View clinical trials related to Educational Activities.
Filter by:A fundamental strategy to improve adherence to nutritional treatment in patients with chronic kidney disease is the implementation of educational programs. The aim of this study is to evaluate the effect of a multidisciplinary educational program on dietary adherence, nutritional knowledge, nutritional status, metabolic control and quality of life in patients with chronic kidney disease, predialysis, peritoneal dialysis and hemodialysis. A randomized clinical trial will be carried out, in which patients who meet the inclusion criteria will be randomly assigned to three possible groups: predialysis educational intervention, dialysis educational intervention and control group. At the initial visit, the nutritional status will be evaluated by means of anthropometric parameters, screening and dynamometry, the biochemical parameters of interest will be extracted from the clinical record, nutritional knowledge and quality of life will be evaluated, and the diet will be explained. In the second visit, adherence to the diet will be evaluated and the food registry will be carried out. In the intervention groups, the educational program will begin with a duration of five months. Patients will come twice a month to the hospital to participate in the educational sessions and attend group psychology sessions. After completion of the educational program, the same measurements as at the beginning of the study will be carried out in the three groups.
This study will be carried out to determine the effect of training given according to Meleis's Transition Theory to patients with pacemaker implantation on anxiety, depression and self-efficacy levels.
I invite you to participate in the study entitled Use of debriefing as a training tool in simulation, of which Montserrat Faro-Basco is not the main researcher. The study is linked to the doctoral thesis Debriefing in clinical simulation, essential for the development of reflective professionals, which the same researcher is carrying out as part of the UVic-UCC Doctoral Program in Educational Innovation and Intervention. The aim of this study is: - Analysis of the effectiveness of the structured debriefing session with the TeamGAINS tool The procedure to follow will consist of the recording of the debriefing for the subsequent analysis of the behaviors and attitudes of the participants in the session (teacher and students), through its viewing. Participation in this activity is voluntary and does not involve any harm or danger to your physical or mental health. You can refuse to participate at any time in the study without having to give reasons for this, or receiving any type of penalty. The data obtained will be confidential, anonymity will be kept, these data will be organized with a number assigned to each participant, there will be no record of the identity of the participants. The data will be in charge of the research team of this study for the subsequent development of reports and publications of the study results in scientific journals. The collected information will not be used for any purpose other than those indicated.
The general objective of this study is to develop, validate and evaluate the effectiveness of simulation in basic life support training (SBLST) among newly employed nurses in Jordanian governmental hospitals; the study design is a basic experimental study design, randomized control trial (RCT) design, the dependant variables measure in this study; knowledge, practice and confidence by using a pre-test and two follow up tests, two groups are participating in this study; experimental and control group. The control group treatment is the standard intervention (brochure), and the experimental group intervention is a simulation in basic life support training (SBLST). The study process includes four steps - Perform the pre-test (assess knowledge, practice confidence surveys - Education intervention knowledge and practice - Perform the post-test 1 (assess knowledge, practice confidence surveys - Perform post-test 2 (assess knowledge, practice confidence surveys
Crossover Randomized Control trial, in which subjects are randomly assigned to one of two groups: one (ChatGPT) receiving the intervention that is being tested, and the control group receiving usual online resources.
Study objective: This study is planning to develop a new simulation-based ethics education model and evaluate the effectiveness of the model to develop medical students' knowledge, moral reasoning, communication skills, and problem-solving abilities. Several strategies will be conducted to achieve this goal, including faculty development, ethics courses development, and case scenario development. Methods: The transnational learning and workshops will be arranged for faculty to develop competence for simulation-based ethics education. The workshops will gather the interdisciplinary experts together to discuss and develop the core curriculum and case scenario. The students will be assigned randomly into the simulated clinical ethical situation with simulation patients for the intervention group, and into the workshop discussing clinical ethics case scenario for the control group. The instruments will be developed and the quantitative and qualitative analysis will be conducted.
In collaboration with Korean Schools of Northern California, the investigators will test if a community-based intervention delivered by lay health educators (LHEs) increases testing uptake among Korean Americans. A pilot cluster randomized controlled trial (RCT) with 300 participants from about 12 Korean Schools will be conducted to evaluate the efficacy of the LHE-led intervention in promoting COVID-19 testing. Participating schools will recruit Korean Schoolteachers as LHEs. According to the group assignment of schools where participants are recruited, the LHE group participants will receive 1) LHE outreach/support, 2) COVID-19 at-home antigen test kits, and 3) the instruction to use the kit while the control group participants will receive test kits and the instruction. Participants will complete an online survey at baseline, weeks 4, and 8. The primary outcome is the COVID-19 testing receipt. The secondary outcomes are intention to get tested, perceived accuracy, benefits and risks of testing, perceived barriers to testing, understanding of negative or positive results, and family members' testing receipt.
Audiovisual teaching aids can play a significant role for the retention of new material and help overcome barriers such as the physical presence or time restrictions of an instructor. In a clinical setting, multimedia health education can offer an advantage over traditional didactic teaching by engaging patients through visual content and unlimited accessibility. A critical factor to long-term survival of solid organ transplant recipients is compliance to post-transplantation medication and follow-up patient care. Transplant pharmacists serve on multidisciplinary care teams as the medication experts that provide discharge education to recipients and caregivers often at the bedside. The adoption of digital multimedia content for patient education can increase engagement of diverse learning styles while simultaneously reducing potential time conflicts in hospital practice. This study contributes to the literature by assessing the effectiveness of discharge education video(s) on patient satisfaction and knowledge levels which are currently limited.
This study develops and evaluates the "INdividual and Family-Oriented Responsive Messaging EDucation" (INFORMED) intervention in increasing knowledge about COVID-19 testing and decreasing decisional conflicts of getting tested for COVID-19. A 2-arm randomized controlled trial will compare INFORMED delivered by LHW educational outreach plus Short Message Service (SMS) text messaging to SMS text with LHW support.
Health care professionals (HCPs) help an support patients living with type 1 diabetes (PWT1D) who need to achieve optimal blood glucose control in order to prevent short and long term complications of T1D. However, studies show that not all HCPs are aware of T1D management as most of them only see PWT1D occasionally. This makes it difficult for HCPs to remain aware of the particularities of the condition and stay up-to-date on rapidly evolving technologies and therapies available. Moreover, low confidence levels and the inaccessibility to continuing medical education on the specificities of new therapies and technologies might increase the failure of HCPs to propose the optimal treatment plan to their PWT1D. The SUPPORT online platform, that was first developed for PWT1D, was adjusted to suit the needs of HCPs (SUPPORT-Pro). The regularly updated bilingual (English and French) peer-reviewed content of SUPPORT, which covers the various elements that an individual with T1D needs to know to manage the disease and aims at making a better use of technologies and new therapies, is the first in its kind and is highly relevant for HCPs. The main objective of this study is to determine if the SUPPORT-Pro online training platform can increase HCPs' (dietitians, nurses, pharmacists, medical doctors) confidence level in treating individuals with T1D. This study is a non-randomized pre-post trial. We hypothesize that the training provided through the SUPPORT-Pro online platform will significantly increase HCPs' confidence level in treating individuals with T1D after 3 months when compared to their confidence level before the intervention.