Home About us Contact
|
Home About us Contact | ||
|
|
||
Pilot Work (pilot + work)
Selected Abstracts,Educator talk' and patient change: some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trialDIABETIC MEDICINE, Issue 9 2008T. C. Skinner Abstract Aims To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style. [source] Development of a tool to assess fidelity to a psycho-educational interventionJOURNAL OF ADVANCED NURSING, Issue 3 2010Mi-Kyung Song song m.-k., happ m.b. & sandelowski m. (2010) Development of a tool to assess fidelity to a psycho-educational intervention. Journal of Advanced Nursing66(3), 673,682. Abstract Aim., This paper is a description of a method to develop and conduct a customized psycho-educational intervention fidelity assessment as part of pilot work for an efficacy study. A tool designed to assess treatment fidelity to a psycho-education intervention for patients with end-stage renal disease and their surrogate decision makers, Sharing the Patient's Illness Representations to Increase Trust, is presented as an illustration. Background., Despite the specificity and idiosyncrasy of individual interventions and the call to systematically evaluate treatment fidelity, how to accomplish this goal has not been clarified. Tools to adequately measure treatment fidelity are lacking. Methods., We developed the Sharing the Patient's Illness Representations to Increase Trust Treatment Fidelity Assessment tool by identifying elements that were idiosyncratic to the intervention and those that could be adapted from existing tools. The tool has four components: overall adherence to the intervention content elements; pacing of the intervention delivery; overall dyad responsiveness; and, overall quality index of intervention delivery. The study was undertaken between 2006 and 2008. Results., Inter-rater reliability ranged from 0·80 to 0·87 for the four components. The tool showed utility in training and monitoring, such as detecting unplanned content elements delivered and the use of proscribed communication behaviours. Conclusion., Psycho-educational interventions are one of the most common types of nursing interventions worldwide. Use of fidelity assessment tools customized to the individual interventions may enhance systematic evaluation of training and monitoring treatment fidelity. [source] Sampling for a longitudinal study of the careers of nurses qualifying from the English pre-registration Project 2000 diploma courseJOURNAL OF ADVANCED NURSING, Issue 4 2000Louise Marsland PhD BSc RMN Sampling for a longitudinal study of the careers of nurses qualifying from the English pre-registration Project 2000 diploma course This paper describes the processes involved in selecting a sample, from the eight English regional health authorities, of nurse qualifiers from all four branches of the Project 2000 pre-registration diploma course, for a longitudinal study of nurses' careers. A simple random sample was not feasible since accurate information about the population could not be obtained and the study design involved recruiting participants by personal visit. A multi-stage approach was therefore adopted in which ,college of nursing' was taken as the primary sampling unit. Sampling was further complicated by the fact that adult branch students could generally only be visited in larger groups than was ideal. Information obtained during pilot work about the accuracy of data about the population, course completion rates and the proportion of students who were likely to agree to participate was used to calculate required sampling fractions. The final sample was therefore a function of this information and the practicalities of recruiting nurses into the study. [source] Contingent application of the cancellation editing operation: the role of semantic relatedness between risky outcomesJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 2 2004Nicolao Bonini Abstract This article presents findings on the restructuring component of the decision process. Two experiments are described employing hypothetical vacation choice dilemmas. The aim was to explore the conditions under which outcomes common to two risky prospects with the same probabilities of occurrence are or are not cancelled and how consequent decisions are influenced. The design of the options presented to participants was based on pilot work to establish appropriate contexts. The key independent variable was the semantic relatedness between outcomes of the same risky prospect. The main finding was that the participants did not cancel the outcome shared by two prospects when it was semantically related to another outcome within the same prospect. In this case, the prospect with greater risk was chosen significantly more frequently in comparison to when the common outcome was unrelated to other outcomes. An interpretation of the findings is presented in terms of contingent editing processes. Copyright © 2004 John Wiley & Sons, Ltd. [source] Attitudes Toward Nurse Practitioners: Influence of Gender, Age, Ethnicity, Education and IncomeJOURNAL OF THE AMERICAN ACADEMY OF NURSE PRACTITIONERS, Issue 7 2000Carol Y. Phillips PhD ABSTRACT Survey research was undertaken to measure relationships between gender, age, ethnicity, education, income level, and an individual's attitude toward using a nurse practitioner (NP) for health care. Pender's Health Promotion Model provided the theoretical basis for the research initiative and instrument design. Following initial pilot work, 238 individuals were surveyed. While no significant differences on the basis of gender and race were found, high school graduates demonstrated significantly more positive attitudes toward NPs than non-high school graduates, and older subjects and those with lower incomes were less positively inclined to use NP services. These findings have implications for the marketing of NP services, NP education, and public education, and should be used as a basis for additional research in this area. [source] Progression of Therapy Research and Clinical Application of Treatment Require Better Understanding of the Change ProcessCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 2 2001Alan E. KazdinArticle first published online: 11 MAY 200 The stage model of therapy research focuses on the development of treatment from pilot work, through randomized controlled clinical trials, to tests in clinic settings. A goal of the model is to develop effective treatments that can be used clinically. The present comments begin with a similar goal but emphasize the importance of a broader agenda designed to understand therapy. A central thesis is that developing effective treatments depends heavily on investigations that address critical scientific questions; particularly, what are the mechanisms through which therapy operates and under what conditions is therapy likely to be effective and why? The comments argue for a portfolio of research that addresses a broader range of questions and encompasses more diverse methods of evaluating treatment. Breadth and diversity are not ends in themselves but will be essential to obtain the requisite knowledge to effect optimal changes in clinical applications of treatment. [source] | ||||||||||