Post Evaluation Questionnaire Research Articles

Technology in Language Education Course: Operationalizing TPCK in Preservice Language Teacher Education

This study examines the experiences and attitude of the first cohort of students who took a discipline-focused educational technology course in a teacher education institution. This course, Technology in Language Education, utilize Technological, Pedagogical, Content Knowledge (TPCK) framework to train 107 preservice teachers to utilize and innovate with technological tools. The results of the post-evaluation questionnaires answered by 58 of these preservice teachers suggest the achievement of both the program and course learning outcomes. In the follow-up surveys conducted after practicum and during their first year of teaching, evidence of knowledge and skill transfer were expressed. Furthermore, lesson plans evaluated using Harris, Grandgenett, and Hofer's (2010) TPACK-Based Technology Integration Rubric imply the students' fulfillment of the learning outcomes of the course.

Peer Intervention following Suicide-Related Emergency Department Presentation: Evaluation of the PAUSE Pilot Program

The risk for future suicidal behaviours is elevated following suicide attempts, particularly for those with complex needs or those who are disconnected from healthcare systems. The PAUSE program was designed to address this gap using peer workers to provide continuity and coordination of care following suicide-related emergency presentations. This study aimed to evaluate the pilot program's effect on suicidal ideation and hope, and to explore the acceptability and participants' experiences. A mixed-methods design was employed with pre- and post-evaluation questionnaires, including the GHQ-28-SS (general health questionnaire suicide scale), AHS (adult hope scale), and K10 (Kessler psychological distress scale). Participant engagement rates and semi-structured interviews were used to explore program acceptability. In total, 142 people were engaged with the PAUSE pilot between 24 August 2017 and 11 January 2020. There were no significant gender differences in engagement. The suicidal ideation scores decreased, and the hope scores increased after participation in PAUSE. A thematic analysis revealed that participants identified that the key program mechanisms were holistic and responsive support, ongoing social connectedness, and having peer workers who understood their experiences and treated them like people rather than clients. The small number of participants and lack of a control group limited the result generalizability. The findings suggest that PAUSE was an effective and acceptable model for supporting people following suicide-related hospitalisations in this pilot sample.

Developing and evaluating training for pharmacists to offer a pharmacy-led public health service in primary care

BackgroundCurrently in Greece, no formal organisation offers post-academic education to pharmacists. To improve the clinical practice of pharmacists, there is a need for training that will educate them on how to approach and consult their patients. The study aimed to evaluate the training required by pharmacists to offer a pharmacy-led weight management service in Greece.MethodsThe study consisted of 3 phases. During the first phase educational needs of the participating pharmacists were identified. A pre-training quiz was given consisting of 14 questions to investigate the participating pharmacists’ knowledge on guidance, causes and facts of obesity. The second phase comprised the training design and delivery. The final phase dealt with training evaluation (27 questions in total), which included the perceived rating of knowledge and confidence levels pre- and post-training, and a post-training quiz (the same as the pre-training quiz). The post-evaluation questionnaire and the quiz (pre- and post-training) results were entered into SPSS Version 23 for statistical analysis.ResultsThe mean total quiz score was 6.38 (SD = 2.56) pre-training compared to 11.92 (SD = 1.20) post-training (P < 0.001). Nearly all community pharmacists, 96.2% (n = 25) stated that they had an excellent/good experience and 88.5% (n = 23) strongly agreed/agreed that their expectations were met.ConclusionsTraining delivered was well received and it enhanced participants’ knowledge on the topic. Limitations include the small number of participating pharmacists and investigation of short-term training effects only. Due to the positive outcomes of the training, however, it has the potential to become a model for Greek pharmacists to offer different pharmacy-led public health services.

Exploring the response to a new range of ethanol reductions in Chardonnay and Syrah wines using a Consumer Rejection Threshold approach

Ethanol is one of the major components of wine, which has a substantial impact on its sensory characteristics. However, data concerning consumer response to ethanol or changes in ethanol remains limited. The aim of this study was to determine the threshold ethanol concentrations beyond which ethanol lowering becomes undesirable in Chardonnay and Syrah wines using the consumer rejection threshold (CRT) methodology. Base wines from these two cultivars were first dearomatised and fully dealcoholised using spinning cone column technology. Then, control wines with a similar ethanol content to the base wines (13.8 and 13.5 % v/v for Chardonnay and Syrah respectively) and wines with lower ethanol contents were reconstituted by mixing the final beverage, the aroma fraction, food grade ethanol and distilled water. CRT values were determined as 2.8 % v/v for Chardonnay and at 7.0 % v/v for Syrah. These particularly low and unexpected concentrations indicate that consumer sensory liking might not be necessarily driven by ethanol concentration, especially for white wines. However, the post-evaluation questionnaire showed that consumers were expecting a high minimal ethanol content for quality wines (10.9 % v/v ± 1.2 and 11.7 % v/v ± 1.5 for white and red wines respectively) and had a limited experience with low and dealcoholised wines. Overall, our data, which are still preliminary and deserve to be validated using different base wines with a larger number of consumers, show that consumers would not necessarily be refractory from a sensory standpoint to the consumption of low ethanol beverages made from wine. Our findings strongly encourage professionals from the wine industry and public authorities to raise awareness about the increase in quality of such products and their benefits for human health.

The design, delivery and evaluation of ‘Human Perspectives VR’: An immersive educational programme designed to raise awareness of contributory factors for a traumatic childbirth experience and PTSD

A traumatic childbirth experience affects ~30% of women each year, with negative impacts on maternal, infant, and family wellbeing. Women classified as vulnerable or marginalised are those more likely to experience a psychologically traumatising birth. A key contributory factor for a traumatic childbirth experience is women's relationships with maternity care providers. To develop, design and evaluate an immersive educational programme for maternity care providers to raise awareness of traumatic childbirth experiences amongst vulnerable groups, and ultimately to improve women's experiences of childbirth. A critical pedagogical approach that utilised virtual reality (VR) underpinned the design and development of the educational programme. This involved: a) collecting vulnerable/disadvantaged women's experiences of birth via interviews; b) analysing data collected to identify key hotspots for traumatic experiences within interpersonal patient-provider relationships to develop a script; c) filming the script with professional actors creating a first person perspective via VR technology; d) using existing literature to inform the theoretical and reflective aspects of the programme; e) conducting an evaluation of the education programme using pre-and post-evaluation questionnaires and a follow-up focus group. Human Perspective VR was very well received. Participants considered the content to have enhanced their reflective practice and increased their knowledge base regarding contributory factors associated with a traumatic childbirth experience. A need for further work to implement learning into practice was highlighted. While further research is needed to evaluate the impact of the programme, Human Perspective VR programme offers an innovative approach to reflective education and to enhance participants' care practices.

A mixed method evaluation of the North East Black, Asian &amp; Minority Ethnic mentoring scheme launch: Reflections &amp; actions

Black, Asian and Minority Ethnic (BAME) individuals are underrepresented in the UK clinical psychology workforce and in the wider psychological professions (Scior et al., 2016). An ethnically diverse and representative workforce within the psychological professions is imperative to addressing the well-documented inequity in access and disparities in the NHS (Kline, 2014). Diverse organisations also lead to safer, more effective, and culturally responsive service provision (Haigh et al., 2014), including better patient care (Kline, 2014).The lack of diversity in the qualified workforce is reflected on clinical psychology training programmes, including evidence that applicants from BAME backgrounds experience multiple barriers at several stages across recruitment and selection as well as during training itself (Ragavan, 2018). These disparities exist despite psychology being a popular choice of undergraduate degree for BAME students (Turpin &amp; Fensom, 2004). Recently there have been calls to ‘even the playing field’ and to develop initiatives to increase equity of access for aspiring clinical psychologists from a BAME background (BPS, 2015).With this in mind the North East Clinical Psychology Training programmes collaborated to develop a regional BAME mentoring scheme to address evidenced disparities faced by BAME aspiring Clinical Psychologists. To initiate the mentoring scheme, a virtual Launch event was hosted by the Newcastle Clinical Psychology Doctorate in August 2020.Out of 120 attendees, 48 completed the pre-evaluation questionnaire and 28 attendees completed the post-evaluation questionnaire. Some questions were relevant to both North-East courses, relating, for example, to a general sense of belonging in the profession and confidence and hopefulness about securing a training place in future. Other questions were specific to the Newcastle Clinical Psychology Doctorate and assessed, for example, intention to apply to this course, belief that training at Newcastle would be positive, and understanding around what skills and experiences would support a strong application to Newcastle.For the Newcastle-specific questions, results indicated that post-event, participants reported that they were significantly more likely to understand the skills and experience required for admission to the course. Participants were also more likely to believe that the Newcastle DClinPsy training programme would support individuals from a BAME background, however this result was not statistically significant. For the cross-course questions, participants reported that they were more likely to feel inspired to be part of the profession following the event, however this finding was not statistically significant. Qualitative analysis found that participants felt the event was ‘insightful’, ‘inspiring’ and ‘informative’.Although the feedback from participants was generally positive, this paper additionally explores and critically reflects on the value of widening access schemes and highlights the need to address structural and institutional barriers and disparities in clinical psychology beyond ‘widening access schemes’.

Technology in Language Education Course: Operationalizing TPCK in Preservice Language Teacher Education

This study examines the experiences and attitude of the first cohort of students who took a discipline-focused educational technology course in a teacher education institution. This course, Technology in Language Education, utilize Technological, Pedagogical, Content Knowledge (TPCK) framework to train 107 preservice teachers to utilize and innovate with technological tools. The results of the post-evaluation questionnaires answered by 58 of these preservice teachers suggest the achievement of both the program and course learning outcomes. In the follow-up surveys conducted after practicum and during their first year of teaching, evidence of knowledge and skill transfer were expressed. Furthermore, lesson plans evaluated using Harris, Grandgenett, and Hofer's (2010) TPACK-Based Technology Integration Rubric imply the students’ fulfillment of the learning outcomes of the course.

Augmenting the Referral Pathway for Retinal Services Among Patients With Diabetes Mellitus at Reiyukai Eiko Masunaga Eye Hospital, Nepal: Protocol for a Nonrandomized, Pre-Post Intervention Study.

BackgroundDiabetic retinopathy (DR) is an important public health issue in Nepal with a huge social and economic impact. Despite the availability of retinal services, people may not access them because of the lack of knowledge about DR and poor referral systems. Published studies on referral pathways in Nepal are scarce. Improving DR awareness among general physicians has the potential to address these challenges.ObjectiveThe aim of this study is to evaluate the effect of a health education intervention on health personnel, establish a referral pathway, and assess the impact of the intervention on the attendance of patients with diabetes mellitus for retinal screening at Reiyukai Eiko Masunaga Eye Hospital in Nepal.MethodsThis is a nonrandomized, pre- and postintervention study. Health education on DR will be provided to selected health personnel of the intervention hospital (Scheer Memorial) using information education and communication (IEC) materials in the form of PowerPoint presentations, posters, pamphlets, videos, and pre- and postevaluation questionnaires along with referral slip. Pre- and postevaluation will be undertaken during the study period. Data will be analyzed using MS Excel and Epi Info 7.ResultsThe ethical approval for this study has been obtained from the Ethical Review Board of the Nepal Health Research Council (ERB Protocol Registration Number # 582/2020P). The study is expected to be completed in 18 months from the start of the project. The baseline data collection was from June to January 2020 for a period of 8 months. The postintervention data collection was from February to September 2021 for a period of 8 months. The last 2 months are planned for data analysis and report writing.ConclusionsHealth education intervention could be a low-cost solution to improve the awareness, access, and utilization of retinal health care services; this is an understudied topic in Nepal. Working closely with the stakeholders, this study will evaluate the role of health education interventions (which are already validated in other low-income settings) to strengthen referral and reduce the burden of DR in Nepal.Trial RegistrationClinicalTrials.gov NCT04829084; https://clinicaltrials.gov/ct2/show/NCT04829084International Registered Report Identifier (IRRID)DERR1-10.2196/33116

Combining Simulation and Male Urogenital Teaching Associates to Increase NP Student's Clinical Knowledge and Confidence

BackgroundNurse practitioner (NP) programs use skills-based activities such as structured simulations and instructional sessions to prepare students for clinical practice. NP students often have limited opportunities to perform sensitive exams during their clinical experiences. This study combined simulation and Male Urogenital Teaching Associate (MUTA) instruction to evaluate student's preparedness, knowledge, perceived learning, and confidence in diagnosing/managing urogenital complaints. SampleTwenty-six NP students entering their first clinical course completed a simulation/MUTA clinical encounter. MethodsThe encounter included a pre-brief, simulation, urogenital examination instructional session, learning activities, and debrief. Descriptive and inferential statistics were analyzed on pre-test/post-test and post-evaluation questionnaires. ResultsData revealed a statistically significant difference in student's confidence postintervention. Students reported an increase in knowledge and preparedness. ConclusionsThere is a paucity of evidence on the use of simulation with MUTA instruction in NP curriculum. Findings suggests that a combined simulation/MUTA instruction can meet student needs and increase preparedness, knowledge, and confidence.

EVALUATION OF BLS WORKSHOPS, AN AUDIT OF THE JOURNEY SO FAR

Objective: Professional training workshops are routinely conducted by Professional Development Center (PDC) of DUHS to provide students golden opportunities in hands on practice on simulators and also has been working as training center of AHA since 2010 for the BLS, ACLS and PALS provider and instructor courses while has been conducting BLS workshops from Nov, 2005. The objective of this study was to assess the perceptions of attending audience by post course evaluation form in BLS program.&#x0D; Methodology: This was a retrospective survey study. Data of BLS workshops from 2017 to 2018 was collected from PDC. Two thousand and fifty six healthcare students were enrolled in BLS course from Jan 2017 till Dec 2018. The calculated sample size was about 324 at 95% confidence level. Thus the final sample size was about 350. A post workshop evaluation questionnaire was used as a tool for data collection and it was analyzed on SPSS.&#x0D; Results: PDC has conducted 714 BLS provider courses since 2005 in which 8529 participants are trained till now. The results of the evaluation show that this workshop received higher score on all assessed sections i.e. more than 90% candidates marked agree &amp; strongly agree. A clear majority of participants (97.8%) agreed that, their queries and questions were satisfactorily responded The structure and content of the workshop organized intensify participants’ skills and knowledge regarding BLS.&#x0D; Conclusion: Overall, Participants characterized the workshop as very useful and were very satisfied with the workshop facilitators and the topics discussed.

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

EVALUATION OF BLS WORKSHOPS, AN AUDIT OF THE JOURNEY SO FAR

Objective: Professional training workshops are routinely conducted by Professional Development Center (PDC ) of DUHS to provide students golden opportunities in hands on practice on simulators and also has been working as training center of AHA since 2010 for the BLS, ACLS and PALS provider and instructor courses while has been conducting BLS workshops from Nov, 2005. The objective of this study was to assess the perceptions of attending audience by post course evaluation form in BLS program. Methodology : This was a retrospective survey study. Data of BLS workshops from 2017 to 2018 was collected from PDC. Two thousand and fifty six healthcare students were enrolled in BLS course from Jan 2017 till Dec 2018. The calculated sample size was about 324 at 95% confidence level. Thus the final sample size was about 350. A post workshop evaluation questionnaire was used as a tool for data collection and it was analyzed on SPSS. Results: PDC has conducted 714 BLS provider courses since 2005 in which 8529 participants are trained till now. The results of the evaluation show that this workshop received higher score on all assessed sections i.e. more than 90% candidates marked agree & strongly agree. A clear majority of participants (97.8%) agreed that, their queries and questions were satisfactorily responded The structure and content of the workshop organized intensify participants’ skills and knowledge regarding BLS. Conclusion: Overall, Participants characterized the workshop as very useful and were very satisfied with the workshop facilitators and the topics discussed.

Surgical Education in the Digital Age - Virtual Reality, Augmented Reality and Robotics in the Medical School

Zusammenfassung Hintergrund Die digitale Transformation der Medizin verändert den Beruf des Arztes. Augmented und Virtual Reality (AR/VR) und die Robotik erfahren einen zunehmenden Einsatz in unterschiedlichen klinischen Kontexten und bedürfen einer begleitenden Aus- und Weiterbildung, die bereits im Medizinstudium beginnen muss. Hier besteht aktuell eine große Diskrepanz zwischen dem hohen Bedarf und der Anzahl an wissenschaftlich überprüften Konzepten. Ziel der vorliegenden Arbeit war die Konzeptionierung und strukturierte Evaluation eines neu entwickelten Lern-/Lehrkonzepts zur digitalen Transformation mit Fokus auf die chirurgische Lehre. Methoden 35 Studierende haben in 3 Kursen des Blended-Learning-Curriculums „Medizin im digitalen Zeitalter“ teilgenommen. Das 4. Modul dieses Kurses thematisiert Virtual Reality, Augmented Reality und Robotik in der Chirurgie. Es gliedert sich in die folgenden Kursteile: (1) immersive Simulation einer laparoskopischen Cholezystektomie, (2) leberchirurgische Operationsplanung mittels AR/VR, (3) Basisfertigkeiten am VR-Simulator für robotische Chirurgie, (4) kollaborative OP Planung im virtuellen Raum und (5) Expertengespräch. Nach Abschluss des Gesamtcurriculums erfolgte eine qualitative und quantitative Evaluation des Kurskonzepts mittels semistrukturierter Interviews sowie anhand von standardisierten Prä-post-Evaluationsfragebögen. Ergebnisse Im qualitativen Auswertungsverfahren der Interviews wurden 79 Textaussagen 4 Schwerpunktkategorien zugewiesen. Den größten Anteil (35%) nahmen hierbei Äußerungen zum „Expertengespräch“ ein, das von den Studierenden als elementarer Teil des Kurskonzepts gewertet wurde. Darüber hinaus empfanden die Studierenden den Kurs als horizonterweiterndes „Lernerlebnis“ (29% der Aussagen) mit einem hohen „Praxisbezug“ (27%). Die quantitative Studierendenevaluation zeigt eine positive Entwicklung für die Teilkompetenzen Wissen und Fertigkeiten sowie eine Tendenz zu einer positiven Haltung nach Kursabschluss. Schlussfolgerung Die chirurgische Lehre ist zur Entwicklung digitaler Kompetenzen prädestiniert. Dabei muss die Geschwindigkeit des Veränderungsprozesses der digitalen Transformation im chirurgischen Fachgebiet beachtet und im curricularen Konzept verankert werden.

A validation study of a virtual‐based haptic system for endoscopic sinus surgery training

The development of endoscopic sinus surgery (ESS) training simulators for clinical environment applications has reduced the existing shortcomings in conventional teaching methods, creating a standard environment for trainers and trainees in a more accurate and repeatable fashion. In this research, the validation study of an ESS training simulator has been addressed. It is important to consider components that guide trainees to improve their hand movements control in the orbital floor removal in an ESS operation. Therefore, we defined three tasks to perform: pre-experiment learning, training, and evaluation. In these tasks, the critical regions introduced in the virtual training environment are forbidden to be touched. Recruiting 20 participants, divided into two groups, we investigated the performance metrics: quality (the percentage of the realism for the generated force for orbital floor removal and the usefulness of the proposed training system for the surgical educational curricula.), efficiency (time, path length), and safety (touching the goal and forbidden wall). All recruited participants answered a post-evaluation questionnaire regarding their perceptions of training system realism, potential educational benefits, and practiced skills. We investigate the differences between groups' performance metrics by utilizing the analysis of variance-Kruskal-Wallis test. Acquired results indicate that training before the actual process of the surgery has a significant effect on the accuracy and validity of the process for surgeons. Utilizing a standardized environment, trainers and trainees are able to carry out a process with regular features. In addition to traditional education methods, trainees can learn the risk of surgical operations. The training simulators can, also, provide a standard method for assessing the skills of surgical and medical students.

Project ECHO: a Potential Best-Practice Tool for Training Healthcare Providers in Oral Cancer Screening and Tobacco Cessation.

The oral cancer pandemic and inadvertent tobacco consumption have rendered timely oral cavity screening and tobacco cessation essential, skills which most healthcare providers (HCPs) lack. Project "Extension for Community Healthcare Outcomes" (ECHO) is a proven best-practice tool for virtual telementoring of primary care providers by experts at academic health centers, in managing complex medical conditions in rural, expert-deficient setups. For the first time, our organization in India has utilized this method for training HCPs in oral cancer screening, across the country and abroad. The program comprised eight, weekly, hour-long sessions, on oral cancer screening and tobacco cessation, hosted online by our Organization (hub) through the Zoom web-conferencing application, with 48 HCPs (spokes) attending from their respective locations (pan-India, n = 47; Libya, n = 1). Each session comprised one expert-led didactic and two participant-led case presentations, culminating with educative discussions. Participants filled out online, program-evaluation (pre and post) questionnaires having 10 similar, multiple-choice questions each (score for every correct response = 1); total responses were later statistically analyzed. Lesser participants completed the post-evaluation questionnaire which could be due to it being optional, their busy schedule, or apprehension of being assessed. The program evaluation results illustrate a significant knowledge gain among participants regarding oral cancer screening and tobacco cessation, i.e., from a mean knowledge score of 6.7 in pre-evaluation to 7.4 in post-evaluation (p < 0.05). Thus, the ECHO model can be utilized as a convenient, cost-effective, large-scale, best-practice, telementoring tool for training HCPs in oral cancer screening and tobacco cessation, especially in populous, resource-deficient countries.

Evaluating the Knowledge and Practices of Nurses and Paramedics in Blood Transfusion Services - A survey in the states of Tamil Nadu and Pondicherry, India.

BACKGROUND:Blood transfusion service is an important part of our healthcare system whose aim is to provide safe, effective blood components for the patient's requirement. The laboratory technicians and nurses working in the blood bank form the core for the effective functioning of blood bank. The study was to analyze the knowledge, attitude, and practice of nurses and paramedics such as laboratory technicians working in blood banks and whether intervention of a training program had any benefit to the participants.MATERIALS AND METHODS:This study was conducted in our department which is a regional training center approved by the National AIDS Control Organization for training medical officers, laboratory technicians, and staff nurses working in blood banks. There were a total number of 48 government run hospital blood banks who participated in the study and we conducted six training programs for 43 nurses and 64 laboratory technicians working in blood banks from the southern states of Tamil Nadu and Pondicherry in India. The training program was for 5 days for technicians and 3 days for nurses with theory sessions followed by hands on practical classes regarding the daily activities in blood bank. They were given a pre-evaluation questionnaire to test their knowledge, attitude, and practice followed by a post evaluation questionnaire after conducting the training program.RESULTS:The mean percentage score in the pre evaluation test before the training program for nurses and technicians was 47% and 53% while after the training program; the mean percentage was 66.8% and 77% which was statistically significant in both the groups. The correct blood bank practices followed by nurses and laboratory technicians overall were 67% and 75%, respectively. The technicians and nurses scored poorly in blood bank practices related to hemovigilance.DISCUSSIONS:Regular and standardized training can lead to improvements in the knowledge, skills, and practice of nurses and paramedics who provide blood transfusion services. The constraints faced by the nurses and paramedical personnel needs to be addressed for the overall betterment of blood transfusion services.CONCLUSIONS:The increase in the knowledge subsequently contributed to a better practice in the technicians. The concept of haemovigilance and error reporting has to be stressed on the nurses and paramedics to improve their good practices.

Heroína, pero no Superwoman. Evaluación de una formación entre iguales para mujeres con cáncer de mama

ObjectiveTo evaluate a peer-training intervention for women with breast cancer, from a gender perspective: to discover the results of the intervention and examine in-depth the personal experiences of patients and health professionals participating in the training activity. MethodMixed method multicentre design completed in 2017 in Andalusia (Spain), with a pre and post evaluation questionnaire with 102 patients, measuring life style, limitations, use of health services, communication with professionals and self-management; and content analysis of semi-structured interviews and focus groups with 21 patient-trainers and 5 health professionals, looking at experiences, needs and suggestions for improvement. ResultsThe patients described a good general health status, with improvements of: diet quality (7 in pre-test to 7.7 in post-test), limitations for daily life (from 1.93 to 1.64 points), self-efficacy (from 6.46 to 7.42 points). Age, civil status and level of education generated statistically significant differences, with more improvement in more vulnerable social profiles. Participants revealed the benefits of the peer-training at a personal, relational, psycho-emotional and socio-cultural level and expressed how the training changed their experiences around identity-construction and gender roles. The improvement dimensions related to organization, evaluation and continuity. ConclusionsThe peer-training intervention is a positive experience for women's physical, relational and emotional health and, from a gender perspective, it represents an opportunity, at both individual and group level, to negotiate and deconstruct gender roles when living with breast cancer.

The development of the post competency evaluation scale of anesthesia nurses and its reliability and validity

Objective This study developed the post competency evaluation questionnaire of anesthesia nurses and tested its reliability and validity. Methods The item pool was developed through literature analysis, behavioral event interview and Delphi method, which was based on the post competency model. A total of 222 anesthesia nurses were investigated firstly, and the formal questionnaire was formed by item analysis, exploratory factor analysis and correlation analysis. Then the reliability and validity were tested. A total of 214 anesthesia nurses were investigated, the data was used to analyze the confirmatory factor, and the SEM was constructed finally. Results Six factors were identified including 35 items and the cumulative contribution of variance was 65.898%. The correlation coefficient between each factor and total score ranged from 0.793 to 0.863, and the correlation coefficient among each factor ranged from 0.512 to 0.739. The Cronbach′s α coefficient was 0.96 and the Spearman-Brown was 0.883 for the total scale. The model fitting indexes of structural equation model were as below, RMR=0.044, RMSEA=0.064, CFI=0.901, IFI=0.902, PNFI=0.727, PCFI=0.807. Conclusions This evaluation questionnaire has good reliability and validity, and it could be used as a tool to evaluate the post competency of anesthesia nurses in China. Key words: Anesthesia nurse; Post competency; Reliability; Validity

PROTOCOL: Electronic mentoring to promote positive youth outcomes for young people under 25: a systematic review.

PROTOCOL: Electronic mentoring to promote positive youth outcomes for young people under 25: a systematic review.

An exploration of the treatment expectations and experiences of adolescents who have sexually abused

ABSTRACTBackground: While previous research has focused on quantitative descriptions of adolescents who sexually abuse, little is known about their personal perspectives of treatment. Aim: The aim of this qualitative study was threefold (1) Describe the treatment expectations and experiences of adolescents who have sexually abused attending a community-based intervention programme (2) Highlight pre-treatment differences between adolescents who completed the intervention and adolescents who failed to complete the intervention and (3) Highlight pre to post-treatment changes in adolescents who completed the intervention. Method: Thematic analysis was used to examine the responses of 35 adolescents to qualitative questions in specifically designed pre and post-evaluation questionnaires. Results: Five primary themes emerged: (1) Understanding of sexually abusive behaviour (2) Support (3) Effect on relationships (4) Effect on lifestyle and (5) Self-improvement. Discussion: Findings reiterate the value of supportive interventions, reveal pre-treatment differences in level of insight, and pre to post-treatment changes in understanding, self-confidence and life skills.