Standardized Education Program Research Articles

ДИНАМИКА ИЗМЕНЕНИЯ ИНДЕКСОВ ЗДОРОВЬЯ ДЕТЕЙ ШКОЛЬНОГО ВОЗРАСТА ГОРОДА СУРГУТА В ЗАВИСИМОСТИ ОТ ВИДА ФИЗИЧЕСКОЙ АКТИВНОСТИ

Aim: to study the dynamics of acute respiratory infections in school-age children of Surgut from 2014 to 2019 and to determine its dependence on the types of motor activity of students. Materials and methods. The study involved 40 secondary education institutions of Surgut (about 38203 students). Morbidity rate of children with acute respiratory infections was calculated, the analysis of physical activity programs was carried out. The dynamics of health in children was studied for students with a standard physical education program and with some additional motor activities (including sports swimming, combat sports, fitness, etc.). Results. The features of the implemented physical education programs influence body resistance to acute respiratory infections, which affects morbidity rate as a whole. Traditional educational programs are not fully able to compensate for the necessary level of motor activity of students in the North, which adversely affects the immune system, as well as other body systems. Conclusion. The use of additional programs for physical education classes in Surgut significantly reduces morbidity rate in general and in each institution in particular.

Effects of nursing record education focused on legal aspects at small and medium sized hospitals

Purpose: The purpose of this study was to examine the effect of nursing record education on the knowledge and performance of nursing record of nurses at small- and medium-sized hospitals.Methods: The participants were 62 nurses working in two small- and medium-sized hospitals. Thirty-two nurses comprised the experimental group, and 30 nurses comprised the control group. Nursing record education was provided for the experimental group. Data were analyzed by x<sup>2</sup>-test and t-test analysis using the IBM SPSS statistics 25.0 Program. Results: After education, the knowledge (t=2.43, <i>p</i>=.019), performance (t=2.19, <i>p</i>=.033) and behavior scores (t=2.42, <i>p</i>=.018) on nursing record were significantly higher in the experimental group than in the control group. Based on this result, nursing record education is an effective intervention to improve nurses’ knowledge and performance in writing nursing records in small- and medium-sized hospitals. Conclusion: We suggest the development of a systematic and standardized education program on nursing record including its legal aspects, for nurses in small- and medium-sized hospitals. The results of this study can be used as basic data for developing a nursing record education program for small- and medium-sized hospitals.

115 Development of a statewide educational program for the Ohio 4-H horse program

Across the US, 4-H members enrolled in market livestock projects are required to participate in educational Quality Assurance (QA) programs which provide information on animal care, management, and safety. However, few 4-H programs have similar requirements for youth enrolled in horse projects. Without a QA or similar educational requirement, members may not receive appropriate project information, potentially decreasing the educational value of their experiences. The objectives of this study were to utilize stakeholder input to evaluate the need for a statewide educational program, identify important educational topics, and develop a standardized educational program to meet this need. An electronic survey was distributed to county 4-H educators and horse club advisors (n = 109) to evaluate the content and delivery method of information provided to members. Respondents represented 61 of 88 Ohio counties (69.3%). Only 53% of the respondents noted a requirement for annual in-person educational programming. Among counties represented by multiple respondents, 54% demonstrated conflicting responses to the same survey question. This inconsistency in programming across and within counties indicated a need for a statewide educational program. Survey participants were also asked to rank several educational topics in order of their importance. Simple statistics (mean ± SD) and consensus (A) analysis identified safety (1.48 ± 1.07; A = 0.73), handling (3.56 ± 1.64; A = 0.60), nutrition (4.27 ± 1.32; A = 0.60), and healthcare (4.27 ± 1.32; A = 0.67) as the most important topics for members. These topics were refined and included in a subsequent survey distributed to horse club advisors and parents (n = 188). Topics with a minimum rating of 4.5 and consensus (A) value of 0.60 were included in the new Equine Safety Training and Educational Program (EquiSTEP). The curriculum was presented to Ohio 4-H horse advisors (n = 157) for evaluation. Statements evaluating the program's effectiveness produced an average rating of ≥4.5 with a group consensus of A ≥0.60. Value statements produced an average rating of ≥4.0 with a group consensus of A ≥0.60. The program was made available to Ohio 4-H members as an optional curriculum in 2020. To date, 950 individuals have enrolled in EquiSTEP with 434 participants completing an optional 10-question summative assessment, scoring an average of 94%. EquiSTEP will become an annual requirement for all Ohio 4-H horse club members in 2023. This novel program can serve as a model for other 4-H equine programs without a QA component to provide consistency in curriculum for members, thus promoting youth success.

Cluster-Module As Method Of The Improvement Of The Current Direction In Structure Of The Section Of The Physical Culture

The actuality of the research. Today in our country, special attention is paid to the development of physical culture and sports among students of higher educational institutions. The number of students studying in higher educational institutions of the Republic is increasing every year, and many of them are not ready to fully perform the loads of physical exercises set in the standard educational programs on the subject of "Physical culture and sports". This position requires the development of a new cluster-modular method aimed at improving the performance of students with different levels of physical development and physical fitness.

Effect of a Multistage Educational Skill-Based Program on Nurse's Stress and Anxiety in the Intensive Care Setting: A Randomized Controlled Trial.

Background Psychological problems such as stress and anxiety are prevalent among working nurses in the intensive care units (ICUs). This study was aimed at investigating the effects of three skill-based educational programs on stress and anxiety among critical care nurses. Methods Using a randomized controlled trial, 160 nurses were assigned to four groups including one control and three intervention groups. A standard skill-based educational program was delivered to three intervention groups using booklet, booklet+oral presentation, and booklet+oral presentation+clinical teaching over a period of one month to reduce different types of stress and anxiety. The control group received routine education only. Perceived stress, state anxiety, trait anxiety, and work-related stress were assessed at baseline and three times after the intervention (15 days, 3 months, and 21 months). Repeated-measure analysis of variance was used for data analysis. Results There was no significant change in the control group in terms of study variables during follow-up assessments, whereas measures of stress and anxiety were reduced after intervention in the trial groups except trait anxiety. Nurses in the mixed-method group (booklet+oral presentation+clinical teaching) showed less stress and anxiety during follow-ups. Although the stress and anxiety scores decreased in the first and second follow-ups, there was no significant reduction in the third follow-up. Conclusions To improve the mental health and performance of the intensive care unit nurses, knowledge-based and skill-based training programs seem useful. Continuous training may help to maintain the effectiveness of these programs over time.

ШЛЯХИ ФОРМУВАННЯ ЕСТЕТИЧНИХ ПОЧУТТІВ МОЛОДШИХ ШКОЛЯРІВ У ТРУДОВОМУ НАВЧАННІ

The article highlights the urgency of the problem of forming aesthetic feelings in labor education in primary school in the context of the national revival of Ukraine. The author identifies ways to form the aesthetic feelings of primary school children, analyzing the main legal documents of primary school (State Standard of Primary Education and Standard educational programs of the New Ukrainian School). The main way, according to the author, is the implementation of the provisions of the technological industry in the educational process of primary school. Labor education in primary school is aimed at forming the aesthetic attitude of junior students to work and working people, the experience of beauty in their own products and works of Ukrainian decorative and applied arts. Extracurricular work is a logical continuation of the accumulation of aesthetic experience of junior schoolchildren and improvement of emotional and value experiences of students in the field of technological education, which allows to organize the creative technological process according to interests, desires and opportunities of primary school students. Extracurricular activities contribute to the emergence of a common collective aesthetic sense during a meeting with the beauty of the work of masters of their craft, the perfection of technology and the harmonious result of work. And the third way to form the aesthetic feelings of younger students is labor training in the family. The family lays the foundations of children’s aesthetic attitude to the goals, process and results of work. Aesthetic aspects are present both in the process of labor activity (beauty of action) and in its results (beauty of product), and they should be revealed by parents by all possible pedagogically expedient means. The presented ways should work comprehensively, because the results in one area determine the effectiveness of others. Only in the interaction of certain ways it is possible to achieve ahigh level of formation of aesthetic feelings of junior students in labor training.

Education of patients with prosthetic heart valves using Internet technologies

Aim. To evaluate the effectiveness of education in patients with heart valve prostheses using online technologies. Material and Methods. Two groups of patients were examined. Patients in group 1 ( n = 122) underwent the standard education program; patients in group 2 ( n = 86) underwent distant education using the online technologies (video teleconferencing). The quality of life, adherence to treatment, and time in therapeutic range (TTR) of international normalized ratio (INR) were assessed. Results . The quality of life and adherence to treatment did not differ between groups of patients at baseline. At nine-month follow-up, mental health improved by 30% in patients undergoing their education using the online technologies ( p = 0.0040). Similarly, their adherence to treatment increased by 1.4 times ( p = 0.0002) and TTR expanded by 20% ( p = 0.014). Conclusion . Patient education using the online technologies demonstrated its beneficial potential and represents the priority area in rehabilitation of patients after cardiac surgery.

Earthquake and the Educational Needs of People With Physical Disabilities and Associated Groups: A Qualitative Study

Objective People with disabilities are highly vulnerable during disasters and their mortality is higher than normal population. The causes of this vulnerability, in addition to the physical problems and movement limitations, can be lack of their knowledge in facing with disasters. Such deficiencies can adversely affect their preparedness surviving in the disastrous situations and cause adverse consequences. Hence, this study aimed to identify the educational needs of people with physical disabilities and related groups in earthquakes, through understanding their views. Materials & Methods The study was done in a qualitative method. Participants were selected from people with physical disability who had an experience of earthquake, literate, and in the age range of 18-60 years, through purposive sampling in two methods of maximum variation and snowballing. Semi-structured interviews were used for data collection and data saturation was reached with the entry of 18 eligible individuals. Thematic analysis was applied for data analysis assisted by MAXQDA software V. 10. Results According to the participants, education was an essential factor for improving their preparedness for earthquake. The educational needs were categorized as two main themes. The first main theme included two subthemes: 1. Basic educational needs such as saving life and prevention of secondary disabilities, keeping calm, stress management, and decision making; and 2. Empowerment educational needs such as coping with disabilities in critical situations, providing relief to other people in case of having enough ability, and educating other people with disabilities. The second theme included two subthemes: 1. General educational needs related to families and public, such as rescue of people with disabilities, saving self-life and prevention of disabilities, proper relief to public for prevention of disabilities, accompanying and psychological support of people with disabilities; and 2. The specialized educational needs for relief workers and disaster managers, including relief to people with disabilities, prevention of disability and injury while rescuing public, familiarity with different groups of people with disabilities and their needs, and considering the needs of people with disabilities in the response measures.. Conclusion Based on the findings, the educational needs of people with physical disabilities and related groups, emerged in the form of preserving life, health and disability prevention, empowerment and improving the quality of services in the earthquake. Fulfilling the educational needs can increase the preparedness of these people in facing with earthquakes, although it requires the development of standard and practical educational programs by obtaining their opinions and implementing it in the situations before the disasters. On the other hand, considering that no serious and principled action has been taken so far in the field of education of people with disabilities, it is necessary for the planners and policymakers to formulate specialized policies in accordance with the country's conditions. This measures can be effective in reducing mortality and improving the health of these people in disaster situations.

Exploring Perceptions of Education for Central Venous Catheter Care at Home.

Pediatric oncology patients with an external central venous catheter (CVC) in situ can be discharged from the hospital. Caregivers are expected to learn how to care for the CVC prior to discharge while also dealing with their child's new cancer diagnosis. This study aimed to evaluate the perceptions of a CVC education program received by caregivers to identify opportunities for improvement. A qualitative study was conducted in 3 stages, using an evidence-based co-design approach, involving caregivers and one adolescent patient discharged from the British Columbia Children's Hospital Oncology/Hematology/BMT inpatient unit. Stage I involved semi-structured interviews to gain feedback on the existing CVC education program. In Stage II, educational resources were updated or developed and implemented. For Stage III, the revised CVC education program was evaluated through a focus group and semi-structured interviews. Interview transcripts were analyzed using QSR NVivo®. The original CVC education program was overall well received. Repeated instruction and support provided by nurses was reported to have increased confidence with performing CVC skills. Participants appreciated the multimodal approach to meet learning needs and expressed interest in additional visual aids. Inconsistencies in nurses’ practice and offers of “tips and tricks” were identified to be challenging for caregivers while learning a new skill. Videos depicting CVC care were developed to provide an additional visual tool, decreased inconsistencies in care, and support to caregivers at home. Caring for a CVC at home is challenging and overwhelming for caregivers. A standardized multimodal education program is required to support caregivers at home.

Viewpoints of pregnant mothers and community health workers on antenatal care in Lweza village, Uganda.

Uganda is a low-income country with high fertility, adolescent birth, and maternal mortality rates. How Ugandan Ministry of Health antenatal education guidelines have been implemented into standardized health education and how pregnant women utilize health facilities remains unclear. We aimed to determine how women obtain education during pregnancy, what guidelines health educators follow, and what barriers exist to receiving antenatal care in Lweza Village, Uganda. Household surveys were conducted with women in Lweza who were or had previously been pregnant. Focus group discussions were conducted with community members and Lweza Primary School teachers. Interviews were conducted with key informants, including midwives, a traditional birth attendant, a community leader, and a Village Health Team member. Data collection was done in English along with a Luganda translator. Of the 100 household surveys conducted, 86% of women did not meet the WHO recommendation of 8 antenatal appointments during their pregnancies. Reasons cited for inadequate visits included facing long wait times (>7 h) at health facilities, getting education from family or traditional healers, or being told to delay antenatal care until 6 months pregnant. Informant interviews revealed that no standardized antenatal education program exists. Respondents felt least educated on family planning and postpartum depression, despite 37% of them reporting symptoms consistent with postpartum depression. Education was also lacking on the use of traditional herbs, although most women (60%) reported using them during pregnancy. Most women in Lweza do not receive 8 antenatal appointments during their pregnancies or any standardized antenatal education. Educational opportunities on family planning, postpartum depression, and the safety of traditional herbs during pregnancy exist. Future studies should focus on ways to overcome barriers to antenatal care, which could include implementing community-based education programs to improve health outcomes for women in Lweza Village.

Assessing the impact of a new central venous access device training progam for nurses: A quasi-experimental evaluation study.

Central venous access devices (CVAD) are widely used for both long- and short-term purposes within healthcare and are suitable for both hospital and community management. Training is essential in the prevention of complications such as infection. To assess the impact of a new standardised education programme on clinical practice and patient care. The new education programme was introduced to all registered nurses working in one care group within an acute healthcare Trust with the aim of improving knowledge and skills and reduce CVAD-related complications. This retrospective quasi-experimental evaluation study analyses the impact of the programme on direct patient care. Secondary data sources such as infection incidence rates and CVAD clinical audits were used to identify and measure the relationship between staff confidence, infection incidence and care audit results. Data spanning a two-year period were used to capture an accurate representation of the patient group. Improvements in audited care elements and a reduction of infection incidences were evident during and after implementation of the education programme. This was reflective of the self-reported increased confidence and knowledge and skill acquisition from staff who attended the programme. Recommendations have been made including a review of the education content to target all key elements and promotion of an end goal with regular feedback to staff reinforcing the importance. The challenge of using secondary data sources also highlighted the need for quality improvements in the current care audit process.

Trend Analysis of Studies on Simulation-Based Education for Delivery Nursing: Based on Jeffries’s Simulation Model

최근 분만 건수의 급감과 환자의 개인정보 보호 등으로 의료현장에서의 분만간호교육이 어려워짐에 따라, 시뮬레이션을 활용한 분만간호교육이 대안으로 활용되고 있어, Jeffries의 시뮬레이션 학습 모델을 기반으로 하여 분만간호교육 연구의 동향을 분석하여, 분만간호 실습교육을 위한 과학적 근거의 기초 자료로 활용하고자 한다. 국내 5개 데이터베이스를 활용하여, 검색어 ‘시뮬레이션’ AND ‘간호’로, 시작 시점의 제한 없이 2020년 8월까지의 자료 검색을 통해, 935편의 자료 중 본 연구 요건을 충족하는 21편을 최종 분석하였다. 분석 결과 실험연구는 18편이며 그 중 6편이 단일군 설계연구로 통제가 이루어지지 않았다. 16편에서 시뮬레이터를 활용하고, 2편은 표준화 환자만을 이용하였고, 교수자 중 50%만이 시뮬레이션 교육 연수를 받았다. 운영시간은 프로그램, 시나리오, 디브리핑 모두에서 연구마다 다양하여 일관성이 부족하였다. 학습성과로 간호수행능력을 가장 많이 다루고, 인지적, 심동적, 정의적 영역 모두를 평가한 연구는 38.9%이었으며, 팀 교육임에도 불구하고 의사소통능력을 다룬 것은 27.8%이었다. 분만간호교육에 대한 고유의 학습 목표를 달성하기 위해서 근거를 기반으로 한, 표준화된 시뮬레이션 분만간호교육 프로그램이 필요하며 이를 위한 후속 연구가 활발히 이루어져야 함을 알 수 있었다.With the recent decline in the number of deliveries and changes in the medical environment, interest in education for delivery nursing using simulation is increasing. The purpose of this study was to analyze the trends of studies on simulation-based education for delivery nursing using simulation and to prepare basic data for advanced simulation education through analysis based on Jeffries s simulation model. The electronic databases reviewed included: RISS, e-article, KMBASE, NDSL, and KoreaMed databases in Korea. The search terms were simulation and nursing, and publication period was set to August 12, 2020 without limitation of the start date. The paper met the final conditions was analyzed using descriptive statistics. Twenty-one papers were satisfied with the final conditions, of which experimental research was eighteen, and 16 studies using high-fidelity simulation. The learners had the largest number of junior, and only 50 percent of all professors received simulation training. The study dealing with communication in simulation modules was 27.8%. The time spent on the program and debriefing varied for each study. The largest number of learning outcome was the ‘ability of nursing performance’ and nine out of eighteen studies evaluated learning outcome in psychomotor, cognitive and affective domain. It has been shown that it is necessary to develop and verify a evidence-based standardized simulation education program to increase the efficiency of unique delivery nursing education.

Tobacco and cancer awareness program among school children in rural areas of Ratnagiri district of Maharashtra state in India.

Promoting awareness of tobacco and cancer in the community needs multipronged efforts. We performed a study to evaluate whether we could raise awareness about the harmful effects of tobacco, oral and esophageal cancer among school students by providing them health education. Moreover, we also compared the awareness level in students of age group 12 to ≤14 years with the age group >14 to 18 years. We conducted an awareness program in the schools of Ratnagiri district of Maharashtra state. Students aged 12-18 years participated in this study. We provided health education to school students using a standard presentation; the presentation was rich in illustrations depicting the harmful effects of tobacco as well as oral and esophageal cancer's signs, symptoms, diagnosis, treatment, and preventive measures. After the health talk, a questionnaire was circulated. The questions were focused on tobacco, signs, and symptoms of the diseases along with early detection, prevention, and treatment of cancer. A total of 1354 students participated in the program. Totally, 567 (41.9%) students were from 6th to 8th grade (Group A, age group 12 to ≤14) and 787 (58.1%) students were from 9th to 12th standards (Group B, age group >14 to 18). Overall scores were high, ranging from 69% to 98%. Group A scored in the range of 69% to 95%, and Group B scored in the range 72%-98% The difference between the two groups was found to be statistically significant (P-value ≤0.05). A standardized health education program helped to raise awareness about the harmful effects of tobacco and cancer amongst school children. Further studies are needed to evaluate whether educating school children has an impact on community understanding of the disease.

SCIENTIFIC BASES OF STRUCTURAL COMPONENTS OF EXTRACURRICULAR ACTIVITIES IN LABOR EDUCATION ORGANIZATION METHODOLOGY DETERMINATION

The article considers the organization of pupils’ extracurricular activities in labor education to substantiate its structural components, which make up a holistic system of extracurricular work organization. The main structural components of extracurricular activities in labor education organization methodology are analyzed. They are the following: aim, objectives, functions, content, forms, methods, and means of implementation.
 It is proved that the aim of extracurricular activities in labor education is the initial component of its organization methodology, which determines pupils’ knowledge, skills, personal qualities (character traits), and mental, sensory, and motor qualities. General and specific objectives are the means of achieving the goal. The content component of pupils’ extracurricular activities in labor education is determined by the Standard educational program, school curriculum and curricula of labor education, subject, and interdisciplinary groups, electives, labor and creative associations of pupils. Organizational features of extracurricular activities in labor education structure are due to the number of pupils (mass, group, individual forms), and the time of its implementation (regular and periodic classes). To the organization methods of extracurricular activities labor education, we have selected the following teaching methods: upbringing and stimulation of pupils’ cognitive activity and independence. Organization means of pupils’ extracurricular activities in labor education are defined. They are the following: didactic (posters, technical documentation, presentations, samples, models, models of objects and processes to be studied), technical, means of material and technical support of work (simulators, ICT means, multimedia, television); means of material and technical support of pupils’ work (tools, devices, technological and auxiliary equipment, materials for laboratory and practical work in extracurricular activities).

Standardized Perioperative Patient Education Decreases Opioid Use after Hand Surgery: A Randomized Controlled Trial.

Despite the growing hand surgery literature on postoperative opioid use, there is little research focused on patient-centered interventions. The purpose of this randomized controlled trial was to create a standardized patient education program regarding postoperative pain management after hand surgery and to determine whether that education program would decrease postoperative opioid use. Patients scheduled to undergo ambulatory hand surgery were recruited and randomized to standardized pain management education or standard of care. All patients received a webinar with instructions for study participation, whereas the education group received an additional 10 minutes of education on postoperative pain management. All patients completed a postoperative daily log documenting opioid consumption. The total number of opioid pills consumed was compared between groups. The authors constructed a linear regression model to determine risk factors for postoperative opioid use after surgery. A total of 267 patients were enrolled in the study. One hundred ninety-one patients completed the study (standardized education, n = 93; control group, n = 97). Patients in the standardized education group were more likely to take no opioid medication (42 percent versus 25 percent; p = 0.01) and took significantly fewer opioid pills (median, two) than those in the control group (median, five) (p < 0.001). Standardized education predicted decreased postoperative opioid pill consumption, whereas higher number of pills prescribed and a history of psychiatric illness were risk factors for increasing opioid use. Perioperative patient education and limitation of postoperative opioid prescription sizes reduced postoperative opioid use following ambulatory hand surgery. Therapeutic, II.

Feasibility of the constipation point-of-care ultrasound educational program in observing fecal retention in the colorectum: A descriptive study.

Nurses have difficulty assessing the type of constipation by ordinal assessment methods and may therefore struggle to select an appropriate defecation care. Although previous studies described the safety and effectiveness of defecation care based on ultrasonographic observations in the colorectum, no standardized educational program has been established. This study aimed to determine the feasibility of the constipation point-of-care ultrasound (POCUS) educational program regarding the use of ultrasonography as an assessment tool to determine different types of constipation. This descriptive study was conducted for visiting nurses working in Japan. The constipation POCUS educational program that nurses can learn in as short as 7 days comprised four elements: E-learning, a hands-on seminar, self-learning, and objective structured clinical examinations (OSCEs). The nurses were asked to complete a questionnaire regarding the education materials. OSCEs were used to assess the participants' skills in assessing patients based on the use of ultrasound observation in the colorectum. Of the 44 participants who enrolled, 40 were able to complete the program. All the 40 participants (100.0%) who took the OSCEs were able to pass at the first attempt. Moreover, 94.9% of the trainees indicated that this program was able to cover the content necessary to use ultrasonography in home care settings. The results of this study suggest that the 7-day constipation POCUS educational program provided trainees with a foundational knowledge and skills to observe fecal retention in the colorectum. Thus, further educational program enhancements and clinical skill evaluations are needed to maximize the program's effectiveness in the future.

Identifying resources available to physicians for management of financial toxicity: A Fellow-driven QI initiative.

294 Background: Insufficient patient-physician cost communication stems in part from limited physician awareness of actionable interventions when cost issues arise. Oncologists report low awareness of resources to help patients with financial toxicity and often feel underprepared to discuss and navigate this issue. Methods: All oncology fellows (n = 19) at the University of California, Los Angeles were invited to participate in QI project during the fall of 2019. As part of the curriculum, fellows were individually paired with an experienced attending and asked to review a hypothetical case of financial toxicity. The case described an elderly widow on Medicare, living hours from the cancer center who was non-adherent to her oral cancer therapy due to high copays. Participants were asked to identify at least four financial toxicity risk factors in the case, and to identify resources and strategies that a physician could use help navigate her financial concerns. A cost-health literacy survey was administered at baseline and at the conclusion of the curriculum to evaluate the impact of the program. Results: Of 19 participants, 16 completed the case based scenario. Nine categories of risk factors were identified (63% of participants identified an insurance issue, 44% lack of social support, 44% drug cost, 50% fixed income, 50% distance from treatment center, 31% logistical transportation concern). Physician directed solutions were primarily focused on three categories: drug cost, insurance issue, and transportation concerns. Together, an institutional specific financial toxicity tip sheet was generated for further dispersal at the cancer center. After participation in the intervention, more fellows agreed/strongly agreed that they could help a patient experiencing financial toxicity (62% v 6%, p = 0.005). Conclusions: A focused intervention can increase awareness of resources and strategies available to physicians in the management of patient financial concerns, which may impact physician engagement with issues of financial toxicity. Standardized education programs to further educate physicians on financial toxicity management strategies is warranted.

A study on the factors associated with posttraumatic growth of helping professionals in suicide prevention

The purpose of the study was to examine the factors associated with posttraumaitc growth of helping professionals in suicide prevention. Study sample consisted of 319 helping professionals who are social workers, doctors, nurses, and psychologists with at least 3 years of working experience in mental health settings. Data were collected through a self-report online survey and a multiple regression model was conducted to examine the factors associated with posttraumatic growth. Study results demonstrate that age was likely to increase a level of postraumatic growth, and social workers and nurses were more likely to have a higher level of posttraumatic growth when compared to doctors. In addition, a higher level of deliberate rumination and social support tended to increase a level of posttraumatic growth among helping professionals in suicide prevention. Study findings suggest that the development of psychological support system is essential for facilitating deliberate rumination and a variety of support systems should be given to helping professionals in suicide prevention. Furthermore, policymakers should develop standardized protocols and educational programs to enhance posttraumatic growth of helping professionals by incorporating unique characteristics of each agency.

Rhythmic Physical Activity Intervention: Exploring Feasibility and Effectiveness in Improving Motor and Executive Function Skills in Children.

IntroductionIncreasing literature has emerged investigating the importance of considering the qualitative characteristics of physical activity (PA) interventions and sports as well as considering the role of motor competence in the exercise–cognition interplay. The purpose of this pilot study was to examine the feasibility and effectiveness of a rhythmic PA intervention compared to a standard physical education program, on motor and hot and cool executive function (EF) skills.MethodsChildren ages 6–11 were enrolled in one of the two programs: a rhythmic program (n = 22) and a physical education program (n = 17), both meeting for 30 min, twice per week, for 7 weeks. The rhythmic program emphasized moving to the beat of music and moving in various rhythmic patterns with whole body movements, clapping, and drumsticks. The children also created their own rhythmic patterns and socially engaged with other children by working in pairs and sharing their routines with the group. The physical education group engaged in ball skills, locomotor patterns, team sports, and moving through stations in small groups, with no emphasis on rhythm. Pretest and posttest measurements included measurement of balance (Movement ABC-2), cool and hot EF (Flanker, SWAN), and social factors, whereas throughout the implementation period data on affective valence, enjoyment, cognitive engagement, perceived exertion, and PA levels were collected at every lesson in both groups.ResultsThe rhythmic program used in this study was feasible, scalable, affordable, and able to be implemented with minimal preparatory time. Children in both groups (rhythmic and physical education) engaged in a similar level of PA and had similar positive experiences from the programs. Both groups improved in balance and cool EF, and there were significant correlations in the change scores between balance and cool EF, as well as between cool EF with hot EF and socio-emotional factors.DiscussionThis study contributes to the literature by exploring the potential value of rhythmic programs as a vehicle in helping children develop motor and EF skills while deriving joy and positive social interactions from the program.

Using Facebook Live to Enhance the Reach of Nutrition Education Programs

This Great Educational Materials article describes the University of Kentucky Nutrition Education Program (KYNEP) delivery of Healthy Choices for Every Body (HCEB), a nutrition education curriculum, through Facebook Live (Facebook, Inc, Menlo Park, CA) to extend the reach of nutrition education to low-income adults who face barriers in participating in face-to-face nutrition education classes. The purpose of this article was 2-fold: to demonstrate how to use Facebook Live to deliver a standard nutrition education program to low-income audiences, and to illustrate potential similar learning outcomes between in-person and Facebook Live delivery methods of the same nutrition education content.