Theory-based Training Program Research Articles

Feasibility and Preliminary Evaluation of Theory-Based Training Program on Daily Living Skills Among Children With Autism Spectrum Disorder: Findings From Rural Regions in Egypt

Feasibility and Preliminary Evaluation of Theory-Based Training Program on Daily Living Skills Among Children With Autism Spectrum Disorder: Findings From Rural Regions in Egypt

The effect of training to diabetes patients according to planned behavior theory on self-efficacy and patient empowerment: A randomized study

AimTo examine the effect of training provided to type 2 diabetes patients according to the theory of planned behavior on self-efficacy and patient empowerment. MethodsThis study, pre-test-post-test active control group single-blind experimental design, was conducted in the internal medicine outpatient clinic of a state hospital between April and October 2023. Participants were randomly assigned to the intervention group (IG; n = 45) and control group (CG; n = 47). The intervention group received a theory-based training program consisting of 5 sessions lasting approximately 40 min. each. Diabetes Management Self-Efficacy Scale, Patient Empowerment Scale and the patient's laboratory results were used for data collection. ResultsIn the study, while the posttest self-efficacy and patient empowerment scores of the intervention group increased compared to the pretest, there was an decrease in HbA1C level. On the post-test measurements between groups, self-efficacy and patient empowerment scores were higher and effect sizes were higher in the intervention group, while no difference was found in HbA1C values. ConclusionThe training program provided according to the theory of planned behavior in diabetes patients provides positive contributions to disease management.

Development of a disaster preparedness training program for community leaders: Evidence from Taiwan

Community leaders are vital in enhancing community disaster preparedness through empowerment, consensus-building, and public engagement. Despite existing programs, Taiwan lacks essential elements like disaster risk perception and healthcare responses. There is an urgent need for a comprehensive training program that incorporates community leaders' perspectives to address these gaps. This study utilized a mixed-methods approach in a two-step process to develop a theory-based training program for community leaders. The first step involved developing a disaster preparedness training program, identifying core elements through literature reviews on the contents and the protection motivation theory, and conducting qualitative interviews with community leaders to assess their training needs. In the second step, the content of the developed training program was validated. Suggestions from five male community leaders were integrated into program development, resulting in four major themes: community resource linkage, protection and assistance for vulnerable groups, evacuation and sheltering, and health care. The developed disaster preparedness training program was named the R3_SAF3E training program. Content validity was assessed by five experts, with item-level content validity indexes (I-CVI) and scale-level content validity index/averaging (S-CVI/Ave) both were 1, and scale-level content validity index/universal agreement (S-CVI/UA) was 0.94. This is the first study in Taiwan to integrate the protection motivation theory based on community leaders’ disaster preparedness needs. The training program demonstrate strong content validity. The results of this study can be used to plan disaster preparedness training for other programs to assist residents in enhancing their disaster preparedness.

The Effectiveness of a Training Program Based on Psychoanalytic Theory in Developing Psychological Adjustment among Students with Motor Disabilities at Al-Balqa Applied University

This study investigated the effectiveness of a psychoanalytic theory-based training program in enhancing psychological adjustment among students with motor disabilities at Al-Balqa Applied University. A quasi-experimental design was employed, with 33 participants (male and female) from various faculties. A newly developed, 25-item psychological adjustment scale assessed five key dimensions. The program's impact was evaluated through pre- and post-application assessments in both the experimental and control groups. The results revealed statistically significant improvements in psychological adjustment within the experimental group (pre- vs. post-application). Additionally, significant differences were found between the control and experimental groups in the post-application assessment, with the latter demonstrating higher levels of psychological adjustment. These findings suggest that the training program based on psychoanalytic theory may be beneficial for promoting psychological well-being among students with motor disabilities.

The Impact of a Sterinberg Theory-Based Training Program on Secondary School Students' Development of Critical and Creative Thinking Skills

This study aimed to test the impact of a training program based on Sternberg's theory of problem solving on the development of critical and creative thinking skills among secondary school students, using a semi-experimental approach. The sample consisted of 70 students from the first grade of literary secondary school at Al-Baraa bin Malik Secondary School in the Directorate of Education of Naour in Jordan and was divided equally into two groups: experimental and control. The researcher built a training program based on Sternberg's theory of problem solving, known as the 'thinking circle', which consists of seven dimensions: feeling the problem, identifying the problem, representing the problem, choosing or inventing a solution strategy, effectively allocating resources for the solution, monitoring the problem solution, and evaluating the problem solution. The program was implemented during 11 six-week training sessions in the second semester of 2021–2022. The California 2000 Critical Thinking Scale and the Torrens Creative Thinking Scale (A) were also used in both the pre- and post-group assessment processes. To answer the questions of the study, it was found that the average performance of the groups was control and experimental for the pre-measurement of the critical thinking scale (10.55) and (10.75), respectively, while the average performance of the groups was on the dimensional measurement (11.67) and (17.78), respectively. To examine the differences in each of the arithmetic averages, the researcher used the analysis of covariance (ANCOVA) for performance for the total score of the critical thinking scale. The average performance of the control and experimental groups in the pre-evaluation of the creative thinking test was (71.68) and (70.35) respectively, and the average performance of the control and experimental groups in the dimensional measurement was (72.12) and (129.65) respectively, and the common multiple covariance analysis (MANCOVA) was used to test the differences in the arithmetic mean of performance in the sub-dimensions of the creative thinking test. It was found that there were statistically significant differences in the arithmetic mean in the level of significance (α = 0.05), and the difference was in favor of the experimental group in critical and creative thinking skills, which confirms that the program has a significant impact on the development of creative and critical thinking skills.

Effects of a theory-based training program with follow-up home visits on self-management behavior, glycemic index, and quality of life among Iranian patients with type 2 diabetes mellitus

BackgroundUncontrolled diabetes is an important public health problem that endangers the quality of life of patients. Promoting self-management through well-planned training is an essential strategy to control diabetes effectively. This study aimed to examine the effects of a training program based on social cognitive theory (SCT) on self-management behavior, glycemic index, and quality of life among patients with type 2 diabetes mellitus.MethodsThis is a quasi-experimental study with a pretest–posttest design. The statistical population included 106 adults with type 2 diabetes mellitus assigned to the intervention and control groups [n1 = n2 = 53], who received services from two urban health centers. A multi-method, SCT-based training program consisting of six 60–80-min sessions was run, followed by 2–3 follow-up home visits [once a month for each participant] for the intervention group. The data were collected before and three months after the intervention and were analyzed in SPSS 19.ResultsBefore the intervention, there was no significant difference between the two groups regarding the main variables. After the intervention, there was a significant increase in the intervention group's mean scores of knowledge, self-efficacy, social support, outcome expectations, self-regulation, self-management behavior, glycemic index, and quality of life. There were no significant changes in these constructs in the control group after the intervention. The regression analysis results indicated that social cognitive theory and self-management could explain the variance in quality of life [adjusted R-squared = 0.476].ConclusionsThe findings support the effectiveness of the multi-method, SCT-based educational intervention in improving self-management behaviors, glycemic index, and quality of life among patients with type 2 diabetes mellitus. It is suggested that the quality of type 2 diabetes care programs should be promoted. However, further research is needed to evaluate the long-term outcomes.

Occupational adaptation as a social process for dementia care teams

Background Few studies have examined a group’s collective experience of occupation using occupational therapy theoretical models. Dementia caregiving requires a diverse team of caregivers who learn and work together to resolve shared challenges. An Occupational Adaptation (OA) theory-based training program for dementia care teams was developed to better understand the team’s adaptive process inherent in cooperative caregiving. Aim/objectives Describe how the team learned together and how the training impacted their teamwork. Materials/methods Fourteen employees at one continuing care retirement community underwent OA-based training. During the program, the team analysed and resolved challenging dementia care cases. Participant observations, participant journals, open-ended surveys, and follow-up semi-structured interviews were analysed. Results The thematic framework included five steps: unite around a shared challenge, tap the collective adaptive repertoire, collaborate on case-specific plans, implement with teamwork, and return for ongoing problem solving and integration. The program enhanced appreciation for teammates’ knowledge, skills, and experiences, learning from each other, and integration of team-centered OA process. Conclusion/significance The OA-based program appears to have facilitated adaptation that was complex, social, and generalisable. OA theory is enriched with a social view of occupational adaptation opening new opportunities for therapists and researchers to understand and facilitate adaptation among teams.

Comparison of a practice-based versus theory-based training program for conducting vacuum-assisted deliveries: a randomized-controlled trial

PurposeVacuum-assisted deliveries (VAD) are complex procedures that require training and experience to be performed proficiently. We aimed to evaluate if a more resource intensive practice-based training program for conducting VAD is more efficient compared to a purely theory-based training program, with respect to immediate training effects and persistence of skills 4–8 weeks after the initial training.MethodsIn this randomized-controlled study conducted in maternity staff, participants performed a simulated low-cavity non-rotational vacuum delivery before (baseline test) and immediately after the training (first post-training test) as well as 4–8 weeks thereafter (second post-training test). The study’s primary endpoint was to compare training effectiveness between the two study groups using a validated objective structured assessment of technical skills (OSATS) rating scale.ResultsSixty-two participants were randomized to either the theory-based group (n = 31) or the practice-based group (n = 31). Total global and specific OSATS scores, as well as distance of cup application to the flexion point improved significantly from baseline test to the first post-training test in both groups (pall < 0.007). Skill deterioration after 4–8 weeks was only found in the theory-based group, whereas skills remained stable in the practice-based group.ConclusionA practice-based training program for conducting VAD results in comparable immediate improvement of skills compared to a theory-based training program, but the retention of skills 4–8 weeks after training is superior in a practice-based program. Future studies need to evaluate, whether VAD simulation training improves maternal and neonatal outcome after VAD.

The Effectiveness of a Structural Theory- based Training Program in Enhancing Arabic Language Teachers’ Teaching Practices and their Tendencies towards Structural Teaching

The study aims to identify the effectiveness of a structural theory-based training program in enhancing the teaching practices of Arabic language teachers teaching grade ten in South Al Batinah in Sultanate of Oman. The study used the quasi-experimental design, and the sample consisted of 40 male and female teachers. To achieve the objectives of the study, a training program, an observation form and a measurement tool of teachers’ tendencies towards a structural teaching were made. The program was implemented with an experimental group of 20 female and male teachers in the first semester of the academic year 2018/2019. The study has found that there is a statistically significant difference between the average grades before and after implementing the program, with higher grades achieved after implementation. There has also been no statistically significant difference between the average grades in the post implementation phase due to the social variable. The researcher recommended organizing training courses for Arabic language teachers to expand their knowledge of educational theories and their applications in classroom teaching practices, and benefiting from the structural teaching observation form in educational supervision.

Design of a safety training package for migrant workers in the construction industry

The construction sector is known as a high-risk sector with many safety challenges. It is also characterised by a large number of migrant workers and these workers report higher accident rates than native workers. This paper presents the design of the CSTP (Construction Safety Training Programme). The CSTP is a theory-based training program aimed at improving safety behaviours in construction sites acknowledging the particular challenges migrant workers face. Based on second and third generational models of training, we developed a training program that addresses the challenges faced by migrant workers in the construction industry, namely language and cultural barriers, times pressures, difficult living conditions and separation between native and migrant workers, all of which may have a detrimental impact on a shared safety culture and joint understanding of the importance of safety performance.The CSTP consists of five modules, both face-to-face and online teaching to facilitate sensemaking and social learning. A crucial underlying element of the CSTP is the importance of not only technical skills, but also non-technical skills such as communication, teamwork, decision making, situational awareness and management of stress and fatigue. We propose that the strong theoretical learning principles embedded in the training program are likely to increase transfer of training that could help the construction sector develop safe working cultures.

African American Communities Speak to Palliative Care Clinicians: Evaluation of an Innovative Community-Developed Communication Skills Training Program (TH370D)

•Recognize importance and relevance of culture to EoL.•Describe CBPR and focus group methods.•Describe appropriate training methods. Lack of understanding of cultural differences may significantly compromise care at end-of-life (EOL) for minority patients. Cultural competence among clinicians increases the likelihood of providing quality care, leads to higher patient satisfaction, and reduces health disparities. (1) Evaluate the feasibility of delivering a community-developed and theory-based training program focusing on the cultural aspects of EOL care in rural, Southern African Americans (SAA) to Palliative Care (PC) clinicians; (2) Assess the effect of this program on PC clinicians' knowledge of SAA cultural values towards EOL care and confidence in ability to change practice. The 3-hour training consists of: Overview of relevance of culture to EOL; debriefing of three videos developed by SAA pastors and healthcare professionals featuring key messages for communicating with and providing culturally appropriate care to SAAs with serious illness; a skills-based and reflective communication training program; and a discussion with an AA chaplain on the importance of faith and religious community among SAAs. Feasibility: Twenty-three of 30 UAB PC clinicians participated in the training. Adherence to training protocol was high. Knowledge: Clinicians' self-reported knowledge of SAAs attitude towards EOL care significantly increased on 9/18 measures (e.g., attitudes of being told prognosis; decision-making style; and family and community resources). Confidence: Clinicians scored 9 out of 12 items measuring confidence to chance practice [1 (least) to 5 (most)] as 4.0+ (e.g., asking how they wished to hear about prognosis; ensuring all those wanted are included in discussions). Only one item scored 3.4 or less. A community-developed and theory-based training program was feasible to administer and resulted in significant changes in multiple areas of clinician knowledge of SAA, and a high level of confidence in changing practice.

Effects of a Self-efficacy Theory-Based Training Program for Peers of Patients with Type 2 Diabetes.

Training peer leaders to deliver patient education is expected to be a low-cost approach to providing healthcare in urban-poor areas affected by a shortage of healthcare professionals. The purpose of this study was to examine the effects of a training program on the self-efficacy and knowledge of peer leaders with type 2 diabetes. A single-group longitudinal survey with baseline, intervention, and follow-up periods was conducted at a diabetes clinic in a small municipality in Metro Manila, Philippines. The intervention, a self-efficacy theory-based training program for peer-leaders of diabetic patients conducted in August 2017, comprised hands-on learning, demonstrations, quizzes, role-playing, group sharing, physical exercise, and a buffet lunch. The primary outcome was participants' self-efficacy for management of their diabetes. Secondary outcomes were participants' knowledge of diabetes and levels of emotional distress, motivation, and confidence for guiding their peers, satisfaction with the training program, hemoglobin A1c, and quality of life. At 12 and 18 months after the intervention, participants' knowledge of diabetes was significantly increased compared with baseline (both P < 0.05). At earlier time points, an increasing, but not significant, trend was observed. The change in knowledge of diabetes from baseline to 18 months after intervention tended to be positively correlated with the change in self-efficacy (r = 0.594, P = 0.054). No significant differences were observed for any of the other outcomes, although the descriptive statistics showed an increasing trend for all of the outcomes except motivation. The training program significantly improved participants' knowledge of diabetes at 12 and 18 months after the training programs compared with baseline. A positive correlation between the changes in the levels of knowledge and self-efficacy suggested that the observed improvement of self-efficacy was facilitated by the improvement of knowledge of diabetes.

Pregnant Women's Health Literacy Promotion Strategies: A Review

Background: Given the importance maternal health literacy (MHL) level in pregnancy outcome and maternal-child health, Investigating MHL promotion strategies is essential. To this end, the present study aimed to identify and report those interventions that conducted for improving MHL.&#x0D; Methods: A scoping literature search using PubMed, Web of Science, Social Science Research Network, CINAHL, Psych INFO, Magiran, Iran Medex, Iran Doc, SID and Google Scholar. This review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Eligible studies were identified from English and Persian databases, published between 1990 and 2018. Studies were screened independently by two researchers who performed the data extraction.&#x0D; Results: On the basis of the studies’s intervention technique, 2 major health themes emerged:&#x0D; Group-based interventions (Antenatal classes, Small group teaching, The centering pregnancy model, Web-based discussion forums) and individual -based interventions (Counseling intervention, Web-based educations, The workbook and booklet, Multimedia approaches, Graphics-based tool, A theory-based training program).&#x0D; Conclusion: This review provides insights into existing strategies for MHL promotion. Health policy leaders and health system planners, should support the uptake of these approaches into usual prenatal care.

The Effect of a Training Program Based on the PRECEDE-PROCEED Model on Lifestyle of Adolescents with Beta-Thalassemia: A Randomized Controlled Clinical Trial

Background: Lifestyle is a key issue in the concept of health promotion. Lifestyle includes all activities that encourage optimum physical, spiritual, and mental functions. The aim of this study was to determine the effect of a training program based on PRECEDE-PROCEED Model on lifestyle of adolescents with beta thalassemia. Materials and Methods: In this clinical trial study, 64 adolescents (age 16-20) who referred to the Thalassemia Center of Ahvaz (2015) were selected and randomly divided into two groups: experimental and control group. The components of the PRECEDE-PROCEED Model were used for planning, implementation and evaluation of the program. Changes in predisposing, reinforcing, enabling factors and lifestyle were immediately and a month after the intervention were assessed by a questionnaire based on PRECEDE-PROCEED Model and the Health-Promoting Lifestyle Profile. Results: The intervention had significantly positive effect on predisposing, enabling and reinforcing factors immediately and a month after the intervention (P < 0.05). Repeated measures analysis of variance showed a significant positive increase in the six dimensions of lifestyle score in the experimental group from baseline to one-month follow-up (P < 0.05). Conclusion: This study showed that the theory-based training program in adolescents suffered from beta thalassemia disease could improve the adolescent's awareness and attitude of healthy lifestyle.

Evaluation of a Train-The-Trainers Model for Family Peer Advocates in Children\u2019s Mental Health

Standardized training and credentialing is increasingly important to states and healthcare systems. Workforce shortages in children's mental health can be addressed through training and credentialing of professional peer parents (called family peer advocates or FPAs), who deliver a range of services to caregivers. A theory-based training program for FPAs targeting skills and knowledge about childhood mental health services (Parent Empowerment Program, or PEP) was developed through a partnership among a statewide family-run organization, state policy leaders, and academic researchers. Prior studies by this team using highly-experienced family peer advocates (who were also co-developers of the training program) as trainers found improvements in knowledge about mental health services and self-efficacy. In 2010, to meet demands and scale the model, a training of trainers (TOT) model was developed to build a cohort of locally-trained FPAs to deliver PEP training. A pre/post design was used to evaluate the impact of TOT model on knowledge and self-efficacy among 318 FPAs across the state. Participants showed significant pre-post (6 month) changes in knowledge about mental health services and self-efficacy. There were no significant associations between any FPA demographic characteristics and their knowledge or self-efficacy scores. A theory-based training model for professional peer parents working in the children's mental health system can be taught to local FPAs, and it improves knowledge about the mental health system and self-efficacy. Studies that evaluate the effectiveness of different training modalities are critical to ensure that high-quality trainings are maintained.

Comparison between lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment

The case/problem-based learning discussion method was recently introduced into the theory-based training program for residents run by the Catalan Society of Anaesthesiology. This study was designed to assess and compare its effectiveness with that of the lecture-based approach for teaching pre-anaesthetic assessment, applying an objective tool for knowledge evaluation before and after teaching. A prospective randomized study of two consecutive year groups of first year anaesthesiology residents was conducted. Twenty-nine residents attended a lecture, and 25, a case/problem-based learning discussion session. Their knowledge of pre-anaesthetic assessment was assessed before and after the teaching session with tests on four different clinical cases measuring six fields: (1) 'recognizing clinical data with anaesthetic implications'; (2) 'reasoning clinical data with anaesthetic implications'; (3) 'ASA class'; (4) 'Mallampati class'; (5) 'choice of anaesthetic technique'; (6) 'reasoning choice of anaesthetic technique'. Before the teaching session, the lecture group scored significantly higher on field 1 (P = 0.006). Both teaching methods improved scores on fields 1, 2 and 4. The case/problem group also improved on fields 3 and 6. After the teaching session, the field 1 score was still significantly higher in the lecture group (P = 0.005), and the field 3 score was significantly higher in the case/problem group (P = 0.044). The effectiveness of lecture and case/problem-based learning discussion differed little in terms of improving participants' immediate knowledge of 'pre-anaesthetic assessment'.

The Effects of a Theory-Based Training Program on Nurses' Self-Efficacy and Behavior for Smoking Cessation Counseling

Cigarette smoking continues to put Americans at risk for serious health consequences and early death. Nurses play an important role in disseminating smoking cessation interventions to patients in the hospital. However, nurses are not prepared for smoking cessation counseling. A quasi-experimental design was used. Fifteen nurses participated in the Clinical Practice Guideline "5 A's" brief intervention training program, completing a survey during three time periods. There were several statistically significant changes in the dependent variables for self-efficacy and behavior for smoking cessation counseling. Results of this study support further research and theory-based training for nurses.