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PubMed2004

Evaluation of an educational program for adolescents with asthma.

In addition to challenges of adolescence itself, teens with asthma face demands of asthma management and risks of asthma sequelae, including fatalities. Few asthma educational programs specifically address their needs. In response to school nurse concern, this pilot study evaluated an adolescent asthma education program, the Power Breathing trade mark Program, together with individual coaching sessions in terms of general asthma knowledge and health status. Thirteen high school students, predominantly female and African American, participated over a 6-month period. Evaluation tools included the Child Health Survey for Asthma, a focus group interview, and a program evaluation questionnaire. Participants reported that knowledge gained improved trigger avoidance, increased medication adherence, and decreased the frequency of asthma episodes. They described the individual coaching sessions as helpful in assimilating and applying information. The Power Breathing Program and coaching sessions show promise as an asthma educational program particularly tailored to adolescents. This article suggests further evaluation of the program and describes implications for school nurses.

Adolescent↗
PubMed1990

Issues in the evaluation of AIDS education programs. The case of California.

Health education is currently considered the most important factor in the prevention of HIV infection. Many AIDS education programs have started within the past several years, but few have undergone rigorous evaluation. This article presents findings from an outcome evaluation of the state of California AIDS Education and Prevention Program, the largest AIDS public education program in the country. The data suggest that the specific educational intervention programs suffered from many design defects which made it impossible to determine accurately the effectiveness of the programs. The programs did not use standard pre/post design, for example, or use standardized testing procedures. Moreover, only cognitive knowledge about AIDS transmission and prevention was stressed in the educational interventions and measures of effectiveness. The Education and Prevention Program must now move to promoting and measuring attitude and behavior change in addition to cognitive knowledge. The article concludes that AIDS education and prevention programs must place greater emphasis on conducting thorough evaluations, if the goals of attitude and behavior change are to be achieved.

Acquired Immunodeficiency Syndrome↗
PubMed1979

Theophylline education: development and evaluation of teaching methods.

A study was conducted on three adult medicine units in a 300-bed teaching hospital to (1) evaluate the effect of a slide-tape program in increasing patients' short-term knowledge of theophylline treatment and (2) evaluate the effect on this knowledge of a pharmacist's presence during the educational session. Thirty-four patients were assigned randomly to one of two treatment groups. Patients in both groups viewed a 10-minute program, Group 1 patients with the pharmacist present and Group 2 patients alone. Patient knowledge was measured before and after the educational program with identical 20-item objective tests. The posttest scores of both groups were significantly higher than their pretest scores (p less than 0.05). No significant difference was found in the mean improvement in scores between the two groups. Pharmacist-designed audiovisual patient education programs can be used effectively in the pharmacist's absence.

Adult↗
PubMed1999

Evaluation of an educational programme for socially deprived asthma patients.

The aim of this study was to evaluate the effectiveness of an asthma education programme in moderate and severe asthma patients in a longitudinal, prospective and randomized study with a control group. Fifty-three asthmatic patients were studied, 26 of whom were assigned to the educational group and 27 to the control group. The educational group attended the programme regularly for a period of 6 months. The programme included information about asthma, instruction on the appropriate use of medication and training in the metered dose inhaler (MDI) technique, and information about the identification and control of asthma attacks and the recognition of early signs of exacerbation. The control group was submitted to the routine care provided at the Asthma Clinic, with no formal instruction regarding asthma control. The groups were identical with regard to severity parameters, skills, lung function and quality of life at the beginning of the trial. At the end of the study, the education group showed significant differences when compared with the control group (education/control (mean values)) with respect to: visits to the asthma emergency room over the previous 6 months, 0.7/2 (p=0.03); nocturnal symptoms, 0.3/0.7 (p=0.04); score of symptoms, 1.3/2 (p=0.04). Improvements were also observed in skills and quality of life, knowledge of how to deal with attacks and how to control the environmental triggering factors, 73/35 (<0.05); correct use of the MDI, 8/4 (0.001); understanding of the difference between relief and anti-inflammatory medication, 86/20 (<0.05); and in the global limitation quality of life score, 28/50 (0.02). It is concluded that the educational programme led to a significant improvement in asthma morbidity and that the implantation of educational programmes is possible for special populations when these programmes are adapted to the socioeconomic profile of the patients, with a significant gain in terms of the reduction of symptoms and improved pulmonary function and quality of life of asthmatics.

Adult↗
PubMed1990

Enhancing surgical nurses' patient education: development and evaluation of an intervention.

This research tested whether staff nurses could provide enhanced patient education and whether increases in education improved surgical patient outcomes. A protocol for patient education was developed from earlier research. Then a multifocal intervention was implemented to motivate and teach staff nurses and to increase structural support for patient education. Following the intervention, patients reported receiving more preoperative information and psychosocial support, but not skills training. These increases occurred without measurable opportunity costs in other areas of nurses' work and generalized to nontargeted patient groups. Concomitantly, patients experienced shortened postoperative hospital stays and decreased use of anti-emetics/sedatives and hypnotics, demonstrating the clinical effectiveness of the increased education.

Education, Nursing, Continuing↗
PubMed2005

Pipeline, profession, and practice program: evaluating change in dental education.

This article describes the conceptual and analytical framework that will be used to assess the effectiveness of the Pipeline, Profession, and Practice: Community-Based Dental Education Program. The evaluation will use a mixed method qualitative and quantitative data collection, analysis, and triangulation. Baseline measures are reported using data from the 2003 ADEA survey of dental school seniors. Baseline measures show the dental schools are confronting a major recruitment challenge that will require short and long pipeline efforts to attract and retain underrepresented and low-income (URM/LI) persons. Gaps were found between the perceptions of URM and non-URM students in the adequacy of the curricula. The majority of all seniors described the current extramural clinical rotations as positive experiences, but URMs were more likely to report the experience improved their ability to care for diverse groups.

Community Dentistry↗
PubMedDate not supplied

Level three evaluation of an education program designed to implement patient care redesign.

Patient care redesign is a process of reorienting healthcare institutions to a more patient-centered process. Inova Health System, a large Northern Virginia system, recently instituted such a redesign. The System's department of education was charged with designing a curriculum to introduce the new concept to all staff. This article analyzes the results of a survey that evaluated self-reported behaviors and attitudes of staff following attendance at the mandatory classes and discusses methodological aspects of the evaluation. The approach to evaluation discussed in this article provides a practical model for staff development educators when confronted with the task of evaluating results of educational programs.

Attitude of Health Personnel↗
PubMed1996

Evaluation of an educational programme to improve the recognition of psychological illness by general practitioners.

BACKGROUND: Take Care is a commercially sponsored educational package for the detection and management of depression by all members of the primary health-care team. AIM: This study was designed to evaluate whether the educational package affects the recognition of psychological illness by general practitioners. METHOD: General practitioners working in 13 practices in North West England or Trent Regional Health Authorities took part the evaluation. Patients who scored more than eight on the depression or anxiety component of the Hospital Anxiety and Depression (HAD) scales, and who were thought by their general practitioner to have a totally physical problem or no illness, were deemed to have a psychological illness that had been 'missed' by the doctor. Changes in the proportion of missed cases before and after exposure to Take Care were estimated. RESULTS: When all practices were considered together, the general practitioners missed a depressive illness in 24.1% of patients before Take Care, and 17.1% afterwards; absolute decrease 7.0% [95% confidence interval (CI) -2.0 to -12.0%]. An improvement was seen in most practices (Wilcoxon matched-pair test P < 0.05). The programme was also associated with a small reduction in the overall proportion of episodes of anxiety missed by the doctor (absolute decrease 4.5%; 95% CI -1.0 to -8.0%) a reduction was found in most practices (Wilcoxon matched-pair test P < 0.05). There was no material difference in the diagnostic false-positive rate of the doctors before and after the introduction of the programme. CONCLUSION: Exposure to an educational package for depression was associated with improved recognition of psychological illness by general practitioners.

Clinical Competence↗
PubMed2003

Evaluation of an educational intervention on breastfeeding for NICU nurses.

The effect of breastfeeding education on breastfeeding knowledge and attitudes of nurses in a neonatal intensive care unit (NICU) was evaluated. NICU nurses (intervention) and pediatric nurses (untreated control) working at a northeastern US children's hospital participated in the pretest/posttest design study. Both groups answered the same breastfeeding questionnaire on 2 occasions. NICU nurses completed the questionnaire the second time after attending the education session. Outcome measures evaluated by questionnaire items were (1) breastfeeding knowledge, (2) pro-breastfeeding attitudes, (3) baby-focused care attitudes, and (4) nurse-focused care attitudes. Comparison groups were similar at pretest on demographic variables and remained so despite attrition between pretesting and posttesting. A significant increase (P < .001) occurred in NICU nurses' breastfeeding knowledge after the education session. Findings suggest that an educational intervention has potential for improving NICU nurses' knowledge and certain attitudes about breastfeeding but may not alter other attitudes of interest in the desired direction.

Analysis of Variance↗
PubMed1979

Participant evaluation of two alcohol education courses.

Two types of alcohol education courses were evaluated positively by drinking drivers (n = 40). A controlled drinking course appeared to be of greater personal relevance to participants than did the traditional education course.

Alcoholism↗
PubMed1982

Evaluation of a diabetes education programme.

An education programme was evaluated for 140 insulin-dependent diabetics and their family members from 1978 to 1980. Dietary, biochemical and other assessments were made before and 6 months after the programme. As a group, the diabetics were initially in good metabolic control and this was maintained, or improved, over the study period. The programme recommended a diet in which complex carbohydrate constituted at least 45% of energy intake and fat was limited to 30%. The diabetics and their family members significantly increased their consumption of complex carbohydrate and decreased fat intake. On this regimen, diabetics did not gain weight and their relatives lost weight. There were also improvements in knowledge of the disorder and in perceptions of susceptibility to complications and barriers to compliance.

Attitude to Health↗