Posttest Responses Research Articles

Change in sexual and reproductive health knowledge among young women using the conversational agent “Nthabi” in Lesotho: a clinical trial

BackgroundYoung women worldwide face problems like unwanted pregnancy and sexually transmitted infections. Providing sexual and reproductive health education to young women in low- and middle-income countries is a priority. It is unknown if using digital health interventions to deliver health education is effective in resource-constrained settings.MethodsWe conducted an interventional trial among young women in the low–middle-income country of Lesotho to test the impact of the conversational agent system (“Nthabi”) designed to deliver sexual and reproductive health information on either a smartphone or tablet for up to 6 weeks. We measured participant’s knowledge before and after the discussion of family planning, folic acid use, and healthy eating. The main outcome measure was a change in knowledge among participants in these three topic areas. The number of correct pre- and post-test responses was compared using generalized linear models that directly estimated the proportions and percentages of correct responses.ResultsWe recruited 172 young women (mean age 22.5 years, 91% unmarried, 69% completed high school, 23% unemployed, 66% students) to use Nthabi on a mobile phone (11.6%) or loaned tablet device (88.4%). The mean number of interactions with Nthabi was 8.6. Family planning was chosen to be discussed by 82 of the 172 participants (52.2%), and of those, 49 (31.2%) completed the content on this topic, and 26 (16.6) completed the post-test. For the 11 questions about family planning, the total percent of correct responses increased from 85.5% (796 total responses) on the pre-test to 89.9% (320 responses) on the post-test (p = 0.0233). Folic acid use was chosen to be discussed by 74 (47.1%) of 172 participants, and of those, 27 (17.7%) completed the content on this topic, and all 27 (17.7%) completed the post-test. For the 5 questions about folic acid use, the total percent of correct responses was 45.3% (181 total responses) on the pre-test and 71.6% (111 responses) on the post-test (p < 0.0001).ConclusionsThe Nthabi conversational agent system increased knowledge of family planning methods and folic acid use among young women in Lesotho. Digital health interventions like Nthabi have the potential to offer new ways to deliver reproductive health information.Trial registrationClinicalTrials.gov registration April 20, 2020; ID: NCT04354168.

Preparing Social Workers to Promote Environmental Justice: An Exploratory Study

ABSTRACT To contribute to best practices in educating social work students on environmental justice, we report the results of a study evaluating a module that was incorporated into the course Human Behavior and the Social Environment (HBSE). A mixed-methods design was used to examine student attitudes toward environmental justice. Participants were 61 Master of Social Work students from three cohorts. The students provided pre- and posttest responses to the Climate Change Attitude Survey. Students also offered 33 comments in response to an open-ended question about views on climate change. Overall, findings revealed increases in beliefs that climate change is negatively affecting the environment and that this change has a disproportionately negative effect on populations served by social workers. Feedback indicated students viewed the module as contributing to their learning. Results suggest that integrating environmental justice content into core courses like HBSE is a promising approach to strengthening environmental justice education in social work.

The online educational tool "Roadmap to EEGs" significantly improved trainee performance in recognizing EEG patterns.

We created a framework to assess the competency-based EEG curriculum, outlined by the International League Against Epilepsy (ILAE) through a video-based online educational resource ("Roadmap to EEGs") and assessed its effectiveness and feasibility in improving trainees' knowledge. Ten video-based e-learning modules addressed seven key topics in EEG and epileptology (normal EEG, normal variants, EEG artifacts, interictal epileptiform discharges (IED), focal seizures, idiopathic generalized epilepsy (IGE), and developmental and epileptic encephalopathies (DEE)). We posted the educational videos on YouTube for free access. Pre- and post-tests, each comprising 20 multiple-choice questions, were distributed to institution leadership and advertised on social media platforms to reach a global audience. The tests were administered online to assess the participants' knowledge. Pre- and post-test questions showed different EEG samples to avoid memorization and immediate recall. After completing the post-test, participants were asked to respond to 7 additional questions assessing their confidence levels and recommendations for improvement. A total of 52 complete and matched pre- and post-test responses were collected. The probability of a correct response was 73% before teaching (95% CI: 70%-77%) and 81% after teaching (95% CI: 78%-84%). The odds of a correct response increased significantly by 59% (95% CI: 28%-98%, p < .001). For participants having >4 weeks of EEG training, the probability of a correct response was 76% (95% CI: .72-.79) and 81% after teaching (95% CI: .78-.84). The odds of answering correctly increased by 44% (95% CI: 15%-80%, p = .001). Participants felt completely confident in independently interpreting and identifying EEG findings after completing the teaching modules (17.1% before vs. 37.8% after, p-value < .0001). 86.5% of participants expressed a high likelihood of recommending the module to other trainees. The video-based online educational resource allows participants to acquire foundational knowledge in EEG/epilepsy, and participants to review previously learned EEG/epilepsy information.

모의 주식 투자 프로젝트의 학습 성과 분해

The disaggregation and detailed examination of the learning processes’ data that form the basis and the application of the learners’ knowledge allows to obtain additional valuableinformation that would, otherwise, have been overlooked when simply analyzing the aggregated data. This study analyzes the stock and the flow of the economic and financial knowledge among 481 college students who engaged in a stock market simulation project, and further disaggregates the multiple-choice data into four learning types, based on the pattern of pre-test and post-test responses: positive learning, retained learning, zero learning, and negative learning. The difference between pre- and post-test scores is mostly contributed by positive learning, but negative learning is also present. Likewise, the post-test score can be split into retained learning and positive learning components: the larger the contribution from retained learning, the smaller the contribution from positive learning. The regression results show that males, nonfreshmen, and students with experience in stock investing have more prior economic and financial understanding of the stock market. However, after engaging in the stock market simulation project, the differences in the scores mostly disappear due to knowledge catch-up. Gender, academic year, stock investment experience, reading economic articles, and the desire to engage in real stock investments are identified as factors influencing the stock, flow, and learning types of the economic and financial knowledge. Recognizing the categories that reflect zero learning and their content elements, and then incorporating those findings into the development and modification of the economic and financial education programs can further enhance the educational outcomes.

Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study.

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants' attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen's Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the "Professional Identity" subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.

Fostering Students' Personal and Professional Growth: Responding to Error During the Internal Medicine Clerkship.

Developing professionalism is critical to medical education; accordingly, professionalism curricula may be implemented longitudinally throughout undergraduate medical education. Here we share our experiences addressing student response to medical error as a component of professionalism education during the core clerkship year. This pretest-posttest study reports medical students' knowledge regarding learning and growing in response to medical error. Students complete an online module, Beyond Recovery: Learning and Growing in the Wake of an Error, during the Internal Medicine Clerkship. We analyzed matched pre- and posttest responses using the Wilcoxon signed-rank test. Pre- and posttest queries addressed 5 key elements during clinician assessment of medical error: self-expectations of perfection, long-term guilt following an error, likelihood of leaving the medical profession following an error, ability to address error with patients and families, and ability to grow in response to medical error. Results indicate students felt significantly more comfortable after completing the module in key components of managing emotions and responses in the wake of an error. Benefits observed in medical students' perspectives include improved ability to move forward following medical error, ability to engage with affected patients and families, and capacity to learn from mistakes. Despite these positives, students' high self-expectations of perfectionism were unchanged.

Effect of Educational Program on Nurses' Skill Regarding Electrocardiogram Interpretation in Critical Care Units : A Quasi-Experimental Study

Background: Electrocardiograms non-invasively assess cardiac rhythm and electrical activity. It was the first heart disease diagnosis tool that helped reduce heart disease morbidity and death. ECGs are monitored and interpreted by nurses. The study aimed to determine the effectiveness of an educational program on nurses' skills regarding electrocardiogram interpretation among critical care nurses. Methods: A quasi-experimental study was conducted on 68 nurses as a non-probability purposive sample working in critical care units at Azadi Teaching Hospital, Kirkuk City, Iraq. This study starts from 20th October 2023 to April 10, 2024. The study tool consists of two parts. Part I is concerned with nurses` socio-demographic characteristics, and Part II (the structured skill questionnaire) was developed by the researcher after reviewing the literature. For validity, the previous study restated topics and submitted them to 12 experts from various specialists. The education program was implemented with group teaching technique-based sessions, and hands-on training was provided. The collected data were analysed using SPSS version 26.0. Results: The results showed that most participants (73.5%) were aged between 24 and 28 years old and were female with 1-3 years of experience. Only 14.7% of participants had taken previous ECG training courses. Also, it showed that there is a high significant difference (Z = -7.153) at P&lt;0.01 between nurses' total skills pre-test and post-test responses and found that nurses in CCU had high skills compared to other units. Conclusion: The overall level of nurses' skills in electrocardiography interpretation is low in the pre-test after implementation of the education program enhances their skills with high statistical significance. The study's findings prove that structured educational programs enhance nurses' skillfulness in ECG interpretation.

A Multisite Study of a Quality Improvement Teaching Strategy to Build Competency.

Quality improvement (QI) is an essential part of nursing education. Although there are robust examples of teaching strategies for QI, there is a distinct lack of research on effective strategies for teaching QI in nursing education. This multisite study included students from six nursing programs. A treatment fidelity plan was developed and followed to ensure consistency for implementation of the study and data collection. A quasiexperimental, nonpaired, pre- and posttest study design was used to examine changes in student perspectives of QI after participating in a QI teaching strategy. Pre- and posttest questions were mapped to the American Association of Colleges of Nursing's Essentials subcompetency statements for QI. A total of 254 pre- and 116 posttest responses were included for analysis. Significance (p = .05) was found at the beginning level within three questions. Findings from this study indicate beginning-level students can benefit from a competency-based QI learning activity. [J Nurs Educ. 2024;63(1):38-42.].

Intervention Effect or Measurement Artifact? Using Invariance Models to Reveal Response-Shift Bias in Experimental Studies

One aspect usually overlooked in studies evaluating the efficacy of educational interventions, is the extent to which posttest responses reflect actual changes in targeted latent constructs versus a more superficial shift in participants’ interpretations of assessment items after exposure to the intervention (i.e., response shift). We conducted a Monte Carlo simulation study to examine the impact of response shift on treatment effects. Our results indicate that treatment effects estimated with composite scores and latent variable models may be severely overestimated in certain conditions. We describe the use of a measurement invariance framework across groups and across time to mitigate response-shift bias. We also discuss the need to conceptualize response shift as a first step in the evaluation of interventions.

Effectiveness of Vocal Training Techniques in School-Aged Drama Students

The purpose of this study was to determine whether vocal hygiene education and direct vocal training would impact student self-reported preparedness for using voice for performance. A single-group, pretest-posttest research design was used. Twenty-three drama students in middle and high school participated in a 1-hour vocal training workshop, which included vocal hygiene education and vocal training for performance. Changes in student self-reported preparedness for using voice for performance were examined following participation in the workshop. Data analysis involved comparison of pretest and posttest responses to a novel questionnaire. Participants demonstrated a statistically significant increase in self-reported preparedness for using voice for performance following participation (P<.001, d=2.40), as measured by mean increase in survey scores. Additionally, significant group differences were found by grade level and report of prior vocal training. School-aged drama students appear receptive to direct vocal training and vocal hygiene education, with significant gains in self-reported preparedness for using voice for performance observed following intervention.

Identifying and Addressing Knowledge and Confidence Gaps Regarding the Management of Patients with Sickle Cell Disease Via Engaging Continuing Medical Education

Introduction: While there have been recent advances in therapeutic options for the management of patients with sickle cells disease (SCD), hematology providers remain challenged by how to deliver an individualized approach to care, negatively impacting patient outcomes. To address this practice gap and identify drivers that underlie persisting challenges, an interactive continuing medical education (CME) activity was developed and implemented. Methods: Vindico Medical Education provided an interactive web-based CME activity on CME.Healio.com that was available for credit for one year starting August 31, 2022. The activity included opportunities for interaction with the content to encourage engagement, transfer knowledge, improve confidence, and encourage appropriate practice patterns. Impact of education was measured by comparing paired pre- and post-test responses. Results: As of July 2023, 221 hematology/oncology providers, including 116 MDs and advanced practice providers (APPs) and 105 nurses, who each see an average of 4 patients with SCD per month participated in the education. At baseline, scores on questions related to the latest evidence regarding new SCD therapies were low in both professional cohorts - an average 30% for MD/APPs and 16% for nurses. Moreover, 95% of HCPs in both cohorts lacked confidence in their knowledge of these agents and their appropriate use. This lack of knowledge and confidence translated into practice gaps. Specifically, 48% of those involved in treatment decisions indicated in the pre-test that they had never used a newer option for SCD management, and only 17% reported that they always consider the latest evidence when individualizing treatment for patients. On a post-test, however, the MD/APP and nurse cohorts scored an average of 81% and 84%, respectively, indicative of a robust impact of the education on clinician knowledge. Similarly, there was a 41% absolute increase in clinician confidence in understanding the latest evidence. These gains in knowledge and confidence translated into post-education planned practice improvements, with completers 22% more likely to apply this knowledge to clinical decision-making. Conclusion: Hematology/oncology providers lack knowledge and confidence regarding the latest evidence in SCD treatment. While the use of interactive CME led to robust gains in knowledge and confidence, follow-up case-based education is needed to facilitate the application of knowledge to practice while continuing to improve clinician confidence.

Aligning Simulation-Based Education With Didactic Learning in Prelicensure Baccalaureate Nursing Education.

Research has shown there is a gap between academia and practice. Nursing stakeholders support the use of the clinical judgment model in developing competency for practice. This study analyzed the effectiveness of simulation-based education on the development of clinical judgment and explored new graduate nurses' perceptions of their preparation for practice. A longitudinal, explanatory, mixed-methods design with survey points at onset and end of the intervention and interviews 6 months postgraduation. The Simulation Effectiveness Tool-Modified (SET-M) was utilized for the pre- and posttest surveys. Two-tailed Mann-Whitney 2-sample rank sum tests were conducted and analyzed for all items on the SET-M. Significant differences were seen in pre- and posttest responses for 12 of the 19 SET-M survey items. The findings of this study support the deliberate alignment of didactic and practical teaching strategies to strengthen practice performance and bridge the gap.

Effectiveness of an Interventional Program on Nurses' Practices about Applying Guideline of Continuous Renal Replacement Therapy

Background: Continuous renal replacement therapy (CRRT) is widely used to provide renal support to critically ill patients with acute kidney injury. Aim: the research aim to the effectiveness of an educational program on nurses’ practices regarding the application of the guideline on continuous renal replacement therapy in hemodialysis unit. Methodology: A quasi-experimental study was conducted with the application of the pre-test and post-test approach to the study group (30) and the control group (30) after applying the educational program. Data were collected in two phases: first baseline data (before any intervention presented to the study group) and then 21 days (after the program was administered education in the study group). Data were analyzed by using SPSS version 23. Results: The results of current study showed that there was a significant difference between the pretest and the posttest responses in the study group practices after application of the educational program, while there was a small difference between the pretest and the posttest in the control group. In addition, there was significant association between educational level, and years of experience with nurses’ practices about application of the guideline on continuous renal replacement therapy. Conclusions: the results of the current study show that the study group participants have significant improvement in post-test practices scores about application of the guideline on continuous renal replacement therapy.

Occupational therapists' acceptance of 3D printing

INTRODUCTION: In occupational therapy, three-dimensional printing is being explored as an alternative design and manufacturing technique to the conventional fabrication of orthotics and assistive devices. The global applications and literature are rapidly growing, but the South African - specific literature is deficient. The Technology Acceptance Model depicts that one's perception of any particular technology is a significant determinant of their acceptance of it, determining whether the technology system is successfully adopted or disregarded AIM: To determine the perceived acceptance of three-dimensional printing technology amongst occupational therapists in KwaZulu-Natal and whether exposure to the technology system, in the form of a three-dimensional printing workshop, influences their perception of the technology METHOD: The study followed a multi-method design consisting of two phases; phase one involved the creation of the intervention tool (workshop), which was developed through a process guided by Design-Based Research. Phase two involved the implementation of the intervention and data collection. Therapists documented their perceptions in a questionnaire before and after exposure; following a pre and post-test design, enabling comparison. The questionnaires were based on the Technology Acceptance Model, including 13 questions scored on a seven-point Likert scale and five open-ended questions. The quantitative data were analysed descriptively, and qualitative data were analysed thematically RESULTS: All four categories of the Technology Acceptance Model-based questionnaire displayed a significant change (p &lt; 0.05) between the pre and post-test responses, with a medium effect size CONCLUSION: Exposure to three-dimensional printing influences therapists' perception of the technology IMPLICATIONS FOR PRACTICE • The application of Three-Dimensional Printing (3DP) in occupational therapy practice has the potential to enable increased accuracy and precision of items fabricated by therapists; enabling customisation and individualisation to the exact specifications of a patient. • 3DP can open doors to a broad spectrum of items that are not easily accessible, affordable, or not even available, accessing ideas and blueprints from a global pool of resources through open-source sites. • With the process of fabrication being digital, not only does this reduce manual labour, but fabricating without touching the patient can reduce pain and prevent disruption of a repair/ surgical site/ wound. • The digital process also allows patients to see and visualise the product during the design process, enabling input prior to printing, contributing to reduced wastage.

Retaining Camp's Most Valuable Resource: A Study on the Fulfillment of Counselor Autonomy, Competence, and Relatedness and their Impact on Willingness to Return

Within the United States, recruiting, hiring, and retaining seasonal staff continues to be a major concern for the summer camp industry. In fact, retention of qualified seasonal staff was the number two (of seven) top emerging issues among American Camp Association professionals. Low staff retention rates are problematic because training is expensive, re-hiring consumes resources, and too much turnover creates instability. Camp administrators need solutions and tools to better understand, and support components of counselor needs, which in turn could improve staff retention. The current study utilized Basic Needs Theory (BNT), a sub theory of Self Determination Theory (SDT), to explore how the degree of need fulfillment and counselor experiences impact a staff member's willingness to return to work the following summer. Data were collected at a large rural coed residential summer camp and a total of 114 staff (mean age = 20.5, SD = 2.07) participated. The Work Basic Needs Satisfaction Scale (W-BNS) was administered to understand the fulfillment of autonomy, competence, and relatedness among camp counselors throughout the summer. A quasi-experimental design was used and baseline responses (pretest) for W-BNS items, dosage (weeks worked), camper years, counselor years, and willingness to return to work at camp were compared to posttest responses using independent sample t-tests and analysis of variance (ANOVA). Multiple regression analysis was used to develop the process and final model to understand the predictors for the dependent variable of staff willingness to return the following summer. Results indicated that dosage was not a significant predictor of willingness to return the following year. In addition, the number of years working at camp was negatively related to staff retention (β = -.402) and camper years positively predicted retention (β = .282). Relatedness (not autonomy or competence) was the most salient basic need predictor of staff retention (β = .288). Camp experience predictors of dosage, camper years, and staff years did not relate to measures of W-BNS but were the only predictors directly related to willingness to return. Results indicated that camp experience and W-BNS items were separate and distinct predictors of a staff member’s choice to return to work. This study expands upon a model for understanding need fulfillment and motivation amongst emerging adults within a summer camp work setting. Camp managerial and programmatic implications related to need fulfillment, training, and culture are discussed.

A Study on Evaluating the Effectiveness of Pre- and Posttest Model of Learning Microbiology in a Tertiary Peripheral Medical College of West Bengal

Abstract Background and Aims: Traditional didactic lecture methods were previously dominant in medical education in India, where students tend to lose their concentration after 15–20 min of lectures. In the context of competency-based medical education, a teaching–learning method that includes pre- and posttests were hypothesized to have the potential to enhance the learning process and make difficult topics easier for students to understand. This method was implemented for phase 2 MBBS students at Rampurhat Government Medical College and Hospital in India. Materials and Methods: The study was conducted in the department of microbiology in October 2021, with 65 male and 33 female students who provided informed consent. All the students were allotted immunology topics and were asked to present seminars. The students were required to complete a pretest and posttest questionnaire covering key areas of immunology. The mean and standard deviation of the scores were calculated. Paired Student’s t-test was used to compare pre- and posttest scores, and P values were calculated using SPSS 20. A P &lt; 0.05 was considered statistically significant. Results: The total number of correct responses on the posttest was significantly higher (P &lt; 0.05) than the number of responses on the pretest. Gender-specific posttest responses were also significant (for males, P &lt; 0.001; for females, P &lt; 0.001). Overall marks were improved on the posttest, and the mean scores among all the students showed significant improvement in their posttest scores compared to their pretest scores. Conclusions: Evaluating students using a pretest and posttest was found to be a practical and feasible tool for learning. The majority of students reported that this method of learning helped them engage in critical thinking and understand topics more systematically, which they believed would contribute to their success as competent Indian Medical Graduates.

PropG—An Online Application for Learning Plant Propagation Glossary Terms

A mobile web application called PropG was developed for students to quickly access more than 270 glossary terms defined in a plant propagation textbook. The functionality and usefulness of the app was evaluated by 53 students enrolled in a semester-long online course in plant propagation. Means of pre- and post-test responses to 17 knowledge items showed students perceived a significant knowledge gain in the course for each of the subject categories evaluated. Most students agreed or strongly agreed this learning tool was organized and easy to navigate and would use it in the future. Since 2021, PropG received 153,645 total page views, 90,818 unique visits, and 17,216 returning visits, showing its widespread use in plant propagation.

Effectiveness of a Structured Orientation Program for Medical Interns in Increasing the Awareness of Informed Consent

Abstract Background Informed consent has medicolegal implications and is imperative in presentday medical practice. Aims and Objectives The objectives of this study were to estimate the awareness regarding informed consent in interns and to determine the effectiveness of sessions in interns’ orientation programs about informed consent. Materials and Methods Pretest–Posttest study was conducted with a validated questionnaire distributed through Google Forms to interns attending the orientation program at our institute. Responses were recorded on the Likert scale (−2 to + 2). Paired t-test was used to compare the mean pretest and posttest scores. The number of interns with a positive score (+1, +2) for every question in pretest and posttest were also compared. Results One hundred and seventyone out of 232 interns who attended the program submitted both pretest and posttest responses. In the pretest, 12 interns scored &lt; 50% and 46 interns scored more than 75%. A significant increase in posttest responses was seen in the mean score (P &lt; 0.001) and questions related to consent in research, radiological investigations, regarding the need for consent in the additional nonlifesaving procedure. There was an increase in the number of interns having a positive score (+1, +2) for all the questions in posttest as compared to pretest, but a statistically significant increase was seen in questions related to consent in ultrasound and need for consent in the additional nonlifesaving procedure. Conclusion A wellstructured interns’ orientation program is effective in improving awareness regarding consent. Certain gaps in knowledge regarding various aspects of consent need to be emphasized.

Effects of Six-Minute Walk Test on Cardiovascular Variables among Type 2 Diabetics

The study investigated the effects of six-minute walk test on functional capacity, cardiac workload, rate of perceived exertion and selected cardiovascular variables among type 2 diabetic patients. A total of forty (40) patients who had been diagnosed of type 2 diabetes mellitus and are attending the medical outpatient clinic of the Ekiti State University Teaching Hospital Ado-Ekiti were recruited through purposive sampling technique in which twenty (20) formed the experimental group and the remaining twenty (20) were control group. The pretest responses were obtained from both groups while the experimental group was subjected to eight (8) weeks of walking exercise, thereafter, the posttest responses were taken. The results from the study revealed that there was significant effect of six-minute walk test on functional capacity, rate of perceived exertion, systolic blood pressure and heart rate of type 2 diabetic patients but found no significant effect on cardiac workload and diastolic blood pressure. These changes were significant at p&lt; 0.05. Therefore it was recommended that six-minute walk test could be used as home based exercise training designed on a long term basis to constitute a potent exercise therapy for enhancing health related quality of life among Type 2 diabetic patients as well as improve functional capacity, promote independence, and reduces exertion among Type 2 diabetic patients.

An Evaluation of a Web-Based Crisis Management Training Program for Nurse Managers: The Case of the COVID-19 Crisis.

The effective management of nursing services, the main power in patients' care and treatment in the front line of the fight against the COVID-19 pandemic, and nurse managers' effective leadership behaviors in the fight against the pandemic have been important key factors. It is thus critical to support nurse managers, strengthen them through training, and increase their competency so that they can successfully manage crises, disasters, or pandemics. This study aims to assess the effect of a web-based training program on the knowledge levels of nurse managers who worked during the COVID-19 pandemic. This is a randomized controlled experimental study. The study population consisted of the members of the Nurse Managers Association. The intervention group had 30 participants, and the control group had 31 participants in the final. There was no statistically significant difference between the intervention and control groups' mean number of correct pre-test responses (P = 0.843). However, the intervention group's mean number of correct post-test responses was statistically significantly higher than the control group's after the web-based training program (P < 0.001). Web-based training programs can effectively increase nurse managers' knowledge levels. Therefore, web-based training programs should be developed in ordinary times for the management of crisis situations.