Pub Date : 2023-10-05DOI: 10.1080/19325037.2023.2253874
Erin K. Howie, Kristi L. Perryman
ABSTRACTBackground Recess is an integral part of a comprehensive school physical activity program. Immediately prior to the pandemic, state legislation doubled the amount of required recess, creating an opportunity to better understand how policies and practices influence recess.Purpose To describe changes to recess due to COVID-19 and extended recess legislation and to quantify student physical activity during recess following these changes.Methods This mixed-method study was conducted in Spring 2021 in four elementary schools. Recess physical activity was measured using waist-worn accelerometers, recess was observed, and researchers conducted interviews with teachers and principals.Results Females spent 41.7% (95%CI: 38.2, 44.5) and males spent 47.9% (95%CI: 44.6, 51.2) of recess in accelerometer-measured moderate-to-vigorous physical activity (n = 164). Participants (n = 13) discussed increased supervision, classroom separation on the playground, and benefits of extended recess.Discussion States should consider extending recess requirements but need to consider options for scheduling and indoor recess. Recess continues to be a key physical activity opportunity during school.Translation to Health Education Practice Health Educators considering changes to recess policies and practices may want to consider scheduling of recess including class integration, options for indoor recess, and professional development for recess supervision to help maximize the benefits of recess. Disclosure statementNo potential conflict of interest was reported by the authors.Human subjects approval statementLetters of support were obtained from all school principals and activities were approved by university Institutional Review Board and school districts when necessarySupplementary dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/19325037.2023.2253874.Additional informationFundingThis work was supported by the University of Arkansas Honors College [N/A]; University of Arkansas - Provost Collaborative Grant [N/A].
{"title":"Revisiting Recess: A Mixed-Methods Study to Understand Physical Activity During Changing Recess Policies","authors":"Erin K. Howie, Kristi L. Perryman","doi":"10.1080/19325037.2023.2253874","DOIUrl":"https://doi.org/10.1080/19325037.2023.2253874","url":null,"abstract":"ABSTRACTBackground Recess is an integral part of a comprehensive school physical activity program. Immediately prior to the pandemic, state legislation doubled the amount of required recess, creating an opportunity to better understand how policies and practices influence recess.Purpose To describe changes to recess due to COVID-19 and extended recess legislation and to quantify student physical activity during recess following these changes.Methods This mixed-method study was conducted in Spring 2021 in four elementary schools. Recess physical activity was measured using waist-worn accelerometers, recess was observed, and researchers conducted interviews with teachers and principals.Results Females spent 41.7% (95%CI: 38.2, 44.5) and males spent 47.9% (95%CI: 44.6, 51.2) of recess in accelerometer-measured moderate-to-vigorous physical activity (n = 164). Participants (n = 13) discussed increased supervision, classroom separation on the playground, and benefits of extended recess.Discussion States should consider extending recess requirements but need to consider options for scheduling and indoor recess. Recess continues to be a key physical activity opportunity during school.Translation to Health Education Practice Health Educators considering changes to recess policies and practices may want to consider scheduling of recess including class integration, options for indoor recess, and professional development for recess supervision to help maximize the benefits of recess. Disclosure statementNo potential conflict of interest was reported by the authors.Human subjects approval statementLetters of support were obtained from all school principals and activities were approved by university Institutional Review Board and school districts when necessarySupplementary dataSupplemental data for this article can be accessed online at https://doi.org/10.1080/19325037.2023.2253874.Additional informationFundingThis work was supported by the University of Arkansas Honors College [N/A]; University of Arkansas - Provost Collaborative Grant [N/A].","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"438 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/19325037.2023.2234976
Brandon Albedry, Lillie Ammons, M. Marenus, Dianna Hammoud, Danny Jandali, Mark Chrzanowski, Weiyun Chen
ABSTRACT Background Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA. Methods 95 10th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.
{"title":"The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students","authors":"Brandon Albedry, Lillie Ammons, M. Marenus, Dianna Hammoud, Danny Jandali, Mark Chrzanowski, Weiyun Chen","doi":"10.1080/19325037.2023.2234976","DOIUrl":"https://doi.org/10.1080/19325037.2023.2234976","url":null,"abstract":"ABSTRACT Background Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose This study assessed the effectiveness of adventure education lessons in improving high school students’ SEL competencies, resilience, and PA. Methods 95 10th grade students (mean age = 15 ± .56) enrolled in a 90-minute adventure education class 2–3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results Results indicated significant increases in the total SEL scale (t = −2.00, p = .050), self-awareness (t = −2.07, p = .043), self-management (t = −2.67, p = .010), resilience (t = 5.69, p < .001), and vigorous PA (t = −4.13, p < .001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice The adventure education is useful in improving students’ SEL skills, developing resilience, and promoting PA.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"329 - 342"},"PeriodicalIF":1.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45770618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/19325037.2023.2232836
Christine Kivlen, Alexis N. Chargo, Rosanne DiZazzo-Miller
ABSTRACT Background Animal assisted intervention (AAI) programming is becoming popular among college campuses; however, minimal literature describes the impact of AAI programming on the graduate student population. Purpose This study aims to (1) better understand the lived experience with pets and AAI programming and (2) develop a list of factors critical to graduate students interested in engaging in AAI programming. Methods Narrative and interpretive phenomenological approaches explored the lived experience of graduate students through focus groups. Results Findings revealed students having both positive experiences and challenges with pets and past AAI programming. Important factors related to AAI programming included logistics, scheduling, diversification of therapy dogs, and receiving information on acceptable activities for participants to engage in with therapy dogs. Discussion Participants discussed experiencing stress and anxiety throughout the semester, and perceived convenient regular access to therapy dog programming as a valuable way to improve mental health and decrease stress and anxiety. Translation to Health Education Practice: Professionals interested in conducting AAI programming with college graduate student populations can benefit from this research by using graduate student preferences to inform the design of AAI programming on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Animal-Assisted Intervention on College Campuses: Graduate Student Perspectives Regarding the Need, Benefits, and Availability of Programming","authors":"Christine Kivlen, Alexis N. Chargo, Rosanne DiZazzo-Miller","doi":"10.1080/19325037.2023.2232836","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232836","url":null,"abstract":"ABSTRACT Background Animal assisted intervention (AAI) programming is becoming popular among college campuses; however, minimal literature describes the impact of AAI programming on the graduate student population. Purpose This study aims to (1) better understand the lived experience with pets and AAI programming and (2) develop a list of factors critical to graduate students interested in engaging in AAI programming. Methods Narrative and interpretive phenomenological approaches explored the lived experience of graduate students through focus groups. Results Findings revealed students having both positive experiences and challenges with pets and past AAI programming. Important factors related to AAI programming included logistics, scheduling, diversification of therapy dogs, and receiving information on acceptable activities for participants to engage in with therapy dogs. Discussion Participants discussed experiencing stress and anxiety throughout the semester, and perceived convenient regular access to therapy dog programming as a valuable way to improve mental health and decrease stress and anxiety. Translation to Health Education Practice: Professionals interested in conducting AAI programming with college graduate student populations can benefit from this research by using graduate student preferences to inform the design of AAI programming on college campuses.A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"405 - 412"},"PeriodicalIF":1.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/19325037.2023.2231998
A. Holloway, S. Cox, Bridget Roop, J. M. Moates
ABSTRACT Background Reducing opioid reliance in chronic pain treatment may best be accomplished with interdisciplinary teams. Shared Medical Appointments (SMAs) are one format whereby an interdisciplinary team partners with groups of patients to provide health education and clinical care. The Whole Health (WH) model is an emerging framework whereby the care team partners with the patient to reach shared goals with emphasis on self-care and healing modalities. Purpose Assess the impact of a WH Education intervention in patients with chronic pain and long-term opioid use within the framework of Shared Medical Appointment (SMA). Results Retrospective chart review of 86 participants indicated significant opioid reduction at 12 and 24 months. The rate of opioid reduction in the SMA group surpassed the rate of decline of the host or national VA cohorts. Overall pain perception did not increase while patient satisfaction and safety indices improved. Discussion Results of the intervention suggest that a WH education model in a SMA is one approach to help patients reduce long-term opioid reliance. Translation to Health Education Practice: Trained Whole Health Coaches/Education Specialists are key personnel in the implementation of the WHSMA model of care and facilitators of behavioral change that results in improved wellness outcomes. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Reducing Opioid Reliance in Veterans Using a Whole Health Education and Shared Medical Appointment Care Model","authors":"A. Holloway, S. Cox, Bridget Roop, J. M. Moates","doi":"10.1080/19325037.2023.2231998","DOIUrl":"https://doi.org/10.1080/19325037.2023.2231998","url":null,"abstract":"ABSTRACT Background Reducing opioid reliance in chronic pain treatment may best be accomplished with interdisciplinary teams. Shared Medical Appointments (SMAs) are one format whereby an interdisciplinary team partners with groups of patients to provide health education and clinical care. The Whole Health (WH) model is an emerging framework whereby the care team partners with the patient to reach shared goals with emphasis on self-care and healing modalities. Purpose Assess the impact of a WH Education intervention in patients with chronic pain and long-term opioid use within the framework of Shared Medical Appointment (SMA). Results Retrospective chart review of 86 participants indicated significant opioid reduction at 12 and 24 months. The rate of opioid reduction in the SMA group surpassed the rate of decline of the host or national VA cohorts. Overall pain perception did not increase while patient satisfaction and safety indices improved. Discussion Results of the intervention suggest that a WH education model in a SMA is one approach to help patients reduce long-term opioid reliance. Translation to Health Education Practice: Trained Whole Health Coaches/Education Specialists are key personnel in the implementation of the WHSMA model of care and facilitators of behavioral change that results in improved wellness outcomes. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"376 - 390"},"PeriodicalIF":1.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1080/19325037.2023.2232431
Maren S. G. Henderson, J. Ziegenfuss, Jennifer M. Dinh, M. Canterbury, Andrea C Anderson, T. Kottke, M. JaKa
ABSTRACT Background The COVID-19 pandemic affected health and well-being worldwide, but little is known about how the pandemic specifically impacted families with young children. Evidence suggests a relationship between well-being and health behaviors (diet, physical activity) and that preexisting health disparities were exacerbated during the pandemic. Purpose This project sought caregiver perspectives on pandemic impacts, overall and by race, ethnicity, urbanicity, and household income. Methods Caregivers of 4- to 11-year-olds were randomly selected to complete a mixed-mode survey in the winter of 2021–22 to evaluate ongoing community health education and programming. Qualitative content analysis of open-ended survey responses was conducted. Data were analyzed blind to demographic characteristics; later, differences by population were explored. Results Survey analysis (n = 1,429, response rate 27%) identified positive and negative impacts of the pandemic on youth diet and physical activity. Caregivers, unprompted, provided responses about the interconnected impacts on mental and physical health and health behaviors. Pandemic stress was described, including reduced energy, social isolation, and “fear of spread.” Significant differences by key characteristics were found. Discussion These findings reflect patterns that could underlie growing disparities. Translation to Health Education Practice: This work provides context for designing interventions that equitably promote healthy behaviors for young families.
{"title":"Caregivers’ Reports of the Complex Impacts of the Pandemic on Family Food and Physical Activity Behaviors by Race, Ethnicity, Urbanicity, and Income","authors":"Maren S. G. Henderson, J. Ziegenfuss, Jennifer M. Dinh, M. Canterbury, Andrea C Anderson, T. Kottke, M. JaKa","doi":"10.1080/19325037.2023.2232431","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232431","url":null,"abstract":"ABSTRACT Background The COVID-19 pandemic affected health and well-being worldwide, but little is known about how the pandemic specifically impacted families with young children. Evidence suggests a relationship between well-being and health behaviors (diet, physical activity) and that preexisting health disparities were exacerbated during the pandemic. Purpose This project sought caregiver perspectives on pandemic impacts, overall and by race, ethnicity, urbanicity, and household income. Methods Caregivers of 4- to 11-year-olds were randomly selected to complete a mixed-mode survey in the winter of 2021–22 to evaluate ongoing community health education and programming. Qualitative content analysis of open-ended survey responses was conducted. Data were analyzed blind to demographic characteristics; later, differences by population were explored. Results Survey analysis (n = 1,429, response rate 27%) identified positive and negative impacts of the pandemic on youth diet and physical activity. Caregivers, unprompted, provided responses about the interconnected impacts on mental and physical health and health behaviors. Pandemic stress was described, including reduced energy, social isolation, and “fear of spread.” Significant differences by key characteristics were found. Discussion These findings reflect patterns that could underlie growing disparities. Translation to Health Education Practice: This work provides context for designing interventions that equitably promote healthy behaviors for young families.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"356 - 363"},"PeriodicalIF":1.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1080/19325037.2023.2232429
S. Varman, Bridget Kelly, D. Cliff, Rachel A. Jones
ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.
{"title":"An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff","authors":"S. Varman, Bridget Kelly, D. Cliff, Rachel A. Jones","doi":"10.1080/19325037.2023.2232429","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232429","url":null,"abstract":"ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"343 - 355"},"PeriodicalIF":1.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/19325037.2023.2232427
W. Sweileh
ABSTRACT Background Unhealthy lifestyle habits developed during university years could continue into adulthood. Purpose To analyze and map worldwide publications on physical activity among university students. Method A pre-validated search strategy was used to find relevant articles in the Scopus database. The study period represented three decades (1993–2022). Results The method retrieved 919 articles. More than half of the articles (n = 491; 53.4%) were published between 2019 and 2022. The International Journal of Environmental and Public Health was the most prolific, but articles published in the PLOS ONE journal were the most influential. Research on the impact of physical activity on mental health (n = 236; 25.7%) was the largest research theme, followed by that on body weight (n = 144; 15.7%). Articles on the effect of screen time and mobile phone use on physical activity received the highest number of citations, while those on physical activity during the COVID-19 pandemic received the highest number of citations per year. Discussion The current study provided baseline information on the research activity on physical activity among a category of assumingly healthy individuals. Translation to Health Education Practice: University students need to be targeted to increase their engagement in physical activity.
{"title":"Visualized Analysis of Research Publications on Physical Activity among Higher Education Students","authors":"W. Sweileh","doi":"10.1080/19325037.2023.2232427","DOIUrl":"https://doi.org/10.1080/19325037.2023.2232427","url":null,"abstract":"ABSTRACT Background Unhealthy lifestyle habits developed during university years could continue into adulthood. Purpose To analyze and map worldwide publications on physical activity among university students. Method A pre-validated search strategy was used to find relevant articles in the Scopus database. The study period represented three decades (1993–2022). Results The method retrieved 919 articles. More than half of the articles (n = 491; 53.4%) were published between 2019 and 2022. The International Journal of Environmental and Public Health was the most prolific, but articles published in the PLOS ONE journal were the most influential. Research on the impact of physical activity on mental health (n = 236; 25.7%) was the largest research theme, followed by that on body weight (n = 144; 15.7%). Articles on the effect of screen time and mobile phone use on physical activity received the highest number of citations, while those on physical activity during the COVID-19 pandemic received the highest number of citations per year. Discussion The current study provided baseline information on the research activity on physical activity among a category of assumingly healthy individuals. Translation to Health Education Practice: University students need to be targeted to increase their engagement in physical activity.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"364 - 375"},"PeriodicalIF":1.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47477311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1080/19325037.2023.2231997
Sümeyra Yilmaz, Şeyma Zehra Altunkürek
ABSTRACT Background COVID-19 restrictions have increased physical inactivity and resulted in poor quality of life. Intervention to support children’s physical activity and quality of life during the pandemic are limited. Purpose This study aims to determine the effect of wellness education on the quality of life and physical activities of students related the COVID-19 pandemic. Methods Fifth-grade students (N = 176) from two middle schools were randomly assigned to an intervention group receiving wellness education or control group. Four weeks after students ended wellness education, follow-up data were collected. Results A statistically significant increase was observed in the physical activity and quality of life score of the intervention group compared to the control group after wellness education, and there was a significant reduction in negative emotions. Discussion The results show that the intervention significantly improved students’ physical activity, quality of life compared to the control group. Future research should consider including parents involvement in the intervention with a longer intervention period. Translation to Health Education Practice: Wellness education is a effective way to promoting physical activity and improving the quality of life of students. This study informs future research to design an effective framework for protecting and promoting the health of students.
{"title":"Effect of Wellness Education on Students’ Physical Activity and Quality of Life in the COVID-19 Pandemic: A Randomized Controlled Study","authors":"Sümeyra Yilmaz, Şeyma Zehra Altunkürek","doi":"10.1080/19325037.2023.2231997","DOIUrl":"https://doi.org/10.1080/19325037.2023.2231997","url":null,"abstract":"ABSTRACT Background COVID-19 restrictions have increased physical inactivity and resulted in poor quality of life. Intervention to support children’s physical activity and quality of life during the pandemic are limited. Purpose This study aims to determine the effect of wellness education on the quality of life and physical activities of students related the COVID-19 pandemic. Methods Fifth-grade students (N = 176) from two middle schools were randomly assigned to an intervention group receiving wellness education or control group. Four weeks after students ended wellness education, follow-up data were collected. Results A statistically significant increase was observed in the physical activity and quality of life score of the intervention group compared to the control group after wellness education, and there was a significant reduction in negative emotions. Discussion The results show that the intervention significantly improved students’ physical activity, quality of life compared to the control group. Future research should consider including parents involvement in the intervention with a longer intervention period. Translation to Health Education Practice: Wellness education is a effective way to promoting physical activity and improving the quality of life of students. This study informs future research to design an effective framework for protecting and promoting the health of students.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"391 - 404"},"PeriodicalIF":1.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46142870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/19325037.2023.2209618
Angelita P. Howard, Danielle Duvernay, Lanisha Howze, Shavondra Leak
ABSTRACT Evidence suggests that there is a gap for underserved populations in health sciences. Through online education, access to learning opportunities is growing in health informatics, biotechnology, health administration, and health education. However, online education can lead to feelings of isolation and disconnection from the educational community. Morehouse School of Medicine is working to mitigate these issues through the online learning community (OLC). The OLC was established through the core foundation of the five Cs to create community support for underrepresented populations. We evaluated the core foundation using the five Cs methodology and designed an approach to address blind spots to enhance every student participating in the community. Determining the student type and general needs, as well as the resources available to be maximized for underserved populations, corresponded with the current student survey data collected. We found that the online learning community at Morehouse School of Medicine served as a tool for facilitating discourse and community-building among the online students. Through this tool, students were afforded the opportunity to enhance their education and increase engagement via collaboration and connection with their cohort.
{"title":"Online Learning Communities: Bridging the Gap among Historically Underserved Populations in Health Science","authors":"Angelita P. Howard, Danielle Duvernay, Lanisha Howze, Shavondra Leak","doi":"10.1080/19325037.2023.2209618","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209618","url":null,"abstract":"ABSTRACT Evidence suggests that there is a gap for underserved populations in health sciences. Through online education, access to learning opportunities is growing in health informatics, biotechnology, health administration, and health education. However, online education can lead to feelings of isolation and disconnection from the educational community. Morehouse School of Medicine is working to mitigate these issues through the online learning community (OLC). The OLC was established through the core foundation of the five Cs to create community support for underrepresented populations. We evaluated the core foundation using the five Cs methodology and designed an approach to address blind spots to enhance every student participating in the community. Determining the student type and general needs, as well as the resources available to be maximized for underserved populations, corresponded with the current student survey data collected. We found that the online learning community at Morehouse School of Medicine served as a tool for facilitating discourse and community-building among the online students. Through this tool, students were afforded the opportunity to enhance their education and increase engagement via collaboration and connection with their cohort.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"251 - 258"},"PeriodicalIF":1.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/19325037.2023.2209616
M. Gonte, Joshua George, D. R. Siegel, Alyxandra M. Gohlke, A. Trepanier, Melissa A Hicks, M. Putra
ABSTRACT Background Rapid advances in prenatal genetic testing highlight the need for technology-based tools to assist in informed decision-making. Purpose This study evaluates the feasibility, acceptability, and efficacy of a Computer-Aided Genetics Education Module (CAGEM) as an e-counseling tool and decision aid in a busy obstetric clinic among a socially disadvantaged patient population. Methods A randomized controlled trial with patients randomized (1:1) to receive the intervention in addition to standard of care or standard of care only. Participants responded to pre- and posttest questionnaires. Results Although limited in recruitment by the COVID-19 pandemic, this tool scored 81.0% acceptability and 91.0% feasibility among 88 participants. No statistically significant difference was detected between the overall improvement in knowledge scores and the total posttest knowledge scores among the intervention and control groups. However, the intervention group scored significantly higher on the posttest questions regarding NIPT interpretation (61.7 ± 49.1 vs 80.9 ± 39.8, p = .049), Down syndrome (78.7 ± 41.4 vs 93.6 ± 24.7, p = .016), and inheritance of recessive conditions (59.6 ± 49.6 vs 91.4 ± 28.2, p < .001). The intervention group also showed a greater improvement in knowledge scores for inheritance of recessive conditions (31.9 ± 8.1 vs 0 ± 7.8, p = .006) and a protective effect in knowledge scores for Down syndrome (0 ± 6.1 vs −17.1 ± 6.0, p =.049). Discussion CAGEM may be a feasible and acceptable e-counseling tool and decision aid, especially when compared to standard of care prenatal counseling. Although overall knowledge did not show significant improvement, CAGEM showed promise in enhancing knowledge acquisition for certain genetic education topics, showing that technology-based tools may be beneficial in informed consent. Future iterations may be revised to improve clarity, especially around invasive testing methods, race congruency, and insurance coverage. Translation to Health Education Practice: This study’s method creates a model for Health Educators to design and evaluate technology-based tools for improving informed decision-making around prenatal genetic testing. Tools like CAGEM may be utilized to improve patient education prior to prenatal appointments and thus serve as an adjunct to provider counseling. Specifically, CAGEM addresses multiple NCHEC Responsibilities and Competencies including #1.1.2, 1.3.2, 1.3.4, 4.2.9, and 6.4.3.
摘要背景产前基因检测的快速发展凸显了对基于技术的工具的需求，以帮助做出知情决策。目的本研究评估了计算机辅助遗传学教育模块（CAGEM）作为一种电子咨询工具和决策辅助工具在繁忙的产科诊所中对社会弱势患者群体的可行性、可接受性和有效性。方法一项随机对照试验，患者随机（1:1）接受除标准护理外的干预或仅接受标准护理。参与者回答了测试前和测试后的问卷。结果尽管新冠肺炎大流行限制了招募，但该工具在88名参与者中获得了81.0%的可接受性和91.0%的可行性。在干预组和对照组之间，知识得分的总体改善与测试后总知识得分之间没有统计学上的显著差异。然而，干预组在NIPT解释（61.7±49.1 vs 80.9±39.8，p=0.049）、唐氏综合征（78.7±41.4 vs 93.6±24.7，p=0.016）、，和隐性遗传（59.6±49.6 vs 91.4±28.2，p＜0.001）。干预组还显示隐性遗传知识得分有更大的提高（31.9±8.1 vs 0±7.8，p＝.006），唐氏综合征知识得分有保护作用（0±6.1 vs−17.1±6.0，p＝.049）工具和决策辅助，尤其是与标准护理产前咨询相比。尽管总体知识没有显示出显著的改善，但CAGEM在加强某些基因教育主题的知识获取方面显示出了希望，表明基于技术的工具可能有利于知情同意。未来的迭代可能会进行修订，以提高清晰度，尤其是在侵入性测试方法、种族一致性和保险范围方面。转化为健康教育实践：这项研究的方法为健康教育工作者创建了一个模型，用于设计和评估基于技术的工具，以改善产前基因检测的知情决策。CAGEM等工具可用于改善产前预约前的患者教育，从而作为提供者咨询的辅助手段。具体而言，CAGEM涉及NCHEC的多项职责和能力，包括1.1.2、1.3.2、1.3.4、4.2.9和6.4.3。
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