Pre-intervention Knowledge Scores Research Articles

Effectiveness of video assisted teaching on knowledge and practice regarding suctioning of children on mechanical ventilator among nurses working in paediatric department

Background: Airway secretion clearance is a normal process that is essential for preventing respiratory infections, atelectasis, pulmonary haemorrhage and maintaining airway patency. In order to ensure this, effective and safe suction is necessary. Thus, endotracheal suctioning removes secretions which gets accumulated in the endotracheal tube through using negative suction pressure. The study aimed to assess the effectiveness of video assisted teaching on knowledge and practice regarding suctioning of children on mechanical ventilator among nurses working in pediatric department. Methods: Data were collected with the help of demographic-profile, Self-Structured knowledge questionnaire and Rating scale tool from 38 samples using Purposive sampling technique who met the inclusion criteria. The pretest data collected before intervention and post-test data collected after one week of video assisted teaching. Results: The result revealed that post intervention knowledge score was found to be more (20.44±2.68) than pre intervention knowledge score (14.31±2.77), t=9.19. Post intervention attitude score was found to be more (26.86±3.30) than pre intervention attitude score (18.52±3.68), t=8.17 at 0.05 level of significance. Conclusions: These findings revealed that the video assisted teaching programme on knowledge and practice was effective.

Effectiveness of structured teaching program on parents' knowledge about child physical abuse.

The issue of child physical abuse (CPA) is complex and challenging to study. According to World Health Organization fact sheets for 2020, about 3 in 4 children between 2 and 4 years of age regularly face physical maltreatment by parents or caregivers. It may cause a lifelong impact on physical and mental health. To assess the parents' knowledge and to evaluate the effectiveness of the structured teaching program (STP) regarding child physical abuse (CPA) among parents. The pre-experimental, "One-group Pre-test Post-test design" was adopted for this study. Parents of children who were admitted for treatment in the child psychiatry centre (CPC) of a tertiary care referral center between January 2019 and January 2020 were recruited for this study. Thirty parents were recruited with a convenience sampling technique. The study was conducted through an online platform (Zoom). Pre-test and post-tests were conducted through Google survey form. Data were collected with a self-developed knowledge questionnaire on CAP. An online structured teaching program (STP) was administered for three alternative days after the pre-test assessment. The post-test assessment was conducted at a two-point time, that is immediately after the STP and after the one-week gap. Descriptive and inferential statistics were used to analyze the data. "One-group Pre-test Post-test design" was adopted for this study. Parents of children who were admitted for treatment in the child psychiatry centre (CPC) of a tertiary care referral center between January 2019 and January 2020 were recruited for this study. Thirty parents were recruited with a convenience sampling technique. The study was conducted through an online platform (Zoom). Pre-test and post-tests were conducted through Google survey form. Data were collected with a self-developed knowledge questionnaire on CAP. An online structured teaching program (STP) was administered for three alternative days after the pre-test assessment. The post-test assessment was conducted at a two-point time, that is immediately after the STP and after the one-week gap. Descriptive and inferential statistics were used to analyze the data. The pre-test knowledge assessment means score regarding child physical abuse was found to be 12, with a standard deviation of 1.73. In the post-test one, 17.30 ± 1.39 and in the post-test two, 16 ± 1.55 with P < 0.001. Analysis revealed statistically significant improvement was found in the post-test knowledge regarding child physical abuse among the parents. There was no significant (p < 0.05) relationship found between the socio-demographic variables of the participants and their pre-intervention knowledge scores on child physical abuse. The study findings reveal that parents have a fair knowledge of CPA and the STP was effective and feasible to administer in improving the subjects' knowledge regarding child physical abuse.

Impact of a Pharmacist-led Educational Intervention on knowledge of antibiotics among mothers of under-five children attending vaccination clinics in Delta State, Nigeria

Background. The extent of mothers’ knowledge about antibiotics largely determines their use in children. Objectives. This study assessed knowledge of antibiotics among mothers’ of under-fives and the immediate impact of a pharmacist-led educational intervention on knowledge scores Methods. A prospective interventional study was conducted among mothers of under-five children. The pre-intervention knowledge scores were determined with the aid of an antibiotic knowledge questionnaire which was interviewer-administered. An educational intervention which focused on all aspects of knowledge of antibiotic use covered by the questionnaire was administered by a pharmacist; thereafter the post intervention knowledge scores were determined using the same knowledge questionnaire. Overall knowledge scores were categorized into poor, moderate and good. The percentage change in the proportions of mothers who had good scores was determined, Chi square test were performed to determine the relationship between knowledge scores and having a family member as a healthcare professional and paired t-test was done to determine impact of the intervention on the mean scores on each knowledge question. P values ≤ 0.05 were statistically significant.Results. A total of 253 mothers participated in the study from two centres. Twenty-one mothers (7.7%) had good knowledge on antibiotics at baseline which increased to 138 (50.6%) after an educational intervention. Knowledge scores for each item also improved post-intervention with least pre-intervention mean scores increasing from 0.25(SD=0.44) to 0.67(SD=0.47), p&lt;0.0001 and 0.18(SD=0.39) to 0.73 (SD=0.44),p&lt;0.0001 at the Warri and Ughelli centres respectively post-intervention. The knowledge questions with the highest scores also increased from mean score of 0.79 (SD= 0.41) to 0.90 (SD= 0.30) at p=0.0041 in the Warri centre and 0.83 (SD= 0.26) to 0.93 (SD=0.26) at p=0.0448 in the Ughelli centre post- intervention. Other items such as knowledge of diarrhoea being a side effect of some antibiotics, completing full course of antibiotics for a child if symptoms improved also improved significantly. Conclusion. This study found out that a pharmacist-led educational intervention had a measurable impact on mothers’ knowledge of antibiotics use in children.

Effect of mHealth tool on knowledge regarding reproductive health of school going adolescent girls: a before-after quasi-experimental study

ObjectiveThis study was executed to (1) assess the effect of mHealth (mobile health) tool on knowledge regarding reproductive health (RH) of adolescent girls and (2) determine the utilisation of mHealth...

Effect of a web-based teaching program designed on moodle on psychopharmacology for b.sc. nursing students

Introduction: The dynamic use of Internet facilities has shifted the teaching-learning process from traditional classroom teaching to the virtual learning environment. Aim: This quasi-experimental study was done to assess the effectiveness of a web-based teaching program designed on Moodle on “Psychopharmacology” for B. Sc. Nursing students. Settings and Design: Nonequivalent control group pretest posttest experimental design was used. A total of 90 nursing students were selected with total enumerative sampling from Amity College of Nursing, Haryana and Galgotias School of Nursing, Greater Noida. Subjects and Methods: A structured knowledge questionnaire was used to assess the knowledge of students regarding psychopharmacology. Group I, i.e., the experimental group received a web-based teaching program and Group II, i.e., control group received conventional teaching. Structured opinionnaire was used to assess the students' acceptance toward web-based teaching program. Results: The post mean knowledge score of students in experimental group (24.80 and 23.83 on day 11 and 21) and conventional teaching program (24.4 and 24.1 on day 11 and 21) was higher than their pre intervention knowledge scores in Group I (15.89) and Group II (15.25). Thus, both web-based teaching program and conventional teaching were found equally effective at statistically significant at P

822-P: Awareness, Knowledge, and Health Beliefs of American Indian/Alaska Native (AIAN) Girls and Their Mothers Regarding Risk Reduction of Gestational Diabetes Mellitus (GDM)

AIAN women have a higher risk for GDM and subsequently type 2 diabetes (T2D) than non-AIAN white females. We adapted a validated diabetes preconception counseling (PC) program for AIAN girls at high risk for GDM and their mothers. This paper presents preliminary baseline data, prior to the intervention, of both the girls and their mothers enrolled in an RCT to evaluate changes in GDM risk-reduction awareness, knowledge, health beliefs and behaviors after the Stopping GDM intervention. Data were collected using a dyadic model; both AIAN girls and their AIAN mothers (adult female caregiver) participated. These findings are on 27 mother (M) - daughter (D) dyads (n=54) from 2 of 4 sites (Southwestern U.S.). D (ages 12-24 years) were at risk for GDM as defined by BMI ≥85thpercentile or family history of T2D, and did not have diabetes (HbA1c &amp;lt; 6.5%). M’s mean (±SD) age was 41.3±14.1 years and 56% (n=15) had at least some college education; D’s mean age was 16.3±2.9 years and 89% were students. M and D completed online questionnaires separately on awareness, knowledge and health beliefs regarding GDM and reproductive health and healthy lifestyle. One open-ended question on awareness of GDM revealed that participants were unaware of GDM or the daughters’ risks. Mean pre-intervention knowledge scores were low for both M and D on diabetes prevention (M: 76.4+14.3, range=54-100%; D: 58.2+12.4, range=27-82%) and reproductive health and GDM knowledge (M: 67.2+11.2, range=46-85%; D: 35.0+18.3, range=0-62%). D had moderate levels of self-efficacy for healthy living (53.2±14.6) and pregnancy planning (86.4±22.6). Most Ds reported no communication with healthcare professionals (HCP) or their Ms regarding GDM or PC [(with HCP=15%; 8%, respectively), (with M= 15%; 4%,)]. Both AIAN mothers and daughters lacked awareness and knowledge of the girl’s risk for developing GDM. Developing culturally relevant PC programs could help decrease these risks. Disclosure D. Charron-Prochownik: None. S.M. Sereika: None. S.A. Stotz: None. A.F. Fischl: None. N. O'Banion: None. J. Powell: None. M.L. Aspaas: None. S. Goudeau: None. S.J. Thorkelson: None. S. Beirne: None. K.R. Moore: None. Funding National Institute of Nursing Research (1R01NR014831-01A1)

Impact of structured teaching program on the parent's knowledge of domiciliary management of seizure—A randomized controlled trial

The aim of study was to assess the combined effectiveness of structured teaching program (STP) and patient information pamphlet (PIS) on caregivers' knowledge with regard to domiciliary management of seizure as compared with PIS alone. Study participants included caregivers of typically developing children aged 1–18 years with at least one episode of convulsion. The enrolled participants were allocated to either of the two groups: intervention group (STP along with PIS) and control group (PIS). The outcome was measured by a structured questionnaire — ‘first-aid measures knowledge questionnaire’. Baseline knowledge scores were recorded and compared with postintervention scores measured at one-month follow-up. The preintervention knowledge scores were comparable in the two groups (p = 0.72). The control group has shown no significant difference in the knowledge scores at one-month follow-up (p = 0.58). Postintervention knowledge scores (p < 0.01) and mean difference in the knowledge scores (p < 0.01) were significantly higher in the intervention group when compared with controls. Structured teaching program regarding first-aid measures for convulsion along with PIS was effective in improving the knowledge of caregivers than PIS alone.

Medication and Medication Wastage: Short-Term and Long-Term Effects of an Educational Intervention Among School Children.

Background. Education should support the gradual development of students’ necessary abilities to empower them in participating in decision-making together with health care professionals. Aim. The aim of this study was (1) to evaluate baseline knowledge regarding medication and medication wastage among primary school children and (2) to determine the short- and long-term effects of an educational intervention. Methods. Ten primary state schools around Malta were invited to participate; 5 accepted participation (3 control and 2 intervention). Children aged 9 to 12 years attending the sixth grade completed a self-reported questionnaire containing 20 questions, with total scores ranging from 0 to 20. Students from the intervention classes filled in a questionnaire pre and post an educational seminar. All students answered the questionnaire again after 8 months. ANOVA (analysis of variance) with repeated measures was used to compare difference between preintervention and postintervention mean scores. Results. Overall, 40.8% (160/392) of children participated. Mean ± SD age was 10 ± 0.4years; 52.5% (n = 84) were boys. Average preintervention knowledge score for all 5 schools was 11.5 ± 3.6, with 43.1% (n = 69) obtaining responses ≥13 (median). A repeated-measures ANOVA with a Greenhouse-Geisser correction determined that mean knowledge scores differed significantly between preintervention and postintervention (F[1, 81.000] = 75.190, P < .0005). Intervention students retained a significant increase in knowledge scores at 8 months (P = .026). Discussion and Conclusion. The significantly improved knowledge score following the educational intervention both in the short- and long-term demonstrated the success of the intervention. These findings provide a basis for the introduction of education about medication and medication wastage in schools.

Communicating and enhancing teachers’ attitudes and understanding of influenza using refutational text

Influenza is an important public health issue and schools play an important part in preventing influenza outbreaks. However, little is known about teachers’ knowledge and attitudes toward influenza and vaccination. The purposes of this project were to assess preservice and early career teachers’ knowledge and attitudes of influenza, evaluate the effectiveness of a refutational text on increasing teachers’ attitudes towards and knowledge of influenza and vaccination, and evaluate the effects of participant epistemology, motivation, and cognitive engagement on influenza attitudes and knowledge. We implemented an experimental intervention with 64 pre-service and early career teachers on the effects of a refutational text in remedying influenza misconceptions. Teachers in this sample have vaccination rates (36% received five vaccines in a five-year period) consistent with other US adults. Pre-intervention knowledge scores were moderate and attitudes were slightly positive. Positive attitudes were correlated with increased vaccination. We found refutational texts are effective in eliciting more positive attitudes toward influenza vaccination. We found cognitive engagement was positively correlated to change in attitude. Refutational texts provide an effective mode of influenza and vaccination education.

The Effect of an Educational Pamphlet on Patient Knowledge of and Intention to Discuss Screening for Obstructive Sleep Apnea in the Acute Ischemic Stroke Population.

The relationship between obstructive sleep apnea (OSA) and stroke is well established, thus supporting the importance of secondary prevention via screening and treatment for acute ischemic stroke survivors. Educational pamphlets are commonly used for patient education; however, none currently available on OSA have evaluated. The aim of this study was to evaluate the effect of a brief educational intervention on patient knowledge and interest in OSA screening. Adult acute ischemic stroke patients were enrolled into a nonrandomized, single-group, pretest and posttest study. Inclusion criteria included minor or moderate stroke per the National Institutes of Health Stroke Scale score of 1 to 15, with a level of consciousness score of 0. Patients with known dementia or OSA were excluded. After the preintervention survey, patients were given an educational pamphlet reviewing OSA and stroke. A postintervention survey was administered 24 to 72 hours later. Outcomes included an 8-question knowledge test standardized to percentiles, intention to speak with a physician about screening on a 7-point scale (1, not at all likely, to 7, very likely), and perception of the pamphlet's educational value on a 7-point scale (1, not valuable, to 7, quite valuable). Of 124 eligible patients, 36 consented and 26 completed both preintervention and postintervention surveys. Preintervention knowledge scores averaged 69.7% (SD, 21.3%), postintervention scores averaged 80.8% (SD, 21.0%), P = .005, with an effect size of 1.00. Likelihood of speaking with a physician about OSA testing improved from 3.5 (SD, 2.0) to 5.0 (SD, 1.8), P = .001, with an effect size of 0.89. Pamphlet educational value was scored at 5.2 (SD, 1.7). A brief educational pamphlet written using health literacy concepts was considered valuable and improved patient knowledge and intention to discuss OSA screening with a physician. Further work is needed to determine whether the pamphlet can promote a discussion and referral for OSA screening at the primary care level.

The effect of a short animated educational video on knowledge among glaucoma patients.

PurposeTo evaluate the effectiveness of an educational video in increasing knowledge among glaucoma patients and to determine the factors that may influence a patient’s level of knowledge.Patients and methodsThis was a pre–post intervention study on adult glaucoma patients attending the outpatient service at King Khaled Eye Specialist Hospital. The intervention tested was a short educational video that was edited specifically for this study. All patients completed a pre-video and post-video knowledge questionnaire; moreover, sociodemographic and clinical characteristics were obtained.ResultsThe total number of patients included was 196. The mean age of patients was 55.7±15.5 years. Overall, 55.1% were males, 29.6% were illiterate, 85.2% resided in an urban area, 62.8% had a low income, and 41.8% were unemployed. The mean pre-intervention knowledge score was 6 out of 17, and the post-intervention score was 11.1 (P≤0.001). Predictors of a poor knowledge score were old age (>60 years), female sex, illiteracy, rural residence, low income, unemployment, and a negative family history of glaucoma.ConclusionThe evaluated video intervention was effective in a short-term increase in knowledge among glaucoma patients. This tool may serve as an alternative to traditional educational methods.

Effect of VAPE about mother and infant health on knowledge among primary caregivers of patients with postpartum psychiatric illness:- A pre-experimental study.

Post partum psychiatric illnesses are quiet common nowadays, which can interfere with postnatal care of both mother and infant. The present study was a one group pre-test - post-test design, adopted with an aim to enhance the knowledge on mother infant health among primary caregivers of mothers with postpartum psychiatric illnesses conducted in the mother-baby unit, NIMHANS, Bengaluru. Twenty five subjects who met the inclusion criteria were recruited through convenience sampling. After the pilot study, data was collected with a researcher developed tool. The Video Assisted Psycho-Education [VAPE] consisted of three sessions lasting for thirty minutes, taken over three consecutive days following the pre-test. Post-test was done immediately after the last session. Effectiveness of the intervention was established by McNemar test, Paired t-test and Wilcoxon Sign Ranks test. Analysis revealed statistically significant (p<0.001) increase in the post-test mean knowledge scores following the VAPE sessions. There was no statistically significant association between the pre-intervention knowledge score and the socio-demographic variables of the study subjects. The study findings revealed that the VAPE programme was effective in increasing the knowledge of the primary caregivers on mother infant health.

The Effect of One-to-one Counseling to Pregnant Women’s Knowledge about Anemia in Semarang

The incidence of anemia in Semarang was constantly increasing years by years. The promotive and preventive activities through counseling of anemia were essential to increase the knowledge of pregnant women for reducing the incidence of anemia. Given the fact that one-to-one counseling using pamphlet was rarely implemented, so that this research about one-to-one method needs to be done. The aim are to determine the difference between participant’s pre and post-intervention knowledge about anemia and to determine the correlation among age, education, occupation, income, history of anemia (confounding variables) with the participant’s post-intervention knowledge. The study used quasi experimental design without control group. The research subjects were pregnant women from Puskesmas Gayamsari Semarang which were chosen by cluster random sampling method. There were 48 research subjects recruited from antenatal care (ANC) and home visits. The pre-intervention knowledge scores were 10 (5-21), while the post-intervention scores were 24 (9-33) (p<0,05) so that, there was significant difference between pregnant women’s pre and post-intervention knowledge about anemia. Confounding variables were insignificantly correlated with post-intervention knowledge. The conclusion is one-to-one counseling effects the pregnant women’s knowledge about anemia in Semarang.

Efficacy of HBM-Based Dietary Education Intervention on Knowledge, Attitude, and Behavior in Medical Students.

BackgroundUsing various models of behavior change, a number of studies in the area of nutrition education have confirmed that nutrition habits and behaviors can be improved.ObjectivesThis study sought to determine the effects of education on patterns of dietary consumption among medical students at the military university of Tehran, with a view to correcting those patterns.MethodsIn this quasi-experimental study, 242 medical students from the Military University of Tehran were chosen by convenience sampling and then divided into control (n = 107) and intervention groups (n = 135) by block randomization. The self-administered questionnaire involving six categories of item (knowledge, perceived benefits, perceived barriers, perceived threats, self-efficacy and behavior) has been validated (Cronbach alpha > 0.7 for each).ResultsFollowing the educational intervention, the mean score of knowledge, health belief model (HBM) structure, and behavior of students in relation to healthy patterns of food intake increased significantly (P < 0.05). The mean pre-intervention knowledge score was 6.76 (1.452), referring to threats to HBM constructs including perceived threat 2.93 (1.147), perceived benefits 7.28 (1.07), perceived barriers 5.44 (1.831), self- efficacy 4.28 (1.479), and behavior 8.84 (2.527). The post-intervention scores all improved as follows: knowledge 8.3 (1.503), perceived threats 3.29 (1.196), perceived benefits 7.71 (0.762), perceived barriers 5.9 (1.719), self- efficacy 4.6 (1.472), and behavior 9.45 (2.324). This difference in mean scores for knowledge, health belief structures and employee behavior before and after educational intervention was significant (P ≤ 0.05).ConclusionsThe significant improvement in the experimental group’s mean knowledge, HBM structures , and behavior scores indicates the positive effect of the intervention.

Effect of Educational Intervention on Osteoporosis Knowledge among University Female Students in Quetta, Pakistan

<p style="text-align: justify;"><strong>Objective:</strong> The study intended to assess the impact of educational intervention on knowledge of osteoporosis among female university students of Quetta. <strong>Methods:</strong> This interventional study was conducted on female university students by using convenience sampling technique. A total of 163 female students were enrolled for the study, these are those female students who did not heard about the disease named as osteoporosis. These subjects were provided with a self-explanatory brochure that contains basic information regarding osteoporosis. The intervention was completely theoretical in nature. After two days interval participants were contacted again and asked to complete a pre-validated questionnaire containing 20 questions related to osteoporosis knowledge. Descriptive analysis was used to demonstrate the demographic characteristics of the study population. Inferential statistics (Mann-Whitney U test and Kruskal Wallis tests and Wilcoxon mean rank test, p&lt;0.05) were used to assess the significance among study variables and to assess the impact of educational intervention on knowledge. <strong>Results:</strong> Average score of knowledge was 14.18 &plusmn; 2.7. Although educational intervention had a significant effect on knowledge cores of the respondents (Wilcoxon rank test p&lt;0.005) (considering the pre-intervention knowledge score as zero) certain demographic characteristics (academic degree and living status) does affect knowledge scores of the study respondents. <strong>Conclusion:</strong> Although adequate improvement of knowledge scores of osteoporosis was reported after educational intervention, yet efforts should be made to bring change in the attitudes and practices of the female students by the help of intensive educational programs based on behavioral learning theories for better disease knowledge and prevention. <p style="text-align: justify;"><strong>Key words:</strong> knowledge, Females students, Osteoporosis, Health education, Health policy.

Effect of Educational Intervention on Osteoporosis Knowledge Among University Female Students in Quetta, Pakistan

Objective: The study intended to assess the impact of educational intervention on knowledge of osteoporosis among female university students of Quetta. Methods: This interventional study was conducted on female university students by using convenience sampling technique. A total of 163 female students were enrolled for the study, these are those female students who did not heard about the disease named as osteoporosis. These subjects were provided with a selfexplanatory brochure that contains basic information regarding osteoporosis. The intervention was completely theoretical in nature. After two days interval participants were contacted again and asked to complete a pre-validated questionnaire containing 20 questions related to osteoporosis knowledge. Descriptive analysis was used to demonstrate the demographic characteristics of the study population. Inferential statistics (Mann-Whitney U test and Kruskal Wallis tests and Wilcoxon mean rank test, p<0.05) were used to assess the significance among study variables and to assess the impact of educational intervention on knowledge. Results: Average score of knowledge was 14.18 ± 2.7. Although educational intervention had a significant effect on knowledge scores of the respondents (Wilcoxon rank test p<0.005) (considering the pre-intervention knowledge score as zero) certain demographic characteristics (academic degree and living status) does affect knowledge scores of the study respondents. Conclusion: Although adequate improvement of knowledge scores of osteoporosis was reported after educational intervention, yet efforts should be made to bring change in the attitudes and practices of the female students by the help of intensive educational programs based on behavioral learning theories for better disease knowledge and prevention.

A Brief Inpatient Intervention Using a Short Video to Promote Reduction of Child Tobacco Smoke Exposure.

Tobacco smoke exposure (TSE) increases the risk for respiratory-related disease and hospitalizations. The hypothesis of this study was that a brief intervention (which included a motivational video) provided to parents and caregivers during their child's hospitalization would be associated with improved knowledge and behavior changes that may reduce the child's TSE. Parents and caregivers of children hospitalized for respiratory illnesses with TSE were recruited between June and December 2012. They completed a questionnaire to determine baseline knowledge regarding the health effects of smoke exposure. The intervention included a motivational video, written smoking cessation materials, and referral to the state quitline. The questionnaire was repeated after the intervention; telephone follow-up at 1 and 3 months included knowledge questions and assessed behavior changes. Paired t tests were used to compare preintervention and postintervention knowledge scores. A total of 167 parents/caregivers were enrolled. The mean preintervention knowledge score was high at 5.4 of 6, which improved for 60 parents/caregivers (36%, P < .001) after the intervention and was sustained at follow-up. Follow-up was obtained from 123 (74%) parents/caregivers, and 90% reported behavior changes to reduce TSE. There was a 13% reported quit rate among the 99 parents/caregivers who smoked (95% confidence interval: 7-21). Other behavior changes reported included initiating home and vehicle smoking bans, discussing reduction of the child's smoke exposure, and showing the video to others. Improvement in knowledge after this brief intervention was associated with reported initiation of home and vehicle smoking bans (P < .01). Parents and caregivers of smoke-exposed children hospitalized for respiratory illnesses had high baseline knowledge of the effects of TSE. A brief intervention that included a motivational video was associated with reported behavior changes in parents/caretakers that decreased second- and third-hand smoke. Improvement of knowledge was associated with institution of home and vehicle smoking bans.

Assessing Health Education Techniques in Enhancing the Knowledge of HIV/AIDS among Adolescents

Introduction: Adolescent refers to individuals between the ages of 10-19 years. In Nepal, Adolescent comprises more than 22% of population. Educations are important as a ‘social vaccine’, and it can serve as a powerful preventive tool. Methods: The study was conducted on three secondary school of in Hansapur Village Development Committees, Arghakhanchi district. The sampling design used for the study was stratified random sampling. A sample size of 300 adolescent students was taken. Results: Mean pre-intervention knowledge scores were 57.36±17.44 for pre intervention groups. After health education by the five methods in the five subgroups, the pooled mean knowledge score was enhanced to 81.80±16.47. It was highly significant (p<0.001). The overall increase in Post

Evaluation of teaching methods for students on hernias: an observational study

Teaching may be delivered through different media in different settings. We aimed to evaluate four teaching modalities for medical students on a common surgical topic. We compared learning, student preferences and experiences as outcome measures. This is a prospective observational study of all medical students undertaking their first attachment in surgery. Students were randomly allocated into four groups: lecture, handout, website and patient-based tutorial, all on the management of an inguinal hernia. Baseline knowledge was assessed prior to group allocations through a questionnaire. Students completed a 24-h post-intervention questionnaire and satisfaction survey. One hundred fifty-four students participated. There was no difference in the pre-intervention knowledge scores between the groups. The post-intervention knowledge scores significantly improved in the lecture and website groups. However, the website was significantly less engaging and clinically relevant form of teaching compared with the lecture. Despite being engaging and relevant, the tutorial group failed to improve knowledge scores. The handout did not improve knowledge scores, nor was it considered engaging or relevant. Knowledge scores significantly improved with the lecture and website teaching methods. The lecture was more engaging, clinically relevant and instilled confidence. Students preferred the website/podcasts as additional information to facilitate their learning and increased their knowledge equivalent or superior to other standard media. However, despite being effective, the student experience was less positive than for non-reusable contact teaching. If student satisfaction is to be a factor in achievement of learning outcomes, a balance has to be struck between different media delivery.

What a Disaster?! Assessing Utility of Simulated Disaster Exercise and Educational Process for Improving Hospital Preparedness

Recent events have brought disaster medicine into the public focus. Both the government and communities expect hospitals to be prepared to cope with all types of emergencies. Disaster simulations are the traditional method of testing hospital disaster plans, but a recent, comprehensive, literature review failed to find any substantial scientific data proving the benefit of these resource- and time-consuming exercises. The objective of this study was to test the hypothesis that an audiovisual presentation of the hospital disaster plans followed by a simulated disaster exercise and debriefing improved staff knowledge, confidence, and hospital preparedness for disasters. A survey of 50 members of the medical, nursing, and administrative staff were chosen from a pool of approximately 170 people likely to be in a position of responsibility in the event of a disaster. The pre-intervention survey tested factual knowledge as well as perceptions about individual and departmental preparedness. Post-intervention, the same 50 staff members were asked to repeat the survey, which included additional questions establishing their involvement in the exercise. There were 50 pre-intervention tests and 42 post-intervention tests. The intervention resulted in a significant improvement in test pass rate: pre-intervention pass rate 9/50 (18%, 95% confidence interval ((CI) = 16.1-19.9%) versus post-intervention pass rate 21/42 (50%, 95% CI = 42.4-57.6%; chi-square test, p = 0.002). Emergency department (ED) staff had a stronger baseline knowledge than non-ED staff: ED pre-test mean value for scores = 12.1 versus non-ED scores of 6.2 (difference 5.9, 95% CI = 3.3-8.4); t-test, p <0.001. Those that attended > or = 1 component had a greater increase in mean scores: increase in mean attendees was 5.6, versus the scores of non-attendees of 2.7 (difference 2.9, 95% CI = 1.0-4.9); t-test, p = 0.004. There was no significant increase in the general perception of preparedness. However, the majority of those surveyed described the exercise of benefit to themselves (53.7%, 95% CI = 45.5-61.8%) and their department (63.2%, 95% CI = 53.5-72.8%). The disaster exercise and educational process had the greatest benefit for individuals and departments involved directly. The intervention also prompted enterprise-wide review, and an upgrade of disaster plans at departmental levels. Pre-intervention knowledge scores were poor. Post-intervention knowledge base remained suboptimal, despite a statistically significant improvement. This study supports the widely held belief that disaster simulation is a worthwhile exercise, but more must be done. More time and resources must be dedicated to the increasingly important field of hospital disaster preparedness.