Relevance of Program Readiness on Nursing School Completion and Success on the National Council Licensure Examination-Registered Nurse

Within nursing education, attrition from nursing programs has been problematic and impacts completion rates and workforce supply. In this study, the researcher used an ex post facto design to determine if program readiness in the areas of reading, writing, and math had an impact on nursing program completion in a community college setting. The study identified that program readiness did statistically impact program completion. Completion rates among minorities and men showed no difference in completion when compared with Caucasian and female students. Students who completed the nursing program, regardless of program readiness, successfully passed the National Council Licensure Examination-Registered Nurse (NCLEX-RN) equally.     

Effects of a child bereavement training program for teachers

A quasi-experimental design was used to evaluate a child bereavement training program for elementary and preschool teachers. The treatment group (n - 10) received a four-hour workshop based on a model by Corr (1). When compared to a control group (n = 10), the treatment group gained significantly more knowledge of children's grief children's conceptions of death, and an awareness of teaching resources. No significant differences in comfort in discussing death with children was found between the two groups. Workshops that include skills training as well as knowledge were proposed as a way to increase teacher's comfort in discussing death with children.     

弱智儿童与正常儿童智力结构的比较研究

以中国－韦氏儿童智力量表和修订幼儿Ｈ．Ｒ神经心理测验中的范畴测验作为儿童智力和思维能力的指标，对４７名８－１１岁弱智儿童和５０名普通小学儿童进行了测试，发现弱智儿童ＩＱ在４６－６９之间，属智力迟滞，与教育的筛选结果相同。且危险因素明显多于正常儿童。正常儿童ＩＱ在１１０－１３３之间，属高于平常智力，两组间有显著性差异。两组儿童智力结构图走势相似，提示智力测验对个体的指导意义更大。弱智儿童与正常儿童的范畴测验得分有极显著的差异，且与ＩＱ呈显著负相关，提示范畴测验鉴别力良好，可单独作为儿童思维能力的检测指标。     

ABAS-II Adaptive Profiles and Correlates in Samples of Children with HFASD or LFASD

This study was conducted to extend the research on the adaptive skills of 55 high-functioning children with autism spectrum disorder (HFASD) and 55 children with ASD and co-occurring intellectual disability (LFASD), ages 6–12, using the Adaptive Behavior Assessment System, Second Edition (ABAS-II). This study examined each group’s adaptive profile, compared adaptive functioning and cognitive ability, and assessed correlates (i.e., age, IQ) of adaptive skills. Results indicated children with HFASD demonstrated cognitive strengths and adaptive deficits, while children with LFASD demonstrated adaptive strengths in the areas of social and conceptual skills, and practical skills commensurate with estimated cognitive ability. Within the HFASD sample, age significantly, negatively correlated with adaptive social ability, while IQ was not significantly correlated with adaptive behavior. Conversely, in the LFASD sample, age did not correlate with adaptive ability, although IQ was significantly related to overall adaptive ability and all domains of the ABAS-II.     

Effect of hospital discharge plan for children with type 1 diabetes on discharge readiness,discharge education quality,and blood glucose control

BACKGROUNDType 1 diabetes is one of the most common chronic diseases in childhood. The number of type 1 diabetes patients in China still ranks fourth in the world. Therefore, children with type 1 diabetes in China are a group that needs attention. The management of type 1 diabetes mellitus (T1DM) involves many aspects of daily life. It is extremely challenging for children and their families. T1DM children have complex medical care needs. Despite the continuous development of therapeutic medicine and treatment technologies, blood glucose control in children with T1DM is still not ideal. They and their parents need to acquire more knowledge and skills before being discharged.AIMTo explore the influence of hospital discharge plan based on parental care needs of children with T1DM on discharge readiness, quality of discharge education and blood glucose control level.METHODSIn total, 102 parents of children with type 1 diabetes were divided into control group and intervention group according to admission time. Fifty cases from February to June 2019 were selected as the control group, and 52 cases from July to October 2019 were selected as the intervention group to implement the discharge plan. The Readiness for Hospital Discharge Scale, Hospital Discharged Education Quality Scale and children''s blood glucose metabolism indicators were used to compare the differences in discharge preparation, discharge education quality and blood glucose control between the two groups of children and their parents.RESULTSOn the day of discharge, the two groups of children had the following scores of readiness for discharge: The intervention group score was 225.34 ± 32.47, and the control group score was 208.68 ± 29.31. The P value was 0.007, and the difference was statistically significant. The discharge education quality scores were as follows: The intervention group score was 135.11 ± 19.86, the control group score was 124.13 ± 15.56, the P value was 0.002 and the difference was statistically significant. Three months after discharge, the blood glucose metabolism indicator showed that the glycosylated hemoglobin value of the two groups was (7.45% ± 1.04%), and that of the control group was (8.04% ± 1.27%), P = 0.012. Therefore, the improvement of parents'' readiness for discharge, quality of discharge education and blood glucose metabolism indicators (glycosylated hemoglobin, fasting blood glucose and postprandial blood glucose) in the intervention group were better than those in the control group (P < 0.05), and the difference was statistically significant.CONCLUSIONThe discharge plan for children with T1DM can help the children and their families realize the transition from hospital care to home self-management and improve the parents'' readiness for discharge, thereby improving children’s blood glucose control levels.     

The Efficacy of Fingerspell Coding and Visual Imaging Techniques in Improving the Spelling Proficiency of Deaf Signing Elementary-Phase Children: A South African Case Study

Research suggests that restricted access to phonological coding exacerbates deaf children’s reading and writing problems. Conversely, bilingual-bicultural programs are advocated on the hypothesis that well-developed sign language skills and visual coding strategies (based on sign language) may offer deaf children phonological/orthographic link, thus enhancing their written English skills. To test this hypothesis, this study used a quasi-experimental pre- and post-test design among prelingually profoundly deaf (late-signing) elementary-phase children attending a residential school for the Deaf in rural South Africa (treatment group: N?=?32, mean age = 119.19 months, SD?=?22.73, comparison group: N?=?32, mean age = 117 months, SD?=?21.36). After a year of computer-based exercises explicitly guiding them in fingerspell coding, visual imaging and the principles of “print-language mapping” between South African Sign Language and English, the pre- and post-test results revealed that the treatment group had made significant gains in spelling proficiency.     

Effects of a child bereavement training program for teachers

Abstract

A quasi-experimental design was used to evaluate a child bereavement training program for elementary and preschool teachers. The treatment group (n ? 10) received a four-hour workshop based on a model by Corr (1). When compared to a control group (n = 10), the treatment group gained significantly more knowledge of children's grief children's conceptions of death, and an awareness of teaching resources. No significant differences in comfort in discussing death with children was found between the two groups. Workshops that include skills training as well as knowledge were proposed as a way to increase teacher's comfort in discussing death with children.     

Parents' evaluation of a preventive intervention following the sudden, violent deaths of their children

A preventive intervention for 156 bereaved parents whose 12- to 28-year-old children died by accident, homicide, or suicide was tested using a multisite longitudinal cohort pretest/posttest experimental design. Reported here are bereaved parents' evaluations of the two-dimensional support program. Problem-focused support was rated by parents' perceptions of readiness, relevance, timing, and understanding of the information and skills presented. Emotion-focused support was rated by the identification of I. Yalom's (1985) therapeutic group factors and group leader/clinician support. Over 70% of all the person/session responses showed that both support dimensions were rated at 6 or 7 on a 7-point scale (e.g., 0 = not at all relevant, 7 = very relevant. Additional exploratory analyses examined the extent to which 5 participant and treatment characteristics influenced parents' evaluations. Clinical implications and future research directions are suggested.     

Development of handwriting skill in children with unilateral cerebral palsy (CP)

Aim.?To investigate the development of handwriting, fine motor skills and school marks in children with unilateral cerebral palsy (CP) and relate the performance in handwriting skill to age and IQ at a 16-month follow-up.

Method.?Data from 16 children (5 females, 11 males; mean age 11 years 4 months, SD 1 year 6 months, range 8–13 years) with left-sided hemiplegia were collected. The Minnesota Handwriting Assessment (MHA) for handwriting skill, the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) for fine motor skills, the Wechsler Intelligence Scale for Children Revised (WISC-R) for IQ, the Manual Ability Classification System (MACS) and school marks of children were used.

Results.?Handwriting quality, handwriting speed and fine motor skills improved over 16 months but the children with unilateral CP still performed below their peers. School marks did not change. The regression model (Adj. R² == 0.76) revealed that age and IQ were negatively correlated and good predictors for the improvement in handwriting quality. No relationship was found between handwriting speed and age or IQ.

Conclusion.?Children with unilateral CP continued to develop handwriting skill over a longer time period than expected. Age and IQ predicted the rate of development in handwriting quality. Children kept up school marks despite the increasing demands of the succeeding grade.     

The use and application of assistive technology to promote literacy in early childhood: a systematic review

The Individuals with Disabilities Act was implemented in 1975 to assure that all children aged 0-21 years old have access and the right to an equal education. However, young children with disabilities continue to need additional support to meet the reading readiness standards as outlined in The No Child Left Behind legislation (2004). Although all children benefit from readiness skills, it is essential for children with special needs. With the technology boom of the past decade, assistive technology (AT) has been used increasingly to enhance emerging literacy skills. In order to identify current trends in the use of AT as a means to enhance emergent literacy skills in young children with disabilities, a systematic review of the literature was undertaken. The findings from this review support the scarcity of empirical research demonstrating the benefit of AT to promote emergent literacy with young children with disabilities. We also found a need for evidence supporting education approaches for the proper use of AT in early childhood literacy as well as little family knowledge regarding the implementation and instructional use of AT.     

Efficacy of a short-term, intensive social skills training program for burned adolescents

This study examined the efficacy of an intensive, short-term social skills training program in improving the psychosocial adjustment of burned adolescents. Sixty-four adolescents who had suffered a burn injury 2 years previously or longer and who were identified as having psychosocial difficulties (elevated behavioral problems and/or diminished competence) were assigned randomly to receive the treatment intervention or to serve as controls (32 in each group). The intervention was a social skills training curriculum provided in a small group residential format. Didactic and experiential techniques were used in a schedule of activities during a 4-day period. One year after the training program, the group who had received the treatment showed significantly more improvement than did the control group. The program appears to offer advantages to a sizeable group of pediatric burn survivors and indicates the need for further study of interventions to enhance psychosocial competence in the development of pediatric burn survivors.     

The use and application of assistive technology to promote literacy in early childhood: a systematic review

The Individuals with Disabilities Act was implemented in 1975 to assure that all children aged 0–21 years old have access and the right to an equal education. However, young children with disabilities continue to need additional support to meet the reading readiness standards as outlined in The No Child Left Behind legislation (2004). Although all children benefit from readiness skills, it is essential for children with special needs. With the technology boom of the past decade, assistive technology (AT) has been used increasingly to enhance emerging literacy skills. In order to identify current trends in the use of AT as a means to enhance emergent literacy skills in young children with disabilities, a systematic review of the literature was undertaken. The findings from this review support the scarcity of empirical research demonstrating the benefit of AT to promote emergent literacy with young children with disabilities. We also found a need for evidence supporting education approaches for the proper use of AT in early childhood literacy as well as little family knowledge regarding the implementation and instructional use of AT.     

Increasing paramedics' comfort and knowledge about children with special health care needs

This study evaluated a continuing education program for paramedics about children with special health care needs (CSHCN). Pretraining, posttraining, and follow-up surveys containing two scales (comfort with CSHCN management skills and comfort with Pediatric Advanced Life Support [PALS] skills) were administered. Objective measures of knowledge were obtained from pre- and posttraining tests. Differences in average scores were assessed using t-tests. Response rates for paramedics completing the program ranged from 94% for the posttraining survey, 81% for the initial comfort survey, 56% for the knowledge pretest, and 56% for the follow-up survey. PALS comfort scores were significantly higher than CSHCN comfort scores both before and after training, both P < .01. Posttraining surveys showed an increase in CSHCN comfort, P < .01. The follow-up surveys showed a significant decline in CSHCN comfort, P = .05. Scores on the tests showed a similar pattern, with a significant increase in knowledge from pre- to posttraining (P = .02) and a significant decrease in knowledge from posttraining to follow-up (P < .01). Comfort was significantly higher for standard pediatric skills than for specialized management skills. Completion of the self-study program was associated with an increase in comfort and knowledge, but there was some decay over time.     

以家庭照护者需求为导向的出院准备计划在脑卒中患者中的应用研究

目的:探讨以家庭照护者需求为导向的出院准备计划在脑卒中患者中的应用效果。方法:92例脑卒中患者随机分为观察组和对照组各46例,观察组家庭照护者给予以家庭照护者需求为导向的出院准备计划,对照组则对家庭照护者不进行特殊干预。比较2组家庭照护者出院准备度、患者出院期间照护情况以及患者生活质量。结果:2组出院后1周、1个月和2个月家庭照护者出院准备度与出院当日比较,均明显提高(P0.05),且观察组各时间点明显高于对照组(P0.05)。出院后,观察组在患者照护结果各条目评分上明显优于对照组(P0.05)。观察组出院后1周、1个月和2个月患者生活质量与出院当日及对照组比较均明显提高(P0.05),对照组出院后各时间点比较差异无统计学意义。结论:以家庭照护者需求为导向的出院准备计划的实施能够提高家庭照护者的准备度,改善出院后患者照护结果,提升患者的生活质量,值得推广应用。     

Education of children with epilepsy and their parents by the modular education program epilepsy for families (FAMOSES)--results of an evaluation study

PURPOSE: The aim of the study was to evaluate the efficacy of the modular educational program for children with epilepsy and their parents (FAMOSES). This program was developed by an interdisciplinary project group to improve knowledge, coping, treatment outcome, emotional and practical adaptation to the condition. METHODS: A prospective, controlled, multi-center, pre-post study design was used to examine the efficacy of the program in the treatment group compared to the waiting group (control group). Questionnaires included epilepsy specific scales regarding knowledge, attitudes, restrictions in daily living, epilepsy related fears, coping with the chronic disease and generic instruments (quality of life, KINDL). 55 parents of the treatment group completed the questionnaires three months before the course and three months later; the corresponding waiting group included 48 parents. Respectively, 31 children, who participated in the program, completed the questionnaires immediately before the course and three months later; the corresponding waiting group included 19 children. RESULTS: Children, who attended the program, showed improvements in the domains perceived restrictions (significant, medium effect size), absence from school and seizure frequency. Not significantly greater compared to the control group were the improvements of knowledge, attitudes and fears regarding to the epilepsy. Parents of the treatment group showed significant enhancements in epilepsy specific knowledge (large effect size), attitudes toward the epilepsy, management of epileptic seizures and significant reductions of fears and restrictions of their child with epilepsy (small to medium effect sizes).     

Initial development and validation of a multidimensional pain readiness to change questionnaire.

Psychometric instruments that assess patient readiness to adopt pain management skills taught in multidisciplinary pain management programs have the potential to clarify interindividual responses to treatment. To date, however, such questionnaires have examined overall readiness to self-manage pain in general rather than readiness to adopt the various specific skills that are taught in multidisciplinary pain treatment. The present study describes the initial construction and evaluation of a Multidimensional Pain Readiness to Change Questionnaire (MPRCQ) that measures readiness to adopt adaptive and avoid maladaptive pain coping strategies. The MPRCQ was initially administered to patients with fibromyalgia syndrome (n = 93) and then to a replication sample of persons with acquired amputations and spinal cord injuries who have chronic pain (n = 88). The results provide preliminary support for the reliability and validity of this instrument. Further research is needed to clarify the construct validity of the MPRCQ and its clinical utility.     

The effect of a feeding skills training program for nursing assistants who feed dementia patients in Taiwanese nursing homes

A quasi-experimental 2-group repeated-measures design was used to test the impact of a feeding skills training program on 67 nursing assistants (treatment group n = 31; control group n = 36) regarding their knowledge, attitudes, perceived behavior control, intentions, and behaviors in feeding dementia patients. The treatment group received a feeding skills training program. Nursing assistants' knowledge, attitudes, perceived behavior control, and intentions were measured before (Pretest) and after the program (Posttest 1), and again 4 weeks later (Posttest 2). Nursing assistants (treatment group n = 20; control group n = 16) and the same number of dementia patients were measured on feeding behaviors during mealtimes before and after the training. The treatment group had significantly more knowledge (P < .001), greater intention to feed (P = .05), and better behaviors toward feeding dementia patients (P = .009) than the control group. There were no significant differences between the groups in attitude (P = .85), intention beliefs (P = .11) or perceived behavior control (P = .99). Thus, the intervention was effective at changing knowledge, intention, and behaviors among nursing assistants.     

The literacy abilities of 11 year-old students from socially disadvantaged backgrounds

This study investigated the literacy skills of all children in Year 6 of a Queensland school in a socially disadvantaged area who were exposed to a “whole language” approach to the learning of written language. Standardized tests of non-word spelling and reading comprehension (including written sentence responses) revealed a large group of children with literacy difficulties. This group of 11-year-old children, and a group of matched controls, were further assessed on measures of phonological awareness and letter sound knowledge. The results indicated that the means of both groups were below those of the standardization populations, and that the children had particular difficulty writing short answers to questions. The group of children identified as performing poorly on the non-word spelling test was heterogeneous. Some had poor phonological awareness skills, some had limited sound-letter correspondence knowledge, some children had problems with both skills. The data demonstrated the need for assessment to identify the specific sub-skills with which individuals have difficulty, in order to allow for appropriate intervention rather than a generic phonological awareness intervention package for all children with literacy difficulties irrespective of age or social status.     

A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong

In today's environment of rapidly changing health care and information technology, nurses require a broad range of skills. One of the key skills required of all health professionals in this environment is information literacy. For registered nurses returning to a university setting to study for their baccalaureate degree, becoming information literate is one of many challenges they face. Also key to students' ability to use and communicate information in an appropriate and effective manner is their writing skills. This article describes a curricular intervention designed to develop and strengthen post-registration nurses' information literacy and academic writing competencies. An introductory information management module was developed and provided to three successive cohorts of students (n=159). Students were predominantly female (85.4%) with a mean age of 34.2 years (SD=6.8). Prior to commencing the program, students reported low information literacy and writing skills, especially in accessing and searching electronic databases and using referencing formats. The post-test evaluation of skills showed substantial and statistically significant increases in all assessed competencies. This intervention demonstrated that with structured but flexible learning activities early in the curriculum, post-registration nursing students can quickly become information literate.     

Learning and utilization of generic skills by practitioners in the field of clinical laboratory science/medical technology.

OBJECTIVE: To determine whether and to what extent generic skills that are learned by practitioners are used on their clinical laboratory science/medical technologist (CLS/MT) jobs; and to determine if there are any significant differences in learning and/or using these skills by practitioners who were CLS/MT vs. Other BA/BS degree majors. DESIGN: In the field (ITF) laboratory practitioners were surveyed as to whether or not they: 1) were CLS/MT program graduates; 2) utilized the following generic skills in their jobs: analytical reasoning, communication, computer use, data correlation, decision making, precision studies, problem solving, quality assessment, supervision, teaching, technical writing, troubleshooting, research and utilization review; 3) learned these skills as students or practitioners. SETTINGS AND PARTICIPANTS: Data were collected from 515 CLS/MT ITF participants who were part of an ongoing longitudinal study. MAIN OUTCOME MEASURES: Participants were asked if they were CLS/MT program graduates; whether they used the skills frequently, sometimes, rarely or never; and whether they initially learned the skills as students or developed them on the job (OTJ). Chi square analyses were performed to test for differences among groups. RESULTS: The response rate was 44%. Frequencies for using the skills were generally over 90% with three exceptions reported as rarely or never used by the majority of the respondents, and two exceptions reported as being approximately equally used or not used by the respondents. A sizable minority (23% to 45%) of the sample reported never learning six of the skills. Significant (p < 0.05) chi square results occurred between learning and utilizing the following skills: computer use, participation in research, problem solving, supervision, technical writing and utilization studies. Although a consistently higher proportion of the CLS/MT graduates reported learning the skills as students and Other BA/BS graduates reported learning them OTJ, no significant differences between these sub-groups were observed for either learning or using these skills. CONCLUSION: For this sample group, most generic skills learned as CLS/MT students and/or practitioners are applied to the ITF jobs and are generally congruent with what is being taught in CLS/MT programs. However, there are some notable exceptions.