Effect of Web-Based Brain Training Program on Cognitive and Academic Functions of Student Nurses with Sickle Cell Disease

Abstract

Background: In the Middle East an estimated 6000 children born annually with SCD. The incidence of stroke in children with SCD is approximately 250-fold higher than in the general population, as 11% of them suffer clinical stroke before adulthood, and they suffer decline in performance overtime. Numerous studies have documented the academic and cognitive impact of SCD, yet, publications describing interventions are limited. Research is needed to identify effective preventive and remedial interventions that could be a useful non pharmacological manipulation of cognitive outcomes than the exploratory designs that have been used to date. Aims of the study: This study is aimed at: Evaluation of the effect of web-based brain training program on cognitive and academic functions of student nurses with sickle cell disease. Research design: A quasi-experimental (double-control) research design has been utilized in this study. Research setting: Health Science Collage for Girls in Dammam (Eastern Region), Kingdom of Saudi Arabia. Subjects: Sixty female nursing students with sickle cell disease were recruited into this study Tools of the study: 1. Personal information questionnaire: designed to elicit the student’s personal information. 2. Cognitive functions measurement tests: designed to assess the three aspects of learning (attention, working memory, learning and memory) through the following clinical tools: A. Necker Cube Pattern Control Test (NCPCT): developed as a direct test of attentional capacity. B. Trail Making Test A and B test (TMT): developed to provide a measure of attention and concentration abilities involving visual-motor, conceptual tracking, and sequencing skills. C. Digit Span Forward Test (DSFT): examined verbal recall; attention capacity and working memory . D. Digit Span Backward Test (DSBT): measured more effortful activity in working memory, which involves both the storage and manipulation of information E. Digit Symbol Substitution Test (DSST): developed as a specific tool to identify cognitive and cerebral dysfunction, it measures perceptual skills, short term memory, decision making and motor component, in addition to measure associative flexibility when faced with a new learning. F. Hopkins Verbal Learning Test-R (HVLT-R): examined three aspects of learning and memory: total recall, retention and recognition. 3. Academic Function Assessment sheet: developed by the researcher to record the student’s academic performance in their studied subjects. 4. The Web-Based Brain (cognitive) Training Program: an online system of highly targeted exercises designed to improve cognitive functions through the regular use of computerized test. Results: The results revealed a non-significant difference between the two groups before program implementation, but revealed a highly statistical significant difference between the two groups regarding their cognitive functions after program implementation. There was a significant change in cognitive function within the experimental group after the program implementation. Concerning academic functions there was a non significant difference between the two groups and a non significant change within the experimental group after program implementation. Conclusion The result of the present study concluded that a web-based brain training program was effective in improving cognitive functions in terms of attention and concentration abilities, attentional capacity, resistance to distraction, working memory, and learning and memory in student nurses with SCD, however, it provides some evidences of transfer of this improvement into the SCD student academic life. Recommendations: A program should be created to target the cognitive deficits in SCD, and provide virtual reality training that fit the skills needed on the academic nursing courses especially practical and clinical ones.