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PubMed1994

Evaluation of sex education curricula: measuring up to the SIECUS guidelines. Sex Information and Education Council of the U.S.

Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Adolescent↗
PubMed1995

Evaluation of health education programs: current assessment and future directions.

Recently there has been an increase in the different types of strategies used in health education interventions, including an emphasis on broadening programs focused on individual behavior change to include larger units of practice. There has also been an increasing critique of the traditional physical science paradigm for evaluating the multiple dimensions inherent in many interventions. Additionally, there is a growing recognition of the importance of involving multiple stakeholders in designing, implementing, and evaluating interventions. Each of these factors carries specific evaluation challenges. With the overall aim of strengthening the evaluation of health education programs, this article aims to (a) present conceptual and technical design issues and options, (b) describe different approaches to evaluation, (c) highlight evaluation approaches that have been effective, (d) critique the limitations of traditional evaluation approaches, (e) examine promising approaches and implications for future evaluations, and (f) provide recommendations for evaluation designs, data collection methods, roles, responsibilities, and principles for evaluating interventions.

Forecasting↗
PubMed1996

Evaluation of HIV/AIDS education initiatives among women in northeastern Thai villages.

A longitudinal, naturalistic experimental design was used in an evaluation of the effects of an HIV/AIDS educational pamphlet controlling for secular trends (most specifically media coverage of HIV/AIDS) in Northeastern Thailand. Nine hundred and fifty-four women from 18 villages completed KAP interviews either in the autumn of 1991 or 1992 with HIV/AIDS education pamphlets distributed to every household in 12 of these villages in the spring of 1992. Pamphlets influenced women's perceptions of personal risk from casual sources and the degree to which they volunteered that condoms were a means of prevention of HIV transmission. Both results were related to the content and style of presentation of information about sources of risk and about condoms in the pamphlets. Secular trends and an increase in communication between villagers had a significant influence on knowledge, perceived efficacy of self protection, readiness to use condoms, and perception of levels and sources of personal risk.

Adolescent↗
PubMed2002

Evaluation of the educational effectiveness of a virtual reality intravenous insertion simulator.

OBJECTIVE: To evaluate construct and content validity as well as learners' perceptions of CathSim, a virtual reality intravenous (IV) insertion simulator. METHODS: A prospective cohort study design was employed to determine construct validity, and a participant survey was used to ascertain content validity as well as user perceptions of CathSim. Forty-one attendings, residents, and medical students in emergency medicine and anesthesia attempted five simulated IV insertions on CathSim. Subject performances were scored by the computer, and subject perceptions of the simulator were measured using a Likert scale questionnaire (1 = worst rating; 5 = best rating). The subjects were divided into three groups (novices, intermediates, and experts) based on previous IV experience. To determine construct validity, performances of the three groups were compared using one-way analysis of variance (ANOVA). To determine content validity, the experts' perceptions of the simulator's realism and usefulness were assessed. Study subjects' perceptions of the simulator's ease of use and overall appeal were analyzed. RESULTS: The experts scored better than the others in five of nine scoring parameters (p < 0.05). The experts rated the realism of CathSim's four major simulation components at 3.85, 3.46, 3.69, and 3.46; the overall realism of CathSim at 2.93; and its utility for medical student training at 4.57. The simulator's ease of use was rated at 2.34 by all subjects. Novices reported a score of 4.59 regarding their likelihood to use the simulator. CONCLUSIONS: CathSim demonstrated construct validity in five of nine internal scoring parameters and was judged to be adequately realistic and highly useful for medical student training. Despite being difficult to learn to use, it remained appealing to the users, especially the novices.

Adult↗
PubMed2006

Evaluation of an educational "toolbox" for improving nursing staff competence and psychosocial work environment in elderly care: results of a prospective, non-randomized controlled intervention.

BACKGROUND: Lack of professional development opportunities among nursing staff is a major concern in elderly care and has been associated with work dissatisfaction and staff turnover. There is a lack of prospective, controlled studies evaluating the effects of educational interventions on nursing competence and work satisfaction. OBJECTIVES: The aim of this study was to evaluate the possible effects of an educational "toolbox" intervention on nursing staff ratings of their competence, psychosocial work environment and overall work satisfaction. DESIGN: The study was a prospective, non-randomized, controlled intervention. PARTICIPANTS AND SETTINGS: Nursing staff in two municipal elderly care organizations in western Sweden. METHODS: In an initial questionnaire survey, nursing staff in the intervention municipality described several areas in which they felt a need for competence development. Measurement instruments and educational materials for improving staff knowledge and work practices were then collated by researchers and managers in a "toolbox." Nursing staff ratings of their competence and work were measured pre and post-intervention by questionnaire. Staff ratings in the intervention municipality were compared to staff ratings in the reference municipality, where no toolbox was introduced. RESULTS: Nursing staff ratings of their competence and psychosocial work environment, including overall work satisfaction, improved significantly over time in the intervention municipality, compared to the reference group. Both competence and work environment ratings were largely unchanged among reference municipality staff. Multivariate analysis revealed a significant interaction effect between municipalities over time for nursing staff ratings of participation, leadership, performance feedback and skills' development. Staff ratings for these four scales improved significantly in the intervention municipality as compared to the reference municipality. CONCLUSIONS: Compared to a reference municipality, nursing staff ratings of their competence and the psychosocial work environment improved in the municipality where the toolbox was introduced.

Adult↗
PubMed1990

Evaluation of an educational programme for patients taking warfarin.

The outcomes of a structured warfarin patient education programme were compared with those of an unstructured programme. For both programmes, knowledge and satisfaction levels were determined, incidence of complications of warfarin therapy were noted, and prothrombin time results were examined. The 23 patients who participated in the structured educational programme were selected from among vascular surgery patients. The comparison group was composed of 10 patients who had mechanical prosthetic valves inserted. The structured programme was designed for the study, and implemented by staff nurses. The comparison group received the usual unstructured educational programme. Post-treatment assessments were made before discharge and at 1 month and 3 months after discharge. Interview guides were developed, to determine knowledge and satisfaction. At the predischarge interview, significant differences between the treatment and comparison groups were observed related to knowledge of elements of warfarin therapy. The most important effects of the programme related to specific instructions to promote safety. The interviews 1 month and 3 months after discharge demonstrated that knowledge changed in several areas for both groups. Overall, both groups were satisfied with the information they received. The majority in both groups did not experience complications. Prothrombin times were available for some patients. Those obtained indicated that prothrombin times were not consistently within the therapeutic range for 60% of the time or more. The study supports the use of a structured educational programme as one element in achieving safe, effective warfarin therapy. Reasons for changes in knowledge over time merit further exploration, as does the relationship between optimal control of therapy and educational programmes.

Adolescent↗
PubMed1990

The evaluation of group education for patients with non-insulin dependent diabetes at Hollywood Repatriation Hospital in Western Australia.

OBJECTIVES: To enable effective use of hospital resources in relation to staff time and diabetes education; to ensure that all patients have access to a standard level of education; and to maintain and/or improve diabetes control. METHOD: Multiple choice questionnaire to test knowledge; check of individual biochemical status. RESULTS: Diabetes knowledge and control were assessed in 51 persons with non-insulin dependent diabetes mellitus (NIDDM) attending diabetes group education sessions at Hollywood Repatriation Hospital in Western Australia. The programme comprising three 2.5 hour sessions at weekly intervals, was conducted by the physician, dietitian, nurse educator, podiatrist and physio-therapist. Groups consisted of 7-14 patients, with partners encouraged to attend, and aimed to promote and stimulate discussion on diabetes self-care among participants. After group education there was a significant improvement in knowledge of diabetes, blood sugar control and energy balance. This was achieved with a reduction in staff time, when compared with individual education, and a more efficient use of hospital resources. Thus, the objectives were realized. It is concluded that diabetes group education is useful in patients with NIDDM attending Hollywood Repatriation Hospital.

Aged↗
PubMed1978

Six design factors for planning and evaluating regional continuing education.

Four characteristics of a configurational strategy for planning regional continuing education in medical allied health are identified in this article. These characteristics are restated as criteria for six design factors in the planning and evaluation of a regional continuing education program. A perceptual motor dysfunction workshop was planned and evaluated utilizing the configurational strategy.

Education, Continuing↗
PubMed2004

An evaluation of an educational programme to prepare family health nurses.

In 1998 the World Health Organisation (WHO) Europe proposed a new type of community based nurse called the family health nurse (FHN). Although it was initially envisaged that 18 European countries would take part in the development of the FHN role through parallel processes of education and implementation, Scotland has been significantly ahead of other countries in enacting this plan. A pilot project involving community nurses from four remote and rural regions of Scotland was conducted between 2001 and 2003. A Scottish University was commissioned to provide a degree-level course for registered nurses with a minimum of two years post-registration qualifying experience. This paper summarises the main findings and issues arising from an external research evaluation of this educational programme. The programme was found to differ substantially in focus and format from other specialist community nursing programmes available in Scotland. Moreover there were key differences from the curriculum proposed by WHO Europe, in that there was more grounding in North American family nursing models and less focus on management and leadership. This customized degree programme provides a precedent for other educational providers in the UK to reconsider their approach to specialist practice degree level education.

Attitude of Health Personnel↗
PubMed2006

[Evaluation of an educational strategy on malaria in rural areas of the Colombian Pacific Coast].

INTRODUCTION: Health education interventions have proved effective in improving knowledge, preventing practices and decreasing occurrence of malaria. OBJECTIVE: To evaluate the impact of the educational intervention "The World of Malaria: Let's Learn to Manage it in Community" developed in Colombian malarial areas, in terms of increasing knowledge, preventive practices, treatment-seeking, and decreasing malaria occurrence. MATERIALS AND METHODS: A quasi-experimental post-test study with a non-equivalent control group was carried out. Four hundred and fifty people living in 20 rural villages were interviewed. These localities were randomly selected from 110 intervened localities. Paired "t" test was performed to evaluate the effect on malaria knowledge of the community health workers (n=243). The effect of the intervention on the effect variables was measured by using logistic regression and by comparing people who were exposed and non-exposed to the educational strategy. RESULTS: Knowledge on malaria in community health workers increased after the intervention (p < 0.05). In the communities, 170/447 (38%) interviewed individuals had contact with the intervention in the communities. Those exposed to the intervention showed improvements in knowledge about breeding sites (OR: 2.53, 95% IC:1.7-3.76), bed-nets use (OR:1.81, 95% IC:1.10-2.97) and a decrease in self-medication with antimalarial drugs (OR:1.97, 95% IC: 1.04-3.73). Contact with the intervention reduced reported episodes of malaria (OR:0.58, 95% CI: 0.39-0.87). CONCLUSION: Significant improvements in preventive practices may be achieved with educational interventions, which in turn may reduce malaria ocurrence.

Colombia↗
PubMed1993

An ecological approach to evaluating a special education program.

This study provides further evidence of the value of ecobehavioral measurements in program evaluations, especially since past evaluations have focused on individual-level factors rather than ecological factors. Static (e.g., classroom materials) and dynamic (e.g., group interactions) features of the classroom environment were used to describe the impact of a special education program on 84 behaviorally disturbed adolescent males. The program outcomes assessed included increases in appropriate and decreases in inappropriate behaviors. The findings reveal that the program apparently accomplished its objectives. However, the ecobehavioral data also suggest that these students were mostly involved in busywork; that is, they were working by themselves with instructional materials rather than participating in interactive activities with the teacher or peers. Ecological issues related to increasing student motivation are addressed.

Achievement↗
PubMed2004

[Evaluation of an educational module on dengue and Aedes aegypti for schoolchildren in Honduras].

OBJECTIVE: To evaluate the effectiveness of a special course on environmental health and dengue, given to primary school students and intended to promote behavioral changes in the mothers of those students that would lead to the safe handling of water, adequate disposal of trash, and control of household breeding sites of Aedes aegypti, the mosquito vector for dengue. METHODS: In the period from April to November 2002 a community field trial was carried out that included four public schools in the city of Comayaguela, Honduras. Two of the schools formed the intervention group, and the two others made up the comparison or control group. The data collection activities before and after the intervention included knowledge tests for the schoolchildren and the teachers; surveys of the knowledge, attitudes, and practices of the students' mothers; entomological surveys (systematic checking in order to find water containers, to search for mosquito larvae) in the homes of the schoolchildren; in-depth interviews with the students' mothers; observation in the classrooms; and postintervention focus group with the teachers. RESULTS: During the intervention period the largest epidemic of classical dengue ever in the history of Tegucigalpa, the capital of Honduras, occurred. That event prompted the Secretariat of Health to undertake large-scale control activities. In the two intervention schools there was a significant increase in the students' knowledge of the following three variables: dengue caused by a virus, life cycle of the vector, and reduction of breeding sites, which is the most effective measure for controlling the vector (P < 0.0001 for all those increases in knowledge). There were also significant increases in the knowledge of the same variables among the teachers in the intervention schools: dengue caused by a virus (P = 0.03), life cycle of the vector (P = 0.01), and reduction of breeding sites (P = 0.004). Reducing the number of breeding sites as being the best measure for controlling Aedes aegypti was the knowledge variable that showed the greatest change among the mothers in the intervention group (P = 0.02). The values for two of the entomological indices (the House index and the Breteau index) were better in the intervention group than in the control group, but the difference was not statistically significant. However, there was a statistically significant difference in the Breteau index values between the two control group schools and the one intervention school where the education course was implemented more adequately than in the other intervention school. CONCLUSIONS: The application of educational interventions directed to schoolchildren, as a part of a comprehensive plan for controlling Aedes aegypti, is an effective way to raise the awareness of teachers and parents with respect to the problem of dengue, and it also helps in encouraging family members to be involved in reducing breeding sites in the home. In moving to control the dengue vector, this strategy should take into consideration the involvement not only of families but also of civic and public institutions in the community. Given our results, it appears that this approach of using a special course for schoolchildren can constitute a fundamental pillar in the strategy for integrated dengue control.

Adult↗