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Education Intervention (education + intervention)
Selected AbstractsChanges in Caregiving Satisfaction and Information Needs Among Relatives of Adults With Mental Illness: Results of a Randomized Evaluation of a Family-Led Education InterventionAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 4 2006Susan A. Pickett-Schenk PhD The authors examined changes in caregiving satisfaction and information needs among 462 relatives of individuals with mental illness who participated in a study of a family-led education course, the Journey of Hope (JOH). Participants were randomly assigned to receive JOH or to a control group waiting list and followed for 9 months. General linear model repeated measures analysis of variance found that, compared with the control group, the intervention group showed significant improvement in caregiving satisfaction and information needs following course completion and maintained these gains for another 6 months. Education and support from other family members in the form of a structured course is effective in meeting the caregiving needs of relatives of persons with mental illness. [source] Randomized controlled trials of interventions to change maladaptive illness beliefs in people with coronary heart disease: systematic reviewJOURNAL OF ADVANCED NURSING, Issue 5 2010Lucy Goulding goulding l., furze g. & birks y. (2010) Randomized controlled trials of interventions to change maladaptive illness beliefs in people with coronary heart disease: systematic review. Journal of Advanced Nursing,66(5), 946,961. Abstract Title.,Randomized controlled trials of interventions to change maladaptive illness beliefs in people with coronary heart disease: systematic review. Aim., This paper is a report of a systematic review of randomized controlled trials of interventions to change maladaptive illness beliefs in people with coronary heart disease, and was conducted to determine whether such interventions were effective in changing maladaptive beliefs, and to assess any consequent change in coping and outcome. Background., An increasing body of evidence suggests that faulty beliefs can lead to maladaptive behaviours and, in turn, to poor outcomes. However, the effectiveness of interventions to change such faulty illness beliefs in people with coronary heart disease is unknown. Data sources., Multiple data bases were searched using a systematic search strategy. In addition, reference lists of included papers were checked and key authors in the field contacted. Review methods., The systematic review included randomized controlled trials with adults of any age with a diagnosis of coronary heart disease and an intervention aimed at changing cardiac beliefs. The primary outcome measured was change in beliefs about coronary heart disease. Results., Thirteen trials met the inclusion criteria. Owing to the heterogeneity of these studies, quantitative synthesis was not practicable. Descriptive synthesis of the results suggested that cognitive behavioural and counselling/education interventions can be effective in changing beliefs. The effects of changing beliefs on behavioural, functional and psychological outcomes remain unclear. Conclusion., While some interventions may be effective in changing beliefs in people with coronary heart disease, the effect of these changes on outcome is not clear. Further high quality research is required before firmer guidance can be given to clinicians on the most effective method to dispel cardiac misconceptions. [source] Culturally appropriate health education for Type 2 diabetes in ethnic minority groups: a systematic and narrative review of randomized controlled trialsDIABETIC MEDICINE, Issue 6 2010K. Hawthorne Diabet. Med. 27, 613,623 (2010) Abstract To determine if culturally appropriate health education is more effective than ,usual' health education for people with diabetes from ethnic minority groups living in high- and upper-middle-income countries. A systematic review with meta-analysis, following the methodology of the Cochrane Collaboration. Electronic literature searches of nine databases were made, with hand searching of three journals and 16 author contacts. The criteria for inclusion into the analysis were randomized controlled trials of a specified diabetes health education intervention, and a named ethnic minority group with Type 2 diabetes. Data were collected on HbA1c, blood pressure, and quality-of-life measures. A narrative review was also performed. Few studies fitted the selection criteria, and were heterogeneous in methodologies and outcome measures, making meta-analysis difficult. HbA1c showed an improvement at 3 months [weighted mean difference (WMD) ,0.32%, 95% confidence interval (CI) ,0.63, ,0.01] and 6 months post intervention (WMD ,0.60%, 95% CI ,0.85, ,0.35). Knowledge scores also improved in the intervention groups at 6 months (standardized mean difference 0.46, 95% CI 0.27, 0.65). There was only one longer-term follow-up study, and one formal cost-effectiveness analysis. Culturally appropriate health education was more effective than ,usual' health education in improving HbA1c and knowledge in the short to medium term. Due to poor standardization between studies, the data did not allow determination of the key elements of interventions across countries, ethnic groups and health systems, or a broad view of their cost-effectiveness. The narrative review identifies learning points to direct future research. [source] School-based alcohol education: results of a cluster-randomized controlled trialADDICTION, Issue 3 2009Matthis Morgenstern ABSTRACT Objective This study aimed to examine the effects of a school-based alcohol education intervention. Design Two-arm three-wave cluster-randomized controlled trial, with schools as the unit for randomization. Surveys were conducted prior to intervention implementation, then 4 and 12 months after baseline. Setting A total of 30 public schools in Schleswig-Holstein, Germany. Participants Baseline data were obtained from 1686 7th graders. The retention rate was 85% over 12 months. Intervention The intervention consisted of four interactive lessons conducted by teachers, booklets for students and booklets for parents. Measures Knowledge, attitudes, life-time alcohol consumption (ever use alcohol without parental knowledge, ever been drunk and ever binge drinking) and past-month alcohol use. Results Intention-to-treat analyses revealed that intervention status was associated with more general knowledge about alcohol and lower levels of life-time binge drinking. No effects were found with respect to students' self-reported attitudes, intentions to drink, life-time alcohol use and past-month alcohol use. Conclusions The results indicate that this brief school-based intervention had a small short-term preventive effect on alcohol misuse. [source] Long-term effectiveness of computer-generated tailored patient education on benzodiazepines: a randomized controlled trialADDICTION, Issue 4 2008Geeske Brecht Ten Wolde ABSTRACT Aims Chronic benzodiazepine use is highly prevalent and is associated with a variety of negative health consequences. The present study examined the long-term effectiveness of a tailored patient education intervention on benzodiazepine use. Design A randomized controlled trial was conducted comprising three arms, comparing (i) a single tailored intervention; (ii) a multiple tailored intervention and (iii) a general practitioner letter. The post-test took place after 12 months. Participants Five hundred and eight patients using benzodiazepines were recruited by their general practitioners and assigned randomly to one of the three groups. Intervention Two tailored interventions, the single tailored intervention (patients received one tailored letter) and the multiple tailored intervention (patients received three sequential tailored letters at intervals of 1 month), were compared to a short general practitioner letter that modelled usual care. The tailored interventions not only provided different and more information than the general practitioner letter; they were also personalized and adapted to individual baseline characteristics. The information in both tailored interventions was the same, but in the multiple tailored intervention the information was provided to the participants spread over three occasions. In the multiple tailored intervention, the second and the third tailored letters were based on short and standardized telephone interviews. Measurements Benzodiazepine cessation at post-test was the outcome measure. Findings The results showed that participants receiving the tailored interventions were twice as likely to have quit benzodiazepine use compared to the general practitioner letter. Particularly among participants with the intention to discontinue usage at baseline, both tailored interventions led to high percentages of those who actually discontinued usage (single tailored intervention 51.7%; multiple tailored intervention 35.6%; general practitioner letter 14.5%). Conclusions It was concluded that tailored patient education can be an effective tool for reducing benzodiazepine use, and can be implemented easily. [source] Case management educational intervention with public health nurses: cluster randomized controlled trialJOURNAL OF ADVANCED NURSING, Issue 10 2010Wen-I. liu w.-i., edwards h. & courtney m. (2010) Case management educational intervention with public health nurses: cluster randomized controlled trial. Journal of Advanced Nursing,66(10), 2234,2244. Abstract Aim., This paper is a report of a study conducted to determine the effectiveness of a community case management collaborative education intervention in terms of satisfaction, learning and performance among public health nurses. Background., Previous evaluation studies of case management continuing professional education often failed to demonstrate effectiveness across a range of outcomes and had methodological weaknesses such as small convenience samples and lack of control groups. Method., A cluster randomized controlled trial was conducted between September 2005 and February 2006. Ten health centre clusters (five control, five intervention) recruited 163 public health nurses in Taiwan to the trial. After pre-tests for baseline measurements, public health nurses in intervention centres received an educational intervention of four half-day workshops. Post-tests for both groups were conducted after the intervention. Two-way repeated measures analysis of variance was performed to evaluate the effect of the intervention on target outcomes. Results., A total of 161 participants completed the pre- and post-intervention measurements. This was almost a 99% response rate. Results revealed that 97% of those in the experimental group were satisfied with the programme. There were statistically significant differences between the two groups in knowledge (P = 0·001), confidence in case management skills (P = 0·001), preparedness for case manager role activities (P = 0·001), self-reported frequency in using skills (P = 0·001) and role activities (P = 0·004). Conclusion., Collaboration between academic and clinical nurses is an effective strategy to prepare nurses for rapidly changing roles. [source] Nursing diagnoses, interventions and outcomes , application and impact on nursing practice: systematic reviewJOURNAL OF ADVANCED NURSING, Issue 5 2006Maria Müller-Staub Head of Pflege PBS EdN MNS RN Aim., This paper reports a systematic review on the outcomes of nursing diagnostics. Specifically, it examines effects on documentation of assessment quality; frequency, accuracy and completeness of nursing diagnoses; and on coherence between nursing diagnoses, interventions and outcomes. Background., Escalating healthcare costs demand the measurement of nursing's contribution to care. Use of standardized terminologies facilitates this measurement. Although several studies have evaluated nursing diagnosis documentation and their relationship with interventions and outcomes, a systematic review has not been carried out. Method., A Medline, CINAHL, and Cochrane Database search (1982,2004) was conducted and enhanced by the addition of primary source and conference proceeding articles. Inclusion criteria were established and applied. Thirty-six articles were selected and subjected to thematic content analysis; each study was then assessed, and a level of evidence and grades of recommendations assigned. Findings., Nursing diagnosis use improved the quality of documented patient assessments (n = 14 studies), identification of commonly occurring diagnoses within similar settings (n = 10), and coherence among nursing diagnoses, interventions, and outcomes (n = 8). Four studies employed a continuing education intervention and found statistically significant improvements in the documentation of diagnoses, interventions and outcomes. However, limitations in diagnostic accuracy, reporting of signs/symptoms, and aetiology were also reported (14 studies). One meta-analysis of eight trials including 1497 patients showed no evidence that standardized electronic documentation of nursing diagnosis and related interventions led to better nursing outcomes. Conclusion., Despite variable results, the trend indicated that nursing diagnostics improved assessment documentation, the quality of interventions reported, and outcomes attained. The study reveals deficits in reporting of signs/symptoms and aetiology. Consequently, staff educational measures to enhance diagnostic accuracy are recommended. The relationships among diagnoses, interventions and outcomes require further evaluation. Studies are needed to determine the relationship between the quality of documentation and practice. [source] Changes in diet quality score, macro- and micronutrients intake following a nutrition education intervention in postmenopausal womenJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2007Y. Manios Abstract Introduction The aim of the current study was to assess the effectiveness of a nutrition education programme on post-menopausal women using self-reported nutrient intake data as well as a qualitative data obtained by the Healthy Eating Index (HEI). Materials and methods Seventy-five women (55,65 years old) were randomized to a dietary intervention group (IG: n = 39), attending regular nutrition education sessions for 5 months and to a control group (CG: n = 36). The intervention scheme was based on a combined application of the Health Belief Model and the Social Cognitive Theory, aiming to increase nutritional knowledge and self-efficacy of the subjects to adopt and maintain healthy dietary choices. Changes in self-reported macro- and micronutrients' intake as well as in the HEI total score and in its ten components were obtained. Results The IG subjects reported increasing their milk (P < 0.001) and total fat (P = 0.01) HEI scores, decreasing total fat intake (P = 0.050) and increasing calcium and vitamin D intakes (P < 0.001 respectively) to a higher extent compared with the changes reported by the CG. Conclusion The current nutrition education programme appears to have induced favourable changes for the IG in micronutrients' intake primarily related to bone health and in total fat intake. These changes were reflected in the individual HEI indices but not in total HEI score. [source] A multivitamin supplementation and education intervention as an effective means of increasing multivitamin use among postpartum women of Mexican originPAEDIATRIC & PERINATAL EPIDEMIOLOGY, Issue 3 2007Kathleen M. O'Rourke Summary Postpartum Hispanic women in the USA are at elevated risk for neural tube defects in subsequent pregnancies from the combined effects of ethnicity, folate depletion from the prior pregnancy and lactation, and high parity rates with short inter-birth intervals. This study evaluated an education programme and distribution of a 3-month starter package of multivitamins among Hispanic women attending nutrition clinics for low-income women in El Paso, Texas. At 1,6 weeks postpartum, 329 subjects were selected to receive education only, multivitamins only, education and multivitamins, or no intervention. Multivariable regression obtained odds ratios (OR) and 95% confidence intervals [CI] to measure the association between intervention status and self-reported multivitamin use at least four times per week at 6 and 12 months postpartum, while controlling for potential confounding variables. Multivitamin distribution was related to consumption at both 6 months (OR = 3.5 [95% CI 1.1, 11.2]) and 12 months (OR = 6.5 [95% CI 1.5, 28.3]). Multivitamins plus education was most effective in increasing multivitamin use at both periods: 6 months (OR = 4.0 [95% CI 1.53, 11.7]) and 12 months (OR = 6.4 [95% CI 1.7, 24.2]). At enrolment, 66% of women regularly took vitamins, and approximately 35% took them at both 6 and 12 months postpartum. The education intervention alone was not associated with multivitamin use at either 6 months (OR = 0.79 [95% CI 0.3, 2.4]) or 12 months (OR = 3.1 [95% CI 0.8, 12.1]). Multivitamin use declines precipitously during postpartum at the time Hispanic women may be susceptible to a subsequent pregnancy. This study provides evidence that multivitamin starter packs sustain multivitamin usage up to 1 year postpartum for a specific high-risk group, but the effect of educational intervention alone should be further studied. [source] Educating general practitioners about prenatal testing: approaches and challengesPRENATAL DIAGNOSIS, Issue 7 2005Sylvia Metcalfe Abstract Objectives To examine the effects of an education intervention on the knowledge and practice behaviours of general practitioners (GPs) regarding prenatal screening and diagnostic testing in Melbourne, Australia. Methods A single group, pre-test, repeated post-test design was used. Information on demographics, knowledge, behaviours and skills was collected via a self-administered questionnaire prior to the educational intervention. Responses to individual questions were coded and scores calculated, as well as a percent total score. Following the education, data were again collected, immediately afterwards (Post-Q) and six-to-eight months later (Foll-Q). Results Data for all three time points were collected from 63 GPs and showed a variable, and relatively poor knowledge regarding aspects of prenatal testing, especially before education. The percent mean total score at baseline was 51.2 ± 1.59% (CI 48.02 to 54.39), which increased significantly (p < 0.001) in both Post-Q (62.88 ± 1.51%; CI 59.86 to 65.89) and Foll-Q (58.92 ± 1.6%; CI 55.71 to 62.12). Conclusion The educational intervention significantly increased knowledge and practice behaviour of GPs, even up to eight months later, but this could be improved further, to a considerable extent. There is a need for ongoing multi-faceted approaches to educating GPs on prenatal testing to ensure that they are engaged in appropriate practice. Copyright © 2005 John Wiley & Sons, Ltd. [source] Home-Based Asthma Self-Management Education for Inner City ChildrenPUBLIC HEALTH NURSING, Issue 3 2005Arlene M. Butz Abstract, Optimal home self-management in young children with asthma includes accurate symptom identification followed by timely and appropriate treatment. The objective of this study was to evaluate a home-based asthma educational intervention targeting symptom identification for parents of children with asthma. Two hundred twenty-one children with asthma were enrolled into an ongoing home-based clinical trial and randomized into either a standard asthma education (SAE) or a symptom/nebulizer education intervention (SNEI). Data included home visit records and parent's self-report on questionnaires. Symptom identification and self-management skills significantly improved from preintervention to postintervention for parents in both groups with the exception of checking medications for expiration dates and the frequency of cleaning nebulizer device and equipment. However, significantly more parents of children in the SNEI group reported treating cough symptoms as compared with the SAE group (p = 0.05). Of concern is that only 38% of all parents reported having an asthma action plan in the home. A targeted home-based asthma education intervention can be effective for improving symptom identification and appropriate use of medications in children with asthma. Home asthma educational programs should address accurate symptom identification and a demonstration of asthma medication delivery devices. [source] Is multidisciplinary learning effective among those caring for people with diabetes?DIABETIC MEDICINE, Issue 10 2002N. Munro Abstract The role of multi-professional learning for those providing clinical services to people with diabetes has yet to be defined. Several assumptions are generally made about education in the context of multi-professional settings. It is argued that different professions learning together could potentially improve professional relationships, collaborative working practices and ultimately standards of care. Greater respect and honesty may emerge from a team approach to learning with a commensurate reduction in professional antagonism. Personal and professional confidence is reportedly enhanced through close contact with other professionals during team-based learning exercises. We have examined current evidence to support multidisciplinary learning in the context of medical education generally as well as in diabetes education. Previous investigation of available literature by Cochrane reviewers, aimed at identifying studies of interprofessional education interventions, yielded a total of 1042 articles, none of which met the stated inclusion criteria. Searches involving more recent publications failed to reveal more robust evidence. Despite a large body of literature on the evaluation of interprofessional education, studies generally lacked the methodological rigour needed to understand the impact of interprofessional education on professional practice and/or health care outcomes. Nevertheless, planners continue to advocate, and endorse, joint training between different groups of workers (including nurses, doctors and those in professions allied to medicine) with the objective of producing an integrated workforce of multidisciplinary teams. Whilst the concept of multi-professional learning has strong appeal, it is necessary for those responsible for educating health care professionals to demonstrate its superiority over separate learning experiences. [source] Responsiveness to General Education Instruction as the First Gate to Learning Disabilities IdentificationLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2003Deborah L. Speece Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made. We review three studies that investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions. Adequacy of instruction was quantified by children's level and rate of progress, compared to classmates, as measured by curriculum-based measures of oral reading fluency. We found that the response-to-instruction model tested was valid in that (1) children who differ from their peers on level and slope of performance (dual discrepancy) have more severe academic and behavioral problems than children who have IQ-achievement discrepancies or low achievement; (2) children who demonstrate persistent nonresponsiveness over three years differ from other at-risk children on reading, reading-related, and behavioral measures; and (3) at-risk children who participated in specially designed general education interventions had better outcomes than at-risk children who did not participate. We conducted additional analyses to assess low achievement definitional variations and found that they lack sensitivity and coverage compared to a dual discrepancy definition. [source] | ||||||||||