Video-based Intervention Research Articles

Reducing depression-related stigma and increasing treatment seeking among adolescents: randomized controlled trial of a brief video intervention.

Confronting stigma early in life could enhance receptivity to seeking treatment. We evaluated the efficacy of social contact interventions to reduce stigma toward depression and to enhance treatment-seeking intentions among adolescents. We hypothesized that the brief video-based interventions would be more effective than their matched controls. Using crowdsourcing, we recruited and randomly assigned 1,183 participants aged 14-18 to one of four video-based stimuli on a 4:4:1:1 ratio: (a) adolescent girl with depression; (b) adolescent boy with depression; (c) same girl, without depression; or (d) same boy, without depression. In each of the ~100-second-long videos, two simulated patients (SPs) depicted empowered presenters sharing their personal stories. In the depression conditions, SPs described how social support from family, friends, and professionals helped them overcome their symptoms and recover. We found a significant effect for the Depression Stigma Scale (DSS) between active and control groups (F = 27.4, p < .001). We found a significant increase in treatment-seeking intentions, as measured by the General Help-Seeking Questionnaire (GHSQ; p < .001). Secondary analyses revealed that racial (but not gender) congruence between protagonists and participants resulted in greater stigma reduction and treatment seeking, as compared to racially incongruent pairings (t = 2.9, p = .004). A brief video-based intervention effectively reduced stigma toward depression and increased treatment seeking among adolescents. Favorable changes were greater when race (but not gender) was congruent between protagonists and participants. Future studies should explore how to optimize brief contact-based interventions according to adolescents' race and ethnicity and how to scale such interventions to novel online platforms of dissemination.

Behavioral Nudges Increase COVID-19 Vaccinations: Two Randomized Controlled Trials

Enhancing vaccine uptake is a critical public health challenge. Overcoming vaccine hesitancy and failure to follow through on vaccination intentions requires effective communication strategies. Here we present two sequential randomized controlled trials to test the effect of behavioural interventions on the uptake of COVID-19 vaccines. We designed text-based reminders that make vaccination salient and easy, and delivered them to participants drawn from a healthcare system one day (first randomized controlled trial) (n = 93,354 participants; clinicaltrials number NCT04800965) and eight days (second randomized controlled trial) (n = 67,092 individuals; clinicaltrials number NCT04801524) after they received a notification of vaccine eligibility. The first reminder boosted appointment and vaccination rates within the healthcare system by 6.07 (84%) and 3.57 (26%) percentage points, respectively; the second reminder increased those outcomes by 1.65 and 1.06 percentage points, respectively. The first reminder had a greater effect when it was designed to make participants feel ownership of the vaccine dose. However, we found no evidence that combining the first reminder with a video-based information intervention designed to address vaccine hesitancy heightened its effect. We performed online studies (n = 3,181 participants) to examine vaccination intentions, which revealed patterns that diverged from those of the first randomized controlled trial; this underscores the importance of pilot-testing interventions in the field. Our findings inform the design of behavioural nudges for promoting health decisions, and highlight the value of making vaccination easy and inducing feelings of ownership over vaccines.

Using Videos to Teach Medical Learners How to Address Common Breastfeeding Problems.

IntroductionThough breast milk is the recommended first food, only 84% of mothers try breastfeeding, and 19% of those babies are supplemented with formula by the second day of life. Mothers often fall short of their breastfeeding goals, which has been traced in part to primary care physicians’ discomfort and lack of confidence in assisting breastfeeding mothers. A video-based educational intervention was developed to enhance learner comfort and confidence in supporting breastfeeding.MethodsPrior to watching the videos, two separate groups of learners (25 primary care residents and 40 medical students) were given two assessments to assess their baseline knowledge and self-perceived comfort and confidence with breastfeeding based on the American Academy of Pediatrics residency breastfeeding curriculum. We gave the learners a checklist to guide their observations while watching the videos. The learners repeated the assessments after watching the videos.ResultsStudents who participated showed a statistically significant increase in breastfeeding knowledge and self-perceived comfort and confidence in assisting mothers with common breastfeeding problems. Additionally, residents increased their knowledge and confidence, but not their comfort with breastfeeding.DiscussionThe videos seem to have been most helpful in assisting learners with confidence with helping breastfeeding mothers and knowledge of breastfeeding. The videos also improved student comfort but were less effective in increasing residents’ comfort as residents generally self-rated their comfort level as high preceding the video curriculum. These videos provide an effective way to begin sensitizing learners to the importance of breastfeeding, common challenges, and potential solutions for new mothers.

Challenges of and Solutions for Developing Tailored Video Interventions That Integrate Multiple Digital Assets to Promote Engagement and Improve Health Outcomes: Tutorial.

BackgroundVideo is a versatile and popular medium for digital health interventions. As mobile device and app technology advances, it is likely that video-based interventions will become increasingly common. Although clinic waiting rooms are complex and busy environments, they offer the opportunity to facilitate engagement with video-based digital interventions as patients wait to see their providers. However, to increase efficiency in public health, leverage the scalability and low cost of implementing digital interventions, and keep up with rapidly advancing technology and user needs, more design and development guidance is needed for video-based tailored interventions.ObjectiveWe provide a tutorial for digital intervention researchers and developers to efficiently design and develop video-based tailored digital health interventions. We describe the challenges and solutions encountered with Positive Health Check (PHC), a hybrid app used to deliver a brief, interactive, individually tailored video-based HIV behavioral counseling intervention. PHC uses video clips and multimedia digital assets to deliver intervention content, including interactive tailored messages and graphics, a repurposed animated video, and patient and provider handouts generated in real time by PHC.MethodsWe chronicle multiple challenges and solutions for the following: (1) using video as a medium to enhance user engagement, (2) navigating the complexity of linking a database of video clips with other digital assets, and (3) identifying the main steps involved in building an app that will seamlessly deliver to users individually tailored messages, graphics, and handouts.ResultsWe leveraged video to enhance user engagement by featuring “video doctors,” full-screen video, storyboards, and streamlined scripts. We developed an approach to link the database of video clips with other digital assets through script coding and flow diagrams of algorithms to deliver a tailored user experience. We identified the steps to app development by using keyframes to design the integration of video and digital assets, using agile development methods to gather iterative feedback from multidisciplinary teams, and creating an intelligent data-driven back-end solution to tailor message delivery to individual users.ConclusionsVideo-based digital health interventions will continue to play an important role in the future of HIV prevention and treatment, as well as other clinical health practices. However, facilitating the adoption of an HIV video intervention in HIV clinical settings is a work in progress. Our experience in designing and developing PHC presented unique challenges due to the extensive use of a large database of videos tailored individually to each user. Although PHC focuses on promoting the health and well-being of persons with HIV, the challenges and solutions presented in this tutorial are transferable to the design and development of video-based digital health interventions focused on other areas of health.

Increasing treatment-seeking intentions of US veterans in the Covid-19 era: A randomized controlled trial.

BackgroundVeterans have higher rates of anxiety, depression, and posttraumatic stress disorder (PTSD), and may be vulnerable to mental health consequences of the Covid‐19 pandemic. More than half of veterans who meet mental illness criteria do not seek help. This study screened for clinical symptoms and evaluated the efficacy of a brief, online social‐contact‐based video intervention in increasing treatment‐seeking intentions among veterans. We hypothesized that the video‐based intervention would increase treatment‐seeking intentions more than written vignette and control conditions.MethodsOne hundred seventy‐two veterans were randomized to either a (a) brief video‐based intervention; (b) written vignette intervention, or (c) nonintervention control group. In the 3‐min video, a veteran previously diagnosed with PTSD described his symptom reactivation by Covid‐19, his barriers to care, and how therapy helped him to cope. Assessments were conducted at baseline, postintervention, and at 14‐ and 30‐day follow‐ups.ResultsA total of 91 (53%) veterans reported high levels of clinical symptoms, especially those self‐reporting Covid‐19 exposure. The brief video‐based intervention yielded greater increase in treatment‐seeking intentions among veterans. Within the video group, women showed an increase in treatment‐seeking intentions from baseline to postintervention only, whereas men showed a more sustained effect, from baseline to Day 14.ConclusionsSurveyed veterans reported high symptoms levels. A brief video intervention increased treatment‐seeking intention, likely through identification and emotional engagement with the video protagonist. This easily disseminable video‐based intervention has the potential to increase likelihood of seeking care. Future research should examine longer term sustainability and changes in help‐seeking behavior.

Comparison of Brief Videos and Articles to Promote Coping Skills Among Student-Athletes

This study sought to determine the efficacy of particular strategies for delivering information about coping skills for stress to college student-athletes. This study analyzed 166 undergraduate varsity student-athletes. Among these participants, 60.8% were female (n = 101). The authors used a randomized controlled trial to compare video-based and text-based interventions designed to deliver coping skills information. Five weeks after the intervention, the participants completed a follow-up survey containing simple self-report questions regarding the memorability, use, and helpfulness of the coping skills information. In general, both strategies led to the use of coping skills by a sizeable proportion of the sample. The participants in the video-based deep breathing intervention were more than twice as likely to use coping skills compared with participants in the text-based intervention (risk ratio = 2.20, 95% confidence interval [1.02, 4.71], p = .03). Overall, the results suggest that both video- and text-based interventions have the potential to promote coping skills.

A brief and unsupervised online intervention improves performance on a validated test of hazard perception skill used for driver licensing

Drivers who have higher levels of hazard perception skill also tend to have fewer crashes. Training designed to improve this skill has therefore been proposed as a strategy for reducing crash risk. To date, however, hazard perception training has only been evaluated in supervised settings. This means that improvements in hazard perception skill resulting from such training may not generalize to unsupervised situations, which may limit opportunities for large scale roll-out via automated delivery methods. In the present study, we investigated whether a brief video-based training intervention could improve hazard perception skill when drivers completed it online without supervision. The training involved drivers watching videos of traffic scenes, while generating a commentary of what they were searching for, monitoring, and anticipating in each scene. Drivers then compared their own commentary to a pre-recorded commentary generated by an expert driver, hence allowing for performance feedback without an instructor present. A convenience sample of 93 drivers (who did not receive any performance-related incentives) participated in a randomized control study. The training was found to significantly improve response times to hazards in stimuli from the official hazard perception test used for driver licensing in Queensland, Australia, which is known to predict crash involvement. That is, the training was effective in improving hazard perception skill (Cohen’s d = 0.50), even though participants were aware that no one was monitoring the extent to which they engaged in the intervention. Given that the training could, in principle, be deployed at scale with minimal resources (e.g. via any online platform that allows video streaming), the intervention may represent a practical and effective opportunity to improve road safety.

Development and Assessment of a Video-Based Intervention to Improve Rhinoplasty Informed Consent

There has been a growing interest in improving the informed consent process to ensure patients truly understand the benefits, risks, and alternatives of their procedures. Herein, we sought to describe the production of an educational video to supplement the traditional rhinoplasty informed consent process. Additionally, we evaluate satisfaction and risk recall among prospective rhinoplasty patients who participated in the video-assisted informed consent process. One author attended 30 rhinoplasty consultations where informed consent was performed and generated 65 questions related to the benefits, risks, alternatives, and general knowledge of rhinoplasty operations. A video of the senior author answering these questions was filmed and edited to 25 minutes. Prospective rhinoplasty patients watched the video before their initial consultation and were asked to complete two surveys assessing their satisfaction with the video-assisted process as well as their ability to recall risks discussed in the video. Understandability and actionability of the video was assessed by three independent reviewers using the Patient Education Materials Assessment Tool. Postvideo surveys were completed by 40 patients. Patients strongly agreed that the video informed them about rhinoplasty risks and benefits (4.90/5.00), effectively answered their questions and/or concerns (4.78/5.00), and provided adequate information before surgery (4.85/5.00). Participants strongly recommended that all prospective patients watch the video prior to surgery (4.97/5.00). Participants on average correctly answered 4.00 ± 0.877 out of five risk recall questions. There was no statistically significant difference in risk recall performance between college graduates (4.19 ± 0.602) and those who did not graduate college (3.79 ± 1.08), p = 0.076. No significant correlation was found between patient age and recall performance (r = -0.011), p = 0.943. The overall mean understandability and actionability scores for the video were 100%. Video-assisted informed consent for rhinoplasty may enhance and overcome limitations to the traditional verbal consent process by ensuring comprehensive, standardized, and readily understandable information.

Examining moderators of the effectiveness of a web- and video-based computer-tailored physical activity intervention.

Understanding for whom behaviour change interventions work is important, however there is a lack of studies examining potential moderators in such interventions. This study investigated potential moderators on the effectiveness of a computer-tailored intervention to increase physical activity among Australian adults. People who had <150 min of moderate-vigorous physical activity (MVPA) a week, able to speak and read English, aged ≥18 years, lived in Australia, and had internet access were eligible to participate. Participants recruited through social media, emails, and third-party databases, were randomly assigned to either the control (n = 167) or intervention groups (n = 334). Physical activity was measured objectively by ActiGraph GT3X and also by self-report at baseline and three months. Three-way interaction terms were tested to identify moderators (i.e., demographic characteristics, BMI, and perceived neighbourhood walkability). The results showed that the three-way interaction was marginally significant for sex on accelerometer measured MVPA/week (p = 0.061) and steps/day (p = 0.047). The intervention appeared to be more effective for women compared to men. No significant three-way interactions were found for the other potential moderators. Strategies to improve levels of personalisation may be needed so that physical activity interventions can be better tailored to different subgroups, especially sex, and therefore improve intervention effectiveness.

Video-Based Intervention for Improving Maternal Retention and Adherence to HIV Treatment: Patient Perspectives and Experiences.

VITAL Start is a video-based intervention aimed to improve maternal retention in HIV care and adherence to antiretroviral therapy (ART) in Malawi. We explored the experiences of pregnant women living with HIV (PWLHIV) not yet on ART who received VITAL Start before ART initiation to assess the intervention’s acceptability, feasibility, fidelity of delivery, and perceived impact. Between February and September 2019, we conducted semi-structured interviews with a convenience sample of 34 PWLHIV within one month of receiving VITAL Start. The participants reported that VITAL Start was acceptable and feasible and had good fidelity of delivery. They also reported that the video had a positive impact on their lives, encouraging them to disclose their HIV status to their sexual partners who, in turn, supported them to adhere to ART. The participants suggested using a similar intervention to provide health-related education/counseling to people with long term conditions. Our findings suggest that video-based interventions may be an acceptable, feasible approach to optimizing ART retention and adherence amongst PWLHIV, and they can be delivered with high fidelity. Further exploration of the utility of low cost, scalable, video-based interventions to address health counseling gaps in sub-Saharan Africa is warranted.

Does focusing on others enhance subjective well-being? The role of age, motivation, and relationship closeness.

Prosociality (i.e., voluntary thoughts and actions intended to benefit somebody else) is arguably essential for positive social relationships. The present research investigated under what conditions a prosocial focus has positive effects on the subjective well-being of a prosocial person. We addressed this question in an intervention study of daily social interactions. All participants (N = 295, 57.6% women, age 19-88 years) started the study with a baseline day with no intervention. Participants then underwent a video-based intervention that trained them to focus on either the well-being of others or the well-being of themselves. Participants applied the corresponding focus in social interactions on the next day. Compared with baseline, focusing on others did not significantly affect subjective well-being, whereas focusing on self significantly reduced subjective well-being (the latter effect was further moderated by age and relationship closeness). The difference between self- and other focus was moderated by age: Younger participants (<36 years) reported lower subjective well-being in the self-focus condition, whereas older adults (>68 years) showed the opposite effect (there was no difference in the middle-aged adults). Taken together, the results suggest that focusing on a social partner increases concerns about the partner's well-being but not necessarily one's own well-being. In contrast, focusing on oneself reduces concerns about the partner's well-being and-particularly for young adults-one's own well-being, rendering a strong focus on oneself a potential risk factor for young adults' well-being. Further research is needed to understand the negative effect of other- versus self-focus on older adults' well-being. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The efficacy of a video-based intervention to reduce ageism among long-term services and supports staff

ABSTRACT Research has shown that ageism can act as a barrier to both quality of life and quality of care delivery within the continuum of residential care settings. Anti-ageism interventions have the hefty task of improving attitudes and behaviors toward aging and older adults. The purpose of this study was to examine whether a one-hour video-based intervention designed to address ageism could decrease self-reported ageist attitudes and behaviors among staff members of long-term service and support settings. This cross-sectional study used data collected from 265 staff members of aging services organizations. The study examined ageist attitudes and behaviors at pre-intervention, and at two follow-up points: immediately after the intervention and three-month post-intervention. Results demonstrated that internalized aging anxiety significantly decreased from pre-intervention to the immediate follow-up and stayed stable at the 2nd follow-up. Results showed that ageist behaviors significantly decreased over the three-month study period and that participants were able to identify specific actions they had taken as a result of the video intervention. The study suggests that a low-cost, short video-based intervention on ageism can improve ageism-related attitudes and behaviors among staff in long-term services and supports settings.

Efficacy of a Transdiagnostic Self-Help Internet Intervention for Reducing Depression, Anxiety, and Suicidal Ideation in Adults: Randomized Controlled Trial

BackgroundLow-intensity self-guided mental health interventions that are delivered on the web may meet the needs and preferences of adults with mild to moderate symptoms. However, few clinical trials have examined the effectiveness of self-guided transdiagnostic interventions within a naturalistic setting.ObjectiveThis randomized controlled trial (RCT) tests the effectiveness of the video-based transdiagnostic intervention FitMindKit in reducing depression symptoms (primary outcome), anxiety symptoms, disability, and suicidal ideation, relative to an attention-matched control condition called HealthWatch. MethodsThe RCT was conducted with adults living in the Australian Capital Territory, Australia. Participants (n=1986) were recruited through the web using social media advertisements, screened for psychological distress, and then randomized to receive one of two 4-week programs: FitMindKit (12-module psychotherapy intervention) or HealthWatch (12-module program providing general health information). Participants were assessed at baseline and at 4 weeks postbaseline. To maintain the ecological validity of the trial, participants completed brief assessments and interventions without direct researcher contact or incentives.ResultsMixed model repeated-measures analyses of variance demonstrated that FitMindKit significantly improved depression symptoms (F1,701.7=3.97; P=.047), along with panic symptoms (F1,706.5=5.59; P=.02) and social anxiety symptoms (F1,680.0=12.37; P<.001), relative to the attention control condition. There were no significant effects on other outcomes.ConclusionsSelf-guided transdiagnostic interventions can be beneficial when delivered directly to end users through the internet. Despite low adherence and small effect sizes, the availability of such interventions is likely to fill a critical gap in the accessibility of mental health services for the community.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12618001688279; http://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=376113.International Registered Report Identifier (IRRID)RR2-10.1016/j.conctc.2019.100341

Effect of virtual reality video-based pre-discharge psychological intervention on the post-discharge emotions of patients with deep facial burns: a prospective randomized controlled study

Objective: To investigate the effect of virtual reality (VR) video-based pre-discharge psychological intervention on the post-discharge emotions of patients with deep facial burn. Methods: From October 2017 to September 2019, 84 patients with deep facial burn who were hospitalized in the First Hospital of Jilin University and met the inclusion criteria were enrolled in the prospective randomized controlled study were. According to the random number table, the patients were divided into two groups, with 40 cases (21 males and 19 females) left in VR video group, aged 18-53 years and 41 cases (22 males and 19 females) in general video group, aged 19-55 years after several patients dropped out in follow-up. Seven patients who had been treated in the First Hospital of Jilin University from January 2014 to December 2016 and returned to work and life after recovering from the deep facial burn were selected, and then the pictures and corresponding commentaries before and after burn injuries, the problems and solutions after discharge, and the image data of living status of each patient were edited and recorded into a video. From seven days before discharge, the patients in VR video group began to watch videos by wearing VR glasses, while the patients in general video group began to watch videos on a tablet computer, for 7 days . On the 7th day before discharge (before watching the videos) and one month after discharge, the Self-rating Anxiety Scale (SAS), Self-rating Depression Scale (SDS), and Social Avoidance and Distress (SAD) Scale were used to evaluate the level of anxiety, depression, and social avoidance and distress of patients in both groups. Data were statistically analyzed with paired or independent sample t test, chi-square test, or Fisher's exact probability test. Results: On the 7th day before discharge, the scores of anxiety, depression, and social avoidance and distress of patients in general video group were (34±7), (34±6), and (11.5±3.9) points, respectively, close to (35±7), (35±5), and (10.5±3.9) points in VR video group (t=-0.803, -1.050, 1.122, P>0.05), and the scores of both groups were higher than the national norms. One month after discharge, the scores of anxiety, depression, and social avoidance and distress of patients in VR video group were (31±5), (31±5), and (7.2±2.5) points, respectively, significantly lower than the scores on the 7th day before discharge (t=6.609, 7.492, 7.622, P<0.01); the scores of anxiety, depression, and social avoidance and distress of patients in general video group were (37±7), (38±8), and (13.9±7.4) points, respectively, significantly higher than the scores on the 7th day before discharge (t=2.802, 3.599, 2.739, P<0.01). One month after discharge, the scores of anxiety, depression, and social avoidance and distress of patients in VR video group were significantly lower than those in general video group (t=4.722, 5.043, 5.490, P<0.01). Conclusions: Pre-discharge psychological intervention of patients with deep facial burn using VR videos can alleviate their bad emotions after discharge, such as anxiety, depression, and social avoidance and distress.

Relational competence regarding students with ADHD – An intervention study with in-service teachers

ABSTRACT Research suggests that supportive teacher–student relationships are a prerequisite for student development. Developing such relationships requires teachers to observe, interpret, and reflect on teacher–student interactions and on teachers’ relational competence in practice. Although teacher–student relationships are especially challenging with students with attention deficit hyperactivity disorder (ADHD), few studies have examined how these relationships develop. In this qualitative study, teachers from two Swedish elementary schools comprising one intervention (n = 33) and one control group (n = 20) completed pre- and post-tests in which they analysed videos of teacher–student interactions. We explored how the teachers understood relational competence in relation to students with ADHD before and after the video-based intervention, which included a presentation on the concept of relational competence and a model for analysing such competence. Our findings suggest that the intervention promoted teacher development regarding relational competence. Compared with the pre-test period, participants i) used more nuanced relational language, ii) substantiated their claims with concrete cues regarding interpersonal communication, and iii) adopted both teacher and student perspectives regarding the relationship. Finally, new understanding regarding relational competence was combined with knowledge regarding the importance of teacher sensitivity and responsiveness when working with students with ADHD.

Promoting More Physical Activity and Less Sedentary Behaviour During the COVID-19 Situation – SportStudisMoveYou (SSMY): A Randomized Controlled Trial

<strong>Objective:</strong> To determine the effect of an innovative, online-based intervention, addressing the possible decline of physical activity (PA) and increase of sedentary behavior (SB) during COVID-19 stay at home restrictions in Switzerland. <strong>Methods:</strong> This study investigated the effect of a two-week, social cognitive theory based, online-video moderate to vigorous (MV)PA or SB intervention on MVPA and SB behaviour and intention via a 3 group by 2 time point parallel randomized controlled trial during the COVID-19 pandemic. Adults (≥18 yo) were recruited over the internet between April 10th and April 19th 2020 (n = 129; 75.2% female; mean age = 29.0 [SD 11.8] years). Both intervention groups received five videos targeting either SB for the SB group or MVPA for the MVPA group and were compared to an attention control group (fruit and vegetable consumption). It was hypothesized that MVPA time and intention would increase for the MVPA group and the SB group would outperform control on SB behaviour and intention indicators. <strong>Results:</strong> No significant interactions were found for the MVPA group (n = 41) versus control (n = 40). Only one significant interaction was measured for the SB group (n = 48; intention of active breaks F = (2,114) = 5.84, p = 0.004, η_p² = 0.09). Although mostly non-significant and small effects, the MVPA group showed results pointing in the hypothesized direction on all PA indicators and the SB on all SB indicators, respectively. <strong>Conclusion:</strong> Considering this study’s limitations (e.g. small intervention dose), video-based online PA and SB interventions seem promising and feasible. This approach is appropriate for COVID-19 and other stay at home situations.

Effects of a Video-Based Preoperative Educational Intervention Plus Nurse-Led Reinforcement Discussion on Knowledge, Self-Efficacy, and Resilience in Patients Undergoing Major Surgery.

This study aimed to verify the feasibility of a video-based preoperative educational intervention plus one-to-one, nurse-led reinforcement discussion in patients undergoing elective major surgery and to assess the impact of this combined intervention on patient- and nurse-perceived patient knowledge, self-efficacy, and resilience. Patients received written material at pre-admission and were offered the intervention at admission. Patients reported their knowledge and self-efficacy at pre-admission and after the intervention, and resilience at pre-admission and discharge. Nurses assessed patients' knowledge and self-efficacy after the intervention. In all, 88/97 (90.7%) patients completed the intervention. The 80 patients with complete data reported a significant increase in their knowledge (p < .001) and self-efficacy (p < .001), but no difference in resilience (p = .72). Nurse-perceived patient knowledge agreed with patients' perceptions (p = .57) but nurses scored patients' self-efficacy lower (p < .001). The combined intervention was feasible, and patients perceived an improvement in their knowledge and self-efficacy. Nurses' assessment partially agreed with patients' perceptions.

Video-based cognitive-behavioral intervention for COVID-19 anxiety: a randomized controlled trial.

Objective Cognitive-behavioral interventions can be effective for relieving anxiety associated with coronavirus disease 2019 (COVID-19), but complications such as social distancing, quarantine, a shortage of experts, and delayed care provisions have made it difficult to access face-to-face therapeutic interventions. The purpose of this study was to investigate the efficacy of a video-based cognitive-behavioral intervention for reducing COVID-19 anxiety.Method In the present randomized controlled trial, 150 college students with severe COVID-19 anxiety were randomly assigned to either an intervention (n = 75) or a waiting list control (n = 75) group. The intervention group participated in a video-based cognitive-behavioral program consisting of nine 15-20-minute sessions (three days a week for three weeks). Dependent measures included the COVID-19 Anxiety Questionnaire, Short Health Anxiety Inventory, Anxiety Sensitivity Index-3, Somatosensory Amplification Scale, Experience of Parasocial Interaction Scale, and Source Credibility Scale.Results Participants who were randomly assigned to the cognitive-behavioral program reported high parasocial interaction, source credibility, and satisfaction with the intervention. Eighty percent reported that the video-based intervention was a beneficial alternative to traditional face-to-face therapeutic intervention. At post-treatment evaluation, the video-based cognitive-behavioral intervention group showed a significant reduction in COVID-19 anxiety, health anxiety, anxiety sensitivity, and somatosensory amplification when compared to the wait-listed control group.Conclusions This study suggests that video-based cognitive-behavioral interventions can be an affordable, feasible, and effective method to reduce anxiety during a large-scale pandemic.

Improving Cancer Patients Satisfaction with Treatment Process: A Pilot Interventional Approach in a Tertiary Care Hospital in Karachi, Pakistan

Background and Objective: Chemotherapy is one of the treatments of choice worldwide to combat cancer. The complex nature of chemotherapeutic agents results in multiple physiological and psychological issues and if the patient and their caregivers (family) are unaware of these effects, poses additional stress which may result in patient dissatisfaction. This pilot project aimed to provide patients'/families' awareness regarding the process of treatment and subsequently to improve their satisfaction level. Methods: This academic project is a mandatory assignment of clinical practicum course (for the degree of Masters in Nursing Sciences (Aga Khan University School of Nursing &amp; Midwifery). An interventional design was employed for this study. A total of 30 cancer patients, that is 15 in the intervention group and 15 as controls were recruited. The project was initiated as an academic requirement (started in Jan 2015) and last for four months (Apr 2015). Patients planned for their first chemotherapy cycle were selected in both groups. A self-developed questionnaire was used to assess the patient satisfaction level regarding the chemotherapy process before and after the standardized and video-based educational intervention. An independent T-test was used to analyze the data. Results: The overall mean score of patient satisfaction level after the intervention was 18.80; whereas, it was 11.93 for another group. The patient's mean satisfaction level was higher for the intervention group. Conclusion: This study indicates video-based intervention for pre-chemotherapy teaching as an effective educational mode to assist patients throughout the treatment process. It can also facilitate in reducing treatment-related stressors and enhance patients' satisfaction levels.

Effects of video-based interventions for daily life skills of children with autism spectrum disorders

Effects of video-based interventions for daily life skills of children with autism spectrum disorders