View clinical trials related to Learning.
Filter by:The investigators are interested in finding accessible interventions for youth and young adults that help promote long-term positive mental health functioning. They will be investigating the effects of Team Unbreakable, a 13-week, twice weekly running group, on mental health symptoms, memory, and attention. This intervention will hopefully improve mental health functioning in youth aged 17-25 that are at high risk of developing mental health disorders. Sessions will consist of 30 minutes of running under the supervision of group leaders and coaches. The group will steadily increase the distance and time spent running versus walking, with the goal of having everyone run a 5 km race together at the end of 13 weeks. Once a week, youth will be provided with education on a variety of topics related to health and running. Youth will complete measures before, during, and after the program to assess outcomes.
In a randomised controlled cross-over study, the influence of interacting with a dog on children's learning performance is investigated.
This study evaluates the use of eLearning of quality improvement methods. Participants who use eLearning only, facilitated learning only and a combination of eLearning and facilitated learning will complete questionnaires and be interviewed to establish the effect of eLearning of quality improvement methods to improve knowledge, change in behaviour and impact on healthcare services for better patient care.
The aim of this study is: 1. to evaluate the effectiveness of the nursing student - nurse teacher mobile cooperation (MC) during the clinical practicum, 2. to measure the usability of the mobile application. The detailed research questions and hypothesis of this study are as follows: 1. What is the impact of MC on the nurse competence level of nursing students evaluated by work role, teaching-coaching and therapeutic interventions? H1: Nursing students' using MC will have a stronger change in the self-assessed level of nurse competence than those using standard cooperation (SC). H2: Nursing students' using MC will have higher level of nurse competence assessed by mentors after clinical practicum than those using SC. 2. What is the impact of MC on the clinical self-efficacy level of nursing students? H3: Nursing students' using mobile cooperation will have a stronger change in the self-assessed level of self-efficacy in clinical performance than those using standard cooperation. 3. What is the impact of mobile cooperation on the satisfaction level of nursing students evaluated by supervisory relationship, pedagogical atmosphere on the ward and the role of nurse teacher? H4: Nursing students' using mobile cooperation will have higher level of satisfaction with the supervisory relationship, pedagogical atmosphere on the ward and the role of nurse teacher after clinical practicum than those using standard cooperation. 4. What is the perceived usability of the mobile application by the intervention group? The ultimate goal is to establish a modern, innovative solution for the nursing student - nurse teacher cooperation to support and facilitate the clinical learning of nursing students during the clinical practicum.
The purpose of this study is to determine wether e-learning is a more effective than traditional classroom teaching at norwegian nurses ability to use the Braden risk assessment scale and pressure ulcer classification.
This clinical trial will determine the effect of varying types of carbohydrates on children's concentration.
The overall goal of this study is to gain insight into the neural mechanisms of learning multiple tasks. By examination of cognitive and behavioral output during the performance and learning of several computer maze tasks, and through a detailed examination of the neural activity obtained from functional near-infrared (fNIR) and electroencephalography (EEG), it may be possible to gain insight into the impact of the amount of practice and the organization of practice has on learning fine motor skills. This insight may provide direction as to how to better develop instructional and rehabilitation protocols in addition to clinical interventions to facilitate recovery of function, relearning and transfer of cognitive and fine motor skills based upon neural responses to physical practice.
Simulation is used to teach undergraduate and postgraduate healthcare professionals, however it is not known how best to use this resource. Using qualitative methods, this study aims to investigate how medical students learn during simulation scenarios and will compare students who are paired with peers with those who are solo during their scenarios. Video and audio data from simulations will be collected and analysed with anxiety and empathy questionnaire data and semi-structured interviews.
The purpose of this study is to determine whether DHA (in a daily dose of 600 mg.) will improve the behaviour and learning of normal children aged 7-9 years in mainstream state schools who are underperforming according to nationally standardized tests.
Study Objective: Training physicians in new skills via classroom-based teaching has inherent costs and time constraints. We sought to evaluate whether web-based didactics result in similar knowledge improvement and retention of basic ultrasound principles and the EFAST (Extended Focused Assessment with Sonography for Trauma) compared with the traditional method. Methods: Physicians from two German emergency departments were randomized into a classroom group with traditional lectures and a web group that watched narrated lectures online. All participants completed a pre- and post-test, and a second post-test eight weeks later. Both groups underwent hands-on training after the first post-test. A control group completed the two initial tests without didactic intervention.