Verbal Education Research Articles

Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act

Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization’s Farmer Field School, we developed a novel community-based education program to engage people in local sustainability topics. In the Sustainable Communities Field School (Field School) program, advertised as team building tours, participants from local organizations are guided by instructors through University of British Columbia Botanical Garden, while receiving verbal and experiential education on topics of food systems and choices, biodiversity conservation, water conservation, and waste reduction. We found that after the Field School program, participants were significantly more knowledgeable about environmental issues, more connected to nature, showed greater intentions and willingness to engage in sustainability actions compared to garden visitors from the general public who did not go through the program. The results suggest that interactive sustainability education in a botanical garden setting can be a useful education model to mobilize public engagement on sustainability.

Comparison of the Effect of Verbal and Nonverbal Education Based on Self-Efficacy Theory on the Self-Efficacy of Osteoporosis Prevention Behavior in Brides Who Were Referred to Pre-Marriage Counselling Center in Zanjan in 2017.

Comparison of the Effect of Verbal and Nonverbal Education Based on Self-Efficacy Theory on the Self-Efficacy of Osteoporosis Prevention Behavior in Brides Who Were Referred to Pre-Marriage Counselling Center in Zanjan in 2017.

Assessment of Maternal Knowledge and Confidence About Abusive Head Trauma and Coping With Infant Crying Before and After Infant Safety Education in the Neonatal Intensive Care Unit.

Infants with a history of perinatal illness are at higher risk for abusive head trauma (AHT). Crying is a common trigger for physical abuse, and education on coping with infant crying is an important component of AHT prevention. This study assesses the effects of education in the neonatal intensive care unit (NICU) on mothers' knowledge about AHT and infant crying, self-efficacy in applying the education to infant cares and providing the education to others, and the quality of AHT and infant crying education after discharge. Mothers received a standardized education program about AHT and infant crying and completed a preeducation survey, posteducation survey, and 4- to 5-month follow-up survey. Overall, there was a sustained increase in knowledge (P < .001) and confidence (P < .001). Mothers who received verbal education reported a higher increase in confidence (P = .03). Few received information from healthcare providers about crying (35%) and AHT (20%) after discharge. At follow-up survey, most felt highly confident in their ability to share information about AHT (97%) and calm their infant (95%). Most had shared the education with others (77%). Education on AHT and crying in the NICU can produce sustained increases in mothers' knowledge and confidence, but the effectiveness may be improved by addressing unique barriers to education in this population.

A randomised controlled trial of the impact of structured written and verbal advice by community pharmacists on improving hypertension education and control in patients with high blood pressure

PurposeThis study was aimed to determine whether structured written and verbal education provided to patients by community pharmacists about high blood pressure (BP) and its treatment would be (a) better retained and (b) be associated with improved BP control as compared to patients receiving verbal advice only.MethodsThe study was designed as a randomised controlled trial and was conducted in the West Midlands, UK, between January 2014 and June 2014. The primary outcome measures were differences in systolic and diastolic BP from baseline and retention of information about high BP assessed with a questionnaire at 2-, 4- and 26-week follow-up points.ResultsA total of 64 adults were included in the study. At the week 26 follow-up, compared to participants in the control group, there was a significant improvement in the knowledge of intervention participants about the risks associated with high BP (p < 0.001) and awareness about potential adverse effects of the new BP medicine (p < 0.001). Similarly, there was a greater and more significant reduction in systolic BP in favour of the intervention group 8 mmHg (95% CI 2.1–13.3 p = 0.009) compared to 6 mmHg (95% CI 0.6–11.7 p = 0.02) in the control group at the week 4 follow-up. However, this greater effect of an intervention on BP was not sustained at the 26-week follow-up. For diastolic BP, there was no added effect of the intervention.ConclusionThis randomised controlled trial suggests that although written advice provided by community pharmacists in comparison to verbal advice was more effective in improving knowledge and understanding of patients about hypertension and its treatment, it did not lead to better blood pressure control.

Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value

Using a sample of third grade elementary school students (N = 514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls.

S54. THE ROLE OF THE CLINICAL PHARMACIST IN DRUG EDUCATION FOR INCREASING COMPLIANCE WITH DRUG THERAPY IN THE PERIOD OF DISCHARGE WITH THE DIAGNOSIS OF SCHIZOPHRENIA SPECTRUM DISORDERS

BackgroundThe inability to achieve full compliance with drug treatment during the post-discharge period with exacerbations in the illness in patients with schizophrenia and other psychotic disorders is a major problem for the patients themselves, their families, and the healthcare staff in psychiatry.MethodsIn this prospective study, it was aimed to evaluate whether the written and verbal drug education (drug color and shape, interactions, side effects, etc.) given by the clinical pharmacist during the discharge period had an effect on drug compliance. Between 1st September 2016 and 12th June 2017, 40 patients diagnosed with schizophrenia, schizoaffective disorder, schizotypal personality disorder or acute schizophrenia-like psychotic disorder according to ICD-10 diagnostic criteria who were admitted to Hacettepe University Faculty of Medicine, Department of Psychiatry Inpatient Service, were involved in this study. A number of scales were used to evaluate the severity of illness, drug side effects and drug compliance respectively; PANSS; UKU, SAS, BARS, AIMS; MARS and ROMI. It has been emphasized during discharge to the patients by the clinical pharmacist that how important administering the prescribed medicines regularly and as directed. Six to 8 weeks after discharge, the patients were invited to be reevaluated using the scales applied during admission.ResultsThere was a statistically significant increase in compliance with treatment as quantitatively assessed by the MARS after drug education (p<0.001). There was no significant correlation between compliance and gender, age, tobacco/alcohol use or marital status. At the same time, a significant correlation between severity of akathisia obtained through BARS and a decrease in MARS scores representing the level of compliance was observed (r: -0.367; p<0.05). A decrease in the baseline MARS score was related to an increase in the total number of hospitalizations (r: -0.325; p<0.05) and the number of psychotropic drugs used (r: -0.316; p<0.05). When the factors that may affect compliance were examined by multiple regression analysis, akathisia was found to have the highest impact on compliance (ß: -0.389, r2: -0.002, F: 0.750).DiscussionThese results support the literature in terms of the importance of the impact of side effects on compliance. As a result of the study, it was seen that drug counseling services given by clinical pharmacists can effectively be employed in psychiatric care, for the rational use of medicines. It appears that it is necessary to take advantage of drug counseling on drug use and to develop strategies to improve drug compliance in psychiatry.

Fathers’ sensitive guidance moderates the association between coparenting and behavioral regulation in preschoolers

The purpose of this study was to determine the links between paternal sensitive guidance, coparenting, and child behavioral regulation. It also aimed to assess whether paternal sensitive behaviors moderate the putative relationship between cooperative coparenting and child regulatory abilities. The sample comprised 70 preschoolers and their fathers. Behavioral regulation was assessed using the Head–Toes–Knees–Shoulders task. For the assessment of paternal sensitive guidance, dyads were videotaped during a picture-book reading task. Fathers reported coparenting cooperation. Results revealed that coparenting predicted behavioral regulation, even after accounting for verbal ability and parental education. No significant links emerged between fathers’ sensitive guidance and regulatory skills. However, the interaction of coparenting and paternal sensitive behaviors predicted behavioral regulation: a lower score on cooperative coparenting was linked to more regulatory difficulties, when coupled with lower levels of paternal sensitive guidance. Intervention programs, designed to promote child self-regulation, should be focused on strategies aimed to improve both the cooperation between parents and the quality of individual parenting. Efforts should be made to include fathers.

Effect of patient decision aid was influenced by presurgical evaluation among patients with osteoarthritis of the knee.

Decision aids help patients make total joint arthroplasty decisions, but presurgical evaluation might influence the effects of a decision aid. We compared the effects of a decision aid among patients considering total knee arthroplasty at 2 surgical screening clinics with different evaluation processes. We performed a subgroup analysis of a randomized controlled trial. Patients were recruited from 2 surgical screening clinics: an academic clinic providing 20-minute physician consultations and a community clinic providing 45-minute physiotherapist/nurse consultations with education. We compared the effects of decision quality, decisional conflict and surgery rate using Cochran-Mantel-Haenszel χ2 tests and the Breslow-Day test. We evaluated 242 patients: 123 from the academic clinic (61 who used the decision aid and 62 controls) and 119 from the community clinic (59 who used the decision aid and 60 controls). Results suggested a between-site difference in the effect of the decision aid on the patients' decision quality (p = 0.09): at the academic site, patients who used the decision were more likely to make better-quality decisions than controls (54% v. 35%, p = 0.044), but not at the community site (47% v. 51%, p = 0.71). Fewer patients who used decision aids at the academic site than at the community site experienced decisional conflict (p = 0.007) (33% v. 52%, p = 0.05 at the academic site and 40% v. 24%, p = 0.08 at the community site). The effect of the decision aid on surgery rates did not differ between sites (p = 0.65). The decision aid had a greater effect at the academic site than at the community site, which provided longer consultations with more verbal education. Hence, decision aids might be of greater value when more extensive total knee arthroplasty presurgical assessment and counselling are either impractical or unavailable.

Improving Access to Patient Education

Introduction and Problem Description: Spinal Cord Injury (SCI) is a difficult, life-changing event with great emotional impact on those who sustain the SCI and their families. Patient education has the potential to provide patients and their families with the knowledge and skills necessary to care for themselves post SCI and help minimise secondary complications over time (Shepherd et al., 2012). At the Spinal Cord System of Care (SCSC) Programme in the National Rehabilitation Hospital (NRH) in Ireland patient education has predominately been delivered through paper-based materials or face to face interactions with members of the interdisciplinary team (IDT). However, an audit of patient education folders in 2013 revealed that only 12% of patients used their folder routinely during their rehabilitation. Patients reported that information in the folders was overwhelming and daunting and that they were consulting the internet for information. One key difficulty in providing patient education is that there is a lot to learn and limited time during a rehabilitation admission to do so. Factors such as a person’s level of education, preferred learning style, their psychological adjustment to the injury (learning readiness) and emotional support can influence their ability to learn and problem solve (Van Wyk et al., 2015). Impairments in hand function as a result of a SCI means that physical access to paper-based educational materials is very challenging (Shepherd, 2012). Another barrier to acquisition of knowledge, skills and behaviours from SCI patient education in Ireland is that once a person is discharged from the neuro-rehabilitation setting there is limited access to credible, quality information sources. Practice Change Implemented: The National Standards for Safer Better Healthcare highlight the importance of using feedback from service users to improve the quality of the services provided (HIQA, 2012). The internet has been identified as a preferred means of accessing information for people with SCI (Letts et al., 2011; Goodman et al., 2008; Matter et al., 2009). In addition, the proliferation of smart devices being used on wards and integrated into therapy has been recognised in the literature (Fager and Burnfield, 2013; Folan et al., 2015). This change project aimed to tap into the virtual context to maximise educational opportunities for people with SCI. Chou et al. (2012) suggest that by bringing information to the patient at the place and time of their choosing, e-learning has the potential to broaden the reach of existing services. The addition of e-learning resources for SCI patient education at the NRH is an additional channel rather than a substitute for verbal or paper-based education materials. Aim: That the addition of e-learning resources reviewed and adapted by staff and patients in a SCI rehabilitation programme will improve access to meaningful and appropriate SCI patient education. Theory of Change: The Health Service Executive (HSE) change model (Figure 2) was chosen to guide the project because it recognises the cyclical nature of change, the key role of leadership and aims to improve patient experiences in healthcare. This model helped staff participate actively in the change process and work collaboratively in teams to improve delivery of patient education (HSE, 2008).

Impact of patient education on influenza vaccine uptake among community-dwelling elderly: a randomized controlled trial.

This randomized controlled trial aimed to test the effectiveness of brief face-to-face patient education in increasing influenza vaccination rate among elderly in the community. Recruitment and intervention were conducted at two general outpatient clinics in Hong Kong. 529 eligible patients were randomly assigned to intervention or control group with 1:1 allocation ratio. Patients in the intervention group received 3-min one-on-one verbal education by medical students and a pamphlet regarding influenza vaccination. Neither verbal health education nor pamphlet was given to the control group. Intention-to-treat analysis showed significantly higher vaccination rate in the intervention group compared with the control group (33.6 versus 25.0%) and the adjusted relative risk was 1.34 (95% CI 1.04-1.72; P = 0.021). Hence, brief face-to-face patient education was effective in increasing influenza vaccine uptake rate of community-dwelling elderly patients. Participants who were undecided whether to receive vaccination seemed to demonstrate larger beneficial effect (RR = 7.84; 95% CI 1.06-57.76) compared with patients who were certain of either receiving (RR = 1.16; 95% CI 0.90-1.48) or not receiving (RR = 2.18; 95% CI 0.68-6.99) the vaccine. The study also revealed that patients' intention for vaccination may not translate into action, reasons for which should be explored in future research.

Chemomobilization: Overview of an Educational Quality Improvement Project for Recipients of Autologous Stem Cell Transplantation.

In preparation for an autologous stem cell transplantation, patients undergo chemomobilization; however, a dearth of standardized, evidence-based patient education on chemomobilization exists in the literature and in practice. . The purpose of this quality improvement educational initiative is to identify an evidence-based approach to appraise the educational needs of patients and their caregivers and to enhance chemomobilization education. . A review of the literature related to chemomobilization was conducted, as well as an informal survey of educational practices at five National Cancer Institute-designated comprehensive cancer centers. A 14-item survey was administered to 50 patients who underwent chemomobilization to assess their educational needs, experiences, and preferences. . Patients prefer written information to review. Receiving verbal education from reliable healthcare providers in a structured format may enhance effective comprehension and retention. Patients identified timing, process, side effects, and expectations about chemomobilization as the most important topics to include in education.

Impact of clinical pharmacist intervention in anticoagulation clinic in Sudan.

Background Many trials have compared anticoagulation management provided by a pharmacist led anticoagulation clinic versus usual physician care showing the role for clinical pharmacist in the management of anticoagulant therapy, and demonstrating excellent outcomes. In Sudan, there is no published research evaluating the role of pharmacist in providing pharmaceutical care for patients taking warfarin. Objective The objective of the study is to assess the role of clinical pharmacist intervention in warfarin patients compared to usual medical care. Setting This study was conducted in Ahmed Gasim cardiac surgery and renal transplant center warfarin clinic. Methods One hundred thirty-five patients were randomly selected from adult patients on warfarin therapy The history of INR records, and adverse effects for the past year, were recorded. Then patients' warfarin dose adjustments according to INR, was done by the clinical pharmacist for one year. Patients received continuous verbal education and written information about warfarin. Main outcome measure The primary outcome for this study was the INR control, while the secondary outcomes were the bleeding events and hospitalization due to warfarin. Results After the clinical pharmacist intervention there was significant (P<0.01) improvement in INR control and a significant (P<0.05) reduction in incidence of bleeding after clinical pharmacist intervention. Hospitalization due to warfarin related complications (bleeding, high INR, low INR) was also significantly (P<0.001) reduced. Conclusion Clinical pharmacists intervention in warfarin therapy improve INR control, reduce bleeding and hospitalization due to warfarin complications.

Influence of cognitive reserve on neuropsychological functioning in bipolar disorder: Findings from a 5-year longitudinal study.

The present study examined the 5-year longitudinal course of cognitive functioning in a large sample of well-characterized patients with bipolar disorder (BP), compared to healthy controls (HCs), and the influence of cognitive reserve factors (e.g., education and IQ) on cognitive change over time. Participants included 159 individuals diagnosed with BP and 54 HCs recruited as part of a longitudinal naturalistic study of BP who had completed neuropsychological testing at the time of their enrollment and again 5years later. The overall relative rate of change did not differ between the BP and HC groups. In total, 46.5% of the BP group and 37% of the HC group showed evidence of decline on at least one measure over time. T-test analyses did not find differences between BP 'decliners' and 'non-decliners' in cognitive reserve variables. However, we found that higher baseline intellectual ability was associated with more stability in cognitive test scores over time for the BP group. Results of linear regression modeling revealed that lower verbal IQ and education were related to increased cognitive decline in specific domains in the BP group. This study has explored the influence of cognitive reserve on preservation of specific cognitive abilities over time in BP. The BP group did not demonstrate accelerated cognitive decline over 5years compared to the HC group. Although the trajectory of cognitive change over time was similar between BP patients and HCs, higher overall intellectual ability may be a protective factor against cognitive decline, particularly for BP patients.

Video-based education about systemic corticosteroids enhances patient knowledge more than verbal education: A randomized controlled trial

Video-based patient education about long-term systemic corticosteroid treatment has not been assessed. To compare video-based versus verbal education in patient knowledge gained and satisfaction. English-speaking adults (≥18 years) were recruited from March-August 2013 from medical dermatology clinics. Study provider clinics were the unit of randomization. Verbal subjects heard a script based on the standard discussions of two top systemic corticosteroid prescribers at Emory. Video subjects viewed a video developed by the investigators. A 12-item survey created by the the investigators assessed baseline and post-education knowledge (immediate, one-, three-, and six-month). Baseline knowledge scores averaged 7.2±2.2 correct answers with no between-group differences. Post-education, the video group's (N=39) mean paired score difference was 0.9±2.0 higher than the verbal group's (p&lt;0.04). After 1 month, most scores maintained gains with no between-group differences. 97% of patients in each group were satisfied (none were unsatisfied) with their education. Our cohort was more literate than the general public, and a minority of subjects completed long-term follow up assessments. Video education enhanced near-term patient knowledge more than verbal education and maintained patient satisfaction.

Propositional Density in Spoken and Written Language of Czech-Speaking Patients With Mild Cognitive Impairment.

Propositional density (PD) is a measure of content richness in language production that declines in normal aging and more profoundly in dementia. The present study aimed to develop a PD scoring system for Czech and use it to compare PD in language productions of older people with amnestic mild cognitive impairment (aMCI) and control participants matched on age, gender, and education. Groups of patients with aMCI and cognitively healthy control participants (N = 20 each) provided short spoken and written language samples. Two samples were elicited for each modality, 1 describing recent events and 1 describing childhood memories. Series of neuropsychological tests were administered. The groups were compared using t-tests and the relations between measures using correlation coefficients. PD was lower in spoken productions of patients with aMCI, compared with control participants, but only in language samples using remote memories. PD in these samples was related to verbal fluency and education but not to working memory. PD in written samples did not differ between participants with aMCI and control participants. PD in spoken language reflects the cognitive decline in people with aMCI, but the effect is relatively mild. The results support the existing findings that PD is related to verbal fluency.

Effects of workshop on health education of patients with chronic heart failure

Objective To explore the effect of workshop on health education of patients with chronic heart failure (CHF). Methods Totally 126 patients with CHF from January 2014 to December 2015 were selected and randomly divided into the observation group (n=63) and the control group (n=63) by random number table. Patients in the control group were given conventional health education including verbal health education and regular lectures, while patients in the observation group were given verbal health education combined with workshop for 6 weeks. The scores of self-made questionnaire about CHF knowledge and The World Health Organization (WHO) Quality of Life-BREF (WHOQOL-BREF) were compared between two groups before and after intervention. Results There were no significant differences on baseline data, the scores of questionnaire and WHOQOL-BREF between two groups before intervention (P>0.05). The scores of questionnaire and WHOQOL-BREF in the observation group were significantly higher than that in the control group (P<0.05). Conclusions Compared with the conventional health education, health education in the form of workshop could significantly improve the awareness of relevant knowledge and quality of life. Key words: Chronic heart failure; Health education; Quality of life; Workshop

Allied health management of technology-related musculoskeletal complaints among children and adolescents.

Children and adolescents are prolific users of information and communication technologies (ICT) in learning, leisure, and social communication activities. High exposure to ICT is associated with musculoskeletal injuries in adults; however, the management of ICT physical complaints in children is not well-understood. An online survey of allied health professionals (occupational therapists, physiotherapists, and chiropractors) was undertaken to determine (i) the number of children and adolescents in Perth, Western Australia who accessed treatment for musculoskeletal complaints related to use of technology; (ii) the typical frequency and duration of service provision; and (iii) the nature of treatment provided. Costs associated with service provision were estimated. Data from 101 identified the most commonly treated musculoskeletal complaints among children and adolescents included: non-specific neck pain; thoracic postural pain disorder; non-specific low back pain; and lumbar postural pain disorder. Approximately 1445 children were treated in the previous 12months; with one-third of chiropractors each reported treating 31+ children. Most common treatments were soft tissue release, mobilisation, flexibility and conditioning exercises, soft tissue massage and kinesio-taping. Verbal education about healthy use of technology was provided by most clinicians (88%), with some inconsistent recommendations. The estimated cost of treatment was AUD$1,057,715; of which AUD$544,886 was health system funded. Children and adolescents received allied health treatment for a range of musculoskeletal complaints associated with ICT use. The potential long-term impacts on their health and wellbeing, and the economic burden associated with this health issue warrant the development of systematic risk reduction strategies.

The Patient Voice: Impact of iPad Anticoagulation Education on Patient Comprehension and Satisfaction

To determine if providing warfarin drug/nutrient iPad education instead of verbal education to patients improved overall knowledge and increased statisfaction levels post education.

Cognitive Reserve and Brain Maintenance: Orthogonal Concepts in Theory and Practice.

Cognitive Reserve and Brain Maintenance have traditionally been understood as complementary concepts: Brain Maintenance captures the processes underlying the structural preservation of the brain with age, and might be assessed relative to age-matched peers. Cognitive Reserve, on the other hand, refers to how cognitive processing can be performed regardless of how well brain structure has been maintained. Thus, Brain Maintenance concerns the "hardware," whereas Cognitive Reserve concerns "software," that is, brain functioning explained by factors beyond mere brain structure. We used structural brain data from 368 community-dwelling adults, age 20-80, to derive measures of Brain Maintenance and Cognitive Reserve. We found that Brain Maintenance and Cognitive were uncorrelated such that values on one measure did not imply anything about the other measure. Further, both measures were positively correlated with verbal intelligence and education, hinting at formative influences of the latter to both measures. We performed extensive split-half simulations to check our derived measures' statistical robustness. Our approach enables the out-of-sample quantification of Brain Maintenance and Cognitive Reserve for single subjects on the basis of chronological age, neuropsychological performance and structural brain measures. Future work will investigate the prognostic power of these measures with regard to future cognitive status.

Impact of breastfeeding self-efficacy intervention among unipara with inverted nipples

Objective To evaluate the effects of breastfeeding intervention on breastfeeding self-efficacy, breastfeeding outcomes among unipara with inverted nipples. Methods From January 2014 to January 2015, 158 patients were sequentially divided into control group and study group. The patients of control group (n=78) received routine care with verbal education about breastfeeding and coaching skill. The patients of study group (n=80) received individualized nursing intervention based on the self-efficacy theory. All the participants completed Breastfeeding self-efficacy scale at discharge, 4 weeks and 8 weeks postpartum. Results At discharge, 4 and 8 weeks postpartum, the mean scores of BSES were (113.78±16.91), (121.20±19.18), (112.76±14.72) and (101.65±17.03), (93.48±14.01), (98.65±15.82) in the study group and control group. The rates of breastfeeding exclusivity were 88.75%, 86.25%, 83.75% in the study group, higher than 70.51%, 43.59%, 37.18% in the control group. Among 8 weeks postpartum, the occurrence of galactostasis was lower than that of the control group (P 0.05). Conclusions The intervention aimed at increasing self-efficacy can improve maternal breastfeeding self-efficacy and breastfeeding outcomes. Key words: Maternal women; Breastfeeding; Self-efficacy; Complication; Inverted nipple