Mean Score Of Pre-test Research Articles

The effect of health literacy course on the level of health literacy in medical students

Abstract Health literacy (HL) concerns not only individuals but also health systems and health professionals. Most of the literature on HL has focused on patient factors, with little emphasis on the communication skills and practices of health professionals. Training is needed at all levels to understand the concept of HL and its impact on health inequalities. This study is an intervention study. Data were collected from 29 students taking the third year elective course at the Faculty of Medicine through an online survey. The survey consists of 40 questions aimed at assessing the demographic characteristics of the participants, the TSOY-32 Scale and some factors affecting HL. During the training period, role-play scenarios were played to teach the importance of HL, sample videos were watched to evaluate physician-patient communication, and case studies were conducted. The mean pre-test TSOY-32 scale score of the participants was 32.8±5.8. The mean post-test TSOY-32 scale score was 36.4±7.1. There was a significant difference between pretest and posttest groups in terms of TSOY-32 scale score (p = 0.033). Health professionals often overestimate patients’ HL levels and do not have sufficient competence to effectively manage limited HL. These gaps need to be addressed through the curricula of medical schools and specialties. Key messages • Training on health literacy improves medical students’ communication skills, bridging gaps in patient care. • Addressing health literacy in medical training enhances patient-doctor communication, vital for quality care.

Assessment of an Antimicrobial Stewardship Program for Enhancing Clinical Knowledge in Neonatal Care Settings With High Antimicrobial Resistance.

Antimicrobial resistance (AMR) is a global problem, which is particularly challenging in developing countries like India. This study attempts to determine the competencies of health care professionals and to update evidence-based policies to address AMR. A survey-based educational interventional study was conducted using a validated structured survey and knowledge questionnaire under 3 domains through an antimicrobial stewardship program. Pooled data were analyzed using SPSS version 16.0. Out of 58 participants, 53 (91%) have observed an increasing trend of multidrug-resistant infections over the last 5years. There is a significant difference between the overall pretest mean scores (8.12±2.10) and posttest mean scores (12.5±1.49) of clinicians' knowledge with a mean difference of 4.38±0.61, 95% CI of 5.003-3.92, t(57)=16.62, P <.001). The antimicrobial stewardship program was effective in improving the competencies of clinical physicians to improve antimicrobial prescribing and reduce AMR. Moreover, improving the knowledge and competencies among health care professionals will minimize neonatal morbidity and mortality.

The Effect of 8-Week Soccer Training on Group Dynamics and Group Consciousness of Individuals with Intellectual Disabilities

This study examines the effect of 8-week soccer training on group dynamics and group consciousness of individuals with educable intellectual disabilities. In this study, a one-group pretest-posttest model was used. The study included 8 male individuals aged 13-17 in a special education institution in Mersin province. Before and after the 8-week soccer training, 3 physical education teachers made independent observations and evaluated them with an observation form. According to the observation form pre-test and post-test mean scores, the % difference was calculated from descriptive statistics. When the pre-test and post-test percentage differences were examined; improvements were made in the areas of correct defense (40%), correct offense (40%), successful pass (40%), correct intervention (50%), goal to the opponent's goal (50%), ball control (60%), ball winning (50%), defensive error (20%), intervention to teammate (50%), goal to the wrong goal (20%), ball loss (40%) and team integrity (70%). As a result of the study, it was seen that long-term soccer training was beneficial in branch-specific skills, physical and mental development in individuals with intellectual disabilities. In addition, group consciousness was observed in individuals and behavioral changes occurred in this direction. Since there is a limited number of studies on group consciousness and group awareness in individuals with intellectual disabilities; it is thought that this study will contribute to the literature and guide future studies.

Self-efficacy in patients with inflammatory bowel disease: the effect of self-care education by two randomized methods-teach-back and a smartphone application.

The use of the best teaching method to promote self-care in patients with inflammatory bowel disease (IBD) has not been well defined. Therefore, the current study was conducted to compare the effect of self-care education by two methods of teach-back and a smartphone application. The current clinical trial with a pre- and post-test design was conducted among 78 patients with IBD. Patients were allocated to three groups of application, teach-back and control using a simple blocked randomization. Data were collected using a checklist for demographic information and Inflammatory Bowel Disease Self-efficacy Scale. Collected data were analyzed using SPSS. Participants in all three groups were homogeneous in terms of demographic variables. The mean pretest scores of self-efficacy (SE) in the application, teach-back and control groups were 191.37 ± 49.15, 193.92 ± 45.54 and 192.76 ± 43.12, respectively. The mean post-test scores of SE in the application, teach-back and control groups were 224.51 ± 49.89, 207.48 ± 48.109 and 189.92 ± 40.28, respectively (P = 0.033). The results of the current study showed that self-care education by the application can better improve the mean scores of SE and its four dimensions of managing stress and emotions, managing symptoms and disease, managing medical care and maintaining remission, compared to other methods. It seems that the use of the application as a continuous and cost-effective educational strategy will become widespread in the future for patient education among most healthcare and treatment systems.

Effectiveness of an Educational Package on Knowledge Regarding Telehealth among B.Sc Nursing Final Year Students in Selected College of Indore, Madhya Pradesh

The onset of Covid-19 emerged the need of telehealth as a new standard of care for patient. The current study aimed to evaluate the effectiveness of an educational package on telehealth among B.Sc. nursing final year students. A quantitative approach with pre experimental one group pre-test, post-test design was adopted for the study. The samples from the selected college were selected using purposive sampling technique. The sample consist of 200 B.Sc. nursing final year students. The tool used for data collection was structured knowledge questionnaire. Comparing the knowledge level between pretest and posttest revealed that the mean pretest score rose from 9.05 to mean score 12.98 in posttest and was found to be statistically significant at p&lt;0.001. Study result showed significant improvement in the level of knowledge among B.Sc nursing final year students on telehealth.

The effect of an open-heart surgery patient care protocol on post-sternotomy pain, anxiety and quality of care: A randomized controlled trial.

Open-heart surgery patients face many problems because of post-sternotomy pain. Care protocols can eliminate pain and pain-related problems by providing holistic care. The aim of this study was to examine the effect of an open-heart surgery patient care protocol developed in the study on post-sternotomy pain, anxiety and quality of care. The study was carried out as a double-blind randomized controlled trial. The sample size was calculated. Considering some attrition, the sample size was increased by 10% for each group, and a total of 68 participants, including 34 in each group, were included in the sample. Data were collected using a 'Patient Information Form', a 'Post-Sternotomy Pain Follow-up Form', the 'Numeric Rating Scale', the 'State Anxiety Inventory' and the 'Strategic and Clinical Quality Indicators in Postoperative Pain Management Questionnaire'. The patients in the experimental group were given care in accordance with the protocol, which was developed in the study, on postoperative days 0, 1 and 2. The statistical evaluation showed a significant difference between the mean scores of the experimental (F = 7.28; p < .001) and control groups (F = 2.42; p < .05) on the pain assessment scale. It was determined that the number of analgesics used in the experimental group was statistically significantly lower than in the control group. Intra-group comparisons showed that there was a difference between the mean pre-test and post-test state anxiety scale scores of the groups (p < .001). The experimental group had higher mean scores on the Strategic and Clinical Quality Indicators in Postoperative Pain Management Questionnaire than that of the control group (p < .001). The protocol developed in the study was found to be effective in reducing pain, the use of NSAIDs and opioids, and anxiety levels and increasing the level of quality of care. The protocol was original and feasible in that it included independent nursing interventions to improve the quality of care by reducing pain and anxiety. Particularly, the use of protocols in intensive care units was nurses' strongest resource in patient care management. Thus, the protocol, which was prepared for intensive care patients who most frequently experience pain and anxiety, was promising for nurses in improving the quality of care by reducing pain and anxiety. However, it is necessary to conduct further studies involving longitudinal follow-up in samples and institutions with similar conditions.

Knowledge Regarding Human Monkey pox (HMPX) Among Nursing Students

Monkey pox is a viral infectious disease caused by the monkey pox virus, which belongs to the same family as the virus causing smallpox. Though typically self-limiting, with symptoms lasting two to four weeks, it can be transmitted through close contact with infected individuals, animals, or contaminated materials. Materials and Methods: A pre-experimental one-group pretest post-test designed study was conducted to evaluate the effectiveness of Laptop-Assisted Teaching on knowledge regarding Human Monkey pox (HMPX) among 60 nursing students using purposive sampling technique at a selected school in Bengaluru with the Objectives, to assess the effectiveness of Laptop-Assisted Teaching in improving knowledge about Human Monkey pox (HMPX) among nursing students and to determine the association between pretest knowledge scores regarding Human monkey pox (HMPX) among Nursing students with their selected sample characteristics. Data was collected using a structured knowledge questionnaire on HMPX, validated by 10 experts. Descriptive and inferential statistics were used for analysis. Results: The study showed that Laptop-Assisted Teaching significantly improved students' knowledge of HMPX. The mean pretest score was 9.95 (SD = 4.01), while the mean post-test score was 17.84 (SD = 8.78). The computed paired ‘t’ test value of 6.36 at p&gt;0.05 was significant. Additionally, there was a statistically significant association between pretest knowledge scores and selected sample characteristics such as age and family type. Conclusion: The study concluded that nursing students had inadequate knowledge about HMPX initially, but Laptop-Assisted Teaching was effective in enhancing their understanding.

Mentoring Towards Information Communication and Technology in Utilizing Electronic Media for Bachelor of Teaching Livelihood Education Students in Eastern Visayas State University

The study aimed to determine the effects of mentoring towards Information Communication Technology (ICT) integration process in teaching Trainer's Methodology I in Facilitating Learning, specifically on competency-based learning materials on Utilizing Electronic Media in Facilitating Learning. In this process, interaction among the mentors and the mentees are encouraged to improve their work-based practice. The quasi-experimental design used specifically the pretest-posttest method. The module and pre-posttest exam used in this study constructed by the researchers. The mentees’ participation had determined, and modifications in teachers ICT’ integration indicators have analyzed. Observation and result of pre-test and post-test data described for skill and proficiency level of the mentees before and end of peer mentoring activity. The results indicated that the mentees in the experimental group show a noticeable improvement in their scores from pretest to posttest. The respondents compared to the controlled group which there is no significant difference between the pretest mean scores in ICT mentoring among Bachelor in Teaching Livelihood Education (BTLEd) students in the experimental groups. A significant result between the posttest means scores in ICT mentoring among BTLEd students in the experimental and control group and finally, using the mentoring approach in ICT to BTLEd students is more effective than using the traditional methods of teaching the same lesson.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Effectiveness of PEARL Mobile Application in Enhancing the Academic Performance of Students in English

This research aimed to test the effectiveness of the Packeted Electronically Assisted Reading Leaflets (PEARL) mobile application in enhancing students’ English academic performances. The researcher gained knowledge of declining reading comprehension skills, including Grade 7 reading levels, using the Philippine Informal Reading Inventory (PHIL-IRI), the official reading material from the Department of Education. However, due to the COVID-19 pandemic, the administration of this reading inventory has been put on hold due to its inapplicability. This study was conducted with Grade 7 Calamba Bayside Integrated School students from the Division of Calamba as respondents. A quasi-experimental technique, and administration of pretest, formative, and posttest, were used in this study. As for the data collection, the respondents' pretest, formative test, and post-test scores in the experimental and controlled groups were recorded weekly. There are 22 active students participated in the study through random sampling. Next, data analysis was performed using the T-test and Pearson’s formulas, respectively. Based on these findings, the researcher concluded that there was a significant difference between the pretest and posttest mean scores of the two groups, which indicates that the PEARL application is practical in enhancing English academic performance. Although there was only a medium-sized effect regarding the significant differences in the scores of the experimental group, it is concluded that several factors, like poor internet connectivity and technical difficulties, should be considered. The researcher also suggested that crafting instructional materials such as PEARL could improve students’ English proficiency.

Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.

Effect of Structured Teaching Programme on Knowledge regarding Preconception Care among Reproductive women under Mukalmua Block PHC, Nalbari district, Assam

Background: Preconception care is a set of interventions that aim to identify and modify biomedical, behavioral, and social risks to a woman’s health or pregnancy outcome through prevention and management. The main goal of preconception care is to provide health promotion, screening and interventions for women of reproductive age to reduce the risk factor that might affect future pregnancies. Methodology: The research approach used for the study was quantitative evaluative research approach. The conceptual framework for the study was based on ‘General Systems Theory’ developed by Ludwig von Bertalanffy and modified by JW Kenny. A pre-experimental one-group pre-test post-test research design was used to evaluate the knowledge regarding preconception care among reproductive women. Multistage random sampling technique was used to select 60 reproductive women. Structured interview schedule was used to evaluate the knowledge regarding preconception care among reproductive women. Descriptive and inferential statistics were used to analyze the study data. Result: Findings revealed that out of 60 reproductive women; in the pre-test, majority 39(65%) of the participants had moderately adequate knowledge; 16(26.7%) of the participants had inadequate knowledge and only 5(8.3%) of the participants had adequate knowledge whereas in post-test, majority 53(88.3%) of the participants had adequate knowledge, only 7 (11.7%) had moderately adequate knowledge and none of them had inadequate knowledge regarding preconception care. The mean posttest knowledge scores 18.40 was significantly higher than the mean pre-test knowledge score 8.37 with mean difference 10.03 and 't' value 26.69 for df 59 at p&lt; 0.05 level of significance. Socio-demographic variables such as educational status and use of contraceptive methods were found to be statistically significant at p&lt;0.05 with pre-test level of knowledge regarding preconception care among reproductive women.

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

The Effectiveness of Communicative and Test-Focused Approaches in TOEFL® Preparation Classes

This study investigates the effectiveness of the Communicative Approach and the Test-Focused Approach in TOEFL® preparation classes. Sixty-four students from Islamic Senior High School Madrasah Aliyah Al-Insan (pseudonym) in Jombang, East Java, Indonesia, were divided into two groups: one receiving instruction based on the Communicative Approach and the other on the Test-Focused Approach. Using a quasi-experimental design, pre-test and post-test scores were analyzed to measure improvements in TOEFL performance. The results showed significant score increases in both groups. The Communicative Approach group’s mean pre-test score of 456 improved to 483 post-intervention, while the Test-Focused Approach group’s mean score rose from 460 to 493. The paired sample t-test results indicated statistically significant improvements within each group, with p-values of 0.00 for the Communicative Approach and 0.00 for the Test-Focused Approach. Additionally, the independent sample t-test revealed that the Test-Focused Approach group performed significantly better than the Communicative Approach group post-intervention, with a p-value of 0.030. These findings align with existing theories on language learning and test preparation, suggesting that while communicative methods enhance overall language proficiency, test-focused strategies more effectively boost immediate test performance. The study concludes that integrating both approaches in TOEFL preparation programs can provide a balanced and comprehensive strategy, optimizing both language development and test readiness. Future research should explore the long-term effects of such integrated methods on students' language proficiency and academic success.

Effects of an instructional WhatsApp group on self-care and HbA1c among female patients with Type 2 diabetes mellitus.

To assess the effect of an instructional WhatsApp group on self-care and HbA1c levels among female patients with type 2 diabetes mellitus (T2DM). T2DM is a chronic disease that requires effective self-care. WhatsApp is a free application that can be effectively used for patient education. This study used a quasi-experimental design. A convenience sample of 62 female participants was recruited from the medical outpatient clinic of a tertiary hospital. The Diabetes Self-Care Scale was used to assess the self-care profiles of the participants pre- and post-intervention. HbA1c samples were also collected at baseline and three months after receiving instructions from the WhatsApp group. Sociodemographic and clinical data were collected during the pre-intervention stage. The mean HbA1c level decreased from 8.61 ± 1.70 to 7.92 ± 1.60 after implementing the WhatsApp group instructions; the values showed a significant difference (t-value = 5.107 and P-value < 0.001). The post-test mean score of total self-care was higher than the pre-test mean score (t-value = 12.359, P-value <0.001), indicating a highly significant difference. The study demonstrated that the instructional WhatsApp group is an effective method for improving self-care and HbA1c levels in patients with T2DM. This study suggests the use of WhatsApp group instructions as a teaching method in the healthcare system for the education and follow-up of patients with T2DM. The findings support the need to initiate effective and dynamic interventional follow-ups through WhatsApp groups for patients with T2DM to improve their self-care and HbA1c levels and ultimately reduce the burden on hospitals and governments.

EFFECTIVENESS OF SELECTED SONGS ON SPOTIFY TO CONTINUOUS TENSES MASTERY THROUGH DEDUCTIVE APPROACH

This study aims to examine the effect of selected songs on Spotify to continuous tense mastery through a deductive approach. Conducted as a quantitative research employing a pre-experimental design with one group pre-test post-test, it focused on ninth-grade students of SMP Negeri 25 Pontianak Utara in the Academic Year 2023/2024. Data collection involved a multiple-choice test comprising 12 questions, validated and deemed reliable through reliability and validity tests. Results indicated a significant enhancement in students' scores, with a pre-test mean score of 61.79 and a post-test mean score of 91.38. The t-test value of 8.508, surpassing the critical t-table value of 1.701, affirmed the alternative hypothesis. Moreover, the effect size of 1.58 signified strong effectiveness. Consequently, the study concluded that selected Spotify songs effectively facilitate continuous tense mastery through deductive methods. This research highlights opportunities for further exploration, suggesting investigation in diverse educational settings or with different student demographics to validate the efficacy of using selected songs for mastering other grammatical tenses.

Workshop Writing in Composing Paragraph to Improve Students' Writing Skills at SMA Negeri 1 Sampolawa'S Eighth Grade

The purpose of this study was to determine whether or not using collaborative writing to compose paragraphs improves students' writing abilities at SMA Negeri 1 Sampolawa's VIII grade students. It also sought to determine whether or not using collaborative writing sparks students' interest in writing. An experiment using a quassi design was used in this study. Cluster random sampling was utilized as the sample-taking technique, with two classes out of three being taken. 25 students from the XI IPA-2 class were separated into an experimental group by the researcher. and the XI IPA-1 class, which served as the control group, had 25 students. As a result, 50 students made up the research sample. The test and questionnaire served as the study instrument. The research tool was categorized using multiple methods. Pretest, posttest, and questionnaire were those.The results of this study demonstrated that, following treatment with the collaborative writing approach, students' English writing proficiency increased. Based on the experimental group's pretest mean score of 65.97 and posttest mean score of 77.23. The research's hyphotesis resulted in notable effects. Based on the average student perception score of 3,87—a very high level—it is determined.

Evaluating the Effectiveness of Using the Teach-Back Method to Improve the Health Literacy of Individuals in the Community

ABSTRACT Purpose The purpose was to evaluate the effectivenessof the teach-back method in improving communication between registerednurses and people receiving healthcare services in a community-based settingto address the issue of low health literacy. Design A quasi-experimental study, pre- andpost-test design with an intervention group and a comparison group was conductedto study the teach-back method and the quality of communication between registerednurses and people receiving healthcare services in a community-based setting. Methods For the intervention group, the registerednurses integrated the teach-back method into the delivery of healthcareservices to enhance communication with people whoreceived services at various community-based sites. The comparison groupreceived healthcare services at various community-based sites, without the teach-backmethod. A retrospective pre- and post-test questionnaire was administered tothe participants in the study to measure communication with registered nurses. Findings The post-test mean score (M = 5.58, SD = .743) of theintervention group was significantly higher than their mean pre-test score (M= 5.17, SD = 1.195), t(434) = -7.727, p < .001, Cohen’sd = .371. The difference between the pre- and post-test mean scores of the comparisongroup was not statistically significant. Conclusions The findings confirmed theeffectiveness of the teach-back method for improving patient communication amongpeople receiving healthcare services in a community-based setting. Clinical Evidence Community health nursescan utilize the teach-back method while delivering healthcare services toimprove patient communication and address health literacy among people in the community.

A Study to Assess the effectiveness of Awareness Programme on Organ Donation Among the B.Sc. Nursing students of Arya Nursing College, Changsari, Kamrup (R), Assam

An experimental study was conducted with the objective to assess the pre-test and post-test knowledge on organ donation, to evaluate the effectiveness of awareness programme on organ donation among the B. Sc Nursing students of Arya nursing college, to find out the association between pre-test knowledge on organ donation and selected demographic variables. The students were selected from B. Sc Nursing 2nd year by using purposive sampling technique. Total 50 sample were selected and self-structured questionnaires were used to collect the data and analyzed according to the study objective. Descriptive and inferential statistics were used for data analysis. The study findings showed that 8% respondents belong to age group of 17-19 years, 86% belongs to the age group of 20-22 years and 6% belongs to the age group who were more than 22 years. 52% belongs to Hindu religion, 36% belongs to Islam religion, 12% belongs to Christian religion. 84% resides in rural area and 16% resides in Urban area. 14% had attended training programme on organ donation while 86% did not. In pre-test 14% have inadequate knowledge, 74% have moderate knowledge and 12% have adequate knowledge regarding organ donation and in post-test 8% have inadequate knowledge, 72% have moderate knowledge and 20% have adequate knowledge. The mean knowledge score of pre-tests is 14.32 and standard deviation is 3.30. The mean knowledge score of post-tests is 21.66 and standard deviation is 3.14. Hence, it shows that there is increase in mean post-test knowledge score when compared to mean pre-test knowledge score.

The Assessment of Teaching Programme Regarding Prevention and Management of Helminthic Infections among School Children in Selected Schools of Alappuzha District

Background: Intestinal worm infestation is a global health problem. Soil-transmitted helminth (STH) infections form the most important group of intestinal worms affecting two billion people worldwide, causing considerable morbidity and suffering, though entirely preventable. Worm infestation is the common but neglected problem especially among school children especially between the age group of 5to 14 years. The poor standard of living includes improper disposal of faecal and other wastes, overcrowding, unhygienic health practices and poor environmental sanitation are the reasons for the worm infestation among the children. Objectives: To evaluate the impact of teaching programme regarding prevention and management of worm infestation among school children in selected schools of Alappuzha District. Materials and Methods: The research method adopted for this study was a quantitative research approach with an experimental research design. The sample consists of 75 school children of age 10 to 12 years. Systematic random sample and convenient sampling technique were adapted to choose the students. The knowledge about worm infestation was assessed through pre-test and after providing the health education the Post-test was done using the same questionnaire for the same participants convenient sampling technique. Results: The study revealed that majority of the children, 35 (46%) had average knowledge, 10 (14%) had good knowledge and 30(40%) had below average knowledge scores in pre-test, whereas in the post test 42samples (56%) had good knowledge, 30(40%) had average knowledge scores and only 3(4%) had below average knowledge. The t-value was computed to find the significant difference in the mean pre-test and Post-test knowledge scores was found to be significant (t= 10.44, P&lt;0.05). Conclusion: The findings showed that school children had significantly gained the knowledge in the post test which implies that the structured teaching programme was effective in improving the knowledge of the subjects.