Video Modules Research Articles

Evaluating the mobile Mantram Repetition Program for veterans with PTSD: A multimethod randomized feasibility trial of self-directed versus text support delivery.

While mobile delivery can help increase access to evidence-based treatment for veterans with posttraumatic stress disorder (PTSD), feasibility and acceptability are of concern with the potential for high attrition rates and limited participation. The Mantram Repetition Program (MRP), a meditation-focused approach with documented efficacy for reducing symptoms of PTSD and insomnia, was adapted as a brief, mobile-delivered MRP (mMRP) training. This study assessed implementation indicators of mMRP and compared self-directed users of mMRP versus users who received additional text message support. Thirty-six veterans with clinically significant PTSD symptoms (Mage = 50.50 years; 83.3% male; 72.2% White; 88.9% heterosexual) completed four weekly training video modules. Participants completed questions related to program satisfaction, mantram repetition use, clinical measures, and a 30-min individual interview. Participants reported using their mantram between 4 and 5 days per week. Participants indicated that mMRP was generally acceptable, appropriate, and feasible across quantitative and qualitative data. On clinical measures, change from pre- to postintervention was significant for the brief symptom screen, PTSD symptoms, and Personal Health Inventory but not for depression or insomnia symptoms. No significant differences were found between the self-directed and supported conditions; however, data suggest that participants primarily engaged with the support for administrative needs. Qualitative data highlighted suggestions for mMRP improvement, including alternative methods for receiving support and more content on how to use the skills taught. Findings suggest that mMRP can be delivered in a brief format, with veterans learning and using mantram repetition. Developing additional ways of individualizing the mMRP and further testing are warranted. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Warning! This is not your typical mentor training: an invitation to explore a video-based mentor training to prepare mentor teachers for their roles in the classroom

PurposeThe purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.Design/methodology/approachThe authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.FindingsFollowing the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.Practical implicationsThe video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.Social implicationsMentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.Originality/valueThe authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

Pilot trial of a new self-directed psychological intervention for infertility-related distress

BackgroundNow affecting one in six couples in Canada, infertility is defined as a lack of conception after 12 or more months of regular, unprotected heterosexual intercourse. Infertility is associated with immense psychological burden, particularly for individuals assigned female at birth. Yet existing psychological interventions are not specialized to this population and have been shown to be only marginally effective at relieving distress related to infertility. Thus, a new online self-directed psychological intervention was co-created with a panel of women experiencing infertility, and ultimately consisted of six 10-min video modules addressing the cognitive, emotional, and interpersonal aspects of infertility-related distress.MethodsIn the current study, 21 women experiencing reduced quality of life related to infertility were recruited to participate in a one-arm pre-post pilot testing the feasibility, acceptability, and preliminary efficacy of the program. Participant adherence and retention were monitored, and participants rated the credibility of the program and the helpfulness of each module as well as provided feedback on the content and format of the program. Pre-to-post changes in fertility quality of life, anxious symptoms, depressive symptoms, and relationship satisfaction were examined.ResultsThe program modules were highly rated by participants, with average helpfulness ratings ranging from 7.5 to 8.2/10. Two participants became pregnant and therefore stopped prematurely, 79% of the remaining participants completed all six modules, and participants reported completing 52.8 (SD = 82.0) min of homework per week. Participants perceived the intervention as highly credible and generally approved of the format, length, and speed; however, 68% of participants had recommendations for additional content to be included in the intervention. While relationship satisfaction did not change significantly over time, large pre-to-post improvements in fertility quality of life, depression, and anxiety were observed (p < .001; Cohen’s ds = 0.9–1.3).ConclusionsThis self-directed intervention was well received and has the potential to be highly effective in reducing infertility-related distress, informing future development and optimization.Trial registrationClinicalTrials.gov, NCT05103982.

Clinician Knowledge and Attitudes About Climate Change and Health After a Quality Incentive Program

Climate change is a fundamental threat to human health, and industries, including health care, must assess their respective contribution to this crisis. To assess the change in knowledge of clinicians who completed a quality incentive program (QIP) measure on climate change and health care sustainability and to examine clinician attitudes toward climate change and their perception of clinical and individual relevance. The participants in this survey study included employed physicians and psychologists who were part of a hospital physician organization in an academic medical center (AMC) in Boston, Massachusetts. The hospital physician organization provides a QIP with different measures every 6 months and provides incentive payments on completion. The study is based on a survey of participants on completion of a QIP measure focused on climate change and health care sustainability offered from July 2023 through September 2023 at the AMC. Structured educational video modules. After completion of the modules, the participants reported their baseline and postintervention knowledge on climate change impacts on health and health care sustainability, perceived relevance of the material, and attitudes toward the modules using 5-point Likert scales and free-text comments. Data were analyzed using univariate and multivariable analyses including participant age, gender, and practice specialty. Of the 2559 eligible clinicians, 2417 (94.5%) (mean [SD] age, 48.9 [11.5] years; range, 29-85 years; 1244 males [51.5%]) participated in the measure and completed the survey. Among these participants, 1767 (73.1%) thought the modules were relevant or very relevant to their lives and 1580 (65.4%) found the modules relevant or very relevant to their clinical practice. Age was not associated with responses. Practitioners in specialties classified as climate facing were more likely to think that the education was relevant to their clinical practice compared with those in non-climate-facing specialties (mean [SD] score, 3.76 [1.19] vs 3.61 [1.26]; P = .005). Practitioners identifying as female were also more likely to consider this education as relevant to their clinical practice compared with male practitioners (mean [SD] score, 3.82 [1.17] vs 3.56 [1.27]; P < .001). In this survey study, a high proportion of clinicians expressed positive attitudes toward education in climate change and health and health care sustainability, with some demographic and specialty variability. These data support that climate and health education in AMCs provides information that practitioners see as relevant and important.

Community-Specific Video Training for Primary Care Settings: Increasing Capacity and Motivation to Address Food Insecurity.

Food insecurity (FI) is the most common health-related social need (HRSN) and is frequently identified in primary care through screening and referral. However, health care workers often do not have the knowledge, motivation, capability, or opportunity necessary to discuss FI with patients in patient-centered ways. An educational module for health care workers on FI was created using user-centered design and tested with health care workers, using the COM-B model as an evaluation framework. Watching the module's video increased participant knowledge, capability, and motivation to address FI with patients. This preliminary pilot study suggests that simple training modules could help with the effectiveness of efforts to address HRSNs, such as FI, by increasing health care workers' capacity to discuss, screen, and refer patients. Findings warrant expanded studies to assess the effectiveness of such modules on patient-level outcomes. This type of educational module on FI or other HRSNs holds promise as a time- and cost-efficient strategy for improving screening and referral processes, ultimately alleviating FI for more patients and improving health outcomes.

Advanced Monitoring of Manufacturing Process through Video Analytics.

The digitization of production systems has revolutionized industrial monitoring. Analyzing real-time bottom-up data enables the dynamic monitoring of industrial processes. Data are collected in various types, like video frames and time signals. This article focuses on leveraging images from a vision system to monitor the manufacturing process on a computer numerical control (CNC) lathe machine. We propose a method for designing and integrating these video modules on the edge of a production line. This approach detects the presence of raw parts, measures process parameters, assesses tool status, and checks roughness in real time using image processing techniques. The efficiency is evaluated by checking the deployment, the accuracy, the responsiveness, and the limitations. Finally, a perspective is offered to use the metadata off the edge in a more complex artificial-intelligence (AI) method for predictive maintenance.

The Digital Media Art and Design System under the Integration of Computer Big Data ChatGPT Technology

Traditional digital media art and design systems take a long time to run and cannot handle a large number of objects simultaneously. Therefore, the author proposes a digital media art and design method based on ChatGPT technology. ChatGPT technology is an important part of networking.Prepare to provide conference support for various applications such as customer service, personal assistant, robotic interview, and so on. ChatGPT can not only answer the question that is set, but also solve the question openly.The comprehensiveness and intelligence of ChatGPT have attracted widespread attention since its launch. The hardware system adopts dual core TMS320C6657 and DDR3Thel1333 series processors as the core circuit, together with high speed external storage, to expand the image transmission line of multi-data; System software uses module architecture to design image modules, video modules, and voice modules, all of which are integrated into the core of the system as modules. In this experiment, 10 images were transferred and the running time was tested. Experimental results showed that, the traditional digital media art and design system had three errors, which took more time to run.

Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.

Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. https://doi.org/10.23641/asha.25749387.

Evaluation of the effectiveness of the web-based chronic pain management training program developed for nursing students: Triple-blind randomized controlled trial

AimThe aim of the study was to evaluate the effectiveness of a web-based chronic pain management training program developed for nursing students. BackgroundWeb-based training is effective in increasing the knowledge and attitude levels of nursing students. In the literature, data on the effectiveness of web-based education on chronic pain management education of nursing students are limited. DesignThis was a triple-blind randomized controlled trial conducted between May and June 2022. MethodsThe study was conducted with 66 fourth-year students enrolled in the Nursing Department of a state university in a province of Türkiye.. The students were divided into two groups: intervention (n=33) and control (n=33). A dedicated website was developed for chronic pain management training, incorporating video modules, end-of-video evaluation questions and data collection tests, all of which were made available on this platform. The personal information form, chronic pain management knowledge test, Healthcare Professionals’ Attitudes toward Patients with Chronic Pain and Chronic Pain Management Training Program Evaluation Form were the data collection tools. In the implementation phase of the study, the pre-test was first applied to the control group via the website and the post-test was applied two weeks later. After the intervention group completed the pre-test, the intervention group was given web-based chronic pain management training for two weeks and the post-test was applied at the end of the training and the data collection was completed. ResultsAfter web-based training chronic pain management, the chronic pain management knowledge score of the intervention group was significantly higher than the control group (p<0.05). The intervention group had significantly higher scores in sensitivity and misconception orientation, sub-dimensions of the attitude scale towards patients with chronic pain, compared with the control group (p<0.05). ConclusionsThese results show that the web-based educational intervention positively increased students' knowledge of chronic pain management and attitudes towards patients with chronic pain. It shows that web-based education is effective in chronic pain management education.

Managing the Lactating Patient Receiving Anesthesia: An Innovative Educational Initiative.

Background: Breastfeeding has numerous health benefits for patients and their infants. There are inconsistencies in how anesthesia providers care for lactating patients undergoing anesthesia. Providers may be cautious and have patients "pump and dump" instead of following current evidence-based recommendations. Video-based education provides a novel reference for health care providers in their fast-paced work environments. This project evaluated the effectiveness of an online video module and resources accessed at the bedside for anesthesia providers caring for lactating patients. Materials and Methods: A preintervention survey was sent to anesthesia providers at a large academic institution to assess baseline knowledge of current recommendations for caring for lactating patients having anesthesia. A quick response code-linked video module and references were created and disseminated to all anesthesia providers. A postsurvey was sent to assess knowledge and satisfaction with the educational approach. Postsurvey data were compared with presurvey data. Results: All who watched the educational video found the education helpful to care for lactating patients undergoing surgery. In the posteducation group, 93% of providers selected the correct recommendation to continue breastfeeding or pumping after general anesthesia or sedation once the patient is awake and alert, compared with 48% in the pre-education group. After education, 92% would recommend preoperative feeding or pumping prior to transport to the operating room, compared with the 50% in the pre-education group. Conclusions: Video-based, just-in-time education is an effective way to deliver updated information to anesthesia providers. This format is conducive to just-in-time delivery, and there may be implications for other patient populations that present infrequently but require population-specific care.

The Health4Life e-health intervention for modifying lifestyle risk behaviours of adolescents: secondary outcomes of a cluster randomised controlled trial.

To investigate the effectiveness of a school-based multiple health behaviour change e-health intervention for modifying risk factors for chronic disease (secondary outcomes). Cluster randomised controlled trial. Students (at baseline [2019]: year 7, 11-14 years old) at 71 Australian public, independent, and Catholic schools. Health4Life: an e-health school-based multiple health behaviour change intervention for reducing increases in the six major behavioural risk factors for chronic disease: physical inactivity, poor diet, excessive recreational screen time, poor sleep, and use of alcohol and tobacco. It comprises six online video modules during health education class and a smartphone app. Comparison of Health4Life and usual health education with respect to their impact on changes in twelve secondary outcomes related to the six behavioural risk factors, assessed in surveys at baseline, immediately after the intervention, and 12 and 24 months after the intervention: binge drinking, discretionary food consumption risk, inadequate fruit and vegetable intake, difficulty falling asleep, and light physical activity frequency (categorical); tobacco smoking frequency, alcohol drinking frequency, alcohol-related harm, daytime sleepiness, and time spent watching television and using electronic devices (continuous). A total of 6640 year 7 students completed the baseline survey (Health4Life: 3610; control: 3030); 6454 (97.2%) completed at least one follow-up survey, 5698 (85.8%) two or more follow-up surveys. Health4Life was not statistically more effective than usual school health education for influencing changes in any of the twelve outcomes over 24 months; for example: fruit intake inadequate: odds ratio [OR], 1.08 (95% confidence interval [CI], 0.57-2.05); vegetable intake inadequate: OR, 0.97 (95% CI, 0.64-1.47); increased light physical activity: OR, 1.00 (95% CI, 0.72-1.38); tobacco use frequency: relative difference, 0.03 (95% CI, -0.58 to 0.64) days per 30 days; alcohol use frequency: relative difference, -0.34 (95% CI, -1.16 to 0.49) days per 30 days; device use time: relative difference, -0.07 (95% CI, -0.29 to 0.16) hours per day. Health4Life was not more effective than usual school year 7 health education for modifying adolescent risk factors for chronic disease. Future e-health multiple health behaviour change intervention research should examine the timing and length of the intervention, as well as increasing the number of engagement strategies (eg, goal setting) during the intervention. Australian New Zealand Clinical Trials Registry: ACTRN12619000431123 (prospective).

Virtual Simulation Experimental Teaching of E-Commerce Course Based on Short Video

The e-commerce course based on short videos offers a dynamic and accessible learning experience tailored to the fast-paced world of online business. Through concise and engaging video modules, students gain practical insights into various aspects of e-commerce, including market analysis, digital marketing strategies, website development, and customer relationship management. This papers explores the implementation of virtual simulation experimental teaching in an e-commerce course, utilizing short video modules as the primary instructional tool, enhanced by Stacked Ranking Regression Classifier (SRRC). The research aims to enhance student engagement and comprehension by integrating virtual simulations with short video content, providing an immersive and interactive learning experience. Through simulated experiments and empirical validations, the efficacy of SRRC-enhanced virtual simulation teaching methods is evaluated. Results demonstrate significant improvements in student performance and satisfaction compared to traditional teaching approaches. Simulation analysis of students exposed to SRRC-enhanced virtual simulation teaching reported a 25% increase in comprehension levels and a 30% improvement in engagement metrics. Additionally, the SRRC model facilitates personalized learning experiences tailored to individual student needs, leading to enhanced learning outcomes. These findings underscore the potential of virtual simulation experimental teaching with SRRC in revolutionizing e-commerce education and fostering student success.

Overcoming language barriers in pediatric care: a multilingual, AI-driven curriculum for global healthcare education.

Online medical education often faces challenges related to communication and comprehension barriers, particularly when the instructional language differs from the healthcare providers' and caregivers' native languages. Our study addresses these challenges within pediatric healthcare by employing generative language models to produce a linguistically tailored, multilingual curriculum that covers the topics of team training, surgical procedures, perioperative care, patient journeys, and educational resources for healthcare providers and caregivers. An interdisciplinary group formulated a video curriculum in English, addressing the nuanced challenges of pediatric healthcare. Subsequently, it was translated into Spanish, primarily emphasizing Latin American demographics, utilizing OpenAI's GPT-4. Videos were enriched with synthetic voice profiles of native speakers to uphold the consistency of the narrative. We created a collection of 45 multilingual video modules, each ranging from 3 to 8 min in length and covering essential topics such as teamwork, how to improve interpersonal communication, "How I Do It" surgical procedures, as well as focused topics in anesthesia, intensive care unit care, ward nursing, and transitions from hospital to home. Through AI-driven translation, this comprehensive collection ensures global accessibility and offers healthcare professionals and caregivers a linguistically inclusive resource for elevating standards of pediatric care worldwide. This development of multilingual educational content marks a progressive step toward global standardization of pediatric care. By utilizing advanced language models for translation, we ensure that the curriculum is inclusive and accessible. This initiative aligns well with the World Health Organization's Digital Health Guidelines, advocating for digitally enabled healthcare education.

A Web-Based Educational Module Using Clinical Neuroscience to Deliver the Diagnosis of Functional Neurological Disorder.

Neuroscience-based patient education has become an evidence-based strategy for enhancing chronic pain treatment. Advances in understanding the neuroscience of functional neurological disorder (FND) may allow similar approaches to be developed and disseminated to clinicians, given the public health need for greater provider awareness and expertise around the condition. Accordingly, the authors developed an online video module for clinicians that delivers neuroscience-based psychoeducation for FND and assessed whether the intervention would be associated with changes in clinicians' perception of FND patients and knowledge about the condition. The online intervention consisted of a 20-minute video module, including an 8-minute scripted role-play that modeled neuroscience-informed diagnosis delivery. Pre- and postintervention questionnaires were embedded into the online module and included a self-assessment of FND-related perceptions and knowledge and a multiple-choice assessment of retention of the neuroscience-based content. Wilcoxon signed-rank tests and McNemar's tests were used for statistical analyses. Of the 103 individuals who submitted surveys, 40 participants provided a complete data set from before and after the intervention. Following the intervention, self-assessment items showed respondents had significantly greater comfort with diagnosis delivery and treatment options and decreased negative perception of FND patients. The percentage of correct responses on a multiple-choice assessment regarding the functional neuroanatomy of FND was significantly increased. In summary, the online neuroscience-based educational intervention was effective for increasing clinician knowledge about FND and comfort with diagnosis delivery and treatment options. Implementing web-based formats may be a viable and cost-effective approach to disseminating knowledge and basic clinical skills in the care of patients with FND.

The effectiveness of mindfulness-based interventions in treating mental health and addiction: a cross-sectional study

Objective: This study aimed to provide a snapshot of the current landscape, drawing upon existing research to evaluate the extent to which online mindfulness-based interventions (MBIs) have been integrated into mainstream treatment paradigms and their observed outcomes. Methods: The initial month of the full mindfulness virtual community (F-MVC) intervention included 12 video modules focusing on students&amp;apos; known stressors and mindfulness exercises; private online forums for peer discussions; and 20-minute live video conferences led by professionals in anonymous groups. During the next four weeks of F-MVC, participants were limited to watching modules in video format. The online surveys were conducted at T1, T2, and T3 - 4 weeks and 8 weeks, respectively. Results: Out of the 113 students who gave T1 data, there were 28 male and 85 female students, with an average age of 24.8 years. At the T3 follow-up, after making adjustments for comparison purposes, there were notable decreases in depression scores for F-MVC (change in score of -4.03; P

ENGAGING WITH NURSING HOME SOCIAL WORKERS TO DEVELOP AND IMPLEMENT CLINICAL INTERVENTION TRAINING

Abstract PreLoss Group Support (PLGS) is a 10-session multi-modal therapeutic group intervention for dementia family care partners administered by nursing home social workers (NHSWs) to facilitate healthy death preparedness and eventual bereavement. In prior work, we used empirically validated procedures for developing psychosocial interventions, created PLGS participant and facilitator manuals, and implemented and evaluated PLGS in three cohorts of nursing home family care partners using research team LCSWs as facilitators and NHSWs as co-facilitator-trainees. Our present pragmatic trial will determine if telehealth-delivered PLGS reduces risk of poor bereavement outcome in family care partners, when delivered by NHSWs trained in PLGS via telehealth. We systematically engaged with nursing home stakeholders; administrators and NHSWs in rural, urban, and Veteran nursing homes to identify their perceptions of family care partner needs with respect to end-of-life care in residents living with dementia.NHSWs collaborated with our team to develop a full-day clinical education program. We incorporated their suggestions of family “characters” to script into our video modules using professional actors, addressed potential concerns with telehealth delivery of the training and intervention, participant identification and recruitment procedures, and requests for didactic content and interactive case examples of treatment element application. Current NHSWs who attended the full day training completed a 7-item satisfaction scale yielding a satisfaction rate of 95% (highly valuable), with 100% indicating they would recommend training to SWs in other facilities. Sustained collaboration with NH stakeholders optimizes commitment of NHSWs to PLGS participants, intervention delivery and informs later implementation strategies for translation and dissemination.

COMMUNITY ENGAGEMENT IN THE DEVELOPMENT OF SEE ME: THE STUDENT-ELDER* ENGAGED MENTORING EXPERIENCE

Abstract Loneliness, isolation, and suicide have been exacerbated by COVID-19 and ongoing uncertainties for both older adult and college-age populations. The 2023 Surgeon General’s Advisory on loneliness and isolation advocates for the healing effects of social connection, but ageist attitudes and stereotypes hinder social connections across generations. Intergenerational programs aim to address ageism and social connectivity, however, transferability of programs to culturally diverse groups remain challenging. Additionally, nursing curricula tend to focus on frail older adults, emphasizing vulnerability rather than wellness and disconnection rather than connection, contributing to disinterest in gerontological nursing. Prior community engaged ethnographic research identified five diverse older adult subcommunities that prioritized the need to address isolation and loneliness. Collaborating with these community organizations and nursing students, we developed the nursing Student-Elder*-Engaged Mentoring Experience (SEE ME) with the purpose of creating a sustainable and transferable program to address these needs. We will describe the research-based partnership process and resulting program development that focused on mutual wellness through reciprocal social connectivity among older adults in the community and nursing students in a required gerontological nursing course. In partnership, we developed and refined culturally appropriate processes, forms, assignments, activities, schedules, overall course organization, and program evaluation materials. Animated video modules and “Let’s Talk” questions were developed to facilitate student - older adult discussion. Dissemination and access to the program materials will be discussed. *The term “elder” was selected by the older adult community partners as their preferred nomenclature.

Analysis of Increasing Knowledge, Attitudes, and Behaviors for Type 2 Diabetes Complication Prevention

Diabetes mellitus is characterized by elevated blood sugar levels due to either a lack of insulin or decreased cellular sensitivity to insulin. Type 2 diabetes accounts for most (90%) of all diabetes cases. Diabetes mellitus is a significant contributor to mortality, mainly because it leads to complications such as atherosclerosis, coronary heart disease, and stroke. The research was designed as a quasi-experiment, employing a pre-test and post-test with a control group. The analysis included the use of Wilcoxon and Mann-Whitney tests. The sampling method used was purposive sampling, involving 100 participants. The results of the data analysis using the Wilcoxon test in the treatment group indicated a p-value of 0.000 (p&lt;0.05) for the knowledge, attitude, and behavior variables. In the control group, a p-value of 0.002 (p&lt;0.05) was observed for the knowledge variable, while p-values of 0.001 (p&lt;0.05) were found for the attitude and behavior variables. These findings support the acceptance of the alternative hypothesis (Ha) and the rejection of the null hypothesis (H0), suggesting that the use of video media and modules positively impacts increasing knowledge, attitudes, and behaviors aimed at preventing complications. When examining the intervention group and control group using the Mann-Whitney Test, the p-value of 0.000 was less than 0.002, indicating that the use of video educational media in the intervention group significantly improved knowledge. Likewise, the statistical tests on attitudes in both groups revealed a p-value of 0.000, which was less than 0.001, signifying that video educational media significantly improved attitudes in the intervention group. Finally, the analysis of behavioral tests demonstrated a p-value of 0.000, which was less than 0.001 in both groups, highlighting the greater impact of video educational media in enhancing behavior. In conclusion, video educational media and modules effectively enhance knowledge, attitudes, and behavior in individuals with type 2 diabetes mellitus. However, video education is more influential in improving these aspects compared to other methods.

ИССЛЕДОВАНИЕ ОБЪЕКТОВ, ПРЕДСТАВЛЯЮЩИХ ЭКОЛОГИЧЕСКУЮ УГРОЗУ, В ЗАЛИВЕ ЦИВОЛЬКИ (НОВАЯ ЗЕМЛЯ, КАРСКОЕ МОРЕ)

The article presents results of field studies of the environmental assessment of the bays of the eastern coast of Novaya Zemlya in connection with potentially dangerous objects flooded in this region, which are the nuclear fleet operation waste products. In the course of these studies, technology was used based on remote-controlled and towed uninhabited underwater vehicles (ROV and UTSI), as well as side-view sonar (SSS) developed at IO RAS. To detail information about the condition of emergency facilities and operational waste flooded in 60 years at Tsivolki bay, a deep-water UTSI “Video Module” was used. It is equipped with video and photo cameras, a high-frequency SSS, a depth gauge, an altimeter, a laser scale pointer, as well as auxiliary equipment that ensures the functioning of research systems. Observations in the Gulf of Tsivolki using instrumental technologies made it possible to identify underwater objects whose existence was known only from archival data. Monitoring of the condition of objects was provided using RAM-family gamma-ray spectrometers developed at the Kurchatov Institute Research Center. The nature of the recorded gamma-ray spectra generally corresponds to the measurement results obtained during the assembly survey in 2010 and 2015, and indicates the integrity of the internal protective barriers.

Impact of targeted education on adverse drug reaction documentation in cancer center sites.

395 Background: Allergic and infusion-related reactions represent a significant portion of reported adverse drug reactions (ADRs) at The University of Kansas Health System (TUKHS) Cancer Center sites. According to the TUKHS Allergy Documentation policy, all observed reactions are required to be documented in the electronic health record (EHR) and reported to the responsible provider. Insufficient documentation may result in preventable patient harm due to continued exposure to medications after known ADRs. An audit of patient EHRs demonstrated notable variability in documentation practices, which served as the impetus to implement a standardized ADR documentation workflow at Cancer Center sites. Methods: This multi-center, retrospective study included patients with ADRs submitted via safety reports from July 1st, 2022 to April 1st, 2023. Categorical data was analyzed using the chi-squared test. Duplicate reports and ADRs identified as side-effects were not included in the final analysis. Targeted education was provided via two online video modules, a workflow tips sheet, and an educational infographic. The primary outcome was frequency of allergy lists updated following submission of a safety event report. Secondary outcomes included frequency of standardized progress note writing, note routing, and accurate reaction type differentiation. Results: Targeted education significantly improved allergy list updating from 34.2% to 84.0% (P &lt; 0.001), use of a standardized progress note from 47.4% to 64.2% (P = .008), and correct differentiation of reaction type from 57.7% to 76.4% (P = .02). Progress notes were routed to the responsible provider 58.5% of the time. Smaller community-based Cancer Center sites were significantly less likely to update allergy lists (7.5% vs. 24.5%, P = .017) and more likely to document incorrect reaction types (35.0% vs. 14.3%, P = .022). Conclusions: Targeted education for a standardized documentation workflow increased adherence to ADR documentation, ensuring future treatment plans are updated for patients with a history of reaction and the EHR accurately reflects ADR history. There is an opportunity to strengthen targeted education surrounding ADR documentation workflows for smaller community-based sites.