View clinical trials related to Education.
Filter by:This study is a randomized controlled experimental study conducted to determine the effect of applied breastfeeding training given through Lactation Simulation Model (LSM) in antenatal period on the success of women in breastfeeding, their self-efficacy perception regarding breastfeeding and their attitude towards and knowledge of breastfeeding.
Effects of the Flipped Learning Model on Blood Pressure Knowledge and Self-directed Learning Skills of First-Year Nursing Students: A Randomized Controlled Study
Background: During the curricular practices of the Bachelor's Degree in Nursing, students are prepared to carry out an adequate transition process to the professional role. The success of this preparation depends, to a large extent, on preceptorship. In this sense, it is important that practice tutors are motivated and feel competent to teach in the clinical setting. Despite this, no studies have been found that implement and evaluate an intervention to improve nurses' perceptions of preceptorship of undergraduate nursing students. Purpose: To evaluate the preliminary efficacy of a coaching programme to improve nurses' perceptions of preceptorship of undergraduate nursing students. Specifically, the aim is to determine the impact of the programme on nurses' perceived involvement, motivation, satisfaction, barriers and commitment to clinical mentoring. Method: An exploratory pre-post quasi-experimental pilot study. Fifteen nurses, the total population of nurses working in the medical-surgical ward, with at least 1 year of experience in the preceptorship of students, will be recruited in June 2022. All the nurses will receive an intervention based on coaching. The strategies of this program consisted of five 6-hour sessions using case studies and role-playing simulations to work on their motivation to develop their teaching role in the preceptorship of undergraduate nursing students and debriefing and a 4-hour booster session seven months later. The IMSOC (involvement, motivation, satisfaction, obstacles and commitment) instrument was used to assess outcomes. The primary outcome was the difference in the median of nurses' involvement, motivation, satisfaction, barriers and commitment in preceptorship students pre and post-intervention (between T0-T1 and T0-T2). Changes within nurses were analyzed using the Wilcoxon test for related samples.
The aim of this study is to provide Turkish validation and determine the validity of the "Physiotherapist Self-Efficacy Questionnaire".
This research will be carried out with the aim of making this practice practical with simulation-based training and improving cognitive, affective and psychomotor skills, and then applying it in the clinic, before applying the nasogastric tube placement application, which is included in enteral nutrition, to the child in the clinic.
Aim The purpose of this study is to determine if the addition of the VAST Course to technical resuscitation skills training enhances healthcare providers' resuscitation performance in a resource-limited setting. Objectives The aims of this research will be achieved by meeting the following objectives: 1. Quantitative evaluation of study participants' resuscitation performance during a simulation scenario before ACLS course, immediately following ACLS course, immediately following VAST course, and at 4 months post training. 2. Qualitative exploration of the barriers and supports identified by course participants to implementing resuscitation in the workplace after resuscitation skills training through focus groups. New knowledge Lessons learned from this study will help inform the design and the implementation of resuscitation training programs in resource-limited settings. This has potential to improve resuscitation capacity in resource-limited settings leading to higher quality of care for patients.
The overarching aim of this study is to investigate whether a new educational point-of-care ultrasound course tailored for general practitioners working in office-based general practice can lead to scanning competence at the end of the training program (three months after baseline) and if scanning competence can be maintained six months after baseline.
Patient education is continuously becoming more important to enable patients to participate in making decisions regarding their medical treatment. Specifically, this is also the case for preoperative education on anesthesia. Worldwide, there are many initiatives to improve preoperative patient education and subsequent level of knowledge of anesthesia, for example by using digital aids. The demand for such aids has increased significantly since the start of the Severe Acute Respiratory Syndrome Coronavirus-2 (SARS-CoV-2) pandemic to facilitate remote preoperative anesthesiological screening. Although many videos to educate patients on anesthesia have been developed and circulate on the internet, there has been little effort to compare this method of educating patients with the traditional one-on-one conversation between the anesthesiologist and the patient. Objective: To compare short, mid-and long term retention of knowledge after education on anesthesia by watching a video to the traditional one-on-one explanation by the anaesthesiologist.
A multicenter, intervention study will be conducted in all psychiatric hospitals in Slovenia. The purpose of the study is to evaluate the effect of verbal and non-verbal de-escalation techniques on the incidence and severity of aggressive behavior and on the incidence and duration of physical restraints. The proposed hypothesis is that de-escalation training and regular use of de-escalation can reduce aggressive incidents and the use of physical restraints in the acute psychiatric ward. In Slovenia, inpatient psychiatric treatment is provided by six psychiatric hospitals. There are two acute psychiatric wards in each hospital, one for male and one for female patients. All hospitals will be invited to participate in the study. The study will be carried out in two phases, a baseline period of five consecutive months and an intervention period of the same five consecutive months in the following year. At the end of the baseline period, hospitals will be randomly assigned to either the experimental or control group. The intervention will include training on verbal and nonverbal de-escalation techniques for staff teams in experimental wards. The first part of the education is based on theoretical backgrounds: aggressive behavior in a psychiatric patient, risk factors, communication, de-escalation. The second part is a practical workshop. The training will be 16-hour duration in total. A short handbook and a list of verbal and non-verbal approaches will be prepared for all staff members involved in the training. For the baseline and intervention phase, data on the number and severity of aggressive incidents, the number and duration of physical restraint episodes, and the number of aggressive or restrained patients will be obtained.
This research; The aim of this study was to evaluate the effect of the pre-procedural education given to the patients undergoing coronary angiography on the anxiety level and vital signs of the patients.