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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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。
{"title":"The Feasibility and Impact of a Computer-Aided Genetics Education Module in an Obstetrics Clinic: A Randomized Controlled Trial","authors":"M. Gonte, Joshua George, D. R. Siegel, Alyxandra M. Gohlke, A. Trepanier, Melissa A Hicks, M. Putra","doi":"10.1080/19325037.2023.2209616","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209616","url":null,"abstract":"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.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098534","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 : 2023-06-14DOI: 10.1080/19325037.2023.2209751
A. Suhaimi, T. Chung
ABSTRACT Background Patient education materials (PEMs) are often used in health education programs to empower patients to self-manage their disease for better health outcomes. Heart failure (HF) patients wanted more information about self-management and educational materials that were easy to understand. Programs with self-efficacy as the core component have proven to be effective in improving patients’ self-management. Purpose To develop practical, efficacy-enhanced, tailored HF rehabilitation PEMs that satisfy our clients to drive long-lasting behavior change and evaluate the materials’ quality (readability, understandability, actionability, and acceptability). Methods Exploratory mixed methods study involving: i) semi-structured interviews; ii) evaluation of the PEMs; iii) revision and reevaluation of the PEMs; iv) publication. An appointed panel of experts evaluates content accuracy, understandability, and actionability. The Patient Education Material Assessment Tool assesses content understandability and actionability. The content readability was assessed using Flesch Kincaid Calculator. Clients’ acceptability was assessed using Educational Material Acceptability tool. Results The newly developed PEMs have good understandability, actionability, readability, and acceptance. Discussion Patient-centered PEMs have good acceptance and satisfaction among clients. However, the effectiveness of tailored efficacy-enhanced PEMs for behavior changes needs further evaluation. Translation to Health Education Practice All stakeholders should be included in developing PEMs. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Development of Efficacy-Enhanced Heart Failure Rehabilitation Patient Education Materials for Health Behavior Change","authors":"A. Suhaimi, T. Chung","doi":"10.1080/19325037.2023.2209751","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209751","url":null,"abstract":"ABSTRACT Background Patient education materials (PEMs) are often used in health education programs to empower patients to self-manage their disease for better health outcomes. Heart failure (HF) patients wanted more information about self-management and educational materials that were easy to understand. Programs with self-efficacy as the core component have proven to be effective in improving patients’ self-management. Purpose To develop practical, efficacy-enhanced, tailored HF rehabilitation PEMs that satisfy our clients to drive long-lasting behavior change and evaluate the materials’ quality (readability, understandability, actionability, and acceptability). Methods Exploratory mixed methods study involving: i) semi-structured interviews; ii) evaluation of the PEMs; iii) revision and reevaluation of the PEMs; iv) publication. An appointed panel of experts evaluates content accuracy, understandability, and actionability. The Patient Education Material Assessment Tool assesses content understandability and actionability. The content readability was assessed using Flesch Kincaid Calculator. Clients’ acceptability was assessed using Educational Material Acceptability tool. Results The newly developed PEMs have good understandability, actionability, readability, and acceptance. Discussion Patient-centered PEMs have good acceptance and satisfaction among clients. However, the effectiveness of tailored efficacy-enhanced PEMs for behavior changes needs further evaluation. Translation to Health Education Practice All stakeholders should be included in developing PEMs. 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":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808520","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 : 2023-06-02DOI: 10.1080/19325037.2023.2209614
A. Moura, Patrícia Magalhães, S. Pais, E. Alves
ABSTRACT Background Systematic knowledge about stroke adaptation can be a useful tool to develop evidence-based policies and practices centered on survivors and informal caregivers. Purpose This scoping review summarizes the body of knowledge about the adaptation processes after stroke. Methods Based on PRISMA-ScR guidelines, databases were searched, in November 2021, and 14 studies were included. The qualitative findings were inductively synthesized. The quantitative results were included in the taxonomy of categories and themes of the qualitative analysis. Results The adaptation processes after stroke are constituted by psychosocial and structural adaptation. The emotional distress, the use of emotional-based coping strategies, the received social support, the role and relationship changes, and the social participation were central factors of the psychosocial adaptation. Regarding the structural adaptation, the use of problem-solving based coping strategies; the centrality of the caregiving role; the learning processes; and the changes in daily life activities were reported. Discussion Health education research and interventions after stroke should consider the role of adaptative coping strategies, social support networks and services, and long-term educational policies. Translation to Health Education Practice: This work will assist Health educators and researchers to deeper understand the adaptation after stroke, identify knowledge gaps, and define further research issues.
{"title":"Adaptation Processes of Survivors and Informal Caregivers after Stroke: A Scoping Review through the Lens of Educational Sciences","authors":"A. Moura, Patrícia Magalhães, S. Pais, E. Alves","doi":"10.1080/19325037.2023.2209614","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209614","url":null,"abstract":"ABSTRACT Background Systematic knowledge about stroke adaptation can be a useful tool to develop evidence-based policies and practices centered on survivors and informal caregivers. Purpose This scoping review summarizes the body of knowledge about the adaptation processes after stroke. Methods Based on PRISMA-ScR guidelines, databases were searched, in November 2021, and 14 studies were included. The qualitative findings were inductively synthesized. The quantitative results were included in the taxonomy of categories and themes of the qualitative analysis. Results The adaptation processes after stroke are constituted by psychosocial and structural adaptation. The emotional distress, the use of emotional-based coping strategies, the received social support, the role and relationship changes, and the social participation were central factors of the psychosocial adaptation. Regarding the structural adaptation, the use of problem-solving based coping strategies; the centrality of the caregiving role; the learning processes; and the changes in daily life activities were reported. Discussion Health education research and interventions after stroke should consider the role of adaptative coping strategies, social support networks and services, and long-term educational policies. Translation to Health Education Practice: This work will assist Health educators and researchers to deeper understand the adaptation after stroke, identify knowledge gaps, and define further research issues.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43885308","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 : 2023-06-02DOI: 10.1080/19325037.2023.2209625
M. JaKa, Maren S. G. Henderson, Jennifer M. Dinh, R. Rivard, Julia Andersen, Corinne Brown-Robinson, T. Kottke, J. Ziegenfuss
ABSTRACT Background Though prenatal nutrition information is critical, it is not known whether information is shared equitably by patient race, financial security, or English proficiency. Purpose To evaluate whether delivery or receipt of ChooseYourFish.org nutrition information in the first prenatal visit differed by patient demographics. Methods Analysis of clinician-document electronic health record (EHR) or patient-reported surveys compared delivery and receipt of fish-related nutrition information in the first prenatal visit. Inferential statistics were used to compare delivery or receipt and race, ethnicity, payor, or interpreter use. Results EHR analysis (n = 2,329) revealed Medicaid patients who used an interpreter were half as likely to have the fish nutrition message in their after-visit summary compared to those with Medicaid who did not use an interpreter (OR = 0.54, 95% CL: 0.35–0.84). The same was not true for non-Medicaid patients. Survey analysis (n = 52) showed respondents identifying as Black or African American were 25% less likely to report receiving the after-visit summary compared to respondents who identified as white (p < .01). Discussion The results presented here illustrate how nutrition communication in the prenatal period can differ by patient race, financial security, and language. Translation to Health Education Practice: Culturally humble efforts to understand drivers of healthcare communication are needed to eliminate inequalities. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars
{"title":"Inequalities in Communicating about Nutrition Information during Prenatal Care: The After-Visit Summary","authors":"M. JaKa, Maren S. G. Henderson, Jennifer M. Dinh, R. Rivard, Julia Andersen, Corinne Brown-Robinson, T. Kottke, J. Ziegenfuss","doi":"10.1080/19325037.2023.2209625","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209625","url":null,"abstract":"ABSTRACT Background Though prenatal nutrition information is critical, it is not known whether information is shared equitably by patient race, financial security, or English proficiency. Purpose To evaluate whether delivery or receipt of ChooseYourFish.org nutrition information in the first prenatal visit differed by patient demographics. Methods Analysis of clinician-document electronic health record (EHR) or patient-reported surveys compared delivery and receipt of fish-related nutrition information in the first prenatal visit. Inferential statistics were used to compare delivery or receipt and race, ethnicity, payor, or interpreter use. Results EHR analysis (n = 2,329) revealed Medicaid patients who used an interpreter were half as likely to have the fish nutrition message in their after-visit summary compared to those with Medicaid who did not use an interpreter (OR = 0.54, 95% CL: 0.35–0.84). The same was not true for non-Medicaid patients. Survey analysis (n = 52) showed respondents identifying as Black or African American were 25% less likely to report receiving the after-visit summary compared to respondents who identified as white (p < .01). Discussion The results presented here illustrate how nutrition communication in the prenatal period can differ by patient race, financial security, and language. Translation to Health Education Practice: Culturally humble efforts to understand drivers of healthcare communication are needed to eliminate inequalities. 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":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46357712","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 : 2023-06-01DOI: 10.1080/19325037.2023.2209620
O. Wahltinez, Scott Glasgow, Aurora Cheung, James F. Glasgow, Martin Noguera, James W. Glasgow, P. Hoalt
ABSTRACT This article addresses the issue of accessibility related to collecting and publishing Open Data for COVID-19, and suggestions for using the finalized project data in addressing lifestyle behaviors that will inform Health Educators in differing agencies when developing programs for prevention and management of COVID-19. The Mango Model, based on evidence from a COVID-19 Open Data Project was funded by Google Health in partnership with the nonprofit FinMango. First, the purpose and background for the creation of the Open Data Project are provided. Second, outreach to various agencies is addressed. Third, differing methodologies used by agencies for collecting, organizing, automating, and publishing subnational were observed. Fourth, implications for organizations regarding practice, policy and research are discussed. The Google Health and FinMango COVID-19 Open Data Project reinforces the need for a universal standard for publishing open data with consistent reporting. Through the creation of the project, the Mango-Model offers best practices and solutions for universally releasing types of data to assist public health professionals, researchers, policymakers, and others in health-related fields in understanding and managing the virus, and in the mobilization of resources in future responses to local and global need.
{"title":"The Mango Model: Best Practices in the Creation of a COVID-19 Open Data Project Through a Partnership with Google Health and the Non-Profit FinMango","authors":"O. Wahltinez, Scott Glasgow, Aurora Cheung, James F. Glasgow, Martin Noguera, James W. Glasgow, P. Hoalt","doi":"10.1080/19325037.2023.2209620","DOIUrl":"https://doi.org/10.1080/19325037.2023.2209620","url":null,"abstract":"ABSTRACT This article addresses the issue of accessibility related to collecting and publishing Open Data for COVID-19, and suggestions for using the finalized project data in addressing lifestyle behaviors that will inform Health Educators in differing agencies when developing programs for prevention and management of COVID-19. The Mango Model, based on evidence from a COVID-19 Open Data Project was funded by Google Health in partnership with the nonprofit FinMango. First, the purpose and background for the creation of the Open Data Project are provided. Second, outreach to various agencies is addressed. Third, differing methodologies used by agencies for collecting, organizing, automating, and publishing subnational were observed. Fourth, implications for organizations regarding practice, policy and research are discussed. The Google Health and FinMango COVID-19 Open Data Project reinforces the need for a universal standard for publishing open data with consistent reporting. Through the creation of the project, the Mango-Model offers best practices and solutions for universally releasing types of data to assist public health professionals, researchers, policymakers, and others in health-related fields in understanding and managing the virus, and in the mobilization of resources in future responses to local and global need.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46561414","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 : 2023-04-10DOI: 10.1080/19325037.2023.2187486
Lea Sacca, George Doumat, Alaa Rihan, Jonathan Maroun, C. Ejezie
ABSTRACT Background Despite the availability of health resources such as immunizations on campus, HPV vaccination rates in college students remain low with existing gender disparities in HPV vaccine uptake. Purpose The purpose of this systematic review was to identify common limitations to HPV vaccination interventions among college students, utilized health promotion theories that have been reported to improve HPV vaccination rates among the population of interest, and lessons learned from intervention outcomes. Methods The review team consisted of a group of researchers with medical and/or public health backgrounds who are experts in the assessment, development, implementation, and evaluation of HPV vaccination interventions for US college students. The Arksey and O’Malley framework methodology guided the review. Results Out of the 21 included studies, only 16 utilized health promotion theories and/or models to disseminate and implement the research intervention, with the most common theory being the Health Belief Model (HBM) (n = 7). A total of 50 limitations were identified from 19 studies and classified accordingly. Discussion Results may contribute to a broader understanding of major limitations to consider when designing HPV vaccination initiatives in college settings. Translation to Health Education Practice Different NCHEC areas were applied in the design and administration of this study.
{"title":"Examining Health Promotion Theories, Limitations, and Lessons Learned for HPV Vaccination Interventions among College Students in the United States: A Systematic Literature Review","authors":"Lea Sacca, George Doumat, Alaa Rihan, Jonathan Maroun, C. Ejezie","doi":"10.1080/19325037.2023.2187486","DOIUrl":"https://doi.org/10.1080/19325037.2023.2187486","url":null,"abstract":"ABSTRACT Background Despite the availability of health resources such as immunizations on campus, HPV vaccination rates in college students remain low with existing gender disparities in HPV vaccine uptake. Purpose The purpose of this systematic review was to identify common limitations to HPV vaccination interventions among college students, utilized health promotion theories that have been reported to improve HPV vaccination rates among the population of interest, and lessons learned from intervention outcomes. Methods The review team consisted of a group of researchers with medical and/or public health backgrounds who are experts in the assessment, development, implementation, and evaluation of HPV vaccination interventions for US college students. The Arksey and O’Malley framework methodology guided the review. Results Out of the 21 included studies, only 16 utilized health promotion theories and/or models to disseminate and implement the research intervention, with the most common theory being the Health Belief Model (HBM) (n = 7). A total of 50 limitations were identified from 19 studies and classified accordingly. Discussion Results may contribute to a broader understanding of major limitations to consider when designing HPV vaccination initiatives in college settings. Translation to Health Education Practice Different NCHEC areas were applied in the design and administration of this study.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47571073","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 : 2023-04-10DOI: 10.1080/19325037.2023.2187485
J. Enríquez, D. Ader
ABSTRACT Background There are many socio-environmental factors that can limit cooking self-efficacy among university students, where minorities are usually neglected. Purpose To identify the dynamics of income source and money expenditure with cooking self-efficacy of three university minority groups. Methods For this cross-sectional study, recruitment was between October and November 2019, via online survey through Qualtrics platform. A total of 2817 participants completed the survey online which provided data from cooking self-efficacy (20 points scale), money expenditure and financial issues. Results An average of 13.5 was found as cooking self-efficacy. Four of the independent variables: first generation, internationals, age, and employment status show significative relationship (<0.01) with cooking self-efficacy. Discussion This study supports the importance of prioritizing university minority groups, helping to understand their financial support and how they distribute it when managing and prioritizing their finances. Moreover, each group faces different limitations in terms of what the construction of these skills encompasses. Translation to Health Education Practice The findings present in this study are significant for health education specialist focused on identifying factors that impact priority populations.
{"title":"Financial and Demographic Factors Associated with Cooking Self-Efficacy Among College Students from Three Minority Groups","authors":"J. Enríquez, D. Ader","doi":"10.1080/19325037.2023.2187485","DOIUrl":"https://doi.org/10.1080/19325037.2023.2187485","url":null,"abstract":"ABSTRACT Background There are many socio-environmental factors that can limit cooking self-efficacy among university students, where minorities are usually neglected. Purpose To identify the dynamics of income source and money expenditure with cooking self-efficacy of three university minority groups. Methods For this cross-sectional study, recruitment was between October and November 2019, via online survey through Qualtrics platform. A total of 2817 participants completed the survey online which provided data from cooking self-efficacy (20 points scale), money expenditure and financial issues. Results An average of 13.5 was found as cooking self-efficacy. Four of the independent variables: first generation, internationals, age, and employment status show significative relationship (<0.01) with cooking self-efficacy. Discussion This study supports the importance of prioritizing university minority groups, helping to understand their financial support and how they distribute it when managing and prioritizing their finances. Moreover, each group faces different limitations in terms of what the construction of these skills encompasses. Translation to Health Education Practice The findings present in this study are significant for health education specialist focused on identifying factors that impact priority populations.","PeriodicalId":46846,"journal":{"name":"American Journal of Health Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48555644","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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