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Background Effective pain management is impeded in the Middle East by barriers such as myth, irrationality, ignorance, stigma, and bias. However, it is still controversial whether these barriers are always cultural or simply educational. Aim To examine the differences based on cultural background and demographic characteristics in Jordanian and Nigerian nursing students’ knowledge and attitudes related to pain in older adults. Methods This descriptive-comparative study used the Pain in Older Adults Knowledge Survey (POAKS) and a convenience sample of 221 nursing students (Jordanian n = 110, Nigerian n = 111) to measure students’ knowledge and attitudes related to pain in older adults. Findings The participating Jordanian students had higher POAKS scores than did the Nigerian students. Further, the scores of Jordanian female students were higher than the scores of Nigerian female students. Finally, both Jordanian and Nigerian students who had been admitted to the nursing program post diploma had higher POAKS scores as compared to students who had been admitted post high school. Discussion The findings of the current study add to the evidence that nursing students’ knowledge and attitudes related to pain in older adults are poor and culture-bound. A better understanding of the cultural differences in nursing students’ knowledge and attitudes related to pain may pave the way for redesigning nursing curricula in Jordan and beyond in a way which is culturally sensitive and evidence-based. Conclusion Regardless of their demographic characteristics, nursing students were found to have poor knowledge of pain assessment and management in older adults. However, significant differences based on cultural background were identified between Nigerian and Jordanian students in terms of their knowledge and attitudes related to pain in older adults.

This research aimed to evaluate informal caregivers' knowledge of and practices with enteral nutrition in caring for patients fed through a percutaneous endoscopic gastrostomy tube. Knowledge levels of caregivers about nutritional practices and percutaneous endoscopic gastrostomy tube care practices for patients fed enterally are important to prevent possible complications associated with the percutaneous endoscopic gastrostomy tube in the early period. The research sample for this descriptive observational study consisted of 126 individuals caring for patients fed through a gastrostomy tube. Knowledge and practices of caregivers were evaluated using a knowledge survey and a practice survey. The knowledge (18.90 ± 3.13; range = 0-24) and practice scores (13.41 ± 1.45; range = 0-15) of the caregivers about tube feeding were above the mean. Caregiver confusion was noted around practical aspects of care such as tube care verification of tube position, and care of the insertion site. Elderly caregivers and those with a low education level need more support about enteral nutrition when caring for patients fed through a percutaneous endoscopic gastrostomy tube. It is recommended that the nutrition nurse and other health team members provide more regular training to informal caregivers of patients fed with percutaneous endoscopic gastrostomy tubes.

Background Primary palliative care (PPC) education is deficient in nursing curricula. The Endof-Life Nursing Education Consortium (ELNEC) curricula are frequently utilized PPC educational interventions; however, there is limited evidence exploring the impact of the new undergraduate curriculum on student knowledge. Purpose The purpose of the study was to determine the impact of ELNEC-Undergraduate curriculum on associate degree nursing students’ knowledge of PPC. Methods The quasi-experimental study implemented a pretest/posttest design with a single cohort of associate degree nursing students enrolled in their final semester. Knowledge was assessed using the Undergraduate Nursing Palliative Care Knowledge Survey. Paired sample ttests analyzed change in knowledge. Hierarchical linear regressions analyzed the effect of student demographics on knowledge. Results Knowledge significantly increased after the implementation of the ELNECUndergraduate curriculum. No significant effects of demographic variables were identified. Conclusion The ELNEC-Undergraduate curriculum is effective in improving associate degree nursing students’ knowledge of PPC.

At any time, a medical crisis could result in an individual too sick to make one's own health care decisions. Advance care planning (ACP) is an important step to ensure that each person receives the medical care desired. Despite its significant importance and proven benefits, the completion rate for advance directive is approximately one-third among the general population in the United States and lower among Chinese Americans. This study explored Chinese Americans' knowledge and attitudes about ACP following completion of a web-based culturally tailored health education program. Ninety-six individuals completed the study between October 1 and December 31, 2020. Prestudy-poststudy outcomes measured included the Advance Directive Knowledge Survey and Advance Directive Attitude Scale administered before and after completion of the education program. Each measure has 9 questions and 16 questions, respectively. Participants' Advance Directive Knowledge Survey scores (pre: mean, 6.04 [SD, 2.28]; post: mean, 8.75 [SD, 0.53]; P < .01) and Advance Directive Attitude Scale scores (pre: mean, 47.31 [SD, 5.69]; post: mean, 53.59 [SD, 4.37]; P < .01) increased significantly following program completion. Findings indicated feasibility for integration of web-based technology and culturally tailored approaches to promote ACP knowledge and attitudes among Chinese Americans.

This study was undertaken to determine the impact of an educational intervention on health care workers' level of satisfaction with the training and the new knowledge gained regarding newborn care. A pre- and post-training knowledge survey, a ‘satisfaction’ survey and group discussions were conducted with 38 health workers at Jos University Teaching Hospital (JUTH), Plateau state, Nigeria. The content included in the training were rated as either ‘very good’ or ‘excellent’ by the majority (94.6%) of the participants. The majority (83.7%) strongly agreed that they would be able to apply most of the material learned to their job. And lastly, the mean post-training score (21.42 ± 1.08) was higher that the pre-training score (17.95 ± 3.08). The newborn care training resulted in a positive experience for the participants and improved their knowledge about newborn care. This study has potentially laid a foundation for positive behaviour change and improved neonatal care and survival in Nigeria.

The goals of this study were to investigate technical and vocational education (TVET) teachers’ progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey. Results indicated significant improvement in teachers’ Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.

Knowledge is critical for self- management, however there are no measures available in Arabic to effectively assess knowledge and self-management for chronic kidney disease (CKD). The aim of this study was to translate, culturally adapt, and validate Chronic Kidney Disease Self-Management Instrument-29 (CKD-SM-29) and Kidney Disease Knowledge survey (KiKs) for use by Arabic-speaking health professionals and patients. The study was carried out in two phases: translation and cultural adaptation, and validation. Instruments were translated from English to Arabic then adapted and validated using 203 pre-dialysis CKD patients. Face validity and internal consistency were demonstrated for Arabic versions of CKD-SM-29 and KiKs. Cronbach’s α for the CKD-SM-29 was .91 for KiKS was .78. Test-retest revealed good stability over a 1-week period. Intra Class Correlation coefficient for CKD-SM-29 was .90 and was .78 for KiKS. Convergent and discriminative validity were also demonstrated for the translated instruments. The validity and reliability of the Arabic CKD-SM-29 and KiKs were demonstrated. The translated instruments are culturally adapted and will support care of patients with CKD in Arabic-speaking countries.

This study aimed to adapt the Perceived Self Efficacy toward STEM Knowledge Survey, developed by Lee, Hsu, and Chang (2019), into Turkish to measure teachers' self-efficacy perceptions regarding STEM education. For this purpose, validity and reliability analyzes of the survey were made. Participants were 204 in-service teachers who were working in different branches and from various cities in Turkey. A confirmatory factor analysis was performed to investigate whether the survey showed a similar structure with six factors and 30 items as the original version. The study findings showed that the adapted survey consisted of six factors, namely, scientific inquiry, technology use, engineering design, mathematical thinking, and synthesized knowledge of STEM and attitudes toward STEM education. Also, the t-test results of 30 items in the survey were found to be significant. The Cronbach's Alpha reliability coefficient was calculated as .972. The results demonstrated that the Turkish version of the Perceived Self Efficacy toward STEM Knowledge survey consisting of 6 factors and 30 items was a valid and reliable measurement tool.

Introduction Health literacy (HL) and health numeracy (HN) are underestimated barriers to treatment adherence in patients with haemophilia. Aim To test the ability of an educational intervention to improve knowledge, HL, HN, adherence and joint health in adolescent and young adult (AYA) males with haemophilia. Methods We performed a longitudinal pilot study of 41 participants aged 12-21 years with haemophilia A or B during two clinic visits 6-12 months apart. The first visit included a comprehensive pre-intervention assessment: demographics, knowledge survey, Montreal Cognitive Assessment testing, 5-question tool to assess baseline HN, assessment of HL with the Rapid Estimate of Adolescent Literacy in Medicine tool, history of adherence and Haemophilia Joint Health Score (HJHS). An educational intervention using a visual aid explained basic pharmacokinetic (PK) concepts and personal teaching regarding haemophilia treatment regimens was used during this visit. The second visit included a post-intervention assessment: a reassessment of knowledge, HL, HN, HJHS, adherence to prescribed therapy and number of joint bleeds since the pre-intervention visit. Results Forty-one males with haemophilia A or B were enrolled in the study. Of these, 33 completed the post-intervention assessment. Knowledge (p = .002) and HN (p = .05) were significantly improved post-intervention, although the HL, number of joint bleeds, adherence to prescribed therapy and HJHS were not. Conclusions Participants with low HL and/or HN may benefit from alternate methods of education such as audiovisual material. Education using audiovisual materials improved knowledge and HN in this study; however, this did not affect adherence to prescribed therapy.

Objective To compare the efficacy of video-assisted self-directed neonatal resuscitation skills course with video-assisted facilitator-led course. Methods This multicenter, randomized, blinded, non-inferiority-controlled trial compared two methods of teaching basic neonatal resuscitation skills using mask ventilation. Groups of novice providers watched an instructional video. One group received instructor facilitation (Ins-Video). The other group did not (Self-Video). An Objective Structured Clinical Exam (OSCE) measured skills performance, and a written test gauged knowledge. Results One hundred and thirty-four students completed the study. Sixty-three of 68 in the Self-Video Group (92.6%) and 59 of 66 in the Ins-Video Group (89.4%) achieved post-training competency in positive pressure ventilation (primary outcome). OSCE passing rates were low in both groups. Knowledge survey scores were comparable between groups and non-inferior. Conclusions Video self-instruction taught novice providers positive pressure ventilation skills and theoretical knowledge, but it was insufficient for mastery of basic neonatal resuscitation in simulation environment.

Palliative care relies on a team approach to manage the complex needs of patients and families living with serious illness. This article describes an interprofessional team's aim to develop an interactive online curriculum in palliative care, with an emphasis on interprofessional education (IPE). The aim of the program is to address the need for formalized interprofessional palliative care education. The interdisciplinary team identified the need for formalized education efforts within our clinical space. To address the need, the team designed an online curriculum based in the core competencies of palliative care and IPE. A new model was established, with the themes of learning about "people," learning the "job," and learning "respect." The team followed the plan-do-study-act model to guide their process. The newly developed interprofessional online curriculum was utilized by palliative care trainees from various disciplines and levels of education. Pre- and post-tests to measure the knowledge, behavior, attitudes, and skills needed for teamwork and core palliative care competencies were completed. Forty-three medical and nursing students, undergraduate and graduate, completed the pretest, and 32 students completed the post-test. Results indicate that learners are growing in interprofessional skills and attitudes, but not in formalized knowledge of palliative care as a result of their clinical experience. Results suggest that more formalized knowledge may need to be provided to learners who come to this clinical experience, which could be delivered through the online curriculum. The knowledge survey should also be re-evaluated for clarity and content.

Objectives To examine the effects of the Roy Adaptation Model-based interventions on adaptation in persons with heart failure. Methods A quasi-experimental study was conducted in Hangzhou, China, from March 2018 to November 2019. A convenience sample of 112 participants with heart failure from a multi-campus hospital was enrolled. Participants were allocated into an intervention group (n = 55) and a control group (n = 57) according to their hospitalized campus. A culturally-tailored care plan intervention based on the Roy Adaptation Model was performed in the intervention group. The control group received bedside patient education and a regular booklet for HF home care before discharge. Heart ultrasound, Minnesota Living with Heart Failure Questionnaire (MLHFQ), a knowledge survey, Self-care Heart failure Index (SCHFI), and Coping and Adaptation Processing Scale-Short Form (CAPS-SF) were used to measure patients’ levels of adaptation of physical function, self-concept, role function, and interdependence at baseline and six months after discharge. Results Ninety-one participants with complete data, 43 in the intervention group and 48 in the control group, were included in the analysis for the primary endpoints and showed adaptive improvement trends. Most patients in the intervention group completed 60% or more of the given interventions. At the sixth month after discharge, compared with the control group, the intervention group had improved adaptive behaviors showing higher scores of the MLHFQ (70.90 ± 22.45 vs. 54.78 ± 18.04), heart failure-related knowledge (13.79 ± 2.45 vs. 10.73 ± 4.28), SCHFI maintenance (57.67 ± 13.22 vs. 50.35 ± 10.88), and CAPS-SF (40.23 ± 4.36 vs. 38.27 ± 2.60) at the six-month follow-up (P ＜ 0.05). There were no significant differences between the two groups in the scores of left ventricular ejection fraction, scores of SCHFI management and SCHFI confidence subscales (P > 0.05). Conclusions The findings reported evidence of positive adaptation in patients with heart failure, indicating that the Roy Adaptation Model is an effective guide for developing an implemented framework for the nursing practice of the patients. The culturally-tailored care plan intervention is helpful to improve adaptation of patients with heart failure.

Purpose Wearable devices are commonly used to measure physical activity. However, it remains unclear the effect of wearing these devices on health awareness. Our aim was to provide evidence related to wearing physical activity trackers and health awareness. Methods A quantitative comparison study design was used comparing participants who wore physical activity tracking devices (n = 108) and those who did not (n = 112). A paper-based Physical Health Knowledge survey designed for the purpose of this research was used for data collection in 2018. Results A difference between participants who wore physical activity tracking devices and those that did not was identified in relation to activity levels and physical health awareness. Wearable devices are suggested as an opportunity for nurses to engage people in physical activity with the potential to improve their health awareness. Conclusions Nurses are well placed in the healthcare landscape to work with patients who own an activity tracker device concerning increasing activity self-monitoring. This information the patient has from the device can also form the basis of health discussions between nurses and the people in their care.

Objective This study assessed whether using an educational tool increased the knowledge and perceived comfort level of first-year medical students in giving a diagnosis of Down syndrome. Method A total of 295 students taking a genetics course completed a knowledge questionnaire and Situations Inventory (aimed at assessing comfort with sharing certain information), prior to and following use of Brighter Tomorrows, a web-based educational module on giving parents a diagnosis of Down syndrome. Results The pre-intervention mean on the knowledge survey was 3.67, which significantly increased to 5.47 following the intervention. Mean Situational Inventory scores were significantly higher pre-intervention (M = 45.5), which indicates greater discomfort, compared to post-intervention (M = 36.7). Qualitative analysis of responses regarding lessons learned fell into 5 major themes. The most common theme (48% of responses) was related to communication skills. The most frequently cited lesson learned was the importance of demonstrating empathy. Conclusions This study found that knowledge and perceived comfort levels of first-year medical students in giving a postnatal diagnosis of Down syndrome were significantly increased following use of an educational tool. Practice Implications Educational modules can provide medical students with foundational knowledge on providing distressing information to help prepare for future clinical encounters.

Hidradenitis suppurativa (HS) is a chronic, recurrent inflammatory disease of the hair follicle that presents with painful nodules, abscesses, and sinus tracts with a predilection for intertriginous areas.1-2 The prevalence of HS ranges from 0.1-2% and it has a higher impact on quality of life than almost all other chronic dermatologic diseases, but knowledge among providers is limited and average delays to diagnosis of 5-14 years have been reported.1-3 We aim to characterize knowledge and attitudes of medical students toward HS to characterize potential deficiencies in medical school curricula.

Background: While hospital-related shootings are not common, recent years have demonstrated an increasing trend, especially involving the emergency department (ED). Despite this increase, there remains a lack of effective training for providers for active shooter events. Existing trainings commonly lack active participation, departmental-specific plans, or feasibility. Methods: Sixty-six emergency medicine physicians, nurses, and technicians participated in a two-phased multimodal active shooter training aimed to increase response knowledge and comfort. The initial training phase included a lecture on “Run-Hide-Fight” principles with departmental adaptations, followed by scenario-based discussion, and then safety walkthrough. Months later in the second phase, participants completed an active shooter simulation. An identical knowledge survey was collected before and after each phase along with descriptive analysis. Surveys were compared using paired t-test. Comfort levels were reported on a Likert scale and compared by paired t-test. Results: Paired t-tests confirmed a statistically significant difference in both active shooter knowledge and comfort levels. Participants showed retention of response knowledge and comfort with implementing response behaviors. Further descriptive analysis demonstrated effective fleeing and barricading, suggesting a real-life gain of knowledge and comfort. Conclusion: A two-phased, multimodal training design for active shooter response was successful in increasing ED provider active shooter knowledge, comfort, retention, and effective response behaviors.

Introduction Palestinian society is going through health transition that is associated with increase in chronic diseases due to poor dietary habits so adequate integration of nutrition information is important. Aims The aim of this study is to find the association between nutrition literacy and diet behavior among a group of Palestinian participants. Methods A sample of 101 Palestinian participants were recruited to participate in the study. An online survey was used to collect study data. Newest Vital Sign quiz was used to collect information on nutrition literacy and Short Format of the Diet Health and Knowledge Survey (SFDHKS) was used to collect information on diet behavior and USDA food security questionnaire was used to collect data on food security. Data was analyzed utilizing SPSS 21. Results This study included 101 participants, mean age 22.7 y ± 8.7 y, mainly females (females were 83.2% and males were 16.8%). 5.7% of the study participants were obese, 13.8% overweight and 10.3% were underweight. The prevalence of adequate nutrition literacy was 29%. There was minimal association between diet behavior and nutrition literacy, food security and BMI categories, but significant association with income and living in city relative to village (p Conclusion There is low prevalence of adequate nutrition literacy. Nutrition literacy depends on social and economic aspects but further research is need to understand its relationship to diet behavior.

Objectives As part of a study to construct a shared-medical decision tool for ovarian cancer maintenance therapy (MT), we developed a knowledge survey to measure patients’ understanding of their cancer and treatment. With the recent expansion of MT indications, patients need to decide if MT is right for them. An understanding of potential risks and benefits associated with MT is paramount to making an informed decision. We explored knowledge differences between newly diagnosed and recurrent patients. Methods A 32-question survey focused on ovarian cancer (OC) and MT was developed based on interviews with patients and subject matter experts. The survey was modified iteratively using cognitive interviews with patients. Patients with OC with ≥ 3 cycles of chemotherapy and cytoreductive surgery completed the survey by email or phone. No prior background information was given to patients. Results Clinico-demographic characteristics are shown in table 1 (n=87). Sixty percent had recurrent disease. General knowledge about advanced OC was similar between groups. The majority of patients did not understand the purpose of MT or the definition of progression-free survival. The recurrent group showed a similar lack of knowledge in the same questions as the newly diagnosed group, with no statistically significant differences observed (figure 1). Conclusions Our data suggests that knowledge of OC among patients is highly variable. The overall lack of understanding regarding the goal of MT even among patients who have recurred is concerning. These gaps in knowledge suggest an important role for shared decision making to improve patients’ decision making about treatment of advanced OC.

Intercultural competence (ICC) and health literacy (HL) are vital components of patient education. The purpose of this study was to determine if an educational intervention that combined ICC and HL was effective at changing second-year nursing students' self-efficacy, beliefs, and knowledge. A total of 157 second-year nursing students in two different programs participated in pre- and post-surveys consisting of the Transcultural Self-Efficacy Tool and Health Literacy Beliefs and Knowledge survey. Students attended a two-part lecture with a moderated panel on ICC and health literacy and began clinical fieldwork. Results were analyzed using Wilcoxon signed-rank test and Pearson correlation. There was a statistically significant difference in all ICC subscales after an educational intervention and clinical fieldwork (cognitive z = 7.681, p < .001; practical z = 7.319, p < .001; affective z = 6.533, p < .001). HL knowledge and belief measures showed statistically significant difference after the intervention ( z = 3.037, p < .001). There was a statistically significant correlation between intercultural self-efficacy and HL beliefs (Pearson's r = .486, p < .001). Self-efficacy in ICC and beliefs and knowledge in HL increased over time for nursing students, indicating that it may be beneficial to train students about these two constructs simultaneously. [ HLRP: Health Literacy Research and Practice . 2021;5(4):e283–e286.]

Because urinary continence is an essential indicator for quality of life for older adults in long-term care, it is important to accurately assess and treat those at risk for incontinence. This evaluation study was to increase understanding of the issues related to the implementation of bladder scanners while exploring nursing staff knowledge about continence care of older adults in long-term care settings. Using a mixed-methods design, nursing care staff (RN, LPN, Care Aide) at six long-term care homes completed a bladder care knowledge survey and participated in focus group discussions to explore continence care knowledge and use of bladder scanners to manage continence issues. Twenty-eight nursing care staff participated; findings showed continence care knowledge varied by profession, and the use of portable bladder scanners is affected by knowledge, training, and scopes of practice. Going forward, exploring scopes of practice and education are needed for effective assessment, management, and treatment of continence.

INTRODUCTION AND OBJECTIVE:Pelvic floor disorders are prevalent conditions affecting up to 50% of women. Yet, women have a poor understanding and low rates of care utilization for these disorders. ...

Objective : Asthma is the most common acute and chronic inflammatory airway disease of childhood with recurrent respiratory symptoms such as shortness of breath, wheezing, chest tightness and cough. Adequate knowledge about childhood asthma and treatment in general pediatric expertise is essential for effective control of the disease. The aim of this study was to evaluate the knowledge and practices of pediatricians on drugs used in childhood asthma. Material and Method : 200 children health and disease specialists or assistant physicians participated in our study. A total of 40 questions about the drugs used in the treatment of asthma were applied to physicians. Results : The number of correct answers given to the test by the specialists and the physicians more than 5 years was significantly higher than the number of correct answers given by the asistant physicians and the physicians with less than 5 years (p: 0.001). Gender showed no significant difference in terms of responding to the test (p: 0,881). Conclusion : Although there are some differences in asthma guidelines and practical approach, most of the pediatricians comply with the guidelines. The duration of the job and being an expert or assistant make a significant difference, gender showed no significant difference in terms of responding to the test. It is believed that education is necessary at regular intervals after graduation in order to provide more effective and standardized treatment for children with asthma.

Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of associations between early childhood educators’ literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three hypotheses regarding the functional form of these associations: (1) educators’ content knowledge must reach a threshold before demonstrating associations with practice, (2) educators’ knowledge is associated with practice until reaching a plateau, or (3) educators’ knowledge is linearly associated with practice. We measured educators’ (n = 437) content knowledge using an adaptation of the Moats (1994) knowledge survey, observed their classroom practices in the fall and spring of one academic year, and applied standardized coding schemes to code the latter with respect to the quality and quantity of emergent literacy practices. In general, results indicated positive, linear associations between educators’ knowledge and classroom practices. We discuss findings relative to prior work and conjectures concerning these associations as characterized by thresholds or plateaus. We also discuss implications for future research, preservice educator preparation, and inservice professional development.

Introduction: Individuals with chronic kidney disease (CKD) generally have poor participation in self-care. We hypothesized that greater kidney disease knowledge and health literacy would associate with better self-care. Methods: We enrolled 401 participants with non–dialysis-dependent CKD from one academic center in this cross-sectional study. Validated surveys were used to assess health literacy level (inadequate vs. adequate; Rapid Estimate of Adult Literacy in Medicine), perceived kidney disease knowledge (Perceived Kidney Disease Knowledge Survey [PiKS]), objective kidney disease knowledge (Kidney Disease Knowledge Survey [KiKS]), and a CKD self-care measure was constructed as the sum of self-reported self-care behaviors using the adapted Summary of Diabetes Self-Care Activities Assessment. The association between health literacy level, PiKS scores, KiKS scores, and the CKD self-care measure was assessed with multivariable adjusted linear regression models. Results: Participants had a mean age of 57 years and 17.7% had inadequate health literacy. PiKS scores were positively associated with the CKD self-care measure (β = 1.05, 95% confidence interval [CI] 0.50–1.63), and a positive trend was observed for KiKS scores and the CKD self-care measure (β = 0.30, 95% CI: −0.12 to 0.72). Health literacy was not associated with CKD self-care measure. Conclusion: Objective kidney disease knowledge is likely necessary, but not sufficient for self-care and may depend on the level of health literacy. Perceived kidney knowledge may offer a novel target to assess patients at risk for poor self-care, and be used in targeted educational interventions. Keywords: health literacy, kidney disease knowledge, perceived kidney disease knowledge, self-care, self-efficacy, self-management

The degree of understanding of puberty is still very varied. It has an impact on the cleanliness of erroneous menstruation, which will have long-term effects on reproductive health. The study aims to identify adolescent knowledge about normal puberty and menstrual cycles. This research was a quantitative study of observational approach by using the knowledge survey of normal puberty and the menstrual cycle involving 55 students of State Junior High School (SMPN) 1 Parakan, Temanggung, Central Java. The technicality used descriptive statistics. The results of this study revealed that knowledge of the degree of normal paper and the menstrual cycle was still low (21.33%). The main sources of information about puberty and menstruation are thousands (85.5%). Teenagers do not know about the interval between the onset of puberty and menarche (87%), few adolescents understand the first sign of puberty (33%). Most teenagers have understood the normal menstrual cycle correctly (78%). There was no significant relationship between knowledge of the first sign of puberty with respondents' understanding of belief. Meanwhile, there was a significant relationship between menstrual status and knowledge about the menstrual cycle and the number of replacement pads. The results showed that students have a poor understanding of puberty, hence, health education must be given to students and their parents., Pemahaman remaja tentang pubertas masih sangat bervariasi, hal ini berdampak pada tindakan kebersihan menstruasi yang salah, yang akan berdampak jangka panjang pada kesehatan reproduksi. Penelitian ini bertujuan untuk mengidentifikasi pengetahuan remaja tentang pubertas normal dan siklus menstruasi. Penelitian ini merupakan penelitian kuantitatif pendekatan observasional dengan menggunakan angket survei pengetahuan pubertas normal dan siklus menstruasi yang melibatkan 55 orang siswi SMP N 1 Parakan Temanggung Jawa Tengah. Tehnik analisis menggunakan statistik deskriptif. Hasil penelitian ini menunjukkan pengetahuan remaja tentang pubertas normal dan siklus menstruasi masih rendah (21,33%). Sumber informasi utama tentang pubertas dan menstruasi adalah ibu (85,5%). Remaja tidak mengetahui tentang jarak waktu permulaan pubertas sampai terjadi menarche (87%), sedikit remaja yang paham tentang tanda pertama pubertas (33%). Sebagian besar remaja telah memahami siklus menstruasi normal dengan benar (78%). Tidak ada hubungan signifikan antara pengetahuan tanda pertama pubertas dengan keyakinan pemahaman responden. Terdapat hubungan yang signifikan antara status menstruasi dengan pengetahuan tentang siklus menstruasi dan jumlah penggantian pembalut. Hasil penelitian menunjukkan bahwa siswi memiliki pemahaman yang kurang tentang pubertas sehingga pendidikan kesehatan harus diberikan pada siswi dan orang tuanya.

Patients with advanced stages of chronic kidney disease (CKD), especially racial minorities, often do not receive treatment or education until specific symptoms begin to manifest. The Patient Referral and Education Program prior to Renal Replacement Therapy (PREP-RRT) study is intended to capture the perspective of African Americans receiving renal care and then tailor education for hospitalized patients who may not be well linked to the medical system. In the U.S., African Americans and other minorities are less likely to be seen by a nephrologist prior to dialysis and the lack of pre-dialysis care and education is associated with lower likelihood of pre-emptive transplant. The primary outcome for the PREP-RRT study will be change in patient knowledge, attitudes and behavior about CKD treatment options which will be assessed by the previously validated Kidney Knowledge Survey (KiKS). Secondary outcomes of interest are patient satisfaction with education, time-to-event for nephrology appointment, appearance at transplant center, likelihood of fistula, self-care dialysis at dialysis initiation, or documentation of patient decision not to initiate RRT. The PREP RRT intervention will identify, educate and motivate patients to increase CKD self-care and to improve communication and shared decision-making about RRT treatments among patients, their families and their providers.

Introduction: One of the solutions to reduce unregistered drugs usage is via awareness and educational programmes. The aim of this study is to determine the significance difference of patients’ level of knowledge between control and intervention groups towards registered drugs. Method: The study used a pre- and post-test by answering the validated survey during October-November 2018 at a tertiary hospital in Malaysia. It has two groups as an intervention group (IG) receiving counseling and control group (CG) which did not receive any counseling. This study used systematic random sampling. The data analysis was performed using SPSS version 23. Descriptive data was reported, including the answers each question, score, level of knowledge based on the percentages and the socio-demographic data. The pre and post differences of the score between control and intervention groups were assessed using ANCOVA. Result: A total of 657 respondents were obtained which overall response rate of 93%). Majority of the participants are aged between 18-28 years old (47%), female (58.3), Malay (47.4%), Degree holder (69.1%) and in the government sector (38.3%). However, the majority of participants are in the category of the acceptable level of knowledge towards registered drugs (40.8%) and only 3.5% of the participants are in the category of excellent. However, about 66.1% of the participants have scored above 50%. It can be considered that the majority of the participants have knowledge about registered drugs. IG group displayed significantly higher post-test results compared with CG group (p

Objective: The aim of the study was to evaluate the levels of nurse’s knowledge on prevention of pressure ulcers and its associated factors.Methods: This is a cross-sectional, descriptive study. The research sample consisted of 250 nurses who worked at a training research hospital from 1 September to 1 December 2016. The research data were collected using the “Nurse Information Form” and “Pressure Ulcer Prevention Knowledge Survey” prepared in light of the literature.ResultsResults: The sample was mostly undergraduate (70.0%) and the mean age was 26.11±5.33 years. Nurses (98.8%) indicated that “advanced age” has a significant influence among risk factors that cause pressure ulcers. The item on the “Pressure Ulcer Prevention Knowledge Survey”, that was answered incorrectly most often (92.8%) was “when conscious patients with learning ability sit on chairs, they should be informed that they should shift their weight every 15 minutes,” in the sub-dimension of “Nursing Interventions for Preventing Pressure Ulcers”. There was a statistically significant difference between the knowledge level scores of nurses with respect to nurses’ age, education level, working unit and pressure ulcer education (p

Background Effective cancer pain management mandates precise attitude, assessment, skills, and knowledge. Health professionals’ knowledge and attitudes concerning cancer pain management have often been referred to as insufficient. Aims This study explored pain knowledge and attitudes of nurses working in oncology settings. Setting and participants Population 115 oncology nurses working at 2 hospitals in the United Arab Emirates. Methods A descriptive, correlational, cross-sectional design was used to examine nurse knowledge and attitudes about pain using the Nurses’ Attitude and Knowledge Survey Regarding Pain (NKASRP) survey. NKASRP score differences were examined among nurses with varying demographics, levels of pain education and experience. Results The mean KASRP was 45%, significantly below the passing score of 80%. Pain management education was not found to have a significant impact on KASRP thus suggesting the need for more effective educational approaches to developing appropriate knowledge and attitudes towards pain among the nurses. No significant differences between sex, educational level, nursing and oncology experience, and nationality or religion were found. Interpretation and Conclusions The study highlights the need for new initiatives targeting nurses working with cancer patients who are likely to experience significant pain. An ongoing need exists for more effective evidence-based educational programs in cancer pain management. Interactive teaching strategies such as on the job training, improvisational learning, and case studies should be tested for their influence on pain knowledge and attitudes and patient outcomes.

Background The advantages of clinical simulation used in medical education include the acquisition of clinical skills in a controlled setting, promoting a multidisciplinary approach to patient care, and a high degree of learner satisfaction. Objective We aimed to identify knowledge gaps among Internal Medicine residents and students in the diagnosis and treatment of anaphylaxis and angiotensin-converting enzyme (ACE)-inhibitor-induced angioedema through their participation in a simulation course. Methods We conducted a cohort study involving clinical simulations with a high-fidelity, patient-simulator. The cases (antibiotic-induced anaphylaxis and ACE-inhibitor-induced angioedema) were standardized and algorithmic. Participants completed a pre- and post- simulation knowledge assessment and course evaluation. A follow-up knowledge survey was sent out 6 to 12 months after the course completion. Results Twelve groups comprising 45 medical students and residents completed the anaphylaxis course. All groups diagnosed anaphylaxis after more than 2-organ-system involvement had manifested, and half of the groups made the diagnosis after the patient-simulator was in anaphylactic shock. Half gave an incorrect dose of epinephrine, and most of the participants were inexperienced in epinephrine auto-injector (EAI) administration. Eight groups comprising 27 participants completed the ACE-inhibitor-angioedema course. Six of the groups correctly diagnosed the patient-simulator, but multiple incorrect treatments were given, and only 1 group successfully intubated the patient-simulator. Knowledge improved immediately after the simulation, and knowledge specific to EAI treatment seemed to be retained long-term. All participants agreed that the simulation was practical to their education. Conclusion Clinical simulation improves knowledge on the diagnosis and treatment of anaphylaxis and ACE-inhibitor-induced angioedema. We advocate that clinical simulation be incorporated at institutions with appropriate capabilities.

Objectives To determine nurses’ knowledge level regarding physical restraint use in intensive care units and its associated factors. Method A cross-sectional multicentre study was carried out in 12 critical care units of 8 hospitals in Spain (n = 354 nurses). An ‘ad-hoc’ knowledge survey was developed, and their content was validated by experts. The survey obtained a test-retest stability of ICC = .71 (95% CI: .57–.81) in a previous pilot study. A final 8-item tool was designed. Sociodemographic and professional variables from the participants were collected; as well as structural and clinical variables from the units analysed. A descriptive and association analysis between variables was performed. A p-value Results Two hundred and fifty nurses answered the survey (70.62%). Mean age of the participants was 36.80 (SD 9.54) with 10.75 (SD 8.38) years of professional experience in critical care. Seventy-three point six percent had never received previous training about physical restraints. Knowledge mean value was 4.21 (SD 1.39) (range 0–8). Knowledge level was associated with the referral hospital (p Conclusions Further training regarding physical restraint use is needed for critical care nurses. The work environment where nursing care is given has a great influence on nurses’ knowledge level about this intervention.