The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers

Purpose: Physical activity(PA) and fundamental motor skills are important components of current and future trajectories of health in young children. This study examined the effects of a 5-week motor skill intervention on preschoolers' motor skill competence and their PA behaviors while participating in the motor skill intervention or outdoor free play(recess).Methods: A total of 102 preschoolers served as participants and were part of a motor skill intervention group(n = 64) or a control/outdoor free play group(n = 38). Children's motor skills were assessed before and after the intervention using the Test of Gross Motor Development-3 rd edition. PA during the motor skill intervention and outdoor free play was assessed using accelerometers both immediately before the start(baseline, Week 0 or Week 1) and end(late, Week 5 or Week 6) of the intervention.Results: All children significantly improved their motor skills from baseline to late assessment(p < 0.05). Children in the motor skill intervention demonstrated greater rates of change(p < 0.001) and scored higher on all motor skills at the late assessment compared with the control group(p < 0.001). There was no effect of group(control vs. intervention), but there was a significant effect of sex on children's PA during outdoor free play at baseline(p < 0.05). Similarly, there was no effect of group on PA during days with the movement program(intervention vs. outdoor free play) at either time point, but boys were more active than girls at the late assessment(p < 0.05). Last, children in the intervention engaged in more PA while participating in the intervention toward the end of the intervention than at the beginning.Conclusion: The 5-week motor skill intervention was effective at improving preschoolers' motor skills and rates of change in motor skills were higher for children who completed the intervention compared with children in the control group. Preschoolers in the intervention did demonstrate PA changes while participating in the intervention, but these changes did not translate outside of the intervention setting.

Training of health personnel to improve knowledge and skills in taking Pap: Effect of an educational intervention to prevent cervical cancer

Objective: To evaluate the effectiveness of an educational intervention to improve knowledge and skills in taking Pap smear conducted by health staff implementing the program on Early Detection of Cervical Cancer. Methods: A quasiexperimental, longitudinal and prospective study, held from October 25 2010 to April 11, 2011 at a hospital in San Luis Potosi, Mexico. To select groups applied a non-probabilistic convenience sampling that was composed of 28 people, 15 for the study group and 13 to the control group. The study group received training that was divided into three phases in which assessed the knowledge and skills taking the smear, the control group received conventional training offered by your workplace. Papanicolaou quality was measured before and after the intervention. The reference used international classification system Bethesda 2001. For data analysis we used the Student t test. Results: The study group increased knowledge (t = 8.768, p = 0.000) in the management of official standards, in the anatomy of the lower female genital tract and in the form of testing. Technical skills (t = 8.639, p = 0.000) also increased in the study group after the intervention. The control group showed no significant changes. The quality report of the samples in the study group increased from 60% to 86.7% and in the control group decreased from 92.3% to 84.6%. Conclusions: The training is effective in improving the knowledge and skills in taking Pap. Health staff who received the training improved their performance and showed more interest in providing high quality service to women.

Enhancing the Problem-Solving Skills of Vocational Students Through Skills Competition

Unlike general education,vocational education aims to nurture skilled people for various sectors in the society.The development of students’problem analysis and problem-solving skills is crucial.As an important part of the vocational education system,skills competitions are considered a“booster”for improving the quality of teaching in vocational institutions.This paper examines the problem-solving skills of students in preparation for skills competition.First of all,we introduce China’s education policies and conduct a review of early scholars’views,followed by a discussion on the specific problems faced in the design of the entry for skills competition and an exploration of the process of enhancing students’problem-solving skills around these problems;we then propose several suggestions for vocational institutions to enhance their participation in skills competitions.Skills competitions provide a“special stage”for students in vocational institutions to show their abilities.The question of how this“stage”can be utilized to better improve students’abilities is worth exploring in different fields.

Improving the Reading Skills of ALS Learners Through Project RICE(Reading Intervention and Comprehension Enhancement)

One of the major problems in the education sector is the reading skills of learners.Students enrolled in the Alternative Learning System(ALS)also experienced this scenario due to several circumstances.This study focused on the improvement of reading comprehension skills of ALS learners by means of project RICE(Reading Intervention and Comprehension Enhancement)as well as the issues and challenges.A quasi-experimental design was utilized in this study which was participated by 54 learners,composed of 27 learners under the experimental group and 27 under the control group.The result revealed that the learners in the experimental group changed from frustration level to instructional level after the implementation of project RICE while the learners in the control group changed from instructional level to inde-pendent level,thereby signifying a significant difference and the effectiveness of the project.Additionally,issues with time and resources were often encountered by the learners.

Study on the Relationship Between College Students’ Self-Leadership and Career Preparation from the Perspective of Problem-Solving Skills

Based on the measurement of problem-solving skills,self-leadership,and career preparation,this paper collects 251 questionnaires from college students through online questionnaire survey.Through the analysis of the questionnaire results,this paper aims to clarify the relationship between college students’self-leadership and career preparation from the perspective of problem-solving skills,in order to provide ideas for college students’future career path and development.The results showed that from the perspective of problem-solving skills,there is a positive correlation between self-leadership and career preparation,and self-leadership has a positive impact on career preparation.

The Effects of Therapeutic Horseback Riding Program on Motor Skills inChildren with Autism Spectrum Disorder

Therapeutic horseback riding(THR)as an animal-assisted intervention is one of the innovative approaches emer-ging in the treatment for children with autism spectrum disorder(ASD).The current study was designed to inves-tigate the effects of a 12-week,twice a week THR program on motor skills in sixty-eight children with ASD aged 5–10 years old.All participants selected met the DSM-V criteria for ASD,and a total offifty-three participants completed the study.A randomized controlled trial design was utilized for the study.Data was collected via a pre-THR test,interim-THR test,and post-THR test to investigate the possible changes in motor skills throughout the 12-week THR program.Results showed that the THR program significantly improved overall motor skills across time points(p<0.05)and sub-skills of run,gallop and two-hand catch(as compared to the control group,p<0.05).In conclusion,the THR program may be an effective option for improving motor skills in children with ASD and further investigation with a longer period of intervention is warranted.

A Life-skills-based HIV/AIDS Prevention Education for Rural Students of Primary Schools in China:What Changed? What Have We Learned?

Objective To evaluate a four-hour life-skills-based HIV/AIDS prevention curriculum among 5th grade students in rural primary schools of Hainan province.Methods The study included two stages.Stage one （September 2006-May 2007） was a pre-post-quasi experimental design;a total of 2 413 students aged 9 to 14 years from fifth grade classes of nine primary schools completed a baseline survey （1 720 students were in the intervention group,693 in the control group）,and over 98% of them took part in a short survey.The experimental curriculum was provided to the intervention group.At stage two （September 2008）,a cross-sectional questionnaire was administered to 6 923 students in 7th grade classes of eight middle schools in the same study sites.There were 1 437 students in the intervention group when the curriculum was conducted.Results Students tended to score higher in areas of HIV/AIDS related knowledge and attitudes,if they were younger than average,lived in the county seat,had access to the internet,and their parents had completed higher levels of education.Path analysis showed that,after controlling for characteristics such as family and community factors,the total effects of curriculum on knowledge in the short-term model increased remarkably compared with the baseline,and maintained major contributions to knowledge in the mid-term model.The positive effect of knowledge on attitudes was significantly improved in the short-term model as well.Conclusion A life-skills based curriculum can improve HIV/AIDS related knowledge and self-perceived level of life-skills among primary school students in rural areas in a short time,and these positive effects can still be observed at least 2 years post participation in the curriculum.

A virtual reality based surgical skills training simulator for catheter ablation with real-time and robust interaction

Background Atrial fibrillation(AF)is the most common sustained cardiac arrhythmia that can cause severe heart problems.Catheter ablation is one of the most ideal procedures for the treatment of AF.Physicians qualified to perform this procedure need to be highly skilled in manipulating the relevant surgical devices.This study proposes an interactive surgical simulator with high fidelity to facilitate efficient training and low-cost medical education.Methods We used a shared centerline model to simulate the interaction between multiple surgical devices.An improved adaptive deviation-feedback approach is proposed to accelerate the convergence of each iteration.The periodical beating of the human heart was also simulated in real time using the position-based dynamics(PBD)framework to achieve higher fidelity.We then present a novel method for handling the interaction between the devices and the beating heart mesh model.Experiments were conducted in a homemade simulator prototype to evaluate the robustness,performance,and flexibility of the proposed method.Preliminary evaluation of the simulator was performed by medical students,residents,and surgeons.Results The interaction between surgical devices,static vascular meshes,and beating heart mesh was stably simulated in a frame rate suitable for interaction.Conclusion Our simulator is capable of simulating the procedure of catheter ablation with high fidelity and provides immersive visual experiences and haptic feedback.

Video-Based Interventions for Adolescents and Young Adults with Autism Spectrum Disorder:A Systematic

Many individuals with autism spectrum disorder(ASD)experience delays in the development of social and communications skills,which can limit their opportunities in higher education and employment resulting in an overall negative impact to their quality of life.This systematic review identifies 15 studies that explored the effectiveness of Video-Based Interventions(VBIs)for those with ASD during the critical years of adolescence and young adulthood.The 15 studies described herein found this to be an effective intervention for this population for the improvement of their vocational,daily living,and academic skills.In addition,VBIs allow for the maintenance and generalization of the different target behaviors that were examined.The majority of the studies located by this review also investigated the social validity of the intervention method with participants and caregivers and found these VBIs to have high social validity.Although a few studies that implemented VBIs to improve academic skills were located,the research on their use in this area was found to be lacking,indicating a gap in the research on VBIs.Increased usage of VBIs—including video modeling and video prompting—with the target population of those aged 15–28 with ASD is recommended with specific attention given to the use of VBIs to improve the academic and social skills of adolescents and young adults with ASD.

视频教学应用于孤独症学生居家生活技能教学的实践探究

居家生活技能是个体独立生活的先决条件,而孤独症青少年普遍缺乏该类技能,如何利用特殊教育技术提升孤独症学生的居家生活技能仍有待探索。为此,文章选择视频教学(Video-Based Instruction,VBI)这一干预技术,首先介绍了VBI的两种模式,从视频支持、创设情境、强化策略三方面提炼出VBI应用于居家生活技能教学的指导原则;然后,文章采用单一被试设计实验,比较视频示范、视频提示、零介入三种干预条件下四名孤独症学生的烹饪技能学习成效。结果表明,VBI显著提升了孤独症学生的目标技能学习成效,追踪数据显示技能的维持及泛化效果良好。最后,文章为VBI支持孤独症学生居家生活技能教学提出了优化建议。文章通过研究,旨在探索VBI应用于孤独症学生居家生活技能教学的实践模式并验证其教学效果,从而为特殊教育学校实施教学提供指导和借鉴。

Exoseal模拟器结合理论课程在临床教学中的应用

为探讨理论课程教学结合Exoseal模拟器操作教学在Exoseal血管封堵器临床教学中的应用效果,试验组采用理论教学结合模拟器操作的教学模式,对照组为传统教学模式。记录两组的操作考核成绩和操作时间,术后观察股动脉穿刺点出血、皮下血肿、假性动脉瘤等并发症的发生情况,并进行比较分析。结果显示,两组之间的穿刺点并发症发生率及操作考核成绩均无统计学差异,对照组操作时间明显短于试验组(p<0.001)。结论表明,理论教学结合模拟器操作的教学模式能够有效提高住院医师规范化培训轮转医生的操作技能。

信息-动机-行为技巧模型联合心理干预对乳腺癌术后患者情绪状态及生活质量的影响

目的探讨信息-动机-行为技巧模型(IMB)联合心理干预对乳腺癌术后患者情绪状态及生活质量的影响。方法依据干预方式的不同将92例乳腺癌手术患者分为对照组(n=50)和联合组(n=42),对照组患者给予常规干预,联合组患者给予IMB模式联合心理干预。比较两组患者的情绪状态[抑郁自评量表(SDS)、焦虑自评量表(SAS)]、功能锻炼依从性、生活质量[世界卫生组织生存质量测定量表简表(WHOQOL-BREF)]、并发症发生情况及干预满意度。结果干预后,两组患者SDS、SAS评分均低于本组干预前,WHOQOL-BREF各维度评分均高于本组干预前,联合组患者SDS、SAS评分均低于对照组,WHOQOL-BREF各维度评分均高于对照组,差异均有统计学意义(P﹤0.05)。干预后,两组患者术后注意事项依从、身体功能锻炼依从、主动寻求建议依从评分均高于本组干预前,联合组患者术后注意事项依从、身体功能锻炼依从、主动寻求建议依从评分均高于对照组,差异均有统计学意义(P﹤0.05)。联合组患者的术后并发症总发生率低于对照组,总满意度高于对照组,差异均有统计学意义(P﹤0.05)。结论IMB模式联合心理干预能明显改善乳腺癌术后患者的情绪状态,提高生活质量和功能锻炼依从性,降低术后并发症发生率,从而提高干预满意度。

IMB模型框架下小组个性化干预对PE患者自护能力、血压控制的影响

目的:探究IMB模型框架下小组个性化干预对子痫前期(PE)患者自护能力、血压控制的影响。方法:随机数字表法将2021年3月-2023年2月本院就诊的PE患者200例分为观察组与对照组各100例,两组均予以常规护理干预,观察组同时予以信息-动机-行为技巧(IMB)模型框架下小组个性化护理干预,均干预至妊娠分娩。比较两组自护能力[自我护理能力测定量表(ESCA)评分]、负性心理[焦虑自评量表(SAS)评分、抑郁自评量表(SDS)评分]、治疗依从性、血压控制情况及分娩结局。结果:干预后观察组ESCA各维度评分均高于对照组,SDS(42.55±4.28分)、SAS(43.39±4.21分)评分均低于对照组(48.36±4.33分、47.57±4.36分),治疗依从性(94.0%)高于对照组(83.0%),收缩压及舒张压(127.6±7.5 mmHg、93.5±4.3 mmHg)低于对照组(142.5±8.4mmHg、104.6±5.5 mmHg),不良分娩结局低于对照组(均P<0.05)。结论:对PE患者实施IMB模型框架下小组个性化干预可提高患者的自护能力与治疗依从性,减轻负性心理,有利于血压控制及改善妊娠结局,提高了护理效果。

基于IMB模型的运动干预对妊娠期糖尿病孕妇血糖控制、自我管理能力及妊娠结局的影响

目的:探讨基于信息-动机-行为技巧模型(IMB模型)的运动干预对妊娠期糖尿病(GDM)孕妇血糖控制、自我管理能力及妊娠结局的影响。方法:将100例GDM患者根据干预方式的不同分为两组,予以常规运动干预的为对照组(n=50);予以基于IMB模型运动干预的为观察组(n=50)。两组均干预4周。比较两组干预前后GDM运动知、信、行水平[GDM运动知识-态度-行为问卷]、自我管理能力[孕妇自我保健管理评定问卷]、血糖水平[空腹血糖(FPG)、糖化血红蛋白(HbAlc)水平,餐后2 h血糖(2 hPG)],随访至患者分娩,比较两组患者血糖控制不佳入院率、孕期体重增长超标、分娩后口服葡萄糖耐量试验(OGTT)不达标率及妊娠结局。结果:相较于对照组,干预后,观察组GDM运动知识、态度及行为评分均更高(P<0.05);孕妇自我保健管理评定问卷总分及各维度评分均更高(P<0.05);观察组FBG、2 hPG及HbA1c均更低(P<0.05),血糖控制不佳入院、孕期体重增长超标及分娩后OGTT不达标总发生率均更低(P<0.05)。观察组患者妊娠不良结局总发生率均低于对照组(P<0.05)。结论:基于IMB模型的运动干预可提高GDM患者运动知、信、行水平及自我管理能力,有效控制患者血糖,改善母婴结局。

基于IMB模型的延续性护理对冠心病PCI术后患者的康复效果观察

目的:观察基于信息-动机-行为技巧(IMB)模型的延续性护理对冠心病(CHD)经皮冠状动脉介入术(PCI)术后患者的康复效果。方法:选取2019年1月—2023年1月武汉科技大学附属天佑医院行PCI治疗的84例CHD患者作为研究对象,根据入院顺序分为对照组(n=42)和观察组(n=42)。对照组患者出院后给予常规延续性护理干预,观察组患者出院后给予基于IMB模型的延续性护理干预,干预时间为6个月。分别采用修订版健康促进生活方式量表-Ⅱ(HPLP-Ⅱ)、CHD自我管理行为量表、西雅图心绞痛问卷(SAQ)评估两组患者护理干预前后健康促进生活方式、自我管理行为、生存质量的变化。结果:干预后,两组患者各项评分比较,观察组患者健康促进生活方式各项评分均高于对照组,差异均有统计学意义(t=6.732、4.536、6.125、5.032、3.942、6.592,P<0.05);观察组患者自我管理行为各项评分均高于对照组,差异均有统计学意义(t=7.153、7.721、7.362、6.305、5.269、7.029、6.704,P<0.05);观察组患者生存质量各项评分均高于对照组,差异均有统计学意义(t=5.371、6.172、6.353、5.923、6.441,P<0.05)。结论:基于IMB模型的延续性护理可明显改善CHD患者PCI术后的健康促进生活方式、自我管理行为、生存质量。

基本动作技能对孤独症谱系障碍儿童的干预研究

对孤独症儿童进行为期10周的基本动作技能实验干预,探究体育干预对孤独症儿童基本动作技能提高的有效性。选取某大型儿童心理康复中心学龄1班、2班和3班的24名6~12岁孤独症儿童为实验对象。采用TGMD-3量表作为基本动作技能的测试指标。通过数据分析可知,有效的体育干预可以显著提高孤独症儿童的基本动作技能,改善其身体素质和延缓运动动作障碍的发展速度,帮助患儿更好地融入社会。

穴位刺激结合早期口腔运动干预对经口喂养困难早产儿的影响

目的:探讨穴位刺激结合早期口腔运动干预对经口喂养困难早产儿吸吮技能及生长发育的影响。方法:将2020年9月1日~2021年6月30日收治的120例经口喂养困难早产儿按照随机数字表法分为对照组和观察组各60例,对照组给予常规护理,观察组在常规护理基础上给予穴位刺激结合早期口腔运动干预,直至早产儿完全经口喂养;比较两组不同时间经口喂养能力[采用早产儿经口喂养准备量表(PIOFRA)]、吸吮功能变化[采用口腔运动评估量表(NOMAS)],经口喂养进程、体重增长情况、神经系统发育情况。结果:干预后,两组PIOFRA中胎龄矫正、口腔姿势、口腔反射、行为状态、非营养性吸吮评分均高于干预前(P<0.05),且观察组高于对照组(P<0.05,P<0.01);完全经口喂养时(T2),观察组正常型、失调型及障碍型评分均低于对照组(P<0.05,P<0.01);观察组完全经口喂养时间短于对照组(P<0.01),每日摄入奶量占比及喂养效率均高于对照组(P<0.01);观察组住院期间体重增长高于对照组(P<0.01);观察组6月龄时神经系统发育正常例数占比高于对照组(P<0.05),发育异常例数占比低于对照组(P<0.05)。结论:穴位刺激结合早期口腔运动干预能够提高经口喂养困难早产儿经口喂养能力及吸吮功能,改善经口喂养进程及效率,有利于早产儿体重的增长及神经运动系统发育。

IMB模型引导的心理干预方案在膀胱癌根治术患者中的应用

目的探讨信息-动机-行为技巧(IMB)模型引导的心理干预方案在膀胱癌根治术患者中的应用效果。方法选取郑州大学第一附属医院收治的900例行膀胱癌根治术的患者为研究对象,按照随机数字表法分为常规心理干预组(对照组)与IMB模型引导的心理干预组(研究组),每组各450例。干预前后,采用抑郁自评量表(SDS)、焦虑自评量表(SAS)、世界卫生组织生存质量测定简表(WHOQOL-BREF)评估两组患者抑郁、焦虑及生存质量水平。统计对比两组患者的疾病复发率、生存率、排尿及并发症情况。结果干预后,研究组患者SAS、SDS评分均低于对照组,WHOQOL-BREF评分高于对照组(P<0.01);研究组患者1个月内日间控尿率、夜间控尿率高于对照组,排尿异常率低于对照组(P<0.01)。随访2 a,两组患者疾病复发率、生存率及并发症发生率比较无明显差异(P>0.05)。结论IMB模型引导的心理干预方案对膀胱癌根治术患者具有积极意义,可临床推广应用。

自闭症儿童言语和非言语社交沟通技能的游戏式干预模式

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