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PubMed1984

Evaluation of continuing education in the health professions. The state of the art.

In this article the author discusses three "levels" of the state of the art: the "ideal," for program evaluation; the "practical," with political limitations; and the "actual," for current practices. Starting with a review of the developmental stages of effectiveness variables (from attendance and "happiness' through professional performance and patient outcomes), the article updates a review by Lloyd and Abrahamson (1979) and then discusses current practices. Evaluation as a potential contamination factor leads into consideration of evaluation versus research. Finally a review of "lessons learned" over the last twenty years introduces a look ahead into exploitation of the state of the art.

Education, Continuing↗
PubMed1996

Planned development and evaluation of AIDS/STD education for secondary school students in The Netherlands: short-term effects.

This study evaluated the effects of an AIDS/STD curriculum for 9th- and 10th-grade students in the Netherlands. Curriculum development was based on (1) theory-based need assessments among students and teachers, (2) pilot testing of data-based and theory-based methods and materials, and (3) cooperation between researchers and students, teachers, and gatekeepers within the school system. Using a quasi-experimental design, program effects on students' attitudes, beliefs, and sexual behavior were compared with those of current AIDS/STD education practice. The results indicated that the experimental curriculum had a stronger favorable impact on students' attitudes and beliefs regarding using condoms consistently. Regarding sexual risk behavior, a differential curriculum effect could be demonstrated. These findings support the contention that current AIDS/STD education can be improved by (1) using empirical data, (2) applying multiple theories from the social sciences, and (3) involving representatives within the school system in the development process.

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

Quality of nursing diagnoses: evaluation of an educational intervention.

PURPOSE: To investigate the effects on the quality of nursing diagnostic statements in patient records after education in the nursing process and implementation of new forms for recording. METHODS: Quasi-experimental design. Randomly selected patient records reviewed before and after intervention from one experimental unit (n = 70) and three control units (n = 70). A scale with 14 characteristics pertaining to nursing diagnoses was developed and used together with the instrument (CAT-CH-ING) for record review. FINDINGS: Quality of nursing diagnostic statements improved in the experimental unit, whereas no improvement was found in the control units. Serious flaws in the use of the etiology component were found. CONCLUSION. Nurses must be more concerned with the accuracy and quality of the nursing diagnoses and the etiology component needs to be given special attention. PRACTICE IMPLICATIONS: Education of RNs in nursing diagnostic statements and peer review using standardized evaluation instruments can be means to further enhance RNs' documentation practice.

Education, Nursing, Continuing↗
PubMed1997

Evaluation of an education package in leg ulcer management.

An experimental study was conducted with 224 nurses in the experimental group and 40 in a control group to evaluate the implementation of an education and training package in the management of leg ulceration. A knowledge and reported practice questionnaire was completed before and after an educational intervention was received by nurses in the experimental group only. There was no difference between groups in the initial scores. Following the implementation of the education and training package, nurses in the experimental group achieved a significant increase in score from 25 to 34. There was no change in score in the control group.

Community Health Nursing↗
PubMedDate not supplied

Design, implementation, and evaluation of an educational program for a new practice model.

Redesigning patient care delivery is vital to the quality of care delivered and has resulted in the development of new nursing practice models that use some form of "nurse extender." In this article, the authors describe the design, implementation, and evaluation of an educational program for a new nursing practice model at a medical center in the Southeast. The major focus of the educational program is the use of modules to train a new nontraditional nurse extender who works in partnership with an RN. The role of the partner in patient care was developed to expedite the provision of a variety of services at the bedside and to help the nurse deliver quality patient care. The training program consisted of five modules: fundamentals of nursing, selected respiratory therapy skills, selected physical therapy skills, electrocardiogram (EKG)/arrhythmia interpretation, and phlebotomy. A major factor in the success of the program was that it was carefully developed and evaluated to meet the needs of students and staff members. This program can serve as a model for other hospitals that plan to use nurse extenders.

Curriculum↗
PubMed1978

A model for the evaluation of allied health education.

The variety and complexity of evaluation designs, procedures and philosophies has proved confusing for educators and health practitioners. Many evaluation models do not provide for the scope of information needed by allied health programs and are inflexible in regard to the information needs of individual programs. The model presented here is based on the principles of "Systems Theory," which provides a comprehensive framework for the study of educational programs. Input, process, product and environment components are proposed as a method to study all aspects of program operations. With clearly definable rules for the evaluator and program decision-makers, the faculty can adopt and change the course of the evaluation as they work through the planning, implementation and recycling stages of the model. Use of the model should help programs identify information needs and bring existing evaluation efforts together under a comprehensive umbrella.

Allied Health Personnel↗
PubMed2001

[Evaluation of continuous education: from the satisfaction to the impact. With regard to a formative programme in minor surgery in a health area].

OBJECTIVE: To compare the evaluation of reaction of an activity of continuous education (CE) in minor surgery (MS), with the impact in the realization of MS in a health area. DESIGN: Observational cross-sectional study. Setting. 27 centers in a health area that offer MS between their services. MEASUREMENTS: The valuation was studied in a scale from 1 to 10, of 9 theoretical-practical activities of CE in MS and the consideration of its utility. The number of activities of MS (NMS) carried out in all the units, was picked up during one year, and a model of lineal regression was built. The independent variable was the NMS, and the explanatory ones the assistance pressure (AP), the postgraduate formation (PF), the staff of the unit, the equipment (E), and the carried out CE. RESULTS: The valuation of the CE had a median of 8 (with interquartile range 1), 85.1% of the people who realized CE in MS said that this would be of utility. However in the explanatory regression model the PF was the only significant variable (beta = 6.7; 95% CI, 0.12-12.22). Neither the CE, nor the AP, nor the E, explained the variability among the NMS. CONCLUSION: The CE in MS with conventional methodology has a very positive reaction evaluation, but its impact in the later realization of MS is not significant.

Education, Medical, Continuing↗
PubMed1997

Development and evaluation of a health education intervention against Taenia solium in a rural community in Mexico.

A comprehensive study was undertaken in a rural community in the state of Morelos, Mexico to evaluate health education as an intervention measure against Taenia solium. An educational program was developed to promote recognition and knowledge of the transmission of the parasite and to improve hygienic behavior and sanitary conditions that foster transmission. The effects of educational intervention were evaluated by measuring changes in knowledge and practices and prevalence of human taeniasis and swine cysticercosis before and after the campaign. The health education strategy was implemented with the active participation of the population based on the information obtained from a sociologic study. A questionnaire was designed and used before, immediately after the intervention, and six months later. Statistically significant improvements occurred in knowledge of the parasite, its life cycle, and how it is acquired by humans; however, changes in behavior related to transmission were less dramatic and persistent. The prevalences of cysticercosis in pigs at the start of the education intervention were 2.6% and 5.2% by lingual examination and antibody detection (immunoblot assay), respectively, and approximately one year after the intervention they were 0% and 1.2% (P < 0.05). These changes were accompanied by significant reductions in the reported access of pigs to sources of infection and freedom to roam. We conclude that health education, developed along with community involvement, reduced opportunities for transmission of T. solium in the human-pig cycle.

Animals↗
PubMed1996

Evaluating the community education programme of an insecticide-treated bed net trial on the Kenyan coast.

Increased interest in the potential contribution of insecticide-impregnated bed nets (ITBN) to malaria control has led to research efforts to determine the impact and sustainability of ITBN programmes in differing environments. There is a need to develop effective, feasible educational strategies that will both inform and motivate community members, and thus maximize the correct usage of ITBN. This is especially true in communities where indigenous usage of bed nets is low. This paper describes the educational component of a randomized controlled community intervention trial of ITBN, with childhood malaria morbidity as an outcome. The educational approach and messages for the ITBN trial were developed from anthropological survey data collected 4 years before the trial, and from community surveys conducted by project researchers. Low levels of understanding amongst mothers of the aetiological link between mosquitos and malaria led to the exclusion of the term 'malaria' from the initial educational messages promoting the use of ITBN. Appropriate individuals within the existing district health care structure were trained as community educators in the project. These educators conducted intensive teaching in the community through public meetings and group teaching in the first 6 months of the trial. The impact of these initial activities was assessed through interviews with a random sample of 100 mothers and 50 household heads. This allowed the identification of messages which had not been well understood and further educational methods were chosen to address the areas pinpointed. The community assessment also demonstrated that, in 1994, over 90% of mothers understood a protective role for bed nets against malaria and the ITBN education messages were changed to take account of this. The school programme was evaluated through determining outreach (the number of households accessed), changes in participant children's knowledge, post-teaching assessment of mothers' knowledge and discussions with parent-teacher associations. It was shown that 40% of intervention homes with children in the target group were accessed, participant children learned the educational messages well (scores increased from a pre-teaching mean of 59% to a post-teaching mean of 92%) and a high level of awareness of the ITBN trial was achieved in these homes (75%). However, specific messages of the education programmed were not well transferred to the home (30%). The discussion emphasises the need for allocation of adequate resources for education in programmes dependent on achieving a change in community practices. We also describe the value of ongoing communication between programme planners and a target population in maximizing the effectiveness of messages and methods used.

Adult↗
PubMed2004

Evaluation of nutrition education interventions for older adults: a proposed framework.

This study was undertaken to identify nutrition interventions that could provide a basis for designing effective and measurable nutrition education programs for older adults. The authors conducted a literature search of articles published from 1990-2003 using Medline and Agricola. Key words were "elderly," "older adults," "nutrition intervention," and "nutrition education." Of 128 references identified, 25 studies included intervention and/or evaluation components and targeted adults over age 55 years. Although interventions tended to report limited success in behavior change, certain features had positive outcomes. These included limiting educational messages to one or two; reinforcing and personalizing messages; providing hands-on activities, incentives, cues, and access to health professionals; and using appropriate theories of behavior change. Based on these findings, a theoretical framework that includes these features but is set within a social and environmental context is proposed as a guideline for designing nutrition interventions for older adults.

Aged↗
PubMed2004

[Evaluation of an educational program for adolescents with asthma].

Knowledge and understanding is important to the quality of life and coping ability of adolescents with bronchial asthma. Adolescents are often difficult to recruit and retain in educational programmes; the aim of this study was to develop and evaluate a modern training programme for adolescents. The two-day training programme included question sessions about asthma, lectures, videos, demonstrations, searches on the internet, counselling and group discussions. The evaluation was based on focus group interviews with 39 adolescents, 13 to 16 years of age, divided into 7 groups. Adolescents were motivated for learning via the internet. The group discussions inspired to confidence and openness about one's own disease and medication. The educational model provided motivation for self-reliance and autonomy.

Adaptation, Psychological↗
PubMed1995

Evaluation of an educational program in rational prescribing for GP trainees.

Education on rational prescribing is receiving increased emphasis but the effectiveness of this education is not well researched. This study used a randomised trial to evaluate a seminar for general practice trainees on rational prescribing of antibiotics and benzodiazepines, two important areas of general practice prescribing. Results show a decrease in prescribing of antibiotics by the group of trainees attending the seminar but no effect on an already low level of benzodiazepine prescribing. The study provides evidence that group educational approaches to influencing prescribing behaviour can be effective.

Chi-Square Distribution↗
PubMed2001

Evaluation of alcohol education programs on attitude, knowledge, and self-reported behavior of college students.

This research was conducted as a pilot study to evaluate the effectiveness of two different types of alcohol education programs for college students. The educational programs were a teacher-centered motivational speech and "Alcohol 101," a new student-centered CD-ROM interactive program. The research was conducted at a public university in the Northeastern United States. A pretest/posttest quasi-experimental control group design was used. The instrument used was the Student Alcohol Questionnaire (SAQ). Univariate analysis of covariance was used to test for postintervention differences across groups for attitudes and knowledge about alcohol and self-reported alcohol consumption behavior. A statistically significant difference between groups for the second postintervention measure of attitude was identified. No significant differences in knowledge that could be attributed to the interventions were found, and no statistically significant differences were found for self-reported behavior.

Adolescent↗
PubMed2001

Learning and evaluation in medical education.

An educational experience is a complex event, which involves four distinct common places: learner, curriculum, milieu and teacher. Medical education is a unique form of educational experience. The learner is almost always an adult. The teacher is not necessarily trained to teach. Because of rapid changes in knowledge it is very dynamic. Life-long learning and evaluation are mandatory, for the student as well as the medical practitioner. This communication highlights some issues concerning learning and evaluation, as applicable to medical education, including the concept of learning by objectives, learning approaches, study strategies, learning methods; the purposes of evaluation, self-evaluation and common assessment methods. This is intended to create some awareness, in the medical student, resident or medical teacher of the need to begin to learn how to learn and demystify evaluation.

Education, Medical↗