Comparing the Effects of Mobile-Based Education and Booklet-Based Education on Iranian Mothers' Perception on Antibiotics: A Quasi-Experimental Study

Comparing the impact of different transfusion medicine teaching methods-A mobile application versus task-based learning-On two dimensions of clinical competence among nursing students: A quasi-experimental study

AIM

To evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods-a mobile application and task-based learning-on nursing students' knowledge and clinical decision-making skill.

BACKGROUND

To advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development.

DESIGN

A quasi-experimental study using a pretest-intervention-posttest design with a control group.

METHODS

This study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups-mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p<0.05.

RESULTS

Following the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p<0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p>0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p<0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p>0.05).

CONCLUSION

Both teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.

Cross-sectional survey to explore knowledge, attitude, practices and impact of an intervention programme related to antibiotic misuse and self-medication among general population of Pakistan

Objective

The objective of this study is to observe the knowledge, attitude and practices related to antibiotic use, the prevalence of self-medication and non-adherence to the prescribed course of antibiotics across Pakistan.

Method

A cross-sectional quantitative study on knowledge, practices, attitude and adherence to antibiotic therapy was conducted from January 2021 to March 2022 among the adult population living in different areas across Pakistan. Individuals with poor knowledge were selected for video-based intervention programme. Video template produced by WHO to create antibiotic awareness was used for this purpose. A postintervention study was conducted to assess the improvement in their knowledge and practices regarding the use of antibiotics. Paired samples t-test was applied to assess the improvement in postintervention survey scores.

Results

68.9% (n=340/493) of the participants were female and the majority of the sample population was from urban areas. Our study revealed that 39.2% (n=196) of individuals have undergone self-medication with antibiotics in the last 6 months and 42% (n=207) of the total participants were non-adherent to antibiotic treatment plan. Lack of proper information from healthcare professionals was observed to be the most important barrier to antibiotic treatment adherence. The interventional video was shown to 31.64% (n=156/493) of participants who lack proper knowledge about antibiotic use and its associated problems. There appeared to be a significant improvement in the postintervention mean scores of knowledge, practices, attitude and adherence related to antibiotics.

Conclusion

This study highlights the alarming situation of self-medication and non-adherence to antibiotic therapy. To cope with the situation, certain pertinent measures are direly needed before the precious lifesaving antibiotics become useless in eradicating various controllable microbial diseases.

Health Educational Methods for Improving Self-Efficacy Among Patients with Coronary Heart Disease: A Scoping Review

Background

Coronary heart disease (CHD) is the leading cause of death and disability worldwide, with higher prevalence in low and middle-income countries. Self-efficacy (SE) is an essential element that affects a patients ability to manage their care, and low SE levels in patients with CHD can lead to poor health outcomes and quality of life. Planning suitable methods to improve SE in CHD patients is essential.

Purpose

This review explores health education methods to improve SE in patients with CHD.

Methods

Scoping review is reported based on the PRISMA Extension for Scoping Reviews (PRISMA-ScR). A literature search was conducted using relevant keywords from six primary databases, such as CINAHL Plus with Full Text and Academic Search Complete, PubMed, ScienceDirect, Scopus, Taylor and Francis, and one search engine, Google Scholar. The inclusion criteria were full-text articles in English that were accessible, research articles with experimental designs. The quality of evidence was assessed using the Joanna Briggs Institute critical appraisal checklist, and data synthesis was used thematically with an explorative, descriptive approach.

Results

Fifteen articles were found and included in the review. There are two types of interventions such as traditional and digital-based health education. The media used in traditional health education are booklets, pamphlets, posters, and workbooks. In addition, digital-based health education generally uses websites, social platforms, mobile applications, video players and sound clips.

Conclusion

This review found that traditional health education and digital-based interventions improve SE, knowledge, self-esteem and health literacy levels, in CHD patients. Health professionals, including nurses, may used both methods in improving self efficacy in CHD patients.

Acceptability, feasibility, and effectiveness of smartphone-based delivery of written educational materials in Iranian patients with coronary artery disease: A randomized control trial study

Background and Aims

Providing education to patients with coronary artery disease (CAD) is one of the crucial roles of nurses and, there are various education methods for these patients. This study aimed to investigate the acceptability, feasibility, and effectiveness of smartphone-based delivery (SPBD) of written educational materials in Iranian patients with CAD.

Methods

A total of 104 patients with CAD who were admitted to the cardiovascular unit of a large hospital in the northeast of Iran were randomly divided into control and intervention groups. When the standard educational content was provided, educational materials were delivered to the intervention group using a SPBD and to the control group using the routine print delivery (PD). The authors investigated the usability in the postintervention phase and information satisfaction and medication self-efficacy in the pre- and postintervention phases.

Results

The mean age and the standard deviation of "patients" age in SPBD and PD groups was 51.8 ± 1.1 and 52.7 ± 1.3 years, respectively. No significant difference was observed between the two groups in terms of mean information satisfaction score (p = 0.726); however, the information satisfaction score was significantly higher in the SPBD group than PD group after the intervention (p = 0.012). The findings showed no statistically difference between two groups in terms of usability score (p > 0.05). The two groups were homogenous in terms of the mean medication self-efficacy score in the preintervention phase (p = 0.987); however, it was significantly higher in SPBD group than PD group in the postintervention phase (p = 0.045).

Conclusion

The SPBD method had the same usability as the PD method and at the same time this method was more effective in promoting medication self-efficacy. Therefore, SPBD could be used to educate patients with CAD and their caregivers and have appropriate effectiveness and acceptability among the Iranian population.