Supported Education Program Research Articles

Effects of Guided Antenatal Education Support Programs on Postnatal Depression, Social Support, and Life Satisfaction among First-time Mothers in Kelantan, Malaysia

Background: First-time mothers may experience postnatal depression and a lack of social support, affecting their life satisfaction. However, there is a lack of studies investigating the application of guided antenatal education support programs to deal with such issues.Purpose: The study aimed to evaluate the effects of guided antenatal education support programs on postnatal depression, social support, and life satisfaction among first-time mothers.Methods: This quasi-experimental study involved a total of 72 first-time mothers. Convenience sampling was applied for participant selection, and no randomization was used. The participants were equally divided into the intervention group and the control group. A self-administrated questionnaire was used for data collection during the antenatal period (pretest) and six weeks postpartum (posttest). The risk of postnatal depression was assessed using the Edinburgh Postnatal Depression Scale (EPDS). In addition, the Multidimensional Scale of Perceived Social Support (MSPSS) and the Satisfaction with Life Scale (SWLS) were used to assess social support, and life satisfaction, respectively. The intervention group received a guided antenatal education support program, consisting of antenatal education sessions plus an extra 15-minute discussion and a support guidebook. The data were analyzed using a paired t-test and an independent t-test.Results: There was a significant reduction in the risk of postnatal depression score in the intervention group (p<0.05) after receiving the guided antenatal education compared to the control group. Also, there was a significant increment of life satisfaction score (p<0.05) and social support score (p<0.05) after receiving guided antenatal education in the intervention group.Conclusion: The guided antenatal education support is beneficial to reduce postnatal depression and increase life satisfaction and social support. Nurses and midwives should provide an integration of psychoeducation for first-time mothers, especially during pregnancy.

Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia

ABSTRACT Investigating the effects of the special education support program (SESP) and visual-praxis-based occupational therapy program (VPBOTP) on visual perception skills of children with developmental dyslexia (DD). A time-series quasi-experimental design with two stages was used. The first stage included visual perception assessments of children with DD who were registered to the SESP, using MVPT-3. Following the assessments, SESP was implemented for a total of 16 hours in the span of 8 weeks. In the second stage, MVPT-3 was administered for a second time, SESP’s implementation continued for another 16 hours and VPBOTP was implemented also for a total of 32 hours in the span of 8 weeks. Finally, the MVPT-3 was administered for the third time. VPBOTP was found to be statistically more effective than SESP in improving visual perception skills (p<0.05). VPBOTP offers a different, individualizable, and flexible approach for improving visual perception skills of children with DD and its usage can be widened to other populations.

Empowerment-Based Education in Urological Patients: A Scoping Review.

Prostate, kidney, and bladder cancer are the three most frequently diagnosed urological cancers. Educational programs could teach patients to become experts in disease management. The aim of this scoping review was to explore the literature to identify the educational requirements and strategies for improving and implementing educational processes for urological patients undergoing surgery. We searched several databases, including PubMed, CINAHL, Embase, Scopus, PsycINFO, and Cochrane Library. All adult patients undergoing urological educational interventions were included in the review. Of 3,197 initially identified articles, 42 were retained. Urological patients undergoing prostatectomy, cystectomy, and nephrectomy require cognitive, psychological, and functional support. For each level of support, several methods exist to provide support, including informational brochures, preoperative counseling, telephone support, online content, educational videos, support groups, individual stress management interventions, peer support, online interventions, partner support, and various educational programs that help the patient manage negative effects associated with the urological intervention.

Faith-Based Pregnancy Center Education Bridges the Maternal Health Gap.

Routine prenatal care in the United States has not been effective in reducing maternal mortality and preterm birth rates, nor addressing disparities among non-Hispanic Black women. Pregnant women from minority groups are more likely to be of low socioeconomic status and uninsured, and lacking resources to obtain preconception and early prenatal care to manage medical conditions. Faith-based pregnancy resource centers can help to fill the gap in maternal health among vulnerable populations. This article presents the development of an evidence-based prenatal education and social support program developed for those working in pregnancy resource centers to address disparities and improve outcomes in maternal mortality and preterm birth.

The effects of an interdisciplinary supportive educational program on anxiety among patients undergoing cataract surgery

Background: In most ophthalmic surgeries, patients are conscious or semi-conscious, and hence, they may experience varying levels of anxiety during surgery. Objectives: The aim of this study was to evaluate the effects of an interdisciplinary supportive educational program on anxiety among patients undergoing cataract surgery (CS). Methods: This quasi-experimental study was carried out in February–August 2019 using a two-group pretest–posttest design. Participants were 64 patients with cataract who were referred to Feiz Hospital, Isfahan, Iran, for undergoing CS. They were consecutively recruited and randomly assigned to either a control or an intervention group. Data were collected using a demographic questionnaire and Spielberger State-Trait Anxiety Inventory. Participants in the intervention group received an interdisciplinary supportive educational intervention, while their counterparts in the control group received routine care services. State anxiety and trait anxiety were assessed both on the sampling day and after regaining full postoperative consciousness. Data analysis was done via the independent and the paired samples t-, the Mann–Whitney U-, and the Chi-square tests. Results: There were no statistically significant differences between the intervention and the control groups respecting the pretest mean scores of state anxiety (35.25 ± 8.51 vs. 35.72 ± 9.43; P = 0.83) and trait anxiety (38.25 ± 7.002 vs. 39.16 ± 8.58; P = 0.64). However, there were statistically significant differences between the groups regarding the posttest mean scores of state anxiety (28.66 ± 10.39 vs. 34.84 ± 9.36; P = 0.02) and trait anxiety (31.76 ± 8.51 vs. 38.13 ± 10.29; P = 0.01). Conclusion: As a simple and inexpensive intervention, an interdisciplinary supportive and educational program through both face-to-face communication and telecommunication methods is effective in significantly reducing anxiety among patients undergoing CS.

The challenges of inclusion experienced by students with mental illness in universities: a comparative study between Denmark and Israel

ABSTRACT Understanding the challenges of inclusion that students with severe mental illness experience are essential for developing inclusive environments in universities. Therefore, a study was conducted among students with mental illness participating in Supported Education programs in universities. A structured instrument was implemented with 79 students in Israel and 59 students in Denmark. Inclusion in a university was divided into social inclusion and academic inclusion. The findings indicate that the two subscales ranked the highest in both samples were ‘Difficulties With Learning Skills and Management of Academic Tasks’ and ‘Social Inclusion Difficulties’, ‘Barriers to Academic Inclusion’ and ‘Accessibility Barriers’ were ranked lower. These findings indicate that there are common functional difficulties in fulfilling the academic requirements which students experience in both countries as a result of their mental illness. However, it also indicates that their difficulties could stem from the social and environmental response in universities to students with mental illness. Therefore, to develop an inclusive academic environment, a bio-psycho-social perspective is necessary which can enable focusing on individual difficulties as well as broadening the focus of service delivery to adapt a broader social and environmental perspective which will enable persons with SMI to advance within inclusive academic environments.

Preservation of the intangible cultural heritage through the implementation of additional general education programs in the field of fine arts

The problem of preserving the traditions of academic art and folk culture as part of the intangible cultural heritage of the country is becoming more urgent every year. One of the solutions to this problem is the transfer of knowledge and technology using additional general education programs.&#x0D; Implementation of additional general education programs reveals the practical possibilities of children’s creativity and shows the effectiveness of forms and methods for preserving the intangible cultural heritage through the practical development of techniques and technologies of artistic creation by children, which are based on academic or folk traditions. This, in the authors’ opinion, introduces the scientific novelty of this study. The theoretical basis of pedagogical mastery is studied and the need for a competency-based approach in the implementation of additional education programs on the example of the experience of children’s art schools is shown. In addition, the study substantiates the need for the effective construction of educational and methodological support for educational programs, the actualization and development of teacher’s competencies, as well as the preservation and development of methods containing the basic principles and technologies of the academic foundations of fine arts and folk crafts. Proposals to organize support for the implementation of additional general education programs in the field of fine and decorative arts and folk crafts are made.

Invited Commentary: Is the Long Shadow of Childhood Disadvantage on Lifelong Health Getting Worse Over Time?

Social inequalities in health and their early-life origins have been extensively documented. Although the complex direct and intermediate mechanisms linking early-life disadvantage to later health are not yet fully understood, new findings on biological markers distinctly related with early-life experiences suggest a causal relationship. In this issue, Fuller-Rowell et al. (Am J Epidemiol. 2021:190(11):2284-2293) step back to examine the role of childhood disadvantage in the United States in different periods, observing that the relationship with later health seems to have strengthened over time. The main explanation the authors bring up has to do with increased income segregation and changes in labor market composition that limit opportunities for persons with low educational attainment. In other words, while the rich get richer, the poor get poorer, the middle class shrinks, and there are fewer interactions across different socioeconomic groups and the social ladder is blocked. Other evidence suggests that investments in children, through early education and academic support programs, could help reduce the consequences of childhood disadvantage on long-term health.

Revamping the delivery of cancer support, education, and wellness programming during the COVID-19 pandemic.

e24127 Background: Supportive care is considered essential to standard care for patients with a history of cancer. The interdisciplinary team at Sidney Kimmel Cancer Center (SKCC) of Thomas Jefferson University, an NCI-designated cancer center in Philadelphia, offers a robust variety of supportive care services including support groups, educational and wellness programs. SKCC includes four academic hubs across the Greater Philadelphia region. With the onset of the COVID-19 pandemic and the subsequent statewide shutdown of services, SKCC quickly pivoted to virtual offerings, to address patients’ supportive care needs. Recent research has shown patients self-reporting higher incidence of anxiety and loneliness due to the pandemic. Direct patient feedback identified programs of greatest need, the preferred times and format. Methods: At the beginning of the pandemic SKCC offered a program “Coping with Cancer and Covid-19: as You Navigate Cancer Treatment.” This program helped patients understand their risk of COVID-19 and provided emotional support as patients and caregivers began facing loneliness. Additional virtual offerings included Mindfulness Sessions, Yoga, Stretching for Stress Relief, Healing through Humor. SKCC began evaluating the impact of the programming beginning in June 2020. Attendees completed surveys evaluating the presentation, their level of psychological distress, perceived quality of life, and feelings of hope, loneliness, and connection. Participants were asked if they would attend another program and were asked to rate the program on a Likert scale. Results: In 2019 SKCC offered 273 programs and attracted 984 participants. Only 90 of the 984 participants attended virtually prior to the pandemic. Since the start of the pandemic, SKCC has hosted 334 programs, all virtually, with 3,346 participants. Surveys were sent electronically and completed immediately after the completion of all support programs offered at SKCC. 40% of program participants’ completed an evaluation form and 94% rated the program exceptional or very good. Overall, 88% of participants in virtual wellness, support groups and educational programs indicated they would attend another program offered by SKCC. Conclusions: Virtual supportive care offerings have engaged more patients and caregivers than ever across SKCC hubs and have proven an effective means to continue to support patients during the pandemic. It is important to continue to evaluate and create meaningful programs to match the ongoing needs of patients and caregivers.[Table: see text]

Predicting child outcomes in Bhutan: Contributions of parenting support and early childhood education programmes

The Royal Government of Bhutan has increasingly emphasised Early Childhood Care and Development (ECCD). The Ministries of Education and Health provide services to support child development, including health care, Care for Child Development (C4CD) and centre-based ECCD programmes. C4CD is an evidence-based parenting programme for children younger than 36 months, while centre-based programmes are provided for children aged 3–5 years. This study examined the association of participation in C4CD and ECCD programmes with child development. A list of 54 randomly selected ECCD centres from nine districts in Bhutan was generated. We surveyed 232 parents of 3–5-year-olds from the 54 centres and another 245 parents from nearby areas whose 3–5-year-old children were not attending ECCD programmes. Parents reported on home-based activities and early childhood development. Controlling for sociodemographic variables, we found that both ECCD attendance and C4CD participation were positively associated with child developmental outcomes, particularly in the Learning and Psychosocial Well-being domains. Children who were attending ECCD programmes had higher developmental outcomes than non-attenders, and the gap between the two groups was greatest among older children. Parents who participated in C4CD provided more stimulating home learning environments than other parents, with most variability within home learning environments observed within subsample of parents whose children did not attend ECCD programmes. In addition, the frequency of home-based activities fully mediated the relationship between C4CD participation and child developmental outcomes. The findings support the scaling up of both ECCD and C4CD programmes.

How Old Is My Dog? Identification of Rational Age Groupings in Pet Dogs Based Upon Normative Age-Linked Processes.

Behavioral development is a lifelong process where cognitive traits such as learning and memory may be expected to take quadratic or linear trajectories. It is common practice for operational purposes to reduce study subjects into chronological categories when conducting research. However, there are no agreed-upon thresholds for this practice, and the lack of standardization may hinder comparison between studies of normative and pathological aging. In this perspective review, chronological categories have been identified that can be considered to represent normative cognitive and neurological aging in domestic family dogs. These categories work to capture age-related developmental trajectories for the majority of dog breeds. It is encouraged that researchers studying cognition and behavior, pathological cognitive deficits, or welfare of dogs across age categories utilize the categories presented here to best enable comparison between studies. The proposed groups could also support education programs informing owners of what behavioral changes to expect in their dog as they age, but they cannot be used to reflect health-based needs associated with breed-specific morbidity. The use of the age categories proposed here highlights significant welfare issues for breeds with the shortest average lifespans (e.g., the Great Dane). Studies show no evidence of an increased rate of behavioral or cognitive aging in short-lived breeds, and the shortest-lived breeds are most likely to die when classified by the proposed categories as Mature Adults. Adoption of these chronological categories in future research would aid comparison between studies and identification of non-normative age-related pathologies.

The Achievement Gap between Schools and Relationship between Achievement and Socioeconomic Status in Turkey

Nowadays, the performances of education systems are monitored through national and international large-scale studies. In these studies, besides the academic performance of the countries, their status regarding equality in education is also considered. In large-scale studies the relationship between the socioeconomic status and academic achievement and the achievement gap between schools are emphasized. The achievement gap between schools is considered a chronic problem of Turkey, and socioeconomic differences are also considered to be one of the elements of this problem. In this study, the achievement gap between schools and the relationship between socioeconomic status and academic achievement in Turkey were examined through data regarding the last three cycles of TIMSS. For this purpose, multilevel regression analysis was used. The findings showed that although the mean score of Turkey increased between the 2011 and 2019 cycles, the relationship between socioeconomic characteristics and achievement remained at a similar level, with a partial decrease in 2019. These results show that despite the significant increase in Turkey's TIMSS performance in the last cycles, the share of socioeconomic levels on this performance does not increase simultaneously. Another result showed that the achievement gap between schools increased in the last cycle at both grades. Although the relationship between socioeconomic status and achievement does not increase, the widening of the achievement gap between schools may indicate that within-school factors might have stronger relations with achievement. Results revealed that the performance of Turkey in TIMSS increased significantly at 8th grade, and the relationship between socioeconomic status and achievement decreased partially; however, the alleviation of the achievement gap between schools remained a development area for Turkey. Although the relationship between socioeconomic status and academic achievement decreased in the 2019 cycle, the current socioeconomic status role increased the importance of compensating students' socioeconomic disadvantages through educational support programs.

Values, preferences and goals identified during shared decision making between critically ill patients and their doctors

Objective: Examine values, preferences and goals elicited by doctors following goals-of-care (GOC) discussions with critically ill patients who had life-limiting illnesses. Design: Descriptive qualitative study using four-stage latent content analysis. Setting: Tertiary intensive care unit (ICU) in South Western Victoria. Participants: Adults who had life-limiting illnesses and were admitted to the ICU with documented GOC, between October 2016 and July 2018. Intervention: The iValidate program, a shared decision-making clinical communication education and clinical support program, for all ICU registrars in August 2015. Main outcome measures: Matrix of themes and subthemes categorised into values, preferences and goals. Results: A total of 354 GOC forms were analysed from 218 patients who had life-limiting illnesses and were admitted to the ICU. In the categories of values, preferences and goals, four themes were identified: connectedness and relational autonomy, autonomy of decision maker, balancing quality and quantity of life, and physical comfort. The subthemes - relationships, sense of place, enjoyment of activities, independence, dignity, cognitive function, quality of life, longevity and physical comfort - provided a matrix of issues identified as important to patients. Relationship, place, independence and physical comfort statements were most frequently identified; longevity was least frequently identified. Conclusion: Our analysis of GOC discussions between medical staff and patients who had life-limiting illnesses and were admitted to the ICU, using a shared decision-making training and support program, revealed a framework of values, preferences and goals that could provide a structure to assist clinicians to engage in shared decision making.

Effects of University Employment Support Education Program on Major Matches: adjustment effectiveness Validation of major satisfaction and adjustment effectiveness of working experience while attending school

Effects of University Employment Support Education Program on Major Matches: adjustment effectiveness Validation of major satisfaction and adjustment effectiveness of working experience while attending school

Abstract PS9-31: Developing an outreach model to healthcare providers treating newly diagnosed metastatic breast cancer patients

Abstract Background: Metastatic breast cancer (MBC) patients report a lack of information tailored to their stage IV diagnosis (MBCA Landscape Analysis, 2013; LBBC’s Silent Voices 2006). Recent research by Living Beyond Breast Cancer (LBBC) showed that patients seek information in the weeks following a metastatic diagnosis as part of their sense-making. At the time of diagnosis, when patients report high uncertainty and vulnerability, Healthcare Providers (HCPs) are highly trusted as information sources. HCPs, particularly in smaller, community-based hospitals and cancer centers, cite lack of time and informational resources as their greatest barriers to addressing the psychosocial and educational needs expressed by their newly diagnosed metastatic patients (LBBC 2018). In 2019, LBBC focused on developing a model outreach program to HCPs to distribute evidence-based educational resources and support programs to their patients newly diagnosed with metastatic breast cancer (MBC). Methods: LBBC conducted research with MBC patients and HCPs to determine needs, topics of interest, resource formats and optimal resource distribution channels through HCPs. LBBC held two MBC patient focus groups and two HCP focus groups of nurses and social workers. The findings from the patient focus groups and the first HCP focus group informed the development of a survey for HCPs, which was fielded in November 2019. The survey data was analyzed, and key findings from the HCP survey and MBC focus groups determined the topics of the final HCP focus group in January 2020. Results: Surveys were sent to LBBC’s HCP provider database and the memberships of select professional associations. A total of 352 surveys were completed; 50 percent of respondents were social workers, 46 percent were nurse navigators or nurse practitioners, and 4 percent were physicians or other. The data from the survey and focus groups showed that patients and HCPs had difficulty finding MBC-specific materials and programs despite a distinct need within the community. Both groups wanted information to help patients better understand their diagnosis, treatment plan, and overall prognosis. Resources on mental health, talking to family about diagnosis, and financial toxicity were also of primary importance. HCPs reported needing materials for patients that are evidence-based, credible and conveyed in plain language. Patients reported wanting a reliable online hub of MBC information and resources. Both patients and HCPs preferred printed or digital downloadable materials, or both. Additional findings showed MBC patients who are African-American or under age 45 are underrepresented in the existing content. Other gaps include content for spouses/partners, family, and caregivers. Conclusions: People newly diagnosed and living with MBC, and the HCPs who serve them, want evidence-based information, tailored to the MBC patient, to help them understand their diagnosis and its psychosocial and financial impact, developed by credible organizations and delivered in easy-to-read, printable, or digital formats, or both. Using the data from this research, LBBC is developing a model outreach program to assist HCPs meet the needs of their newly diagnosed metastatic breast cancer patients. Citation Format: Catherine L Ormerod, Stefanie Washburn, Kathleen D. Swiger, Casey O'Neill. Developing an outreach model to healthcare providers treating newly diagnosed metastatic breast cancer patients [abstract]. In: Proceedings of the 2020 San Antonio Breast Cancer Virtual Symposium; 2020 Dec 8-11; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2021;81(4 Suppl):Abstract nr PS9-31.

Mental Health Status of Healthcare Professionals and Students of Health Sciences Faculties in Kuwait during the COVID-19 Pandemic.

Objectives: This study aimed to assess the impact of the COVID-19 pandemic on the mental health status of healthcare professionals (HCPs) and undergraduate students in the health sciences center (HSCUs). In addition, it explored the factors associated with the increased levels of mental health burden among the study population. Methods: A cross-sectional study was performed using two online-administered questionnaires: the Patient Health Questionnaire (PHQ-9) and the Generalized Anxiety Disorder 7-item (GAD-7), which were distributed in parallel to HCPs and HSCUs in Kuwait. These instruments are validated assessment scales to assess mental health status: depression (PHQ-9) and anxiety (GAD-7). Statistical analyses were carried out using SPSS- version 25. Results: A total of 857 individuals (559 HCPs and 298 HSCUs) participated in this study. The prevalence of moderately severe depression or severe depression (PHQ-9 total score of ≥15) among respondents was 66.6%. The median (interquartile range, IQR) PHQ-9 score was significantly higher among HSCUs (20 {11.5}) compared to HCPs (17 {8}). The prevalence of severe anxiety (GAD-7 total score of ≥15) among respondents was 36.7%. There were no significant differences between the median (IQR) GAD-7 scores among the HCPs (14 {7}) and HSCUs (13 {8}). Binary logistic regression analysis revealed that three variables were significantly and independently associated with severe depression among HCPs. The prevalence of severe depression was found to be greater among females compared to males. In addition, it was significantly lower among those who were aged ≥50 years, and those who reported that they were not in direct contact with COVID-19 patients. Among HSCUs, females showed greater depression than males. In contrast, those aged >29 years and who had no history of chronic disease showed lower depression compared to their counterparts in the 18–29 years age group and who had a chronic disease history. Conclusions: The COVID-19 pandemic had a significant negative impact on the mental health of HCPs and HSCUs in Kuwait. This highlights the need for proactive efforts to support their mental health and well-being through educational campaigns and psychological support programs.

Barriers and Interventions in Maintaining Education for Health Professionals During Conflict and War: A Systematic Review

Background: Conflicts negatively impact health professional education when healthcare is needed most. The aim of this systematic review was to describe the barriers and interventions identified in maintaining health professional education during times of conflict and war to inform key stakeholders and policy makers. Methods: We searched PubMed, EMBASE, and ERIC between June 20, 2018 and March 29, 2019, restricting our search to publications in English, using key search terms “war” “armed conflicts” “conflicts” “medical education” and “nursing education”. We included only peer reviewed publications without date ranges involving conflict or war, health professional education (medical school, residency training, and nursing school), with interventions described to maintain educational activities. Studies regarding continuing medical education and professional development were excluded. Two independent reviewers completed inclusion determinations, data abstraction, and thematic coding of results using Covidence. Outcomes were barriers and interventions identified in maintaining health professional education during conflict.Findings: Screening using MESH terms identified 3,271 articles, with 56 studies meeting final inclusion criteria. Publication dates ranged from 1914-2018 with 16 unique conflicts involving 35 countries. The majority of studies involved medical students (61.4%) followed by residents (28.6%) and nursing students (10% ). Thematic coding identified 5 distinct types of barriers and interventions in maintaining health professions education during conflict; curriculum, personnel, wellness, resources, and oversight. Interpretations: There are consistent and predictable barriers and enabling interventions identified in maintaining health professional education during times of conflict and war that should be considered when supporting and stabilizing these vital efforts. Funding Statement: Grant funding from Open Society Foundation’s Higher Education Support Program (OSF HESP).Declaration of Interests: We declare no conflicts of interests.Ethics Approval Statement: IRB Approval- Protocol #:2019P000131 Brigham and Women’s Hospital/Partners Healthcare.

School and educational support programmes for paediatric oncology patients and survivors: A systematic review of evidence and recommendations for future research and practice.

The Psychosocial Standards of Care (PSSC) in paediatric oncology prescribe the minimum standards for education support. It is unknown, however, if published education support programmes for children with cancer meet the PSSC standards for education support. Successful implementation of standards for education support is challenging but may be achieved with guidance. We aimed to (1) review education support programmes for childhood cancer patients and survivors against the PSSC standards and (2) provide practical recommendations for future research and implementation of education support programmes. We searched PsycINFO, PubMed, CINAHL, EMBASE, and Educational Resources Information and Center databases. We reviewed the education support programmes using five evaluation criteria derived from the PSSC and summarised the structure of identified programmes. We examined the features and limitations of programmes that metall evaluation criteria. We identified 20 education support programmes in paediatric oncology, including peer programmes (n=3), teacher programmes (n=5), and school re-entry programmes (SRPs n=12). We found that three SRPs metall evaluation criteria and that SRP components were timed according to the child's position on the cancer trajectory (e.g., diagnosis and treatment, school re-entry, and follow up throughout schooling). The supporting evidence of the programmes, however, is unclear due to the lack of adequately designed studies. SRPs provide a promising structure for future education support programmes. We recommend strategies for developing and evaluating education support that adheres to the PSSC and adapts to international and local contexts.

Evaluation of a Web-based Psychosocial Education and Peer Support Program for Alcohol Use Concerns

ABSTRACT This outcomes assessment was implemented to evaluate a web-based alcohol use recovery program, Tempest Sobriety School (TSS), and to provide a model for outcome evaluation. Adults (N= 541) enrolled in TSS were assessed at pre-program start and Month 2, 6, and 12. Participants reported decreased alcohol use, drug use, craving for alcohol, and alcohol use disorder symptoms over the course of the program; changes were maintained at Month 6 and 12. Participants reported sustained increases in overall physical and mental health and quality of life. Findings will inform TSS students and stakeholders and provide a model for others conducting similar evaluations.

The Effect of Family-Centered Educational Supportive Intervention on Parental Stress of Premature Infants Hospitalized in the NICU

Background: Premature birth and infant hospitalization in the neonatal intensive care unit (NICU) is stressful for parents; therefore, training and supporting couples with the aim of reducing stress are very important. Objectives: The present study aimed at investigating the effect of family-centered educational, supportive intervention on parental stress of premature infants hospitalized in the NICU. Methods: This quasi-experimental study was performed on the eligible parents of 80 premature infants admitted to the NICU ward of Ali-ibn Abitaleb Hospital in Zahedan, in two groups of 40 intervention and control. Samples were selected by convenience sampling and randomly divided into two groups. The intervention group received five sessions of a family-centered educational support program in five days, with an average of 60 minutes per session, and the control group received only routine training and care. Data were collected using the Parental Stress scale (PSS) questionnaire with approved validity and reliability before and after the end of educational interventions at discharge from the hospital. Data were analyzed by SPSS, version 22 using paired t-test, independent t-test, and chi-square. Results: Mean of parental stress scores of mothers and fathers of premature infants was not significantly different in the intervention and control groups before family-centered educational-supportive intervention (P &gt; 0.05), but after the intervention, the mean of parental stress scores of parents in the intervention group was significantly lower than the control group (P = 0.001). Conclusions: Family-centered educational supportive intervention has a positive and significant effect on reducing stress in parents of preterm infants admitted to NICU. Therefore, training and support of parents during the hospitalization of their infants is recommended.