Post-training Scores Research Articles

Teaching higher education staff to understand and support autistic students: evaluation of a novel training program.

Autistic students are particularly vulnerable to stressors within a university environment and are more likely to experience poor mental health than their non-autistic peers. Students' experiences of stigma from staff and peers, and the masking behaviors they deploy to minimize it, can also result in worsening mental health. Despite these concerns, there is a lack of tailored support for autistic students at university. The current project assesses a co-created training course for university staff focused on debunking stereotypes, educating about the autistic experience at university, mental health presentation among autistic individuals, and practical strategies to improve interactions with autistic students. The Autism Stigma and Knowledge Questionnaire [ASK-Q] was administered before and after the training, to examine changes in trainees' understanding and acceptance of autism and autistic people. Post-training interviews and surveys were also conducted with trainees, covering the impact the training has had on their perceptions of autism, the strategies they found beneficial, and how they will use the materials in future. There were no statistically significant differences between pre- and post-training scores on the ASK-Q, likely due to ceiling effects as pre-training scores were high. Thematic analysis of interviews identified five themes: value of lived experience; developing nuanced, in-depth knowledge of autism; training as acceptable and feasible; links to professional practice; and systemic barriers. Although ceiling effects meant there were no changes to participant's knowledge about autism and autistic people statistically, the qualitative data reveals the extensive benefits they gained from taking part in the training programs. Scoring highly on the ASK-Q did not mean that people could not learn important new information and benefit from the course. This more nuanced understanding of autism led to practical changes in their practice. Listening to and learning from autistic people was seen as particularly important, highlighting the value of co-production. Our results also emphasize the need for varied approaches to evaluating training effectiveness, as reliance on quantitative data alone would have missed the subtler, but impactful, changes our participants experienced. This has important implications for professional practice, both within higher education and more broadly.

Effectiveness of Teaching and Demonstration in Improvement of Knowledge and Skill on CPR among School-going Adolescents: A Quasi-experimental Study

Background: Cardiopulmonary resuscitation (CPR) is one of the most evolving areas of saving actions that improve the survival rates following cardiac arrest and educating high school students can play a dynamic role in case of emergencies in society. Education of school students in CPR is a strategic goal for the improvement of bystander CPR in rural society. If adolescents were trained to perform CPR during school physical education hours, this may be a cost-effective approach to CPR training. This study is conducted to assess the effectiveness of health education in the improvement of knowledge of CPR among school-going adolescents. Aim: To assess the effect of a training program on students’ knowledge of CPR. Objective: (A) To determine the background knowledge of high school students about cardiac arrest and basic life support in adult victims of cardiac arrest. (B) To determine the association between knowledge of cardiopulmonary resuscitation and skills with selected demographic variables. Materials and methods: This is a quasi-experimental study conducted among adolescents aged 13–15 years attending schools in rural areas of South India. The study was conducted between Jan 2022 and Jan 2023. 680 students were included in this study. The universal sampling method was used to enumerate the participants to reduce the impact of the dropout rate. The data was collected using a pre-tested semi-structured questionnaire by interview method. Basic teaching of CPR for the participants included 2 hours of oral teaching using lecture method, question and answer discussion method as well as 2 hours of practical session using demonstration, practice on a manikin, provision of feedback and correction of errors. Results: A total of 680 participants were grouped into three categories according to their knowledge scores: (A) fair, (B) Moderate, and (C) Good scores obtained in pre-training observation and post-training observation. Initially, there were 666 (97.9%) in the fair category, most of them improved after training as seen in the post-training observation results, with 97 (14.3%) persons in the fair (A) category. There was not a single student in the good category of the score before intervention, which increased to 665 (45.6%) in the good category of knowledge. The mean score of pre-training is 2.55, and the post-training score is significantly increased to 9.5. Conclusion: An improvement is observed in knowledge of CPR post-training with planned teaching and demonstration. Hence, this method can be considered a logical solution for improving knowledge about CPR in cases of emergency life-saving skills in a particular group of society.

Enhancing Patient Safety through Education in a Low-to-Middle-Income Country: Training in the Correct Application of Cricoid Pressure.

Cricoid pressure (CP) is applied to occlude the esophagus during endotracheal intubation in patients at an increased risk of aspiration of gastric contents. Evidence shows marked deficiencies in knowledge and skills for CP application among personnel responsible for this task. This study evaluated the effectiveness of CP training in improving knowledge and skills regarding CP application among anesthesiology technicians and critical care nurses and assessed the retention of skills after 2 months. Five workshops were conducted on effective application of CP. Indications, relevant anatomy, physiology, and correct technique were taught using interactive sessions and videos and hands-on practice on a weighing scale, 50-mL syringe, and trainer model. Pre- and postworkshop tests were conducted for knowledge and skill. An assessment was repeated after 2 months to assess skill retention. Five workshops were conducted for 102 participants. Statistically significant improvements were seen in mean scores for knowledge in postworkshop assessments (12.32 ± 2.12 versus 7.12 ± 2.32; P < .01). Similarly, posttraining mean scores for skill assessment were significantly higher than pretraining scores (6.31 ± 0.96 versus 2.72 ± 2.00; P < .0005), indicating an overall 131% improvement. Seventy-four participants appeared for assessment of the retention of skills. A 20% decrement was observed compared with posttraining scores (5.15 ± 1.71 versus 6.45 ± 0.86; P < .0005). A significant improvement was observed in both knowledge and skills immediately following training. However, this does not ensure long-term retention of clinical skills, as a 20% decrement was observed 2 months after the workshops. Formal training and regular practice are recommended to enable clinicians to perform CP effectively.

Investigation of factors that influence the relationship between mental rotation ability and anatomy learning

Mental rotation is a cognitive process that involves the rotation of a mental representation of an object. This ability is important for medical students in studying anatomy as this subject requires the understanding of positional relations between organs. To find the effect of video learning of anatomy, training, gender, and type of practical exam on mental rotation ability. Also, to find correlation between mental rotation and anatomy scores. Two groups were recruited: group A studied practical anatomy online using videos due to the COVID-19 pandemic lockdown; group B studied anatomy labs on-campus on plastic models. Both groups underwent a mental rotation test. Group A took labs on-campus during their second year and this was considered a training course for their mental rotation ability. Both groups, then, took a second mental rotation test. Group A was finally given a practical anatomy exam using plastic models. Males scored higher than females, though not significantly. The intervention course produced no significant change in mental rotation score of group A.Mental rotation score was correlated more with the theoretical anatomy exams than the MCQ-based practical exam, for both groups. For group A, mental rotation was better correlated with the model-based than the MCQ-based practical exam, especially the post-training score. For students to take full advantage of their mental rotation ability, not only their practical anatomy sessions but their practical anatomy exams should be on anatomical specimens and not just videos or images.

Long-term outcomes of standardized training for caregivers of children with tracheostomies: The IStanbul PAediatric Tracheostomy(ISPAT) project.

We included 32 caregivers (31 children) who had received standardized training a year ago and administered the same theoretical and practical tests 1 year after training completion. We recorded tracheostomy-related complications and the number and reasons for admission to the healthcare centers. All data just before the training and 1 year after training completion were compared. After 1 year of training completion, the median number of correct answers on the theoretical test increased to 16.5 from 12 at pretest (p < 0.001). Compared with pretest, at 1-year post-training practical skills assessment scores, including cannula exchange and aspiration, were significantly higher (both p < 0.001) and mucus plug, bleeding, and stoma infection reduced significantly (p = 0.002, 0.022, and 0.004, respectively). Hands-on-training scores were better than pretest but declined slightly at 1 year compared to testing immediately after training. Emergency admission decreased from 64.5% to 32.3% (p = 0.013). Hospitalization decreased from 61.3% to 35.5% (p = 0.039). Our findings indicate that caregiver training can lead to a persistent increase in knowledge and skill for as long as 1 year, as well as improvements in several measurable outcomes, although a slight decrease in scores warrants annual repetitions of the training program.

Nutrition and Lifestyle Coaching: An Interprofessional Course for Pharmacy, Medical, and Dietetic Students.

Background Poor nutrition and lifestyle choices are major contributors to the development and progression of various chronic diseases. Enhancing patients' awareness of healthy nutrition and lifestyle habits by interprofessional healthcare teams can play a significant role in tackling many chronic diseases, particularly in underserved communities with inequitable access to healthcare and educational opportunities. However, healthcare professionals are not adequately prepared to provide effective, culturally competent nutrition and lifestyle coaching due to a lack of emphasis on these topics in the curricula of many healthcare professional programs. Objective This study introduces a virtual, interprofessional, team-based elective course to address the curricular gap in nutrition education among healthcare professional programs. Methods Quantitative and qualitative pre-/post-surveys were utilized to evaluate course impact on student's knowledge, confidence in coaching families, and interprofessional competencies. Quantitative pre-/post-training scores were analyzed by a two-tailed, Mann-Whitney test, where P < 0.05 indicated a significant difference. Additionally, student learning outcomes were assessed using readiness assurance testsand application exercises, along with end-of-course presentations and mock interviews. Results Pre-/post-course assessments (n = 16) demonstrated significant improvement in students' confidence in coaching families (20%; P = 0.01) and knowledge of coaching curriculum (87%; P < 0.001). Improvement in different interprofessional competencies ranged between 15% (P = 0.002) and 46% (P < 0.001). Course material/activities, facilitation, impact on learning new knowledge/skills/mindset, and application in future practice were applauded by 81-94% of students. Conclusion Positive outcomes of this course encourage future offerings and systematic incorporation of similar training in healthcare professional programs to prepare clinicians capable of transforming lives through interprofessional, patient-centered nutrition and lifestyle coaching.

Impact of a short online course on the accuracy of non-ophthalmic diabetic retinopathy graders in recognising glaucomatous optic nerves in Vietnam

PurposeTo test an online training course for non-ophthalmic diabetic retinopathy (DR) graders for recognition of glaucomatous optic nerves in Vietnam.MethodsThis was an uncontrolled, experimental, before-and-after study in which 43 non-ophthalmic...

Harnessing the benefits of the Nutrition Care Process Quality Evaluation and Standardization Tool: a national auditing initiative to improve quality of documentation.

The Nutrition Care Process Quality Standardization and Evaluation Tool (NCP QUEST) is a validated audit instrument assessing the quality of NCP documentation by Registered Dietitians Nutritionists (RDNs). The present quality improvement project describes change in documentation quality as measured by NCP QUEST and word count of notes after a monthly national digital training provided to Veteran Affairs (VA) RDNs. The training and adoption of NCP QUEST was voluntary. Facilities were recruited among those that had participated during the design and validation study of NCP QUEST. The NCP QUEST score was calculated and the word count was determined for 52 documentation notes (28 from NCP QUEST non-user facilities and 24 from NCP QUEST user facilities) before and after training. The mean pre-training NCP QUEST score for notes from NCP QUEST non-user facilities was 13.71 and 13.88 for NCP QUEST user facilities. The mean post training total NCP QUEST score for non-user facilities was 14.00 and 17.65 for user facilities, with no improvement for the non-user facilities (P=0.69). A significant improvement was identified for the NCP QUEST user facilities (P≤0.001). All facilities experienced a significant reduction in the word count of assessment notes (P=0.04). Use of the electronic NCP terminology website increased 123-fold and was sustained after the training. NCP QUEST users reported that the audit tool is useful. The NCP QUEST should be at the center of RDNs' training and more strategic effort is needed to engage practitioners in the optimal application of the NCP.

Amniocentesis learning: Use of a home-made simulator

BackgroundAmniocentesis is the most performed invasive prenatal diagnostic procedure. Learning the procedure is difficult for the learner, the teacher and the patient because of the risks inherent to this technique and the anxiety generated by the procedure. The objective of this work was to evaluate a theoretical and practical amniocentesis training workshop using a simulator. MethodsWe were inspired by Pierre Jean's precepts for the planning of a medical training. We then carried out the pedagogical session with the gynecology residents of our Regional University Hospital, a type 3 maternity hospital in France. We evaluated the theoretical learning through a questionnaire before and after the training and then the practical session on a home-made simulator. The satisfaction of the participants was assessed by a questionnaire at the end of the session. ResultsFifteen learners, from the first to the last semester of internship, participated in the training. The median score of the pre-training questionnaire (“pre-test” questionnaire) was 3.3 out of 10 (min = 1, max = 6) and that of the post-training questionnaire (“post-test” questionnaire) was 7.9 out of 10 (min = 6, max = 9). The post-training scores were significantly higher (p < 0.0007). The average score for the practical training was 30.5 out of 40 (24–36). 93 % of the learners were fully satisfied with the theoretical training and 100 % stated that they had improved their technical skills. ConclusionThe residents in our department expressed a need for training in this invasive procedure of antenatal diagnosis. The training proved to be beneficial following the evaluation of the learning but also following the feedback of the learners.

Benefits of a short course on mental health well-being and resilience for healthcare workers in South Africa during the COVID-19 pandemic

PurposeThe study explored whether an asynchronous short online course in mental health well-being and resilience for healthcare workers (HCWs) showed improved self-reported results among participants during the second wave of the COVID-19 pandemic.Design/methodology/approachA descriptive cross-sectional study evaluated the course outcomes using the 10-item Connor and Davison's Resilience Scale, the World Health Organization's WHO-five well-being index and self-developed questions. Data were collected via online questionnaires before and after course completion.FindingsA total of 1 301 HCWs participated. The highest proportion of participants was from South Africa (SA) (93.7%) and females (78.7%). Analysed mean pre- and post-training scores showed increased scores in all five domains: knowledge, confidence in course outcomes, behaviour, resilience and well-being. Confidence in the course outcomes was the only common significant construct for both well-being and resilience. Mindfulness activities (β = 0.12, 95%CI [0.032, 0.213], p = 0.008) and self-care behaviours (β = 0.14, 95%CI [0.035, 0.241], p = 0.009) were significant predictors of participants' well-being. Coping mechanisms for stress (β = 0.12, 95%CI [0.036, 0.21], p = 0.006) and connecting with a social support network (β = 0.085, 95%CI [0.0007, 0.17], p = 0.048) were significant predictors of participants' resilience. Those working in the private sector, those working in clinical settings and those who were female showed significant associations with well-being and resilience.Research limitations/implicationsThe results are self-reported data which may be susceptible to social desirability and acquiescent effects. There are no guarantees that positive effects observed during this study are sustained over time. The study sample was selective in that it excluded those who did not consent for the use of their data and those who did not complete the course.Originality/valueThe research is noteworthy as literature shows that female HCWs tend to have worse mental health outcomes than males in the same field. Online learning can enable HCWs to conveniently access mental health education, accommodate their work commitments and explore topics that are potentially stigmatising.

Efficacy of a Self-Directed Video-Based Caregiver-Implemented Language Programme

Introduction: Caregiver-implemented language programmes are effective for alleviating early language difficulties. This study examined the efficacy of a self-directed video-based caregiver-implement language programme in Chinese families. Method: This study consisted of two stages. In stage 1, 31 caregiver-child dyads (typically developing children) completed the training programme (group 1) in the form of six video-based training modules. In stage 2, 28 caregiver-child dyads (children with language difficulties) receiving active speech therapy were randomly assigned to the training (group 2) and control arms (group 3). Group 2 received the same training as group 1 in addition to their regular therapy while group 3 was kept as status quo. Caregivers completed a quiz on their knowledge of language facilitation techniques (LFTs) and submitted caregiver-child interaction videos at the start and end of the training. Outcome measures included programme completion rate, quiz scores, and use of LFTs and children’s communication skills in the videos. A pre-post design and a between-group design were adopted in the stage 1 and 2 studies, respectively. Results: A completion rate of about 60% in both stages was noted. Significantly higher post-training knowledge scores were found in groups 1 and 2. General but nonsignificant growth in use of parallel talk and gesture, and significant gains in children’s vocalization in the training arm were observed. Conclusion: The self-directed video-based training programme would be useful in imparting information to caregivers. However, the modest improvements in the use of LFTs suggested direct coaching appeared to still play a significant role in enhancing the actual implementation of LFTs. Further investigation on a larger scale is required to evaluate the effectiveness of the training programme for promoting the wider use of this mode as a preventive measure.

Investigation of the Foot Arch Postures of Sport Sciences Students According to Some Variables

Purpose: In this study, it was aimed to investigate the foot arch structures of undergraduate students of sports sciences faculty according to some demographic characteristics. Method: A total of 159 volunteer participants, 34 females and 125 males aged 18-34 years, were included in the study. General information form and podoscope imaging device for foot images were used as data collection tools. Foot images were analysed according to Staheli's Arc Index. The plantar arch index status of the participants was analysed according to gender, department, sporting status, sporting age and post-training pain variables. Cross-tabulation and Fisher's exact chi-square test were used to determine the distributions between the plantar arch index categories according to the variables. Kruskal-Wallis test was used for comparisons between groups according to arch categories and Mann-Whitney-U tests were used to determine the source of the difference. Results: According to the plantar index scores, 53.5% of the participants had normal, 25.8% flexible, 6.3% rigid flat, and 15.5% high arches. While there was no difference in the variables of gender, height, body weight and BMI in terms of foot arch index scores (p&amp;gt;0.05), significant differences were detected in sports status, pain status and pain scores (p&amp;lt;0.05). Conclusion: As a result, the incidence of flexible arches was higher in active athletes, while high arches were more common in recreational athletes. In terms of post-training pain scores, it was determined that participants with flexible arch soles felt higher pain than participants with normal and rigid flat soles.

The effect of family-centered care education on pediatric nurses' attitudes and clinical practices: Nurse and parent perception

Background and purposeFamily-centered care (FCC) is a crucial and dynamic philosophy within 21st-century pediatric nursing, offering numerous benefits for both children and their families. It is essential for pediatric nurses to be well-versed in the FCC approach and related practices. The aim of this study is to determine the effect of nurse training on nurses' attitudes towards FCC and on nurses' clinical practices related to FCC. MethodsThis study utilized a pretest-posttest, single-blind (for nurses and parents), and prospective design. The sample consisted of nurses (n = 41) employed at a university hospital's pediatric clinics and parents (n = 256) with infants or children admitted to these clinics. Data collection involved the Nurse Information Form, Parent and Child Information Form, Family-Centered Care Scale (FCCS), and Family-Centered Care Attitude Scale (FCCAS). ResultsA significant difference was observed between nurses' pre- and post-training FCCAS median scores (p < 0.05). However, no statistically significant difference was detected between the median FCCS scores of parents whose children were cared for by nurses before and after the training (p > 0.05). ConclusionFollowing the FCC training provided to pediatric nurses, their attitudes towards the necessity and importance of FCC significantly improved compared to the pre-training period. However, no significant difference was found in the perceived FCC practices of parents whose children received inpatient treatment during the pre-and post-training periods. Implications to practiceTraining is important in improving pediatric nurses' attitudes towards FCC. Planned training on FCC should be provided for nurses. Difficulties in pediatric nurses' FCC practices should be identified. In addition, FCC practices should be implemented as a policy in hospitals and pediatric clinics and nurses should be supported to ensure the implementation of FCC practices.

Hearing Loss in the Elderly: A Proposal for Intervention in Primary Health Care

To evaluate the performance of professionals regarding knowledge about hearing loss in the elderly, through theoretical and practical training by a speech therapist. An intervention study was carried out with 87 Primary Health Care professionals in a municipality of Brazil. A survey of the participants’ knowledge related to hearing loss was performed using a data collection instrument composed of items related to both sociodemographic conditions and specific questions concerning the topic. This instrument was applied in two stages: before training and after training. The participants’ performance in relation to knowledge about hearing health was estimated by subtracting the post-training score from that obtained in pre-training. Participants were classified in higher performance (≥4 points) and lower performance (&lt;4 points) groups. Other variables were collected: sex, age, occupation, schooling level, and length of professional service in health. The performance comparison estimated mean and the 95% confidence interval were calculated by the aforementioned variables using Student’s t-test. A comparison of these variables with higher performance was conducted using the X2 test with a significance level of 5%. After training, there was an increase in the average performance of about 30% ( p &lt; .01). The highest performance was more frequent among professionals who reported having high school and below levels of education ( p &lt; .01) and who were community health agents ( p = .01). The performance of the professionals regarding their knowledge about screening for hearing loss increased. The training showed low complexity and was feasible for health professionals.

Effects of problem-solving skills development training on resilience, perceived stress, and self-efficacy in nursing students: A randomised controlled trial

AimThis study aimed to investigate the effects of problem-solving skills development training for nursing students on their levels of resilience, perceived stress, and self-efficacy. BackgroundAlthough there are many studies on the problem-solving skills of nursing students, few have been based on the social problem-solving model. Most are cross-sectional and descriptive studies. Surprisingly, the number of studies that examine the effects of training for problem solving in nursing students is also quite limited. DesignThis was a single-blind, randomised controlled trial. MethodsThe study was conducted at the department of nursing of a state university in Western Turkey. Seventy-two second-year nursing students initially participated in the study. The mean age of the participants was 19.97 ± 1.39 years. Of the participants, 72.2% were women, and 70.8% did not consider themselves academically successful. Participants were randomly assigned to the experimental or control group. The experimental group received problem-solving skills development training based on the Social Problem-Solving Model once a week in a total of seven weeks (eight sessions), in which two sessions were in the last week. Duration of each session took at least 55 min and 150 min at max. Data were collected using a self-administered questionnaire that included a personal information form, Resilience Scale for Nurses, Social Problem Solving-Inventory-Short Form, Perceived Stress Scale, and General Self-Efficacy Scale. Measurements were performed at three different times: at the beginning of the study (T0), immediately after the training provided to the experimental group (T1), and one month follow-up measurement after the intervention (T2). Repeated-measures analysis of variance and covariance were performed to analyse data. ResultsThe mean post-training and 1-month follow-up scores for problem-solving, resilience, and self-efficacy of the students in the experimental group (the mean of T1 and T2 scores) were significantly higher, and the mean post-training and 1-month follow-up perceived stress scores of the students in the experimental group was significantly lower than those of the control group. ConclusionsThis study concluded that problem-solving skills training based on a social problem-solving model provided to nursing students increased their social problem solving, resilience, and self-efficacy levels and reduced their perceived stress. Therefore, further studies that plan intervention and training programs aimed at improving the social problem-solving levels of nursing students and include social problem-solving courses in university curricula are recommended.

Implementation and Assessment of a Hybrid Training Course on Point-of-Care Pediatric Ultrasound in Vietnam During the COVID-19 Pandemic.

Background As point-of-care ultrasound (POCUS) has gained popularity, some educational guidelines have been developed. However, in Vietnam, no training course in pediatric POCUS has yet been developed. This was challenging, especially during the COVID-19 pandemic. Objectives This study aimed to implement a three-month hybridtraining course for pediatric POCUS training in Vietnam using both online and face-to-face hands-on sessions and to assess participants' self-efficacy level and change in their attitudes towards pediatric POCUS. Methods A hybrid training course in pediatric POCUS was implemented at a children's hospital in Vietnam. This study developed a standardized training course, including online learning, live lectures, hands-on sessions, and skill assessment based on the POCUS consensus educational guidelines. Physicians interested in pediatric POCUS were recruited for participation. They completed a self-evaluation survey before and after the course using a Likert score to assess their background, self-efficacy in performing POCUS, overall satisfaction with the course, and change in their attitudes towards POCUS three months after the course. Results A total of 19 physicians participated in the course. The mean post-training self-efficacy score was significantly higher than the pre-course assessment score: 73.1 (standard deviation (SD): 7.2) vs. 48.9 (SD: 12.5) (p <0.05). The efficacy level was retained three months after the course. Furthermore, overall satisfaction with the course was high at 9.5 (SD: 0.6). After the course, almost all participants strongly agreed to increase the use of POCUS in their clinical practice. Conclusion A hybrid training course in pediatric POCUS was successfully implemented in Vietnam and found the participants' self-efficacy level to be significantly higher after the course and the effect to be retained after the course. The training course could positively affect the participants' attitudes towards POCUS, encouraging them to use POCUS more frequently in their clinical practice.

Cognitive Training for Visuospatial Processing in Children Aged 5½ to 6 Years Born Very Preterm With Working Memory Dysfunction

Compared with term-born peers, children born very preterm generally perform poorly in executive functions, particularly in working memory and inhibition. By taking advantage of neuroplasticity, computerized cognitive training of working memory in those children could improve visuospatial processing by boosting visual inhibition via working memory. To evaluate the long-term effect of cognitive working memory training on visuospatial processing in children aged 5½ to 6 years born very preterm who have working memory impairment. This multicenter (18 French university hospitals), open-label randomized clinical trial with 2 parallel groups (EPIREMED) was conducted from November 2016 to April 2018, with the last follow-up during August 2019. Eligible children from the EPIPAGE 2 cohort were aged 5½ to 6 years, were born between 24 and 34 weeks' gestation, and had a global intelligence quotient greater than 70 and a working memory index less than 85. Data were analyzed from February to December 2020. Children were randomized 1:1 to standard care management and a working memory cognitive training program (Cogmed software) for 8 weeks (25 sessions) (intervention) or to standard management (control). The primary outcome was the visuospatial index score from the Wechsler Preschool and Primary Scale of Intelligence, 4th Edition. Secondary outcomes were working memory, intellectual functioning, executive and attention processes, language skills, behavior, quality of life, and schooling. Neurobehavioral assessments were performed at inclusion and after finishing training at 6 months (intermeditate assessment; secondary outcomes) and at 16 months (final assessment; primary outcome). There were 169 children randomized, with a mean (SD) age of 5 years 11 months (2 months); 91 (54%) were female. Of the participants, 84 were in the intervention group (57 of whom [68%] completed at least 15 cognitive training sessions) and 85 were in the control group. The posttraining visuospatial index score was not different between groups at a mean (SD) of 3.0 (1.8) months (difference, -0.6 points; 95% CI, -4.7 to 3.5 points) or 12.9 (2.6) months (difference, 0.1 points; 95% CI, -5.4 to 5.1 points). The working memory index score in the intervention group significantly improved from baseline at the intermediate time point (difference, 4.7 points; 95% CI, 1.2-8.1 points), but this improvement was not maintained at the final assessment. This randomized clinical trial found no lasting effect of a cognitive training program on visuospatial processing in children aged 5½ to 6 years with working memory disorders who were born very preterm. The findings suggest that this training has limited long-term benefits for improving executive function. Transient benefits seemed to be associated with the developmental state of executive functions. ClinicalTrials.gov Identifier: NCT02757794.

Attitudes of campus recreational sport employees toward LGBTQ+ participants: does targeting training make an impact?

ABSTRACT This study examined the impact of an LGBTQ+ diversity training on the attitudes of employees within a campus recreational sports setting. Diversity trainings are a common component of inclusive management, but little empirical research examining their efficacy exists. Specifically, a training program consisting of one in-person training session and four monthly inclusion guides detailing the promotion of LGBTQ+ participant inclusion was implemented and evaluated. A retrospective pretest-posttest design measured attitudes towards the LGBTQ+ population for both individuals who underwent the training and a control group of employees who did not participate in the training. Results indicate that there were significant differences in the pre- and post-training aggregated attitudinal sub-scale mean scores reported by campus recreational sports employees after participating in the training and no such differences were reported in the control group. Guided by previous research and pro-diversity theory, this study provides management implications for recreational sporting spaces.

Effect of Training on the Ability of Nurses to Provide Humanistic Care: Systematic Review and Meta-analysis.

This article describes a systematic review evaluating the effectiveness of training on the humanistic care abilities of nurses. The literature search was conducted in electronic databases to identify studies that evaluated the effect of training on the humanistic care abilities of nurses. Study selection was based on precise eligibility criteria. After the systematic review, a meta-analysis of standardized mean differences (SMDs) between posttraining and pretraining humanistic care scale scores was performed to evaluate the effect of training. A total of 11 studies were included (624 nurse participants; 97% women; weighted average age = 38.4 years; 95% confidence interval (CI) [31.5, 45.4]). Training schedules varied and ranged from a full-day workshop to brief weekly sessions for up to 2 months. The training framework involved compassion and empathy communication in most of the included studies. Training improved the humanistic care scale scores of the participants (SMD = 1.171; 95% CI [0.626, 1.716]; p < .0001), whereas no significant change was seen in the scores of control subjects (SMD = 0.588; 95% CI [-0.536, 1.713]; p = .305). The effect of training was observable for up to 1 year, although few studies carried out follow-up evaluations. Training has the potential to improve the humanistic care abilities of nurses. [J Contin Educ Nurs. 2023;54(9):430-436.].

The effect of hematopoietic stem cell transplantation awareness in university students on being a volunteer donor

Problem/aim This study was planned in order to determine the effect of hematopoietic stem cell transplantation awareness in university students on being a volunteer donor. Method: The research as a quasi-experimental single group study with a pretest-posttest design was completed with 1216 students who agreed to participate in the study.The data were collected through a questionnaire prepared by the researchers. The questionnaire consists of three parts and a total of 46 questions, which contains demographic attributes, knowledge about hematopoietic stem cell transplantation, and questions measuring participants' attitudes. Mean, standard deviation, median, frequency, Mann-Whitney U, Kruskal-Wallis, Pearson chi-square, Spearman's correlation tests were used to evaluate the data. The results were evaluated at a 95% confidence interval, and the significance level was p &lt;0.05. Results: Participants was 41% studied in health sciences departments. While the pre-training awareness of the need for hematopoietic stem cell donors in Turkey was 51.9%, it increased to 92.1% after the training. Before the training, while 25.5% of the students stated that they definitely wanted to donate hematopoietic stem cells, this percentage increased to 45.9% after the training. The average increase of 52.68±24.35 units in the post-training hematopoietic stem cell transplant knowledge score of the students compared to the pre-training was found to be statistically significant (p=0.001) After the training, a statistically significant difference was found between the HSCT knowledge scores of the students according to their sociodemographic characteristics (gender, department, duration of degree, grades) (p=0.001) Conclusion: It was concluded in the study that the knowledge level of the students on hematopoietic stem cell transplantation was insufficient, and the training had a positive effect on their knowledge and attitude concerning hematopoietic stem cell donation.