ABSTRACT
BACKGROUND: Diabetes-related distress and glycemic indicators are the most common concerns for patients with diabetes mellitus and have a major impact on diabetic patients' lifestyle, mental well-being, and healthcare access. The principal aim of research in this field is to ascertain the correlation between distress associated with diabetes and glycemic indicators. this helps in developing interventions that can enhance the overall physical and mental well-being of individuals with diabetes. OBJECTIVE: The objective is to assess the diabetes distress and glycemic indicators among patients with foot ulcers and to find the correlation between diabetes distress and glycemic parameters. MATERIALS AND METHODS: A descriptive correlational study was conducted among 159 patients with foot ulcers who were admitted to the hospital by using a non-probability purposive sampling method. The severity of diabetes distress was evaluated utilizing the four-subscale Diabetes Distress Scale (DDS-17). Glycemic indicators are calculated through the assessment of random blood sugar, fasting blood sugar (FBS), and glycosylated hemoglobin (HbA1c). RESULT: The study revealed that most participants were above 60 years old and were male. Of the samples, 52% had moderate distress. All the subscales of diabetes distress are correlated to the overall DDS score. A negative correlation (r= -0.162, p < 0.041) was found between emotional burden and FBS which was statistically significant, whereas FBS is positively related to HbA1c (r=0.194, p=0.015). CONCLUSION: The significant correlation between DDS scores, the subscales of diabetes distress, and glycemic indicators highlights the criticality of incorporating diabetes distress management into comprehensive strategies for managing diabetes. Moreover, the research underscores the necessity of employing multidisciplinary strategies when attending to diabetic patients to prevent complications.
ABSTRACT
Background and Aim: Agile methodology (AM) is an innovative, active, team-based learning method that enhances higher-order thinking (metacognitive ability), collaboration, hands-on training, and student engagement in the classroom and clinical environment. Exploring the student's opinions of AM in teaching helps understand how agile can be utilized in higher education to positively improve learning ability, leadership, and teamwork. Hence, the study aimed to develop the agile scrum perception tool (ASPT) to evaluate the opinions on AM among nursing students. Materials and Methods: A cross-sectional design was carried out to develop ASPT in different phases. The tool was initially derived from focus group discussion and literature review. The preliminary draft was revised and modified based on expert review and suggestions by content and construct validity. Reliability was calculated in terms of internal consistency. The developed tool was evaluated using data from 200 4th-year nursing students. Results: A total of 23 items of ASPT have adequate psychometric properties in terms of reliability and validity. Internal consistency was checked by coefficient alpha, which was 0.87. Construct validity was analyzed by factor analysis; all items were loaded in 6 factors, accounting for 54% of the variance in the total ASPT score. Conclusion: ASPT has good validity, reliability, and broader scope in medical and allied education related to project management, clinical teaching, and classroom teaching.
ABSTRACT
BACKGROUND: The emerging trend focuses on the need for an active agile method in the nursing curriculum. It helps to improve student engagement, the interaction between the students and teachers, higher-order thinking, teamwork, and practical skills. This study was done to assess the effectiveness of agile methodology on metacognitive ability and clinical performance among nursing students. MATERIAL AND METHODS: In this interventional study, two groups of the pre-post design were adopted. Each college was considered a cluster. By using the chit method, the colleges (four) were randomly selected for the experimental and control groups. To avoid contamination, all the fourth-year students were included either in the experimental group (133) or the control groups (132), respectively. The pretest was conducted using a metacognitive awareness inventory (metacognitive ability (MA)) and an objective structured clinical examination (OSCE) tool (clinical performance (CP)) in the experimental and control groups. Leaders were selected using leader attribute inventory (leadership ability (LA) in the pretest and posttest 2 among the experimental and control groups before the agile teaching. By using agile methodology, the newborn course was taught for 21 days in the experimental group. To assess the effectiveness of agile methodology, the control group was not given any teaching. Posttests were conducted immediately and after 1 week to assess the MA and CP in the experimental and control groups. The control group had agile training for 10 days after the posttests to understand the newer agile methodology. The data were analyzed by using SPSS version 28. Descriptive and inferential statistics were used to assess the data for effectiveness. RESULTS: The result showed that there is an improvement in the metacognitive ability (MA) score and clinical performance score over time in the experimental group (P < 0.001). CONCLUSION: The study finding supports that incorporating agile methodology in education impacts the metacognitive ability and clinical performance among nursing students. However, the teacher must be familiar with the methodology while incorporating agile in teaching.
ABSTRACT
BACKGROUND: The attitude of nurses with regard to patients' rights bears greater influence on its practice in the health-care settings. As health-care organizations grow toward standardization, positive changes in the attitude of health-care professionals are demanding. OBJECTIVES: The objectives of this study were to assess the attitude of nurses with regard to patient rights in two teaching hospitals, to devise a training program on patient rights for nurses, and to compare the impact of training with regard to patient rights on the attitude of nurses in two teaching hospitals. MATERIALS AND METHODS: This quasi-experimental study with one-group pre- and post-test research design for a sample of 200 nurses was carried out during the year 2017 at two multispecialty hospitals in India. The sample size was selected based on convenience sampling method. For the pretest, attitude was measured on a 5-point Likert scale through a questionnaire containing 27 items. Small-group teaching method was used to train nurses in groups of 8-10. Posttest was done through the same attitude questionnaire 1 week after the training program. RESULTS: In both the hospitals, the nurses had a favorable attitude toward patient rights before the training program; after training, majority of the nurses had the most favorable attitude toward patient rights. A statistically significant difference was observed in the attitude of nurses with regard to patient rights within the hospitals, before and after training nurses on patient rights (P < 0.001). CONCLUSIONS: Health-care organizations require developing planned teaching programs for nursing care professionals in order to influence their knowledge and attitude on patient rights. Their positive attitude toward patient rights leads to improved outcomes and effective nursing care practices.
ABSTRACT
BACKGROUND: Among the almost 3.9 million newborn deaths that occur worldwide, about 30% occur in India. Children are our future and utmost precious resources. After birth the health of the child depends upon the health care practice adopted by the family, especially by the mothers. Information about neonatal problems and newborn care practices will help in reducing mortality and morbidity during the neonatal period. This study was conducted to identify the knowledge of primi mothers with regard to the common problems of normal neonates. MATERIALS AND METHODS: This descriptive study was carried out among the mothers of neonates in the Maternity Unit of a Medical College Hospital in Mangalore. A pretested structured knowledge questionnaire was used to collect information from 60 primi mothers, who were admitted for safe confinement for a one-month period. RESULTS: The findings of the study show that the majority, that is, 27 (45%) of the primi mothers had a good knowledge of all the areas such as vomiting, regurgitation, diaper rash, umbilical cord infection, fever, constipation, and diarrhea. About 20 (33.3%) had very good knowledge and about 13 (21.67%) had an average level of knowledge on the common problems of newborns. Knowledge about vomiting was average among 34 (56.67%), poor in 21 (35%), and good in five (8.33%). Knowledge about diaper rash was average among 36 (60%), good among 21 (35%), and poor among three (5%). Knowledge on umbilical cord infection was average in 29 (48.33%), good in 27 (45%), and poor in 4 (6.67%). Knowledge on fever was good in 38 (63.33%), average in 19 (31.66%), and poor in three (5%). Knowledge on constipation and diarrhea were average in 38 (63.34%), good in 11 (18.33%), and poor in 11 (18.33%). No association was found between the knowledge of primi mothers and selected baseline variables, such as, age, education, religion, occupation, type of family or area of dwelling. CONCLUSION: The study concludes that there is a need to provide adequate information to first-time mothers about common newborn problems and this will help mothers care for their newborns better.
