effectiveness of the Evidence-Based Practice educational program. subjects will be selected by simple random sampling. A baseline pretest will be conducted using a demographic tool, the EBP Competencies Scale Gallagher-Ford &amp; Melnyk- 2022, and the Nursing Critical Thinking in Practice Questionnaire. Educational intervention Results: Data analysis will be done using appropriate descriptive and inferential statistical methods. The anticipated outcome is to promote EBP &amp; CT knowledge and practice among clinical nurses. Also, this study supports the development of educational programs and implements Evidence-based practice and critical thinking competencies at the Corporate Nursing and Midwifery Research Department level. Discussion: The primary outcome will be to enhance the increase of 10% (EBP) Evidence-Based Practice competencies among clinical nurses from pretest and post-test scores as assessed by the EBP Competencies Scale Gallagher-Ford &amp; Melnyk (2022). The secondary outcome will be enhancing the increase by 10% (CT) Critical Thinking competencies among clinical nurses from the pretest and posttest mean scores as assessed by the Nursing Critical Thinking in Practice Questionnaire (2000).

Grade 12 Senior High School Students’ Efficiency in Vocabulary Building Via Interactive Digital Tool (VERBAID)

The DepEd Division in Binan City, Laguna manages public schools, supports staff development, and promotes literacy through early childhood education and community involvement. To address these goals, the researcher introduced VERBAID, an interactive digital tool for Grade 12 students. This tool aimed to enhance vocabulary, reading, writing, language confidence, digital literacy, and independent learning. It also provided data-driven insights and professional development opportunities for teachers. Using a pretest-posttest design on Grade 12 students in Binan City, the study found that VERBAID significantly improved vocabulary skills, with scores rising from 13.714 to 20.833. The observed improvement was evident in the significant difference between pretest and posttest mean scores. The study underscored VERBAID's potential for vocabulary education and recommended its use across age groups in educational settings. It stressed the importance of teacher training and ongoing research for optimal implementation. Future research with larger, diverse samples and longitudinal studies could further validate VERBAID's effectiveness and explore its long-term impact on vocabulary development.