An Analysis of the Effectiveness of an Educational Intervention: Project Methods

The article that I choose to complete my article summary on was called “The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative.” This article described “how the Alliance Competencies were exemplified in the activities of the partners, leading to educational activities that contributed to improvements in clinician performance and patient outcomes. There are 8 areas of alliance competencies supported in this article. The areas consist of Adult Organizational, Educational Interventions, Performance Measurement, Systems Thinking, Leadership, Administration/Management, and Self-Assessment and Lifelong Learning. Since there are predictions that the expectations of health professions change, so does educational performance expectations. The 8 areas described in the article provided support for planning and evaluating the expectations. Three main points addressed in the article are Educational

For my evidence based intervention I understand the importance of scientific research to inform my practice, however, I believe that the consideration of individual characteristics is just as important. I must consider the issues of lack of confidence, purpose and effort for each of my students and use research to develop strategies that may work for my students. I have developed a range of data on the students’ academic results, attitudes in classes, students learning style, teachers’ comments on these students in a range of classes, students’ self-belief as well as their belief about education and where their goals for education and where they see themselves going after school. Evidence based intervention allows for a targeted group of students

The causes of PTSD based on the biopsychosocial model can be made up of frequent “anxiety or

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Sudden Infant Death Syndrome (SIDS) is the most common type of Sudden Unexplainable Infant Death (SUID). It is a complex condition characterized by a set of predisposing factors coupled with biopsychosocial and environmental stressors. The incidence of SIDS is low during the first month of birth – however, associated risks peaks at two to four months, and is likely

The theory I believe is the most appropriate to use to assess the participant 's situation is the ecological theory also known as the ecosystems theory. The ecological theory analyzes the ways people react and adapt to their physical and social environments. The theory aims to identify the sources of oppression that are found within these systems and address their negative effects. The environment refers to the microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

Response to Intervention (RTI) is “an assessment and intervention model that enables schools to deliver sound instructional methods to students who might otherwise “fall through the cracks”” (Brown-Chidsey & Steege, 2010, p. 2). Prior to RTI, students were only referred for the assessment of special education eligibility once they were left behind, or completely failing in school. This method worked to ensure that failing students would eventually end up receiving services, however once they were finally identified, it was often too late. Now, RTI supports all students in the general education system, working alongside the special education procedures, and the data from RTI can be used in special education decision making and eligibility (Brown-Chidsey & Steege, 2010, p. 25). RTI has helped with early identification of students that not only need additional help or resources, but it has also helped with identifying students that need to be evaluated to determine eligibility for special education services. Students who receive interventions or services after being identified early are far more likely to succeed in school. In addition, these students are less likely to need special education services in the future, as the early identification and interventions may resolve the child’s issue. RTI methods were included in, and fit with, the reauthorization of IDEA in 2004 and the No Child Left Behind Act (NCLB) of 2001 (Brown-Chidsey & Steege, 2010, p. 12). RTI works to

Response to Intervention (RtI) is an academic framework that has been adopted by school districts across the country to help create a structure in which all students receiving the supports they need to be successful in school. The RtI Action Network defines RtI as “a multi-tier approach to the early identification and support of students with learning and behavior needs.” (http://www.rtinetwork.org/learn/what/whatisrti) An RtI framework addresses both academic concerns and behavior concerns. The behavior framework of RtI is often called Positive Behavioral Interventions and Supports or PBIS. RtI has three tiers in which to address the academic and behavioral needs of all students. Tier 1 consists of high quality instruction to all students, including differentiation, and subsequent screening of all students to determine who is in need of further support. Tier 2 are targeted interventions for those students who are screened and it has been determined these students are in need of greater support than what is provided in Tier 1 alone. Tier 3 consists of intensive interventions for those students who have shown little or no progress with tier 2 interventions and school personnel have determined the student needs more intense and individualized support. As a school counselor I will be very involved with both RtI Academics and PBIS as a framework to work with all students and determine the level of support each individual student will need.

Identify strengths and areas for development that would assist a teacher design an effective intervention strategy

To analyze the efficiency of an intervention, several techniques can be utilized. In this study, researchers employed formal and informal control in a 2 –year quasi-experimental comparison group design to evaluate the effectiveness of an intervention aiming to prevent the use of alcohol among adolescent in a community. 1368 adolescents aged 13-18 years old were recruited, data were collected via questionnaires at baseline, year 1, and year 2. Researchers concluded that the intervention was not effective in reducing the risk of weekly alcohol intake by adolescents, however combining formal and informal approaches did decrease the rate of drunkenness. Despite the effectiveness of the intervention in reducing the level of drunkenness, the study

The modified AGREE II instrument, I have chosen to evaluate is Bellin Health’s Medication Reconciliation Policy. In reviewing, each of the six domains, significant positive numeric scoring reflected 6-7 within domains: one scope and purpose, two stakeholder involvement, four clarity of presentation, and five applicability. Further, modifications would strengthen domains three rigor of development, and six editorial independence. Directly looking at domain three rigor of development, evidence from reference list on powerpoint and policy is not sited within powerpoint or policy intext. I interpreted as the reviewer knowledge from reference sources was implied by creating policy and powerpoint. Therefore, medication reconciliation policy can be

Within-participants designs is when a researcher have all the participate in both levels of the independent variable and conditions. The strength of within-participants designs is that it does not require a large pool of participants and can also help reduce errors associated with individual differences. Each participant serves as his or her own baseline. One of the weaknesses is that the sheer act of having participants take part in one condition can impact performance or behavior on all other conditions. In between-participants designs, is an experiment that has two or more groups of subjects each being tested

According to Pomeranz (2014), since the 1960’s, the federal government in an effort to initiate methods to improve health care practices for the poor, developed Medicare and Medicaid. Community Health Centers and introduction of physician assistants (PAs) and nurse practitioners (NPs) has caused the progression of the healthcare system; however there remains a shortage in primary care providers. It has been noted that the PA profession has been on the decline and in contrast, an increase in NPs have been recognized.

Program developers are able to assess or program outcome against objectives and aims. (SAMHSA, 2006). Objectives provide the direction for measuring different aspects of health care improvement. Thus, evaluators determine accuracy when they satisfy objectives and goals previously set. The application of a process of intervention can provide evidentiary material to determine the success of a program in improving a specific health outcome. The developers of the intervention have the responsibility of ensuring standardization and the strategies management of information. It is these factors that serve as determiners

There are numerous current prevention and improvement initiatives taking place in the health care system to reduce the occurrence of catheter associated urinary tract infections (CAUTIs). Some of the most prominent interventions are to decrease the number of catheters being inserted and removing the catheters as quickly as possible. Stamford Hospital located in Connecticut, USA, implemented a CAUTI reduction project after noticing that education-based approaches and handwashing efforts had not decreased the incidence of CAUTIs. They implemented a nurse’s checklist for the justified use of catheters and timely removal of urinary catheters. They also added a specific catheter charting module in the electronic health record, and held biweekly