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interventions</title> <meta name="description" content="Search results for: educational interventions"> <meta name="keywords" content="educational interventions"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="educational interventions"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4829</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational interventions</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4829</span> Understanding Primary School Students’ Beliefs Regarding the Adoption of Pro-Environmental Behaviors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Astrid%20de%20Leeuw">Astrid de Leeuw</a>, <a href="https://publications.waset.org/abstracts/search?q=Pierre%20Valois"> Pierre Valois</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental education is the key to enhancing or changing students’ ways of thinking and acting in order to create an environmentally robust future for all. The present study investigates the beliefs of 812 primary school students, which merit consideration when developing educational interventions. Results of multiple regression analyses reveal that educational interventions should focus on promoting students’ feelings of control over pro-environmental behaviors (PEB). For example, schools could provide recycling bins on the premises. Furthermore, it is critical to develop positive attitudes in students by stressing the various benefits of PEB for keeping our planet clean and protecting wildlife. Unfortunately, our results indicate that students believe that PEB is boring and annoying. Suggestions are offered for making PEB more interesting and relevant. Further research is needed to test the effectiveness of interventions based on the present results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pro-environmental%20behavior" title="pro-environmental behavior">pro-environmental behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title=" primary school students"> primary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20interventions" title=" educational interventions"> educational interventions</a> </p> <a href="https://publications.waset.org/abstracts/4756/understanding-primary-school-students-beliefs-regarding-the-adoption-of-pro-environmental-behaviors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4756.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">504</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4828</span> Elder Abuse Interventions: What We Know and What We Need to Know</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sepali%20Guruge">Sepali Guruge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There is an increase in interest among health care professionals and social workers in understanding how best to identify, mitigate, and prevent elder abuse. Purpose & method: Based on a recently completed scoping review of related literature, this paper will focus on the current state of knowledge on elder abuse interventions. Results: The results will be presented in light of the fact that limited literature exists on primary prevention of elder abuse. The existing literature on interventions to reduce or stop abuse will be critically examined in terms of their effectiveness. Particular attention will be paid to interventions such as relocation of older adults experiencing abuse, in-home assessments, empowerment and psycho-educational support for older adults. Conclusions: Overall, multi-stakeholder collaborative, community-based interventions should be designed to identify, mitigate, and prevent elder abuse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elder%20abuse" title="elder abuse">elder abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=scoping%20review" title=" scoping review"> scoping review</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a> </p> <a href="https://publications.waset.org/abstracts/62778/elder-abuse-interventions-what-we-know-and-what-we-need-to-know" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4827</span> The Impact of Dog-Assisted Wellbeing Intervention on Student Motivation and Affective Engagement in the Primary and Secondary School Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yvonne%20Howard">Yvonne Howard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project currently under development is centered around current learning processes, including a thorough literature review and ongoing practical experiences gained as a deputy head in a school. These daily experiences with students engaging in animal-assisted interventions and the school therapy dog form a strong base for this research. The primary objective of this research is to comprehensively explore the impact of dog-assisted well-being interventions on student motivation and affective engagement within primary and secondary school settings. The educational domain currently encounters a significant challenge due to the lack of substantial research in this area. Despite the perceived positive outcomes of such interventions being acknowledged and shared in various settings, the evidence supporting their effectiveness in an educational context remains limited. This study aims to bridge the gap in the research and shed light on the potential benefits of dog-assisted well-being interventions in promoting student motivation and affective engagement. The significance of this topic recognizes that education is not solely confined to academic achievement but encompasses the overall well-being and emotional development of students. Over recent years, there has been a growing interest in animal-assisted interventions, particularly in healthcare settings. This interest has extended to the educational context. While the effectiveness of these interventions in these areas has been explored in other fields, the educational sector lacks comprehensive research in this regard. Through a systematic and thorough research methodology, this study seeks to contribute valuable empirical data to the field, providing evidence to support informed decision-making regarding the implementation of dog-assisted well-being interventions in schools. This research will utilize a mixed-methods design, combining qualitative and quantitative measures to assess the research objectives. The quantitative phase will include surveys and standardized scales to measure student motivation and affective engagement, while the qualitative phase will involve interviews and observations to gain in-depth insights from students, teachers, and other stakeholders. The findings will contribute evidence-based insights, best practices, and practical guidelines for schools seeking to incorporate dog-assisted interventions, ultimately enhancing student well-being and improving educational outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=therapy%20dog" title="therapy dog">therapy dog</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title=" wellbeing"> wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=AAI" title=" AAI"> AAI</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/170533/the-impact-of-dog-assisted-wellbeing-intervention-on-student-motivation-and-affective-engagement-in-the-primary-and-secondary-school-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4826</span> Nine Foundational Interventions for Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennie%20Long">Jennie Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Bock"> Marjorie Bock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the professional literature related to Autism Spectrum Disorder (ASD) has focused on successful interventions and strategies, there is a lack of documentation regarding which of these methods and supports are most foundational and essential for classroom use. Specifically, literature does not define the core foundational interventions and strategies that would be elemental for educators to use with students with an ASD diagnosis. From the increase in prevalence of autism spectrum disorders, to the challenge students with ASD pose in classrooms, to the requirement to implement evidence-based practice, rises an enormous challenge in the field of education. Foundational interventions should be in place the first day the student enters the classroom. The nine interventions are foundational in nature and because of the dramatic increase in prevalence there is currently a need for classroom programs to provide the foundation of basic educational skills as well as the specialty skills specific to the area of ASD utilizing the most current research. This article presents nine evidence-based intervention categories for implementation with students on the spectrum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=foundational" title=" foundational"> foundational</a> </p> <a href="https://publications.waset.org/abstracts/50497/nine-foundational-interventions-for-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4825</span> Effectiveness of Educational and Supportive Interventions for Primiparous Women on Breastfeeding Outcomes: A Systematic Review and Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Sze%20Wong">Mei Sze Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Huanyu%20Mou"> Huanyu Mou</a>, <a href="https://publications.waset.org/abstracts/search?q=Wai-Tong%20Chien"> Wai-Tong Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Breastmilk is the most nutritious food for infants to support their growth and protect them from infection. Therefore, breastfeeding promotion is an important topic for infant health; whereas, different educational and supportive approaches to interventions have been prompted and targeted at antenatal, postnatal, or both periods to promote and sustain exclusive breastfeeding. This systematic review aimed to identify the effective approaches of educational and supportive interventions to improve breastfeeding. Outcome measures were exclusive breastfeeding, partial breastfeeding, and breastfeeding self-efficacy, being analyzed in terms of ≤ 2 months, 3-5 months, and ≥ 6 months postpartum. Method: Eleven electronic databases and the reference lists of eligible articles were searched. English or Chinese articles of randomized controlled trials on educational and supportive intervention with the above breastfeeding outcomes over recent 20 years were searched. Quality appraisal and risk of bias of the studies were checked by Effective Public Health Practice Project tool and Revised Cochrane risk-of-bias tool, respectively. Results: 13 articles that met the inclusion criteria were included; and they had acceptable quality and risk of bias. The optimal structure, format, and delivery of the interventions significantly increased exclusive breastfeeding rate at ≤ 2 months and ≥ 6 months and breastfeeding self-efficacy at ≤ 2 months included: (a) delivering from antenatal to postnatal period, (b) multicomponent involving antenatal group education, postnatal individual breastfeeding coaching and telephone follow-ups, (c) both individual and group basis, (d) being guided by self-efficacy theory, and (e) having ≥ 3 sessions. Conclusion: The findings showed multicomponent theory-based interventions with ≥ 3 sessions that delivered across antenatal and postnatal period; using both face-to-face teaching and telephone follow-ups can be useful to enhance exclusive breastfeeding rate for more than 6 months and breastfeeding self-efficacy over the first two months of postpartum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breastfeeding%20self-efficacy" title="breastfeeding self-efficacy">breastfeeding self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=exclusive%20breastfeeding" title=" exclusive breastfeeding"> exclusive breastfeeding</a>, <a href="https://publications.waset.org/abstracts/search?q=primiparous" title=" primiparous"> primiparous</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/125674/effectiveness-of-educational-and-supportive-interventions-for-primiparous-women-on-breastfeeding-outcomes-a-systematic-review-and-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4824</span> Mental Health and Technology: Evidence Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kylie%20Henderson">Kylie Henderson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adapting mental health interventions is important when providing support to those experiencing difficulties. This analysis aimed to explore and evaluate the effectiveness of various forms of mental health interventions. Literature that has analysed face-to-face (F2F), phone (Telehealth), mobile (mHealth) and online (e-interventions) interferences found all interventions were effective in reducing and treating symptoms of mental health disorders. F2F and Telehealth interventions facilitated greater engagement and client satisfaction. Due to accessibility and privacy, mHealth and e-interventions were the preferred methods of engagement with health services for youth and young adults. Regardless, these interventions still identified several barriers of high dropout, low adherence, and lack of awareness. Additionally, a large proportion of interventions lacked evidence-based foundations. Exploration of interventions that utilise a variety of interfaces, as well as incorporated evidence-based literature and clinician experience, show that they benefit those experiencing mental health difficulties. Applications like YourHealth+ provide a combination of interventions (F2F, mHealth, and e-interventions) to improve the wellbeing of job seekers and employment consults. Individuals that have used the application in conjunction with therapy have reported feeling more empowered and demonstrated improved wellbeing. Practitioners have also described improved confidence in their ability to provide support to clients. Therefore, it can be proposed that utilising a variety of interventions as well as incorporating literature and experience is beneficial to those experiencing mental health difficulties and to health practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=face-to-face" title="face-to-face">face-to-face</a>, <a href="https://publications.waset.org/abstracts/search?q=e-interventions" title=" e-interventions"> e-interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=mHealth" title=" mHealth"> mHealth</a>, <a href="https://publications.waset.org/abstracts/search?q=YourHealth%2B" title=" YourHealth+"> YourHealth+</a> </p> <a href="https://publications.waset.org/abstracts/130465/mental-health-and-technology-evidence-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4823</span> An Integrative Review on Effects of Educational Interventions for Children with Eczema</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nam%20Sze%20Cheng">Nam Sze Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20C.%20Janita%20Chau"> P. C. Janita Chau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Eczema is a chronic inflammatory disease with high global prevalence rates in many childhood populations. It is also the most common paediatric skin problem. Although eczema education and proper skin care were effective in controlling eczema symptoms, the lack of both sufficient time for patient consultation and structured eczema education programme hindered the transferability of knowledge to patients and their parents. As a result, these young patients and their families suffer from a significant physical disability and psychological distress, which can substantially impair their quality of life. Objectives: This integrative review is to examine the effects of educational interventions for children with eczema and identify the core elements associated with an effective intervention. Methods: This integrative review targeted all articles published in 10 databases between May 2016 and February 2017 that reported the outcomes of disease interventions of any format for children and adolescents with the clinical diagnosis of eczema who were under 18 years of age. Five randomized controlled trials (RCT) and one systematic review of 10 RCTs were identified for review. All these publications had high methodological quality, except one study of web-based eczema education that was limited by selection bias and poor subject blinding. Findings: This review found that most studies adopted nurse-led or multi-disciplinary parental eczema education programme at the outpatient clinic setting. The format of these programmes included individual lectures, demonstration and group sharing, and the educational materials covered basic eczema knowledge and management as well as methods to interrupt itch-scratch cycle. The main outcome measures of these studies included severity of eczema symptoms, treatment adherence and quality of life of both patients and their families. Nine included studies reported statistically significant improvement in the primary outcome of symptom severity of these eczematous children. On the other hand, all these reviews failed to identify an effective dosage of intervention under these educational programmes that was attributed to the heterogeneity of the interventions. One study that was designed based on the social cognitive theory to guide the interventional content yielded statistically significant results. The systematic review recommended the importance of measuring parental self-efficacy. Implication: This integrative review concludes that structured educational programme can help nurses understand the theories behind different health interventions. They can then deliver eczema education to their patients in a consistent manner. These interventions also result in behavioral changes through patient education. Due to the lack of validated educational programmes in Chinese, it is imperative to conduct an RCT of eczema educational programme to investigate its effects on eczema severity, quality of life and treatment adherence in Hong Kong children as well as to promote the importance of parental self-efficacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=eczema" title=" eczema"> eczema</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a> </p> <a href="https://publications.waset.org/abstracts/90889/an-integrative-review-on-effects-of-educational-interventions-for-children-with-eczema" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4822</span> Psychological Interventions as an Effective Treatment of Depression: A Critical Appraisal of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brid%20Joy">Brid Joy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses some major psychological interventions and critiques their effectiveness in relation to the treatment of depression. Links are made between this evidence and the social work profession. This paper reviewed the relevant literature and evidence to ascertain the effectiveness of psychological interventions in the treatment of depression. Evidence suggests that psychological interventions are effective in the treatment of depression. However, a gulf between theory and practice remains and the difficulties in implementing evidence-based practice have been documented within this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20interventions" title="psychological interventions">psychological interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practice" title=" evidence based practice"> evidence based practice</a> </p> <a href="https://publications.waset.org/abstracts/48466/psychological-interventions-as-an-effective-treatment-of-depression-a-critical-appraisal-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48466.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4821</span> Analysis of the Interventions Performed in Pediatric Cardiology Unit Based on Nursing Interventions Classification (NIC-6th): A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%20Wen%20Sun">Ji Wen Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Nan%20Ping%20Shen"> Nan Ping Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi%20Bei%20Wu"> Yi Bei Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used Nursing Interventions Classification (NIC-6th) to identify the interventions performed in a pediatric cardiology unit, and then to analysis its frequency, time and difficulty, so as to give a brief review on what our nurses have done. The research team selected a 35 beds pediatric cardiology unit, and drawn all the nursing interventions in the nursing record from our hospital information system (HIS) from 1 October 2015 to 30 November 2015, using NIC-6th to do the matching and then counting their frequencies. Then giving each intervention its own time and difficulty code according to NIC-6th. The results showed that nurses in pediatric cardiology unit performed totally 43 interventions from 5394 statements, and most of them were in RN(basic) education level needed and less than 15 minutes time needed. There still had some interventions just needed by a nursing assistant but done by nurses, which should call for nurse managers to think about the suitable staffing. Thus, counting the summary of the product of frequency, time and difficulty for each intervention of each nurse can know one's performance. Acknowledgement Clinical Management Optimization Project of Shanghai Shen Kang Hospital Development Center (SHDC2014615); Hundred-Talent Program of Construction of Nursing Plateau Discipline (hlgy16073qnhb). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20interventions" title="nursing interventions">nursing interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20interventions%20classification" title=" nursing interventions classification"> nursing interventions classification</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20record" title=" nursing record"> nursing record</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric%20cardiology" title=" pediatric cardiology"> pediatric cardiology</a> </p> <a href="https://publications.waset.org/abstracts/65111/analysis-of-the-interventions-performed-in-pediatric-cardiology-unit-based-on-nursing-interventions-classification-nic-6th-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4820</span> Health Promotion Intervention to Enhance Health Outcomes for Older Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Waleola%20Afolabi-Soyemi">Elizabeth Waleola Afolabi-Soyemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the population of older adults continues to grow, improving health outcomes for this demographic has become an increasingly important public health goal. Health promotion interventions have been developed to address the unique health needs and challenges faced by older adults. This abstract reviews the literature on health promotion interventions for older adults and their effectiveness in improving health outcomes. Various interventions have been found to be effective, including physical activity programs, nutrition education, medication management, and social support programs. These interventions have been shown to improve outcomes such as functional status, quality of life, and disease management. Despite the success of these interventions, there are still barriers to their implementation, such as a lack of access to resources and inadequate funding. Further research is needed to identify effective strategies for overcoming these barriers and to develop more tailored interventions for specific populations of older adults. Overall, health promotion interventions have great potential to improve the health outcomes and quality of life of older adults and should be a priority for public health efforts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=humanity" title=" humanity"> humanity</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20adults" title=" older adults"> older adults</a> </p> <a href="https://publications.waset.org/abstracts/165006/health-promotion-intervention-to-enhance-health-outcomes-for-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4819</span> Navigating the Ripple Effect: Deconstructing the Multilayered Impact of Fuel Subsidy Removal on Nigeria’s Educational Landscape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abimbola%20Mobolanle%20Adu">Abimbola Mobolanle Adu</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Tayo%20Akinlade"> Marcus Tayo Akinlade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This comprehensive study systematically dissects the intricate interplay between the removal of fuel subsidy and its multifaceted repercussions on Nigeria's educational system. Originating in the 1970s, the fuel subsidy policy initially conceived to curtail fuel costs and faced financial unsustainability. In 2023, President Bola Tinubu's administration announced its cessation. The resultant escalation in petroleum product prices precipitated challenges within the education sector, manifesting as heightened administrative costs, increased student fees, amplified dropout rates, and others. Employing a qualitative research methodology, grounded in Critical Theory, the study draws from diverse secondary sources and employs content analysis to unravel the intricate layers of this issue. Critical Theory provides a lens through which the power dynamics, socio-economic structures, and ideological influences shaping policy decisions can be critically examined, offering a deeper understanding of the multifaceted impact. Findings underscore the imperative for strategic interventions, advocating for investments in technology and the exploration of alternative energy sources. The paper concludes by emphasizing the pivotal role of education, advocating for nuanced policies to alleviate the impact on both private and public educational institutions. In essence, this research contributes nuanced insights into the labyrinthine dynamics between fuel subsidy policies and the educational sector, underscoring the exigency for meticulous interventions to fortify the nation's educational foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administration" title="administration">administration</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=fuel%20subsidy" title=" fuel subsidy"> fuel subsidy</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=multilayered%20impact" title=" multilayered impact"> multilayered impact</a> </p> <a href="https://publications.waset.org/abstracts/179338/navigating-the-ripple-effect-deconstructing-the-multilayered-impact-of-fuel-subsidy-removal-on-nigerias-educational-landscape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4818</span> Students’ Perceptions of Well-Being and School-Based Well-Being Programs and Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Madden">Amanda Madden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research was to identify students understanding of well-being and perceptions of the effective components of school-based well-being programs they have participated in during their time in secondary school. With one in four adolescents suffering from some form of mental health disorder, which has the potential to directly impact their academic ability, schools have moved towards a more holistic approach to education, resulting in the growth of school-based well-being programs. There is limited research on the effectiveness of school-based well-being programs, with fewer studies examining students’ perspectives on their well-being. A mixed-method design was utilized, framed by a social constructivist methodology. Quantitative data was collected through a researcher-developed self-report survey, and qualitative data were collected through one-on-one interviews and a semi-structured focus group undertaken with Year 12 students from three independent co-educational schools in Western Australia. Preliminary findings indicate that participants have experienced a minimal impact, either positively or negatively, on their well-being from school-based well-being programs. The data detailed that adolescents consider happiness, positive attitude, good physical health, balance, emotional fulfillment and confidence components of well-being. The findings also highlighted sports, positive family relationships, positive friendships, and pets positively enhanced well-being. This research suggests that researchers and educational leaders should consider students’ understanding of well-being in the development of school-based well-being assessments and interventions. Students are the recipients of school-based well-being programs and are best placed to inform what they will and will not respond to in the determination of appropriate well-being content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wellbeing" title="wellbeing">wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20wellbeing" title=" school based wellbeing"> school based wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=wellbeing%20interventions" title=" wellbeing interventions"> wellbeing interventions</a> </p> <a href="https://publications.waset.org/abstracts/168528/students-perceptions-of-well-being-and-school-based-well-being-programs-and-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4817</span> A Systematic Literature Review of the Influence of New Media-Based Interventions on Drug Abuse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Huei%20Chou">Wen Huei Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Te%20Lung%20Pan"> Te Lung Pan</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsu%20Wen%20Yeh"> Tsu Wen Yeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New media have recently received increasing attention as a new communication form. The COVID-19 outbreak has pushed people’s lifestyles into the digital age, and the drug market has infiltrated formal e-commerce platforms. The self-media boom has fostered growth in online drug myths. To set the record straight, it is imperative to develop new media-based interventions. However, the usefulness of new media on this issue has not yet been fully examined. This study selected 13 articles on the development of new media-based interventions to prevent drug abuse from Airiti Library and Pub-Med as of October 3, 2021. The key conclusions are that (1) new media have a significantly positive influence on skills, self-efficacy, and behavior; (2) most interventions package traditional course learning into new media formats; and (3) new media can create a covert, interactive environment that cannot be replicated offline, which may merit attention in future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20abuse" title="drug abuse">drug abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20media" title=" new media"> new media</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/145537/a-systematic-literature-review-of-the-influence-of-new-media-based-interventions-on-drug-abuse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4816</span> Developing Computational Thinking in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kalliopi%20Kanaki">Kalliopi Kanaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Kalogiannakis"> Michael Kalogiannakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the digital era, the early acquisition of basic programming skills and knowledge is encouraged, as it facilitates students’ exposure to computational thinking and empowers their creativity, problem-solving skills, and cognitive development. More and more researchers and educators investigate the introduction of computational thinking in K-12 since it is expected to be a fundamental skill for everyone by the middle of the 21st century, just like reading, writing and arithmetic are at the moment. In this paper, a doctoral research in the process is presented, which investigates the infusion of computational thinking into science curriculum in early childhood education. The whole attempt aims to develop young children’s computational thinking by introducing them to the fundamental concepts of object-oriented programming in an enjoyable, yet educational framework. The backbone of the research is the digital environment PhysGramming (an abbreviation of Physical Science Programming), which provides children the opportunity to create their own digital games, turning them from passive consumers to active creators of technology. PhysGramming deploys an innovative hybrid schema of visual and text-based programming techniques, with emphasis on object-orientation. Through PhysGramming, young students are familiarized with basic object-oriented programming concepts, such as classes, objects, and attributes, while, at the same time, get a view of object-oriented programming syntax. Nevertheless, the most noteworthy feature of PhysGramming is that children create their own digital games within the context of physical science courses, in a way that provides familiarization with the basic principles of object-oriented programming and computational thinking, even though no specific reference is made to these principles. Attuned to the ethical guidelines of educational research, interventions were conducted in two classes of second grade. The interventions were designed with respect to the thematic units of the curriculum of physical science courses, as a part of the learning activities of the class. PhysGramming was integrated into the classroom, after short introductory sessions. During the interventions, 6-7 years old children worked in pairs on computers and created their own digital games (group games, matching games, and puzzles). The authors participated in these interventions as observers in order to achieve a realistic evaluation of the proposed educational framework concerning its applicability in the classroom and its educational and pedagogical perspectives. To better examine if the objectives of the research are met, the investigation was focused on six criteria; the educational value of PhysGramming, its engaging and enjoyable characteristics, its child-friendliness, its appropriateness for the purpose that is proposed, its ability to monitor the user’s progress and its individualizing features. In this paper, the functionality of PhysGramming and the philosophy of its integration in the classroom are both described in detail. Information about the implemented interventions and the results obtained is also provided. Finally, several limitations of the research conducted that deserve attention are denoted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computational%20thinking" title="computational thinking">computational thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=object-oriented%20programming" title=" object-oriented programming"> object-oriented programming</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20science%20courses" title=" physical science courses"> physical science courses</a> </p> <a href="https://publications.waset.org/abstracts/90962/developing-computational-thinking-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4815</span> Most Important Educational Planning Issues in the Developing Countries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Khan">Naeem Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1971 Williams in his essay titled "What Educational Planning is About in Higher Education" defined educational planning as "planning in education, as in anything else consist essentially of deciding, in advance, what you want, to do and how you are going to do in". In the “World Year book of Education”. While Anderson and Bowman in 1976 in their joint article titled "Theoretical Considerations in Educational Planning" defined it as "the process of preparing a set of decisions for future action pertaining in education". There are so many other definitions which are related to educational planning in which every one stress on the importance of educational planning. But developing countries face a lot of problems related to the educational planning and this paper is to discuss few of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title="educational planning">educational planning</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a> </p> <a href="https://publications.waset.org/abstracts/22287/most-important-educational-planning-issues-in-the-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4814</span> Mental Health Clinicians’ Perceptions of Nature-Based Interventions Within Community Mental Health Services: Evidence from Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Tambyah">Rachel Tambyah</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Olco%C5%84"> Katarzyna Olcoń</a>, <a href="https://publications.waset.org/abstracts/search?q=Julaine%20Allan"> Julaine Allan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pete%20Destry"> Pete Destry</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Astell-Burt"> Thomas Astell-Burt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rising social and financial burden of mental illness indicates an urgent need to explore interventions that can be used as well as or instead of traditional treatments. Although there is growing evidence of the positive mental health outcomes of spending time in nature, the implementation of nature-based interventions (NBIs) within mental health services remains minimal. Based on interviews with mental health clinicians in Australia, this study demonstrated that clinicians supported the use of NBIs and would promote them to their clients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature" title="nature">nature</a>, <a href="https://publications.waset.org/abstracts/search?q=nature-based%20interventions" title=" nature-based interventions"> nature-based interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20services" title=" mental health services"> mental health services</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health%20clinicians" title=" mental health clinicians"> mental health clinicians</a> </p> <a href="https://publications.waset.org/abstracts/151421/mental-health-clinicians-perceptions-of-nature-based-interventions-within-community-mental-health-services-evidence-from-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4813</span> Increase Women's Knowledge and Attitude about Breast Cancer and Screening: Using an Educational Intervention in Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Savabi-Esfahani">Mitra Savabi-Esfahani</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Taleghani"> Fariba Taleghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20%20Noroozi"> Mahnaz Noroozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Tabatabaeian"> Maryam Tabatabaeian</a>, <a href="https://publications.waset.org/abstracts/search?q=Elsebeth%20Lynge"> Elsebeth Lynge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Breast cancer is a health concern in worldwide. All women have not adequate information about breast cancer, resulting in undetected some tumors until advanced stages. Therefore awareness of people was recommended as a strategy to control that. The aim of this study was to assess the effect of an educational intervention on women's knowledge and attitude about breast cancer and screening. This study was conducted in 2016 on 191 women. All women living in one of big cities were invited to enroll in training classes. Inclusion criteria consisted women who were 20 - 69 years and not participated in any educational intervention. The lecture with group discussion was used as educational methods. Data collection tool was a structured questionnaire which filled out before and after intervention. The reliability of the questionnaire was determined by Cronbach's alpha. The data were analyzed using SPSS software. The average age was 44/4 ± 11.5 and 42.6% of the women had obtained high school. Of the 191 women, 70(36.6%) and 76(39.8%) had low and medium level of knowledge respectively and half of them, 95(50%) had medium level of attitude in before intervention. There was significant difference between mean scores of knowledge and attitude before and after the intervention by Paired T test (p < 0/001). It seems applying effective educational interventions can increase knowledge and attitude women about breast cancer particularly in community that they have insufficient levels. Moreover, the lecture method along with group discussion can be proposed as effective and conventional methods for this purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20intervention" title=" educational intervention"> educational intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/66780/increase-womens-knowledge-and-attitude-about-breast-cancer-and-screening-using-an-educational-intervention-in-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4812</span> Strategies to Promote Entrepreneurship Among University Students: A Case Study from Al Akhawayn University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20atibi">Sara atibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azzeddine%20Atibi"> Azzeddine Atibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Salim%20Ahmed"> Salim Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadija%20El%20Kababi"> Khadija El Kababi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The emergence of an entrepreneurial culture within academic institutions is increasingly seen as essential for preparing students for contemporary economic challenges. This study examines the effectiveness of educational programs and interventions aimed at promoting entrepreneurial spirit at Al Akhawayn University. The central issue explores the types of programs most efficient in instilling the necessary entrepreneurial skills and attitudes in students. The primary question about the ‘types of educational programs and interventions that are most effective in cultivating and reinforcing the entrepreneurial spirit among students at Al Akhawayn University' is broken down into sub-questions detailing the characteristics of current programs, factors influencing their success, the evolution of students' entrepreneurial skills, the role of teachers and mentors, best practices from other institutions, and the long-term impacts on graduates' entrepreneurial careers. To address this question, a mixed-methods approach, combining quantitative and qualitative methods, was adopted. Quantitative data collection includes questionnaires and surveys designed to evaluate students' attitudes, skills, and perceptions before and after participating in entrepreneurship programs. Simultaneously, semi-structured interviews, focus groups, and participant observations provide in-depth qualitative data on the experiences of students, teachers, and administrators. Quantitative data analysis employs descriptive and inferential statistical techniques, while qualitative analysis uses a thematic approach to identify key perceptions and experiences. This triangulation of data ensures robust and comprehensive results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20entrepreneurship" title="student entrepreneurship">student entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20interventions" title=" pedagogical interventions"> pedagogical interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=Al%20Akhawayn%20university" title=" Al Akhawayn university"> Al Akhawayn university</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20culture" title=" entrepreneurial culture"> entrepreneurial culture</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a> </p> <a href="https://publications.waset.org/abstracts/188351/strategies-to-promote-entrepreneurship-among-university-students-a-case-study-from-al-akhawayn-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4811</span> Educational Leadership and Artificial Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Ghaleb%20Aldaihani">Sultan Ghaleb Aldaihani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> - The environment in which educational leadership takes place is becoming increasingly complex due to factors like globalization and rapid technological change. - This is creating a "leadership gap" where the complexity of the environment outpaces the ability of leaders to effectively respond. - Educational leadership involves guiding teachers and the broader school system towards improved student learning and achievement. 2. Implications of Artificial Intelligence (AI) in Educational Leadership: - AI has great potential to enhance education, such as through intelligent tutoring systems and automating routine tasks to free up teachers. - AI can also have significant implications for educational leadership by providing better information and data-driven decision-making capabilities. - Computer-adaptive testing can provide detailed, individualized data on student learning that leaders can use for instructional decisions and accountability. 3. Enhancing Decision-Making Processes: - Statistical models and data mining techniques can help identify at-risk students earlier, allowing for targeted interventions. - Probability-based models can diagnose students likely to drop out, enabling proactive support. - These data-driven approaches can make resource allocation and decision-making more effective. 4. Improving Efficiency and Productivity: - AI systems can automate tasks and change processes to improve the efficiency of educational leadership and administration. - Integrating AI can free up leaders to focus more on their role's human, interactive elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/abstracts/search?q=Leadership" title=" Leadership"> Leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Artificial%20Intelligence" title=" Artificial Intelligence"> Artificial Intelligence</a> </p> <a href="https://publications.waset.org/abstracts/187491/educational-leadership-and-artificial-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4810</span> The Importance and Feasibility of Hospital Interventions for Patient Aggression and Violence Against Physicians in China: A Delphi Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuhan%20Wu">Yuhan Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=CTB%20%28Kees%29%20Ahaus"> CTB (Kees) Ahaus</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Buljac-Samardzic"> Martina Buljac-Samardzic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patient aggression and violence is a complex occupational hazards for physicians working in hospitals, and it can have multiple severe negative effects for physicians and hospitals. Although there is a range of interventions in the healthcare sector applied in various countries, China lacks a comprehensive set of interventions at the hospital level in this area. Therefore, due to cultural differences, this study investigates whether international interventions are important and feasible in the Chinese cultural context by conducting a Delphi study. Based on a literature search, a list of 47 hospital interventions to prevent and manage patient aggression and violence was constructed, including 8 categories: hospital environment design, access and entrance, staffing and work practice, training and education, leadership and culture, support, during/after-the-event actions, and hospital policy. The list of interventions will be refined, extended and brought back during a three-round Delphi study. The panel consists of 17 Chinese experts, including physicians experiencing patient aggression and violence, hospital management team members, scientists working in this research area, and policymakers in the healthcare sector. In each round, experts will receive the possible interventions with the instruction to indicate the importance and feasibility of each intervention for preventing and managing patient violence and aggression in Chinese hospitals. Experts will be asked about the importance and feasibility of interventions for patient violence and aggression at the same time. This study will exclude or include interventions based on the score of importance. More specifically, an intervention will be included after each round if >80% of the experts judged it as important or very important and excluded if >50% judged an intervention as not or moderately important. The three-round Delphi study will provide a list of included interventions and assess which of the 8 categories of interventions are considered as important. It is expected that this study can bring new ideas and inspiration to Chinese hospitals in the prevention and management of patient aggression and violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patient%20aggression%20and%20violence" title="patient aggression and violence">patient aggression and violence</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital%20interventions" title=" hospital interventions"> hospital interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=feasibility" title=" feasibility"> feasibility</a>, <a href="https://publications.waset.org/abstracts/search?q=importance" title=" importance"> importance</a> </p> <a href="https://publications.waset.org/abstracts/166511/the-importance-and-feasibility-of-hospital-interventions-for-patient-aggression-and-violence-against-physicians-in-china-a-delphi-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4809</span> Added Value of 3D Ultrasound Image Guided Hepatic Interventions by X Matrix Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Abdel%20Sattar%20Khalil">Ahmed Abdel Sattar Khalil</a>, <a href="https://publications.waset.org/abstracts/search?q=Hazem%20Omar"> Hazem Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Image-guided hepatic interventions are integral to the management of infective and neoplastic liver lesions. Over the past decades, 2D ultrasound was used for guidance of hepatic interventions; with the recent advances in ultrasound technology, 3D ultrasound was used to guide hepatic interventions. The aim of this study was to illustrate the added value of 3D image guided hepatic interventions by x matrix technology. Patients and Methods: This prospective study was performed on 100 patients who were divided into two groups; group A included 50 patients who were managed by 2D ultrasonography probe guidance, and group B included 50 patients who were managed by 3D X matrix ultrasonography probe guidance. Thermal ablation was done for 70 patients, 40 RFA (20 by the 2D probe and 20 by the 3D x matrix probe), and 30 MWA (15 by the 2D probe and 15 by the 3D x matrix probe). Chemical ablation (PEI) was done on 20 patients (10 by the 2D probe and 10 by the 3D x matrix probe). Drainage of hepatic collections and biopsy from undiagnosed hepatic focal lesions was done on 10 patients (5 by the 2D probe and 5 by the 3D x matrix probe). Results: The efficacy of ultrasonography-guided hepatic interventions by 3D x matrix probe was higher than the 2D probe but not significantly higher, with a p-value of 0.705, 0.5428 for RFA, MWA respectively, 0.5312 for PEI, 0.2918 for drainage of hepatic collections and biopsy. The complications related to the use of the 3D X matrix probe were significantly lower than the 2D probe, with a p-value of 0.003. The timing of the procedure was shorter by the usage of 3D x matrix probe in comparison to the 2D probe with a p-value of 0.08,0.34 for RFA and PEI and significantly shorter for MWA, and drainage of hepatic collection, biopsy with a P-value of 0.02,0.001 respectively. Conclusions: 3D ultrasonography-guided hepatic interventions by Â x matrix probe have better efficacy, less complication, and shorter time of procedure than the 2D ultrasonography-guided hepatic interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D" title="3D">3D</a>, <a href="https://publications.waset.org/abstracts/search?q=X%20matrix" title=" X matrix"> X matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=2D" title=" 2D"> 2D</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonography" title=" ultrasonography"> ultrasonography</a>, <a href="https://publications.waset.org/abstracts/search?q=MWA" title=" MWA"> MWA</a>, <a href="https://publications.waset.org/abstracts/search?q=RFA" title=" RFA"> RFA</a>, <a href="https://publications.waset.org/abstracts/search?q=PEI" title=" PEI"> PEI</a>, <a href="https://publications.waset.org/abstracts/search?q=drainage%20of%20hepatic%20collections" title=" drainage of hepatic collections"> drainage of hepatic collections</a>, <a href="https://publications.waset.org/abstracts/search?q=biopsy" title=" biopsy"> biopsy</a> </p> <a href="https://publications.waset.org/abstracts/173809/added-value-of-3d-ultrasound-image-guided-hepatic-interventions-by-x-matrix-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173809.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4808</span> Factors Influencing the Integration of Comprehensive Sexuality Education into Educational Systems in Low- And Middle-Income Countries: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malizgani%20Paul%20Chavula">Malizgani Paul Chavula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Comprehensive sexuality education (CSE) plays a critical role in promoting youth and adolescents’ sexual and reproductive health and well-being. However, little is known about the enablers and barriers affecting the integration of CSE into educational programmes. The aim of this review is to explore positive and negative factors influencing the integration of CSE into national curricula and educational systems in low- and middle-income countries. Methods: We conducted a systematic literature review (January 2010 to August 2022). The results accord with the Preferred Reporting Items for Systematic Reviews and Meta-analysis standards for systematic reviews. Data were retrieved from the PubMed, Cochrane, Google Scholar, and Web of Hinari databases. The search yielded 431 publications, of which 23 met the inclusion criteria for full-text screening. The review is guided by an established conceptual framework that incorporates the integration of health innovations into health systems. Data were analyzed using a thematic synthesis approach. Results: The magnitude of the problem is evidenced by sexual and reproductive health challenges such as high teenage pregnancies, early marriages, and sexually transmitted infections. Awareness of these challenges can facilitate the development of interventions and the implementation and integration of CSE. Reported aspects of the interventions include core CSE content, delivery methods, training materials and resources, and various teacher-training factors. Reasons for adoption include perceived benefits of CSE, experiences and characteristics of both teachers and learners, and religious, social, and cultural factors. Broad system characteristics include strengthening links between schools and health facilities, school and community-based collaboration, coordination of CSE implementation, and the monitoring and evaluation of CSE. Ultimately, the availability of resources, national policies and laws, international agendas, and political commitment will impact upon the extent and level of integration. Conclusion: Social, economic, cultural, political, legal, and financial contextual factors influence the implementation and integration of CSE into national curricula and educational systems. Stakeholder collaboration and involvement in the design and appropriateness of interventions is critical. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensive%20sexuality%20education" title="comprehensive sexuality education">comprehensive sexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20reproductive%20health%20rights" title=" sexual reproductive health rights"> sexual reproductive health rights</a> </p> <a href="https://publications.waset.org/abstracts/177291/factors-influencing-the-integration-of-comprehensive-sexuality-education-into-educational-systems-in-low-and-middle-income-countries-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4807</span> The Influence of Theories and Approaches to Educational Policy and Planning in Ghana’s Current Educational Developments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Donkoh">Ruth Donkoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20On%20Lee"> Wing On Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Solomon%20A.%20Boateng"> Solomon A. Boateng</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Oware%20Twerefoo"> Portia Oware Twerefoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Donkor"> Josephine Donkor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we defend the value of theories and approaches to educational policy and planning in enhancing the educational developments in Ghana. This mission is achieved by enumerating the recent educational developments in Ghana and juxtaposing it with some educational theories, approaches to policy making, and policy planning to see if the educational developments conform with the theory principles as well as policy making and planning processes. Data collection for the research was made through textual analysis of policy documents as well as review of relevant literatures. The findings reveled that educational developments in Ghana are unable to attain its objectives due to the policies not conforming with the policy formation and planning principles. In addition, was that education planning in Ghana does not follow the policy-administration dichotomy theory principles and likewise the distribution of educational needs goes contrary to the equity theory. We recommend that educational policies in Ghana should be in conformity with the principles of theories as well as the approaches to educational policy making and planning to help meet the needs of learners, attain educational quality, and to help in the accomplishment of educational development objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghana%20education" title="Ghana education">Ghana education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20theories" title=" equity theories"> equity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=politics-%20administration%20dichotomy%20theory" title=" politics- administration dichotomy theory"> politics- administration dichotomy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title=" educational planning"> educational planning</a> </p> <a href="https://publications.waset.org/abstracts/145080/the-influence-of-theories-and-approaches-to-educational-policy-and-planning-in-ghanas-current-educational-developments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4806</span> An Affordability Evaluation of Computer-Based Social-Emotional Skills Interventions for School-Aged Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezra%20N.%20S.%20Lockhart">Ezra N. S. Lockhart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of children diagnosed with autism spectrum disorder (ASD) has increased approximately 173% during the last decade making ASD the fastest growing developmental disability in the United States. This rise in prevalence rates indeed has an effect on schools. ASD is overwhelmingly the most reported primary special education eligibility category for students accessing special education, at a national average of 61.3%. ASD is regarded as an urgent public health concern at an estimated annual per capita cost of $3.2 million. Furthermore, considering that ASD is a lifelong disorder estimated lifetime per capita cost reach $35 billion. The resources available to special education programs are insufficient to meet the educational needs of the 6.4 million students receiving special educational services. This is especially true given that there has been and continues to be a chronic shortage of fully certified special education teachers for decades. Reports indicate that 81.1% of students with special needs spend 40% or more in general education classrooms. Regardless of whether support is implemented in the special education or general education classroom the resource demand is obvious. Schools are actively seeking to implement low-cost alternatives and budget saving measures in response to this demand. In public school settings, programs such as Applied Behavior Analysis are challenging to implement and fund at $40,000 per student per year. As an alternative, computer-based interventions are inexpensive, less time-consuming to implement, and require minimal teacher or paraprofessional training to administer. Affordability, pricing schemes, availability, and compatibility of computer-based interventions that support social and emotional skill development in individuals with ASD are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affordability" title="affordability">affordability</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20intervention" title=" computer-based intervention"> computer-based intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20skills" title=" emotional skills"> emotional skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/85378/an-affordability-evaluation-of-computer-based-social-emotional-skills-interventions-for-school-aged-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4805</span> Application of an Educational Program for Al Jouf University Students regarding Scientific Writing and Presentation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatma%20Abdel%20Moneim%20Al%20Tawil">Fatma Abdel Moneim Al Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was undertaken to evaluate an educational program regarding scientific writing and presentation skills among university students. This interventional study used a one-group, pretest/posttest design and was conducted in Al Jouf University among four colleges in Saudi Arabia. Baseline students’ assessment was conducted for developing educational program. Interventional, one group, pretest/posttest study was designed to evaluate the effectiveness of the educational program. Three parts evaluation sheet with total scores of 30 was used for 113 students for the development of the program and 52 students for test pretest phase. Wilcoxon signed ranks showed statistically significant improvement in the combined overall program skills score from a median of 56.7 pre to a median of 86.7 post, (z = 6.231, p < 0.001). When compared to preprogram intervention, post interventions 51.9 % of students achieve excellent performance. While pre intervention no students (0.0 %) achieve this score. Regarding to scientific writing skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 60 pre to a median of 90 post, (z = 6.122, p < 0.001). None of students had excellent performance changed to 73.1%. Regarding to oral presentation skills, Wilcoxon signed ranks showed statistically significant improvement in the score from a median of 50 pre to a median of 80 post, (z = 6.153, p < 0.001). None of students had excellent performance changed to 48.1%. Such educational program needs to be incorporated into classroom delivery of the students’ curriculum. Scientific writing skills book needed to be developed to be recommended as a basic educational strategy for all university faculties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title="scientific writing">scientific writing</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20%20program" title=" educational program "> educational program </a> </p> <a href="https://publications.waset.org/abstracts/11111/application-of-an-educational-program-for-al-jouf-university-students-regarding-scientific-writing-and-presentation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4804</span> Creativity and Intelligence: Psychoeducational Connections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20B.%20Vestena"> Carla B. Vestena</a>, <a href="https://publications.waset.org/abstracts/search?q=Filomena%20E.%20Ponte"> Filomena E. Ponte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity and intelligence are concepts that have aroused very expressive interest in the field of educational sciences and the field of psychological science since the middle of the last century since they have a great impact on the potential and well-being of individuals. However, due to progress in cognitive and positive psychology, there has been a growing interest in the psychoeducational domain of intelligence and creativity in the last decade. In this theoretical work, are analyzed comparatively the theoretical models that relate the intelligence and the creativity, are analyzed several psychoeducational intervention programs that have been implemented with a view to the promotion of creativity and signal possibilities, realities and ironies around the psychological evaluation of intelligence and creativity. In order to reach a broad perspective on creativity, the evidence is presented that points the need to evaluate different psychological domains. The psychoeducational intervention programs addressed have, with a common characteristic, the full stimulation of the creative potential of the participants, assumed as a highly valued capacity at the present time. The results point to the systematize that all interventions in the ambit of creativity have two guiding principles: all individuals can be creative, and creativity is a capacity that can be stimulated. This work refers to the importance of stimulus creativity in educational contexts, to the usefulness and pertinence of the creation, the implementation, and monitoring of flexible curricula, adapted to the educational needs of students, promoting a collaborative work among teachers, parents, students, psychologists, managers and educational administrators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20intervention%20programs" title=" psychoeducational intervention programs"> psychoeducational intervention programs</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20evaluation" title=" psychological evaluation"> psychological evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20contexts" title=" educational contexts"> educational contexts</a> </p> <a href="https://publications.waset.org/abstracts/68590/creativity-and-intelligence-psychoeducational-connections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4803</span> Principles of Teaching for Successful Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shabnam">Shabnam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to see importance of successful intelligence in education which can enhance achievement. There are a number of researches which have tried to apply psychological theories of education and many researches emphasized the role of thinking and intelligence. While going through the various researches, it was found that many students could learn more effectively than they do, if they were taught in a way that better matched their patterns of abilities. Attempts to apply psychological theories to education can falter on the translation of the theory into educational practice. Often, this translation is not clear. Therefore, when a program does not succeed, it is not clear whether the lack of success was due to the inadequacy of the theory or the inadequacy of the implementation of the theory. A set of basic principles for translating a theory into practice can help clarify just what an educational implementation should (and should not) look like. Sternberg’s theory of successful intelligence; analytical, creative and practical intelligence provides a way to create such a match. The results suggest that theory of successful intelligence provides successful interventions in classrooms and provides a proven model for gifted education. This article presents principles for translating a triarchic theory of successful intelligence into educational practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=successful%20intelligence" title="successful intelligence">successful intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=analytical" title=" analytical"> analytical</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20and%20practical%20intelligence" title=" creative and practical intelligence"> creative and practical intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/18196/principles-of-teaching-for-successful-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">590</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4802</span> Mapping Alternative Education in Italy: The Case of Popular and Second-Chance Schools and Interventions in Lombardy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valeria%20Cotza">Valeria Cotza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School drop-out is a multifactorial phenomenon that in Italy concerns all those underage students who, at different school stages (up to 16 years old) or training (up to 18 years old), manifest educational difficulties from dropping out of compulsory education without obtaining a qualification to repetition rates and absenteeism. From the 1980s to the 2000s, there was a progressive attenuation of the economic and social model towards a multifactorial reading of the phenomenon, and the European Commission noted the importance of learning about the phenomenon through approaches able to integrate large-scale quantitative surveys with qualitative analyses. It is not a matter of identifying the contextual factors affecting the phenomenon but problematising them by means of systemic and comprehensive in-depth analysis. So, a privileged point of observation and field of intervention are those schools that propose alternative models of teaching and learning to the traditional ones, such as popular and second-chance schools. Alternative schools and interventions grew in these years in Europe as well as in the US and Latin America, working in the direction of greater equity to create the conditions (often absent in conventional schools) for everyone to achieve educational goals. Against extensive Anglo-Saxon and US literature on this topic, there is yet no unambiguous definition of alternative education, especially in Europe, where second-chance education has been most studied. There is little literature on a second chance in Italy and almost none on alternative education (with the exception of method schools, to which in Italy the concept of “alternative” is linked). This research aims to fill the gap by systematically surveying the alternative interventions in the area and beginning to explore some models of popular and second-chance schools and experiences through a mixed methods approach. So, the main research objectives concern the spread of alternative education in the Lombardy region, the main characteristics of these schools and interventions, and their effectiveness in terms of students’ well-being and school results. This paper seeks to answer the first point by presenting the preliminary results of the first phase of the project dedicated to mapping. Through the Google Forms platform, a questionnaire is being distributed to all schools in Lombardy and some schools in the rest of Italy to map the presence of alternative schools and interventions and their main characteristics. The distribution is also taking place thanks to the support of the Milan Territorial and Lombardy Regional School Offices. Moreover, other social realities outside the school system (such as cooperatives and cultural associations) can be questioned. The schools and other realities to be questioned outside Lombardy will also be identified with the support of INDIRE (Istituto Nazionale per Documentazione, Innovazione e Ricerca Educativa, “National Institute for Documentation, Innovation and Educational Research”) and based on existing literature and the indicators of “Futura” Plan of the PNRR (Piano Nazionale di Ripresa e Resilienza, “National Recovery and Resilience Plan”). Mapping will be crucial and functional for the subsequent qualitative and quantitative phase, which will make use of statistical analysis and constructivist grounded theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20drop-out" title="school drop-out">school drop-out</a>, <a href="https://publications.waset.org/abstracts/search?q=alternative%20education" title=" alternative education"> alternative education</a>, <a href="https://publications.waset.org/abstracts/search?q=popular%20and%20second-chance%20schools" title=" popular and second-chance schools"> popular and second-chance schools</a>, <a href="https://publications.waset.org/abstracts/search?q=map" title=" map"> map</a> </p> <a href="https://publications.waset.org/abstracts/179276/mapping-alternative-education-in-italy-the-case-of-popular-and-second-chance-schools-and-interventions-in-lombardy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179276.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4801</span> Nurse´s Interventions in Patients with Dementia During Clinical Practice: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Helga%20Martins">Helga Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Id%C3%A1lia%20Matias"> Idália Matias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Dementia is an important research topic since that life expectancy worldwide is increasing, so people are getting older. The aging of populations has a major impact on the increase in dementia, and nurses play a major role in taking care of these patients. Therefore, the implementation of nursing interventions based on evidence is vital so that we are aware of what we can do in clinical practice in order to provide patient cantered care to patients with dementia. Aim: To identify the nurse´s interventions in patients with dementia during clinical practice. Method: Literature review grounded on an electronic search in the EBSCOhost platform (CINAHL Plus with Full Text, MEDLINE with Full Text, and Nursing & Allied Health Collection), using the search terms of "dementia" AND "nurs*" AND “interventions” in the abstracts. The inclusion criteria were: original papers published up to June 2021. A total of 153 results after de duplicate removal we kept 104. After the application of the inclusion criteria, we included 15 studies This literature review was performed by two independent researchers. Results: A total of 15 results about nurses’ interventions in patients with dementia were included in the study. The major interventions are therapeutic communication strategies, environmental management of stressors involving family/caregivers; strategies to promote patient safety, and assistance in activities of daily living in patients who are clinically deteriorated. Conclusion: Taking care of people with dementia is a complex and demanding task. Nurses are required to have a set of skills and competences in order to provide nursing interventions. We highlight that is necessary an awareness in nursing education regarding providing nursing care to patients with dementia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dementia" title="dementia">dementia</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/143991/nurses-interventions-in-patients-with-dementia-during-clinical-practice-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4800</span> The Effectiveness of Intervention Methods for Repetitive Behaviors in Preschool Children with Autism Spectrum Disorder: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akane%20Uda">Akane Uda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ami%20Tabata"> Ami Tabata</a>, <a href="https://publications.waset.org/abstracts/search?q=Mi%20An"> Mi An</a>, <a href="https://publications.waset.org/abstracts/search?q=Misa%20Komaki"> Misa Komaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryotaro%20Ito"> Ryotaro Ito</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayumi%20Inoue"> Mayumi Inoue</a>, <a href="https://publications.waset.org/abstracts/search?q=Takehiro%20Sasai"> Takehiro Sasai</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuke%20Kusano"> Yusuke Kusano</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshihiro%20Kato"> Toshihiro Kato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early intervention is recommended for children with autism spectrum disorder (ASD), and an increasing number of children have received support and intervention before school age in recent years. In this study, we systematically reviewed preschool interventions focused on repetitive behaviors observed in children with ASD, which are often observed at younger ages. Inclusion criteria were as follows : (1) Child of preschool status (age ≤ 7 years) with a diagnosis of ASD (including autism, Asperger's, and pervasive developmental disorder) or a parent (caregiver) with a preschool child with ASD, (2) Physician-confirmed diagnosis of ASD (autism, Asperger's, and pervasive developmental disorder), (3) Interventional studies for repetitive behaviors, (4) Original articles published within the past 10 years (2012 or later), (5) Written in English and Japanese. Exclusion criteria were as follows: (1) Systematic reviews or meta-analyses, (2) Conference reports or books. We carefully scrutinized databases to remove duplicate references and used a two-step screening process to select papers. The primary screening included close scrutiny of titles and abstracts to exclude articles that did not meet the eligibility criteria. During the secondary screening, we carefully read the complete text to assess eligibility, which was double-checked by six members at the laboratory. Disagreements were resolved through consensus-based discussion. Our search yielded 304 papers, of which nine were included in the study. The level of evidence was as follows: three randomized controlled trials (level 2), four pre-post studies (level 4b), and two case reports (level 5). Seven articles selected for this study described the effectiveness of interventions. Interventions for repetitive behaviors in preschool children with ASD were categorized as five interventions that directly involved the child and four educational programs for caregivers and parents. Studies that directly intervened with children used early intensive intervention based on applied behavior analysis (Early Start Denver Model, Early Intensive Behavioral Intervention, and the Picture Exchange Communication System) and individualized education based on sensory integration. Educational interventions for caregivers included two methods; (a) education regarding combined methods and practices of applied behavior analysis in addition to classification and coping methods for repetitive behaviors, and (b) education regarding evaluation methods and practices based on children’s developmental milestones in play. With regard to the neurophysiological basis of repetitive behaviors, environmental factors are implicated as possible contributors. We assumed that applied behavior analysis was shown to be effective in reducing repetitive behaviors because analysis focused on the interaction between the individual and the environment. Additionally, with regard to educational interventions for caregivers, the intervention was shown to promote behavioral change in children based on the caregivers' understanding of the classification of repetitive behaviors and the children’s developmental milestones in play and adjustment of the person-environment context led to a reduction in repetitive behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title=" early intervention"> early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=repetitive%20behaviors" title=" repetitive behaviors"> repetitive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a 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