Video Intervention Research Articles

Developing Mothers' Knowledge about Weaning Food in Infants Aged 6-24 Months through Video

Background: During this period, infants and children receive food and drink with an appropriate nutritional intake for optimal growth and development. Media such as audiovisual videos make it easier to increase maternal knowledge. This study was conducted to determine the effect of video on rising mothers' knowledge about weaning food in infants 6-24 months at Posyandu (Integrated Service Center). Methods: The type of research was quantitative, which is experimental with a one-group pre-post-test design approach. This study's population was mothers with children aged 6-24 months, using the total sampling method. Data collection used a questionnaire as an instrument that contained information on complementary foods. Data analysis used univariate and bivariate analysis with the Wilcoxon test. Results: the results showed a significant influence between weaning food education through video about maternal knowledge obtained with p-value=0.001 <a=0.05. Conclusion: There was a significant difference in maternal knowledge before and after being given an educational video intervention on complementary foods, which means that educational video affects increasing maternal knowledge about complementary foods in infants aged 6-26 months in the village.

Effects of Singing on Vascular Health in Older Adults with Coronary Artery Disease: A Randomized Trial.

The impact of singing on cardiovascular health has not been extensively studied. The aim of this study is to investigate the effect of singing on cardiovascular biomarkers in an aging population with coronary artery disease. Participants had three study visits separated by 2-7 days, according to a randomized, single-blind, cross-over, controlled design: (1) a 30-minute period of coached singing from an in-person music therapist, (2) a 30-minute period of singing along to an instructional video and (3) a 30-minute rest (control). Primary outcomes included macrovascular endothelial function assessed by brachial artery flow-mediated dilation and microvascular function assessed by peripheral arterial tonometry (Framingham reactive hyperemia index; fRHI). Heart rate variability was a secondary outcome. Sixty-five subjects (mean age 67.7± 0.8, 40% women) completed the study. Compared to control, there was an increase in fRHI for the singing video intervention (estimate 0.54, SE 0.25, p=0.005) but not for the coaching intervention (estimate 0.11, SE 0.18, p=0.570). There was no change in macrovascular function with either intervention. The low frequency/high frequency (LF/HF) ratio increased by 2.80 (SE 1.03, p=0.008), and the LnHF power decreased by -0.90 ms2 (SE 0.29, p=0.003) with the video (during to pre-change). When assessing post- to pre- change, the coaching intervention showed a significant change of -0.62 ms2 (SE 0.29, p=0.036) in LnHF power. Singing along to an instructional video for 30 minutes improved microvascular, but not macrovascular, endothelial function, in older patients with CAD. HRV changes with singing are similar to that of exercise. ClinicalTrials.gov, identifier: NCT04121741.

Evaluating Two Educational Interventions for Enhancing COVID-19 Knowledge and Attitudes in a Sample American Indian/Alaska Native Population.

The COVID-19 pandemic has exacerbated existing healthcare disparities among American Indian/Alaska Native (AI/AN) populations rooted in historical traumas and systemic marginalization. This study conducted at a single Indian Health Service (IHS) clinic in central Michigan evaluates two educational interventions for enhancing COVID-19 knowledge and attitudes in a sample AI/AN population. Utilizing a pre/post-intervention prospective study design, participants received either a video or infographic educational intervention, followed by a survey assessing their COVID-19 knowledge and attitudes. The results indicate significant improvements in knowledge and attitudes post-intervention, with both modalities proving effective. However, specific factors such as gender, political affiliation, and place of residence influenced COVID-19 attitudes and knowledge, emphasizing the importance of tailored interventions. Despite limitations, this study highlights the critical role of educational interventions in addressing vaccine hesitancy and promoting health equity within AI/AN communities. Moving forward, comprehensive strategies involving increased Indian Health Service funding, culturally relevant interventions, and policy advocacy are crucial in mitigating healthcare disparities and promoting health equity within AI/AN communities.

Video based educational intervention in waiting area to improve awareness about health screening among patients visiting family medicine clinics

BackgroundMultiple educational modalities have been utilized including leaflet, face-to-face counseling and watching videos in waiting areas for engaging patients. Considering the two challenges of waiting time frustration and lack of health screening awareness, Family Physicians’ waiting area are an ideal place to bridge this gap. The objective of this study is to evaluate the effectiveness of video-based health education intervention in improving knowledge about health screening among patients and their families sitting in waiting area of Family Medicine clinics.MethodsIt was a pre and post quasi-experimental study that was conducted in family medicine clinics located at main campus and Outreach centers of a tertiary care hospital. A total of 300 participants were approached during the six month period. The intervention consisted of an educational video on health screening. The content of the video was taken from the recommended preventive care guidelines from CDC and USPSTF. The pre-and post-intervention knowledge of the participants was assessed through a semi-structured coded questionnaire by an interviewer who was trained in data collection. Data was analyzed using SPSS version 26. Pre and post intervention knowledge adequacy was determined using MacNemar’s Chi-square test.ResultsTotal 300 participants voluntarily participated into the study. Median age of the participants was 28 (IQR = 23.25–36.75) years. Majority of participants were males (56%). Following the intervention, there was significant increase in the proportion of participants (51.3% versus 68%) who had understanding of health screening check-up (p < 0.001). Following the study intervention, there was significant increase in proportion of participants who had adequate knowledge related to diabetes (p = 0.045), hypertension (p < 0.001), cholesterol (p < 0.001), cervical cancer (p < 0.001), colon cancer (p < 0.001) and hepatitis B & C (p < 0.001). No significant improvement in breast cancer related knowledge was observed (p = 0.074). Highest post-intervention increase in knowledge from baseline was observed for hypertension (13.3% versus 63.3%) followed by colon cancer (24.3% versus 59.3%), cholesterol (67 versus 96.7%), hepatitis b & C (56.7% versus 77.3%), diabetes (29.7% versus 48%), cervical cancer (1.7% versus 19%), and breast cancer (7.7% versus 18.3%).ConclusionThis study highlighted a pivotal role of an educational video intervention in clinic waiting area to improve awareness regarding health screening among patients and their families. Further interventional community based or multicenter studies are warranted to assess the long-term impact of these educational videos on knowledge and utilization of health screening among adult population.

3D models for mohs micrographic surgery: a review on its use in patient education.

The use of a 3D model for patient education has shown encouraging results in surgical specialties like plastic surgery and neurosurgery, amongst many others; however, there is limited research on the clinical application of 3D models for Mohs Micrographic Surgery. This study delves into the utilization of 3D models for patient education in Mohs Surgery by juxtaposing different 3D modalities, highlighting their differences, and exploring potential avenues for future integration of 3D models into clinical practice. A literature search in the scientific database MEDLINE through PubMed and OVID and on the ProQuest Health & Medical Collection database was performed on the use of a 3D model for patient education. We limited the search to articles available in English and considered those mentioning the educational use of 3D models, especially for patient education, after excluding duplicate titles. We did not exclude articles based on publication year due to limited availability of literature. Utilizing 3D models for patient education within the framework of Mohs Micrographic surgery, including a 3D multicolored clay model and a 3D model accompanied by an educational video intervention, presents substantial advantages. 3D models offer a visual and tactile means to improve patients' comprehension of the Mohs procedure, the affected area, and possible outcomes. They hold the potential to reduce patient anxiety and improve decision-making. Currently, literature on the use of 3D models for patient education in Mohs Micrographic Surgery is limited, warranting further research in this area.

Social Media-Based Brief Video Interventions to Support Youths' Mental Health.

Social media platforms are communication forums with potential benefits and disadvantages for youths' mental health. In this column, the author focuses on two main themes. First, recognizing the need for carefully crafted interventions, the author advocates for the use of crowdsourcing platforms to test and refine social media-based video content. These platforms enable the development of engaging, safe, and stigma-reducing videos tailored to meet the needs of diverse youths. Second, the author proposes the establishment of strategic frameworks designed to empower youths to produce and share these videos effectively, enhancing the positive effect of social media on mental health discourse.

Developing and evaluating a brief, socially primed video intervention to enable bystander cardiopulmonary resuscitation: A randomised control trial.

Over 30,000 people experience out-of-hospital cardiac arrest in the United Kingdom annually, with only 7-8% of patients surviving. One of the most effective methods of improving survival outcomes is bystander intervention in the form of calling the emergency services and initiating chest compressions. Additionally, the public must feel empowered to act and use this knowledge in an emergency. This study aimed to evaluate an ultra-brief CPR familiarisation video that uses empowering social priming language to frame CPR as a norm in Scotland. In a randomised control trial, participants (n = 86) were assigned to view an ultra-brief CPR video intervention or a traditional long-form CPR video intervention. Following completion of a pre-intervention questionnaire examining demographic variables and prior CPR knowledge, participants completed an emergency services-led resuscitation simulation in a portable simulation suite using a CPR manikin that measures resuscitation quality. Participants then completed questionnaires examining social identity and attitudes towards performing CPR. During the simulated resuscitation, the ultra-brief intervention group's cumulative time spent performing chest compressions was significantly higher than that observed in the long-form intervention group. The long-form intervention group's average compressions per minute rate was significantly higher than the ultra-brief intervention group, however both scores fell within a clinically acceptable range. No other differences were observed in CPR quality. Regarding the social identity measures, participants in the ultra-brief condition had greater feelings of expected emergency support from other Scottish people when compared to long-form intervention participants. There were no significant group differences in attitudes towards performing CPR. Socially primed, ultra-brief CPR interventions hold promise as a method of equipping the public with basic resuscitation skills and empowering the viewer to intervene in an emergency. These interventions may be an effective avenue for equipping at-risk groups with resuscitation skills and for supplementing traditional resuscitation training.

P-068 Fertility education improves knowledge and semen quality: an open-label randomized controlled trial on 382 healthy Japanese men

Abstract Study question Does fertility education improve semen quality in healthy men? Summary answer Healthy men who received online video-based education had significantly improved fertility knowledge and semen quality. What is known already Modifiable lifestyle and environmental factors can affect semen quality, but men generally have limited knowledge about fertility and are not aware of the impact of these factors on their reproductive health. Prior research indicates that fertility education increases fertility awareness, but whether this effect extends to modifications in lifestyle and thus to semen quality remains unexplored. Study design, size, duration Participants (N = 382) were randomised into two groups. The intervention group (IG) watched a five-minute online video series about healthy lifestyles and fertility risks (e.g., sedentary time, smoking, high temperature) every four months, a total of three times. At the same time points, the control group (CG) received a general health web article. Assessments of fertility knowledge, health behaviour, and semen quality were assessed before the intervention (T1) and one year later (T2) for both groups. Participants/materials, setting, methods Participants were male employees recruited during annual health check-ups at six workplaces in Japan. Those aged 20-39 years who planned to have children in the future participated. The primary short-term outcome was semen quality, measured by sperm concentration, sperm count, sperm motility, and DNA fragmentation index (DFI). Secondary outcomes were Cardiff Fertility Knowledge Scale (CFKS) scores and health behaviours (e.g., reduced sedentary time). All analyses were conducted on an intention-to-treat basis. Main results and the role of chance Of the 382 participants, 208 (55%) completed the T2 survey: 53% (99/188) in the IG and 56% (109/193) in the CG. T1 characteristics, fertility knowledge, health behaviours, and semen quality were well balanced between groups. Generalised estimating equation models showed a significant gain in fertility knowledge from T1 to T2 in both groups: +13.2 points on CFKS (95% confidence interval [CI]: 9.7 to 16.7) in the IG and +4.7 (1.3 to 8.1) in the CG, with a significant interaction between group and time (P&amp;lt;0.001). Total motile sperm count showed a significant interaction between group and time (P=0.046), with a significant improvement over time in the IG (+58.1 [15.2 to 101.1] million/ejaculate) but no change in the CG (-2.6 [-43.8 to 38.6]). DFI showed a marginally significant interaction (P=0.064) and an improvement over time in the IG (-0.72 [-1.54 to 0.10]) compared with the CG (+0.35 [-0.43 to 1.13]). The other semen indicators and health behaviours showed a favourable trend in the IG, but the interactions between group and time did not reach statistical significance. Limitations, reasons for caution Difficulties in recruiting participants and high attrition led to a small sample size, which may limit the statistical power to detect a significant link between knowledge gain and improved sperm quality via altered health behaviours. Volunteer bias towards men more interested in fertility may limit the generalisability of the findings. Wider implications of the findings Low-cost short video interventions could improve semen quality at the population level. As a future direction, the preventive effects of fertility education on infertility and the causal pathway should be explored in larger studies. Trial registration number UMIN000045389

Digital media intervention for breast cancer awareness among rural women: A quasi-experimental study from Bihar, India

ObjectivesSocial media-based interventions have the potential to endure improvements in the health-seeking behaviors of the users. The upswing rate of social media usage among rural women of Bihar (India) allows for improving their knowledge, attitude, and practice toward breast cancer which is a big concern in resource-limited countries. This study attempted to evaluate the impact of video-based intervention in advancing knowledge of breast cancer risk factors, symptoms and attitude, and and practice to conduct breast cancer screening. MethodsA quasi-experimental design study was conducted among rural women in Bihar, India using pretest-posttest method. Validated YouTube Hindi videos were shared in a series as an intervention for the participants. The impact of the intervention videos was assessed by analyzing the 267 fully filled up questionnaires. Additionally, demographic characteristics were calculated and their relationship with knowledge, attitude, and practices was evaluated. ResultsAfter three months of the intervention there was a statistically significant (<0.0001) improvement (100 %) in the knowledge level of risk factors, symptoms, and screening of breast cancer. Their attitude towards breast self-examination significantly improved in 58 % of women whereas 16.5 % for clinical breast examination and 9.7 % for mammogram (<0.0001). The practice of breast self-examination significantly improved in 60 % (<0.0001) of women. Some demographic variables like education, age, and occupation were found significant predictors of breast cancer awareness. ConclusionsThis study's findings highlight that beyond all resource limitations for health awareness, a video intervention model through social media could offer a viable solution from the rural India experience to a possible shared discussion. Further study may be conducted using customized cancer awareness video interventions considering vernacular needs to make interventions more impactful.

Effectiveness of direct patient outreach with a narrative naloxone and overdose prevention video to patients prescribed long-term opioid therapy in the USA: the Naloxone Navigator randomised clinical trial

IntroductionPublic health efforts to reduce opioid overdose fatalities include educating people at risk and expanding access to naloxone, a medication that reverses opioid-induced respiratory depression. People receiving long-term opioid therapy...

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Educate and Empower: An Online Intervention to Improve College Women’s Knowledge and Confidence When Communicating in a Romantic Relationship

Women provide the vast majority of unpaid family work, with deleterious associated outcomes including lost jobs, increased poverty, relationship dissatisfaction, and mental health concerns. Women’s unequal share of family work increased during the COVID-19 pandemic, and their mental health concerns were exacerbated. To prevent struggles with mental health and promote healthy communication and equal family work distribution, the PARTNERS communication model and an innovative online video intervention were created to teach college women about the importance of equitable family work distribution and healthy communication. Findings from this study suggested the PARTNERS intervention was effective in educating 303 undergraduate women about family work distribution, couple communication, and a model of effective communication, and improving college women’s confidence communicating with a romantic partner. Should these findings be replicated, the PARTNERS intervention may serve as a fiscally sustainable prevention model for future widespread service delivery to educate college women about family work distribution and effective communication and improve their confidence communicating with a romantic partner. Ultimately, this intervention may serve as a mechanism for social justice by contributing to the equalization of family work distribution, thus improving women’s relationship satisfaction and mental health.

The Feasibility and Acceptability of Sharing Video Recordings of Amyotrophic Lateral Sclerosis Clinical Encounters With Patients and Their Caregivers: Pilot Randomized Clinical Trial.

Multidisciplinary clinics (MDCs) provide benefits to patients with amyotrophic lateral sclerosis (ALS) and their caregivers, but MDC visits are information-heavy and can last 4 hours, with patients and caregivers meeting with multiple specialists within each MDC visit. There are questions about the effectiveness of current methods of sharing information from MDCs with patients. Video recordings are a promising new method of sharing information that may allow patients and caregivers to revisit the MDC and remind them of clinical recommendations and conversations. The objective of this trial is to determine the feasibility and acceptability of sharing information through video recordings of ALS MDC visits with patients and caregivers. This study was a randomized, controlled pilot trial with 3 months of follow-up from April 2021 to March 2022 in a rural multidisciplinary neurology clinic. We recruited patients with ALS, their caregivers, and their clinicians. Patients and their caregivers were randomized to either receive their normal after-visit summary (treatment as usual) or to receive their normal after-visit summary and a video recording of their MDC visit (video). Each specialist visit had its own recording and was accessible by patients and caregivers using a secure web-based platform called HealthPAL over a 3-month follow-up period. Primary study outcomes were feasibility and acceptability of the video intervention measured by recruitment rate (target: 70%), percentage of participants watching videos (target: 75%), and the Feasibility of Intervention Measure and Acceptability of Intervention Measure (targets: 3/5). We hypothesized that video recording would be feasible and acceptable to patients and their caregivers. Of the 30 patients approached, 24 were recruited, while all caregivers (n=21) and clinicians (n=34) approached were recruited. A total of 144 specialist visits were recorded, approximately 12 specialist visits at a median of one MDC visit per patient. Of the recorded patients, 75% (9/12) viewed videos. High median intervention feasibility (4, SD 0.99) and acceptability (4, SD 1.22) of intervention measures were reported by patients and caregivers in the intervention arm. High median intervention feasibility (5, SD 0.21) and acceptability (4.88, SD 0.4) were reported by clinicians. Of the 24 patients, 50% (n=12) did not complete a 3-month follow-up, primarily due to death (n=10). Video recording is highly feasible and acceptable for patients, caregivers, and clinicians at a rural ALS clinic. Our level of attrition is a useful benchmark for future studies in MDC populations. Despite high rates of patient death, 1-week assessments highlight the value of recordings for both patients and caregivers. ClinicalTrials.gov NCT04719403; https://clinicaltrials.gov/study/NCT04719403.

Enhancing the Management of Non-Specific Neck Pain through Gamification: Design and Efficacy of a Health Application.

Chronic non-specific neck pain (CNNP) poses a substantial health and economic burden in China. This study introduces a gamified motion-sensing health application framework to address the limitations of existing health applications. The gamified cervical spine somatic exercise application employs motion capture technology alongside the smartphone's built-in sensors to simulate accurate somatic interactions. Controlled experiments and data analyses demonstrated that the application significantly outperformed traditional text and video interventions in relieving participants' neck pain by increasing their average daily activity and compliance with the cervical spine exercise routine. The neck pain level of the participants is quantified by the Neck Disability Index (NDI). The results from the controlled experiments demonstrate that this gamified approach significantly decreases the Neck Disability Index (NDI) score from 1.54 to 1.24, highlighting its ability to alleviate neck pain and increase user compliance.

Improving emergency medicine resident pediatric lumbar puncture procedural performance through a brief just-in-time video intervention

BackgroundEmergency medicine (EM) trainee comfort level with lumbar puncture (LP) has decreased over time due to changing practice guidelines, particularly amongst pediatric patients. We implemented a “just in time” (JIT) brief educational video based on a previously published LP Performance Scoring Checklist to improve trainee efficiency and competence in LP performance.MethodsOur pilot quasi-experimental study took place January-June 2022 within a large, academic Midwestern emergency department (ED) with an established 3-year EM residency program. All 9 interns performed a timed diagnostic LP on an infant LP model in January, scored according to the LP Performance Scoring Checklist. In June, interns repeated the timed LP procedure directly after watching a brief educational video based on major checklist steps. The study was deemed exempt by the Institutional Review Board.ResultsAll interns completed both assessments. At baseline, interns had logged performance of median 2 (IQR 0–5) LPs and spent 12.9 (10.3–14.4) minutes performing the procedure. Post-intervention, interns had logged an additional median 2 (0–5) LPs and completed the procedure faster with an average time of 10.3 (9.7–11.3) minutes (p = 0.004). A median of 5 (4–7) major steps were missed at baseline, compared to 1 (1–2) at time of post-intervention assessment (p = 0.015).ConclusionDevelopment of a brief educational video improved efficiency and competency amongst our intern class in performing an infant LP when viewed Just-In-Time. Similar efforts may improve education and performance of other rare (or decreasing in frequency) procedures within EM training.

Proof of concept of the Universal Baby video innovation for early child development in Lima, Peru.

Community-based video interventions offer an effective and potentially scalable early interaction coaching tool for caregivers living in low resource settings. We tested the Universal Baby (UB) video innovation; an early interaction coaching tool using video sourced and produced locally with early child development (ECD) expert supervision. This proof-of-concept study enrolled 40 caregivers of children ages 10-18 months assigned to intervention and control groups by health establishments in Carabayllo, Lima, Peru. Mother/child dyads received 12 weekly group health education sessions with social support. Of those, 16 caregivers also received 6 UB videos featuring brain science education and local clips of responsive, reciprocal interaction, also known as "serve and return" interaction. Survey data assessed feasibility and acceptability of the intervention. We assessed improved quality of mother/child interaction using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). We found the program feasible. We successfully trained the local team to produce UB videos using locally-sourced footage and delivered the videos as part of a community-based intervention. We also found it to be acceptable in that participants enthusiastically received the UB videos, reporting they enjoyed being videotaped, and learned how to recognize and appropriately respond to their child's nuanced sounds and gestures. The median change in total PICCOLO scores favored the intervention group compared to the control group. UB offers great potential as a sustainable, potentially scalable, and culturally appropriate tool to promote equity for child development among young children living in low resource homes globally.

It's OK to Move! Effect of a Brief Video on Community Confidence in Activity Despite Back Pain: A Randomized Trial.

OBJECTIVE: To estimate the difference in confidence to become active despite low back pain in people who were exposed to one of 2 video interventions delivered on social media, compared to no intervention. DESIGN: A proof-of-concept, 3-group randomized controlled trial, in a 1:1:1 ratio. METHODS: Participants aged 18 years and over, with and without low back pain, were recruited via the social media channel Facebook, to view either a humorous video, a neutral video, or to no intervention. The videos were delivered online, explained evidence-based management for low back pain, and were designed to "go viral." The primary outcome was confidence in becoming active despite pain, measured using the Pain Self Efficacy Questionnaire (Item 10) (ranges from 0 [not at all confident] to 6 [completely confident]) immediately after watching the video. We aimed to capture the real-time impact and immediate reactions that contributed to the content's reach. RESULTS: Among 1933 randomized participants (mean [standard deviation] age: 58.9 [14.0] years, 1285 [75%] women), 1232 [70%] had low back pain and 88.8% completed the primary outcome. One thousand two hundred sixty-four participants were randomized to receive a video intervention, and 633 participants did not receive a video. On a 6-point scale, individuals exposed to either video (n = 1088) showed a mean confidence level 0.3 points higher (95% confidence interval: 0.1, 0.6) compared with no video (n = 630). CONCLUSION: Participants who viewed a brief video intervention reported a very small difference in confidence to become active despite low back pain, compared with no intervention. The difference may lack clinical relevance. J Orthop Sports Phys Ther 2024;54(6):1-8. Epub 18 April 2024. doi:10.2519/jospt.2024.12412.

Confronting mental health stigma in Haitian Americans suffering from mental health challenges.

Haitian Americans have been disproportionately exposed to risk factors known to play a significant role in the development of mental illness. Yet despite the documented effectiveness of mental health treatment, a high proportion of Haitian Americans with mental health disorders have not received care. Internalized stigma of mental illness (ISMI) was reported as one of the primary reasons Haitian Americans do not seek help for mental illnesses, resulting in poor long-term outcomes for individuals and families in this community. This quality improvement project characterized ISMI among Haitian Americans, examined associated demographic factors, and tested the impact of a culturally relevant ISMI educational video intervention on willingness to seek mental health treatment. Haitian Americans who self-reported mental illness ( N = 20) were recruited from a South Florida clinic. Descriptive statistics, correlations, and thematic analyses were completed to analyze the data. Participants completed the nine-item ISMI scale, watched an educational video about ISMI, completed a post-intervention survey, and engaged in conversations about mental health and ISMI. Sixty-five percent of participants reported mild levels of ISMI. Sex was significantly correlated with ISMI ( r = -0.458, p = .042); male participants experienced higher levels of ISMI. The educational video improved participants' knowledge of ISMI, and 85% indicated increased willingness to seek treatment. When caring for Haitian Americans with mental illnesses, nurse practitioners should initiate conversations about ISMI, consider gender differences in mental illness beliefs and attitudes, and provide culturally responsive psychoeducational interventions to promote more mental health treatment utilization.

A pre-visit video/question prompt list intervention to increase youth question-asking about attention deficit hyperactivity disorder during pediatric visits

ObjectiveTo conduct a pragmatic randomized controlled trial to test the effectiveness of an ADHD question prompt list with video intervention to increase youth question-asking and provider education about ADHD during visits. MethodsEnglish-speaking youth ages 11–17 with ADHD and their caregivers were enrolled from two pediatric clinics. Youth were randomized to intervention or usual care groups. Intervention group adolescents watched the video and then completed an ADHD question prompt list before their visits. Multivariable regression was used to analyze the data. ResultsTwenty-one providers and 102 of their patients participated. Intervention group youth were significantly more likely to ask one or more questions about ADHD and its treatment than usual care youth (odds ratio=5.4, 95 % Confidence Interval (CI)= 1.8, 15.9). Providers were significantly more likely to educate youth who asked one or more questions during visits about more ADHD medication areas (unstandardized beta=0.98, 95 % CI=0.31 to 1.64) and more non-medication strategies for ADHD (unstandardized beta=0.50, 95 % CI=0.13 to 0.88). ConclusionThe intervention increased youth question-asking about ADHD and its treatment. Providers provided more education to youth who asked one or more questions about ADHD and its treatment. Practice implicationsProviders and practices should consider having youth complete ADHD question prompt lists and watch the video before visits to increase youth question-asking during visits.

Effectiveness of Video and Leaflet Educational Media in Increasing Adolescent Mental Health Literacy

Mental health determines the well-being of adolescents, because adolescence is a time when major changes occur in the body, psychology and society. Mental health literacy is important to increase the capacity of adolescents to face unexpected challenges, for this reason education is needed to increase literacy. Delivering education requires interesting media so that information can be conveyed well, video media and leaflets can be used as educational media. The aim of this research is to determine the difference influence of video and leaflet-based on education of adolescent mental health literacy at Bintang Harapan Vocational School Bekasi. This research design uses a two-group pretest-posttest design without control. The sample for this research was taken using proportionate stratified random sampling with a total of 210 adolescents who were divided into105 adolescents ach in the video and leaflet education groups. Mental health literacy was measured using the MHL-q (Mental Health Literacy-Questionnaire) questionnaire. Data analysis used the independent t-test. The results of the research show that there is no difference in the effect of video and leaflet interventions on adolescent mental health literacy with p value = 0.253 (p&gt; 0.005), so it can be concluded that video and leaflet-based education are equally influential in increasing adolescent mental health literacy. Confounding factors that influence adolescent mental health literacy are gender and access to information. It is recommended that video and leaflet educational media can be used as health education media, especially to increase mental health literacy in adolescents.