Specifically, the percentage of patients interested in caries prevention and the percentage of patients who received hygiene instruction were significantly associated with high percentages of patients who receive individualised caries prevention.
The frequency distribution for different methods of instruction was significantly different between institution types [X 2 (12, N = 446) = 23.15, p = 0.006].
The knowledge level of subjects after nursing instruction was significantly higher than before nursing instruction (80 ± 14.31 vs. 70.06 ± 17.23, P < 0.001).
The knowledge level of subjects after nursing instruction was significantly higher than that of subjects before nursing instruction (80 ± 14.31 vs. 70.06 ± 17.23, P < 0.001, paired t-test) (Table 5).
Results indicated that the level of need of nursing instruction was significantly positively correlated with body weight change (β = 0.460, P = 0.005), frequency of treatment (β = 0.327, P = 0.019), and symptom distress (β = 0.777, P < 0.001), but negatively correlated with knowledge level (β = - 0.012, P = 0.003).
Statistical comparison of individual students' scores at the beginning and at the end of the semester indicated that, after instruction, students were significantly better at representing data graphically.
Analysis revealed students' post-instruction BEL Survey mean index scores (M = 71.72, SD = 8.80) were significantly higher (p <.01) than were their pre-instruction BEL Survey mean index scores (M = 70.11, SD = 6.97).
There were significantly fewer observations in chemistry that fell into the instruction that integrates student interactions.
