scholarly journals Integration of gamification in a traffic education platform for children

2018 ◽  
Author(s):  
Malik Sarmad Riaz ◽  
Ariane Cuenen ◽  
Davy Janssens ◽  
Kris Brijs ◽  
Geert Wets
Keyword(s):  
Situation Awareness ◽  
Traffic Safety ◽  
Intervention Group ◽  
Control Group ◽  
Policy Recommendations ◽  
Road Accidents ◽  
Risk Detection ◽  
Game Mechanics ◽  
Education Community ◽  
Education Platform

Children are highly represented in injuries and fatalities caused by road accidents. The major reasons are children’s lack of ability to scan the environment, inconsistent behaviour, distraction in traffic situations, ability to estimate speed and distance, and less developed hazard perception skills. Therefore, traffic education for children is very important. This study will look at a platform about traffic education for children including gamification elements. Gamification is a relatively new concept which has gathered a lot of attention over the last few years with its application in many diverse fields. Gamification is defined as the application of game mechanics to non-game activities in order to change behaviour. The education community has discovered the power it has to increase students’ performance and engagement. The current study focuses on educating school going children on traffic safety in Flanders (Belgium). We expect the platform to be effective in increasing traffic knowledge, situation awareness, risk detection and risk management among children and a positive change in (predictors of) behaviours of children who will be using the platform. To investigate the effect of the platform, a pretest-posttest design with an intervention group and a control group will be used. Data will be collected and analyzed in the spring of 2018 and results, limitations and policy recommendations will be provided during the conference in June 2018.

scholarly journals Impact of Simulation-Based Teamwork Training on COVID-19 Distress in Healthcare Professionals

2020 ◽  
Author(s):  
Anna Beneria ◽  
Mireia Arnedo ◽  
Sofia Contreras ◽  
Marcos Pérez-Carrasco ◽  
Itziar Garcia-Ruiz ◽  
...  
Keyword(s):  
Training Program ◽  
Situation Awareness ◽  
Healthcare Professionals ◽  
Intervention Group ◽  
Depression Scale ◽  
Technical Skills ◽  
Anxiety And Depression ◽  
Control Group ◽  
Leadership Communication ◽  
Simulation Based

Abstract ContextNon-technical skills such as leadership, communication or situation awareness should lead to effective teamwork in a crisis situation. The aim of the study was to analyse the role of these skills on the emotional response of health professionals to the COVID-19 pandemic.MethodsBefore COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital were invited to participate in a survey exploring stress, anxiety, and depression, using PSS-14 (Perceived Stress Scale) and HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).ResultsA total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as doctor [0.39(0.16 – 0.95)]; and being woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related with HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].ConclusionHealthcare professionals trained in non-technical skills through simulation had a tendency towards higher levels of anxiety and depression and less levels of stress, during the COVID-19 pandemic.

Driving Intervention for Returning Combat Veterans

2016 ◽  
Vol 37 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Sherrilene Classen ◽  
Sandra Winter ◽  
Miriam Monahan ◽  
Abraham Yarney ◽  
Amanda Link Lutz ◽  
...  
Keyword(s):  
Traffic Safety ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
High Fidelity ◽  
Personal Factors ◽  
Safety Education ◽  
Randomized Controlled ◽  
Safety Research ◽  
Post Test

Increased crash incidence following deployment and veterans’ reports of driving difficulty spurred traffic safety research for this population. We conducted an interim analysis on the efficacy of a simulator-based occupational therapy driving intervention (OT-DI) compared with traffic safety education (TSE) in a randomized controlled trial. During baseline and post-testing, OT-Driver Rehabilitation Specialists and one OT-Certified Driver Rehabilitation Specialist measured driving performance errors on a DriveSafety CDS-250 high-fidelity simulator. The intervention group ( n = 13) received three OT-DI sessions addressing driving errors and visual-search retraining. The control group ( n = 13) received three TSE sessions addressing personal factors and defensive driving. Based on Wilcoxon rank-sum analysis, the OT-DI group’s errors were significantly reduced when comparing baseline with Post-Test 1 ( p < .0001) and comparing the OT-DI group with the TSE group at Post-Test 1 ( p = .01). These findings provide support for the efficacy of the OT-DI and set the stage for a future effectiveness study.

scholarly journals Do team and task performance improve after training situation awareness? A randomized controlled study of interprofessional intensive care teams

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Karin Jonsson ◽  
Christine Brulin ◽  
Maria Härgestam ◽  
Marie Lindkvist ◽  
Magnus Hultin
Keyword(s):  
Intensive Care ◽  
Task Performance ◽  
Team Performance ◽  
Situation Awareness ◽  
Intervention Group ◽  
Team Leadership ◽  
Educational Programme ◽  
Control Group ◽  
Randomized Controlled ◽  
And Task

Abstract Background When working in complex environments with critically ill patients, team performance is influenced by situation awareness in teams. Moreover, improved situation awareness in the teams will probably improve team and task performance. The aim of this study is to evaluate an educational programme on situation awareness for interprofessional teams at the intensive care units using team and task performance as outcomes. Method Twenty interprofessional teams from the northern part of Sweden participated in this randomized controlled intervention study conducted in situ in two intensive care units. The study was based on three cases (cases 0, 1 and 2) with patients in a critical situation. The intervention group (n = 11) participated in a two-hour educational programme in situation awareness, including theory, practice, and reflection, while the control group (n = 9) performed the training without education in situation awareness. The outcomes were team performance (TEAM instrument), task performance (ABCDE checklist) and situation awareness (Situation Awareness Global Assessment Technique (SAGAT)). Generalized estimating equation were used to analyse the changes from case 0 to case 2, and from case 1 to case 2. Results Education in situation awareness in the intervention group improved TEAM leadership (p = 0.003), TEAM task management (p = 0.018) and TEAM total (p = 0.030) when comparing cases 1 and 2; these significant improvements were not found in the control group. No significant differences were observed in the SAGAT or the ABCDE checklist. Conclusions This intervention study shows that a 2-h education in situation awareness improved parts of team performance in an acute care situation. Team leadership and task management improved in the intervention group, which may indicate that the one or several of the components in situation awareness (perception, comprehension and projection) were improved. However, in the present study this potential increase in situation awareness was not detected with SAGAT. Further research is needed to evaluate how educational programs can be used to increase situation awareness in interprofessional ICU teams and to establish which components that are essential in these programs. Trial registration This randomized controlled trial was not registered as it does not report the results of health outcomes after a health care intervention on human participants.

scholarly journals An Implementation of A Cycling Safety Education Program Among School Children Without Previous Formal Cycling Training: A Case Study in Serbia

2020 ◽  
Author(s):  
Svetlana Bačkalić ◽  
Dragana Stanojević ◽  
Dragan Jovanović ◽  
Boško Matović ◽  
Miloš Pljakić
Keyword(s):  
Traffic Safety ◽  
Education Program ◽  
Intervention Group ◽  
Control Group ◽  
Safety Education ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Road Users ◽  
Before And After ◽  
Cycling Training

Abstract Background: The promotion of cycling as a healthy and socio-economically acceptable way of moving has led to a significant increase in these road users. Moreover, the indisputable fact is that children cyclists belong to the group of the vulnerable road users. All this clearly indicates that cycling education programs for children are the only correct approach. The primary goal of the presented research are inception and implementation of a cycling safety education program for school-age children without formal cycling knowledge and skills. Methods: Students from the 4th grade (9 and 10 years old) from nine randomly schools on the territory of the Republic of Serbia participated in a survey. In order to measure and evaluate the knowledge and skills, the students were put through testing before and after the cycling safety education program. Data were analysed using repeated multivariate analysis of variance test.Results: Comparing the intervention group and the control group before and after the training program implementation, children’s total cycling knowledge increased in the intervention group. The cycling education program improved children's knowledge of road signs, age requirements, and risky behaviours. The results show that the cycling education program achieved significant improvements in all tested children's cycling skills. However, it was noticed that there was no significant intervention effect between control and intervention group in terms of the bicycle checking before riding.Conclusions: The current research, as a pilot study, provides evidence that cycling education programs might be effective in improving cycling-related knowledge and cycling skills among children. Future efforts should be directed towards promotion and implementation of cycling safety education programs in elementary schools where there is no formal cycling training for children on traffic safety, as well as towards monitoring of long-term effects of cycling training.

scholarly journals Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

2020 ◽  
Author(s):  
Anna Beneria ◽  
Mireia Arnedo ◽  
Sofia Contreras ◽  
Marcos Pérez-Carrasco ◽  
Itziar Garcia-Ruiz ◽  
...  
Keyword(s):  
Training Program ◽  
Situation Awareness ◽  
Healthcare Professionals ◽  
Intervention Group ◽  
Depression Scale ◽  
Technical Skills ◽  
Anxiety And Depression ◽  
Control Group ◽  
Leadership Communication ◽  
Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic.Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16 – 0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

scholarly journals Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

2020 ◽  
Author(s):  
Anna Beneria ◽  
Mireia Arnedo ◽  
Sofia Contreras ◽  
Marcos Pérez-Carrasco ◽  
Itziar Garcia-Ruiz ◽  
...  
Keyword(s):  
Training Program ◽  
Situation Awareness ◽  
Healthcare Professionals ◽  
Intervention Group ◽  
Depression Scale ◽  
Technical Skills ◽  
Anxiety And Depression ◽  
Control Group ◽  
Leadership Communication ◽  
Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic.Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14>18 or HADS>12).Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p=0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16 – 0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p=0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05 – 4.48)] and having minors in charge [OR 2.14(1.06 – 4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03 – 6.36) (p=0.043)].Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

scholarly journals Impact of simulation-based teamwork training on COVID-19 distress in healthcare professionals

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Anna Beneria ◽  
Mireia Arnedo ◽  
Sofia Contreras ◽  
Marco Pérez-Carrasco ◽  
Itziar Garcia-Ruiz ◽  
...  
Keyword(s):  
Training Program ◽  
Situation Awareness ◽  
Healthcare Professionals ◽  
Intervention Group ◽  
Depression Scale ◽  
Technical Skills ◽  
Anxiety And Depression ◽  
Control Group ◽  
Leadership Communication ◽  
Simulation Based

Abstract Context Non-technical skills such as leadership, communication, or situation awareness should lead to effective teamwork in a crisis. This study aimed to analyse the role of these skills in the emotional response of health professionals to the COVID-19 pandemic. Methods Before the COVID-19 outbreak, 48 doctors and 48 nurses participated in a simulation-based teamwork training program based on teaching non-technical skills through simulation. In May 2020, this group of professionals from a COVID-19 referral hospital was invited to participate in a survey exploring stress, anxiety, and depression, using the PSS-14 (Perceived Stress Scale) and the HADS (Hospital Anxiety and Depression Scale) measures. A control group that did not receive the training was included. We conducted a logistic regression to assess whether having attended a simulation-based teamwork training program modified the probability of presenting psychological distress (PSS-14 > 18 or HADS> 12). Results A total of 141 healthcare professionals were included, 77 in the intervention group and 64 in the control group. Based on the PSS-14, 70.1% of the intervention group and 75% of the control group (p = 0.342) had symptoms of stress. Having contact with COVID-19 patients [OR 4.16(1.64–10.52)]; having minors in charge [OR 2.75 (1.15–6.53)]; working as a doctor [0.39(0.16–0.95)], and being a woman [OR 2.94(1.09–7.91)] were related with PSS14 symptoms. Based on the HADS, 54.6% of the intervention group and 42.2% of the control group (p = 0.346) had symptoms of anxiety or depression. Having contact with COVID-19 patients [OR 2.17(1.05–4.48)] and having minors in charge [OR 2.14(1.06–4.32)] were related to HADS symptoms. Healthcare professionals who attended COVID-19 patients showed higher levels of anxiety and depression [OR 2.56(1.03–6.36) (p = 0.043)]. Conclusion Healthcare professionals trained in non-technical skills through simulation tended towards higher levels of anxiety and depression and fewer levels of stress, during the COVID-19 pandemic.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

Promoting the Community's Ability to Detect and Respond to Suicide Risk Through an Online Bystander Intervention Model-Informed Tool

Crisis ◽  
2020 ◽  
pp. 1-7
Author(s):  
Karien Hill ◽  
Shawn Somerset ◽  
Ralf Schwarzer ◽  
Carina Chan
Keyword(s):  
Suicide Prevention ◽  
Suicide Risk ◽  
Controlled Trial ◽  
Intervention Group ◽  
Bystander Intervention ◽  
Self Report ◽  
Innovative Technology ◽  
Control Group ◽  
Intervention Model ◽  
Standard Material

Abstract. Background: The public health sector has advocated for more innovative, technology-based, suicide prevention education for the community, to improve their ability to detect and respond to suicide risk. Emerging evidence suggests addressing the bystander effect through the Bystander Intervention Model (BIM) in education material may have potential for suicide prevention. Aims: The current study aimed to assess whether BIM-informed tools can lead to improved readiness, confidence and intent in the community to detect and respond to suicide risk in others. Method: A sample of 281 adults recruited from the community participated in a randomized controlled trial comprising a factsheet designed according to the BIM (intervention group) and a standard factsheet about suicide and mental health (control group). Participants' self-reported detecting and responding to suicide risk readiness, confidence, and intent when presented with a suicidal peer was tested pre- and postintervention and compared across time and between groups. Results: The intervention group had significantly higher levels of detecting and responding to suicide risk readiness, confidence, and intent than the control group at postintervention (all p < .001) with moderate-to-large effect sizes. Limitations: The study was limited by a homogenous sample, too low numbers at follow-up to report, and self-report data only. Conclusion: This study demonstrates BIM-informed suicide prevention training may enhance the community's intervention readiness, confidence, and intent better than current standard material. Further testing in this area is recommended. While results were statistically significant, clinical significance requires further exploration.

SUPPORTIVE EDUCATIVE SYSTEM DALAM MENINGKATKAN KEMANDIRIAN MERAWAT KAKI PADA PASIEN DIABETES MELLITUS TIPE II

2019 ◽  
Vol 9 (2) ◽  
pp. 63-72
Author(s):  
Nova Nurwinda Sari ◽  
Herlina Herlina
Keyword(s):  
Diabetes Mellitus ◽  
Health Center ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Type Ii ◽  
Foot Care ◽  
Control Group Design ◽  
Patients With Diabetes

Diabetes mellitus dapat menyebabkan cukup banyak komplikasi seperti kelainan mata, kelainan ginjal, kelainan pembuluh darah dan kelainan pada kaki. Penderita diabetes mellitus yang mengalami komplikasi kronis perlu diberikan upaya preventif untuk mencegah komplikasi, salah satunya adalah kemampuan perawatan kaki. Penelitian ini dilakukan untuk menguji efektivitas supportive educative system dalam meningkatkan kemandirian perawatan kaki pada pasien dengan diabetes mellitus Tipe II di Puskesmas Permata Sukarame, Bandar Lampung. Penelitian ini menggunakan metode quasy eksperimen dengan desain pretest-posttest with control group dengan total masing-masing kelompok sebanyak 18 responden. Pengumpulan data dilakukan dengan menyebarkan kuesioner kepada responden yang memenuhi kriteria inklusi penelitian. Penelitian ini diuji menggunakan analisis univariat, bivariat dan uji T-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan rata-rata dalam kemandirian perawatan kaki pada kelompok intervensi dan kelompok kontrol dengan p-value 0,000. Pendidikan dan praktik perawatan kaki harus diberikan sejak dini sebagai upaya pencegahan untuk komplikasi.   Kata kunci : Supportive educative system, kemandirian perawatan kaki   SUPPORTIVE EDUCATIVE SYSTEM IN IMPROVING INDEPENDENCE OF FOOT CARE IN PATIENTS WITH DIABETES MELLITUS TYPE II   ABSTRACT Diabetes mellitus can cause quite a lot of complications such as eye disorders, kidney disorders, vascular disorders and abnormalities in the legs. Patients with diabetes mellitus who have chronic complications need to be given a preventive effort to prevent complications, one of which is foot care ability. This research was conducted to examine the effectiveness of supportive educative systems in increasing the independence of foot care in patients with Type II diabetes mellitus in the Permata Sukarame Health Center Bandar Lampung Working Area. This study used a quasi-experimental method with pretest-posttest with control group design with a total of 18 respondents each. Data collection is done by distributing questionnaires to respondents who meet the research inclusion criteria. This study was tested using univariate, bivariate, T-Test analysis. The results showed that the mean differences in the independence of foot care in the intervention group and the control group in the Permata Sukarame Community Health Center work area with a p-value of 0,000. Education and practice of foot care should be given early as a preventative effort for complications.   Keywords: Supportive educative system, independence of foot care

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