Short-term Educational Intervention Research Articles

The Efficacy of Educational Interventions in Improving School Teachers' Knowledge of Attention Deficit Hyperactivity Disorder.

Well-trainedprimary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support. This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention. Methods:A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention. Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively.There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains. Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers' knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.

Reduction of Excessive Dietary Sodium Consumption: Effectiveness of a Prevention Intervention among Health Workers in a Large Italian Hospital.

Excessive salt consumption is one of the leading causes of high blood pressure. Worldwide salt intake largely exceeds the WHO recommended amount. This study aimed to evaluate the prevalence of high salt consumers and the effectiveness of a short-term workplace educational intervention among health workers. An online survey, assessing daily salt consumption through the MINISAL-SIIA questionnaire, was sent to the 4911 health workers employed by the University Hospital of Verona, Italy. Health workers who had a high (total score ≥ 10) or moderate (total score = 8/9) salt consumption associated with obesity or arterial hypertension were invited to undergo a medical examination and a short individual counselling session. A total of 1665 health workers (34.0%) completed the online questionnaire; 40.9% and 12.6% had moderate and high salt intake, respectively. High salt intake was more prevalent in men, current and past smokers, and obese and overweight subjects. In 95 participants completing the clinical phase, median daily salt consumption decreased from 10 (p25-p75 8-11) to 7 g (6-8) (p < 0.001), systolic blood pressure from 130 (120-140) to 120 (120-130) mmHg and weight from 78 (62-87) to 75 (62-86) kg. More than half of health workers had an excessive salt intake. However, a brief educational intervention in the healthcare working setting can substantially reduce unhealthy dietary habits, fostering weight loss and blood pressure control. Studies with a longer follow-up are needed to evaluate the persistence over time of these effects.

Effect of short-term educational intervention on complementary feeding index among infants in rural Bangladesh: a randomized control trial

BackgroundTimely, adequate and appropriate Complementary Feeding (CF) is essential for the growth and cognitive development of infants, but until today, evidence-based information is scarce in terms of impact evaluation of CF index (CFI). The study aimed to examine the effect of the short-term intervention of promoting CF practices on the nutritional status of infants in rural Bangladesh.MethodsAn educational-intervention study followed a randomized controlled trial (RCT) design (NCT03024710). Mothers and family members in the intervention arm received intensive counselling on CF through community health workers (CHWs), whereas existing healthcare services were received in the comparison arm. The study was carried out in the rural Matlab sub-district of Bangladesh between April 2011 and March 2013. In the specified study areas among 360 mother-infant pairs systematically assigned into intervention group and comparison group. Short-term educational intervention on CF was provided for the intervention group and existing services were un-intervened for the comparison group. The outcome of interventions was evaluated after the implementation period using Generalized equation estimation model.ResultsAt baseline, the study participants were not different except mean height (p = 0.04), weight-for-age Z score (WAZ) (p = 0.03) and religion (p = 0.04) in between two groups. The mean CFI was significantly higher at intervention area than the comparison and higher category of CFI (score 10 or more) was significantly higher at intervention area than comparison. After adjustment, one-unit CFI increased height-for-age z score by 0.07 units and decreased WAZ by 0.13 units in the intervention group but not significantly changed observed at comparison group.ConclusionGuided short-term nutritional intervention and developed CFI indicated a significantly better score in intervention area than comparison groups and would be a well adaptable tool for future studies.Trial registrationThe trial was registered (NCT03024710) at clinical trial registration website. Date of registration: 1/19/2017.Name of the registry: Clinical Trial.gov.Date of registration: 19/1/2017 (retrospective registered).URL of trial:https://clinicaltrials.gov/ct2/show/NCT03024710

Survival-Day @ Wiesbaden business school \u2013 evaluation of a short-term educational intervention to reduce work-associated health risks during nursing internships of students in health care economics

BackgroundIn 2013 RheinMain University launched its bachelor’s degree program Health Care Economics requiring each student to participate in a mandatory two-month nursing internship. A preliminary risk assessment revealed serious risks for both students and patients and had to be addressed by appropriate measures such as mandatory systematic safety training for each student.MethodsA short-term educational intervention named “Survival-Day” was designed to minimize risks related to nursing internships of students. This intervention consists of six 45-min-units with theoretical input (2 units) and hands-on training (4 units) imparting basic knowledge and skills in CPR, hand hygiene and handling of masks and protective gowns, prevention of needle stick injuries, fire protection and firefighting. Performance of CPR was assessed using computerized manikins. Acceptance, necessity and usability were assessed anonymously by standardized written questionnaires after completion of nursing internships.Results462 students have completed the Survival-Day until January 2019. CPR performance showed acceptable adherence rates to guideline recommendations (mean 78.8%, SD ±22.6%). The majority of students performed aseptic health care activities (66%), treated patients with multi-resistant pathogens (62%) and disposed sharp instruments such as blood-contaminated needles (76%). According to students’ self-reports about these hazardous activities, less than 50% of these students received adequate safety training at nursing facilities. However, no sentinel events such as needle stick injuries or students becoming second victim have been reported.ConclusionOur study reveals severe discrepancies between legal obligation of nursing facilities to ensure safety instructions for nursing interns and initial training as perceived by this group. Mandatory initial training before conduction of hazardous tasks was mainly covered by our short-term educational intervention (Survival-Day). Regarding responsibility for their students a preliminary safety instruction program like the Survival-Day should be considered for all educational institutions sending students to nursing internships unless mandatory and sufficient safety trainings for nursing interns can be guaranteed by nursing facilities.

The impact of health education on attitudes of parents and religious leaders towards female genital mutilation

BackgroundPrevious studies conducted in Iraqi Kurdistan have reported that parent’s decisions to circumcise their daughters are based on religious or cultural beliefs. Despite the widespread practice of female genital mutilation...

The effect of family teaching on depression, anxiety and stress in caregivers of patients received electroconvulsive therapy

Purpose The purpose of this paper is to evaluate the effect of the planned pre-electroconvulsive therapy (ECT) family teaching on depression, anxiety and stress of caregivers of patients with mental disorders receiving ECT. Design/methodology/approach In this quasi-experimental study, 130 participants were randomized allocated into intervention or control groups. The planned family teaching program consisted of four 90 min sessions held during four weeks. Assessments occurred at pre-intervention (one week before the first session), and post-intervention (one months after the four session). Data were collected using demographic questionnaire and Depression, Anxiety and Stress Scale (DASS-21). Mean comparisons were performed using Student’s t-test while effect sizes were estimated by Cohen’s d coefficient. The significance level was considered less than 0.05. Findings The mean scores of the depression, anxiety and stress levels in the intervention group were significantly reduced compared to the control group (p=0.001). Originality/value The family pre-ECT teaching intervention and counseling decreased the depression, anxiety and stress level of family caregivers of patients with mental disorders receiving ECT and the maintenance of other favorable conditions at baseline. These results suggest that even a short-term educational intervention for family members of patients received ECT can improve emotional outcomes of treatment in the family.

Role of asthma camp in improving the overall health of children with asthma

This study sought to evaluate the benefit of asthma camp for patients who attended Baylor Scott & White McLane Children’s Medical Center’s Camp Wheeze Away in July 2016. Data were collected on children aged 8 to 15 years who were diagnosed with asthma and attended asthma camp. Information on body mass index, hospital admissions, and emergency department visits was collected 1 year before and 1 year after camp. Asthma control tests, exhaled nitric oxide tests, and pulmonary function tests were administered at the beginning and end of camp. A total of 34 children with asthma (mean age 11 [±2] years) were included in this study. Postcamp asthma-related hospitalizations and emergency department visits decreased. Mean asthma control scores improved from 20.4 (±3.2) before camp to 23.4 (±2.8) after camp (P < 0.0001). Forced expiratory volume during the first breath and forced expiratory flow at 25% to 75% of the pulmonary volume improved during the weeklong camp (P = 0.04 and 0.0007, respectively). Forced expiratory volume during the first breath further improved 6 to 12 months after camp compared to values before camp (P = 0.047). Exhaled nitric oxide levels improved from the first to last day of camp by decreasing an average of 39% (P = 0.0009). This study showed the positive effect that a short-term educational intervention in a camp setting had on asthma control scores and asthma knowledge.

A one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students

Mental Abacus (MA) is a popular arithmetic technique in which students learn to solve math problems by visualizing a physical abacus structure. Prior studies conducted in Asia have found that MA can lead to exceptional mathematics achievement in highly motivated individuals, and that extensive training over multiple years can also benefit students in standard classroom settings. Here we explored the benefits of shorter-term MA training to typical students in a US school. Specifically, we tested whether MA (1) improves arithmetic performance relative to a standard math curriculum, and (2) leads to changes in spatial working memory, as claimed by several recent reports. To address these questions, we conducted a one-year, classroom-randomized trial of MA instruction. We found that first-graders students struggled to achieve abacus expertise over the course of the year, while second-graders were more successful. Neither age group showed a significant advantage in cognitive abilities or mathematical computation relative to controls, although older children showed some hints of an advantage in learning place-value concepts. Overall, our results suggest caution in the adoption of MA as a short-term educational intervention.

Effectiveness of the teach-back method for improving the health literacy of senior citizens in nursing homes.

To explore the effectiveness of the teach-back method for improving the health literacy of older adults in nursing homes in Ürümqi, the capital of Xinjiang, China. Among the 27 registered nursing homes, 10 were selected randomly by size and divided into the intervention and control groups. A total of 127 older adults in the intervention group and 136 in the control group met the inclusion criteria. The intervention and control groups were educated by using the teach-back and traditional methods, respectively, in this 6 month study. The Chinese Citizen Health Literacy Questionnaire was used to evaluate the effects of the interventions. Pre-intervention, the health literacy level of the cohorts was relatively low. Postintervention, the total health literacy score of the intervention group increased, while the total health literacy score of the control group had increased to a lesser extent. The total and four-dimension scores of the two groups were statistically significant. The intergroup difference in the two groups, and the intervention group's total health literacy score and each dimension score were higher than in the control group; these differences were statistically significant . The teach-back method can improve the health literacy level of older adults through short-term educational intervention. The teach-back method should be adopted by more healthcare providers and applied to improve the health literacy education of older adults.

Effectiveness of an oral health educational intervention for individuals with special health care needs from a southern Brazilian city.

To assess the effects of an oral health education strategy targeted at students with disabilities. This quasi-experimental study included students aged 7 to 24 years. The intervention was conducted for 5 weeks and divided into 2 phases: (1) comprising supervised toothbrushing and educational activities to students; (2) verbal oral health instructions and oral hygiene demonstration targeted at the caregivers. A clinical examination was conducted to evaluate the dental debris and gingival bleeding before the intervention, and the Wilcoxon test was performed after phase 1 and 2 for comparisons between paired samples. A significant decrease in dental debris and gingival indices compared with baseline occurred after phase 1 (p < 0.05). After the meeting with caregivers (phase 2), there was significant decrease in the debris-index (p < 0.05). Providing a simple and short-term educational intervention to students with disabilities had a positive impact on their oral health.

Supreme Laryngeal Mask Airway versus Face Mask during Neonatal Resuscitation: A Randomized Controlled Trial

To assess the effectiveness of supreme laryngeal mask airway (SLMA) over face mask ventilation for preventing need for endotracheal intubation at birth. We report a prospective, randomized, parallel 1:1, unblinded, controlled trial. After a short-term educational intervention on SLMA use, infants ≥34-week gestation and/or expected birth weight ≥1500 g requiring positive pressure ventilation (PPV) at birth were randomized to resuscitation by SLMA or face mask. The primary outcome was the success rate of the resuscitation devices (SLMA or face mask) defined as the achievement of an effective PPV preventing the need for endotracheal intubation. We enrolled 142 patients (71 in SLMA and 71 in face mask group, respectively). Successful resuscitation rate was significantly higher with the SLMA compared with face mask ventilation (91.5% vs 78.9%; P = .03). Apgar score at 5 minutes was significantly higher in SLMA than in face mask group (P = .02). Neonatal intensive care unit admission rate was significantly lower in SLMA than in face mask group (P = .02). No complications related to the procedure occurred. In newborns with gestational age ≥34 weeks and/or expected birth weight ≥1500 g needing PPV at birth, the SLMA is more effective than face mask to prevent endotracheal intubation. The SLMA is effective in clinical practice after a short-term educational intervention. Registered with ClinicalTrials.gov: NCT01963936.

Exploring an effective tobacco prevention programme for Indian adolescents

ObjectivesTobacco use is among the most significant public health issues faced by the world today. It is estimated that approximately 5500 adolescents start using tobacco every day in India, adding to the four million youths aged <15 years who are already regular users. School-based smoking prevention programmes have been shown to increase knowledge about the negative effects of tobacco and prevent tobacco use, but the majority of evidence on effectiveness comes from Western countries. This study investigated the impact of a school-based short-term educational intervention regarding tobacco use on adolescents' knowledge, attitudes, intentions and behaviours (KAIB) in Bangalore, India. Study designAn intervention trial was conducted among 720 adolescents aged 15–16 years in Bangalore, India. MethodsEducational interventions were imparted to all study subjects in a phased manner, along with two interactive sessions held six months apart. The impact of the programme was measured using questionnaires administered before the first intervention (pre-intervention) and after the second intervention (post-intervention). ResultsMean (±standard deviation) pre-intervention KAIB scores of the subjects were 5.9 ± 1.87 (knowledge), 23.6 ± 3.15 (attitude) and 18.9 ± 3.27 (practice), which improved to 7.8 ± 2.01, 26.7 ± 2.43 and 12.3 ± 2.52, respectively, postintervention. The differences in mean KAIB scores were significant (P < 0.0001, df = 1400), suggesting that the intervention had a major positive impact. ConclusionSchool-based short-term educational intervention programmes are effective for preventing and reducing tobacco use among Indian adolescents.

Nurse education program on meaninglessness in terminally ill cancer patients: a randomized controlled study of a novel two-day workshop.

Fostering patients' sense of meaning is an essential task for palliative care clinicians. Few studies have reported the effects on nurses of a short-term training program aimed at improving skills to relieve feelings of meaninglessness in terminally ill cancer patients. The primary aim of this study was to determine the impact on nurses of a novel two-day education program focusing on care that addresses patients' feelings of meaninglessness. Measured were impacts on nurses' confidence, self-reported practice, attitudes toward caring for such patients, burnout, meaning of life, and knowledge. This study was a randomized controlled trial using the waiting list control. Intervention consisted of a two-day interactive education program. A total of 76 nurses randomly allocated to two groups completed the study. Outcome measures included confidence scale; self-reported practice scale; scales of nursing attitudes toward caring for patients who experience feelings of meaningless (willingness to help, positive appraisal, helplessness, nurse-perceived value of being, and nurse-perceived value of patients' inner power); Maslach burnout scale, Functional Assessment of Chronic Illness Therapy-Spiritual, and knowledge scale. There were significant intervention effects in nurse-reported confidence and nurse-perceived value of patients' inner power. Nurse-reported helplessness showed marginally significant improvement after intervention (p=0.067). No significant intervention effects were observed in the self-reported practice scale; attitudes toward caring for patients (willingness to help, positive appraisal, and nurse-perceived value of being); burnout scale, meaning of life; and knowledge score. The percentages of nurses who evaluated this program as useful or very useful were 95% (understanding the conceptual framework) and 85% (helping to learn how to provide care for patients feeling meaninglessness in clinical practice). This short-term educational intervention had a significant beneficial effect on nurses' confidence and modest effects on attitudes.

Evaluation eines Lehrkonzepts in EbM für Lehramtsstudierende der Biologie – eine kontrollierte Phase-II-Studie (NCT01567267)

Consumers increasingly demand to take part in healthcare decisions as described by the concept of shared decision making. In order to ensure this happens the patient must be able to critically appraise the healthcare information provided, which is called critical health literacy. Critical health literacy can be taught to patients at the onset of their disease to enable them to obtain information about interventions and alternatives. For the primary prevention of common diseases like hypertension or diabetes mellitus, though, it is necessary to empower consumers to critically appraise medical information since this information is routinely presented in the mass media. This might be achieved through educational intervention programmes at school. The study was designed as a prospective controlled trial with students in training to become biology teachers at Siegen University (Germany). The intervention group received a short-term educational intervention (24 units) in human biology based on the principles of Evidence-based Medicine (EbM) and Good Scientific Practice (GSP) combined with elements of problem-based learning. The control group received a short-term intervention in human biology of equal duration, but without the elements of EbM and GSP. Knowledge and skills were evaluated by validated questionnaires and case studies in a pre-, interim, and post-interventional test in both groups. In addition, biology trainee teachers in the intervention group also planned and conducted a one-hour problem-based learning session with high school students, which was evaluated by video. The increase in knowledge (7.9±3.8 points vs. 2.7±2.5 points, p≤0.001) and appraisal skills (24.1±6.7 points vs. 14.6±6.3, p≤0.001) after the intervention was relevant and significant compared to baseline results and also compared to the control group that did not show any significant progress in knowledge (3.9±2.4 points vs. 2.7±1.7) and appraisal skills (16.2±5.9 points vs. 14.4±5.6). All the participants in the intervention group passed both the preparation and the conduction of their problem-based learning session with high school students with at least 50% of the maximum number of points. Satisfaction among students in training to become biology teachers (median grade of 2 [good] in the German grading system) and students (89% of students agreed this to be an interesting method) were high in the intervention group. This preliminary study showed a relevant increase in knowledge about EbM and skills in critically appraising interventional studies. Participating students were able to conduct problem-based learning sessions for high school students about the principles of EbM and GSP. The results justify a larger randomised controlled trial to evaluate both effects and applicability to different school settings.

Improving Attitudes and Knowledge Toward Organ Donation Among Nursing Students

This study explored how an educational intervention related to organ donation affected the knowledge and attitude of a randomized two group sample of baccalaureate nursing students. A convenience sample of 101 subjects in the experimental group and 83 subjects in the control group were asked to complete a pretest. One week later the experimental group attended a one hour education intervention. Two weeks after intervention the pretest questionnaire was administered as a post test to the experimental and control groups. The introduction of specific education strategies improved the attitudes and knowledge base of the experimental group. SPSS results indicated a 40% increase in knowledge and an 8.5% increase in attitudes in the experimental group. Post-intervention knowledge was the sole significant predictor of post-intervention attitude scores. Results support nurse educator's use of a short term educational intervention as a means to improve knowledge and attitudes towards donation among nursing students.

How effective is a short-term educational and support intervention for families of an adolescent with type 1 diabetes?

To study adaptation and coping strategies of parents who had adolescents with diabetes and the effect of a short-term educational and support intervention. A quasi-experimental design was used in the study on 23 families of adolescents with diabetes. A significant difference was found between parents' coping patterns before the intervention. Fathers were, however, found to rate their coping patterns significantly more helpful after the intervention than before. The mothers demonstrated, nevertheless, a significantly greater use of all the coping patterns. Educational and support intervention is helpful for parents of adolescents with diabetes.

Increasing Moderate-to-Vigorous Physical Activity in the Lower Mississippi Delta

PURPOSE: To determine if a short-term pedometer-based educational intervention results in immediate increases in time spent in moderate-to-vigorous physical activity (MVPA) compared to an education-only intervention, and whether increases in the number of steps taken per day correlate with measurable increases in MVPA. METHODS: This was a randomized, controlled short-term (one week) pedometer-based feasibility trial evaluated by accelerometry. Primary outcomes were changes in time spent in accelerometer-determined MVPA. All assessments were conducted at baseline (pre-intervention) and immediately post-intervention. The sample included 42 overweight adults 35 to 64 years of age from a small community in the Louisiana Lower Mississippi Delta region. Participants were randomized equally into a one-week education-only control group or a group that received the same education and wore a pedometer. Repeated measures ANOVA was used to compare group changes in 7-day accelerometer-measured MVPA from baseline to post-intervention. Pearson correlation was used to assess the association between changes in steps taken per day and changes in time spent in MVPA. RESULTS: There was an overall increase in MVPA in the entire sample (p=0.02); however, the effect of the addition of the pedometer to the education program itself was not significant (p=0.89). Mean (±SE) MVPA increased from 12.7±2.4 min/day to 16.2±3.6 min/day in the education-only group and from 13.2±3.3 min/day to 16.3±3.9 min/day in the education + pedometer group. The correlation between changes in steps/day and changes in MVPA was 0.69 (p<0.0001) in the overall sample, 0.72 (p = 0.0003) in the education-only group and 0.63 (p = 0.004) in the education + pedometer group. CONCLUSIONS: The addition of a pedometer to a short-term education program did not produce increases in MVPA beyond that observed with an education program alone in this Lower Mississippi Delta sample. However, participants who did increase their walking behavior had a propensity to also increase their time spent in MVPA. Supported by ARS/USDA Cooperative Agreement no. 58-6251-8-038.

Intervenção educativa sobre hipotermia: uma estratégia de ensino para aprendizagem em centro cirúrgico

Este trabalho trata-se de um estudo quase experimental aplicado em uma intervenção educativa de curta duração aos auxiliares de enfermagem do Centro Cirúrgico, cujos objetivos foram conhecer as características sociais e de formação dos auxiliares de enfermagem; identificar a diferença no conhecimento sobre hipotermia no auxiliar de enfermagem após a intervenção educativa e relacionar as ações de enfermagem às variáveis estudadas. A intervenção educativa foi efetiva, uma vez que a diferença na média das ações de enfermagem foi de 5,35 após a intervenção educativa. Entretanto, não se verificou diferença significativa das ações de enfermagem quando relacionadas às variáveis estudadas. Recomenda-se realizar estudos sobre educação nos profissionais de Enfermagem, baseado na aprendizagem significativa nas diferentes unidades.

Educational intervention decreases exhaled nitric oxide in farmers with occupational asthma

Allergic occupational asthma is frequent in farming populations. As educational interventions can improve disease management, the short-term effect of an educational intervention in asthmatic farmers was evaluated on the basis of spirometric indices and exhaled nitric oxide fraction (F(eNO)). Farmers with occupational asthma (n = 81), mostly sensitised against cow dander and storage mites, participated in a 1-day educational programme. Outcome measures were assessed at baseline and after 4-6 weeks, using F(eNO), lung function and a questionnaire. Results were compared with those of a control group without intervention (n = 24). In the educational group, the proportion of subjects reporting work-related symptoms was reduced after the intervention. The F(eNO) decreased from a geometric mean of 28.2 to 25.7 ppb, and, in subjects with an elevated (>35 ppb) baseline F(eNO) (n = 32), from 59.7 to 49.2 ppb. The corresponding changes in the control group were 25.6 versus 27.7 ppb and 49.5 versus 48.1 ppb. Spirometric results were unaltered in the two groups. Thus exhaled nitric oxide fraction, a marker of allergic airway inflammation, indicated a beneficial effect of a short-term educational intervention in farmers with occupational asthma. This suggests a potential for exhaled nitric oxide fraction in assessing the efficacy of preventive measures within a short time with higher sensitivity than spirometry.

Instruction in Mastery Goal Orientation: Developing Problem Solving and Persistence for Clinical Settings

Individuals with a mastery orientation are more motivated to persist and increase their competence. Although studies have demonstrated the usefulness of explicitly teaching mastery goal orientation, no interventions have been used in nursing education. The purpose of this study was to determine whether mastery goal orientation could be rapidly acquired by nursing students via a short-term educational intervention. Nursing students from five programs participated in a 3-week intervention. Participants were matched by demographic profile and pretest goal orientation scores before being randomly assigned to experimental and control groups. Goal orientation was measured before and after the intervention. Students in the experimental group increased their mastery orientation significantly, while reducing their performance orientation somewhat. They persisted to solve problems, while students in the control group gave up more easily when faced with a difficult task. Early development of mastery goal orientation that promotes problem solving and persistence for clinical settings can be a powerful adjunct to undergraduate nursing education.