Quasi-experimental Research Articles

Development of Competencies in Emergency Nursing: Comparison Between Self-Assessment and Tutor Evaluation Before and After a Training Intervention.

Nursing competence encompasses the integration of knowledge, skills, and attitudes essential for comprehensive and safe patient care. This study aimed to compare self-assessment and tutor evaluation of nurses' competencies in a hospital emergency department before and after a training intervention. A quasi-experimental design was employed, involving 63 newly hired nurses who participated in a mentorship program. The intervention included theoretical and practical sessions on critical care skills. Data were collected through self-assessment questionnaires and objective evaluations by tutors using validated rubrics. The results indicated significant differences between self-assessment and tutor evaluations in pre- and post-intervention phases, particularly in competencies related to orotracheal intubation and fibrinolytic therapy for ischemic stroke. Post-intervention, discrepancies between self-assessment and tutor evaluations decreased, suggesting improved self-awareness and competence among participants. This study highlights the importance of combining self-assessment and external evaluation to ensure accurate competency assessment and effective educational interventions, ultimately enhancing the quality of patient care.

Improving Performance in Physical Education Through Students’ Enrichment Activity Training (SEAT)

This study aimed to determine the Physical Activity and Students Performance of grade 11 students in Physical Education Class of Baliwasan Senior High School during the school year 2022-2023. The study employed quasi-experimental research design using pre-test and post-test in physical education during the second semester period. The participants of this study were 50 Grade 11 students of GAS A and 50 GAS B students under the GAS strand. A purposive sampling technique was utilized in determining the sample of the study. The findings revealed that the performance of grade 11 students was satisfactory. The pretest for both the control and experimental group was poor. The posttest results of the control and experimental group were satisfactory. The mean gain score of the control and experimental group increased significantly. There was a significant difference in the mean gain score of the control and experimental group. There was a significant difference between the pretest and posttest results in physical education of the control and experimental group. It is highly recommended that the senior high school teachers may use the FITT intervention program and the application of CSPAP strategy approach in teaching physical education. They may also integrate the SEAT in physical education class where the students’ performance was unified in their performance task and the teacher recorded their response and outcome through rubrics.

Eliminating a gap on child maltreatment in a developing country: A comprehensive web-based training for future counselors

BackgroundPublic personnel working in the fields of education and health are the primary professionals in Turkey responsible for recognizing issues related to child maltreatment. Therefore, it is crucial for them to be knowledgeable about the legal and guidance processes to follow. ObjectiveThis study aims to investigate the effectiveness of a web-based training on child maltreatment (CM) for undergraduate students. The goal was to determine whether the students would gain knowledge and awareness about the signs of child maltreatment, along with a positive attitude towards reporting. Participants and SettingThe sample consisted of 85 counseling candidates (42 received the training and 43 did not). MethodsThe study employed a quasi-experimental design with a control group to examine the effectiveness of the program. Pre-test, post-test, and 6-month follow-up data were analyzed using mixed ANOVA. ResultsParticipants who attended the program showed greater improvement compared to those who did not receive training, although some of these improvements were only partial. ConclusionOverall, the study demonstrated the effectiveness of a comprehensive web-based program on CM for future counselors, although its effectiveness was partial in some areas. Future research should consider testing programs with different content, using different samples, and investigating programs that can be delivered in shorter time frames.

Effectiveness of Brain Training Exercises on Visual and Auditory Memory in Students with Dyslexia

Background: Dyslexia, a learning disorder characterized by reading difficulties, can also impair memory function in students. Objectives: This study aimed to address the gap in knowledge regarding the effectiveness of brain training exercises in enhancing memory function in this population. We investigated whether such interventions could improve academic success for students with dyslexia. Methods: A quasi-experimental design was utilized, incorporating pre-test, post-test, and 45-day follow-up measurements, with a control group for comparison. The target population comprised elementary school students diagnosed with dyslexia at learning disability centers in Tehran, Iran, during the 2022 - 2023 academic year. Using convenience sampling, 30 participants were selected and then randomly assigned to either the experimental (brain training) or control group through simple random assignment. Visual memory and digit-letter sequencing abilities were assessed using validated tools: The Visual Memory Questionnaire and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) Digit-Letter Sequencing subtest, respectively. The experimental group participated in eight brain training sessions, each lasting 60 minutes, while the control group received no intervention during the study period. Data analysis was performed using SPSS version 27.0. Repeated measures ANOVA with Bonferroni post-hoc tests were employed for data analysis. Results: Post-test visual memory scores were significantly higher in the brain training exercises group (M = 8.73, SD = 1.60) compared to the control group (M = 5.30, SD = 1.25). Auditory memory scores demonstrated a similar trend, with the brain training group outperforming the control group (M = 10.80, SD=1.78 vs. M = 6.86, SD = 1.99). The brain training program produced significant improvements in visual and auditory memory among students with dyslexia, as evidenced by post-test results (P < 0.001). Conclusions: This finding suggests a robust positive effect of the intervention on memory function. These results suggest that brain training exercises can be a promising intervention for enhancing memory function in students with dyslexia.

Effectivess of Structured Teaching Programme on Skipping Meals among Nursing Students

The practice of skipping meals is prevalent among nursing students, often due to the pressures of academic and clinical schedules. This study evaluates the effectiveness of a structured teaching program designed to address the knowledge, attitudes, and practices related to meal-skipping among nursing students. A quasi-experimental design was used, involving a pre-test and post-test assessment of 60 nursing students from nursing college. Data on meal-skipping behaviors, nutritional knowledge, and health attitudes were collected using a validated questionnaire. The intervention included educational sessions on the importance of balanced nutrition, the effects of skipping meals on health and academic performance, and strategies for effective meal planning. Post-intervention results revealed a significant increase in knowledge and a positive shift in attitudes toward regular meal consumption, with a substantial reduction in reported meal-skipping behaviors. Assess the effectiveness of structured teaching programme on skipping meals among nursing students. This was a quasi-experimental study where closed ended demographic questionnaire were given to 60 first year student to assess their current situation and self-administered knowledge questionnaire were used as a tool to access sleep hygiene and sleep quality respectively among those 60 first year nursing student by using purposive sampling technique. Data was collected by direct distribution of tools to each nursing student and data was analysed and results were interpreted by using quasi experimental statistics. The overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The results of the study showed that the overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The statistical paired ‘t’ test indicates that enhancement in the mean percentage knowledge score was found to be significant at 0.05 level for all the aspect under study. The association found to be totally significant between pre-test knowledge scores and selected socio demographic variables at 0.05 level (p<0.05). The study findings suggested that ppt assisted structured teaching program is an effective instructional method in improving the knowledge regarding Skipping Meal among nursing students.

Undergraduate Science Students’ Interest in Sciences in a Flipped Instructional Strategy Learning in Zamfara State, Nigeria

University lecturers and students are surrounded by many new technology tools, giving room to use different applications and software for their personal purposes, but using these technologies for educational purposes was very low. However, the teaching and learning processes still depend exclusively on lecture method which make science less interested. Therefore, this study employed Flipped Instructional Strategy to improve students’ interest in sciences among Undergraduate University Students in Zamfara State, Nigeria. The study used Quasi-experimental design. The population of the study comprises of all undergraduate university students studying single honor courses of Biology, Chemistry and Physics for 2022/2023 session from 2 universities in Zamfara State. The sample of the study was 160 students drawn using stratified and random sampling technique. Science Students’ Interest Inventory (SSII) with reliability coefficients of 0.702 was used as an instrument for data collection. The instrument was duly validated by experts. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at 0.05 level of significance. The results revealed that there is significant difference in the mean interest scores of undergraduate science students taught general science courses using Flipped Instructional Strategy and those taught using enhanced lecture method. Also, it implies that there is no significant gender difference on interest scores in sciences among undergraduate science students taught general science courses using Flipped Instructional Strategy. It was recommended that science lecturers should be trained by stakeholders on effective procedures for implementing FIS to improve students’ interest in sciences.

Impact of biophilic design on college student perception of mental health and environmental benefits: A dose-response study

We examined a dose-response relationship of plants placed in a university classroom with college students’ self-reported cognitive performance, mental and psychosomatic health, environmental quality perceptions, and objectively measured indoor air quality (IAQ) parameters. This quasi-experimental design study involved two university classrooms, a Comparison Classroom (CC) and a Biophilic Classroom (BC). In the BC, but not in the CC, 50 plants were placed in Week 4 (W4), an additional 51 in W10, and all plants removed in W14. Surveys were administered at 4 time points (T1: W3 [baseline]; T2: W7; T3: W13, and T4: W16) to assess students’ perceptions and health outcomes, including perceived stress, cognitive performance, nature connectedness, indoor environmental quality, air freshness, odor intensity, productivity, and sleepiness, with scores ranging from 0–40 (stress), 1–7 (sleepiness), or 1–5 (other variables). IAQ was monitored continuously using TSI AirAssure™ Monitors. At Baseline, 257 students completed the survey in the CC and 80 in the BC. Plants in the BC significantly improved students' perceived indoor environmental quality (T2: 4.04 vs. 3.51, p<.001; T3: 4.00 vs. 3.52, p<.001), air freshness (T2: 4.07 vs. 3.41, p<.001; T3: 3.91 vs. 3.48, p<.01), and productivity (T2: 3.33 vs. 2.91, p<.01; T3: 3.33 vs. 2.90, p<.01). However, adding more plants did not further improve these perceptions. No significant differences were found in students’ cognitive performance, perceived stress, sleepiness, nature connectedness, or IAQ parameters between CC and BC. Plants in the classroom improved students’ perceived classroom environment and productivity but did not affect the objectively measured IAQ parameters.

Impact of flipped learning on reflective thinking and goal orientation among English Foreign language learners

This study aimed to investigate the impact of implementing the flipped learning model (FLM) on reflective thinking (RT), and goal orientation (GO) among intermediate-level English as a Foreign Language (EFL) learners. RT pertains to cognitive processes and GO aligns with motivational aspects of language learning. While flipped instruction, as a central element of blended learning, has garnered significant attention from educators and researchers, there is a lack of sufficient research on its effects on RT, and GO. The study utilized a quasi-experimental design, employing multistage cluster sampling (MCS) to determine the sample. The homogeneity of the sample was ensured through the administration of the Oxford Placement Test (OPT). The sample was then divided equally into two groups: the control group (CG) consisting of 205 learners and the experimental group (EG) consisting of 205 learners. In addition to the OPT, two standard questionnaires, namely the RT, and GO scales, were used to collect data. During the study’s duration of 10 sessions, the CG and EG received different instruction, utilizing Touch Stone 3 as the instructional material for intermediate learners. The results indicate that FLM has a significant impact on EFL learners’ RT and GO. The implications of this research extend to language educators, curriculum designers, and policymakers, highlighting the importance of incorporating flipped learning strategies to foster critical thinking skills, bolster learner confidence, and promote goal-directed behavior among EFL learners.

Comprehensive Management of Drunkorexia: A Scoping Review of Influencing Factors and Opportunities for Intervention.

Drunkorexia is a novel alcohol-related disorder prevalent among adolescents and young adults. Extensive research on the causes and their relationship is lacking. Identifying these aspects could improve early detection and management by healthcare professionals. The aim of this review was to identify the influencing factors of drunkorexia in adolescents and young adults, as well as the main opportunities for action by health professionals. A scoping review was conducted in June and July 2024 using three databases (Pubmed, Scopus, and Web of Science). A search and review protocol were established and registered in PROSPERO. The research questions were formulated in Patient, Concept, Context (PCC) formats for an adequate literature review. Original articles from January 2008 to July 2024 were included. Reviews, meta-analyses, and doctoral theses or academic texts were excluded. In the screening phase, a methodological assessment was conducted using the Joanna Briggs Institute's (JBI) critical appraisal tools to support study eligibility. Depending on the study design, different checklists were used, and cross-sectional studies that received scores of 4/8 or higher, quasi-experimental designs that obtained 5/9 or higher, and qualitative research that obtained 5/10 or higher were accepted. A total of 1502 studies were initially found. After applying the inclusion/exclusion criteria, 20 studies were selected. Complications of emotion regulation, both positive and negative metacognitive beliefs, inability to effectively manage stress and anxiety, symptoms of post-traumatic stress disorder, self-discipline and self-control, or differences in social expectations are predisposing factors for drunkorexia. The management of malnutrition and dehydration is an opportunity for clinical professionals to address this problem. In addition, mental health issues can provide another opportunity to manage heavy alcohol consumption. Drunkorexia must be recognized as a new disease to be addressed from a multidisciplinary perspective. In this way, increasing research on this trend would support prevention and intervention strategies. The use of digital platforms is essential for raising social awareness of this negative habit.

The Effect of Virtual Laboratories on the Academic Achievement of Undergraduate Chemistry Students: Quasi-Experimental Study.

Experimentation is crucial in chemistry education as it links practical experience with theoretical concepts. However, practical chemistry courses typically rely on real laboratory experiments and often face challenges such as limited resources, equipment shortages, and logistical constraints in university settings. To address these challenges, computer-based laboratories have been introduced as a potential solution, offering electronic simulations that replicate real laboratory experiences. This study examines the effect of virtual laboratories on the academic achievement of undergraduate chemistry students and evaluates their potential as a viable alternative or complement to traditional laboratory-based instruction. A quasi-experimental design was implemented to examine the cause-and-effect relationship between instructional methods and student outcomes. The study involved 60 fourth-year BSc chemistry students from Dilla University, divided into 3 groups: a real laboratory group (n=20), which performed real laboratory experiments; a virtual group (n=20), which used virtual laboratory simulations; and a lecture group (n=20), which received lecture-based instruction. Quantitative data were collected through tests administered before and after the intervention to assess academic performance. The data analysis used descriptive and inferential statistics, such as means and SDs, 1-way ANOVA, the Tukey honestly significant difference test, and independent-sample t tests (2-tailed), with a P value of .05 set for determining statistical significance. Before the intervention, the results indicated no significant differences in academic achievement among the 3 groups (P=.99). However, after the intervention, notable differences were observed in student performance across the methods. The real laboratory group had the highest mean posttest score (mean 62.6, SD 10.7), followed by the virtual laboratory group (mean 55.5, SD 6.8) and the lecture-only group, which had the lowest mean score (mean 43.7, SD 11.5). ANOVA results confirmed significant differences between the groups (F2,57=18.429; P<.001). The Tukey post hoc test further revealed that the real laboratory group significantly outperformed the lecture-only group (mean difference 18.88; P<.001), while the virtual laboratory group also performed significantly better than the lecture-only group (mean difference 11.7; P=.001). However, no statistically significant difference was found between the real laboratory and virtual laboratory groups (mean difference 7.12; P=.07). In addition, gender did not significantly influence performance in the virtual laboratory group (P=.21), with no substantial difference in posttest scores between male and female students. These findings suggest that computer-based laboratories are a viable and effective alternative when real laboratories are unavailable, enhancing learning outcomes when compared with traditional lecture-based methods. Therefore, universities should consider integrating computer-based laboratories into their practical chemistry curricula to provide students with interactive and engaging learning experiences, especially when physical laboratories are inaccessible.

Effect of an online training intervention on evidence-based practice in clinical nurses. #Evidencer Project

BackgroundOnline learning is becoming increasingly essential for health professionals, and it is necessary to understand how this modality affects clinical nurses' learning of Evidence-Based Practice (EBP). For this reason, the present study sought to assess the effectiveness of an online training program in improving nurses' EBP competence.MethodsA quasi-experimental study with a pretest–posttest design was conducted with a control group and without randomization for a period of 6 months. The intervention was an online self-learning course based on Melnyk’s seven steps of Evidence-Based Practice (EBP). The course was structured into sequential modules requiring 72 h of work, with task completions and tests necessary for progression. Participants had three months to complete the course. EBP competence was measured with the EBP-COQ Prof© questionnaire. Data analysis included percentages, means, standard deviations, chi-square tests, student's t-tests, and a two-way repeated measures analysis of covariance (ANCOVA).ResultsThe analysis of the changes observed in each dimension and the overall EBP competence between the intervention group (IG) and the control group (CG) showed a significant group*time interaction in three of the four dimensions of the questionnaire. The results indicated that the online Evidence-Based Practice (EBP) course significantly improved knowledge, skills, and utilization three months after its completion. In the IG, the mean score was 44.04 (standard deviation (SD) = 7), compared to 37.83 (SD = 8.5) in the CG (p < 0.001). Regarding skills, the IG had a mean score of 24.24 (SD = 3.8), while the CG scored 23.01 (SD = 3.1) (p = 0.008). For utilization, the mean score in the IG was 36.77 (SD = 6.8), and the CG was 33.12 (SD = 6.3) (p = 0.005). Overall competence also showed a statistically significant difference, with the IG achieving a mean score of 141.22 (SD = 20.0) compared to the CG with a mean score of 130.34 (SD = 16.7) (p < 0.001).ConclusionsTraining through an online education platform for three months (72 h) is an effective tool for improving the competence in Evidence-Based Practice (EBP) of clinical nurses. A significant increase was observed in knowledge and moderate improvements in skills and the application of EBP. These online courses, adapted to the needs of professionals, can be an efficient way to prepare nurses and improve their application of EBP in a clinical setting.

토론학습 기반 생명윤리 교육이 간호대학생의 도덕적 자아개념과 윤리적 민감성에 미치는 효과

Objectives This study is a quasi-experimental study with a one-group pretest-posttest design to investigate the effect of discussion-based bioethics education on the moral self-concept and ethical sensitivity of nursing students. Methods For this purpose, first-year nursing students who took the basic major course ‘Bioethics and Philosophy’ in the nursing department of a university located in Chungnam were randomly selected. The data collection period for this study was from September 4 to December 22, 2023, and it was conducted in the order of pre-survey, intervention, and post-survey. The collected data were analyzed as follows using the SPSS WIN 20.0 program: First, the general characteristics of the participants were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Second, the moral self-concept and ethical sensitivity were assessed by calculating the mean and standard deviation using descriptive statistics. Third, to verify the research hypotheses, the normality of the pretest and posttest scores was examined using the Kolmogorov-Smirnov test. Fourth, the effectiveness of discussion-based learning was analyzed using a paired t-test. Fifth, the reliability of the instruments was tested by calculating Cronbach's α values. Results Before and after the discussion-based bioethics education, the moral self-concept showed a statistically significant increase, from 3.30±.20 points before the education to 3.79±.49 points after the education on a 5-point scale (t=-6.717, p&lt;.001). Ethical sensitivity also showed a statistically significant increase, from 4.39±.46 points before the education to 4.59±.46 points after the education (t=-2.171, p&lt;.05). Conclusions Conclusion: It was confirmed that discussion-based bioethics education is effective in improving the moral self-concept and ethical sensitivity of nursing students. To effectively address various ethical issues that nursing students may face in professional environments, future studies should expand the sample size and employ experimental research designs with control groups to verify the effectiveness of discussion-based bioethics education.

The Effectiveness of Think-Pair-Share Strategy on EFL Omani Learners’ Vocabulary Achievement and Insights

This quasi-experimental study investigated the effectiveness of using the Think-Pair-Share (TPS) strategy on EFL Omani learners’ vocabulary achievement. It also documented learners’ perceptions regarding the importance of their practicing the TPS strategy in general. The study sample included two groups, one control and one experimental, in the 2023–2024 academic year. Two research instruments were used to collect data: a vocabulary test and a student perceptions questionnaire. Both groups were pretested to assess their vocabulary achievement and to ensure equivalence between them. Students in the experimental group received a four-week TPS intervention whereas their counterparts were taught using a conventional method. The questionnaire explored students’ perceptions of the effectiveness of TPS. The results showed significant differences between the control and experimental groups in vocabulary achievement in favor of the experimental group. Additionally, the results revealed that students held positive views regarding TPS implementation. Implications were made to introduce TPS for Omani learners.

Effectiveness of Film Media in Improving Students' Knowledge and Attitudes Towards Clean and Healthy Living Behavior (PHBS) at Darul Fikri Islamic Boarding School Sungai Belidak

Introduction: Clean and Healthy Living Behavior (PHBS) is a set of behaviors practiced based on awareness of learning outcomes. Public health can be improved by changing behavior from unhealthy to healthier. Health education is needed to increase awareness, willingness, and ability to live healthily. Health education methods are generally carried out through lectures and presentation media. The use of visual and audiovisual media can attract the attention and focus of targets, thereby increasing effectiveness. Objective: This study aims to improve the knowledge and attitudes of students about PHBS in the Darul Fikri Sungai Belidak Islamic Boarding School environment. Method: This study used a quasi-experimental design with a one group pretest-posttest design approach. It was conducted at the Darul Fikri Islamic Boarding School, Sungai Belidak from July to October 2024, with a population of all students. The sample consisted of 30 respondents taken using a purposive sampling technique. Data analysis was carried out using univariate and bivariate analysis using the paired sample t-test. Results: The average value of pre-test knowledge was 8.93, while the post-test increased to 12.23 (difference 3.3). The average value of pre-test attitude was 44.60, while the post-test increased to 48.77 (difference 4.17). Before education, 40% of students had good knowledge, increasing to 76.7% after education. The good attitude of students increased from 46.7% to 73.3%. The paired sample t-test showed a sig value of 0.000 (p &lt;0.05) for knowledge and 0.019 (p &lt;0.05) for attitude, which indicated a significant influence of PHBS education using film media. Conclusion: It can be concluded that there is a positive influence between attitudes and knowledge towards PHBS education in Islamic boarding schools using film media. PHBS counseling through film media is very effective in improving the knowledge and attitudes of students, so that students are expected to be able to learn and understand knowledge well.

The Influence of the STAD and NHT Learning Models on Students' Cognitive Achievement and Learning Motivation on Colloid Material in Banyumas

This study aims to assess the impact of the Student Team Achievement Division (STAD) and Numbered Head Together (NHT) learning models on students’ cognitive achievement and learning motivation in colloidal material at MA Negeri 1 Banyumas. The study uses a quantitative approach with a quasi-experimental design, involving students from six XI science classes of MA Negeri 1 Banyumas. The first experimental group was taught using the STAD model, while the second group was taught using the NHT model. The sampling technique used was random sampling. Instruments included multiple-choice tests to measure cognitive achievement and learning motivation. Data analysis was carried out using an independent t-test. The results showed that both the STAD and NHT models had a significant impact on students’ cognitive achievement and learning motivation in colloid material. The p-values ​​for the NHT learning model were 0.47 and 0.39, while the p-values ​​for the STAD learning model were 0.17 and 0.16.

Transition from Virtual Reality to Metaverse: Students’ Experiences Regarding the Future of Nursing Education

The study was aimed at determining the effect of educational intervention on nursing students’ awareness of virtual reality (VR), augmented reality (AR), and metaverse in nursing education, both on their level of virtual presence, and their knowledge of, attitudes towards, and awareness of metaverse. A quasi-experimental study with a single-group pretest–posttest design study was conducted at a university. Ninety-three nursing students participated in the present study. Descriptive statistics, independent t-tests, and Pearson’s correlation analysis were used for data analysis. Of all the participants, 60.2% had heard of metaverse, 50.5% had VR experience, and 62.4% said that metaverse could be used in nursing education in the future. The participating nursing students’ experiences regarding their transition from VR to metaverse revealed that their level of readiness for e-learning and knowledge and awareness of metaverse was high. It was concluded that metaverse could be used in nursing education within the possibilities provided by today’s technology.

Effect of an escape room as a gamification evaluation tool on clinical reasoning and teamwork skills among nursing students: A quasi-experimental study

AimThis study investigates the impact of using escape rooms as a gamification evaluation tool on nursing students' clinical reasoning and teamwork skills. BackgroundEscape rooms, originating in Japan in 2007, are team-based live-action games requiring participants to solve puzzles within a time limit. They develop essential skills such as teamwork, leadership, logic, creativity, critical thinking, communication and problem-solving. Educational escape rooms’ focuses on learning goals connected to curricula and are tailored to specific student groups. DesignPretest and posttest quasi-experimental study with a study and control groups were conducted. MethodsThe study involved 160 fourth-year nursing students, divided into study (80) and control (80) groups over four months, from October 2023 to the end of January 2024, in Egyptian, Alexandria nursing college. The tools used included the Teamwork Skills Questionnaire, the Nurses Clinical Reasoning Scale and a socio-demographic and academic data questionnaire. ResultsThe study group showed significant improvements in clinical reasoning and teamwork skills post-intervention. Positive correlations between clinical reasoning and teamwork skills indicated that the escape room experience has a significant impact on students' critical thinking and collaborative abilities. ConclusionEscape rooms are effective educational tools for enhancing nursing students' clinical reasoning and teamwork skills, bridging the gap between theoretical knowledge and practical application. Escape rooms can be valuable additions to traditional teaching methods, better preparing students for clinical practice.

The impact of financial incentives promoting biosimilar products in oncology: A quasi-experimental study using administrative data.

Biosimilars have the potential to save a significant amount of money in cancer treatment costs. However, barriers exist in the adoption of biosimilar products. Japan introduced a new health policy in 2022 to promote the use of biosimilars in oncology by offering financial incentives to eligible hospitals. This study aims to examine the association between these financial incentives and prescription patterns. The study analyzed Diagnosis Procedure Combination (DPC) data to assess the impact of the new health policy on the use of biosimilar products in oncology. The policy provided an additional fee for hospitals using biosimilar products. The study included patients with specific types of cancer and analyzed the proportion of monthly biosimilar prescriptions using the number of prescriptions of reference and biosimilar products. A generalized synthetic control method was used for analysis. From April 2020 to March 2023, the study involved 27,737 patients in 114 hospitals, with 63 eligible hospitals receiving financial incentives. The average number of prescriptions of the drugs (rituximab, trastuzumab, and bevacizumab) increased gradually in both eligible and ineligible hospitals. The financial incentives were associated with a significant increase in the proportion of biosimilar product prescriptions, with a monthly increase of 0.092 per month (95% CI, 0.040-0.145) [9.2%, 95% CI, 4.0-14.5] compared to ineligible hospitals. Our study indicates that providing financial incentives to hospitals to utilize biosimilar products increased their prescriptions. Japan's recent health policy of moderate financial incentives is an effective approach to increasing prescriptions of biosimilar products.

Re-imaging a country beyond its conflict: evaluation of an Israeli public diplomacy intervention for youth in Germany

AbstractOutcome evaluations of public diplomacy programs remain scarce. Addressing this gap, this study evaluated Israel Project Day, a seminar-based Israeli intervention designed to improve Israel's image among German youth. The intervention provides a unique real-world application of the “Life in Israel” model that spotlights Israel’s cultural diversity and achievements beyond the Israeli-Palestinian conflict. Utilizing a quasi-experimental pre-post design and mixed-linear models, the study shows that participation significantly improved overall attitudes toward Israel, interest in Israeli society, and perceptions of Israel as a democratic, multicultural, and safe place. Although the program avoided direct conflict-related messages, it facilitated more favorable views on Israel's policies in the Israeli-Palestinian conflict, demonstrating potential spillover effects to the conflictual-political realm. Additionally, effects on German-Israeli cooperation and responsibility were modest, highlighting a challenge for the Israeli-German unique relationship. Finally, the effects on interest in Israeli society and politics and support for German-Israel cooperation were stronger for participants with low media exposure. By moving away from conflict-centric presentations and focusing on contributions and advancements, nations like Israel can potentially cultivate a more positive national image. Practical implications are discussed for crafting impactful outreach, upscaling, and sustaining flexible efforts attuned to sociopolitical developments and challenges.

A scoping review of nursing interventions for reducing the negative impacts of domestic violence among women

BackgroundIncidences of domestic violence against women are increasingly every years. Domestic violence has the negative impacts on physical problems, psychological problems, and can even cause death. Nurses have a role for providing interventions to reduce the impact of domestic violence on women.AimThe purpose of this study is to explore methods of nursing interventions in reducing the traumatic effect of domestic violence among women.MethodThis study used a scoping review method. The literature used in this study from CINAHL, PubMed, and Scopus databases. Search articles used the keywords domestic violence, impact, women, and victims. PRISMA Extension for Scoping Reviews are used for selecting articles. The inclusion criteria for the articles in this study were that the sample was female victims of sexual violence, randomized control trial or quasi-experimental research design, and last 10 years for publications period (2013–2022).ResultFrom three databases, we found 579 articles. After elimination-based inclusion and exclusion criteria, we found 10 articles discussing the effect of nursing interventions in reducing the impact of domestic violence on female victims. Most of the studies from USA and the range of respondents in the articles is 112–1250 respondents. The methods used in providing nursing interventions are classified into three, namely self-management programs, counseling programs, social support programs. The activities carried out in nursing interventions in the form of psychoeducation, relaxation, meditation, and also discussions about solving problems encountered. All articles show that nursing interventions are effective in reducing the impact of domestic violence on women.ConclusionNurses have an important role to provide comprehensive nursing care to victims of domestic violence by paying attention to various aspects, namely physical, psychological, and spiritual aspects to improve safety and comfort of patients.Implication for NursingThis study is the basis for nurses to provide comprehensive nursing care to reduce the impact of domestic violence among women victims of domestic violence.