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Background Insufficient awareness of foot self-care among diabetic individuals results in diabetic foot ulcers especially in the Indian population considering its varied ethnicity and lifestyle practices. The management of diabetes and diabetic foot ulcers therefore demands a well-coordinated approach that involves multiple healthcare providers (HCPs). The present study aims to develop and validate an interprofessional collaborative (IPC) educational program involving HCPs to efficiently oversee and instruct the public on appropriate strategies for self-managing diabetic foot health in the Indian population. Methods The research group worked on creating an educational module titled ‘An Interprofessional Collaborative Educational Module on Self-Management of Foot for Individuals with Type II Diabetes Mellitus.’ The objective of this module was to promote the adoption of proper practices in self-managing foot health for individuals with type 2 diabetes mellitus. A panel of 13 experts participated in a two-stage validation process using the Delphi method to assess the module and its educational resources. Subsequently, the module was tested on a group of 30 participants, i.e. , individuals with diabetes, with its efficacy evaluated through conversation analysis and in-depth interviews. Results The three-month-long module included three sessions • 1: Diabetes and its health implications • 2: Diabetic foot and self-management • 3: Interprofessional education in diabetic foot care The mode of content delivery was via Whatsapp, and the educational resources, in the form of pamphlets, flowcharts, handouts, case-based cartoons, and videos on diabetes, including diabetic foot, its risks, and self-management, were shared regularly. All participating experts consensually validated the module and educational resources. Analysis of in-depth interviews revealed that the module immensely benefitted the participants and helped them improve their knowledge and practices of foot care in diabetes. Conclusions The study highlights the importance of developing and validating IPC educational modules tailored to diabetic foot care. It can aid in enhancing adherence to proper diabetic foot care practices. By promoting collaborative care approaches, these educational resources can contribute to better preventive practices, potentially reducing the risk of complications like foot ulcers and amputations in individuals with diabetes.

Background Insufficient awareness of foot self-care among diabetic individuals results in diabetic foot ulcers. The management of diabetes and diabetic foot ulcers demands a well-coordinated approach that involves multiple healthcare providers (HCPs). The present study aims to develop and validate an interprofessional collaborative (IPC) educational program involving HCPs to efficiently oversee and instruct the public on appropriate strategies for self-managing diabetic foot health. Methods The research group worked on creating an educational module titled ‘An Interprofessional Collaborative Educational Module on Self-Management of Foot for Individuals with Type II Diabetes Mellitus.’ The objective of this module was to promote the adoption of proper practices in self-managing foot health for individuals with type 2 diabetes mellitus. A panel of 13 experts participated in a two-stage validation process using the Delphi method to assess the module and its educational resources. Subsequently, the module was tested on a group of 30 participants, i.e. , individuals with diabetes, with its efficacy evaluated through conversation analysis and in-depth interviews. Results The three-month-long module included three sessions • 1: Diabetes and its health implications • 2: Diabetic foot and self-management • 3: Interprofessional education in diabetic foot care The mode of content delivery was via Whatsapp, and the educational resources, in the form of pamphlets, flowcharts, handouts, case-based cartoons, and videos on diabetes, including diabetic foot, its risks, and self-management, were shared regularly. All participating experts consensually validated the module and educational resources. Analysis of in-depth interviews revealed that the module immensely benefitted the participants and helped them improve their knowledge and practices of foot care in diabetes. Conclusions The study concludes that IPC educational modules can enhance adherence to proper diabetic foot care practices, potentially reducing the occurrence of foot ulcers and amputations, and ultimately improving the quality of life for individuals with diabetes.

Climate change poses a major threat to the health and well-being of people around the world, especially vulnerable groups such as pregnant women. Nurses need to be actively involved in addressing the health impacts of a changing climate. It is very important to help and take care of people who are pregnant. Knowing about and dealing with how climate change affects towns and pregnant women is extremely important. To assess how nurse education modules about climate change affect pregnant women's reported practice and quality of life (QoL). A quasi-experimental (one-group pre-posttest) design was utilized. The obstetrics and gynecological outpatient clinic at Benha University Hospitals served as the study's site, a purposive sample of 128 pregnant women. Four instruments were employed to gather data: tool (a) Structured interviewing questionnaire, tool (b) Maternal knowledge questionnaire, tool (c) Maternal reported practices, and tool (d) World Health Organization QoL. Nurses received structured training prior to implementing the educational modules, the training included orientation on the module content, demonstration of teaching steps and supervised practice to ensure standardization. Nurses' competency was evaluated using a checklist before applying the modules with participants. Comparing the postintervention phase to the preintervention phase revealed a highly statistically significant difference in knowledge, QoL, and practices regarding heat stress and climate change (  ≤ .000). The results clarified that, about one third of the studied sample had adequate knowledge regarding climate change and heat stress in the preintervention compared to two-thirds at postintervention phase. The mean score of the overall QoL was increased from 61.91 ± 7.46 prior intervention to 96.42 ± 11.39 postintervention, as well as, the total mean score of reported practices was improved from 41.28 ± 7.27 prior intervention to 63.15 ± 5.24 postintervention. The results confirming the impact of the educational module in improving the studied sample's knowledge, reported practices and QoL regarding climate change and heat stress. The study showed that the nursing educational module on climate change had a positive effect on pregnant women' QoL and their reported practices. To maintain these improvements over time, it's recommended to integrate the module into routine nursing training and maternal and maternal care programs. Incorporating this approach in to daily practice could help ensure sustainable benefits and promote healthier outcomes for mother and their babies in the context of environmental changes.

Educational modules can be effective in educating and motivating adolescents to participate in physical activity (PA). This paper describes the development and validation of a PA educational module for use in an obesity intervention programme, CEria Respek Gigih Aktif Sihat (CERGAS). The present study was conducted in three phases: Phase I was composed of needs assessments with four focus group discussions to elicit adolescents’ opinions regarding module content and design, Phase II was the development of the PA module, while Phase III was content and face validation. A content validity index (CVI) was used to assess content validity quantitatively, with a CVI of more than 0.79 being considered appropriate. The needs assessments indicated that content of interest to adolescents included: the benefits of exercise; exercise techniques; ways to increase PA and how to stay motivated. Attractive graphic design was determined as a way to draw the adolescents’ attention. The module covered five topics: “Let’s Be Active”; “Exercise and Fitness”; “Staying Safe during Exercise and Physical Activity”; “Planning for Success” and “How to Overcome Sedentariness and Get Moving”. The module was found to have good content validity (mean CVI = 0.85). Expert members made suggestions to improve the module. These suggestions were then accepted, and the module was modified accordingly. We concluded that the module has good content validity and can be used to improve PA knowledge amongst CERGAS participants.

Background Inadequate nurse’s knowledge and poor skills regarding neuromuscular blocking agents lead to harm administration and associated with adverse effects and negative outcomes. Addressing these deficiencies through targeted education and training programs is essential for enhancing patient safety and improving healthcare outcomes. Aim to assess effectiveness of an educational module on nurses’ performance regarding safe administration and adverse effects of neuromuscular blocking agents in critically ill patients. Design A quasi-experimental design was used. Setting The study was conducted at intensive care units affiliated to Medical Ain-Shams university hospital. Subjects A purposive sample of nurses (80) was working in previously mentioned setting. Data collection tools Nurses’ knowledge questionnaire and nurses’ practices observational checklist, and nurses reported adverse effect. Results the present study revealed that, there were improvement of the studied nurses’ satisfactory level of knowledge regarding administration of neuromuscular blocking agents, clinical practice guideline recommendation, the studied nurses’ competent level of practice, and reported adverse effect from (11.6, 8.4, 6.3, 8.3, and 7.5%) at pre-implementation to (88.4, 91.6, 93.7, 91.7 and 97.5%) at post-implementation phase, respectively, with a highly statistically significant differences between pre/post at P  < 0.001. Conclusion The implementing educational module had positive large effect size on nurses’ performance (Knowledge and practice) regarding safe administration, recognize and manage the potential adverse effects of neuromuscular blocking agents in critically ill patients throughout pre/post phases of the study at η2 = 0. 729 and 0.833. Recommendations Study the effectiveness of simulation, virtual reality, and AI-based tools in improving NMBA-related nursing competencies. Clinical trial number Not applicable.

Background Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States. While HPV is a vaccine-preventable illness, vaccine utilization rates in the United States remain low, particularly among adults. Methods The objective of this study was to assess the impact of an online, asynchronous educational module on HPV vaccination for adult primary care providers. We designed and implemented the module for family medicine, internal medicine, medicine/pediatrics, and obstetrics/gynecology providers in a community practice network affiliated with a large academic health system. We evaluated the effect of the module on provider knowledge, attitudes, and self-reported behaviors with pre-, post-, and delayed post-tests, using Likert-scales for measurement. We summarized data with descriptive statistics and compared changes in individuals using paired t-tests. Results One hundred forty-four out of 223 providers completed the module (response rate of 65%). At baseline, internists had the lowest knowledge scores compared to other specialties (pre-test mean of 3.6, out of 5, SD 1.2). Internists were also the least likely to counsel patients on HPV vaccination (mean 1.6, SD 0.9). There was a statistically significant improvement in knowledge from pre-test to post-test (from mean of 3.8 to 4.6, out of 5, p  < .001) across all specialties. There was also statistically significant improvement in mean confidence for all providers from pre-test to post-test to identify patients aged 19–26 (3.3 to 3.7, p  < .001) and patients aged 27–45 (2.7 to 3.5, p  < .001) who needed vaccination. There was a statistically significant improvement in likelihood to counsel eligible patients on the risks of HPV infection (mean 2.3 to 2.8, p -value 0.002). The delayed post-test demonstrated retention of improved knowledge, confidence, and self-reported behavior. Conclusions This study demonstrated that an asynchronous online module was effective at improving confidence, knowledge, and self-reported behavior of adult primary care providers in recommending HPV immunization. Given the important role that healthcare providers play in vaccine uptake, this study suggests that an online educational intervention can be a powerful tool to encourage increased utilization and delivery of the HPV vaccine. Further efforts are needed to educate internists and providers who take care of the adult population on HPV vaccination.

Wildfires are unplanned conflagrations perceived as a threat by humans. However, fires are essential for the survival of fire-adapted plants. On the one hand, wildfires cause major damage worldwide, burning large areas of forests and landscapes, threatening towns and villages, and generating high levels of air pollution. On the other hand, fire-adapted plants (pyrophytes) in the fire landscapes of the Earth are able to survive exposure to heat (e.g., because of their thick bark, which protects their living tissue) and benefit from fire directly (e.g., fire initiates cone opening and seed release) or indirectly (e.g., fewer competing plants of fire-sensitive species remain, seeds germinate in the ash-fertilized soil). We present the experimental set-up and results of a fire experiment on bark samples used as a basis to assess the fire tolerance of various trees. Fire tolerance is defined as the ability of a tree to survive a surface fire (up to 200 °C and 5 min duration). The measure of the fire tolerance for a tree species is the time taken for the vascular cambium under the insulating bark to reach the critical temperature of 60 °C. Within an educational module, we provide worksheets for teachers and students enabling them to analyze the fire tolerance of various tree barks.

Background: Mental health literacy (MHL) helps in acknowledging the symptoms at an early stage, thus promoting prompt management of negative stress behaviors. Despite the central thrust towards augmentation of MHL of troops, there is a paucity of available literature on the subject matter, especially in the Indian context. Current research explores the efficacy of a standardized Information Education and Communication (IEC) module for the promotion of MHL among troops. Materials and Methods: 1200 soldiers posted in a large military station underwent a psycho-educational module about stress and related mental health conditions in an open-label experimental study. Data was collected using a simple demographic tool and a specially constructed Armed Forces Medical College (AFMC) mental health awareness questionnaire. The same sample was studied before the IEC activity, immediately after the IEC activity, and again after six months. Results: Community-based psycho-educational module helped in improvement in MHL and the gains were stable at six months. Conclusions: Well-standardized and structured module was found to be an effective strategy for improving MHL. The authors consider this study as seminal for bringing objectivity to mental health promotional programs in the Armed Forces.

Background Previous cross-sectional studies have reported limited knowledge and practices among nurses regarding controlling nosocomial infections (NIs). Even though health institutions offer many irregular in-service training courses to solve such issues, a three year-nursing educational programme at institutions is not adequate to enable nurses to handle NIs. Therefore, this study aims to evaluate the implementation of an educational module on NIs control measures among Yemeni nurses. Methods A single-blinded randomised hospital-based trial was undertaken involving 540 nurses assigned to two intervention groups and a waitlist group. Intervention group-1 received a face-to-face training course comprising 20 h spread over six weeks and a hard copy of the module, while intervention group-2 only received the hard copy of the module “without training”. In contrast, the waitlist group did not receive anything during the period of collecting data. A self-administered NI control measures-evaluation questionnaire was utilised in collecting the data from the participants; before the intervention, at six weeks and 3 months after the end of the intervention. The period of data collection was between 1 st May and 30 th October 2016. Results The results from collecting and analysing the data showed a statistically significant difference in the mean knowledge scores between the intervention groups that were detectable immediately post-intervention with a mean difference (MD) of 4.31 ( P  < 0.001) and 3 months after the end of the intervention (MD = 4.48, P  < 0.001) as compared to the waitlist group. Similarly, the results showed a statistically significant difference in the mean practice scores between the intervention groups immediately post-intervention (MD = 2.74, P  < 0.001) and 3 months after the intervention (MD = 2.46, P  < 0.001) as compared to the waitlist group. Intervention-1 (face-to-face training + module) was more effective than intervention-2 (module only) in improving Yemeni nurses’ knowledge and practices regarding NI control measures compared to the waitlist group. Conclusion The findings of this study found that intervention-1 could be offered to nurses in the form of an in-service training course every six months. The NI course should also be included in nursing curricula, particularly for the three-year-nursing diploma in Yemen. Trial registration Nosocomial infection educational module for nurses ISRCTN19992640 , 20/6/2017. The study protocol was retrospectively registered.

Background Insufficient awareness of foot self-care among diabetic individuals results in diabetic foot ulcers especially in the Indian population considering its varied ethnicity and lifestyle practices. The management of diabetes and diabetic foot ulcers therefore demands a well-coordinated approach that involves multiple healthcare providers (HCPs). The present study aims to develop and validate an interprofessional collaborative (IPC) educational program involving HCPs to efficiently oversee and instruct the public on appropriate strategies for self-managing diabetic foot health in the Indian population. Methods The research group worked on creating an educational module titled ‘An Interprofessional Collaborative Educational Module on Self-Management of Foot for Individuals with Type II Diabetes Mellitus.’ The objective of this module was to promote the adoption of proper practices in self-managing foot health for individuals with type 2 diabetes mellitus. A panel of 13 experts participated in a two-stage validation process using the Delphi method to assess the module and its educational resources. Subsequently, the module was tested on a group of 30 participants, i.e. , individuals with diabetes, with its efficacy evaluated through conversation analysis and in-depth interviews. Results The three-month-long module included three sessions 1: Diabetes and its health implications 2: Diabetic foot and self-management 3: Interprofessional education in diabetic foot care The mode of content delivery was via Whatsapp, and the educational resources, in the form of pamphlets, flowcharts, handouts, case-based cartoons, and videos on diabetes, including diabetic foot, its risks, and self-management, were shared regularly. All participating experts consensually validated the module and educational resources. Analysis of in-depth interviews revealed that the module immensely benefitted the participants and helped them improve their knowledge and practices of foot care in diabetes. Conclusions The study highlights the importance of developing and validating IPC educational modules tailored to diabetic foot care. It can aid in enhancing adherence to proper diabetic foot care practices.