Context effects in survey ratings of health, symptoms, and satisfaction

BACKGROUND: Survey self-reports of health status, symptoms (pain and fatigue), and life satisfaction often serve as outcomes in clinical trials. Prior studies have shown, however, that such reports can be subject to context effects, which could threaten their validity. RESEARCH DESIGN: We examined the impact of 2 context effects: the effect of the reporting period associated with a question (No Period Specified; Last Month; Right Now) and the effect of whom the respondent compared themselves to in answering a question (None Specified; Compared with Others in the US; Compared with 20-Year-Olds). RESULTS: One thousand four hundred seventy-one community adults aged 20 through 70 years, who were members of an internet panel, responded to 1 of 9 questionnaires formed by crossing the 2 context variables. A significant effect of Reporting Period was observed indicating that higher levels of Pain and Fatigue were associated with the 1-Month reporting period. When no reporting period was specified, symptom levels were equivalent to the Right Now levels of symptoms. Reporting Period had no effect on the other outcomes. Educational level did not interact with these main effects, with 1 exception. None of the predicted effects were found for Comparison Group, although Pain was significantly associated with this factor. CONCLUSIONS: Reporting period in survey questions is a factor that influences responses and should be considered by survey researchers in their study designs.     

全方位护理对心肌梗死患者舒适度和满意度的影响

目的 探讨全方位护理对心肌梗死患者舒适度和满意度的影响.方法 将60例急性心肌梗死的患者随机分为观察组和对照组,每组各30例,对照组采用常规护理方法,观察组采用全方位护理方法,比较两组患者的舒适度和满意度.结果 观察组在生理、心理、社会文化和环境的舒适度方面的改善显著优于对照组(P＜0.05),且观察组心绞痛发作次数、住院时间、并发症、护理质量的满意度方面显著优于对照组(P＜0.05).结论 全方位护理有利于改善心肌梗死患者的舒适度,减少心绞痛的发作次数,提高满意度,值得推广.     

An evaluation of the efficacy of training people with learning disabilities in a virtual environment

Purpose : To evaluate the efficacy of using a virtual kitchen for vocational training of people with learning disabilities.

Method : Twenty four catering students with learning disabilities participated in the study. Half the students were currently being trained in the kitchen on which the virtual kitchen was modelled but the remaining students were unfamiliar with this kitchen. Students were first pre-tested on four food preparation tasks and identification of 12 hazards in their own training kitchens. They were subsequently trained on one food preparation task and three hazards in their own training kitchens, one food preparation task and three hazards in the virtual kitchen, and one food preparation task and three hazards in specially designed workbooks. They were then retested in their own training kitchens on all the food preparation tasks and all the hazards.

Results : Virtual training was found to be as beneficial as real training and more beneficial than workbook and no training in the food preparation tasks. However, virtual, real and workbook training were found to be equally beneficial in the hazard identification task. Students who were unfamiliar with the kitchen on which the virtual kitchen was modelled benefited from virtual training to the same extent as students who were familiar with the kitchen.

Conclusions : Vocational students with learning disabilities were able to use the virtual environment and were motivated to learn using this training method. Depending on the task being trained, virtual training had a more beneficial effect on real task performance than workbook training, even when the virtual kitchen was not modelled on the real training kitchen.     

The use of virtual learning environment in teaching basic and advanced life support

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.     

An evaluation of the efficacy of training people with learning disabilities in a virtual environment

Purpose : To evaluate the efficacy of using a virtual kitchen for vocational training of people with learning disabilities. Method : Twenty four catering students with learning disabilities participated in the study. Half the students were currently being trained in the kitchen on which the virtual kitchen was modelled but the remaining students were unfamiliar with this kitchen. Students were first pre-tested on four food preparation tasks and identification of 12 hazards in their own training kitchens. They were subsequently trained on one food preparation task and three hazards in their own training kitchens, one food preparation task and three hazards in the virtual kitchen, and one food preparation task and three hazards in specially designed workbooks. They were then retested in their own training kitchens on all the food preparation tasks and all the hazards. Results : Virtual training was found to be as beneficial as real training and more beneficial than workbook and no training in the food preparation tasks. However, virtual, real and workbook training were found to be equally beneficial in the hazard identification task. Students who were unfamiliar with the kitchen on which the virtual kitchen was modelled benefited from virtual training to the same extent as students who were familiar with the kitchen. Conclusions : Vocational students with learning disabilities were able to use the virtual environment and were motivated to learn using this training method. Depending on the task being trained, virtual training had a more beneficial effect on real task performance than workbook training, even when the virtual kitchen was not modelled on the real training kitchen.     

Measuring the effect of patient comfort rounds on practice environment and patient satisfaction: A pilot study

Hourly rounding in the acute hospital setting has been proposed as an intervention to increase patient satisfaction and safety, and improve the nursing practice environment, but the innovation has not been adequately tested. A quasi-experimental pretest post-test non-randomized parallel group trial design was used to test the effect of hourly patient comfort rounds on patient satisfaction and nursing perceptions of the practice environment, and to evaluate research processes and instruments for a proposed larger study. A Patient Satisfaction Survey instrument was developed and used in conjunction with the Practice Environment Scale of the Nursing Work Index. Results on patient satisfaction showed no significant changes. Significant changes were found for three of the five practice environment subscales. Consistent with the aim of a pilot study, this research has provided important information related to design, instruments and process that will inform a larger sufficiently powered study.     

Cyber-bullying and incivility in an online learning environment, part 2: promoting student success in the virtual classroom

The appeal of online learning has increased dramatically among nurses who are pursuing higher-education opportunities. However, online learning has created potential avenues for uncivil behaviors that can affect student satisfaction, performance, and retention. This is the second of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of an online learning environment (OLE). Part 1, in the July/August 2012 issue, described the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. In this portion of the study, the authors discuss the qualitative findings, including the challenges and advantages of the OLE, specific ways to foster civility, and strategies to promote student success and retention.     

The current state of knowledge on age, sex, and their interactions on clinical pharmacology

Pharmacokinetic and pharmacodynamic changes occur with increasing age. Sex differences in pharmacokinetics and pharmacodynamics exist and persist at older age. The issue for the clinician is how to best treat the older patient with currently available knowledge. This communication highlights age- and sex-related differences in pharmacokinetics that should influence clinical practice and prescribing guidelines to optimize clinical responses. The most compelling data for sex-specific medication dosing guidelines for older patients are related to volume of distribution differences, or size differences, between the sexes and to differences in glomerular filtration rates.     

An exploratory investigation into the usability and usefulness of training people with learning disabilities in a virtual environment

Purpose : Two studies sought to answer the following questions. Are people with learning disabilities capable of using a virtual environment? Are they motivated to learn using this training method? Do they show any benefit from using a virtual environment? Does any benefit transfer to improved real world performance? Method : In the first study, 30 students with learning disabilities were sequentially allocated to an active or a passive experimental group. Active participants explored a virtual bungalow searching for a toy car. Passive participants watched the exploration undertaken by the preceding active participant and searched for the toy car. All participants then performed spatial and object recognition tests of their knowledge of the virtual environment. In the second study, the errors of 45 participants on a real steadiness tester task were noted before they were randomly allocated to three groups--a real training group, a virtual training group and a no training group. After training, the participants performed a second test trial on the real steadiness tester. Results : The students were capable of using a virtual environment and were motivated to use this training method. Active exploration of a virtual environment was found to enhance their memory of the spatial layout of the bungalow but not their memory of the virtual objects. In the second study, virtual training was found to transfer to real task performance. Conclusions : These two laboratory-based studies provide answers to four important questions concerning virtual training of people with learning disabilities. Hopefully, the findings will encourage this training aid to be used more widely.     

An exploratory investigation into the usability and usefulness of training people with learning disabilities in a virtual environment

PURPOSE: Two studies sought to answer the following questions. Are people with learning disabilities capable of using a virtual environment? Are they motivated to learn using this training method? Do they show any benefit from using a virtual environment? Does any benefit transfer to improved real world performance? Method: In the first study, 30 students with learning disabilities were sequentially allocated to an active or a passive experimental group. Active participants explored a virtual bungalow searching for a toy car. Passive participants watched the exploration undertaken by the preceding active participant and searched for the toy car. All participants then performed spatial and object recognition tests of their knowledge of the virtual environment. In the second study, the errors of 45 participants on a real steadiness tester task were noted before they were randomly allocated to three groups-a real training group, a virtual training group and a no training group. After training, the participants performed a second test trial on the real steadiness tester. RESULTS: The students were capable of using a virtual environment and were motivated to use this training method. Active exploration of a virtual environment was found to enhance their memory of the spatial layout of the bungalow but not their memory of the virtual objects. In the second study, virtual training was found to transfer to real task performance. CONCLUSIONS: These two laboratory-based studies provide answers to four important questions concerning virtual training of people with learning disabilities. Hopefully, the findings will encourage this training aid to be used more widely.     

An exploratory investigation into the usability and usefulness of training people with learning disabilities in a virtual environment

Purpose : Two studies sought to answer the following questions. Are people with learning disabilities capable of using a virtual environment? Are they motivated to learn using this training method? Do they show any benefit from using a virtual environment? Does any benefit transfer to improved real world performance? Method : In the first study, 30 students with learning disabilities were sequentially allocated to an active or a passive experimental group. Active participants explored a virtual bungalow searching for a toy car. Passive participants watched the exploration undertaken by the preceding active participant and searched for the toy car. All participants then performed spatial and object recognition tests of their knowledge of the virtual environment. In the second study, the errors of 45 participants on a real steadiness tester task were noted before they were randomly allocated to three groups--a real training group, a virtual training group and a no training group. After training, the participants performed a second test trial on the real steadiness tester.

Results : The students were capable of using a virtual environment and were motivated to use this training method. Active exploration of a virtual environment was found to enhance their memory of the spatial layout of the bungalow but not their memory of the virtual objects. In the second study, virtual training was found to transfer to real task performance.

Conclusions : These two laboratory-based studies provide answers to four important questions concerning virtual training of people with learning disabilities. Hopefully, the findings will encourage this training aid to be used more widely.     

Effects of modeling on patient communication, satisfaction, and knowledge

This experimental study investigated the efficacy of two modeling procedures on enhancing patient communication. A pretreatment interview assessed knowledge, assertiveness, and other concomitant variables. A total of 150 subjects were randomly assigned to one of three treatment conditions. The two modeling conditions were videotaped presentations of a health educator interacting with a patient (i.e., model) who either asked questions or revealed problems. The control videotape included only the educator's presentation; no patient was shown. A subsequent standardized face-to-face patient education session was used to assess the impact of the intervention on patient communicative behaviors. A posttreatment interview assessed knowledge and satisfaction. Subjects who viewed a modeling videotape spoke more than subjects who viewed a control videotape. The bulk of our findings indicated that a question-asking model was generally more effective than a disclosive model in eliciting communicative behaviors. Knowledge scores were found to increase after the intervention, regardless of subjects' verbal participation. Subjects in either of the modeling conditions who spoke more indicated higher affective satisfaction.     

个体化心理干预对肾穿刺患者舒适度的影响

目的探讨个体化心理干预对肾穿刺患者舒适度的影响。方法将31例患者随机分成干预组和对照组,干预组在实施常规护理的同时实施个体化心理干预,对比两种护理方法对患者术后舒适度的影响。结果个体化心理干预后患者的焦虑、恐惧程度明显降低,提高了患者的舒适度。结论通过个体化心理干预可缓解患者的焦虑程度,提高患者的舒适度,提高穿刺成功率,减少并发症的发生。     

The impact of a blended learning approach on instructor and learner satisfaction with preceptor education.

To further enhance satisfaction and effectiveness, six pediatric hospitals created a blended learning approach to preceptor role preparation. In this blended approach, foundational content was delivered via online learning, allowing the classroom instructors to focus more on experiential learning activities. Both preceptor-learners and classroom instructors were asked to complete an evaluation of their experiences.This article describes the results and implications.     

Development of a virtual learning environment to enhance undergraduate nursing students' effectiveness and interest in working with older people

Throughout the world populations are aging and there is a concomitant global need for increasing numbers of nurses who are skilled in working with older people. The aim of this study was to develop a web-based resource for use in nursing schools to help educate undergraduate nursing students about working effectively with older people. This paper details the process of developing the working with older people website, www.workingwitholderpeople.edu.au, which was launched at the end of 2006. The working with older people website was designed for use as a stand alone or self directed program and/or as a set of modules suitable for integration within individual undergraduate nursing programs. The resource is unique in its portrayal of older adults and the challenges they face in a way that is appealing to undergraduate students, and engages them in meaningful learning activities, based on authentic cases, while also providing comprehensive resources and links.     

The effect of neck pain on cervical kinematics, as assessed in a virtual environment

Sarig Bahat H, Weiss PL, Laufer Y. The effect of neck pain on cervical kinematics, as assessed in a virtual environment.ObjectiveTo compare cervical kinematics during functional motion in patients with neck pain and in asymptomatic participants using a novel virtual reality assessment.DesignClinical comparative trial.SettingParticipants were recruited from university staff and students, and from a local physical therapy clinic.ParticipantsPatients with chronic neck pain (n=25) and asymptomatic participants (n=42).InterventionsNot applicable.Main Outcome MeasuresKinematic measures (response time, peak and mean velocity, number of velocity peaks, time to peak velocity percentage) were sampled while participants were engaged in the virtual game. Group and motion direction differences were assessed with a 2-way repeated-measures analysis of variance, Tukey-Kramer testing, and contrast analysis when relevant.ResultsParticipants with neck pain had lower peak and mean velocities than the asymptomatic participants (P<.0001). They also demonstrated a greater number of velocity peaks, indicating impaired motion smoothness (P=.0036). No significant group differences were found for response time or for time to peak velocity percentage. Cervical rotations were significantly faster and smoother than flexion and extension movements (P<.05). The overall impairment percentage in velocity and smoothness of cervical motion in patients with neck pain ranged from 22% to 44% compared with asymptomatic participants.ConclusionsVelocity and smoothness of cervical motion were more restricted in patients with chronic neck pain than found previously. Unlike range of motion and other static measurements, these dynamic variables reflect functional cervical motion and therefore contribute to a better understanding of the impairment associated with neck pain. Because the ability to move quickly in response to external stimuli is a commonly occurring phenomenon, this deficit is highly relevant to clinical assessment and management.