Guttman error graphs: a visual approach to scalability analysis

Anxiety and Pain in Children undergoing Elective Surgical Procedures: A Systematic Review

Attitudes and perceived barriers influencing incident reporting by nurses and their correlation with reported incidents: A systematic review

Review Question/Objective The primary objective of this review is to identify the effectiveness of web-based interventions on weight loss and maintenance. The second objective is to identify the effectiveness of web-based interventions on behaviours associated with weight loss (eating and physical activity). The third objective is to identify what components of web-based interventions are associated with greater weight loss and maintenance, as well as lower attrition rates. Criteria for Inclusion Types of participants The quantitative component of this review will consider studies that include overweight and/or obese adults, aged greater than 18 years. Overweight and obesity will be defined as a body mass index (BMI) greater than or equal to 25(kg/m2). Types of intervention(s) The quantitative component of the review will consider studies that evaluate web-based interventions with the primary aim of achieving weight loss or weight maintenance following weight loss. This includes studies with the aim of achieving positive dietary and physical activity behaviour change for participants that include overweight/obesity outcome measures. However, if the stated aim is to achieve positive dietary and physical activity behaviour change for participants, and they do not include overweight/obesity outcome measures they will be excluded. At least one arm of the study must include a web-based intervention. A web-based intervention will be based around a website that participants receive information from and directly interface with. They are not required to input information into the website for the intervention to be included. Types of outcomes This review will consider studies that include the following outcome measures: Primary Outcome: Overweight/obesity related outcomes: weight (kg), % body weight lost, BMI, waist measurements, % body fat, % lost 5% of body weight. Secondary Outcomes: Dietary behaviours: energy intake, core food group intake (e.g. number of serves of fruit per day), macronutrient composition of diet (e.g. fat intake per day) Physical activity behaviours: energy expenditure, time spent in activity, steps per day. Effect modifiers/confounders: Compliance/engagement with website: website logins, completion of self-monitoring diaries, attendance at meetings/group discussions, retention etc Adjuncts to web-based intervention (e.g. contact with professional/face to face contact, other eHealth technology such as SMS, email, CD-Rom, Personal Digital Assistant (PDA) and use of rewards/prizes) Intervention based on theoretical models Intensity of web-based intervention: type and number of features included (e.g. self-monitoring diary, chat room, discussion board)

This article aims to determine the analysis of instrument validity assessment items. The formulation in this article is to explain the concept of validity, instruments, as well as a detailed discussion of the feasibility analysis of the valuation instruments. The notion of validity is a concept related to the extent to which the test has measured what must be measured. To analyze instruments to evaluate learning outcomes in the form of test items, it can be done in 2 ways, namely qualitative analysis of questions and quantitative analysis of questions. This instrument is a benchmark for student learning achievement. The assessment instruments used by educational institutions in the form of school exams or madrassas must meet the requirements of substance, construction, language, and have evidence of empirical validity. While the analysis of the validity of the quantitative test includes analysis of totality validity which includes content validity, construct validity, forecast validity, and comparison validity, and item validity analysis. Researchers used data analysis techniques using instrument analysis sheets, manual calculations, Microsoft Excel applications, and SPSS applications (Statistical Product and Service Solution). This article is presented systematically and is accompanied by supporting instructions and images so that readers can understand it more quickly and more easily.

Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by Curriculum 2013.

The role of instrumented balance and gait assessment when screening for prospective fallers is currently a topic of controversial discussion. This study analyzed the association between variables derived from static posturography, instrumented gait analysis and clinical assessments with the occurrence of prospective falls in a sample of community dwelling older people. In this study 84 older people were analyzed. Based on a prospective occurrence of falls, participants were categorized into fallers and non-fallers. Variables derived from clinical assessments, static posturography and instrumented gait analysis were evaluated with respect to the association with the occurrence of prospective falls using a forward stepwise, binary, logistic regression procedure. Fallers displayed a significantly shorter single support time during walking while counting backwards, increased mediolateral to anteroposterior sway amplitude ratio, increased fast mediolateral oscillations and a larger coefficient (Coeff) of sway direction during various static posturography tests. Previous falls were insignificantly associated with the occurrence of prospective falls. Variables derived from posturography and instrumented gait analysis showed significant associations with the occurrence of prospective falls in a sample of community dwelling older adults.

Wellness is considered the paradigm of counseling and development (J. E. Myers, 1991, 1992). However, researchers have failed to agree on a definition or on the dimensional structure of wellness. Furthermore, existing quantitative wellness instruments are inadequate for capturing the complexity of wellness. The author reviews wellness theory and proposes an integrated definition of the construct. Existing wellness assessment instruments are explored along with advancements in research, theory, and measurement. Finally, implications for counseling and assessment are addressed.

Parental involvement in their school-aged childrenʼs post operative pain management in the hospital setting: a systematic review

Feasibility, appropriateness, meaningfulness and effectiveness of nursing interventions on the well-being of people with Parkinsonʼs disease and their caregivers living in the community: a mixed-methods systematic review protocol

Simulation can be defined as a person, device or set of conditions made to resemble a real life situation. It is used in many high-risk industries particularly when reality is dangerous, critical events are rare and errors are costly in human and/or financial terms. The use of simulation in the UK is now considered an essential component of education programmes designed for healthcare practitioners. However the use of simulation in undergraduate education has been studied in depth but little is known about its use in postgraduate education. The aim of this systematic review was to establish: where and in which context is simulation an effective educational medium in post qualifying/continuing education; what is the benefit to learners of using simulation in respect of their knowledge, skills and confidence and what are the implications for future research in this area? This review looked for both quantitative and qualitative evidence in the form of primary research.The review focused on post qualification medical, nursing and midwifery staff undertaking educational development programmes utilising simulation. Types of interventions: the intervention explored in this review is simulation in the form of the re-creation of a patient centred scenario / event in a realistic context. The review explicitly excluded simulation designed to specifically to improve motor skills in isolation from context, such as part task trainers. The outcome measures to be explored in this review were: demonstration of the application of knowledge to the simulated clinical situation; demonstrable improvement in knowledge of the environment and equipment; demonstration of risk assessment; safe working practice in relation to the clinical environment; recognition of own limitations and knowing when to call for help; effective communication; team working and leadership skills; evidence from learners in relation to the educational experience; evidence of increased learner confidence following simulated practice; evidence of improved patient outcome being assessed in relation to training SEARCH STRATEGY: The search strategy aimed to find both published and unpublished English language studies from 1998-2009. Databases systematically searched included: Medline, CINAHL, EMBASE, ERIC and the Dissertation Abstracts International Proceedings. Papers were assessed for methodological quality independently by two of the review team. Critical appraisal of methodological quality of papers was undertaken using the Joanna Briggs Institute modules, Meta Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) and Qualitative Assessment and Review Instrument (JBI-QARI). Differences in judgment were resolved through discussion between the two reviewers of their differences and through the inclusion of a third reviewer if necessary in order to reach consensus. A fifth member of the team independently reviewed all included and excluded studies as a quality control mechanism. The process of data extraction was undertaken independently by two reviewers using the JBI data extraction tools. A statistical meta-analysis of the data was not possible due to the variation in outcome measures used in the papers. The findings are therefore presented descriptively using the specified outcome measures as a reporting framework. The initial search identified 1522 papers. Thirty eight papers were considered to have met the inclusion criteria and were subsequently critically appraised for methodological quality. Thirty papers were considered to be of appropriate quality for inclusion in the review. These were predominantly experimental pre post test studies but they covered a wide range of healthcare workers and situations. There is considerable evidence that suggests that simulation based educational programmes are consistently effective in improving the performance of doctors, nurses and midwives in educational contexts particularly in teamwork and communication. There is also evidence that practitioners value simulation as a learning and teaching strategy. There is however very little evidence to support the assumption that improvements in performance are translated into "real life" clinical settings and ultimately outcomes for service users. Although the evidence base provided by this review is relatively weak in terms of educational practice it would seem to have high face validity. The evidence has added coherence when seen in the context of educational theory and those planning educational programmes for healthcare practitioners should be cognizant of the potential benefits offered by simulation as part of a blended approach to learning. This review has identified a clear need to establish causative links between simulation based educational programmes and improvements in healthcare practice, by using experimental designs where simulation is compared with other educational interventions.

The implementation of IPAS (Integrated Natural and Social Sciences) within the Merdeka Curriculum has transformed learning practices in Indonesian elementary schools by requiring teachers to integrate scientific and social concepts through contextual and student-centered learning activities. However, the transition to this curriculum presents various challenges for teachers, particularly related to limited learning resources, instructional facilities, and the diverse learning characteristics of students. This study aimed to identify the challenges encountered by elementary school teachers and to describe the instructional approaches applied in delivering IPAS learning under the Merdeka Curriculum. The research employed a descriptive qualitative design. Data were collected through classroom observations, in-depth interviews with fourth-grade teachers at UPT SP SDN Bendo 1, Blitar City, and document analysis of lesson plans, teaching materials, and assessment instruments. The document analysis was conducted using content analysis to examine alignment with IPAS learning objectives and the Merdeka Curriculum guidelines. The findings reveal that teachers faced several obstacles, including limited learning media, inconsistencies in learning resources, and variations in students’ learning abilities that influenced classroom implementation. To overcome these challenges, teachers utilized the surrounding environment as a learning resource, implemented experiential learning approaches, strengthened collaboration with parents, and participated in professional discussions with fellow teachers. The study highlights that sustained institutional support, adequate learning facilities, targeted teacher training, and continuous professional development activities—such as workshops, teacher working group forums, and collaborative lesson planning—are key factors in enhancing the quality and effectiveness of IPAS learning in elementary schools implementing the Merdeka Curriculum.

Over the last decade, academics, professionals, and politicians have become increasingly interested in the assessment of children’s and adolescents' physical literacy in physical education. Physical literacy has been measured and quantified as a multidimensional term comprising behavioral, psychological, and physical components. The majority of this research was conducted on children and adolescents in educational settings, emphasizing the importance of this age group in establishing the foundations of physical literacy, which will influence lifetime physical activity, health, and well-being. Since there are no studies in the population of Lithuanian primary school students, evaluating children's physical literacy or the validity and reliability of individual physical literacy assessment instruments, the current overview may be useful in guiding the development of future research in this area in our country.
 The objective of this study is to review the assessment of physical literacy in primary school children from a theoretical standpoint.
 Methods: analysis of scientific literature and assessment instruments for physical literacy.
 Conclusions:1. There is no consensus on the assessment of children's physical literacy. Representatives of the idealistic approach suggest using subjective, qualitative, and interpretive methods to monitor a student’s progress on their individual path to physical literacy. Supporters of the pragmatic approach view physical literacy as the result of practical activities that must be measured and assessed using instruments to evaluate fundamental movement skills, physical fitness, motivation, etc.
 
 Physical literacy in primary school students could be assessed across four domains: affective, behavioral, cognitive, and physical. The affective part of the assessment tools for elementary school children is indicated by the child's motivation and self-confidence. The behavioral part is reflected by the child's objective physical activity, subjective physical activity, variety and frequency of physical activities, and participation in physical activities in different places and at different times of the year. The cognitive part is shown by the child's knowledge of physical activity and the benefits of taking part in physical activities, as well as by the child's understanding of how to plan and carry out physical activities. The physical part is demonstrated by physical fitness, movement skills, and self-perceived competence.
 
 Keywords: physical literacy, primary school students, assessment.

Existing assessment instruments containing items in the area of early child-child social developmenwere examined in terms of their usefulness with regard to intervention oriented assessment. The frequency, consistency, compatibility with developmental knowledge, and diversity of peer related test items were evaluated for individual content areas including social participation, cooperation, aggression, and friendship. The psychometric and item administration properties of tests were also evaluated. Results _indicated major inadequacies for all dimensions investigated. Recommendations were made for future test development in the area of peer relations.

This article was written as the stage of designing a blended learning assessment instrument model in elementary schools. This study aims to identify an assessment model that accommodates the realm of cognitive learning. The design phase of this research is based on the ADDIE model framework. The research population is all students of class V SDN 1,2, and 3 Karanganyar, the research sample is class V students at SDN 2 Karanganyar who have implemented blended learning. The data analysis technique used in this research is the descriptive data analysis technique. Based on the author's hypothesis, the stages of the development model that can be used based on the results of the analysis of assessment instruments for blended learning, there are three types of assessment, namely self-assessment, peer assessment, and teacher assessment. This triangle model is expected to accommodate the realm of learning in the implementation of blended learning assessment.

The assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments make the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles; and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, game performance evaluation tool, team sport assessment procedure, and system of tactical assessment in Soccer. Building on the review’s purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Fourth, the individual unit of observation was widely used to assess global tactical learning outcomes. Fifth, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (a) only use validated criteria descriptions; (b) include all three tactical levels; (c) do not use indexes; (d) use the team as the unit of observation; (e) assess both defender and attacker roles; (f) develop the instrument in the same institutional context as the study context; (g) include context variables if applicable.