[Evaluation of students' knowledge: changing the way of studying].
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Education, Nursing↗
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Prevention of smoking in young children in Holland: education and changing attitudes.
The Dutch Foundation on Smoking and Health is executor of the Dutch governmental information policy to discourage smoking. Although smoking prevalences have steadily decreased from 60% in 1967 to 33% in 1989, much needs to be done to continue to eliminate this dangerous habit. The main priority of the Foundation is to prevent young people from taking up the habit of smoking. To this end, we use two different education and prevention campaigns: 1) "Don't play with fire," a school program aimed at children 10-12 years old. It consists of a teachers manual and six worksheets for each pupil and gives information about seven different aspects of the smoking habit; 2) a continuing approach, via posters, advertisements in youth media and school materials to young adolescents 13-19 years old. In 1983 the campaign "I don't smoke, I play sports"; in 1986 "Smoking . . . why should I"; and in 1989 "Smoking? Why should you?" Both programs led to increased knowledge, changed attitudes, and decreased smoking habits among both target groups.
Adolescent↗
Presentation of drug prescribing guidelines and physician response.
Most Medicaid Drug Use Review (DUR) Programs disseminate prescribing practice guidelines by providing written reviews to physicians about specific prescribing practices that do not follow established criteria and inviting their comment. This study reviewed physicians' written responses to explore relationships between DUR communications and the degree to which these communications affect awareness of prescribing issues, increase knowledge, change erroneous beliefs, and generate intentions to apply the information appropriately. The form, content, and effective tone for all responses received in 1990 regarding five different drug therapy issues (N = 240) was recorded. Response rates, comprehension, counterarguments, and prescribing intentions varied by drug therapy issue. Attention to the communication process could improve the dissemination of prescribing practice guidelines by DUR Programs.
Attitude of Health Personnel↗
Change in smoking status among a cohort of late adolescents: prediction and explanation of initiation, maintenance and cessation.
This study examined the degree and type of changes in adolescent smoking status that occurred over an eight-year period, when the group was in grades four to six, to late adolescence and early adulthood. Where changes in smoking occurred, they were more likely to be in the direction of increased (57.7%), as compared to decreased (4.1%) involvement with smoking, particularly among females. Discriminant function models were developed and resulted in 60% accuracy of classification. Variables measured in 1975 found to be related to change in status (from 1975 to 1983) were early smoking, sex, age, peer and parental smoking, prediction of future smoking, attitude and knowledge. Changes in some of the independent variables were examined and found to be related to changes in smoking. Implications for prevention and cessation programmes are discussed.
Adolescent↗
Evaluation of an educational programme for patients taking warfarin.
The outcomes of a structured warfarin patient education programme were compared with those of an unstructured programme. For both programmes, knowledge and satisfaction levels were determined, incidence of complications of warfarin therapy were noted, and prothrombin time results were examined. The 23 patients who participated in the structured educational programme were selected from among vascular surgery patients. The comparison group was composed of 10 patients who had mechanical prosthetic valves inserted. The structured programme was designed for the study, and implemented by staff nurses. The comparison group received the usual unstructured educational programme. Post-treatment assessments were made before discharge and at 1 month and 3 months after discharge. Interview guides were developed, to determine knowledge and satisfaction. At the predischarge interview, significant differences between the treatment and comparison groups were observed related to knowledge of elements of warfarin therapy. The most important effects of the programme related to specific instructions to promote safety. The interviews 1 month and 3 months after discharge demonstrated that knowledge changed in several areas for both groups. Overall, both groups were satisfied with the information they received. The majority in both groups did not experience complications. Prothrombin times were available for some patients. Those obtained indicated that prothrombin times were not consistently within the therapeutic range for 60% of the time or more. The study supports the use of a structured educational programme as one element in achieving safe, effective warfarin therapy. Reasons for changes in knowledge over time merit further exploration, as does the relationship between optimal control of therapy and educational programmes.
Adolescent↗
An infrared system for the detection of a pigeon's pecks at alphanumeric characters on a TV screen: the dependency of letter detection on the predictability of one letter by another.
Three pigeons pecked at letters of the alphabet and at the symbol "?" displayed on a computer-driven cathode ray screen. A 4 by 4 matrix of infrared emitting and detecting diodes and associated circuitry identified the location of a pigeon's responses to the screen. Responses at the target letter T were probabilistically reinforced with food whenever T appeared in a string of three letters in the middle of the screen. Responses at the symbol "?" appearing below this string were probabilistically reinforced whenever T did not appear. The letter F anywhere in the three-character string either strongly predicted the occurrence of the target letter T, in two conditions, or predicted its nonoccurrence, in a third. This manipulation of the frequency with which the familiar letter F predicted T was shown to change the function relating probability of a correct peck at the symbol "?" to the number of Fs in the string. This effect may be interpreted as an instance of the phenomenon where an organism's acquired knowledge changes what it sees.
Animals↗
The effect of knowledge on nursing students' attitudes toward individuals with AIDS.
The purpose of this study was to determine if increased knowledge changes nursing students' attitudes toward individuals with AIDS. A pretest/post-test design was used to administer a questionnaire, developed and validated in the United States, and adapted for use in this study. Subjects were total population of first to fourth year baccalaureate undergraduate nursing students attending a 1-day AIDS workshop. Questions dealt with knowledge and fears concerning AIDS and caring for AIDS patients, and attitudes toward homosexuality and toward the terminally ill. With the level of significance set at (p less than .05), post-test results indicated that all groups of students displayed a knowledge gain (p = .000) and a more positive attitude toward caring for AIDS patients (p = .001), particularly by e, first and third year students (p = .001). Although positive, younger students and students who had cared for AIDS patients were less positive. In this study, AIDS education had a positive influence on attitudes of nursing students. This finding supports the use of education to foster positive attitudes toward AIDS and individuals with AIDS.
Acquired Immunodeficiency Syndrome↗
Evaluation of the reorganization of a public health nursing division.
From 1986 to 1988, the Nursing Division of the Hamilton-Wentworth Department of Public Health Services undertook an analysis of our present organizational structure, incorporating knowledge from current literature, community trends and staff perceptions. From this analysis, a division-wide reorganization was implemented from the current practice in which the Public Health Nurse (PHN) delivered nursing care across all ages and stages (generalist role) to one organized by target populations. These events were described in an earlier article. As part of the plan for reorganization, the nurse management team implemented an evaluation process which included five components: 1) an internal staff survey; 2) an external agency survey; 3) a program-specific activity analysis; 4) a program-specific measure of knowledge change and; 5) a longitudinal job satisfaction survey. This article describes this evaluation and presents implications for the future.
Educational Measurement↗
The effect of an educational program on knowledge & attitudes about blood pressure by junior high school students: a pilot project.
This study tested the effectiveness of a 10 minute videotape and complementary print program guide on the knowledge and attitudes of junior high school students about blood pressure (BP). A randomized two group pre-test, post-test and delayed post-test design was used. The experimental group received an educational session on BP, designed for this study, which consisted of a 40-minute session, comprised of a 10-minute video presentation and discussion by the teacher on BP (guided by the program guide). The educational session was effective in improving students knowledge of BP at one week post-test; however, this positive effect did not persist at the three month post-test. Student interest in, or knowledge of, their own BP was not obviously affected by the session. The findings were interpreted in light of Social Learning Theory (SLT) and the PRECEDE Model of Health Education (PMHE). In testing the effect of one component of an educational program, i.e., the videotape and teacher lesson the environmental determinants of behaviour change could not be addressed in this study. The educational session was able, however, to achieve the desired knowledge change. The 10-minute videotape and complementary print program guide was shown to be a viable educational tool and can therefore be utilized as a resource in a broader multi-faceted program of cardiovascular (CV) health promotion.
Adolescent↗
Cardiac transplantation: the changing faces of immunosuppression.
Many advances have been made in immunosuppressive therapy and other aspects of cardiac transplant management since the first cardiac transplantation was performed in the late 1960s. The cellular immune response and rejection process are better understood. This knowledge changed the way existing drugs were used to control rejection and led to the development of new drugs that could more effectively control the rejection process. Early drug protocols used combinations of azathioprine, antilymphocyte globulin, and steroids. Later protocols used combinations of cyclosporine, steroids, and antithymocyte globulin. After problems related to cyclosporine were identified, protocols came full circle. They now include drugs that were used in earlier protocols, as well as cyclosporine. The purpose of this article is to describe how protocols for immunosuppressive therapy have evolved based on our expanded knowledge of immunosuppression and methods of best using new and old drugs to achieve this goal.
Heart Transplantation↗
Does continuing medical education improve the quality of medical care? A look at the evidence.
Although continuing education has a long tradition within the medical profession, mandated continuing medical education is of very recent origin. The conceptual framework used to justify continuing medical education is that it exposes physicians to new knowledge, changes physician behavior, and favorably alters patient outcomes. Considerable evidence exists that physician knowledge can be increased, and that behavior can be changed, but there is very little to show an effect on patient outcomes. The effectiveness of continuing medical education is further clouded by such issues as consumerism, licensure politics, and professional standards review organization legislation. Family physicians should have a role in determining the outcome of the continuing medical education debate, as participants, as policy-setters, and as informed critics.
Behavior↗
Reducing the risk of cardiovascular disease: effects of a community-based campaign on knowledge and behavior.
In 1972 the Stanford Heart Disease Prevention Program launched a three-community field study. A multimedia campaign was conducted for two years in two California communities (Watsonville and Gilroy), in one of which (Watsonville) it was supplemented by an intensive-instruction program with high-risk subjects. A third community (Tracy) was used as a control. The campaigns were designed to increase participants' knowledge of the risk factors for cardiovascular disease, to change such risk-producing behavior as cigarette smoking, and to decrease the participants' dietary intake of calories, salt, sugar, saturated fat, and cholesterol. Results of a sample survey indicate that substantial gains in knowledge, in behavioral modification, and in the estimated risk of cardiovascular disease can be produced by both methods of intervention. The intensive-instruction program, when combined with the mass-medica campaign, emerged as the most effective for those participants who were initially evaluated to be at high risk. The results after two years of intervention are reported for effects on knowledge and behavioral change for the total participant samples and for the high-risk subsamples in each of the three communities.
Attitude to Health↗
An experimental comparison of two AIDS prevention interventions among young Zimbabweans.
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Acquired Immunodeficiency Syndrome↗
Evaluation of training effects on teacher attitudes and concerns prior to implementing a human sexuality education program.
Teacher changes in knowledge, attitudes, and concerns about teaching a new human sexuality education curriculum due to inservice training were examined; 59 middle school teachers were surveyed before and after one week of training. Significant (p less than .05) increases in knowledge, perceptions of importance of teaching the curriculum, intent to teach, and level of comfort with course content suggest areas of positive learner changes. Effects were not noted for sexual orientation (liberal vs. conservative) or responsibility for student outcomes. Relationships (p less than .05) were noted between comfort, importance, responsibility, and intent to teach with expectations of how students, colleagues, administrators, parents, and community would respond, as well as perceptions of curriculum congruence with teaching style and the adequacy of preparation to teach the curriculum. Few responses were associated with teacher personal characteristics.
Attitude to Health↗
Campaign against AIDS in Switzerland: evaluation of a nationwide educational programme.
The campaign against the spread of the acquired immune deficiency syndrome (AIDS) in Switzerland includes a nationwide educational programme. A booklet about AIDS was mailed to every Swiss household in March 1986, and in 1987 there has been a mass media campaign promoting the use of condoms. We evaluated the results of the first phase--the distribution of the booklet--using a separate sample pretest and post-test design. The pretest was carried out 15 days before the booklet was mailed (sample n = 1056) and the post-test two months after the booklet was mailed (n = 1278). Of the population aged 20-69, to whom the book was sent, 56% read the booklet. For those who read the booklet compared with those who did not the results showed an improvement in knowledge and a better understanding of the risks of specific behaviours and of exposed groups and thus less fear of becoming infected through daily activities. The mean indices of knowledge and beliefs were significantly different when tested by the Kruskal-Wallis method. Having better information does not imply that people will change their behaviour, but both the high reading rate and the increase in knowledge suggest that the Swiss educational programme reached its objectives. Moreover, the success of this campaign helps to support other campaigns that are being developed to promote the use of condoms.
Acquired Immunodeficiency Syndrome↗
A longitudinal evaluation of computer-assisted instruction on contraception for college students.
This study assessed changes in contraceptive knowledge of 58 white female undergraduate college students following use of a computer-assisted instruction (CAI) program on contraceptive methods. The CAI program consisted of a personal-computer-based instructional lesson covering facts about and appropriate use of oral contraceptives and barrier methods, and myths about sexuality and sexually transmitted diseases. Baseline contraceptive knowledge was first compared with 171 white female undergraduate students. This comparison indicated that, overall, there were knowledge deficits regarding the safety of oral contraceptives and what to do if oral contraceptives are not used correctly. At immediate posttest, significant knowledge gains were observed for danger signs associated with using oral contraceptives, the rationale for triphasic and biphasic pills, potential medication synergism, health benefits of using oral contraceptives, potential contraceptive effect of withdrawal, and the reasons women stop using the pill. At six-month follow-up, students evidenced long-term knowledge gains on duration of pill use, the rationale for triphasics and biphasics, appropriate contingencies for missing two days of the pill, danger signs associated with using contraceptives, medication synergism, and health benefits of using oral contraceptives. The results of the evaluation are considered in the context of the widely held assumption that young women's contraceptive failure is unrelated to knowledge deficits about methods of birth control.
Adolescent↗
Health education in school children.
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Adolescent↗
Changes in knowledge, attitudes, and behavior as a result of a community-based AIDS prevention program.
The study evaluates the outcome of a California-based AIDS prevention program, "Stop AIDS." Community discussion groups focusing on information, attitudes, and behavior associated with HIV infection and transmission were conducted in one-time, 3 1/2-hour sessions. Participants completed different versions of the AIDS Prevention Test before and after the discussion group. Significant positive shifts in information, attitudes, and behavior were observed as a function of the discussion group participation. Whereas pretest knowledge correlated with pretest behavior and posttest knowledge, only pretest behavior correlated with the crucial variable of posttest intended behavior. When changes from pretest to posttest were analyzed, both information and attitude change correlated to changes in behavior. The intervention and evaluation procedures are proposed as a replicable national model for community-based AIDS prevention programs.
Acquired Immunodeficiency Syndrome↗