An innovation in curriculum content and delivery of cancer education within undergraduate nurse training in the UK. What impact does this have on the knowledge, attitudes and confidence in delivering cancer care?

Purpose: This was an evaluation of an innovation in curriculum content and delivery within undergraduate nursing education in the UK. Its purpose was to investigate the effect on knowledge, attitudes and confidence in delivering cancer care. Methods: The study design was a pre-test post-test survey design with a comparison group. Participants were two cohorts of undergraduate nursing students (nintervention ¼ 84, ncomparison ¼ 91). The intervention cohort were exposed to a new 3.5 day programme of cancer education, coproduced with patients, carers and health professionals, which focused on cancer as a life changing long-term condition. The comparison cohort had been exposed to a 2 day programme produced by a lecturer. Results: Following exposure to the new model for the delivery of undergraduate nurse cancer education, the intervention cohort demonstrated good overall knowledge of the impact of cancer, more positive attitudes towards cancer treatment and more confidence in their ability to deliver cancer care. Attitudes were more positive and confidence in ability to support cancer patients at all stages of the cancer journey were greater than in the comparison group. Insights gained into the cancer patient and carer perspectives were highly valued. Conclusions: This study has found that a new model for the delivery of cancer education focusing on survivorship and delivered in partnership with patients, carers and clinicians, may improve knowledge, attitudes and confidence in the delivery of cancer care. Further work is now needed, using a more robust experimental design, to investigate the generalisability of the results to other education programs

Can Simulation Utilizing Standardized Patients Ease Anxiety and Enhance Self-efficacy in Nursing Students Working With Patients Experiencing Mental Illness? A Pilot Study.

Executive Summary Problem In the United States (US), mental health disorders affect millions of adults and children each year Anxiety and Depression Association of America. (2016). A significant challenge facing nursing faculty, and students, is the shortage of psychiatric and mental health clinical placement sites. Due to the limited opportunities for hands-on experience, student nurses may miss opportunities to practice critical skills and gain knowledge in a supervised learning environment. This can result in increased anxiety and decreased efficacy when they encounter a patient with a mental illness or one that is in psychiatric crisis. Simulation allows students to practice low-frequency, high-stakes events that occur during routine and emergency health care that replicate experiences with patients with diagnosed or undiagnosed mental health conditions (Eta, Atanga, Atashill and D’Cruz, 2011; Redden, 2015). The question addressed by the project was: Can simulation using standardized patients ease anxiety and enhance self-efficacy in nursing students working with patients experiencing mental illness? Purpose To investigate the value of providing a simulation experience, utilizing standardized patients, to assess its effect on student knowledge, anxiety, and self-confidence as they prepare to enter their first community mental health clinical experience and work with patient experiencing emotional/mental illness. Current simulation frameworks and methodologies were used to assist community mental health students in recognizing signs of patient deterioration during psychiatric crisis or mental illness and developing vital skills transferable to other clinical practice areas. Goals The primary goal of the project was to provide senior-level Bachelor of Science (BSN) students with skills that can be transferred into a community mental health clinical setting to decrease student anxiety and enhance self-efficacy (self-confidence) leading to stronger clinical judgements. A secondary goal was to provide evidence-based practice findings related to the benefit of simulation in mental health nursing education and to implement these findings into nursing education practice. This study provides the potential for simulated learning in mental health education to become an evidence-based practice model for BSN nursing programs. Objectives The project evaluated participant demographics, knowledge, self-efficacy (self-confidence), and anxiety about working with patients with mental illness through pre- and post-tests, satisfaction and confidence surveys and evaluation of reflective comments. Plan This was a quasi-experimental study with random assignment to intervention and comparison groups. Twenty senior-level traditionally enrolled in a pre-licensure baccalaureate nursing students, during Fall 2015, were randomly assigned to one of two groups – one receiving standard education delivery and simulation experience (intervention group), and the other receiving standard education delivery only (comparison group). Using a pre-test/post-test design, the impact of simulation on knowledge and student-reported confidence and anxiety surveys was compared to that of the group who did not receive simulated experience. A Mental Health Knowledge Test (MHKT), Spearman’s Rank-Order Correlation, the Pearson correlation coefficient, and paired t-tests were methods used to collect and analyze data. Data was analyzed using IBM SPSS PC+ software version 23. Outcomes and Results All six objectives were met for this project. Objective two identified that there was no statistically significant (p=/\u3e0.05) difference in student knowledge between pre-and -post-simulation intervention, as knowledge scores remained relatively unchanged for both groups. Objective three found that there was statistical significance (p=

Evaluating the Use of a Mobile App in High School Seniors to Monitor Cellphone Use While Driving: A Quality Improvement Project

Background: Motor vehicle accidents are the leading cause of death in teenagers in the United States. Driver distraction is responsible for more than 58% of teen crashes. Evidence from 9 critically appraised articles including two systematic reviews support the need to reduce distracted driving among teenagers; mobile applications along with education can impact behavioral change to encourage teens to refrain from this unsafe practice. Purpose: The use of the mobile application “Safe2Save” that financially rewards users for not unlocking their cellphone while driving may motivate teenagers to reduce this high-risk behavior. The global aim for this project is to incorporate education on distracted driving and the use of mobile apps into High School curriculum. The specific aim of this project is to decrease the amount students unlock their cellphone while driving over a 4-week period measured by the app “Safe2Save” and improve their perception related to distracted driving after education measured by the Distracted Driving Survey (DDS). Methods: Seniors at a high school volunteered to participate in this QI project. Baseline DDS results were collected, then students downloaded the app, received education, and submitted post-surveys. Data was collected from 11/2021 to 1/2022. Evaluation and adjustments were discussed allowing for recommendations for sustainability using IHI’s model of the Plan-Do-Study-Act. Results: Comparing students driving statistics showed an inconsistent correlation between using the app and decreasing cellphone use while driving. Comparison between pre-and post-DDS scores were not done. There was significant drop in post-DDS responses (n=6) compared to pre-DDS responses (n=15). Additionally, the responses to the survey were anonymous. However, both survey responses demonstrated viewing maps as the most prevalent reason to use a cellphone while driving. This calls for more concrete findings whether a mobile app and education reduces the amount teenagers use their cellphone while driving. Discussion: The outcome information suggests that it is uncertain if the use of a mobile app that financially rewards users will influence the amount individuals use their cellphone while driving. This project calls for additional studies to support the incorporation of education including mobile apps into High School curriculum

A guidance and evaluation approach for mHealth education applications

© Springer International Publishing AG 2017. A growing number of mobile applications for health education are being utilized to support different stakeholders, from health professionals to software developers to patients and more general users. There is a lack of a critical evaluation framework to ensure the usability and reliability of these mobile health education applications (MHEAs). Such a framework would facilitate the saving of time and effort for the different user groups. This paper describes a framework for evaluating mobile applications for health education, including a guidance tool to help different stakeholders select the one most suitable for them. The framework is intended to meet the needs and requirements of the different user categories, as well as improving the development of MHEAs through software engineering approaches. A description of the evaluation framework is provided, with its efficient hybrid of selected heuristic evaluation (HE) and usability evaluation (UE) factors. Lastly, an account of the quantitative and qualitative results for the framework applied to the Medscape and other mobile apps is given. This proposed framework - an Evaluation Framework for Mobile Health Education Apps - consists of a hybrid of five metrics selected from a larger set during heuristic and usability evaluation, the choice being based on interviews with patients, software developers and health professionals

Adaptive Learning for Early Childhood Education during the COVID-19 Pandemic in Aceh Jaya District: Online vs. Offline

Purpose – The issues of teacher facilities and abilities are still a learning obstacle in the pandemic era. Moreover, these issues lead to the non-uniformity of the learning process implementation in early childhood education in Aceh Jaya District. This study analyzes in-depth the reality of the learning process in early childhood education in the pandemic era. Design/methods/approach – This study was conducted using a descriptive qualitative method. The site for the study is in Ceudah Mulia Kindergarten, Teunom District, and Al-Hidayah Kindergarten, Pasie Raya District. Data collection methods were through observation, interviews, and documentation. Analysis of research data was using Miles and Huberman model. The validity tests for the data we are using triangulation of sources and techniques. Findings – The results showed that there was a difference between Ceudah Mulia Kindergarten and Al-Hidayah Kindergarten. Ceudah Mulia Kindergarten conducts online learning via WhatsApp by giving assignments and exciting games with parental guidance. Meanwhile, Al-Hidayah Kindergarten does not use social media platforms or other online learning methods due to various limitations, such as common understanding of technology, the availability of inadequate technology facilities owned by schools and parents of students. Al-Hidayah Kindergarten conducts learning by inviting parents and assigning assignments to students, and the children's work is returned to the school for assessment. However, the role of parents in synergizing with teachers during the learning process of early childhood students in the COVID-19 pandemic has become key. Research implications/limitations – This case study focuses on learning in early childhood education during the pandemic in two early childhood education institutions. The comparison of forms of early childhood learning during the pandemic is illustrated in early childhood education institutions. Practical implications – This case study demonstrated how the application of learning in early childhood education in early childhood education institutions is affected by the COVID-19 pandemic. Originality/value – This paper contributes to knowledge and understanding of learning in early childhood education institutions affected by the COVID-19 pandemic so that stakeholders can formulate policies according to community needs. Paper type Case stud

Educational interventions for the management of cancer-related fatigue in adults

Background: Cancer-related fatigue is reported as the most common and distressing symptom experienced by patients with cancer. It can exacerbate the experience of other symptoms, negatively affect mood, interfere with the ability to carry out everyday activities, and negatively impact on quality of life. Educational interventions may help people to manage this fatigue or to cope with this symptom, and reduce its overall burden. Despite the importance of education for managing cancer-related fatigue there are currently no systematic reviews examining this approach. Objectives: To determine the effectiveness of educational interventions for managing cancer-related fatigue in adults. Search methods: We searched the Cochrane Central Register of Controlled Trials (CENTRAL), and MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, OTseeker and PEDro up to 1st November 2016. We also searched trials registries. Selection criteria: We included randomised controlled trials (RCTs) of educational interventions focused on cancer-related fatigue where fatigue was a primary outcome. Studies must have aimed to evaluate the effect of educational interventions designed specifically to manage cancer-related fatigue, or to evaluate educational interventions targeting a constellation of physical symptoms or quality of life where fatigue was the primary focus. The studies could have compared educational interventions with no intervention or wait list controls, usual care or attention controls, or an alternative intervention for cancer-related fatigue in adults with any type of cancer. Data collection and analysis: Two review authors independently screened studies for inclusion and extracted data. We resolved differences in opinion by discussion. Trial authors were contacted for additional information. A third independent person checked the data extraction. The main outcome considered in this review was cancer-related fatigue. We assessed the evidence using GRADE and created a 'Summary of Findings' table. Main results: We included 14 RCTs with 2213 participants across different cancer diagnoses. Four studies used only 'information-giving' educational strategies, whereas the remainder used mainly information-giving strategies coupled with some problem-solving, reinforcement, or support techniques. Interventions differed in delivery including: mode of delivery (face to face, web-based, audiotape, telephone); group or individual interventions; number of sessions provided (ranging from 2 to 12 sessions); and timing of intervention in relation to completion of cancer treatment (during or after completion). Most trials compared educational interventions to usual care and meta-analyses compared educational interventions to usual care or attention controls. Methodological issues that increased the risk of bias were evident including lack of blinding of outcome assessors, unclear allocation concealment in over half of the studies, and generally small sample sizes. Using the GRADE approach, we rated the quality of evidence as very low to moderate, downgraded mainly due to high risk of bias, unexplained heterogeneity, and imprecision. There was moderate quality evidence of a small reduction in fatigue intensity from a meta-analyses of eight studies (1524 participants; standardised mean difference (SMD) -0.28, 95% confidence interval (CI) -0.52 to -0.04) comparing educational interventions with usual care or attention control. We found low quality evidence from twelve studies (1711 participants) that educational interventions had a small effect on general/overall fatigue (SMD -0.27, 95% CI -0.51 to -0.04) compared to usual care or attention control. There was low quality evidence from three studies (622 participants) of a moderate size effect of educational interventions for reducing fatigue distress (SMD -0.57, 95% CI -1.09 to -0.05) compared to usual care, and this could be considered clinically significant. Pooled data from four studies (439 participants) found a small reduction in fatigue interference with daily life (SMD -0.35, 95% CI -0.54 to -0.16; moderate quality evidence). No clear effects on fatigue were found related to type of cancer treatment or timing of intervention in relation to completion of cancer treatment, and there were insufficient data available to determine the effect of educational interventions on fatigue by stage of disease, tumour type or group versus individual intervention. Three studies (571 participants) provided low quality evidence for a reduction in anxiety in favour of the intervention group (mean difference (MD) -1.47, 95% CI -2.76 to -0.18) which, for some, would be considered clinically significant. Two additional studies not included in the meta-analysis also reported statistically significant improvements in anxiety in favour of the educational intervention, whereas a third study did not. Compared with usual care or attention control, educational interventions showed no significant reduction in depressive symptoms (four studies, 881 participants, SMD -0.12, 95% CI -0.47 to 0.23; very low quality evidence). Three additional trials not included in the meta-analysis found no between-group differences in the symptoms of depression. No between-group difference was evident in the capacity for activities of daily living or physical function when comparing educational interventions with usual care (4 studies, 773 participants, SMD 0.33, 95% CI -0.10 to 0.75) and the quality of evidence was low. Pooled evidence of low quality from two of three studies examining the effect of educational interventions compared to usual care found an improvement in global quality of life on a 0-100 scale (MD 11.47, 95% CI 1.29 to 21.65), which would be considered clinically significant for some. No adverse events were reported in any of the studies. Authors' conclusions: Educational interventions may have a small effect on reducing fatigue intensity, fatigue's interference with daily life, and general fatigue, and could have a moderate effect on reducing fatigue distress. Educational interventions focused on fatigue may also help reduce anxiety and improve global quality of life, but it is unclear what effect they might have on capacity for activities of daily living or depressive symptoms. Additional studies undertaken in the future are likely to impact on our confidence in the conclusions. The incorporation of education for the management of fatigue as part of routine care appears reasonable. However, given the complex nature of this symptom, educational interventions on their own are unlikely to optimally reduce fatigue or help people manage its impact, and should be considered in conjunction with other interventions. Just how educational interventions are best delivered, and their content and timing to maximise outcomes, are issues that require further research

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

A review of the effectiveness of lower limb orthoses used in cerebral palsy

To produce this review, a systematic literature search was conducted for relevant articles published in the period between the date of the previous ISPO consensus conference report on cerebral palsy (1994) and April 2008. The search terms were 'cerebral and pals* (palsy, palsies), 'hemiplegia', 'diplegia', 'orthos*' (orthoses, orthosis) orthot* (orthotic, orthotics), brace or AFO

Exploring assessment of medical students\u27 competencies in pain medicine - A review

Introduction: Considering the continuing high prevalence and public health burden of pain, it is critical that medical students are equipped with competencies in the field of pain medicine. Robust assessment of student expertise is integral for effective implementation of competency-based medical education. Objective: The aim of this review was to describe the literature regarding methods for assessing pain medicine competencies in medical students. Method: PubMed, Medline, EMBASE, ERIC, and Google Scholar, and BEME data bases were searched for empirical studies primarily focusing on assessment of any domain of pain medicine competencies in medical students published between January 1997 and December 2016. Results: A total of 41 studies met the inclusion criteria. Most assessments were performed for low-stakes summative purposes and did not reflect contemporary theories of assessment. Assessments were predominantly undertaken using written tests or clinical simulation methods. The most common pain medicine education topics assessed were pain pharmacology and the management of cancer and low-back pain. Most studies focussed on assessment of cognitive levels of learning as opposed to more challenging domains of demonstrating skills and attitudes or developing and implementing pain management plans. Conclusion: This review highlights the need for more robust assessment tools that effectively measure the abilities of medical students to integrate pain-related competencies into clinical practice. A Pain Medicine Assessment Framework has been developed to encourage systematic planning of pain medicine assessment at medical schools internationally and to promote continuous multidimensional assessments in a variety of clinical contexts based on well-defined pain medicine competencies