Mean Score Of Group Research Articles

The impact of malignancy on death anxiety and psychological well-being in middle-aged and older patients undergoing abdominal surgery: a quasi-experimental study.

Malignancy is a critical factor affecting death anxiety and psychological well-being. This study examined the impact of malignancy on death anxiety and psychological well-being in middle-aged and older adult patients undergoing abdominal surgery and projected it along with sociodemographic profiles. This study is quasi-experimental in design. It was conducted with patients undergoing abdominal surgery at a university hospital due to suspected malignancy. A total of 93 patients participated in the study: 57 patients diagnosed with malignancy were included in the experimental group, while 36 patients without a malignancy diagnosis were included in the control group. Data were collected using a questionnaire developed by the researchers based on the literature, the 'Turkish Death Anxiety Scale', and the 'Psychological Well-being Scale'. The analyses revealed that the data were normally distributed, and parametric tests were used to analyze differences between demographic variables and groups. Cohen's d and r values were examined to assess the effect size in the tests. The study found a significant difference in death anxiety between the experimental and control groups (P < 0.05), with higher mean scores in the experimental group. Malignancy had a large effect on death anxiety (d = 1.42). Additionally, the control group had significantly higher mean psychological well-being scores compared to the experimental group (P < 0.05). The study found that malignancy significantly affects death anxiety and psychological well-being. Increased death anxiety in patients with malignancy was associated with reduced psychological well-being. Thus, assessing death anxiety and providing targeted nursing care are essential for supporting the psychological well-being of these patients.

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.

فاعلية استخدام روبوتات الدردشة التفاعلية (Chat Bot) عبر التلجرام في تنمية مهارات البرمجة بلغة بايثون لدى طالبات المرحلة المتوسطة

The study aimed to identify the effect of using chatbot in Telegram on developing Python programming skills for 7th graders in Jeddah. A quasi-experimental method was used by selecting a sample of (25) students as an experimental group. The study tools were pre and posttest for students’ knowledge of Python programming skills, and a rubric to observe students’ skills when practicing programming by Python. The study revealed that there were statistically significant differences at level (0.05) between the mean scores of experimental group in the pre and post-test. Also, there were statistically significant differences at the level (0.05) between the mean scores of experimental group in the observation rubric used to measure the students proficiency in using Python. Finally, this study had several recommendations and suggestions to use the interactive chatbot in programming skills and other education purposes.

The Role of Multi-sensory Learning Activities on Iraqi Preparatory School Pupils' Communication

The research aims to identify how multi-sensory learning activities affect the communication growth of Iraqi preparatory school pupils as well as how those pupils' communication skills evolve in the classroom. Multi-sensory learning activities engage multiple senses (visual, auditory, kinesthetic, tactile) to enhance information processing and retention. By incorporating diverse sensory stimuli, these activities create rich and engaging learning experiences that cater to various learning styles. The research is hypothetical in that, in the posttest for Visual Learning Pupils, posttest for Auditory Learning Pupils, posttest for Kinesthetic Learning Pupils, and posttest for Tactile Learning Pupils communication test, The mean scores of the experimental groups and the control group differ statistically significantly. In the current research, 100 fifth-stage pupils were chosen during the academic year 2023–2024 from Aghalar Preparatory School for Boys. Every group is equal in terms of age and parents' level of education. The researcher statistically analyzed the data collected from the four post-test outcomes using one-way, two-way, three-way, and four-way ANOVA (analysis of variance) to gauge the pupils' post-test communication. Multi-sensory learning activities are more successful than using the traditional approach for communication, The results demonstrate a statistically significant difference in mean scores between the experimental groups and the control group. Concluding remarks, suggestions for more research, and recommendations complete the research.

Tell me and I forget, teach me and I may remember, involve me and I learn: impact of simulation training on performance in electrophysiology

Abstract Background Interpretation of intracardiac electrograms plays a key role in electrophysiology (EP) training. However, there had been a substantial gap between theoretical knowledge and practical skills acquired in the clinical setting. With the development of an online life-like EP-simulator, interactive training has never been so easily accessible. Purpose The aim of this study is to assess the efficiency of simulation-based training in electrophysiology, with the help of EP-simulator, by comparing it to traditional-learning methods. Methods 340 participants attended a 3-hour, online video-lecture on basic electrophysiology. Then, they were randomised 1:1 into a traditional-learning and simulation-learning groups. Both groups received presentation slides from the lecture and two textbook recommendations. In addition, simulation-learning group obtained access to online EP-simulator. This was followed by one week of self-learning. At the end, their knowledge was assessed using an online multiple-choice test. Results Eventually, 91 participants from the traditional-learning group and 67 participants from the simulation-learning group took the final test. The simulation-learning group, which obtained additionally an access to EP-simulator, scored significantly better than the traditional-learning group (mean score=15.10 vs 13.16, p=0.022). Conclusion EP-simulator can possibly contribute to better learning results. Including simulation in training programs may have an impact on educational outcomes.Course of the studyEP-simulator interface

Assessment of the Scholastic Performance and Cognitive Functions in Malnourished Children of Primary and Secondary Class Students

Abstract Background: Malnutrition is the consequence of a combination of deficiencies in protein, carbohydrates, and micronutrients. It includes undernutrition, overnutrition, and micronutrient deficiencies. Malnutrition is associated with both structural and functional pathology of the brain and reflects in poor scholastic performance and less cognitive functions in children. Aim: The aim of the study was to assess the scholastic performance and cognitive functions in malnourished children of primary and secondary classes studying in a school. Methodology: The study was conducted on 375 school children of primary and secondary classes. The nutritional status was assessed using the World Health Organization growth charts and classified based on their weight, height, and body mass index with malnutrition considered with values &lt;−2 standard deviation for the age group. The scholastic performance was assessed using the school annual examination records and classified as good or poor scholastic performance with cutoff mark criteria of 50%. The cognitive function was assessed using the child mini–mental state examination (MMSE) test with the mean score for the age group. The scholastic performance and cognitive function were compared between the normal and malnourished groups. The variables were compared with respect to age, gender, standard, and P value obtained to see its significance. The variables were compared between the two groups in each class and test results were obtained. The correlation between each of the variables was also done. Results: Malnourished children were more in the primary classes (30%) than the secondary classes (13.2%). The scholastic performance in the normal group was increased than the malnourished group in both primary and secondary classes. The cognitive function based on the child MMSE score was also more in the normal group than in the malnourished group in both primary and secondary classes. There was a positive correlation between scholastic performance and cognitive function. Conclusion: The study results showed that the scholastic performance and cognitive function were decreased in the malnourished group than the normal group in both primary and secondary classes, implying that malnutrition affects the functionality of the brain and can cause long-term effects like poor cognition.

The Effect of Cervical Cancer Education Given to Women in Turkey on Knowledge, Attitudes, and Health Beliefs: A Randomized Controlled Study.

The objective of this study was to ascertain the impact of cervical cancer education provided to women in Turkey on their knowledge, attitudes, and health beliefs. The study was conducted in accordance with the pretest-posttest randomized controlled trial model. The participants were randomly assigned to either the experimental or the control groups. The study was completed with a total of 105 women, 51 of whom were in the experimental group and 54 of whom were in the control group. The personal information form, the human papillomavirus (HPV) knowledge scale, and the health belief model scale for cervical cancer and Pap smear test were employed as data collection instruments. The data were analyzed using the SPSS 25.0 package program, and the number, percentage, independent samples t-test, and paired t-test were utilized for data analysis. Upon completion of the training program, the mean scores of the experimental group demonstrated a statistically significant increase in knowledge related to general HPV information, HPV screening tests, general HPV vaccines, and HPV vaccine programs when compared to the control group (p<0.001). Upon conclusion of the educational intervention, it was determined that the mean scores of cervical cancer sensitivity, caring, health motivation, Pap smear utility, and motivation of women in the experimental group exhibited an increase, while their general perception of Pap smear demonstrated a decrease (p<0.05). The findings of this study indicate that educational initiatives targeting women regarding cervical cancer have a beneficial impact on their knowledge, attitudes, and health beliefs. NCT05990270 registered on https://clinicaltrials.gov/.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

The effect of transtheoretical model-based motivational interviewing on self-efficacy and belief perceptions in individuals with substance use disorder

ABSTRACT Background The aim of this study was to identify how transtheoretical model-based motivational interviewing affects self-efficacy and belief perception in individuals with substance use disorder. Methods The study was conducted between October 2021 and July 2022 using an experimental research model with pretest and posttest control group. The sample size was calculated using the G*Power 3.1.7 programme, and a total of 46 participants including 23 in the experimental group and 23 in the control group were included in the study. The data were collected using a Socio-demographic Characteristics Questionnaire prepared by the researcher, Self-Efficacy Scale (SES), and Beliefs about Substance Use Scale (BSU). Results While the self-efficacy total mean score of the experimental group was 83.39 ± 13.13 before the experimental, it increased to 91.43 ± 11.17 after the experimental and a statistically significant difference was found between them (p < .05). BSU total mean score of the experimental group was 42.30 ± 22.42 before the experimental and significantly decreased to 25.52 ± 7.56 after the experimental, and a statistically significant difference was established between them (p < .05). Conclusion This method was found to be effective in changing individuals’ self-efficacy and beliefs about quitting substances.

Effect of Environmental Awareness-Based Education on Environmental Attitudes of Nursing Students: A Randomized Controlled Study.

This study was conducted to determine the effect of environmental awareness-based education given to nursing students on their environmental attitudes. This study was designed in a parallel-group 1:1 single-blind randomized controlled experimental design. The study was conducted with 110 nursing students studying at a state university in Turkey between November 1, 2023, and March 15, 2024. Data were collected using a personal information form and the Environmental Attitude Scale. Data were analyzed using SPSS 25.0 and G Power 3.1.9.7 software. After the training program was applied to the students, it was found that the mean score of the environmental attitude scale of the experimental group was significantly higher than the control group (p < 0.05). It was found that the posttest mean score of the experimental group's environmental attitude scale was higher than the pretest (p < 0.05). It was observed that the environmental awareness-based education program given to nursing students had a positive effect on environmental attitude. Longitudinal studies on environmental attitude are recommended. ClinicalTrials.gov identifier: NCT06169189.

Exploring the Relationship Between Challenge and Reward for Game Based Learning

The aim of this research is to investigate how problem-solving challenges affect young people’s motivation for learning computer programming. It explores the relationship between difficulty and reward as part of a game-based learning application and evaluates the effectiveness of the ARCS learning model when teaching primary school children. Research in game-based learning is based, in part, on the study of the impact of games on students' learning motivation, engagement and outcomes. The ARCS model, developed by John Keller in 1987, is a widely recognized model for designing effective instruction that motivates and engages learners. The model is a cognitive psychology-based learning model that consists of four main elements: Attention, Relevance, Confidence, and Satisfaction. A pilot study comprising primary school teachers was conducted to evaluate the effectiveness of the ARCS model. Two experiments were conducted: the first an experimental group based on the design of the game focussing on the player’s experience and evaluation of the difficulty and reward mechanisms. For this group, the game dynamically changes in terms of difficulty and rewards. This is achieved by adjusting the difficulty and rewards through a dynamic player score to maintain player attention, confidence, and satisfaction. The second experiment involved a control group, where the game adopts a traditional linear learning model where difficulty and reward are fixed. For both experiments, data was collected from a feedback questionnaire. The questionnaire was designed to be closely aligned and mapped to the ARCS learning model’s four elements. The scores of the results were based on the Likert scale and t-test to determine the significance of the difference in scores between the experimental and control groups. Results based on data analysis of the user study show that the overall mean score of the experimental group is higher (= 4/5) compared to the control group (= 2.2/5) on all four ARCS elements. Further analysis shows that the most prominent teaching impact is on players’ satisfaction.

Age-specific clinical results in spinal meningioma surgery: should age still be considered detrimental to satisfactory outcomes?

Spinal meningiomas (SMs) are relatively rare primary spinal neoplasms, and the increasingly growing mean age and number of older patients presenting with spinal neoplasms raise questions concerning the costs and benefits of proposing surgical intervention. The aim of this study was to analyze the outcomes and complications of a large cohort of older patients with SMs to define the real benefit of surgery in these patients. A total of 261 SMs were operated on between 1976 and December 2021, and 156 matched the inclusion criteria for the final cohort. Patients were divided into three groups according to age: < 50 years (group A), between 51 and 74 years (group B), and > 75 years (group C). Neurological and clinical outcomes, resection grade, complications, histology, and possible recurrences were evaluated. The final cohort comprised 156 patients (126 females, 30 males) with a mean ± SD age of 55.93 ± 14.80 years. The mean follow-up was 41.5 ± 11.4 months. Group A was found to have a significantly higher Frankel score at follow-up; there was no significant difference between mean scores for groups B and C. Nevertheless, there was no significant difference between the subgroups in patients who showed improvement from their preoperative neurological condition. Only 3 recurrences were recorded, all in group A. Axial topography, level of the lesions, and preoperative symptoms, including impairment of the sphincter functions, demonstrated no statistically significant interaction in the subgroups. The present study supports the concept that older age might not be a contraindication for surgical treatment in SMs because of the important improvements in functional status and quality of life achieved in this population subgroup. Older patients can benefit from prompt assessment and early surgery in cases of acute onset, with a complication rate not higher than that of younger patients.

Longitudinal follow-up of hearing, speech, and language skills in 6-year-old children with congenital moderate hearing loss

ObjectivesChildren born with moderate hearing loss present with speech and language outcomes at both ends of the spectrum. To explore reasons for this, the objective of this study was to follow up a group of children born with moderate sensorineural hearing loss at 6 years of age (n=7) by investigating their outcomes in hearing, speech, and language development from time point of hearing aid fitting at 6 months. Another objective was to investigate the relationship between earlier outcomes on precursing variables to the current status in auditory, speech and language development. MethodEarlier data from a project with the same participants of auditory variables, speech, and language development were compared to the current study outcomes at 6 years of age. Children in this study performed standardized tests of phonology (SVANTE), expressive vocabulary (BNT), and speech-in-noise test (Hagerman´s sentences). Parents reported on their child´s functional auditory performance in everyday life (PEACH), and demographics and general development (questionnaire). Etiology and frequency of speech and language-directed intervention from time point of diagnosis to 6 years of age were collected through medical journals. ResultsHearing levels were stable over time in all children but one, who had received bilateral cochlear implants. Performance on speech-in-noise testing varied in aided condition (-0.8 to 8, mean 2.65, SD 3.09) and unaided condition (7.2 dB to 21.2 dB, mean 12.06, SD 4.82). Scores on the PEACH indicated further review in four of the seven children. Mean group score on consonant proficiency had increased from 3 to 6 years of age and were within age norms. Vocabulary scores were below the norms of children with typical hearing. Outcomes on vocabulary measures at 2.5 years years showed strong correlations that were significant to scores on the BNT at 6 years of age (r = 0.87, p = 0.05). Correlations between hours of hearing aid use and vocabulary was not significant at 6 years of age. The frequency of intervention sessions in the first 6 years varied between participants (4 to 55, mean 19.1, SD 17.1). ConclusionDespite homogeneous hearing and other background variables in the participants from birth, large individual variations in speech and language outcomes at 6 years of age were found. Considering the many factors involved that impact the development of children with moderate hearing loss, the results suggest that monitoring early precursors in auditory, speech and language development may be helpful in setting commensurate goals for each child. Detecting additional conditions that may pose challenges in future speech and language as early as possible is important. There is ample room for improvement in terms of increasing the frequency of intervention for children with moderate hearing loss and their families.

Effect of online infant care training and postpartum counseling based on Meleis' transition theory on mothers' readiness for care and breastfeeding: a randomized controlled trial.

Mothers must acquire the knowledge and skills needed to fulfill their responsibilities and take care of themselves and their babies. This study aimed to examine the effects of online baby care education and postpartum counseling based on Meleis' transition theory on mothers' readiness for baby care and breastfeeding. This randomized controlled trial was conducted between May 2022 and May 2023 at the pregnancy follow-up outpatient clinic of a state hospital. The study sample consisted of 102 pregnant women (52 in the intervention group, 50 in the control group). The mean scores of the intervention group compared to the control group were significantly higher immediately after birth and at 1, 2, and 3 months postpartum. Change over time was significantly higher in repeated measurements of National Institute of Child Health and Human Development scale scores of the intervention and control groups (P=0.001). In the first 24 hours, mothers in the intervention group breastfed more successfully than those in the control group (P<0.001). Mothers in the intervention group exclusively breast fed at a significantly higher rate immediately and at 1, 2, and 3 months postpartum compared to the control group (P<0.001). A statistically significant difference was noted in mean infant height and weight in the intervention group compared to the control group (P<0.05). Theory-based online education initiated during pregnancy and counseling continued up to 3 months postpartum positively affected the mothers' abilities to care for their infants. Mothers who received education and counseling breastfed their babies more successfully on the first day and breast fed exclusively at a higher rate in the first 3 months.

Ensuring precision medicine for veterans with lung cancer: A randomized clinical trial.

178 Background: National guidelines recommend molecular testing for patients with non-small cell lung cancer, yet this is not routinely completed in practice. In prior work, we identified barriers to testing in the Veterans Affairs. First, physicians are unaware if and when testing has occurred. Second, patients are unaware of testing and the implications on treatment and clinical outcomes. In response, in collaboration with a Veteran and Caregiver Advisory Board, we created a multilevel intervention led by a peer volunteer who: 1) provides tailored education of molecular testing for 1 month for Veterans newly diagnosed with lung cancer and, 2) alerts clinicians via secure messaging if tumor samples have not been tested. We conducted this randomized clinical trial to assess whether the intervention improves patient knowledge of molecular testing and patient activation and increases receipt of molecular genomic testing compared with usual care. Methods: All veterans &gt;18 years old with a new diagnosis of any stage non-small cell lung cancer were eligible. Exclusions included inability to consent. All participants completed baseline assessments at randomization and at 1-month follow-up comprised of a 3-question validated precision medicine knowledge questionnaire and a 13-question validated patient activation measure. Genomic testing was assessed by chart review at 6-months follow-up. We used regression models to assess differences in mean knowledge and activation scores over time between groups and compared rates of genomic testing. Results: 75 Veterans were screened with 46 eligible. All 46 consented to participate, with 23 in each group. All were male (100%), had mean age of 76.3+/-5.54 years; 31 (67.4%) were Latinx; 2 (4.4%) Asian; 11 (23.9%) Black; 1 (2.2%) Native Hawaiian; 32 (69.6%) White; 32 (69.6%) had Stage 4 disease. At 1 month follow-up mean knowledge scores increased over time in the intervention group and remained stable in the control group (mean score 2.30 +/- 0.97 versus 1.16 +/- 1.15, p=0.014). At 1-month follow-up, patient activation increased for the intervention group more than the control group (46.7 +/- 11.3 versus 37.6 +/- 9.26, p=0.002). There were no significant differences in tumor testing between groups (intervention: 95.6% versus control: 86.9%, p=0.62) or time to first treatment course from biopsy (intervention: 28.2 days versus control 36.2 days). Conclusions: A volunteer led effort improved patient education regarding precision medicine and patient activation among Veterans as compared with usual care alone. Interventions that include volunteers and other support can enhance care and clinical outcomes among veterans with lung cancer. Clinical trial information: NCT05795959 .

The Effect of Question Answer Relationship Strategy on Iraqi EFL Intermediate Pupils’ Reading Comprehension

The Question Answer Relationship strategy is useful for teaching pupils how to understand and reply of several forms of the questions. Understanding that some questions have “Right There” solutions in the text, that others require the reader to “Think and Search,” and that others can only be answered “On My Own” helps pupils recognize the importance of thinking about the topic before finding the answer. The aims of the current study are finding out the effect of Question Answer Relationship strategy on Iraqi EFL intermediate pupil’s achievement and finding out the effect of Question Answer Relationship strategy on developing Iraqi EFL intermediate pupil’s reading comprehension. The aims of the study are supposed to be achieved through verifying the following hypothesis: There are no statistically significant differences between the mean scores of the experimental group which is taught by question answer relationship strategy and the control group who is taught by prescribed method in pupil’s post achievement test . The second hypothesis states that there is no statistical significant differences between the mean scores of the experimental group in pre and post reading comprehension test. The sample of the current study consists of (60) pupils from the second grade at Karam AL Rahman Intermediate School for Boys is chosen at random to be the sample of the study. The sample is split into two groups: one for the experiment and the other is for the control. Both groups are similar in terms of their age, parent’s educational level and previous year’s English language scores. The experiment lasted for ten weeks ,the researcher taught the two groups during the academic year 2022-2023. To analyze the obtained data, different statistical means have been used T-test, Weighted mean to measure the pupils’ achievement. After the statistically treatment of the data.

The Effect of an Instructional Program based on the Blended Learning Strategy in Enhancing English Pragmatic Competences among the Secondary Stage Students

The present study aimed at investigating the effect of an instructional program based on the blended learning strategy in enhancing English pragmatic competences among the secondary stage students in Saudi Arabia Kingdom. To fulfil the purpose of the study, the quasi-experimental design was adopted (pretest - post-test). The participants, totalling (56), were randomly selected form the second-year students in a public secondary school in Taif in Saudi Arabia. They were assigned into two groups: An experimental group (N= 28) that studied via an instructional program based on the blended learning strategy and a control one (N=28) that studied via the traditional method. The instrument consisted of a pragmatic competences tests to assess both discourse and functional competences. The results of the study revealed that: There was a statistically significant difference (α ≤ 0.05) between the mean scores of the control group and the experimental group in the post-administration of the pragmatic competence test, in favor of the experimental group. The study recommended developing Training English language teachers on how to exploit technology to boost collaboration among students and integrate the pragmatic competence teaching in their courses. In addition, the researcher suggested conducting further studies into blended learning strategy and pragmatic competences in English as a foreign language.

Evaluation of the utility of surgical simulation software in medical postgraduate education

BackgroundThe use of medical simulation software in medical institutions is growing to address teaching challenges. The study aims to assess the effectiveness of the Touch Surgery app, a free medical simulation software, as a supplement to the teaching methodology of unified surgery for medical students. MethodsTwenty-three postgraduate students, divided into three groups based on residency training years, and five senior orthopedic surgeons took part in the study. Each participant completed three modules within the Large External Fixators module using the Touch Surgery app. The results achieved by orthopedic specialists and postgraduates in the test module were recorded separately. The orthopedic specialists' first test module scores were used as a baseline. A Likert survey assessed the usefulness and content accuracy of the app. Statistical analysis included analysis of variance and 2-tailed t-test. ResultsThe first and second scores achieved by the postgraduates in the three groups were significantly different from the baseline of the orthopedic specialists, but the mean scores of all postgraduate's groups increased with simulator usage for learning and by the third attempt they were at the same level as the orthopedic specialists. However, no significant performance differences were observed between postgraduates with different training years. Postgraduates expressed a positive opinion of the usefulness and content of Touch Surgery in the questionnaire and their intention to continue using it in their future studies. ConclusionsThis study shows that the use of Touch Surgery improves postgraduates' performance and ultimately enables them to reach the level of orthopedic specialists in simulated surgery, and received positive ratings for the software's experience and content. Touch Surgery can be a valuable complement to traditional surgical teaching methods, bridging the gap between theoretical learning from textbooks and guided rehearsals of surgical steps and skills.

Reliability and Preliminary Validation of a Body Image Scale Survey for Use in Bladder Cancer Patients

Introduction Extirpative bladder surgery for bladder cancer requires urinary diversion which causes cosmetic and functional changes that affect a patient’s body image and quality of life. Current health-related quality of life (HRQOL) surveys validated for use in bladder cancer patients have no dedicated domain evaluating body image. We sought to validate the ten-item Body Image Scale (BIS) for use in bladder cancer patients. The BIS is scored on a 4-point Likert scale with a maximum score of 30. Higher scores represent increasing distress. Methods With Institutional Review Board approval, native English or Spanish speaking patients who had undergone radical cystectomy and urinary diversion with either ileal conduit formation or orthotopic neobladder creation within the past 5 years for muscle-invasive bladder cancer were identified. The survey was conducted via telephone or e-mail. Surveys were scored and analyzed for reliability and validity. Results 32 patients were identified (22 men, 10 women). 25 patients had ileal conduits and 7 had orthotopic neobladders. Cronbach’s alpha reliability coefficient measuring internal consistency for the BIS instrument in this group was 0.926. All ten items met the response criteria (score of &gt;0 by &gt;30% respondents) in our study population. Though the ileal conduit group mean (17.4) and median (16) scores were lower than the neobladder (mean=19.1 and median=22), there was no statistically significant difference in BIS scores between the two cohorts (p=0.755). Conclusions We present a validation study for use of BIS in bladder cancer patients to be utilized in future clinical trials or psycho-oncology research.

The effect of clinical supervision model on nurses’ self-efficacy and communication skills in the handover process of medical and surgical wards: an experimental study

BackgroundThe handover process is a vital part of patient safety continuity, particularly conducted between nurses at the end of shifts. Nurses often face challenges in handover due to a lack of self-efficacy and inadequate communication skills. The clinical supervision model, by providing emotional, educational, and organizational support, aids in skill acquisition and instills confidence.ObjectiveThis study was conducted to investigate the effect of the clinical supervision model on nurses’ self-efficacy and communication skills in the handover process within medical and surgical wards.MethodThis experimental two-group (pre-and post-test) study was conducted in 2024 at selected hospital affiliated with Isfahan University of Medical Sciences, Isfahan, Iran. Convenience sampling was used, and participants were randomly assigned to either the intervention or control group. Data were collected using the ISBAR communication checklist, communication clarity, the Sherer General Self-Efficacy Scale (GSES), the Visual Analog Scale (VAS) for handover self-efficacy, and the Manchester Clinical Supervision Scale (MCSS). The clinical supervision model and routine supervision were implemented in six sessions for the intervention and control groups, respectively. Data were analyzed using SPSS version 16, employing independent t-tests, covariance analysis, paired t-tests, chi-square tests, and repeated measures ANOVA with a significance level of p < 0.05.ResultsNo significant differences were observed between the intervention and control groups in terms of baseline characteristics. Inter-group analysis indicated that there were no significant differences in the scores of self-efficacy, ISBAR, and communication clarity between the control and intervention groups before the intervention (P > 0.05). According to the intra-group analysis, the ISBAR and communication clarity scores in the intervention group significantly increased over time (p < 0.001), whereas no such increase was observed in the control group. The intervention group showed a significant increase in general self-efficacy (p < 0.001) compared to the control group. Although both groups showed a significant improvement in handover self-efficacy, the mean scores of the intervention group were higher than those of the control group (p < 0.001). The mean score of the Manchester Clinical Supervision Scale in the intervention group was 128.98, indicating the high effectiveness of implementing the clinical supervision model.ConclusionThe findings indicated that the use of the clinical supervision model improves self-efficacy and communication skills in the handover process of nurses in medical and surgical wards. Therefore, it is recommended to use this model in handover training to enhance the quality of care and improve patient safety.