View clinical trials related to Educational Problems.
Filter by:The goal of this community-engaged research is two-fold. The first goal is to gather stakeholder feedback to inform a school-based community health worker intervention with youth with poor school attendance and an enhanced usual care condition. The second goal is to evaluate the feasibility of implementing the school-based community health worker intervention and enhanced usual care approach within rural schools. The main question it aims to answer is whether it is feasibile to recruit children with poor school attendance and their families to the intervention, to complete the trauma-informed intervention, and to complete the associated study measures of meeting social determinants of health/mental health needs, school-based health center utilization, and behavioral helath symptoms. At least 38 rural students in grades 6-12 with poor school attendance and their parents/guardians will meet with the school-based community health worker for support around social determinants of health needs that may be barriers to attendance. Researchers will also assess the feasibility of recruiting at least 10 rural students and their parents/guardians to complete the study measures in an enhanced usual care condition in which the school-based health center without a school-based community health worker is reminded of the availability of an online social services directory.
The aim of this randomised controlled trial is to evaluate the effect of data collection and creating a patient care plan using a concept map on the student s clinical decision-making and reflective thinking skills of students taking the surgical diseases nursing course who are in the hospital for clinical practice.
The goal of this waitlist control study is to evaluate the benefits of online game pedagogy to evaluate the readiness of health care students for interprofessional learning in nursing students. Interprofessional (IP) collaboration is a core competence of health care education to enable effective teamwork and improve health outcomes. Taking into account the characteristics of our students and the pragmatic issues, v-Care (Virtual Care) is a novel strategy to deliver Interprofessional Education using gamification. Colleagues from nursing (SN), rehabilitation sciences (RS) and health technology and informatics (HTI) will collaborate in the design of v-Care, and implement and evaluate it effectiveness in nursing, physiotherapy and radiography related subjects. To evaluate the effectiveness of interprofessional learning of the health faculty students using a multi-player point-and-click on line motivational game. Theoretical Framework The v-Care design is based on the Self-Determination Theory (SDT) and Motivational Gamification. Outcomes: The primary outcome is to improve the readiness for interprofessional learning. A peer learning community will be established to improve the motivation to learn based on SDT: (1) autonomy, (2) competence and (3) relatedness.
Nursing students; education on enteral nutrition has an important place. With cooperative learning, students will make their learning permanent by communicating with each other. This study is carried out to evaluate the effect of cooperative learning on the knowledge level of students.
With the pandemic affecting the world, education systems have been subjected to mandatory changes without sufficient thought on teaching content, delivery and pedagogy. In this process, physiotherapy courses involving psychomotor skills such as manual therapy became difficult to teach and evaluate. Although the pandemic is over, it is suggested that technological approaches should be used in learning systems and incorporated into physiotherapy education. These technology-supported education models are called blended education models. The use of the flipped training model, a variant of blended training models, can improve practical skill performance. In this study, it was aimed to determine the effect of two different models on the quality of teaching and learning in cervical region manual therapy teaching. Suleyman Demirel University Physiotherapy and Rehabilitation senior students (n=100) will be randomly divided into two groups. The control group (n=49) will be given monologue education with in-class team-based traditional education model. The practical part of the course will be taught in the classroom and applied with patient-clinician role model technique. Homework will be assigned for students to read scientific articles and analyze case examples. The entire six-week teaching program will take place in the classroom. The experimental group (n=51) will be applied the flipped model. The theoretical and practical knowledge of the course will be provided at home with the EdPuzzle education platform. They will be encouraged to read articles and analyze cases at home. The classroom environment will be used to ask questions related to the theoretical part of the course and to practice the practical application as a patient/clinician role model. The seven-week teaching program is planned in the classroom and home environment. In the evaluation of the research, explanatory sequential design method from mixed research methods will be applied. Pre-test/post-test/knowledge retention test, instructional materials motivation questionnaire and skill level/performance evaluation form will be used to evaluate the quantitative data. A lesson observation form will be used to evaluate whether the trainer provided the same competence to both groups. Semi-structured case study will be used to evaluate the reverse-face model to the experimental group with qualitative data.
This research was planned experimentally to investigate the effect of teaching supported by WEB 2.0 tools on the development of WEB pedagogical content knowledge of nursing students. Innovative learning technologies provide easy and fast access to information. One of the important opportunities provided by the Internet is that it facilitates the transfer of information in education and enables active learning thanks to WEB 2.0 applications. The use of WEB 2.0 tools in nursing education provides significant benefits to the cognitive, affective and behavioral fields. Considering their important role in education, academic nurses' technological applications are critical to achieve good results in this context. For this reason, it is very important to shed light on the use of Web 2.0 tools for nursing education, to enlighten nurse candidates about the general use of Web 2.0 tools, and at the same time to discover the best technological practices they use.
The goal of this pilot study is to learn if a class and hands-on-practice of ergonomic body positions - or specific ways to move the body while working to prevent injury - is valuable to training obstetrics and gynecology doctors. The main questions the study team aims to answer are: - Will these lessons successfully teach the participants how to move bodies at work in a way that will prevent injury? - Will the participants feel that learning and practicing such lessons helps to avoid injury while at work? Researchers will compare training obstetrics and gynecology doctors that attend a class on ergonomics and have guided hands-on-practice of ergonomic body positions with training obstetrics and gynecology doctors that attend the class only to see if the first group learns and remembers how to move their bodies safely while working. All participants will attend a class that teaches basic ergonomic lessons before they are divided into two groups. Group 1 will practice common surgery skills on a model while being videotaped by an artificial intelligence application. The application will make a report on unsafe positions a participant does while practicing surgical skills. The Group 1 participant will then go over the report with one of the study supervisors to talk about ways that the participant can move safely while practicing the skills. The participant will then practice the skills one more time while being videotaped. The study supervisors will then compare the two reports to see if the participant improved. Group 2 will also practice common surgery skills on a model while being videotaped. Group 2 participants will not get to see the report that the application generates or speak with the study supervisors about ways to move safely while practicing the skills. There will be a follow up after two months to see if participants remembered what was learned during the class and during the hands-on practice lesson. All participants will again be videotaped. The study supervisors will compare the videos and reports from the last class to the most recent ones to see if the participants learned and remember how to move safely while working. Participants in both groups will take a quiz about the lessons learned in the class before and after the class to determine what had been learned from the lesson. A survey about how useful and helpful the class was and hands-on practice sessions were will also be completed.
The goal of this prospective study is to investigate the satisfaction, NASA-Task Load Index (TLX), and surgical proficiency of a robotic breast surgery education program using cadaver or porcine models, as well as to develop an AI-based surgical guide for utilization within the educational program in trainees for robotic breast surgery. The main question[s]it aims to evaluate : - Satisfaction questionnaire of a educational program - NASA-TLX of a educational program - global evaluative assessment of robotic skills (GEARS) of a robotic breast surgery for surgical proficiency Participants will participate the educational program and fill out a satisfaction questionnaire and NASA-TLX. The tutor evaluates GEARS for 15 minutes at the beginning and end of training. After the development of the surgical guide based on AI, researchers will compare a training group with or without surgical guide to see the effect of the surgical guide.
The researchers gave midwifery students theoretical training on how to take heel blood on a newborn model. Students were asked to take heel blood on the model in the high-reality simulation environment and simulation room. The student's ability to take heel blood before and after taking heel blood in a high-reality simulation environment or on a newborn model in a simulation environment, satisfaction with learning, anxiety and self-efficacy levels were compared.
This is a quantifiable study evaluating the ability of a mixed reality (MR), immersive simulation experience to evoke empathy in anesthesiology trainees. Quantitative methodologies will be employed using standardized questionnaires including the The Jefferson Scale of Physician Empathy for Health Professions Students, (HP-version). Trainees will assess their preliminary, baseline empathy using the Jefferson Scale and after the simulation and debrief, will reassess empathy scores, once again using the Jefferson Scale. A satisfaction survey to assess simulated patient embodiment as a valuable exercise and contributor to empathy education curriculum.