scholarly journals PHARMACISTS IN DISPENSING DRUGS (PharmDisp): construction and validation of a questionnaire to assess the knowledge for dispensing drug before and after a training course

2018 ◽  
Vol 14 (4) ◽  
Author(s):  
Tiago Marques Reis ◽  
Ariane Cristina Barbosa Zanetti ◽  
Paulo Roque Obreli-Neto ◽  
Ana Maria Rosa Freato Gonçalves ◽  
André Oliveira Baldoni ◽  
...  
Keyword(s):  
Pilot Study ◽  
Continuing Education ◽  
Education Program ◽  
Community Pharmacies ◽  
Content Validation ◽  
Validation Process ◽  
Drug Dispensing ◽  
Training Course ◽  
Before And After ◽  
Data Collection Instrument

The aim of this study was to develop and validate a questionnaire used to evaluate the knowledge of pharmacists in performing drug dispensing before and after a training course, and the effectiveness of a drug dispensing continuing education program. Data were collected from pharmacists recruited from Brazilian community pharmacies. The questionnaire was conceptually structured according to the modules that constitute the continuing education program. The content validation process was carried out by assessment of the instrument by a five-judge committee, following a Likert scale. A pre-test and subsequent pilot study were conducted. A total of 62 pharmacists participated in the pilot study. The developed and validated data collection instrument allowed the measurement of pharmacists’ knowledge before and after training, providing statistically significant indicators for assessing the effectiveness of the course.

scholarly journals Congruence between perceived and theoretical knowledge before and after an internet-based continuing education program about venous leg ulcer nursing care

2019 ◽  
Vol 83 ◽  
pp. 104195 ◽  
Author(s):  
Minna Ylönen ◽  
Jaakko Viljamaa ◽  
Hannu Isoaho ◽  
Kristiina Junttila ◽  
Helena Leino-Kilpi ◽  
...  
Keyword(s):  
Continuing Education ◽  
Nursing Care ◽  
Education Program ◽  
Leg Ulcer ◽  
Theoretical Knowledge ◽  
Venous Leg Ulcer ◽  
Before And After

scholarly journals Continuing education on child development for primary healthcare professionals: a prospective before-and-after study

2014 ◽  
Vol 132 (4) ◽  
pp. 211-218 ◽  
Author(s):  
Amira Consuêlo Melo Figueiras ◽  
Rosana Fiorini Puccini ◽  
Edina Mariko Koga Silva
Keyword(s):  
Child Development ◽  
Continuing Education ◽  
Education Program ◽  
Primary Healthcare ◽  
Healthcare Professionals ◽  
Before And After ◽  
The Impact ◽  
Children's Development ◽  
Before And After Study ◽  
Children’S Development

CONTEXT AND OBJECTIVE: Children's developmental disorders are often identified late by healthcare professionals working in primary care. The aim of this study was to assess the impact of a continuing education program on child development, on the knowledge and practices of these professionals.DESIGN AND SETTING: Prospective single-cohort study (before-and-after study), conducted in the city of Belém, Pará , Brazil.METHODS: Two hundred and twenty-one professionals working in primary healthcare (82.2%) participated in a continuing education program on child development and were assessed before and after implementation of the program through tests on their knowledge of child development, consisting of 19 questions for physicians and 14 for nurses, and questionnaires on their professional practices.RESULTS: One to three years after the program, the mean number of correct answers in the tests had increased from 11.5 to 14.3 among physicians in the Healthy Family Program (Programa Família Saudável, PFS); 13.0 to 14.3 among physicians in Municipal Health Units (Unidades Municipais de Saúde, UMS); 8.3 to 10.0 among PFS nurses; and 7.8 to 9.4 among UMS nurses. In interviews with mothers attended by these professionals before the program, only 21.7% reported that they were asked about their children's development, 24.7% reported that the professional asked about or observed their children's development and 11.1% received advice on how to stimulate them. After the program, these percentages increased to 34.5%, 54.2% and 30.3%, respectively.CONCLUSIONS: Professionals who participated in the program showed improved performance regarding child development knowledge and practices.

scholarly journals THE VALIDATION OF GAMIFICATION BASED MODULE (Bio-GamyX) FOR TEACHING AND LEARNING BIOLOGY

2020 ◽  
Vol 5 (35) ◽  
pp. 21-30
Author(s):  
Nur Izwani Mohd Shapri ◽  
Che Nidzam Che Ahmad
Keyword(s):  
Chemical Composition ◽  
Pilot Study ◽  
Content Validity ◽  
Teaching And Learning ◽  
Threshold Value ◽  
Content Validation ◽  
Validation Process ◽  
Need Analysis ◽  
Time Restriction ◽  
Modular Instruction

This study aims to obtain the value of content validity for the Bio-GamyX module draft. This module was developed based on the use of gamification elements in teaching and learning Biology specifically for topic Chemical Composition of the Cell. Gamification elements such as points, badges, leader board, levels/stages, storyline, and time restriction have been integrated into this module to engage students in teaching and learning, thus, making learning fun. As to validate this module draft, the process comprises of two main validation steps, namely 1. module content validation and 2. module activities validation. This study involves nine subject matters experts consist of academicians and practitioners in modular instruction, teaching and learning Biology, and gamification area. Before the validation process takes place, the Bio-GamyX module draft was developed after going through the process of literature review and need analysis. The module draft consists of eight sessions and eight activities. The results indicate that the Bio-GamyX module gained a high content validity value (84%) and a high validity of sessions and activities (88%) which is above the threshold value of 70% as advocates by Tuckman and Waheed, (1981). The implication of this study shows that the Bio-GamyX module has high content validity before it can be tested for its reliability in a pilot study.

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