Post-test Measures Research Articles

Evaluation of the Effectiveness of the CDA-Stop Program: Cyberviolence Prevention Program for Adolescent Couples.

Dating cyberviolence is a frequent problem among young people, with severe consequences both when it takes place and when establishing future relationships. This phenomenon has been on the rise in recent years, and there is increasing concern from governments and institutions to address it. However, there are not many programs to prevent it. The Cyber Dating Abuse-Stop program is proposed precisely with this objective: to prevent partner cyberviolence from an early age by adapting to their characteristics and addressing different variables related to it. A quasi-experimental design was used, with a control group and pre- and posttest measurements. Participants were 409 adolescents between ages 12 and 17 years; 236 participants who took part in the 12 sessions of the program, and 173 participants who were assigned to the control group. The program consisted of sessions that required active participation of the participants, including role playing, guided discussions, viewing of videos and clips, debates, etc. The program was effective in variables such as the ability to identify one's own cyberviolence, sexism, myths about romantic love, and the perception of Internet risks, with significant improvements in the experimental group compared to the control group. Other variables, such as self-esteem and empathy, did not improve significantly with the program. The program has been effective in preventing cyberviolence in dating relationships among adolescents. The implications of the results are discussed, as well as aspects to be considered in future program applications.

The impact of imagery training on achievement motivation among young swimmers aged 10-15 years

Achievement motivation is a critical factor in the performance and development of young athletes. It drives them to set and pursue goals, overcome obstacles, and succeed in sports. Understanding and enhancing achievement motivation can significantly impact young athletes' progress and performance. This study aims to examine the effect of imagery training on the achievement motivation of young swimmers to achieve, especially in commitment, goal setting, self-confidence, and engagement. The research design uses one group pre-test and post-test. A sample of 20 young swimmers participated in the study. Achievement motivation was assessed using standardized pre-test and post-test measures. The independent sample t-test revealed a highly significant difference between pre-test and post-test means (t = -26.937, p = 0.000), confirming the effectiveness of imagery training. These improvements suggest that imagery training can improve swimmers' commitment, goal-setting ability, self-confidence, and engagement in training. Although this study has several limitations, such as limited sample size and short training duration, the results confirm the importance of imagery training as an effective method in supporting mental development and performance improvement in young swimmers. Further research is recommended to address these limitations and explore the long-term effects of imagery training.

The Effect of Forgiveness Psychoeducation on Death Anxiety, Caregiver Burden, and Forgiveness Tendencies in Caregivers of Patients at the End of Life: A Randomized Controlled Trial.

Providing caregivers with the skills and awareness of forgiveness is crucial to help them express their emotions, navigate the grieving process more smoothly, enhance their interaction with the patient, and make the time until the patient's death more meaningful. To examine the effect of forgiveness psychoeducation on death anxiety, caregiver burden, and forgiveness tendencies in caregivers of patients at the end of life. A randomized controlled experimental method was used, including a pretest, posttest, 1-month follow-up, and 3-month follow-up. The research sample included 56 caregivers of patients (experimental group = 28, control group = 28) at the end of life. During the study, forgiveness psychoeducation was administered to the experimental group, whereas no intervention was carried out in the control group. Data were collected using the Personal Information Form, Thorson-Powell Death Anxiety Scale, Caregiver Burden Scale, and Heartland Forgiveness Scale. The average scores of death anxiety and caregiving burden in the posttest and follow-up measurements of caregivers in the experimental group were statistically significantly lower than those of caregivers in the control group (P < .05). Forgiveness psychoeducation reduces death anxiety and caregiving burdens in caregivers of patients at the end of life. It is recommended to provide psychoeducation on forgiveness. The psychoeducation conducted by Consultation Liaison Psychiatry Nurses aimed at increasing the internal process of forgiveness can positively influence the communication, emotions, and spiritual development of caregivers of patients at the end of life. Thus, improving the quality of care can be achieved through forgiveness.

Effects of a mindfulness-based health promotion program on mindfulness, psychological capital, compassion fatigue, and affect in healthcare workers

ObjectiveThis study aimed to examine the effects of the Mindfulness-Based Health Promotion program on mindfulness, psychological capital, compassion fatigue, and affect in a sample of healthcare workers at a hospital in Colombia.MethodRandomized controlled study with pre-test and post-test measures, in which 33 workers participated (Mage = 35.01, SD = 10.0), assigned to the experimental group (EG, n = 16, Mage = 34.00, SD = 9.59) and the wait-list control group (CG, n = 17, Mage = 36.03, SD = 10.56). The contrast of the program effects was carried out through a mixed factorial ANOVA.ResultsWe found significant effects on observing, non-reacting and mindfulness as a function of the group factor.ConclusionWe concluded the Mindfulness-Based Health Promotion program showed positive effects on mindfulness, this was tested with a novel program designed for the Latin population. This study is pioneering in using this mindfulness program in Colombia. These findings offer valuable insights for leaders of healthcare institutions when developing intervention programs that promote the mental health in the workplace. Future studies with larger samples and mixed-methods are necessary to confirm our results and to identify factors that can predict these findings.

Effects of cooperative learning and situational simulation on nursing competence in clinical practice among nursing students: A quasi-experimental study

BackgroundAppropriate cooperative learning and situational simulation designs can enhance mental health and nursing competence in clinical practice. This approach is crucial for cultivating the clinical nursing competence of nursing students. AimTo determine the effect of combining cooperative learning and situational simulation on nursing competence in clinical practice. DesignA quasi-experimental study. Setting and participantsThis study was conducted with 142 s-year students in the nursing department of a university in Taiwan. MethodsThe experimental group received cooperative learning combined with situational simulation methods, while the control group used only cooperative learning methods. Data were collected using the Clinical Practice Stress Scale and the Fundamental Nursing Competence Scale. Percentiles and frequency distributions were used to analyze the data, and independent t-tests were conducted to compare differences between the groups. ResultsThere were no significant differences in descriptive characteristics between the groups (p > .05). Post-test measurements of nursing technical performance, total score on the fundamental nursing competence scale and six sub-dimensional scores of the students in the experimental group were significantly improved compared to the control group (p < .001). However, there were no significant differences in total clinical practice stress scale scores between the groups (p > .05). Interestingly, the knowledge score of the control group was significantly higher than that of the experimental group (p < .05). ConclusionThe combined methods of cooperative learning and situational simulation have been shown to positively impact students' academic and nursing technical performance. The results indicate improvements in nursing competence in clinical practice, with signs of a reduction in clinical practice-related stress. Nurse educators can apply these strategies in clinical nursing education to achieve better outcomes.

PROCESS APPROACH MODEL OF TEACHING GRADE 8 JUNIOR SCHOOL LEARNERS ENGLISH LANGUAGE WRITING SKILLS

The purpose of this study was to find out the effect of the process approach model of teaching English language writing skills on Grade 8 junior school student performance. The objectives were to determine the students’ performance in the writing test before and after instruction using the process approach model and to analyze the effect of the process approach model on grade 8 students’ performance in the English language writing test in Eldoret town of Kenya. The study sample comprised 232 students and 4 teachers of English language from 2 public junior schools. The 2 schools were randomly assigned treatment and control conditions as intact groups. A written task and lesson observation of 4 teachers of English were used to collect data, which was analyzed using descriptive and inferential statistics that included a t-test and one-way analysis of variance (ANOVA). Data analysis revealed that the process approach to writing skills had a significant effect on students’ performance in the writing test (t = .000, p&amp;lt; 0.05). The experimental groups had a substantial increase in post-test measures as shown by the (F (3.228) = 43.262, p &amp;lt; 0.05) compared to the control groups that had none. The findings revealed that students significantly performed better using the process approach model of teaching English language writing skills. Based on the findings, it was recommended that teachers of English language should adopt the process approach to writing instruction in their classrooms to drive students towards peak writing performance.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0990/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The effect of augmented reality storybooks on the story comprehension and retelling of preschool children.

This study aimed to compare the retelling and story comprehension performance of two groups of preschool children-an experimental and a control group-who experienced printed and augmented reality storybooks. The participant group consisted of 90 participants, with 45 in the experimental group (22 girls, 23 boys) and 45 in the control group (21 girls, 24 boys). The average age of the children was 54.2 months. In the study, the researcher evaluated children's story-retelling performance using the rubric and used a Story Comprehension Test to measure their story comprehension performance. The researchers utilized the ROAR application to incorporate augmented reality content into the books. In the pre-test phase, the teachers read the designated texts to the children in the experimental and control groups. After the eight-week break, the control group experienced the same texts with printed books, while the experimental group experienced them with augmented reality support. Each child participated individually in the reading process with the teacher. In the study, teachers asked the children to retell the story and asked the questions from the Story Comprehension Test at the end of each book reading section for pre-test and post-test measurements. The pre-test results revealed no significant difference in the two groups' story-retelling and Story Comprehension Test scores. The post-test results indicated a significant difference in the story-retelling performance and Story Comprehension Test scores between the experimental and control groups, favoring the experimental group. Based on these findings, the augmented reality content can potentially enhance children's retelling and story comprehension performances.

Integrating Clinical Reasoning Into Medical Students' First Weeks of Education Improves Understanding of Cranial Nerve Anatomy.

Clinical reasoning is essential to the practice of medicine.Such reasoning involves analytical (deductive) and non-analytical (recall) processes. Non-analytical reasoning is taught extensively in medical schools, and it dominates medical students' time as they review question banks and lecture notes, watch videos online, and memorize flashcards, algorithms, and illness scripts. However, few opportunities are provided in the curriculum to develop students' clinical reasoning skills, and when they are, the diverse levels of innate reasoning ability among students often lead to significant learning disparity. To address this deficiency, a pilot module on cranial nerve anatomy was developed to foster analytical clinical reasoning in an individualized manner. It was hypothesized that this module would not only introduce the foundations of an essential medical skill but also improve overall student understanding of the subject and reduce learning disparities among students. A comparative study was conducted using thismodule in one group and adidactic module in the other, employing pre- and post-testing measures. Results indicated a 26% improvement in average scores following the analytical module, whereas the control module showed no significant improvement. In addition, the disparity between students improving or not improving following the intervention was reduced, with 74% ofstudentsimproving after the reasoning module andonly33% of students improving after the didactic module. A novel cranial nerve educational module introduced analytical reasoning in medical students' first few weeks of education, facilitating the learning of complex anatomy and reducing learning disparity between students.

Impact DASH System on Patients' Dietary Pattern after Recovery from Myocardial Infarction

Background: One of the top three causes of death and morbidity is cardiovascular disease Myocardial infarction is a clinical illness defined by quickly growing severe myocardial ischemia. It is the most frequent health problem in the world and the main cause of mortality. Objectives: The study aims to assess the dietary pattern of food intake frequency for patients with post- myocardial infarction. Patients &amp; Methods: The quasi-experimental design has been carried out to determine the impact of the Dietary Approaches to Stop Hypertension system on patients with post-myocardial infarction, in the Al-Diwaniyah Teaching Hospital's cardiac outpatient clinic for the period from 17th April 2023 to 3rd May, 2024. Nonprobability (purposive) sample of (60) patients were selected who recovering from myocardial infarction at AL Diwaniyah Teaching Hospital. The study instrument comprised of (3) parts: part I: demographic details of the patient, which included seven items. Part II: Data on clinical characteristics, consisting of (3) items and Part III: Evaluation of diet frequency consisting of (8) items. Results: The study results showed that most of the food groups were (less than the Recommended Daily Servings) in pre-test, then became (Equal to the Recommended Daily Servings) in post-test in the study group. While most of the food groups were (Less than the Recommended Daily Servings) in pre-test and post-test in the control group. Also, there were statistically significant differences between the study and control groups in the post-test measurements regarding the evaluation of the dietary pattern of food intake frequency at (p. value &lt;0.05). Conclusions: The DASH system was effective in improving the dietary pattern of patients after recovery from myocardial infarction. And in assessing food intake frequency and the dietary pattern at p. value &lt;0.05). There were statistically significant differences between the study and the control group on the post-test measures.

The Efficacy of High-Fidelity Telesimulation in Preparing Nursing Students for Emergency and Critical Patient Care: A Prospective Study.

High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios. This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students. This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care. In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05). High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.

The effect of laughter yoga’s on perceived stress and anxiety levels in nursing students: Randomized controlled trial

BackgroundNursing education is a dynamic process that involves theoretical and applied teaching. The intense stress and anxiety experienced by students in this process negatively affect the learning processes and increase the likelihood of making mistakes. Non-pharmacological techniques have been widely used in recent years in the management of this stress. Laughter yoga is one of the new methods that are starting to be used to reduce stress and anxiety levels. PurposeThis study was conducted to determine the effect of laughter yoga on perceived stress and anxiety levels in nursing students. MethodsThe research is a randomized controlled trial with pre-test-post-test control group. This study was conducted in January-June 2022 at the Faculty of Nursing of a university in eastern Türkiye. The population of the study consisted of all students studying in the first year of the nursing faculty. The sample consisted of 103 students determined by simple random sampling method. Students were assigned to the experimental and control groups by simple randomization method. Students in the experimental group were given laughter yoga for 2 sessions per week (every 3 days, eight sessions in total), and the control group did not have any intervention. We used the “Perceived Stress Scale for Nursing Students” and “Condition Anxiety Scale”. Statistical analysis of the data of the research was performed using the IBM SPSS 22 package program. Statistical methods used to evaluate data: t-test in independent groups was used to compare the mean scores of the experimental and control groups, and paired sample t-test was used for intra-group comparisons. ResultsAfter the laughter yoga intervention, the post-test measurements of the intervention group and the control group showed a significant difference, and there was a significant decrease in perceived stress (p<0.001) and anxiety scores (p<0.001) before and after the laughter yoga intervention compared to the control group. ConclusionsLaughter yoga was found to be effective in reducing the levels of perceived stress and anxiety students perceived. Therefore, laughter yoga can be used as one of the effective strategies in reducing students' nursing education stresses.

Evaluation and Future Challenges in a Self-Guided Web-Based Intervention With and Without Chat Support for Depression and Anxiety Symptoms During the COVID-19 Pandemic: Randomized Controlled Trial.

The COVID-19 pandemic has had an impact on mental health worldwide. Low- and middle-income countries were largely affected by it. Mexico was one of the most affected countries. Extended periods of lockdowns, isolation, and social distancing, among other factors, highlighted the need to introduce web-based psychological interventions to the Mexican population. In this context, Mental Health COVID-19 emerged as a self-guided web-based intervention (SGWI) aimed at adults to improve mental health during the COVID-19 pandemic. This study aims to assess the efficacy of 2 modalities of a self-guided intervention (with and without chat support) in reducing depression symptoms, generalized anxiety, community posttraumatic stress, widespread fear, anxiety, sleep quality, physiological and affective coping, and suicide ideation. In addition, it aimed to compare the moderating role of coping strategies, acceptance, and satisfaction in participants' symptom reduction. We hypothesize that the self-guided, chat-supported modality will show higher efficacy than the modality without chat support in achieving clinical change and better performance as a moderator of depression symptoms, generalized anxiety, community posttraumatic stress, widespread fear, anxiety, sleep quality, physiological and affective coping, and suicide ideation, as well as an increase in participants' satisfaction and acceptability. A randomized controlled trial was conducted. Data were collected from May 2020 to June 2022. We performed intrasubject measures at 4 evaluation periods: pretest, posttest, and follow-up measurements at 3 and 6 months. Differences between intervention groups were assessed through the Mann-Whitney U test for continuous variables and the chi-square test for categorical variables. Changes due to intervention were analyzed using Wilcoxon W test. Moderated regression analysis was performed to test the hypothesized moderating role of coping strategies, usability, and opinion about treatment on clinical change. A total of 36 participants completed the intervention; of these, 5 (14%) were part of the SGWI group, and 31 (86%) were on the SGWI plus chat support (SGWI+C) group, which included a chat service with therapists. The perceived high complexity of the system for the SGWI group had a moderating effect associated with a lack of efficacy of the intervention regarding depression, but not when controlled for sociodemographic variables. A perception of lower helpfulness of the intervention was associated with poorer outcomes. Coping strategies did not show moderating effects. Enhancing the utility of web-based interventions for reducing clinical symptoms by incorporating a support chat to boost treatment adherence seemed to improve the perception of the intervention's usefulness. Web-based interventions face several challenges, such as eliminating complexities in platform use and increasing the users' perceived utility of the intervention, among other issues identified in the study. ClinicalTrials.gov NCT04468893; https://clinicaltrials.gov/study/NCT04468893?tab=results. RR2-10.2196/23117.

Comparison of Virtual Reality Exergames and Nature Videos on Attentional Performance: A Single-Session Study.

This study aimed to investigate the acute effects of a single session of a VR exergame (Beat Saber) and a VR nature video (Ireland 4K) on attentional performance, using the Flanker and Attentional Blink (AB) tasks. The objective was to assess whether these VR interventions could enhance attentional control, as measured by improvements in response times and accuracy. A total of 39 psychology students, aged 19-25, were randomly assigned to one of three groups: VR exergame, VR nature video, or control. Participants completed the Flanker and AB tasks before and after the intervention. A repeated measures design was employed to analyze changes in response times and accuracy across pre- and post-test sessions. The study revealed significant improvements in response times and accuracy across all groups in the post-test measures, indicating a strong training effect. In the AB task, shorter stimulus onset asynchrony (SOA) led to decreased accuracy and slower response times, emphasizing the difficulty in processing closely spaced targets. The interaction between Type and Group in response times for target stimuli suggested that the intervention types differentially influenced processing speed in specific conditions. The findings suggest that while brief VR interventions did not produce significant differences between groups, the training effect observed highlights the influence of task-specific factors such as SOA and target presence. Further research is needed to explore whether longer or repeated VR sessions, as well as the optimization of task-specific parameters, might lead to more pronounced cognitive benefits.

Emotional Working Memory Training Treatment for Young Adult Problem Online Sports Bettors: A Preliminary Randomized Controlled Trial.

One of the key features of gambling disorder (GD) is impairment in cognitive-emotional control. Considering the negative consequences of GD, the present study investigated the effectiveness of emotional working memory training (eWMT) in improving cognitive control, attention, working memory capacity, and cognitive emotion regulation strategies (CERS) among young adults with GD compared to a placebo group. Following the initial assessment in the pre-test phase, eligible participants were randomly assigned to one of two groups: experimental (n = 34) and placebo (n = 30). These groups completed eWMT and a feature matching task for 20 sessions respectively. The post-test and follow-up measures indicated that eWMT significantly improved cognitive control, attention, working memory capacity, and the use of maladaptive cognitive emotion regulation strategies, but it had no significant effect on adaptive CERS. The promising results of the present study suggest the use of eWMT as a new intervention to improve cognitive-emotional control among individuals with online gambling problems.

Effects of Heart Rate Variability (HRV) Biofeedback in Pulmonary Indicators and HRV Indices Among Patients with Chronic Obstructive Pulmonary Disease.

Patients with chronic obstructive pulmonary disease (COPD) exhibit reduced cardiac autonomic activity, linked to poor prognosis and exercise intolerance. While heart rate variability biofeedback (HRVB) can enhance cardiac autonomic activity in various diseases, its use in patients with COPD is limited. This study explored the impact of the HRVB on cardiac autonomic activity and pulmonary indicators in patients with COPD. Fifty-three patients with COPD were assigned to either the HRVB (n = 26) or the control group (n = 27), with both groups receiving standard medical care. The HRVB group also underwent one-hour HRVB sessions weekly for six weeks. All participants had pre- and post-test measurements, including the Six-Minute Walking Test (6MWT), lead II electrocardiogram (ECG) recording, Modified Medical Research Council Dyspnea Scale (mMRC), body mass index, airflow obstruction, dyspnea, and exercise capacity (BODE) index. ECG data were analyzed for heart rate variability (HRV) as an index of cardiac autonomic activity. A two-way mixed analysis of variances demonstrated significant interaction effects of Group × Time in pulmonary indicators and HRV indices. The HRVB group exhibited significant post-test improvements, with decreased mMRC and BODE scores and increased 6MWT distance and HRV indices, compared to pre-test results. The 6MWT distance significantly increased and mMRC significantly decreased at post-test in the HRVB group compared with the control group. This study confirmed the efficacy of HRVB as an adjunct therapy in patients with COPD, showing improvements in exercise capacity, breathing difficulties, and cardiac autonomic activity.

Systematic Assessment of Family Service Barriers to Support Youth Engagement with Health and Social Care

Family characteristics and service barriers influence children’s access to health and social care. Systematic assessment of family service barriers may help practitioners in their efforts to support family engagement with needed services. To address this need, this study utilized data from a 12-week service navigation intervention to examine associations between family characteristics, service barriers, service need, and service access. Twenty-nine caregivers of youth under age 18 participated. Pre-test measures included a family demographic questionnaire, service barriers checklist, and family service plan. Post-test outcome measures were the type and number of services accessed in the family service plan. At baseline, participants reported an average of 10 barriers to care. The family characteristics, caregiver age, child age, and community group involvement, were associated with a greater number of service barriers. Over the course of the intervention, the service barrier “provider waitlists” was associated with an increased service access, while having a male child was associated with a decrease in service access. Results indicate families experience multiple service barriers and specific family characteristics influence service access. Systematic assessment of service barriers and consideration of family characteristics can assist practitioner efforts to support youth and family engagement with health and social care.

The effects of the 'active before school' programme on the academic skills of 8-9-year-old children: a physically and cognitively engaging intervention.

Literature underscores the significance of exercise and cognitive stimulation for achieving academic success. This study aims to investigate the effects of the technology-based "Active Before the First School Bell" programme, comparing the effects of two school-based interventions (physical activity vs. cognitive engagement) on the academic skills of 8-9-year-old children. This encompasses their school skills, visual-motor coordination, levels and attitudes towards physical activity, and fitness. The study involved 88 primary school children (age: 8.3 years, 58.0% girls). To assess the programme's distinct effects children were categorised into three groups. The first group (n = 31) participated in cognitive classes (CEG), the second (n = 27), in physical activity classes (PAEG), and the third (n = 30), was a control one (CG). A 12-week intervention, consisting of three 15-min sessions per week before school, was implemented. Self-report questionnaires gauged levels of physical activity. Academic skills were assessed using a battery of diagnostic methods for school failure in early childhood education. Fitness was measured using selected items from the Eurofit test battery. Pre- and post-test measures were collected and analysed, employing one-way ANOVA on ranks with Dunn's post-hoc tests. Significant post-test differences between the groups were observed in visual spatial function, with the PAEG outperforming the CG, and in auditory and language functions, where both experimental groups outperformed the CG. Results suggest that before school physical activities may be more effective than cognitive activities in improving the academic skills. The short-term effects obtained provide insights for implementing before-school programmes for children in the early school years.

Impact of Flipped Classroom Approach on Academic Achievement of Postgraduate Students

This study examined to ascertain the effect of the flipped classroom model on the academic achievement of postgraduate students at Rajiv Gandhi University. A quasi-experimental design was used to compare the Flipped Classroom Group and the Conventional Classroom Group using pre-test and post-test measures. Students in the FCG covered instructional materials outside the class and involved themselves in active learning within the class, while those in the CCG attended traditional lecture-based instruction. The results revealed that the FCG was way ahead, with a post-test mean score of 78.45 as against 72.35 in the CCG. Besides, from the pre-test to the post-test scores, the FCG group improved more, and even after 15 days, their memory retention was better. The results showed that the flipped classroom approach not only improves immediate academic outcomes but substantiates long-term retention of information. It showcases the effectiveness of the flipped classroom model toward deeper learning and calls for its increased adoption in graduate education to rise a more engaging and long-lasting learning experience.

Pivoting Training and Coaching for an Early Numeracy Intervention During COVID-19.

Early numeracy skills are vital for kindergarten students because they provide the foundation for acquiring mathematics skills in both kindergarten and subsequent years. Teacher support to intervene with kindergarteners at risk for poor mathematics learning outcomes is a promising approach to addressing this achievement gap. The current study replicates previous work on an established early numeracy intervention, ROOTS. In this instance, ROOTS uses remote professional development as a novel format for interventionist training support during the COVID-19 pandemic. Findings indicate that interventionists receiving remote support for implementing ROOTS found training and coaching acceptable and feasible. Remote training and coaching supported strong levels of implementation fidelity. Furthermore, children who received the ROOTS intervention outperformed their control group peers on post-test measures of mathematics achievement within a randomized controlled trial research design. Outcomes and implications for using remote professional development as a format for supporting educators in their use of early numeracy intervention programs are discussed within a pandemic-response context.

The effect of training to diabetes patients according to planned behavior theory on self-efficacy and patient empowerment: A randomized study

AimTo examine the effect of training provided to type 2 diabetes patients according to the theory of planned behavior on self-efficacy and patient empowerment. MethodsThis study, pre-test-post-test active control group single-blind experimental design, was conducted in the internal medicine outpatient clinic of a state hospital between April and October 2023. Participants were randomly assigned to the intervention group (IG; n = 45) and control group (CG; n = 47). The intervention group received a theory-based training program consisting of 5 sessions lasting approximately 40 min. each. Diabetes Management Self-Efficacy Scale, Patient Empowerment Scale and the patient's laboratory results were used for data collection. ResultsIn the study, while the posttest self-efficacy and patient empowerment scores of the intervention group increased compared to the pretest, there was an decrease in HbA1C level. On the post-test measurements between groups, self-efficacy and patient empowerment scores were higher and effect sizes were higher in the intervention group, while no difference was found in HbA1C values. ConclusionThe training program provided according to the theory of planned behavior in diabetes patients provides positive contributions to disease management.