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Because an athletes' body is central to their identity, it is important to consider the ramifications of retirement from sport on their well-being. Using a single-group pre–post test design, the purpose of this exploratory study was to expand on the current state of knowledge regarding the body image and health behavior transition of retired intercollegiate athletes. Ten athletes from three institutions completed demographic and health behavior questions, the Body-Image Ideals Questionnaire, and selected items from the Body Parts Satisfaction Scale-Revised online prior to and after retirement (M = 305 days). Although most athletes reported maintaining healthy patterns of nutrition and physical activity in retirement, results showed that body satisfaction significantly declined, and that actual–ideal body discrepancy increased, albeit to a nonsignificant degree. National Collegiate Athletic Association athletics departments to consider how they can more effectively empower athletes to take care of and appreciate their body even after the final performance. [ABSTRACT FROM AUTHOR]

The motivation for conducting this study is to investigate the potential of Cloud e-learning to address the high-cost and high-complexity challenges of conventional learning methods for the upgraded learning processes in higher education. The overall direction of this research is driven towards how the actual usage of Cloud e-learning module affects students’ perceptions and academic performance. A Cloud e-learning module is designed and developed to promote optimised resource utilisation in the e-learning processes in higher education. A pretest-posttest method was adopted to study the impact of Cloud e-learning usage among students and whether the diffusion of Cloud e-learning has caused a change in students’ perceptions. The pretest-posttest results and students’ academic performance were then analysed to examine the impact from the actual usage of Cloud e-learning module. The findings reveal that the change of students’ perceptions is time variant, indicating students’ mixed perceptions on the usage of Cloud e-learning module. Analysis evidently reveals that the use of Cloud e-learning improved students’ learning performance in theoretical subjects. This research is useful to educators and ICT practitioners in making informed decisions in adopting the right ICT infrastructures to support e-learning in higher education.

Abstract Background The nurturing care framework (NCF) encompasses responsive caregiving, health, nutrition, safety and security by parents and other caregivers. It improves health, development and wellbeing of children. A hospital environment can be detrimental to the developmental and emotional needs of children hence NCF can be applied to hospitalized children. Objective The objective was to determine if (i) play stimulation intervention mediated by non-specialist providers (caregivers) improves mental status of children who are hospitalized; (ii) to examine if difference varies between different providers and iii) if there is variation based on child age and criticalness of illness. Method A one-group pretest-posttest research was carried out using purposive sampling in a pediatric unit in Karachi, Pakistan, from November 2017 to December 2019. Children aged 3 months to 6 years were offered play stimulation by trainee psychologists. The outcome was measured through an observation tool, the Mental Status Examination Scale (MSE-S) developed for the study. Results A total of 524 sessions were delivered to 351 children. Significant mean difference was observed on MSE-S before and after the intervention when it was provided by trainees (9.95, CI = 8.11, 11.7), mothers (mean difference = 5.86, CI = 5.30, 6.42), fathers (mean difference = 5.86, CI = 4.48, 7.24) and non-specialist providers [caregivers (mean difference = 5.40, CI = 3.91, 6.89). Significant differences in mean was observed on MSE-S across different age groups and criticalness of illness. Conclusion It was concluded that play stimulation not only affects the behaviour of children but also varies when delivered by caregivers and trainees. Hence, interventions that involve parents are feasible.

The purpose of this research was to examine entrepreneurial orientation of Bahir Dar University (BDU) students as research. The paper reports on experimental research undertaken to evaluate the entrepreneurship course offered at Bahir Dar University. 183 undergraduate students were recruited using stratified sampling across colleges for the study. A standardized questionnaire adopted from Entrepreneurial Attitude Orientation (EAO) scale was used as a data collection instrument measuring four constructs: achievement, innovation, perceived personal control, and perceived self-esteem in business. A pre-test was given for the sample students before the course began. Then, the course was given for a semester, after which a post-test was given to 176 students since 7 students had withdrawn from the study. The findings of the study revealed that, except in innovation, a non-significant contribution was found in the remaining three constructs. Educators and curricula experts might get deep insight about what aspects of entrepreneurship course would bring about entrepreneurial inclination in the students’ minds. Concerned management bodies of the University on entrepreneurship training and education programs could also use the findings to make required interventions in the form of support, revision, and encouragement of the programs.

• This study provided more evidence of better students' academic performance among the students in the flipped class. • The students in the flipped class performed better on the pre/posttest and final examination than those in the traditional classroom. • The qualitative results suggested that the flexibility of online learning materials and teacher–student interaction were the major reasons for that improvement. This study aimed to examine the impact of the flipped classroom nursing student's performance and satisfaction. A mixed-methods quasi-experiment study was applied in two cohorts of 271 first-year associate-degree nursing students at a Hong Kong community college. During the fundamental nursing course, 141 students were under traditional learning, while 130 were under flipped learning before and during the COVID-19 pandemic, respectively. The effect of the flipped classroom method was measured by students' performance on the pre/post-test of content knowledge, final examination, and qualitative self-reported satisfaction survey. The students in the flipped classroom showed a significant increase in post-test, final examination scores and improvement in the content knowledge across the term compared with the traditional classroom students, p <.05, with a medium-to-large (d = 0.74), a medium-to-large (d = 0.60) and a small effect size d = 0.32, respectively. The flipped classroom method promoted nursing students' performance. Students were overall satisfied with the flipped classroom. The results can provide more evidence of the effects of the flipped classroom method on associate-degree nursing students. [ABSTRACT FROM AUTHOR]

Objectives: Social media-based interventions have the potential to endure improvements in the health-seeking behaviors of the users. The upswing rate of social media usage among rural women of Bihar (India) allows for improving their knowledge, attitude, and practice toward breast cancer which is a big concern in resource-limited countries. This study attempted to evaluate the impact of video-based intervention in advancing knowledge of breast cancer risk factors, symptoms and attitude, and and practice to conduct breast cancer screening. Methods: A quasi-experimental design study was conducted among rural women in Bihar, India using pretest-posttest method. Validated YouTube Hindi videos were shared in a series as an intervention for the participants. The impact of the intervention videos was assessed by analyzing the 267 fully filled up questionnaires. Additionally, demographic characteristics were calculated and their relationship with knowledge, attitude, and practices was evaluated. Results: After three months of the intervention there was a statistically significant (

Understanding the variables that influence pro-environmental intentions is key to promoting pro-environmental actions. In this research, we analyze how the sense of responsibility toward climate change and implicit theories about climate change (ITCC) interact to condition individual pro-environmental intention. A total of 48 psychology students with a mean age of 19 years were randomly divided into two experimental groups and participated in a pretest–posttest experiment. The experimental manipulation consisted of reading a news extract regarding scientific research: one group was given information stating that climate change is still reversible, instilling incremental ITCC; the other group was given the opposite information, instilling static ITCC. The results of the one-way ANOVA (F = 4.206, p <.05) showed that people with incremental ITCC presented a greater intention to behave in a pro-environmental way than did individuals with static ITCC. Moreover, the moderating analysis showed that ITCC act as a moderating variable in the relationship between the sense of responsibility and pro-environmental behavioral intentions. The sense of responsibility predicted pro-environmental behavioral intentions when individuals held incremental ITCC (p <.01) but not when they held static ITCC (p =.901). This research emphasized the relevance of promoting incremental ITCC interventions in the environmental education field, as the sense of responsibility toward climate change is deterministic but not in itself enough to acquire the intention to behave in a pro-environmental way. [ABSTRACT FROM AUTHOR]

Introduction: In the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between "service leadership attributes" and "well-being" in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined. Methods: In this study, we collected data from 198 students to understand the linkages between "service leadership attributes" and "well-being" in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of "service leadership attributes" (i.e., "knowledge," "attitude," and "behavior") and "well-being" (i.e., "positive youth development attributes" and "life satisfaction"). Results: Results showed that the posttest scores on all three domains of "service leadership attributes" as well as two dimensions of "well-being" encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior. Discussion: Findings suggest that there is an intimate relationship between "service leadership attributes" and "well-being" in the "pre-work" context among university students. [ABSTRACT FROM AUTHOR]

IntroductionIn the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between “service leadership attributes” and “well-being” in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined.MethodsIn this study, we collected data from 198 students to understand the linkages between “service leadership attributes” and “well-being” in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of “service leadership attributes” (i.e., “knowledge,” “attitude,” and “behavior”) and “well-being” (i.e., “positive youth development attributes” and “life satisfaction”).ResultsResults showed that the posttest scores on all three domains of “service leadership attributes” as well as two dimensions of “well-being” encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior.DiscussionFindings suggest that there is an intimate relationship between “service leadership attributes” and “well-being” in the “pre-work” context among university students.

Although efforts have been taken to educate the public about medication from a very young age, there are very limited availability and accessibility of education material for children. The aim of this study is to assess the impact of read-along videos of pictorial storybooks on children’s knowledge about rational use of medicines. This study compared pre and post knowledge scores in a nonrandomized, one-group pre-test-post-test experimental design. Pre-recorded read-along storytelling videos were used as intervention covering two topics on rational use of medicine -medicine storage and antibiotic resistance. The questionnaire and intervention videos were distributed using Google Forms to children aged six and seven in Malaysia via online social media platforms. 521 children completed the study. The mean baseline knowledge score for medication storage was 4.89 (SD = 1.12) pre-test and 5.44 (SD = 0.78) post-test while for antibiotic resistance the mean was 3.616 (SD = 1.340) pre-test and 4.820 (SD = 1.134) post-test. A Wilcoxon signed-rank test showed statistically significant changes on medication storage (Z = −10.21, p < 0.001) and antibiotic resistance (Z = −14.869, p < 0.001) related knowledge among children. Pictorial storybook read-along video interventions were shown to be effective in improving children’s knowledge on rational use of medicine. Education and awareness on the use of antibiotics should be prioritized.

Comprehension is the primary objective reading, which promotes cognizance in all disciplines and so improves the teaching-learning process. The objective of this research was to see how SQ3R affected the reading comprehension of Grade 11 students at the Palompon Institute of Technology. The pretest-posttest control group design was employed in this research. Sixty Students randomly assigned to either of the groups. To gather the data, a reading comprehension test was used. It was treated using the mean and t-tests for dependent and independent samples. The following findings were revealed: 1) The initial reading comprehension of the SQ3R was "fair to good" while the conventional reading strategy was also "fair to good." 2) The students' initial reading comprehension was of the same level; 3)The final reading comprehension of the SQ3R was better than the conventional reading strategy; 4) A significant difference was found between the initial and final reading comprehension of the students exposed to the SQ3R as well as those to the conventional reading strategy; and 5) There was a significant difference between the reading comprehension of the students exposed to the SQ3R and to the conventional reading strategy. This means that the SQ3R is a more effective strategy than conventional reading in the development of the students' reading comprehension. On the above findings, it was concluded that students need a different reading strategy to improve their reading comprehension, but they perform better if they use the SQ3R instead of conventional reading strategy. [ABSTRACT FROM AUTHOR]

Optometrists play a vital role in the prevention and management of many eye diseases. The expansion of optometrists' prescribing and overall medical privileges has placed a burden on the optometric curriculum, limiting hours in professional topics courses such as practice management and public health. While the overall objectives may differ, the pedagogical challenges would be similar in public health training programs. That is, reduced hours and limited contact with students during the current COVID-19 (coronavirus disease 2019) pandemic both place pedagogical demands on the optometric and public health educator alike to meet learning objectives and course outcomes using atypical methods. As the current evidence about problem- or scenario-based versus lecture-based outcomes is equivocal, we randomly assigned half the students in an epidemiology/public health course to a case-based learning (CBL) group using three instructors naïve to problem-based teaching. The other half of the students attended lectures covering the same topics. Performance gains—the differences between the pretest and posttest scores—were compared between the two learning groups. The mean performance gain for the CBL group (M = 25.5%) was slightly higher than for the lecture-based learning group (M = 23.6%), but the difference was not statistically significant, t (56) = 0.71, p =.48. Inferences are discussed in the context of the study's design and limitations. Overall, we believe our results can be extended to public health and health professions programs needing creative methods to reach health promotion learning objectives with limited student contact. [ABSTRACT FROM AUTHOR]

Service leadership education initiatives have been launched in Hong Kong to meet the emerging demand for service leaders and enhance university students' well-being through nurturing not only competence but also good character and caring disposition. However, rigorous evaluation work based on validated assessment tools has not been adequately carried out to examine whether student well-being and service leadership qualities would increase after the learning process. Using a one-group pretest-posttest design, this study investigated the effectiveness of a credit-bearing subject entitled "Service Leadership" implemented in one university in Hong Kong. Based on the responses of 114 participants (49.1% boys, Age = 20.21 ± 2.96 years), it was found that students showed improvement in service leadership knowledge, attitude, and behavior after taking the subject. In addition, their life satisfaction and positive youth development attributes as indicators of well-being also significantly increased. Furthermore, the increase in well-being among students was closely associated with their attitudinal and behavioral changes but not knowledge acquisition. The present findings imply that a formal curriculum-based leadership course can be a promising way to promote student service leadership qualities and well-being. [ABSTRACT FROM AUTHOR]

Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far. This eye-tracking replication study with a pretest–posttest design examines and contrasts changes in physics and economics students’ understanding of linear physics and finance graphs. It analyzes the relations between changes in students’ gaze behavior regarding relevant graph areas, scores, and self-reported task-related confidence. The results indicate domain-specific, context- and concept-related differences in the development of graph understanding over the first semester, as well as its successful transferability across the different contexts and concepts. Specifically, we discovered a tendency of physics students to develop a task-independent overconfidence in the graph understanding during the first semester.

Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far. This eye-tracking replication study with a pretest–posttest design examines and contrasts changes in physics and economics students' understanding of linear physics and finance graphs. It analyzes the relations between changes in students' gaze behavior regarding relevant graph areas, scores, and self-reported task-related confidence. The results indicate domain-specific, context- and concept-related differences in the development of graph understanding over the first semester, as well as its successful transferability across the different contexts and concepts. Specifically, we discovered a tendency of physics students to develop a task-independent overconfidence in the graph understanding during the first semester. [ABSTRACT FROM AUTHOR]

Nonrandomized evaluation designs are an important part of social work research because randomization is not always feasible in social work settings. Although randomly assigned groups are assumed to be equivalent, nonrandomly assigned groups are not. In nonrandomized settings, designs with multiple waves are ideal, but two-wave designs are still widely used. A common method for estimating a treatment effect in nonrandom two-wave designs is the pretest–posttest model. However, depending on relationships among participants and the method of assignment to treatment groups, researchers should consider a difference-in-differences approach to testing treatment effects. Authors describe and compare the pretest–posttest and difference-in-differences approaches and assumptions and offer guidelines, developed from a literature review, about the conditions under which each model is likely to be best. Authors also demonstrate the decision-making process and application of the methods in an evaluation of an elementary school intervention program. [ABSTRACT FROM AUTHOR]

OCCUPATIONAL APPLICATIONSWe used a survey to evaluate the perceptions of nurses and nursing students on robotic technology for nursing care before and after reviewing an educational video that included examples of medical, care, and healthcare service robotic technology. We found that the perception of robotic technology was innately favorable and became more favorable after the video. It is beneficial for engineers to incorporate nurses' frontline knowledge into the design process from the beginning, while functional changes can be implemented since nurses comprise the largest group of healthcare professionals in hospitals and are the end users of technological devices. Educating nurses in state-of-the-art technology specific to what designers are developing can enable them to provide relevant insight. Designers and engineers can use this insight to create user-friendly, effective technology that improves not only patient care but also nurse job satisfaction.

Orientation: Interest in measuring the impact of skills development interventions has increased in recent years. Research purpose: This article reports on an outcomes evaluation under the ambit of an impact assessment with reference to a research methodology workshop. Motivation of the study: A paucity of studies could be found measuring the workshop outcomes, especially within the public service as it pertains to training interventions. Research approach/design and method: A pretest–post-test research design was implemented. A paired-sample t-test was used to measure the knowledge increase while controlling for the influence of previous training by means of an analysis of variance and multiple regression analysis. Main findings: Results indicated that the increase in research methodology knowledge was statistically significant. Previous training influenced the model only by 0.8%, which was not statistically significant. Practical/managerial implications: It is recommended that the suggested framework and methodology be utilised in future research as well as in monitoring and evaluation endeavours covering various training interventions. Contribution/value add: The study provides evidence of the impact generated by a training intervention, within the South African Public Service. Thus, addressing a research gap in the corpus of knowledge.

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A common situation in the evaluation of intervention programs is the researcher's possibility to rely on two waves of data only (i.e., pretest and posttest), which profoundly impacts on his/her choice about the possible statistical analyses to be conducted. Indeed, the evaluation of intervention programs based on a pretest-posttest design has been usually carried out by using classic statistical tests, such as family-wise ANOVA analyses, which are strongly limited by exclusively analyzing the intervention effects at the group level. In this article, we showed how second order multiple group latent curve modeling (SO-MG-LCM) could represent a useful methodological tool to have a more realistic and informative assessment of intervention programs with two waves of data. We offered a practical step-by-step guide to properly implement this methodology, and we outlined the advantages of the LCM approach over classic ANOVA analyses. Furthermore, we also provided a real-data example by re-analyzing the implementation of the Young Prosocial Animation, a universal intervention program aimed at promoting prosociality among youth. In conclusion, albeit there are previous studies that pointed to the usefulness of MG-LCM to evaluate intervention programs (Muthén and Curran, 1997; Curran and Muthén, 1999), no previous study showed that it is possible to use this approach even in pretest-posttest (i.e., with only two time points) designs. Given the advantages of latent variable analyses in examining differences in interindividual and intraindividual changes (McArdle, 2009), themethodological and substantive implications of our proposed approach are discussed. [ABSTRACT FROM AUTHOR]

Objective: This study explores the ability of a culturally sensitive and case-based education intervention, Caregivers Like Me, to improve knowledge and attitudes regarding end-of-life (EOL) resources among Latino caregivers. Methods: A multicentered, cross-sectional study of Latino communities from different geographical regions and cultural backgrounds. An educational intervention was administered to family caregivers of Latino elders using a case-based video “telenovela” and pretest–posttest questionnaires. Results: Participants (N = 145) were mostly females (79%) with mean age of 56 ± 15 years. They reported active learning from intervention (91%) and high satisfaction (92%) with educational experience. Both caregiver stress self-awareness and willingness to accept professional help improved significantly from pretest to posttest. Conclusion: A culturally sensitive educational intervention increased Latino caregivers’ self-awareness about caregiver stress and the need to consider professional assistance for EOL care. [ABSTRACT FROM AUTHOR]

Background The Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument contains 10 items, 3 factors (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice), and utilizes a five-point response scale (1 = strongly disagree, 5 = strongly agree). Given the SPICE instrument's demonstrated validity and reliability, the objective of this study was to evaluate whether it was capable of measuring changes in medical (MS) and pharmacy students' (PS) perceptions following an interprofessional education (IPE) experience. Methods In this prospective cohort study, MS and PS completed the SPICE instrument before and after participation in a predefined IPE experience. Descriptive statistics were used to characterize students and pre-post responses. Independent samples t tests and Fisher's Exact tests were used to assess group difference in demographic variables. Mann Whitney U tests were used to assess between-group differences in item scores. Wilcoxon Signed-Rank tests were used to evaluate post-participation changes in item scores. Spearman correlations were calculated to assess associations between ordinal demographic variables and item scores, and whether the number of clinic visits completed was associated with post-test responses. Paired samples t tests were used to calculate mean score changes for each of the factors. Results Thirty-four MS and 15 PS were enroled. Baseline differences included age (25.3. ± 1.3 MS vs. 28.7 ± 4.4 PS; p = 0.013), years full-time employment (0.71 ± 0.97 MS vs. 4.60 ± 4.55 PS; p < 0.001), and number of prior IPE rotations (1.41 ± 1.74 MS vs. 3.13 ± 2.1 PS; p < 0.001). Two items generated baseline differences; 1 persisted post-participation: whether MS/PS should be involved in teamwork (3.91 MS vs. 4.60 PS; p < 0.001). For all students, significant mean score increases were observed for role clarity ("my role" [3.72 vs. 4.11; p = 0.001] and "others' roles" [3.87 vs. 4.17; p = 0.001]), impact of teamwork on patient satisfaction (3.72 vs. 4.34; p < 0.001), and ideal curricular location for IPE (4.06 vs. 4.34; p = 0.002). Significant increases were observed for all three factors (teamwork, p = 0.003; roles/responsibilities and patient outcomes, p < 0.001). Conclusions This study demonstrated the SPICE instrument's ability to measure changes in perception for medical and pharmacy students exposed to an IPE experience, both at the individual item level and at the factor level. [ABSTRACT FROM AUTHOR]

The article discusses the research which shows the best strategies for improving power in school-randomized studies of professional development in the U.S. The methods used to determine the effectiveness of school-randomized studies is discussed. It mentions that teachers' knowledge has the potential to transform designs which are unreasonably large for professional development research studies into feasible studies.

Although efforts have been taken to educate the public about medication from a very young age, there are very limited availability and accessibility of education material for children. The aim of this study is to assess the impact of read-along videos of pictorial storybooks on children's knowledge about rational use of medicines. This study compared pre and post knowledge scores in a nonrandomized, one-group pre-test-post-test experimental design. Pre-recorded read-along storytelling videos were used as intervention covering two topics on rational use of medicine -medicine storage and antibiotic resistance. The questionnaire and intervention videos were distributed using Google Forms to children aged six and seven in Malaysia via online social media platforms. 521 children completed the study. The mean baseline knowledge score for medication storage was 4.89 (SD = 1.12) pre-test and 5.44 (SD = 0.78) post-test while for antibiotic resistance the mean was 3.616 (SD = 1.340) pre-test and 4.820 (SD = 1.134) post-test. A Wilcoxon signed-rank test showed statistically significant changes on medication storage (Z = -10.21, p < 0.001) and antibiotic resistance (Z = -14.869, p < 0.001) related knowledge among children. Pictorial storybook read-along video interventions were shown to be effective in improving children's knowledge on rational use of medicine. Education and awareness on the use of antibiotics should be prioritized., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Bakaruddin, Mohd Noordin and Karuppannan.)

For cluster randomized trials with a continuous outcome, the sample size is often calculated as if an analysis of the outcomes at the end of the treatment period (follow-up scores) would be performed. However, often a baseline measurement of the outcome is available or feasible to obtain. An analysis of covariance (ANCOVA) using both the baseline and follow-up score of the outcome will then have more power. We calculate the efficiency of an ANCOVA analysis using the baseline scores compared with an analysis on follow-up scores only. The sample size for such an ANCOVA analysis is a factor r2 smaller, where r is the correlation of the cluster means between baseline and follow-up. This correlation can be expressed in clinically interpretable parameters: the correlation between baseline and follow-up of subjects (subject autocorrelation) and that of clusters (cluster autocorrelation). Because of this, subject matter knowledge can be used to provide (range of) plausible values for these correlations, when estimates from previous studies are lacking. Depending on how large the subject and cluster autocorrelations are, analysis of covariance can substantially reduce the number of clusters needed. Copyright © 2012 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The article presents a pilot that explores the effectiveness of the Urinary Incontinence Scales to measure change after student participation in a disability-incontinence experiential learning activity study in the U.S. A significant increase in belief and practice subscale scores after participation in the experience were found in a comparison between pretest and posttest scores. Meanwhile, it is noted that positive correlations between the variables measured could not be established.

PURPOSE. To evaluate the impact of the quality of nursing diagnoses, interventions, and outcomes in an acute care hospital following the implementation of an educational program. METHOD. In a pretest–posttest experimental design study, nurses from 12 wards of a Swiss hospital received an educational intervention—an introductory class and consecutive classes, using a case discussion method—to implement nursing diagnoses, interventions, and outcomes. Two sets of 36 randomly selected nursing records were evaluated before and after implementation. The quality of documented nursing diagnoses, interventions, and nursing-sensitive patient outcomes was assessed by 29 Likert-type items with a 0–4 scale instrument, called Quality of Nursing Diagnoses, Interventions, and Outcomes (Q-DIO) and tested using t -tests. FINDINGS. Significant enhancements in the quality of documented nursing diagnoses, interventions, and outcomes were found following the implementation of a planned educational program. CONCLUSIONS. The implementation of NANDA, NIC, and NOC (NNN) nursing diagnoses, interventions, and outcomes led to higher quality of nursing diagnosis documentation, etiology-specific nursing interventions, and nursing-sensitive patient outcomes. IMPLICATIONS FOR NURSING PRACTICE. Educational measures support nurses to improve documentation of diagnoses, interventions, and outcomes. The Q-DIO is a useful audit tool. [ABSTRACT FROM AUTHOR]

This article presents an analysis of a small ‘failed clinical trial’ that shows how the combination of solid statistical theory and methods and expert collaboration from other disciplines can lead to new areas of research. A double-blind placebo-controlled pilot study of 15 subjects was conducted in order to examine the efficacy of gabapentin in reducing itching and scratching secondary to liver disease. The data from the study contained missing values due to a number of mechanisms. In addition, the measurement instrument produced highly variable data, including large outliers. This article describes how these issues were resolved for this trial in an expedient manner, and particular attention is paid to a modification of nearest-neighbor hot-deck imputation. Although the study results were inconclusive with respect to the efficacy of gabapentin on itching, when they are considered in the light of other known properties of the drug, the outcome points to an exciting new line of inquiry on the role of gabapentin in regulating the placebo effect itself. [ABSTRACT FROM AUTHOR]

Objective . To evaluate knowledge and attitudinal outcomes of an educational asthma program for third-grade children with and without asthma. Methodology . “The Lion Who Couldn't Roar” was presented to third-grade classes in three Chicago area Counties. Participant asthma knowledge and attitudes were assessed via a print-based pretest-posttest design. Teacher satisfaction was also assessed. Data were analyzed using Rasch analysis before paired t tests were performed. Results . Pre- and post-assessments were completed by 943 participants. A statistically significant increase in mean logit scores was identified on both knowledge and attitude evaluations ( p [ABSTRACT FROM AUTHOR]