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PubMed1984

Role of the pediatrician in patient education.

Although most pediatricians agree on the importance of teaching parents and children about health care, they may not succeed in patient education because of a lack of the requisite communication skills, inadequate printed materials to augment personal involvement, a tendency to substitute such materials for personal involvement, and inadequate compensation. Physician recognition of an obligation to teach is a requisite for effective education. Adjustment of current practices is essential: use of educational materials must be systematically incorporated; educational efforts must make effective use of time and be cost-effective. Information should be readily understood, parents given an opportunity to ask questions, and effectiveness of the education evaluated. Pediatricians must have a constant source of supplementary material to use in patient education. Videotapes and interactive computer programs should be considered for more effective communication. Residency programs must teach future pediatricians how to educate parents and children.

Child↗
PubMedDate not supplied

Outcomes-based research: evaluating the effectiveness of an online nurse refresher course.

According to the Monthly Labor Review, 1 million new nurses will be needed by the year 2010. Returning inactive nurses to the profession is undoubtedly an economical and cost-effective approach to address this need. Embracing an online methodology will reach nurses in less populated, geographically dispersed areas with limited access to traditional educational opportunities. On the basis of the principles of good practice, it is imperative that educators evaluate the effectiveness of distance methodology. This article provides empirical data supporting the online learning process and consumer satisfaction of an online nurse refresher course.

Adult↗
PubMed2000

STI prevention and the male sex industry in London: evaluating a pilot peer education programme.

OBJECTIVE: To evaluate the effectiveness of a pilot peer education STI prevention programme with male sex workers. DESIGN: A process and outcome evaluation of the pilot programme undertaken in three London male escort agencies, using a quasi-experimental design. SUBJECTS: Workers in three London escort agencies, including 88 who completed a questionnaire, five peer educators, and a further 16 men (including management) working in two of these agencies. METHODS: A peer education STI prevention programme run by the Working Men Project (WMP), a specialist sexual health service for male sex workers, was piloted in two London escort agencies. Five male sex workers participated in a 2 day peer education training programme. They then returned to their respective agencies to disseminate information and condoms, in an attempt to influence norms of behaviour. An outcome evaluation aimed to assess changes in STI related knowledge, high risk sexual behaviour, and attendance at a sexual health service. A pre-intervention questionnaire assessing variables such as STI related knowledge, sexual behaviour, and demographic information was administered in both agency A and agency B and a third agency, C, which acted as a control. Ten weeks after the peer educators returned to their agencies, the same questionnaire was administered in the same agencies. Peer educator referrals to the WMP were also recorded over this time period. The process evaluation involved interviews and focus groups with peer educators, and the completion of diaries about their experiences in the role. A further 16 men working in the agencies (including managers and an owner) were interviewed about their experience of the programme. Participant observation was also undertaken through regular outreach work to the agencies. RESULTS: 57 men completed the questionnaire at time 1 and 44 at time 2. Unfortunately, only 13 of these were matched, precluding any meaningful analysis of change in STI related knowledge and sexual behaviour. The questionnaire provided a profile of the men working in the agencies. Of the 88 men who completed the questionnaire at least once, the majority were homosexual, and in their late teens/early 20s. Most were of a "white" ethnic group, though there was some range within these categories. Most preferred to speak English and education levels were high. Relative STI knowledge revealed a high understanding of HIV and hepatitis B, moderate understanding of gonorrhoea, syphilis, genital warts and herpes, and little knowledge of non-specific urethritis (NSU) or chlamydia. Sexual behaviour suggested a highly sexually active population with both male and female paying and non-paying partners. Condom use was highest for paying partners, particularly for anal sex. Condom use for oral sex with all partners was less consistent, and condom use for all types of sex with regular partners was lower than with other partners. The small number of men engaging in vaginal sex with paying and regular partners were less likely to use condoms. 26 new patients registered at the WMP as a result of peer educator referrals, representing 65% of all new contacts over the study period. The process evaluation revealed that while the training programme was considered adequate and while peer educators felt the programme and their roles to be a success, their experience of the role was difficult. The role of management support was crucial in supporting the programme. The assumption that "peers" are particularly effective educators was not borne out by the results. While peers were considered suitable to discuss some aspects of the industry, many preferred to consult "professionals" about health related matters. The concept of "peers" was problematic with most of the men drawing "peers" from subgroups within the agencies. Other constraints on behaviour such as a lack of power, particularly with regard to a lack of management support, or poverty, had a substantial impact on behaviour which were not influenced by the peer educators. CONCLUSIONS: The study illustrated the difficulties of utilising quasi-experimental evaluation methodology with this client group. It also demonstrated the limitations of peer education based on information provision health education models which focus on individual behaviour change. Suggestions are given for future interventions.

Adolescent↗
PubMed1992

Self-administered patient questionnaire for assessing knowledge about joint arthroplasty prior to surgery.

This article assesses the discriminant validity of a questionnaire designed to test patients' knowledge about total joint arthroplasty prior to preoperative educational intervention. The method employed was to compare responses on the test by surgeons, health care workers, and patients and to evaluate whether the test could discriminate among groups. A total of 148 patients, 59 health care workers and 28 orthopedic surgeons completed the questionnaire. The results show that patients are knowledgeable about the benefits of surgery, but are in need of information about surgical risks and complications. The test was able to discriminate between surgeons and the other two groups, but there were few differences between health care workers and patients. Item analysis also demonstrates that the test is reliable. Although the test exhibits acceptable psychometric properties, a major problem in using this test in evaluating educational interventions is the relatively high average score and the potential ceiling effect that prevents measurement of further gains in knowledge. More work is needed on expanding the test to include more items where knowledge of total joint arthroplasty is limited.

Discriminant Analysis↗
PubMed1994

Promoting health in schools through a board game.

Primary prevention and health promotion have become salient topics in Canadian society and in nursing during the past two decades. The noncommunicable chronic diseases, such as heart disease and cancer, have been linked to specific lifestyle behaviors or habits, which often develop early in life. The success of public health efforts to improve the health status of all Canadians depends substantially on the success of educational programs directed toward children. Effective teaching strategies that seek to promote health and wellness in children need to be developed and empirically evaluated. Educational games may provide an efficient vehicle for carrying out developmentally specific nursing interventions in school settings. This article begins with a brief overview of the historical origins of games, along with their advantages and disadvantages as educational strategies. The results of a pretest-posttest control group design study that evaluated the effectiveness of a board game as a primary prevention teaching strategy with 23 sixth grade children in Winnipeg, Manitoba are presented. The experimental group had significant gains in knowledge related to anatomy and physiology, diet, and lifestyle risk factors associated with the development of heart disease and cancer.

Child↗
PubMed2002

Data integration in the evaluation of juvenile justice education.

This article discusses the Juvenile Justice Educational Enhancement Program's evaluation of juvenile justice education through the integration of multiple data sources. Validation of best practices and the corresponding effect of these practices on community reintegration require the development of a comprehensive database of program-level and individual-level indicators from several sources. These sources include the Florida Department of Education, the Florida Department of Juvenile Justice, the Florida Department of Law Enforcement, the Florida Department of Corrections, and the Juvenile Justice Educational Enhancement Program's own educational quality assurance and pre-/posttest data. This article examines the methodological, political, and bureaucratic obstacles encountered in this effort. Evaluation research analyses are also explored with an emphasis on the meaning of outcome measures relative to causal issues of time order, the modeling of events, and analytic strategy. The article provides a framework for future juvenile justice educational evaluation and a critical examination of problems encountered in integrating data sources for the purpose of outcome evaluation.

Criminal Law↗
PubMed2005

Do benefits accrue from longer rotations for students in Rural Clinical Schools?

INTRODUCTION: The Australian Government has provided funding for Rural Clinical Schools (RCS) to provide substantial rural clinical experience to medical students. The strategy aims to acculturate students into rural living with the intended long-term outcome of increasing the availability and viability of rural health services. When evaluators from two of the Rural Clinical Schools discussed findings and insights relating to rural rotations from their in-depth evaluation studies of their respective schools they found a range of similarities. This article is a collaboration that articulates parallel findings from evaluations over 2 years, using three different approaches to students' placements across the two RCS: (1) students based long term in one centre (with only a few days away at a time); (2) students based long term in one centre with short-term rotations of 3-6 weeks away from home base; and (3) week rotations without a home base. METHOD: The two RCS, as part of their initial establishment, put comprehensive internal evaluation processes in place, including the employment of dedicated evaluators extant from the teaching and assessment of the rural medical curriculum. Data were collected and analysed according to standard education evaluation procedures. RESULTS: Home-base preference: most students preferred having a home base in one centre and having as little time as possible away from that centre, while recognising that sometimes the requirement to go and learn elsewhere was useful. The reasons for this were three-fold: academic, clinical and social. Academic benefits: students enjoyed the excellence of teaching and learning opportunities in their rural sites and did not want their discipline of learning interrupted by what they perceived as unnecessary change. Students with a home base used their learning opportunities qualitatively differently from those students who had 6 week rotations. Their learning became self-directed and students sought opportunities to extend and consolidate areas of need. Clinical benefits: contributions to the clinical team: students in their clinical years want to feel useful and to be allowed to become contributors to the medical care, even as they are learning. A longer rotation allows them to become known to their teachers who are then able to easily assess the type of contribution that is appropriate for their students to undertake. Students then become full participating members of the healthcare team, rather than observing learners. Social benefits: all students with a home base actively participated in a wide range of community activities outside their role as medical students. Those students undertaking short rotations without a home base seldom connected in the same way to any rural community. CONCLUSION: Evaluation from these two RCS has shown that short rotations are likely to be less optimal than longer rotations for meeting the broader goals of the RCS to build future workforce capacity. Our results suggest that one opportunity to acculturate students into the rural lifestyle is lost when students' placements are insufficiently long for them to put down roots in their community, and to understand how to 'live' there more broadly. Good rural experiences and teaching and learning opportunities are not sufficient in themselves. Students' emotional attachment to rural living comes from experience related to time and the connection to local people that comes as a result of time spent in the community. Students on short rotations do not make that local connection.

Australia↗
PubMed2006

A UK-wide postal survey to evaluate palliative care education amongst General Practice Registrars.

OBJECTIVES: To evaluate the content of General Practice Registrars' (GPRs) palliative care education in the U.K. METHODS: Postal questionnaires were sent to 492 eligible GPRs across six purposively sampled U.K. postgraduate deaneries. RESULTS: GPRs were satisfied with their course coverage on control of pain, other symptoms and communication skills, and were also moderately confident in applying the knowledge gained in these areas. They showed a high level of knowledge in the management of cancer-related pain. There was less satisfaction with the coverage given to syringe driver use (38%) and bereavement care (36%), with fewer expressing confidence in applying their knowledge to these areas. CONCLUSIONS: GPRs have mixed perceptions about their palliative care education. Future educational packages should ensure that GPRs receive planned systematic training in bereavement care and some practical experience in the use of syringe drivers. Both Postgraduate General Practice Education departments and specialist palliative care providers should explore ways of working more closely together to provide GPRs with more expertize in palliative care.

Adult↗
PubMed1977

Evaluation of the community phase of a regionalized medical education program.

Evaluation of the community phase of a regionalized medical education in the states of Washington, Alsska, Montana and Idaho (WAMI) is producing data to suggest that peripheralization of medical education, including remote site clinical training, offers a viable alternative to traditional methods.

Area Health Education Centers↗
PubMed1980

Evaluations of patient education programs: a meta-analysis.

A literature search located 23 evaluations of patient education programs that utilized a randomly selected control group (i.e., an experimental design) or a nonequivalent control group (i.e., a quasi-experimental design), Meta-analysis procedures were used to combine the findings of these studies. The effect size for each of 102 dependent variables was derived from the mean of an experimental group and the mean and standard deviation of an untaught control group. The effect size is a =-score that can be converted into the mean percentile rank of taught patients relative to the untaught controls. The mean effect size for all studies was .74, which is equivalent to improving the average taught patient from the fiftieth to the seventy-seventh percentile relative to the untaught patient group. Suggestions for improving the usefulness of patient education research design and report content are discussed.

Adult↗
PubMed2004

Palliative educational outcome with implementation of PEACE tool integrated clinical pathway.

BACKGROUND: House officers frequently lack basic competency in end-of-life care. Few studies have evaluated educational interventions deliberately utilizing physicians' learning strategies, particularly in the context of a concomitant effort at modification of practice patterns. STUDY DESIGN: Prospective controlled trial utilizing pre-intervention and post-intervention cross-sectional surveys. PARTICIPANTS: Internal medicine residents at a university hospital in their first, second, and third years of training. SURVEY: A 25-item survey modified from previously published instruments. INTERVENTION: Residents in the intervention group utilized an experiential learning intervention (integrated, end-of-life clinical pathway: PEACE Tool). The control group delivered care in a standard fashion. DATA ANALYSIS: SURVEY item and test responses were tabulated and pair-wise comparisons between group means evaluated statistically using two-sample t tests. RESULTS: Fifty-four internal medicine residents (n = 24, first-year; n = 17, second-year; and n = 13, third-year) completed the survey. Pre-intervention mean scores on a 16-item knowledge scale were 7.4 (46% correct) for first-year, 8.1 (51%) for second-year, and 9.2 (58%) for third-year residents. Eighteen first-year residents participated in the intervention phase (8 in the intervention, 10 in the control). Mean overall knowledge scores were 46% higher in the intervention group compared to the control group (11.8 versus 8.1 p < 0.001). CONCLUSIONS: A time-effective, practice-based strategy led to a significant improvement in knowledge of end-of-life care. Prior to implementation of this strategy competency in end-of-life care was suboptimal among internal medicine residents, in spite of desirable attitudes. Factual knowledge improved slightly with standard, pre-intervention training and experience.

Adult↗
PubMedDate not supplied

[Tridimensional evaluation model of health promotion in school -- a proposition].

A good school health programme can be one of the most cost effective investments for simultaneously improving education and health. The general direction of WHO's European Network of Health Promoting Schools and Global Schools Health Initiative is guided by the holistic approach and the Ottawa Charter for Health Promotion (1986). A health promoting school strives to improve the health and well-being of school pupils as well as school personnel, families and community members; and works with community leaders to help them understand how the community contributes to health and education. Evaluation research is essential to describe the nature and effectiveness of school health promoting activity. The overall aim of this paper is to help school leaders and health promotion coordinators to measure their work well and effectively. The specific aim is to offer a practical three-dimensional evaluation model for health promoting schools. The material is presented in two sections. The first one is a 'theoretical base' for health promotion which was identified from broad based daily health promotion practical activities, strategies and intersectional interventions closely related to the philosophy of the holistic approach. The three dimensions refer to: 1. 'areas' -- according to the mandala of health. 2. 'actions' -- according to Ottawa Charter strategies which should be adapted to the local school networks. 3. 'data'-- according to different groups of evidence (process, changes and progress). The second one, as a result of the mentioned base, represents the three 'core elements': standards, criteria and indicators. In conclusion, this article provides a practical answer to the dilemma of the evaluation model in the network of local school environment. This proposition is addressed to school staff and school health promotion providers to make their work as effective as possible to improve pupils health. Health promoting school can be characterized as a school constantly strengthening its capacity as a healthy setting for learning and working. But only proper documentation of progress and evidence base procedures related to local networks can prove the constructive work of people and create progress and partners for the development of health in schools.

Child↗
PubMed2006

Trauma system development in a theater of war: Experiences from Operation Iraqi Freedom and Operation Enduring Freedom.

BACKGROUND: Medical lessons learned from Vietnam and previous military conflicts led to the development of civilian trauma systems in the United States. Operation Iraqi Freedom represents the first protracted, large-scale, armed conflict since the advent of civilian trauma systems in which to evaluate a similar paradigm on the battlefield. METHODS: Collaborative efforts between the joint military forces of the United States initiated development of a theater trauma system in May 2004. Formal implementation of the system occurred in November 2004, the collaborative effort of the three Surgeons General of the U.S. military, the United States Army Institute of Surgical Research, and the American College of Surgeons Committee on Trauma. One trauma surgeon (Trauma System Director) and a team of six trauma nurse coordinators were deployed to theater to evaluate trauma system component issues. Demographic, mechanistic, physiologic, diagnostic, therapeutic, and outcome data were gathered for 4,700 injured patients using the Joint Theater Trauma Registry. Interview and survey methods were utilized to evaluate logistic aspects of the system. RESULTS: System implementation identified more than 30 systemic issues requiring policy development, research, education, evaluation of medical resource allocation, and alterations in clinical care. Among the issues were transfer of casualties from point of injury to the most appropriate level of care, trauma clinical practice guidelines, standard forms, prophylactic antibiotic regimens, morbidity/mortality reporting, on-line medical evacuation regulation, improved data capture for the trauma registry, and implementation of a performance improvement program. CONCLUSIONS: The implementation of a theater trauma system demonstrated numerous opportunities to improve the outcome of soldiers wounded on the battlefield.

Hospitals, Packaged↗
PubMed2006

An employee assistance program for caregiver support.

The Comprehensive Caregiver Choices Program provided support for employee caregivers of elderly people for employees at a hospital in Fort Worth, Texas. Key informant interviews and focus groups provided direction for program development and implementation. A full-time MSW and professionals with expertise in gerontology/geriatrics provided education and care coordination services to caregivers. Approximately 4% of the hospital's workforce participated in the program. Attendees evaluated educational sessions and follow-up interviews were conducted with program participants. Caregiver support programs must continue to seek innovative and creative marketing and service delivery methods to reach out and assist working caregivers in need of support.

Adult↗
PubMed1977

Continuing education for general practice--a learning system.

A learning system for continuing education for general practitioners is described and illustrated by examples from educational programmes held in Doncaster. The work that needs to be done by organizers in planning, organizing, implementing, and evaluating educational programmes is outlined. I hope that this will help other organizers of continuing education.

Education, Medical, Continuing↗
PubMed1999

The effect of the Maternal Care Manual of the Perinatal Education Programme on the attitude of midwives towards their work.

OBJECTIVE: In this study the changes in attitude of midwives towards their work following completion of the Maternal Care Manual of the Perinatal Education Programme (PEP), were determined. METHOD: A prospective, controlled trial was performed in a study, and two control towns in a region where PEP had not previously been used. All midwives caring for pregnant women in the three towns were included in the study. First the attitude of these midwives was determined by means of a questionnaire. Subsequent to this, the Maternal Care Manual was introduced and studied by the midwives in the study town. Following the completion of the Manual after 12 months, the attitude of all midwives was again evaluated using the same questionnaire. RESULTS: A total of 40 midwives in the study town and 53 in the two control towns were included in the study. There were no differences on comparing the ages of the midwives in the study town to those in the control towns. The attitude of the midwives in the study town improved significantly (p < 0.001). The mean result in the study town improved by 6.1 (24.4%) marks from 14.5 (58.0%) to 20.6 (82.4%). A significant shift also occurred in the range of the marks from 0-25 to 13-25. No changes were observed in the control towns. CONCLUSION: Most studies that have evaluated educational programmes measured improvement in health services, and did not evaluate changes in attitude. This study found that the attitude of midwives improved significantly in the study town. This positive attitude of midwives towards their work and their ability to perform their daily tasks must be an important component of any programme to improve the quality of care rendered to women during pregnancy, labour and the puerperium.

Adult↗