Significant Difference In Knowledge Scores Research Articles

Validating a Web-based Diabetes Education Program in continuing nursing education: knowledge and competency change and user perceptions on usability and quality.

BackgroundNurses as the members of health care professionals need to improve their knowledge and competencies particularly in diabetes mellitus through continuing nursing education programs. E-learning is an indirect method of training that can meet nurses’ educational needs. This study is aimed at validating a web-based diabetes education program through measurement of nurses’ knowledge and clinical competency in diabetes and nurses’ perception about its usability and quality.MethodsThis Quasi-experimental research was conducted on a single group of 31 nurses employed in hospitals affiliated with Shiraz University of Medical Sciences. We used a 125 MCQ knowledge test and Objective Structured Clinical Exam (OSCE) to measure knowledge and clinical competency of nurses in diabetes before and after intervention. A Learning Management System (LMS) was designed to provide educational content in the form of 12 multimedia electronic modules, interactive tests; a forum and learning activities. Nurses were trained for two months in this system after which the post-test was administered. Each nurse completed two questionnaires for measurement of their perceptions on usability and quality. We used descriptive statistics for demographic and descriptive data analysis. Paired t-test was used to compare pre- and post-data using SPSS.ResultsThe findings showed significant differences in knowledge scores (p < 0.001), total score of clinical competencies (p < 0.001), and all ten assessed clinical competencies. The range of ratings given by participants varied on the six usability variables of Web-based training (2.96-4.23 from 5) and eight quality variables of Web-based training (3.58-4.37 from 5).ConclusionWeb-based education increased nurses’ knowledge and competencies in diabetes. They positively evaluated Web-based learning usability and quality. It is hoped that this course will have a positive clinical outcomes.

Enhanced and conventional project-based learning in an engineering design module

Engineering education focuses chiefly on students’ ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The present study aims to determine whether an enhanced Project-based learning (PBL) with appropriate innovative interventions leads to increased students’ ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps; (2) employment of analogies; and (3) use of round-table discussions. The study was conducted with a total number of 60 first-time PBL students equally divided into two classes with one serving as an experimental class and another as a control class. In addition, one class of students had a lower academic standing compared to the other (control). The rubric for the project-based module included a written knowledge test and a scenario-based oral examination to test knowledge and problem-solving skills, a artefact demonstration to evaluate artefact’s performance. A major finding of this study was that there were significant differences in knowledge scores, problem-solving ability and artefact performance between students undergoing conventional and enhanced PBL methods. It could also be inferred from this study that students who had undergone enhanced PBL method designed better systems and had better performing artefacts than those who were subjected to the conventional PBL approach. Finally, it was concluded that incorporating enhanced learning and facilitating methods to group-centric, project-based driven education provided a more fertile environment to promote better learning experience and improved problem-solving ability which could eventually lead to developing innovative and pragmatic solutions to real-world engineering problems.

Osteoporosis: A Study of Knowledge, Attitude and Practice Among Adults in Riyadh, Saudi Arabia

Osteoporosis is a growing chronic health problem that could result in mortalities and poor living quality. This study aimed at assessing the awareness of adults in Riyadh about this disease and its associated factors as well as compare KAP levels of men and women. A cross sectional study including 505 participants was conducted in several malls of Riyadh city during March 2012, selected by stratified random sampling technique. Self-administered questionnaire was used for data collection. 86% of the participants had heard of osteoporosis. Media was the main source for Participants' knowledge; the mean knowledge score was 56.6% of the maximum achievable score. There was significant differences in knowledge scores by educational level, employment, income and residence (P = 0.005), (P = 0.008) (P = 0.0122) and (P = 0.009), respectively. Participants had low frequencies of preventive practices, especially females who had a mean total score equivalent to 48.8% of the maximum score, while males' mean score was 54.7% (P = 0.000). Perceived susceptibility was higher among females (83 vs. 74%, P = 0.000), and thus had less perception of the barriers to preventive actions, than men (49.6 vs. 55.5%, P = 0.000). Self-efficacy and perceived benefits had the highest scores (95% of the maximum achievable scores). Considerable number of adult males and females are unaware about osteoporosis. Since there is deficiency in the knowledge, and poor application of the preventive actions. Therefore, Education programs are needed to improve awareness and motivating healthy behaviours.

The effects of two educational interventions on knowledge and competence of nurses with regard to conveying gastroscopy‐related information to patients

The study was to compare the effects of two different educational interventions on knowledge and competence of nurses regarding conveying gastroscopy-related information to patients. Nurses play an important role in helping patients undergo gastroscopy and must be familiar with the procedure to provide related patient education. A quasi-experimental study. This study in 2010 involved a pre-test and two post-tests. The experimental group (n=25) received a multimedia CD-ROM, and the comparator group (n=40) received a pocket booklet. The effects of the two educational interventions were measured using the Knowledge Test Gastroscopy Nursing Instruction Scale, the Self-Evaluation Gastroscopy Nursing Instruction Scale, and the Gastroscopy Nursing Instruction Learning Satisfaction Scale. No overall significant difference in knowledge scores between the two groups was found, but subsequent post hoc analysis showed significantly higher scores in the experimental group than in the comparator group at week 6. A significant within-subjects effect of the self-evaluation gastroscopy nursing instruction scores from baseline-week 6 was dependent on the experimental group or the comparator group. There were significant between-subjects effects overall, at week 3 and at week 6. Both educational interventions improved nurses' knowledge and competence in gastroscopy-related information. However, the CD-ROM-based intervention had long-term effects on knowledge and had short-term and long-term effects on competence.

Evaluation of the knowledge of nursing students about viral hepatitis

Objective: to describe the knowledge of viral hepatitis among nursing students in two institutions located in two different geographical areas of Brazil. Method: a descriptive, exploratory and quantitative study where 180 students were selected from two nursing higher education institutions (102 in Rio de Janeiro, Southeast and 78 of Mato Grosso do Sul, Midwest), who answered a questionnaire composed of 37 questions about socio-demographic factors and level of knowledge about viral hepatitis after signing a consent form. For data evaluation, a score of knowledge about hepatitis was created based on participants' responses, where low (0-21 correct answers), (22-28 correct answers) and excellent (29 - 37 correct answers). The variables: age, sex and place of residence were used to assess knowledge of hepatitis and sociodemographic characteristics. This study was approved by the Ethics Committee of the University of Rio Grande (RJ) (protocol number CAAE 0006.0.317.000-08). Results: the mean knowledge about viral hepatitis was 25.95 ± 4.79 showing a good knowledge about viral hepatitis in this population. However, some gaps were analyzed for transmission of viral hepatitis, etiology, and symptoms as well as significant differences in knowledge scores between students from different geographical areas. Conclusions: despite the good general knowledge on the subject, it is necessary to enhance awareness and training strategies on viral hepatitis among nursing students to increase knowledge on this topic.

Patients’ Knowledge of Diabetes Mellitus in a Nigerian City

Purpose: To assess the knowledge of diabetes mellitus among diabetes patients and to identify knowledge deficits and patient specific characteristics that are associated with this knowledge.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Methods: This was a descriptive cross sectional observational clinic study conducted among previously diagnosed patients with diabetes attending the Consultant Outpatient Departments (COPD) of the University of Benin Teaching Hospital (UBTH). The study employed the use of a 14-item Diabetes Knowledge Test (DKT), developed by the University of Michigan Diabetes Research and Training Centre (MDRTC) and a demographic questionnaire to assess patient&rsquo;s knowledge and its association with some patient specific variables.Results: The overall mean knowledge score of the subjects was 5.54 &plusmn; 2.3 (39.5 % &plusmn; 16.7 %) range 7 - 79 %. There was no statistically significant difference in knowledge scores with respect to family history of the disease, recent training in DM, age and sex p &gt; 0.05. Respondents without any formal education scored significantly higher in the DKT (7.0 &plusmn; 2.27) followed by those with post graduate and University education 6.67 &plusmn; 2.41 and 6.65 &plusmn; 2.41 respectively. Higher score on the DKT was significantly correlated with duration of disease awareness (r = 0.217; 95 %CI = 0.02 &ndash; 0.39, p &lt; 0.05) but not associated with improved glucose control as measured by FBG levels. (r = -0.073; 95 %CI = -0.277 - 0.137, p &gt; 0.05). Only 12 (13.5 %) of the respondents had FBG levels with the normal range of 5.6 &ndash; 6.9 mmole/L.Conclusion: Respondents&rsquo; knowledge of diabetes mellitus based on the DKT was very poor. There were knowledge deficits which relate to misconceptions in the diabetics diet and knowledge of blood glucose monitoring with glycosylated haemoglobin test. Longer duration of diabetes, irrespective of educational status, was associated with higher knowledge score.Keywords: Diabetes, knowledge, Patient&rsquo;s characteristics.

Training Experiences of Lay and Professional Patient Navigators for Colorectal Cancer Screening

Patient navigation (PN) is increasingly used in cancer care, but little is known about the identification and training of patient navigators. PN may be implemented by professional health care providers, paraprofessionals, or lay health workers and, therefore, presents an opportunity to compare professional and lay interventionist experiences. The goal of the current report is to compare the training experiences of four professional (Pro) and five lay (LHW) patient navigators enlisted to increase colonoscopy adherence among African American primary care patients. The results of early assessments showed that LHWs' intervention-related knowledge was significantly lower than that of Pros. However, there were no significant differences in knowledge scores between LHWs and Pros for most subsets of knowledge items in later assessments. Furthermore, there were no significant differences in LHWs' and Pros' reported self-efficacy and satisfaction with training. Findings support the use of diverse strategies to train and prepare LHWs as patient navigators.

Pregnant Women’s Attitudes Toward Amniocentesis Before Receiving Down Syndrome Screening Results

We sought to evaluate pregnant women's knowledge about features of second-trimester screening for Down syndrome and to assess whether knowledge and educational level influence their attitude toward amniocentesis before receiving test results. Pregnant Caucasian women (n = 300) <35 years old with no personal or family history of Down syndrome were surveyed. Women were randomized to 2 groups. One group of women (n = 150) were surveyed by questionnaire before consultation with specially trained midwives; the other group of women (n = 150) were surveyed after consultation. The questionnaire consisted of 3 sections: 1) participants' demographic data, 2) knowledge about prenatal screening for Down syndrome, and 3) readiness to undergo amniocentesis if there was an increased risk of Down syndrome. Women surveyed after consultation had greater total knowledge scores than those surveyed before consultation (p < .001). A statistically significant difference in knowledge scores in relation to educational levels was observed only in women who were surveyed before consultation (p = .007). Significantly more women were prepared to accept amniocentesis in the group surveyed after consultation (74%) than before consultation (53%; p < .001). Knowledge gained during a prescreening consultation influenced pregnant women's attitudes toward further diagnostic investigation. A smaller proportion of women who were indecisive was observed in the group surveyed after prescreening consultation. Indecisiveness was not affected by poor knowledge about screening, but rather by difficulty in knowing how they will feel and what they will do if their screening result is positive.

Comparison of live versus online bioreadiness training programs for nurses

BACKGROUND /OBJECTIVES: The center for biological defense at a university in south Florida has developed a training program entitled "Bioreadiness for Nurses." It was designed to incorporate into nursing school curricula in Florida. In the past year, it has been delivered in an online CD-ROM format and in a live format, both via the same instructor, to a variety of nursing programs throughout the state. The purpose of this evaluation was to compare the effectiveness and user satisfaction of the two formats. METHODS: Attendees at live programs as well as participants in the online courses were administered identical pre-tests before beginning the course and post-tests upon completion of the course. In addition, identical course evaluations were administered upon course completion to both groups. Descriptive statistics were used to analyze results of pre- and post-tests and course evaluations. RESULTS: A total of 469 attendees completed pre- and post-tests, 324 in live programs and 145 in online programs. Based on repeated measures analysis of variance, there was a significant increase in knowledge scores between pre-test (mean=6.15, SD=1.90) and post-test (mean=8.63, SD=1.26) for all participants (F=329.89, DF=1, p < 0.0001). However, there was not a statistically significant difference in knowledge score based on delivery method, with those taking the course in person having a mean pre-test score of 6.25 (SD=1.89) and mean post-test score of 8.63 (SD=1.27), while those who took the course online had mean pre- and post-test scores of 5.96 (SD=1.9) and 8.63 (SD=1.27), respectively. The mean evaluation rating for the course (on a scale of 1-4 with 4 being the highest) was 3.64 for live and 3.22 for online presentations. The overall mean satisfaction for both types of presentations combined was 3.48. Specific suggestions regarding what topics participants found most and least interesting, what topics to include in future presentations, and suggestions for changes in the course were delineated. CONCLUSIONS: Overall, there was evidence that an increase in knowledge regarding bioreadiness occurred after the course and that participant satisfaction ranked between good and excellent for both formats. Nursing bioreadiness programs will continue to use both formats along with recommendations from attendees for modification and improvements.

Collegiate Cross Country Coaches’ Knowledge of Eating Disorders

Athletes are at a high risk for eating disorders due to the pressures placed on them by themselves as well as coaches. The purposes of this study were (1) to determine the knowledge level of eating disorders among cross country coaches, (2) to determine their level of confidence in this knowledge, and (3) to determine reported sources of educational resources. Four schools were randomly selected from each NCAA Division I conference (return rate: 48%). A two-part questionnaire assessed sources of information and knowledge of eating disorders. Literature and sponsored programs were the two most common sources of information. For the 30 knowledge questions, coaches indicated their confidence level on a 4-item Likert-type scale. The knowledge of the majority of coaches was relatively high, and those with higher accuracy also had higher confidence. The confidence level and the percent of coaches answering each question correctly were significantly correlated, r=0.56 (p&lt;0.01) but the confidence level and the percent answering incorrectly were not significantly correlated, r=0.24 (p=0.24). There were no significant differences in knowledge scores considering years of coaching (p=0.67) nor were there any significant differences in the scores between males and females (p=0.17). Although the cross country coaches were quite knowledgeable, additional ways to increase knowledge of eating disorders are needed.

The effectiveness of different approaches to pre-intervention education for adult cardiac patients: A Systematic Review.

The objective of this review was to summarise the best available research evidence related to the effectiveness of pre-intervention educational methods for adult patients undergoing a cardiac intervention. The review will focus on educational methods aimed at reducing pain, anxiety, length of stay and improving knowledge retention. Adult hospital patients who were scheduled to undergo a cardiac intervention.Educational methods provided to patients prior to the cardiac intervention. Education methods included:Anxiety, pain, length of stay and/or knowledge retention.Randomised controlled trials (RCT).Where RCTs could not be identified the results of uncontrolled clinical trials and descriptive studies were incorporated into the results in a narrative form. Studies were excluded from the review if they were of poor methodological quality or the description of the participants, intervention, outcome measure or the research methods were inadequately reported. The search sought to identify published and unpublished studies. The databases searched included MEDLINE, CINAHL, The York Database of Abstracts of Reviews of Effectiveness (DARE), The Cochrane Library, Current Contents, Centre for Reviews and Dissemination (CRD), Health Star, Expanded Academic Index and EMBASE. Databases searched for unpublished studies included Dissertation Abstracts International Database and Proceedings First Database. Key journals and cardiac conference proceedings were also searched by hand. The reference lists and/or bibliographies of all retrieved articles were checked for additional studies. All identified studies that met the inclusion criteria were evaluated for methodological quality prior to inclusion in the review using a 'data collection tool' developed by the author based on tools of The Joanna Briggs Institute. Data was extracted from study reports using a 'data collection tool' developed by the author based on tools of The Joanna Briggs Institute. Studies were summarised using both tabular and narrative summaries. Due to the lack of homogeneity between the study outcomes no meta-analysis could be completed. When appropriate, the findings from individual studies were detailed in graph format. For continuous data that used the same scale, weighted mean difference (WMD) and 95% confidence interval (CI) was used as a summary measure. The literature search identified 29 articles that appeared to meet the initial inclusion criteria. However, only 5 studies met the review inclusion criteria. The included studies comprised of two RCTs and three randomised quasi-experimental studies. The included studies addressed comparisons in relation to different educational delivery methods and/or the timing of the educational delivery (pre-admission teaching times versus post-admission teaching times). Studies were then examined according to specific outcome measures: post intervention pain, anxiety, length of stay and/or knowledge retention. Two RCTs and three randomised quasi-experimental studies were identified that evaluated the impact of education methods for patients prior to cardiac interventions. The study by Mott (1999) compared the use of verbal education, video and a combination of both. The second study by Lamarche et al compared the provision of a pre-admission teaching session with an additional telephone call prior to the cardiac intervention. Neither study demonstrated a statistically significant impact on anxiety levels. In the Lamarche et al study however, a statistically significant difference in perceived knowledge was demonstrated between groups. The group who did not receive a telephone call prior to admission had higher perceived knowledge scores. The participants who received the telephone intervention prior to admission did not demonstrate any statistically significant reduction in anxiety levels when tested on admission and again at discharge.When the timing of the educational delivery was compared (pre-admission versus post-admission) the research by Cupples (1991) identified a statistically significant difference in state anxiety scores (p=0.02), however it must be noted that proximity to the time of the intervention may have had an impact. This study also showed a statistically significant difference in knowledge scores for a group that received pre-admission education compared to those receiving education on admission. No included studies had demonstrated improved outcomes for the patient post cardiac intervention when post-intervention pain or length of stay was considered.The main outcomes of this review are the recognition that there are very few studies specific to this area of practice. The only studies identified must be viewed with caution, as the participant numbers are small.Although many education methods are being used only a small number are being studied.