Looking back, looking forward

The Earth to Tables Legacies Project emerged in 2015, growing out of personal relationships, but also built on a long trajectory of participatory research, multimedia arts production and popular education. We created an intergenerational and intercultural exchange of food activists working for food justice and food sovereignty with the initial goal of producing a feature length documentary. However, the project evolved over five years to culminate in a multimedia educational package with 10 short videos and 11 photo essays, all accompanied by facilitator’s guides. A web series on the pandemic is in production and a forthcoming book is to be published in 2021. The intergenerational production team included Deborah Barndt (co-director and co-editor), Lauren Baker (co-editor) and Alexandra Gelis (co-director). In this ‘report from the field,’ the two co-directors Alexandra and Deborah look back on the process of co-producing the visual materials for the interactive website and look forward to its potential use in university classes, schools, and social and environmental justice organizations. Parts of the essay include our zoom dialogue as we revisit our process over the past five years and try to elucidate our way of working, while reflecting on the challenges of the collaborative production and use of multimedia educational tools. Note that this essay utilizes the same kind of text with hyperlinks that are featured in our website and book. The reader is encouraged to click on the links to learn more about the people and their practices as well as the concept of a non-linear multimedia educational tool and process.

Design and Evaluation of an Electronic Educational Multimedia Package for Patients with Pyelonephritis

Aim: Pyelonephritis is a subset of urinary tract infections that occurs by the ascent of bacteria from the lower urinary tract to the upper tract, such as kidneys. The purpose of this study is to create an introductory multimedia educational package for pyelonephritis. Method: The required information was retrieved from Medline (through PubMed), Web of sciences, Scopus, and Google Scholar databases by searching "Educational package" or "Training package" and "Pyelonephritis" keywords. In the next step, AutoPlay Media Studio software was selected to build an electronic educational multimedia package, considering the features of different Autoruns. In the usability evaluation stage, the isometric questionnaire 9241 part 10 was used. Four kidney and urinary tract specialists and eight experts in health information technology gave their views to us by completing the stated questionnaire. The results collected from the questionnaires were entered into SPSS-23 software for analysis using descriptive statistics. Results: The content of the educational multimedia package, i.e., the definition of pyelonephritis, types of pyelonephritis, the causes of pyelonephritis, the underlying factors, clinical signs and symptoms, and methods of diagnosis and treatment are presented on different pages of the electronic package, respectively. The results of this usability evaluation showed that the items; "after not using the system for a long time, it is easy for the user to re-learn how to use the system" and "the user can use the system properly without asking his/her colleagues for help" had the lowest mean value (4.2) and the item; "explanations provided help the user to use the system more skillfully" had the highest mean value (4.9). Conclusion: The use of educational multimedia packages by patients can improve awareness and affect public health. Our educational multimedia package is superior to traditional training due to easy access and not being limited to a specific time and place, increasing the quality of learning and awareness.

An In-Service Educational Package Improves Alarm Management in the Neonatal Intensive Care Unit (NICU): Before and After Study

Background: Monitoring in neonatal intensive care unit (NICU) largely relies on equipment which have a number of alarms that are often quite loud. This creates a noisy environment, and moreover leads to desensitization of health-care personnel, whereby potentially important alarms may also be ignored. The objective was to evaluate the effect of an educational package on alarm management (the number of alarms, response to alarms, and appropriateness of settings). Methods: A before and after study was conducted at a tertiary neonatal care center in a teaching hospital in India involving all health-care professionals (HCP) working in the high dependency unit. The intervention consisted of demo lectures about working of alarms and bedside demonstrations of customizing alarm limits. A pre- and postintervention questionnaire was also administered to assess knowledge and attitude toward alarms. The outcomes were the number and type of alarms, response time, appropriateness of HCP response, and appropriateness of alarm limits as observed across a 24-h period which were compared before and after the intervention. Findings: The intervention resulted in a significant decrease in the number of alarms (11.6-9.6/h). The number of times where appropriate alarm settings were used improved from 24.3% to 67.1% ( P < .001). The response time to alarm did not change significantly (225 s vs 200 s); however, the appropriate response to alarms improved significantly from 15.6% to 68.8%. Conclusion: A simple structured intervention can improve the appropriate management of alarms. Application to Practice: Customizing alarm limits and nursing education reduce the alarm burden in NICUs

Effectiveness of Comprehensive Educational Package on Knowledge Regarding Promotion of Health and Prevention of Complication among Hypertensive Patients at Selected Hospital, Tamilnadu

Aim: to assess the effectiveness of a comprehensive educational package on knowledge regarding promotion of health and prevention of complications among hypertensive patients. Objectives: (i) To assess the pre and post test level of knowledge regarding promotion of health and prevention of complications among hypertensive patients. (ii) To evaluate the effectiveness of a comprehensive educational package on knowledge regarding promotion of health and prevention of complications among hypertensive patients. (iii) To find out the association between the post test level of knowledge on the promotion of health and prevention of complications with selected socio-demographic variables of patients with hypertension. Methodology: A Pre experimental research design was carried out in this study. 60 samples were selected by using non-probability purposive sampling technique. The pre and post test level of knowledge was assessed by using structured knowledge questionnaires. Results: The pre test mean was 11.5 with a standard deviation of 3.24 and the post test mean was 24.37 with a standard deviation of 2.98. The mean difference of pre and post test is 12.87; standard error is 0.29. The ‘T’ value is 44.37 is Highly Significant at p<0.05 it indicates that the knowledge level of hypertensive patients regarding promotion of health and prevention of complications was increased after the comprehensive educational package. Conclusion: The study concluded that the level of knowledge among hypertensive patients is increased after giving a comprehensive educational package and it proved that a comprehensive educational package increases the level of knowledge. Keywords: Comprehensive educational package.

A patient satisfaction survey and educational package to improve the care of people hospitalised with COVID-19: a quality improvement project, Liverpool, UK

Background: The perspectives and experiences of people hospitalised with COVID-19 have been under-reported during the coronavirus pandemic. We developed and conducted a COVID-19 patient satisfaction survey in a large university-affiliated secondary healthcare centre in Liverpool, UK, during Europe’s first coronavirus wave (April-June 2020). The survey found that care was rated highly, including among people of Black Asian and Minority Ethnic (BAME) background. However, sleep-quality and communication about medications and discharge-planning were identified as areas for improvement. Methods: To improve care for people with COVID-19 admitted to our centre, we designed an educational package for healthcare professionals working on COVID-19 wards. The package, implemented in August 2020, included healthcare worker training sessions on providing holistic care and placement of “Practice Pointers” posters. Patient satisfaction was re-evaluated during the second/third COVID-19 waves in Liverpool (September 2020 - February 2021). Results: Across waves, most (95%) respondents reported that they would recommend our hospital to friends and/or family and rated overall care highly. Comparison of the responses of second/third-wave respondents (n=101) with first-wave respondents (n=94) suggested improved patient satisfaction across most care domains but especially those related to having worries and fears addressed and being consulted about medications and their side-effects. Conclusions: People admitted with COVID-19 to our centre in Liverpool, including those from BAME background, rated the care they received highly. A simple education package improved the feedback on care received by respondents between the first and second/third waves. These UK-first findings are informing regional strategies to improve person-centred care of hospitalised people with COVID-19.

Gamification and Sugar: A School-Based Pilot Study of Social Marketing and Gamification Approaches to Reduce Sugary Drink Intake in Pasifika School Students

The aim of this study was to investigate a social marketing–gamification intervention to reduce sugary drink intake drawing on popular culture of Pasifika secondary school students in Auckland, New Zealand. Students aged 11 to 14 years from one coeducational high school participated in the 11-week pilot study. The 9-week intervention was undertaken in assemblies and classrooms. Baseline and follow-up measures were completed by 227 and 220 students, respectively, of 298 enrolled students. Retention of the “3-6-9” teaching related to maximum daily sugar intake increased from 9% at baseline to 97% at follow-up ( P < .0001). Significant increases were observed of students who correctly answered sugar content of drinks. Overall consumption of sugary drink decreased at follow-up by 0.46 glasses per day. The main conclusion from this study was that this school-based gamification educational package to convey messages about sugar content of drinks using popular modes of engagement is a promising intervention that was acceptable and well supported by school staff and students.