Pub Date : 2023-01-01Epub Date: 2023-04-05DOI: 10.1080/19325037.2023.2187487
Taynara Formagini, Jarron M Saint Onge, Matthew James O'Brien, Mariana Ramírez, Joanna Veazey Brooks
Background: The impact of the National Diabetes Prevention Program (N-DPP) for Latinos post-program participation is uncertain.
Purpose: We examine the experiences of Latinos who participated in the N-DPP in continuing the dietary and physical activity changes learned in the program.
Methods: This is a qualitative descriptive interview study. We recruited 19 Latino adults who participated in a culturally and linguistically adapted N-DPP. Thematic analysis was used to analyze the data and report emerging themes.
Results: Participants discussed how the program improved their knowledge about healthier lifestyles, and shared specific tools and strategies that they used to maintain learned program behaviors. Factors related to discontinuation of behaviors included missing the group social support, losing commitment over time, and avoiding family conflict. Maintenance of behaviors was mainly facilitated by family support.
Discussion: Our study suggests that Latinos who participated in the N-DPP gained useful knowledge on healthier behaviors and learning strategies for implementation into their lifestyle, but barriers remain.
Translation to health education practice: Adaptations of the program for Latinos should consider the important roles of family and social support to improve N-DPP outcomes for this group and better support Latinos in preventing diabetes.
{"title":"The Experience of Spanish-Speaking Latinos in Maintaining Dietary and Physical Activity Changes after the National Diabetes Prevention Program.","authors":"Taynara Formagini, Jarron M Saint Onge, Matthew James O'Brien, Mariana Ramírez, Joanna Veazey Brooks","doi":"10.1080/19325037.2023.2187487","DOIUrl":"10.1080/19325037.2023.2187487","url":null,"abstract":"<p><strong>Background: </strong>The impact of the National Diabetes Prevention Program (N-DPP) for Latinos <i>post-program</i> participation is uncertain.</p><p><strong>Purpose: </strong>We examine the experiences of Latinos who participated in the N-DPP in continuing the dietary and physical activity changes learned in the program.</p><p><strong>Methods: </strong>This is a qualitative descriptive interview study. We recruited 19 Latino adults who participated in a culturally and linguistically adapted N-DPP. Thematic analysis was used to analyze the data and report emerging themes.</p><p><strong>Results: </strong>Participants discussed how the program improved their knowledge about healthier lifestyles, and shared specific tools and strategies that they used to maintain learned program behaviors. Factors related to discontinuation of behaviors included missing the group social support, losing commitment over time, and avoiding family conflict. Maintenance of behaviors was mainly facilitated by family support.</p><p><strong>Discussion: </strong>Our study suggests that Latinos who participated in the N-DPP gained useful knowledge on healthier behaviors and learning strategies for implementation into their lifestyle, but barriers remain.</p><p><strong>Translation to health education practice: </strong>Adaptations of the program for Latinos should consider the important roles of family and social support to improve N-DPP outcomes for this group and better support Latinos in preventing diabetes.</p>","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"224-232"},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905423/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45663950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.1080/19325037.2022.2142340
Ashleigh M. Johnson, E. Kroshus, Kiana R. Hafferty, K. Senturia, K. Garrett, P. Tandon
ABSTRACT Background Most United States schools include school-based physical fitness testing (SB-PFT), yet little evidence shows how it is implemented, perceived, and used. Purpose 1) Explore stakeholders’ experiences with SB-PFT; 2) identify: challenges in analyzing fitness data, ways schools can use fitness data, and predictors of meeting fitness benchmarks. Methods Data were collected in a partner school district (King County, Washington, USA). We conducted and analyzed qualitative interviews with middle schoolers (n = 30), parents (n = 20), and school staff (n = 5); and identified student-level predictors of meeting fitness benchmarks with two-level mixed effects logistic regression models using district’s fitness assessment data (grades 4–8). Results Stakeholders identified challenges and provided feedback on SB-PFT, and predictors of meeting fitness benchmarks were identified. Discussion Findings suggest SB-PFT has potential to be useful in promoting adolescents’ fitness, but opportunities exist to improve the testing process and the ways that results are shared and utilized. Translation to Health Education Practice: Teachers would benefit from resources to understand and discuss the role of SB-PFT in a physically active lifestyle with students, ensure a positive testing experience by conducting assessments more privately and taking the time to practice assessments beforehand, and track testing outcomes and relevant demographics. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Improving Use of Physical Fitness Testing Data in Middle Schools to Inform Equitable School-wide Physical Activity Practices: A Mixed-methods Approach","authors":"Ashleigh M. Johnson, E. Kroshus, Kiana R. Hafferty, K. Senturia, K. Garrett, P. Tandon","doi":"10.1080/19325037.2022.2142340","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142340","url":null,"abstract":"ABSTRACT Background Most United States schools include school-based physical fitness testing (SB-PFT), yet little evidence shows how it is implemented, perceived, and used. Purpose 1) Explore stakeholders’ experiences with SB-PFT; 2) identify: challenges in analyzing fitness data, ways schools can use fitness data, and predictors of meeting fitness benchmarks. Methods Data were collected in a partner school district (King County, Washington, USA). We conducted and analyzed qualitative interviews with middle schoolers (n = 30), parents (n = 20), and school staff (n = 5); and identified student-level predictors of meeting fitness benchmarks with two-level mixed effects logistic regression models using district’s fitness assessment data (grades 4–8). Results Stakeholders identified challenges and provided feedback on SB-PFT, and predictors of meeting fitness benchmarks were identified. Discussion Findings suggest SB-PFT has potential to be useful in promoting adolescents’ fitness, but opportunities exist to improve the testing process and the ways that results are shared and utilized. Translation to Health Education Practice: Teachers would benefit from resources to understand and discuss the role of SB-PFT in a physically active lifestyle with students, ensure a positive testing experience by conducting assessments more privately and taking the time to practice assessments beforehand, and track testing outcomes and relevant demographics. 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":"50 - 61"},"PeriodicalIF":1.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404618","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 : 2022-12-08DOI: 10.1080/19325037.2022.2142334
E. Van Wasshenova, D. Boardley, Andrew L. Geers, M. Tull, V. Steiner
ABSTRACT Background Affective associations have been shown to predict physical activity, but interventions designed to manipulate affective associations are limited. Purpose To increase physical activity through manipulation of affective associations toward physical activity using the values component from Acceptance and Commitment Therapy (ACT) in cardiac rehabilitation patients. Methods Cardiac rehabilitation patients (N = 58) from two cardiac rehabilitation sites were randomly assigned to an intervention group or control group receiving standard Health Education. Three weeks after participants ended cardiac rehabilitation, follow-up data were collected. Results Positive affective associations were not a significant predictor of physical activity intentions and showed no evidence of mediation of physical activity intention and physical activity. Intentions were not a significant mediator between the intervention and physical activity. Discussion The results indicate that the intervention did not change positive affective associations or increase physical activity behavior. Future research should consider including additional aspects of ACT in the intervention with a longer intervention period. Translation to Health Education Practice: ACT is a low-cost way to promote physical activity shown to be effective in other populations. This study informs future research to design an effective framework for ACT implementation in cardiac rehabilitation centers.
{"title":"A Brief Value-based Randomized Intervention to Promote Physical Activity in Patients Attending Cardiac Rehabilitation","authors":"E. Van Wasshenova, D. Boardley, Andrew L. Geers, M. Tull, V. Steiner","doi":"10.1080/19325037.2022.2142334","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142334","url":null,"abstract":"ABSTRACT Background Affective associations have been shown to predict physical activity, but interventions designed to manipulate affective associations are limited. Purpose To increase physical activity through manipulation of affective associations toward physical activity using the values component from Acceptance and Commitment Therapy (ACT) in cardiac rehabilitation patients. Methods Cardiac rehabilitation patients (N = 58) from two cardiac rehabilitation sites were randomly assigned to an intervention group or control group receiving standard Health Education. Three weeks after participants ended cardiac rehabilitation, follow-up data were collected. Results Positive affective associations were not a significant predictor of physical activity intentions and showed no evidence of mediation of physical activity intention and physical activity. Intentions were not a significant mediator between the intervention and physical activity. Discussion The results indicate that the intervention did not change positive affective associations or increase physical activity behavior. Future research should consider including additional aspects of ACT in the intervention with a longer intervention period. Translation to Health Education Practice: ACT is a low-cost way to promote physical activity shown to be effective in other populations. This study informs future research to design an effective framework for ACT implementation in cardiac rehabilitation centers.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"10 - 19"},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48265996","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 : 2022-12-08DOI: 10.1080/19325037.2022.2142335
O. Sodeinde, Helen Odunola Adekoya, J. Akintayo
ABSTRACT Background Knowledge, attitude, and practice of healthy lifestyles are crucial for the prevention of hypertension. While the use of the mass media as health information sources persists, their use for hypertension prevention interventions among high-risk individuals is arguably low. Purpose To examine the effect of radio drama intervention on knowledge, attitude, and practice-intention of hypertension prevention among the working class. Methods A quasi-experiment (pretest-posttest design) among the working class aged 18–64 years who received the radio drama intervention. The paired samples t-test and Cohen’s d statistics were adopted to test the hypotheses. Results There were significant differences in the knowledge (t(38) = −3.852, p < .05), attitude (t(38) = −2.719, p < .05) and practice-intention of hypertension prevention (t(38) = −4.958, p < .05) among participants exposed to the radio drama intervention. The effect size of the intervention was large for knowledge (d = 0.961) and practice-intention (d = 1.129) but medium (d = 0.584) for attitude toward hypertension prevention. Discussion The radio drama effectively delivered hypertension education messages and improved the knowledge, attitude, and practice-intention of participants toward hypertension prevention.Translation to Health Education Practice: The study recommends the adoption of radio drama to educate the working class and prevent non-communicable diseases such as hypertension by health educators.
背景健康生活方式的知识、态度和实践对预防高血压至关重要。虽然大众媒体作为健康信息来源的使用仍然存在，但它们在高风险人群中预防高血压干预措施的使用可以说很低。目的探讨广播剧干预对工人阶级高血压预防知识、态度和行为意向的影响。方法采用准实验法(前测后测设计)对接受广播剧干预的18 ~ 64岁工人阶层进行调查。采用配对样本t检验和Cohen’s d统计量对假设进行检验。结果接受广播剧干预的被试在高血压预防知识(t(38) = - 3.852, p < 0.05)、态度(t(38) = - 2.719, p < 0.05)和行为意向(t(38) = - 4.958, p < 0.05)方面存在显著差异。干预对高血压预防知识(d = 0.961)和实践意向(d = 1.129)的影响量较大，对高血压预防态度的影响量中等(d = 0.584)。广播剧有效地传递了高血压教育信息，提高了参与者对高血压预防的知识、态度和实践意愿。健康教育实践:研究建议健康教育工作者通过广播剧教育工人阶级，预防高血压等非传染性疾病。
{"title":"Effect of Radio Drama Intervention on Knowledge, Attitude, and Practice-Intention of Hypertension Prevention among the Working Class","authors":"O. Sodeinde, Helen Odunola Adekoya, J. Akintayo","doi":"10.1080/19325037.2022.2142335","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142335","url":null,"abstract":"ABSTRACT Background Knowledge, attitude, and practice of healthy lifestyles are crucial for the prevention of hypertension. While the use of the mass media as health information sources persists, their use for hypertension prevention interventions among high-risk individuals is arguably low. Purpose To examine the effect of radio drama intervention on knowledge, attitude, and practice-intention of hypertension prevention among the working class. Methods A quasi-experiment (pretest-posttest design) among the working class aged 18–64 years who received the radio drama intervention. The paired samples t-test and Cohen’s d statistics were adopted to test the hypotheses. Results There were significant differences in the knowledge (t(38) = −3.852, p < .05), attitude (t(38) = −2.719, p < .05) and practice-intention of hypertension prevention (t(38) = −4.958, p < .05) among participants exposed to the radio drama intervention. The effect size of the intervention was large for knowledge (d = 0.961) and practice-intention (d = 1.129) but medium (d = 0.584) for attitude toward hypertension prevention. Discussion The radio drama effectively delivered hypertension education messages and improved the knowledge, attitude, and practice-intention of participants toward hypertension prevention.Translation to Health Education Practice: The study recommends the adoption of radio drama to educate the working class and prevent non-communicable diseases such as hypertension by health educators.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"62 - 74"},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294036","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 : 2022-12-06DOI: 10.1080/19325037.2022.2142707
T. O'rourke
ABSTRACT Gun violence is a significant public health issue. The U.S. has more than one mass shooting a day in which four or more people are injured or killed. However, mass shootings are only the tip of the iceberg of gun violence. Among developed nations, the U.S. is an outlier in both gun possession and gun deaths. Gun deaths affect not only the victim but also have significant short and long term emotional and economic consequences on family, friends, the community and the psyche of the nation. Nationally, gun violence prevention remains elusive. History on many contentious issues, including smoking and automobile safety, suggest meaningful change can occur. Often these changes are associated with a triad of factors. These include sustained advocacy and education efforts, often over many years, incremental changes along the way using an upstream-downstream approach, accompanied by public education and supportive public opinion. Finally, and importantly, it suggests what health educators and citizens can do to address the gun violence problem.
{"title":"Reducing Gun Violence: Using an Upstream/Downstream Incremental and Public Opinion Approach","authors":"T. O'rourke","doi":"10.1080/19325037.2022.2142707","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142707","url":null,"abstract":"ABSTRACT Gun violence is a significant public health issue. The U.S. has more than one mass shooting a day in which four or more people are injured or killed. However, mass shootings are only the tip of the iceberg of gun violence. Among developed nations, the U.S. is an outlier in both gun possession and gun deaths. Gun deaths affect not only the victim but also have significant short and long term emotional and economic consequences on family, friends, the community and the psyche of the nation. Nationally, gun violence prevention remains elusive. History on many contentious issues, including smoking and automobile safety, suggest meaningful change can occur. Often these changes are associated with a triad of factors. These include sustained advocacy and education efforts, often over many years, incremental changes along the way using an upstream-downstream approach, accompanied by public education and supportive public opinion. Finally, and importantly, it suggests what health educators and citizens can do to address the gun violence problem.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"1 - 9"},"PeriodicalIF":1.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47997053","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 : 2022-12-06DOI: 10.1080/19325037.2022.2142338
Paul N Kemel, Joanne E. Porter, Nicole M. Coombs
ABSTRACT Background COVID-19 saw the global reduction of many physical activity programs. To maintain engagement, many programs adjusted their delivery to online formats. Purpose To explore the impact that a youth targeted virtual community exercise program had on its participants during the COVID-19 pandemic. Methods Seven participants of Virtual Streetgames took part in a semi-structured one-on-one interview, with questions around the impact of COVID-19, in addition to their view on the virtual program. Results Three major themes were identified. “Dawning of a new world” described the changes that occurred due to the pandemic. “Traveling together” identified the difficultly to maintain regular wellbeing activities. “Making a difference” contextualized how the virtual delivery was able to influence participants. Discussion The COVID-19 pandemic had a significant impact on the participants physical, mental and social health. The use of an online physical activity program had some positive impacts on health, however it did not seem to warrant the same level of engagement when compared to face-to-face. Translation to Health Education Practice The study helped identify those who are at risk of both short and long-term health impacts due to the COVID-19 pandemic. Additionally, it provided information on how virtual innovative interventions can influence wellbeing 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":"The Potential Barriers and Benefits of an Online Physical Activity Program during the COVID-19 Restrictions: Latrobe Virtual Streetgames. A Qualitative Study","authors":"Paul N Kemel, Joanne E. Porter, Nicole M. Coombs","doi":"10.1080/19325037.2022.2142338","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142338","url":null,"abstract":"ABSTRACT Background COVID-19 saw the global reduction of many physical activity programs. To maintain engagement, many programs adjusted their delivery to online formats. Purpose To explore the impact that a youth targeted virtual community exercise program had on its participants during the COVID-19 pandemic. Methods Seven participants of Virtual Streetgames took part in a semi-structured one-on-one interview, with questions around the impact of COVID-19, in addition to their view on the virtual program. Results Three major themes were identified. “Dawning of a new world” described the changes that occurred due to the pandemic. “Traveling together” identified the difficultly to maintain regular wellbeing activities. “Making a difference” contextualized how the virtual delivery was able to influence participants. Discussion The COVID-19 pandemic had a significant impact on the participants physical, mental and social health. The use of an online physical activity program had some positive impacts on health, however it did not seem to warrant the same level of engagement when compared to face-to-face. Translation to Health Education Practice The study helped identify those who are at risk of both short and long-term health impacts due to the COVID-19 pandemic. Additionally, it provided information on how virtual innovative interventions can influence wellbeing 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":"29 - 37"},"PeriodicalIF":1.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41387268","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 : 2022-12-05DOI: 10.1080/19325037.2022.2142337
D. Novotny, Stephanie Mitchell Urich, Hillary L. Roberts
ABSTRACT Background The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG. Purpose This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed. Methods Participants were recruited to the 5-week Complete Health Improvement Program–Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated. Results CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program. Discussion Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health.Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health.
{"title":"Effectiveness of a Teaching Kitchen Intervention on Dietary Intake, Cooking Self-Efficacy, and Psychosocial Health","authors":"D. Novotny, Stephanie Mitchell Urich, Hillary L. Roberts","doi":"10.1080/19325037.2022.2142337","DOIUrl":"https://doi.org/10.1080/19325037.2022.2142337","url":null,"abstract":"ABSTRACT Background The consumption of fruits, vegetables, and whole grains (FVWG) has been associated with decreased risk of chronic disease, yet over 80% of U.S. adults do not meet dietary recommendations for FVWG. Purpose This study explored the effectiveness of a teaching kitchen intervention upon consumption of FVWG and overall dietary patterns. Cooking self-efficacy, comfort in the kitchen, and elements of psychosocial health were also assessed. Methods Participants were recruited to the 5-week Complete Health Improvement Program–Teaching Kitchen (CHIP-TK) through a worksite wellness initiative. The program, based upon elements of the social cognitive theory, included cooking classes, health education, and horticulture activities. Pre- and post-surveys were administered and evaluated. Results CHIP-TK led to significant increases in FVWG intake. Cooking self-efficacy, comfort in the kitchen, and general well-being scores also improved, with medium-to-large effect sizes. Participant feedback indicated weekly meetings, hands-on cooking classes, facilitator expertise, and group camaraderie were keys to success in the program. Discussion Teaching kitchens are well-received within a worksite setting and have the potential to improve dietary intake patterns and psychosocial health.Translation to Health Education Practice: Health educators should design and implement integrative, theory-driven programs to improve nutritional status, well-being, and overall health.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"54 1","pages":"38 - 49"},"PeriodicalIF":1.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500335","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 : 2022-11-30DOI: 10.1080/19325037.2022.2142336
M. Moosbrugger, Timothy M. Losee, Christie M. González-Toro, Staci R. Drewson, Peter J. Stapleton, S. Ladda, Irene M. Cucina
ABSTRACT Background Vaping among American secondary students is increasing. School-based health education is well positioned to deliver messaging about the dangers of vaping and to develop refusal skills. CATCH My Breath (CMB) is an evidence-based vaping prevention curriculum that provides resources to create and sustain healthy behaviors. Given inherent challenges during the induction stage of career socialization, pre-service and beginning health and physical educators may experience heightened teaching efficacy by delivering prepackaged curriculum. Purpose Investigate health and physical education pre-service teachers’ perceptions of and experiences with implementing the CMB curriculum. Method Basic qualitative research design was utilized to determine perceptions of 12 pre-service teachers from two teacher education programs in the eastern United States. Pre-service teachers completed semi-structured focus group interviews. Results Themes emerged from a detailed analysis: (a) mastery experiences, (b) support, (c) resources, (d) health education impact, (e) collaborate and lead, and (f) challenges. Discussion By implementing the curriculum, participants gained teaching efficacy and reported likelihood for future selection of prepackaged units. Translation to Health Education Practice: Implementing evidence-based prepackaged curricula into PETE/HETE programs aligned with teacher education standards supports collaboration and reflection within the student teaching triad which may increase teaching efficacy of pre-service teachers.
背景：美国中学生中的Vaping现象正在增加。基于学校的健康教育能够很好地传达关于电子烟危险的信息，并培养拒绝技能。CATCH My Breath（CMB）是一门基于证据的电子烟预防课程，为创造和维持健康行为提供资源。鉴于职业社会化入职阶段的固有挑战，职前和刚开始的健康和体育教育工作者可能会通过提供预先打包的课程来提高教学效率。目的调查健康和体育职前教师对实施CMB课程的看法和经验。方法采用基础定性研究设计，对美国东部两个师范教育项目的12名职前教师进行认知调查。职前教师完成了半结构化的焦点小组访谈。结果详细分析得出的主题是：（a）掌握经验，（b）支持，（c）资源，（d）健康教育影响，（e）合作和领导，以及（f）挑战。讨论通过实施课程，参与者获得了教学效果，并报告了未来选择预包装单元的可能性。转化为健康教育实践：将循证预包装课程纳入符合教师教育标准的PETE/HETE计划，有助于学生教学三元体系中的合作和反思，这可能会提高职前教师的教学效率。
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Pub Date : 2022-10-10DOI: 10.1080/19325037.2022.2120580
Karl V. Healy, Solveig Weise, A. Fink, T. Frese, M. Richter, Anja Knöchelmann
ABSTRACT Background Diabetes self-management education (DSME) improves disease-specific markers (HbA1c levels and bodyweight) and prevents disease-related complications. Yet, patients do not seem to benefit equally from such education, likely because of differences in approaches to learning. Purpose We investigated which learning approaches are best addressed by diabetes curricula and suggest improvements in curriculum design. Methods Two of the most popular German type 2 DSME curricula were studied. We used qualitative content analysis to build a systematic coding frame, extracting and connecting categories of meaning from the material. Criteria for categories were drawn from research on learning preferences in adult Germans. Results Both curricula mainly address participants preferring educator-guided and application-driven learning. One of the curricula more actively involves its participants with open discussions and personal goal-setting and shows a stronger emphasis on social support strategies. Discussion Different learning approaches are not met equally in the curricula, which might create unique difficulties for participants of DSME. Translation to Health Education Practice Introducing personal goal-setting and progress monitoring in DSME should benefit participants with passive approaches to learning. Offering additional course material could diversify teaching methods and satisfy theoretically driven people. All DSME programs should emphasize social support strategies. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Learning Approaches as a Means to Understand Difficulties and Opportunities in Type 2 Diabetes Self-Management Training: A Qualitative Content Analysis of Two German Educational Curricula","authors":"Karl V. Healy, Solveig Weise, A. Fink, T. Frese, M. Richter, Anja Knöchelmann","doi":"10.1080/19325037.2022.2120580","DOIUrl":"https://doi.org/10.1080/19325037.2022.2120580","url":null,"abstract":"ABSTRACT Background Diabetes self-management education (DSME) improves disease-specific markers (HbA1c levels and bodyweight) and prevents disease-related complications. Yet, patients do not seem to benefit equally from such education, likely because of differences in approaches to learning. Purpose We investigated which learning approaches are best addressed by diabetes curricula and suggest improvements in curriculum design. Methods Two of the most popular German type 2 DSME curricula were studied. We used qualitative content analysis to build a systematic coding frame, extracting and connecting categories of meaning from the material. Criteria for categories were drawn from research on learning preferences in adult Germans. Results Both curricula mainly address participants preferring educator-guided and application-driven learning. One of the curricula more actively involves its participants with open discussions and personal goal-setting and shows a stronger emphasis on social support strategies. Discussion Different learning approaches are not met equally in the curricula, which might create unique difficulties for participants of DSME. Translation to Health Education Practice Introducing personal goal-setting and progress monitoring in DSME should benefit participants with passive approaches to learning. Offering additional course material could diversify teaching methods and satisfy theoretically driven people. All DSME programs should emphasize social support strategies. 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":"53 1","pages":"370 - 380"},"PeriodicalIF":1.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48689744","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 : 2022-10-10DOI: 10.1080/19325037.2022.2120579
Emily Goodspeed, Hailee K. Dunn, D. Pearlman
ABSTRACT Background Following the spread of COVID-19, the Rhode Island Department of Health delivered its first virtual World Diabetes Day (RIWDD) event. Evaluations exploring advantages and disadvantages of delivering public health events virtually are generally lacking. Purpose The aims of the present paper were to evaluate the reach, feasibility, and effectiveness of delivering RIWDD virtually. Methods Quantitative methods were used to: (1) estimate and compare the target population to RIWDD’s event reach; and (2) evaluate whether diabetes knowledge increased amongst attendees. Qualitative methods assessed event facilitators’ perceptions of the strengths, limitations, and challenges of using a virtual format to inform planning and implementation of future RIWDD events. Results Results revealed segments of RI’s population disproportionately affected by diabetes, including men, persons of color, and older adults were underrepresented at the event. The event was not associated with increases in diabetes knowledge; however, attendees possessed high diabetes knowledge overall. Facilitators identified several important factors associated with virtual delivery in the context of COVID-19. Discussion Considerations for delivering virtual events are discussed. Translation to Health Education Practice A key takeaway of this evaluation is the critical need for cultural competency as a guiding framework for professional practice when delivering events virtually.
{"title":"Virtual Delivery of World Diabetes Day During COVID-19: Lessons Learned from the Field","authors":"Emily Goodspeed, Hailee K. Dunn, D. Pearlman","doi":"10.1080/19325037.2022.2120579","DOIUrl":"https://doi.org/10.1080/19325037.2022.2120579","url":null,"abstract":"ABSTRACT Background Following the spread of COVID-19, the Rhode Island Department of Health delivered its first virtual World Diabetes Day (RIWDD) event. Evaluations exploring advantages and disadvantages of delivering public health events virtually are generally lacking. Purpose The aims of the present paper were to evaluate the reach, feasibility, and effectiveness of delivering RIWDD virtually. Methods Quantitative methods were used to: (1) estimate and compare the target population to RIWDD’s event reach; and (2) evaluate whether diabetes knowledge increased amongst attendees. Qualitative methods assessed event facilitators’ perceptions of the strengths, limitations, and challenges of using a virtual format to inform planning and implementation of future RIWDD events. Results Results revealed segments of RI’s population disproportionately affected by diabetes, including men, persons of color, and older adults were underrepresented at the event. The event was not associated with increases in diabetes knowledge; however, attendees possessed high diabetes knowledge overall. Facilitators identified several important factors associated with virtual delivery in the context of COVID-19. Discussion Considerations for delivering virtual events are discussed. Translation to Health Education Practice A key takeaway of this evaluation is the critical need for cultural competency as a guiding framework for professional practice when delivering events virtually.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":"53 1","pages":"402 - 417"},"PeriodicalIF":1.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718152","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}
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