Quasi-experimental Intervention Study Research Articles

Appreciation of multilingual teaching activities by secondary school students in Germany: findings from a quasi-experimental intervention study on teaching French

ABSTRACT Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing]. This paper presents the results of a quasi-experimental pre–post control-group study on the implementation of multilingual teaching activities in teaching French as a second foreign language at secondary grammar schools in Germany (in total n = 221 students, a convenience sample of 207th grade classes). Results of analysis of questionnaires and interviews with students show a positive appreciation of multilingual teaching activities, especially among students with migration background who have been raised plurilingually, and an increase in the appreciation of multilingual teaching activities among students who have been raised monolingually in the lingua franca German. Furthermore, the results indicate that the intervention was relevant to students’ intercultural learning in terms of fostering their appreciation of multilingual teaching activities, even though the teaching materials prepared for the study were not implemented consistently in all participating classes.

Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study

ABSTRACT Culturally Responsive Teaching (CRT) provides a framework for teachers to include students’ ethnic-cultural identities in class, aiming to tackle issues of educational and societal inequity. This quasi-experimental mixed methods intervention study tested whether pre-service teachers attending a seminar based on an ethnic-cultural identity school intervention, the Identity Project, would show greater CRT self-efficacy and more positive beliefs about teaching in ethnic-culturally diverse classes, compared to a control group. Repeated measures ANCOVAs of survey data from 606 pre-service teachers in Germany indicated a stronger T1-T2 increase in confidence for interacting with ethnic-culturally diverse students and engaging in culture- and ethnic-related conversations in the intervention group. No significant time-by-group interactions emerged for other CRT facets. A content analysis of brief texts of pre-service teachers in the intervention group revealed they became more self-reflective about their own beliefs, learned about CRT practices for their own teaching, and gained confidence for including issues of ethnicity and culture in class. Yet, the complexity of ethnic-cultural diversity-related topics left some pre-service teachers feeling overwhelmed about how to adequately address ethnic-cultural diversity in the classroom. Overall, the Identity Project seminar raised pre-service teachers’ awareness and self-efficacy for engaging in CRT in the future.

Empowering Midwifery Students: Educational Intervention Based on Group Counseling for Clinical Stress Management

Background: Clinical education in medical sciences is highly stressful. Students face stressors not only related to the learning environment but also in the clinical setting. Objectives: This study aimed to investigate the impact of group counseling on clinical stress management among midwifery students at a medical university in southeastern Iran. Methods: In this quasi-experimental interventional study, a before-after design was employed using the census method involving 48 midwifery students. A researcher-designed questionnaire was utilized to evaluate factors contributing to stress. The educational interventions were conducted in eight group sessions from November 2021 to February 2022 at Pastor Educational and Medical Hospital in Bam City, Kerman province. Data analysis was conducted using the MIC-MAC model, and statistical analyses included the paired sample t-test and Pearson correlation coefficient through SPSS. Results: Overall, mean scores of stressors decreased significantly after the educational intervention (P = 0.006). Before the intervention, the highest and lowest mean scores were related to "teacher role" (3.15 ± 0.84) and "student's personality" (2.18 ± 0.61), respectively. After the intervention, these subareas continued to have the highest and lowest mean scores of stressors, (2.73 ± 0.94) and (2.19 ± 0.66), respectively. All stressors showed a significant correlation with the total stress score after the intervention. Conclusions: The presence of stress management programs tailored to the specific needs of medical science students, both in academic and clinical settings, is crucial. These programs should prioritize enhancing communication skills between teachers and students, improving interpersonal relationships, and providing incentives to boost student self-confidence.

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Students’ proficiency in the language of instruction is essential for their mathematical learning. Accordingly, language-responsive instruction, which includes adapting teaching material to students’ language needs, is thought to promote mathematical learning, particularly for students with lower levels of proficiency in the language of instruction. However, empirical evidence for the effectiveness of this type of instruction in heterogeneous classrooms is scarce, and potential differential effects for learners with different learning prerequisites still need to be studied. The present study examines whether language-responsive instructional materials can promote students’ learning of fractions. We conducted a quasi-experimental intervention study with a pre- and posttest in Grade 7 (N = 211). The students were assigned to one of three instructional conditions: fraction instruction with or without additional language support or to a control group. The results showed that both intervention groups had higher learning gains than the control group. However, students with lower proficiency in the language of instruction benefited more from fraction instruction with additional language support than without it. The opposite was true for students with higher proficiency in the language of instruction. Moreover, learning gains depended on students’ levels of mathematics anxiety. Our study contributes to a more detailed understanding of the effectiveness of language-responsive instruction in heterogeneous classrooms.

Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence.

Doctor of Physical Therapy (DPT) education programs have been charged with developing a culturally competent health care workforce to better meet the needs of diverse communities and reduce health inequities. The purpose of this longitudinal, quasi-experimental educational intervention study was to examine the effects of an integrated DPT program curriculum on student cultural competence at a public, midsize, midwestern university. There is an abundance of research on conceptual models and frameworks for the development of cultural competence within health care education with many studies relying on self-perception to measure outcomes. Using the Model of Interculturalization as a theoretical framework, this study explored the development of cultural competence among DPT students using the Intercultural Development Inventory (IDI). A purposeful convenience sample of DPT students ( n = 177) was used. The IDI was administered to 3 student cohorts. One cohort had data at 4 different time points, including upon entry into the program (baseline) and at the end of the first, second, and third year. Two cohorts had data for 2 time points. IDI Developmental Orientation (DO) and Orientation Gap (OG) scores were used to measure cultural competence and accuracy of self-perception of cultural competence. Data analysis was performed using descriptive statistics, independent and dependent sample t -tests, and analysis of variances. There were no differences between the cohorts. There were statistically significant improvements in both cultural competence (DO scores) and accuracy of self-perception of cultural competence (OG scores) for 2 cohorts. However, significant change only occurred during year 1. No other differences across time for any of the cohorts were significant. Findings can be leveraged and incorporated into recommendations for curricular revision and program reform targeting cultural competence development among DPT students.

Effectiveness of a grid mattress on adults' sleep quality and health: A quasi-experimental intervention study.

Despite that 93% of people indicate that a mattress plays a pivotal role in achieving high-quality sleep, there is a scarcity of research investigating the influence of mattresses on sleep quality, pain, and mood in nonclinical poor sleepers. The purpose was to examine the effectiveness of a pressure-releasing medium-firm grid mattress on sleep and health outcomes (e.g., mood, pain, daytime fatigue) of adults with nonclinical insomnia symptoms using a quasi-experimental design. Participants were 39 adults (mean age = 45.29) with nonclinical insomnia (i.e., occasional sleeplessness). Following 1 week of baseline assessments on their current mattress, they slept on a pressure-relieving grid mattress for 8 weeks. Participants completed self-report assessments of the Pittsburgh Sleep Quality Index, Berlin Questionnaire, Insomnia Severity Index, Restorative Sleep Questionnaire, Perceived Stress Scale, Profile of Mood States, Daytime Fatigue Scale, Pain and Sleep Questionnaire, and Brief Pain Inventory at Baseline and Weeks 1, 2, 3, 4, and 8. Participants continually wore an Oura Ring to objectively assess sleep and daytime activity. The data were collected from January 2022 to April 2022 and were stored electronically. Repeated-measures analyses of variance were used to analyze mean time differences. Self-reported sleep quality, perceived pain, perceived stress, mood, and daytime fatigue improved significantly from Baseline to Week 8, p's < 0.05. Objective Oura Ring validated the self-reported sleep and daytime activity outcomes with improvements in sleep duration, time awake during the night, light sleep, deep sleep, and total sleep time, p's < 0.05. No significant time effects were evidenced for rapid eye movement sleep. No adverse events were reported. The grid mattress is a simple, noninvasive, and nonpharmacological intervention that improved adults sleep quality and health. Controlled trials are encouraged to examine the effects of this mattress in a variety of populations and environments.

IJCM_242A: Assessment of self-medication practice among the school teachers of Bhopal

Background: The World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) define self-medication (SM) as a practice by which an individual selects and uses medicines to treat symptoms or minor health problems, recognized as such by themselves. Self-medication has a number of negative effects, including resource waste, greater disease resistance, and drug resistance. Lack of time, convenience, and awareness parameters, as well as distorted thinking, all contribute to today’s never-ending cycle of self medication and its detrimental effects. Objectives: 1. To determine the prevalence of use of self-medication among school teachers of Bhopal. 2. To assess the construct connection between old and new practice by pre &amp; post test scores. Methodology: Quasi-experimental, pre- and post-educational intervention study of randomly selected school teachers of Bhopal, Sample Size 136.5 ~ 140 using Cochran’s formula. A pre-validated, pre-tested, close-ended multiple- choice questionnaire on Socio-Demographic information, various domains like reasons, indications, medications used and source of knowledge for self- medication was filled in digital mode before and after the lecture demonstration. Results: The effectiveness of the educational program on most of the components was found positive. Conclusion: Awareness can be created through social media platforms regarding the detrimental effects of self-medication. Teachers can be the best resource persons in the dissemination of knowledge in schools and colleges.

The Impact of Data-Driven Learning on Medical Students' English Academic Writing

Introduction: Data-driven learning has emerged as a powerful method in language teaching and has drastically changed the traditional methods of teaching and learning, especially in academic writing. So, the present study was conducted to investigate the effect of data-driven learning on the English academic writing of medical students.&#x0D; Method: In this quasi-experimental intervention study, 29 MSc students of different fields of medical sciences participated in a training intervention program using a data-driven learning approach focusing on self-generated corpora of academic articles related to their fields of study. Students were asked to write an academic text related to their fields at the beginning and end of the course. Written texts were graded based on the Hemp-Lyons academic writing rubric, and the data collected from the pre-and post-test assessments were analyzed using the paired-sample t-test.&#x0D; Results: Comparison of pre-test scores with a mean of 59 (SD = 2.26) and post-test scores with a mean of 78.53 (SD = 2.33) indicated a significant improvement in the writing of the participants of this study (p &lt; 0.05).&#x0D; Conclusion: In light of confirming the educational suitability of the data-driven approach and recognizing the need for students to engage in English article writing and publication, these findings serve as a valuable aid to MSc students studying medical sciences, facilitating their academic writing in English.

Effectiveness of multimodal intervention on perception of geriatric clients regarding health promotional outcomes at a selected hospital, Kolar, Karnataka, India

To understand the Perception of geriatric clients, that influence through Multimodal Intervention.Quantitative approach Quasi-Experimental interventional controlled study with pre-test post-test design and follow-up for two months, adopted by using purposive sampling technique among 120 geriatric clients who gave consent for participation in the study at two different settings of hospitals from July 2022 to January 2023, Kolar. After obtaining CEC, data was obtained using the validated perception questionnaire and the Multimodal Intervention package consisting of a Snake &amp; Ladder Health promotion strategies game, Educational Video, and Informational pamphlet been distributed to the experimental group whereas routine care given to the Control group followed by Posttest on the 30 day &amp; 60 day. Reinforcement was carried out by the investigator on fortnightly basis reminders through messages. Data were analyzed by using Descriptive &amp; Inferential statistics such as RMANOVA, Independent ‘t’-test, Paired ‘t’-test, and Chi-square. A significant effect was demonstrated in the experimental group with enhanced mean, SD from pretest to posttest I and Posteest II found to be 35. ±7.9, 46.3 ±6.1 and 48.3 ±4.7 without any significant changes in the control group. Geriatric population was the biggest beneficiary, Multimodal Intervention was proven to be effective and can be implemented in hospitals, and community settings in improving the perception of geriatric clients to foster healthy aging.SDUAHER/KLR/Dept.R&amp;I/89/2020-2021 (13/03/2021) CTRI/2021/07/034632 (16/07/2021)

"Ich habe den Schüler viel zu wenig gelobt." Evaluation des Seminarerfolgs über videobasierte Reflexionen von Lehramtsstudierenden über ihr eigenes Feedbackverhalten

Although video analyses have a great potential for the development of professional competencies, the effects of (video-based) seminars on teaching activities and reflection competencies of student teachers have rarely been the focus of evaluations. In the quasi-experimental intervention study ProFee, the effectiveness of different seminar concepts on the competencies of elementary school student teachers in giving feedback was investigated. The evaluation focused on the question of how observation assignments and methods with varying degrees of structure affect students' competencies. After attending the seminar, the teaching activity of the N = 226 students did not differ significantly between courses when controlling for prior knowledge. But the students' self-assessments as well as the correlations between self-assessment and external-assessment are closer in the group in which the videos were analyzed in a very structured, low inferential manner.

Effect of Crataegus Extract on the Relief of Heart Palpitation and Anxiety in Teenagers: An Interventional Quasi-Experimental Study

Background: Heart palpitation is a common complaint defined as an unpleasant or abnormal heartbeat feeling. This study aimed to investigate the effectiveness of Crataegus extract on the relief of heart palpitations and anxiety in adolescents. Methods: This is an interventional quasi-experimental study performed from February 19, 2016 to February 19, 2017 on 120 adolescents aged 13 to 19 years with a complaint of heart palpitations, referring to heart clinic in Afshar Hospital of Yazd. The participants' demographic information, heartbeat feeling, Hamilton anxiety scaling, blood pressure, heartbeat rate, and electrocardiogram (ECG) were recorded. Patients were first treated with 20 drops every 8 hours for three days and then 25 drops every 8 hours for one month with Crataegus edible drops. They were then re-evaluated for heart palpations and anxiety. Results: Of 120 adolescents referring to Afshar Hospital with heart palpitations, 98 of participants (81.7%) experienced improvement. Mean differences in systolic blood pressure, heart rate, and anxiety scores before and after treatment with Crataegus extract decreased significantly by 1.71, 8.52, 6.55, respectively, but the mean difference in diastolic blood pressure increased by 1.46 (P&lt;0.05). Conclusion: According to the results, Crataegus extract might be effective in reducing palpitation and anxiety in adolescents. Further studies are suggested to approve the results of the study.

Dry Needling Effects of the Upper Trapezius Muscle on the Angles and Range of Motion of the Neck in Individuals with Forward Head Posture

Introduction: Forward head posture (FHP) is one of the most common positional deviations. Frequent users often exhibit incorrect posture because of the rising popularity of media devices, such as smartphones and computers. This posture leads to changes in muscle activity in cervical flexion and extension. It is defined by hyperextension of the upper cervical vertebrae and forward translation of the cervical vertebrae. This study evaluates the effect of dry needles as a new method in the upper trapezius muscle on the neck’s angles and range of motion (ROM) in individuals with FHP&#x0D; Materials and Methods: In this quasi-experimental interventional study, 18 women with FHP underwent a dry needle session. The photogrammetry of the cranio-vertebral angle measured the degree of FHP. Visual analog scale (VAS), pain pressure threshold (PPT), cranio-vertebral angle (CVA) and cranio-horizontal angles (CHA), ROM, scapular index (SI), and forward shoulder translation (FST) were assessed before and after the intervention.&#x0D; Results: The results demonstrated that after the intervention, right and left PPT, flexion, and proper neck rotation, right and left SI, CVA, and CHA were significantly improved (P&lt;0.05).&#x0D; Conclusion: The results showed that one session of dry needling with stretching exercises intervention could improve PPT, ROM, SI, CVA, and CHA and consequently improve FHP.

Family resilience of families with parental cancer and minor children: a qualitative analysis.

Estimated 50,000 minor children in Germany experience a newly diagnosed cancer in one of their parents every year. Family resilience has proven to be an important concept against life crises. However, little research exists regarding family resilience in the context of parental cancer with minor children. Based on the "Family Resilience Framework," the aim of the study is to investigate the processes of family resilience of affected families. In addition, we explore which combinations of promoting family resilience processes can be characterized. As part of the mixed-method quasi-experimental interventional study "F-SCOUT," a qualitative content analysis was used to analyze the documentation of the "Family-Scouts" (a fixed contact person who advises, accompanies, and supports the families). Documentation was performed by families' study inclusion (T0), after 3 months (T1) and 9 months (T2) concerning current family situation, organization of everyday life, emotional coping, open communication within the family, and planned tasks. The N = 73 families had between one and six children. In 58 (79%) families, the mother had cancer. In the course of the analysis, a category system with 10 main categories and 36 subcategories emerged. Family resilience processes were described to different extents. Combinations of categories promoting family resilience were characterized by the use of social resources, flexibility, economic resources, and open communication. The findings are consistent with existing assumptions about family resilience in terms of the importance of social resources, family cohesion, mutual support, flexibility, open communication, and psychological well-being. In contrast to the findings of previous research, spirituality, and collaborative problem-solving indicate less centrality here. In turn, the findings on economic resources and information-seeking provide a valuable addition to the family resilience literature in the context of parental cancer with minor children. ClinicalTrials.gov, identifier NCT04186923.

Efectividad de la formación teórico-práctica en soporte vital básico a monitoras de comedores escolares desde Atención Primaria

Introduction: cardiovascular diseases constitute a public health problem worldwide and among them cardiorespiratory arrest (CPA) stands out. School canteens are spaces with potential risk of witnessing a PCR. Materials and methods: quasi-experimental analytical study of intervention. The participants received training through an interactive virtual platform and a face-to-face clinical simulation session on the Heimlich maneuver, basic cardiopulmonary resuscitation (CPR) and the use of the semiautomatic external defibrillator (SAED). A descriptive analysis of the study population and a comparative statistical analysis between the results obtained in a test before and after the virtual training were carried out. A variable was created by subtracting the score obtained before training from that obtained after it. Clinical simulation was analyzed by direct observation. Statistical significance was defined as p &lt; 0.05. Statistical analysis with SPSS version 19.0. The principles of the Declaration of Helsinki and the guidelines on good clinical practice were followed. Results: the entire sample was women with a median age of 48.50 years. The median mark of the pre-test was 6.7/10 and the post-test had a constant result of 10/10. The difference between the post-test and the pre-test had a median of 3.3 (p 0.01) and was found in the simulation that the learning was optimal. Conclusions: training in CPR is a strategy with a social impact, related to an improvement in the response to a case of CPA, reducing the morbidity and mortality that this implies.

A standardized educational program to improve peripheral vascular access outcomes in the emergency department: A quasi-experimental pre-post trial.

Difficult intravenous access (DIVA) patients are known to have disproportionately poorer vascular access outcomes. The impact of education and training on vascular access outcomes in this vulnerable population is unclear. We aim to demonstrate the success of a program (Operation (O) STICK) on improving vascular access outcomes in DIVA patients. This was a quasi-experimental pre-post interventional study conducted at a tertiary care emergency department (ED) with 120,000 annual visits and 1100 hospital beds. Adult patients requiring an ultrasound-guided (US) peripheral intravenous catheter (PIVC) in the ED were eligible participants. Traditional (palpation method) insertions were excluded. Using multivariable linear regression and inverse probability weighted (IPW) linear regression, the standard group inclusive of PIVCs inserted by staff without formalized OSTICK training were compared to the interventional group inclusive of PIVCs inserted by staff with training and competency in the OSTICK training model. Data were collected over two time intervals: 4/1/21-9/30/21 (pre; non-OSTICK) and 10/1/22-3/31/23 (post; OSTICK). 2375 DIVA patients included 1035 (43.6%) non-OSTICK and 1340 (56.4%) OSTICK PIVCs. Overall, OSTICK PIVCs had a higher proportion of upper arm or forearm placements (94.6% vs 57.4%; p < 0.001), 20 gauge catheters (97.1% vs 92.3%; p < 0.001), and left-sided placements (54.4% vs 43.5%; p < 0.001). 62.7% of OSTICK PIVCs were placed by ED technicians, compared to 25.5% in the non-OSTICK group (p < 0.001). OSTICK PIVCs were placed on the first attempt 86.2% of the time and by the second attempt 95.4% of the time. In a subanalysis of 1343 hospitalized patients (689 (51.3%) OSTICK vs 654 (48.7%) non-OSTICK), OSTICK PIVCs survived for a median of 92% of the patient's hospital length of stay, compared to non-OSTICK PIVCs at 74% (p < 0.001). Formalized vascular access training in the ED leads to improved adherence to best practices for PIVC insertion, high success of cannulation with minimal attempts, and improved PIVC functionality during hospitalization for DIVA patients. Importantly, these outcomes are sustainable as they were captured 12 months after implementation of the program.

Comparing drawing tasks and elaborate single-choice questions in simulation-based learning: how do they facilitate students’ conceptual understanding on chemical equilibria?

Past research repeatedly revealed students’ struggles to understand chemical equilibria, especially concerning their dynamic nature. Black-box simulations have proven to be helpful here. However, the effect is strongly dependent on the quality of teaching, the design principles of which are not yet fully known. One aspect of debate concerns the nature of supportive learning tasks, which require students to activate, construct and reflect on their mental models to foster conceptual understanding. In this paper, we investigate how drawing-assisted simulation-based learning promotes conceptual understanding of chemical equilibria in comparison to single-choice tasks. Both types of supporting tasks involve simulation-based activities according to the German instructional design SIMMS (Simulation-basedInstruction forMentalModelling inSchool), which requires students to construct their own explanations and predictions on a chemical system before exploring it via molecular dynamics simulations and revising their explanations and predictions retrospectively. In a quasi-experimental intervention study with 174 German high school students of ten chemistry courses (tenth grade), two treatment groups (drawing group and single-choice group) were compared with a control group, assessing the progress in conceptual understanding during simulation-based learning via drawings and explanations as well as pre- and post-intervention via questionnaire. Our findings reveal similar effects of drawing tasks and elaborate single-choice tasks on conceptual understanding of chemical equilibria. For equilibrium dynamics specifically, simulation-based settings featuring drawing tasks seem to be slightly more effective than simulation-based settings featuring elaborate single-choice-tasks in fostering understanding. What is more, simulation-based settings on the divergent phenomenon of Le Chatelier (where different final states emerge from the same initial state, depending on the nature of external perturbation) seem to be more efficient than those on the convergent nature of chemical equilibria (where several initial states with different educt/product ratios yield the same final state in equilibrium) in fostering student understanding irrespective of the mode of the supportive learning task.

Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People.

University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered.

The effect of a smoking cessation program for patients in cancer treatment: a quasi-experimental intervention study

Background Compared to non-smokers, smokers have reduced effects of cancer treatment, and increased risk of treatment-related toxicity. Quitting smoking can improve treatment effects and reduce side effects. This study reports on the potential impact of a smoking cessation program on smoking cessation rates among patients in cancer treatment. Material and methods Cancer patients 18 years and older who smoked, with survival prognosis ≥12 months, not suffering dementia or other mental illness, and who were referred to cancer treatment at six Norwegian hospitals were invited to participate. The study took place from 2017 to 2020 and used a pre-test-posttest non-equivalent control group design. The intervention group received structured smoking cessation guidance based on Motivational Interviewing combined with cost-free nicotine replacement products, while the control group received standard smoking cessation treatment. Self-reported smoking status were registered at baseline and at 6 months’ follow up. Results 76% of patients smoked at baseline and 44% at follow-up in the intervention group, correspondingly 72% and 49% in the control group. In an analysis of differences in within-person change, the reduction in the intervention group was 13 percentage points larger (95% CI = (0.25, −0.005), p = 0.041). Adjusting for gender, age, education, labour market participation and partnership status did not attenuate the estimated effect (18 percentage point difference, 95% CI = (−0.346, −0.016), p = 0.032). Demographic factors and dropout rate differed somewhat between the groups with a higher dropout rate in the intervention group, 54% vs. 51%, respectively). Conclusion Offering a structured smoking cessation program based on Motivational Interviewing and cost-free nicotine replacement products to cancer patients can increase cessation rates in comparison to standard smoking cessation care.

Impact of an antimicrobial stewardship program on critical haematological patients

ObjectiveAntimicrobial Stewardship Programs (ASPs) have appeared as very useful tools in order to improve the use of antimicrobial agents. The objective of this study is to assess the impact of an ASP on haematological patients hospitalized in an Intensive Care Unit (ICU). MethodsA quasi-experimental pre-post intervention study, which included haematological patients admitted to an ICU and assessed by the ASP program during 3 years. The impact of the program on patient evolution was assessed by comparison between the previous period and the intervention period in terms of mortality, mean stay, number of re-hospitalizations, and duration of mechanical ventilation for intubated patients. ResultsThe ASP team assessed 324 antimicrobial agents in 169 patients; they recommended 121 modifications, including 55 treatment discontinuations. Compared with the pre-intervention period, there were no significant differences in the variables assessed. No variation was observed in colonization by multi-resistant bacteria. ConclusionsThe implementation of an APS on critical haematological patients will lead to a relevant number of treatment modifications, without any impact on the clinical evolution of patients.

Effectiveness of a workshop-based intervention to reduce bullying and violence at work: A 2-year quasi-experimental intervention study

IntroductionBullying and violence at work are associated with reduced wellbeing of the victims, but few evidence-based interventions are available to prevent these offensive behaviours. We developed and examined the effectiveness of an intervention aimed at prevention of bullying and violence at work through modifications in psychosocial work environment. MethodsIn accordance with pre-published protocol, employees and supervisors of 12 work units in 3 cities (intervention group A: n = 315; intervention group B: n = 271) received a workshop-based intervention on organizational practices to prevent bullying and violence, including supervisor support, supervisor justice, workplace social capital, and psychological safety and were compared to a reference group (n = 2310) which did not receive the intervention. Latent change score modelling (LCSM) was used to estimate between- and within-individual differences in changes of organizational practices and prevalence of bullying and violence from baseline (2020) to follow-up (2022). ResultsNo direct or indirect effects of intervention were observed. Of the potential mediator variables, supervisor support (B = 0.04; 95% confidence interval 0.006, 0.07) and supervisor justice (0.04; 0.01, 0.08) improved in the intervention group B between the measurements and compared to control group, but the result was not replicated in intervention group A. No changes were observed between the measurement points in bullying or violence at work. ConclusionsNo intervention effects on bullying and violence at work were observed. It may be worthwhile to develop the intervention further to focus more on supervisor and co-worker relationships and on psychosocial resources of work team.