N. N. Appiah-Agyekum, E. Kayi, Josephine Appiah-Agyekum, Joseph Gerald Tetteh Nyanyofio, Desmond Dzidzornu Otoo
PurposeResources as well as the capacity to employ them judiciously may well be the key to the attainment of the SDGs and other related health goals through primary health care (PHC). Within this PHC framework, however, the source of resources for PHC as well as the systems for managing these associated resources remain unclear, complex and lack substantive integration systems of implementing ministries, departments and agencies (both local and international) in Ghana. These issues are addressed by this study.Design/methodology/approachThe framework approach to thematic analysis was used to analyse qualitative data collected from key PHC managers in Ghana selected purposively from the national, regional and district levels. Data were collected through in-depth interviews specially designed in line with the study objectives. The study was also governed by the Noguchi Memorial Institute for Medical Research which provided ethical clearance for the study.FindingsAs per Alma Ata's recommendation, PHC in its purest form is a resource dense activity with far-reaching implications on individuals and communities. Without adequate resources, PHC implementation remained merely on paper. Findings show that the key capacities required for PHC implementation were finance, human resource, technology and logistics. While significant cases of shortages and inadequacies were evident, management and maintenance of these capacities appeared to be another significant determinant of PHC implementation. Additionally, the poor allocation, distribution and sustainability of these capacities had a negative effect on PHC outcomes with more resources being concentrated in capital towns than in rural areas.Research limitations/implicationsThis study has significant implications on the way PHC is seen, implemented and assessed not in Ghana but in other developing countries. In addition to examining the nature and extent of capacities required for PHC implementation, it gives significant pathways on how limited resources, when properly managed, may catalyse the attainment of the PHC goals. Subsequently, PHC implementation will profit from stakeholder attention and further research into practical ways of ensuring efficiency in the allocation, distribution and management of resources especially considering the limited resources available and the budding constraints associated with the dependency on external stakeholders for PHC implementation.Originality/valueThis study is part of a series on PHC implementation in Ghana. Quite apart from putting core implementation issues into perspective, it presents first-hand information on Ghana's PHC implementation journey and is thus relevant for researchers, students, practitioners and the wider public.
{"title":"Capacity issues in primary health care implementation: examples from Ghana","authors":"N. N. Appiah-Agyekum, E. Kayi, Josephine Appiah-Agyekum, Joseph Gerald Tetteh Nyanyofio, Desmond Dzidzornu Otoo","doi":"10.1108/he-06-2021-0095","DOIUrl":"https://doi.org/10.1108/he-06-2021-0095","url":null,"abstract":"PurposeResources as well as the capacity to employ them judiciously may well be the key to the attainment of the SDGs and other related health goals through primary health care (PHC). Within this PHC framework, however, the source of resources for PHC as well as the systems for managing these associated resources remain unclear, complex and lack substantive integration systems of implementing ministries, departments and agencies (both local and international) in Ghana. These issues are addressed by this study.Design/methodology/approachThe framework approach to thematic analysis was used to analyse qualitative data collected from key PHC managers in Ghana selected purposively from the national, regional and district levels. Data were collected through in-depth interviews specially designed in line with the study objectives. The study was also governed by the Noguchi Memorial Institute for Medical Research which provided ethical clearance for the study.FindingsAs per Alma Ata's recommendation, PHC in its purest form is a resource dense activity with far-reaching implications on individuals and communities. Without adequate resources, PHC implementation remained merely on paper. Findings show that the key capacities required for PHC implementation were finance, human resource, technology and logistics. While significant cases of shortages and inadequacies were evident, management and maintenance of these capacities appeared to be another significant determinant of PHC implementation. Additionally, the poor allocation, distribution and sustainability of these capacities had a negative effect on PHC outcomes with more resources being concentrated in capital towns than in rural areas.Research limitations/implicationsThis study has significant implications on the way PHC is seen, implemented and assessed not in Ghana but in other developing countries. In addition to examining the nature and extent of capacities required for PHC implementation, it gives significant pathways on how limited resources, when properly managed, may catalyse the attainment of the PHC goals. Subsequently, PHC implementation will profit from stakeholder attention and further research into practical ways of ensuring efficiency in the allocation, distribution and management of resources especially considering the limited resources available and the budding constraints associated with the dependency on external stakeholders for PHC implementation.Originality/valueThis study is part of a series on PHC implementation in Ghana. Quite apart from putting core implementation issues into perspective, it presents first-hand information on Ghana's PHC implementation journey and is thus relevant for researchers, students, practitioners and the wider public.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47786442","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}
PurposeThis study is a formative evaluation of an adolescent online e-cigarette prevention program (Clearing the Vapor) giving attention to identifying higher risk adolescent populations, confirming the theory of change, and assessing short-term outcomes.Design/methodology/approachThe evaluation was conducted using online pre-test and post-test survey data collected from adolescent program participants age 10–18 from 2019 to 2021. Analyses included risk ratios on perceived risk, self-efficacy, and behavioral intentions across demographic variables. Pre-test and post-test comparisons were conducted with analysis involving the t-test and the McNemar test.FindingsPrevalence of e-cigarette use was higher among males, older adolescents, and in racial/ethnic groups other than Whites and Asians. Adolescents with lower confidence to say “no” were more likely to use e-cigarettes. Greater perception of harm by using e-cigarettes increased the likelihood of adolescents feeling competent to explain to peers the harmful effects of e-cigarettes. Mean change in commitment levels to not use e-cigarettes increased for males and females, all ages, and racial/ethnic groups other than non-Hispanic Blacks and American Indians. Improvement in non-Hispanic Whites was significantly greater than for non-Hispanic Blacks, American Indians, and Hispanics.Originality/valueImprovement in programming should give careful attention to the incorporation of more prevention activities and to materials tailored specifically to racial/ethnic participants. As a theory of change, findings support the utility of the Clearing the Vape prevention programming to address perceptions of harm that e-cigarettes are safe, confidence in explaining the harmful effects of use, and the development of skills to resist use.
目的本研究是对青少年在线电子烟预防计划（Clearing the Vapor）的形成性评估，该计划关注识别高危青少年群体，确认变化理论，并评估短期结果。设计/方法/方法使用2019年至2021年从10-18岁青少年项目参与者收集的在线测试前和测试后调查数据进行评估。分析包括感知风险、自我效能感和行为意向的风险比。测试前和测试后的比较采用t检验和McNemar检验进行分析。发现男性、年龄较大的青少年以及白人和亚洲人以外的种族/族裔群体中电子烟的使用率较高。说“不”的信心较低的青少年更有可能使用电子烟。对使用电子烟的危害有更大的认识，这增加了青少年有能力向同龄人解释电子烟有害影响的可能性。除非西班牙裔黑人和美国印第安人外，男性和女性、所有年龄段和种族/族裔群体不使用电子烟的承诺水平的平均变化都有所增加。非西班牙裔白人的改善明显大于非西班牙裔黑人、美国印第安人和西班牙牙裔。原创性/价值改进方案应仔细注意纳入更多的预防活动和专门针对种族/族裔参与者的材料。作为一种变革理论，研究结果支持“清除电子烟”预防计划的实用性，以解决人们对电子烟安全性的伤害认知，对解释使用的有害影响有信心，以及培养抵制使用的技能。
{"title":"A formative evaluation of an adolescent online E-cigarette prevention program","authors":"R. Merrill, C. Hanson","doi":"10.1108/he-06-2021-0092","DOIUrl":"https://doi.org/10.1108/he-06-2021-0092","url":null,"abstract":"PurposeThis study is a formative evaluation of an adolescent online e-cigarette prevention program (Clearing the Vapor) giving attention to identifying higher risk adolescent populations, confirming the theory of change, and assessing short-term outcomes.Design/methodology/approachThe evaluation was conducted using online pre-test and post-test survey data collected from adolescent program participants age 10–18 from 2019 to 2021. Analyses included risk ratios on perceived risk, self-efficacy, and behavioral intentions across demographic variables. Pre-test and post-test comparisons were conducted with analysis involving the t-test and the McNemar test.FindingsPrevalence of e-cigarette use was higher among males, older adolescents, and in racial/ethnic groups other than Whites and Asians. Adolescents with lower confidence to say “no” were more likely to use e-cigarettes. Greater perception of harm by using e-cigarettes increased the likelihood of adolescents feeling competent to explain to peers the harmful effects of e-cigarettes. Mean change in commitment levels to not use e-cigarettes increased for males and females, all ages, and racial/ethnic groups other than non-Hispanic Blacks and American Indians. Improvement in non-Hispanic Whites was significantly greater than for non-Hispanic Blacks, American Indians, and Hispanics.Originality/valueImprovement in programming should give careful attention to the incorporation of more prevention activities and to materials tailored specifically to racial/ethnic participants. As a theory of change, findings support the utility of the Clearing the Vape prevention programming to address perceptions of harm that e-cigarettes are safe, confidence in explaining the harmful effects of use, and the development of skills to resist use.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573118","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}
PurposeSupporting the mental health of university students is a key priority for higher education. Students living with long-term health conditions are at increased risk of poor mental health; yet little work has focused on their particular mental health needs or indeed, the implications for health education in the university setting. This study sought to identify the mental health support needs of students with long-term conditions, including best ways for universities to support these students.Design/methodology/approachA UK national online survey of 200 university students living with long-term physical health conditions (e.g. asthma, endometriosis, epilepsy) was conducted in 2019.Findings95% of respondents reported that their long-term condition/s had at least a moderate impact on their mental wellbeing, with 81% reporting that they felt depressed and anxious at least once a month because of their health. The most common suggestion for how universities can better support their mental wellbeing was to raise awareness about long-term conditions on campuses, with many reporting a lack of understanding about long-term conditions from academic and support services staff members – with negative impacts on their mental health. Because of this, some respondents reported a reluctance to come forward and seek help from university services, with 25% not formally disclosing their conditions.Originality/valueThese reported concerns underscore the need to develop health education amongst university staff about long-term conditions and to ensure these students are supported with their health at university.
{"title":"The mental health support needs of university students with long-term physical health conditions","authors":"Ceri Wilson, G. Spencer","doi":"10.1108/he-01-2022-0004","DOIUrl":"https://doi.org/10.1108/he-01-2022-0004","url":null,"abstract":"PurposeSupporting the mental health of university students is a key priority for higher education. Students living with long-term health conditions are at increased risk of poor mental health; yet little work has focused on their particular mental health needs or indeed, the implications for health education in the university setting. This study sought to identify the mental health support needs of students with long-term conditions, including best ways for universities to support these students.Design/methodology/approachA UK national online survey of 200 university students living with long-term physical health conditions (e.g. asthma, endometriosis, epilepsy) was conducted in 2019.Findings95% of respondents reported that their long-term condition/s had at least a moderate impact on their mental wellbeing, with 81% reporting that they felt depressed and anxious at least once a month because of their health. The most common suggestion for how universities can better support their mental wellbeing was to raise awareness about long-term conditions on campuses, with many reporting a lack of understanding about long-term conditions from academic and support services staff members – with negative impacts on their mental health. Because of this, some respondents reported a reluctance to come forward and seek help from university services, with 25% not formally disclosing their conditions.Originality/valueThese reported concerns underscore the need to develop health education amongst university staff about long-term conditions and to ensure these students are supported with their health at university.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41854063","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}
PurposeThe study aims to determine the contributions of universal school-based educational programs to the current and future worldwide youth mental health condition.Design/methodology/approachA systematic search was conducted in accordance with the PRISMA 2020 guidelines. Academic education and health databases including ERIC, Education Database, APA PsycInfo, APA PsycArticles, Psychology Database, and PubMed were used. Characteristics and outcomes of educational interventions developed in school settings and education potential for mental health promotion were examined.FindingsUniversal school-based mental health educational programs positively affect preadolescents and adolescents. The study review provided further insight into educational programs' characteristics and identified two primary curricula foci: mental health education and development of resiliency traits and skills.Originality/valueResearch on mental health promotion using a pedagogical approach is rare as most studies focus on mental health symptomatology and psychotherapy techniques training.
{"title":"Contributions of universal school-based mental health promotion to the wellbeing of adolescents and preadolescents: a systematic review of educational interventions","authors":"Ariadna Martínez-García","doi":"10.1108/he-07-2021-0106","DOIUrl":"https://doi.org/10.1108/he-07-2021-0106","url":null,"abstract":"PurposeThe study aims to determine the contributions of universal school-based educational programs to the current and future worldwide youth mental health condition.Design/methodology/approachA systematic search was conducted in accordance with the PRISMA 2020 guidelines. Academic education and health databases including ERIC, Education Database, APA PsycInfo, APA PsycArticles, Psychology Database, and PubMed were used. Characteristics and outcomes of educational interventions developed in school settings and education potential for mental health promotion were examined.FindingsUniversal school-based mental health educational programs positively affect preadolescents and adolescents. The study review provided further insight into educational programs' characteristics and identified two primary curricula foci: mental health education and development of resiliency traits and skills.Originality/valueResearch on mental health promotion using a pedagogical approach is rare as most studies focus on mental health symptomatology and psychotherapy techniques training.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45612257","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}
{"title":"Guest editorial: Leadership in school health promotion. The multiple perspectives of a neglected research area","authors":"K. Dadaczynski, Monica Carlsson, Q. Gu","doi":"10.1108/he-04-2022-138","DOIUrl":"https://doi.org/10.1108/he-04-2022-138","url":null,"abstract":"","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958201","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}
PurposeThe purpose of this study was to co-design a falls prevention education programme with aged care home residents and staff and evaluate its feasibility. The intention of providing the education programme was to assist residents to stay safe and mobile whilst reducing their risk of falling.Design/methodology/approachA two-phase mixed methods participatory design using a resident (n = 6) and care staff (n = 5) consumer engagement panel, pre- and post-programme resident (n = 35) survey and semi-structured care staff interviews (n = 8) was undertaken in two countries.FindingsA poster, brochure, video and staff education guide featuring 12 safety messages depicting fall prevention behaviours were co-designed. Residents, supported by staff, perceived the falls prevention education programme as enjoyable and informative, but there were no significant differences in capability, opportunity or motivation. However, several residents were observed enacting fall prevention behaviours such as “If I feel unwell, I'll ring the bell” and waiting for staff assistance. Challenges to programme demand, acceptability and implementation which may have impacted residents' exposure and engagement with the programme were identified, along with recommendations to improve feasibility.Practical implicationsWhen developing falls prevention education programmes partnering with residents and staff, providing choices to meet personal and aesthetic preferences along with frequent, shorter duration learning opportunities are important for translating education messages into actions.Originality/valueThe use of bespoke resources, novel rhymes, positive messages emphasising safety and co-designing with residents themselves was a welcomed point of programme difference.
{"title":"Designing and evaluating falls prevention education with residents and staff in aged care homes: a feasibility study","authors":"J. Francis-Coad, T. Watts, C. Bulsara, A. Hill","doi":"10.1108/he-08-2021-0113","DOIUrl":"https://doi.org/10.1108/he-08-2021-0113","url":null,"abstract":"PurposeThe purpose of this study was to co-design a falls prevention education programme with aged care home residents and staff and evaluate its feasibility. The intention of providing the education programme was to assist residents to stay safe and mobile whilst reducing their risk of falling.Design/methodology/approachA two-phase mixed methods participatory design using a resident (n = 6) and care staff (n = 5) consumer engagement panel, pre- and post-programme resident (n = 35) survey and semi-structured care staff interviews (n = 8) was undertaken in two countries.FindingsA poster, brochure, video and staff education guide featuring 12 safety messages depicting fall prevention behaviours were co-designed. Residents, supported by staff, perceived the falls prevention education programme as enjoyable and informative, but there were no significant differences in capability, opportunity or motivation. However, several residents were observed enacting fall prevention behaviours such as “If I feel unwell, I'll ring the bell” and waiting for staff assistance. Challenges to programme demand, acceptability and implementation which may have impacted residents' exposure and engagement with the programme were identified, along with recommendations to improve feasibility.Practical implicationsWhen developing falls prevention education programmes partnering with residents and staff, providing choices to meet personal and aesthetic preferences along with frequent, shorter duration learning opportunities are important for translating education messages into actions.Originality/valueThe use of bespoke resources, novel rhymes, positive messages emphasising safety and co-designing with residents themselves was a welcomed point of programme difference.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44073006","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}
[...]in most of these studies there was also a link between e-learning literacy and engagement in online learning. [...]it could be concluded that whilst the expansion of available e-learning resources and continuing advances in technology will enable many rural health professionals to access learning, it is of utmost importance that the intended audience is adequately supported to develop digital literacy and to put the learning into practice. The article by Johnsson, Lincoln, Bundy, Costley and Bulkeley titled “Evaluation of a webinar and video-conferencing support program designed to upskill staff working with children with autism in remote areas”, evaluated a novel webinar training and individual online support programme for 36 allied health, education and community support staff. The authors present a case study that demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment. [...]it is the CHWs in the Udupi district that help bridge the gap between thousands of India's rural remote populace and the health systems.
{"title":"Guest editorial: Digital solutions to bridging the gap between health services and workforce in rural areas","authors":"R. Ramsden, Michelle Lincoln","doi":"10.1108/he-02-2022-137","DOIUrl":"https://doi.org/10.1108/he-02-2022-137","url":null,"abstract":"[...]in most of these studies there was also a link between e-learning literacy and engagement in online learning. [...]it could be concluded that whilst the expansion of available e-learning resources and continuing advances in technology will enable many rural health professionals to access learning, it is of utmost importance that the intended audience is adequately supported to develop digital literacy and to put the learning into practice. The article by Johnsson, Lincoln, Bundy, Costley and Bulkeley titled “Evaluation of a webinar and video-conferencing support program designed to upskill staff working with children with autism in remote areas”, evaluated a novel webinar training and individual online support programme for 36 allied health, education and community support staff. The authors present a case study that demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment. [...]it is the CHWs in the Udupi district that help bridge the gap between thousands of India's rural remote populace and the health systems.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215508","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}
The paper presents findings from focus groups and personal reflections with pre-service teachers majoring in health and physical education who were required to adapt a four-week high school health education unit for online delivery. In their article entitled “Online argumentation-based learning aided by digital concept mapping during COVID-19: Implications for health management teaching and learning,” Alt and Naamati-Schneider draw upon a management of health service organization case study to describe how traditional lecture-based activities for undergraduate students were transformed into argumentation-based learning activities during the COVID-19 lockdown. Analyzing undergraduate student responses to a digital concept mapping exercise, the authors argue that combining constructivist teaching tools with advanced technology can improve the development of lifelong learning capabilities of students. Ucuk and Yildirim's paper, “The effect of COVID-19 prevention methods training given through distance learning on state anxiety level: the case of private sector,” explores the impact of COVID-19 prevention training on the anxiety levels of workers in a communication sector company in Turkey.
{"title":"Guest editorial: Health education's response to the COVID-19 pandemic: Global challenges and future directions","authors":"E. Darlington, J. Fields, A. Greey, D. Leahy","doi":"10.1108/he-01-2022-136","DOIUrl":"https://doi.org/10.1108/he-01-2022-136","url":null,"abstract":"The paper presents findings from focus groups and personal reflections with pre-service teachers majoring in health and physical education who were required to adapt a four-week high school health education unit for online delivery. In their article entitled “Online argumentation-based learning aided by digital concept mapping during COVID-19: Implications for health management teaching and learning,” Alt and Naamati-Schneider draw upon a management of health service organization case study to describe how traditional lecture-based activities for undergraduate students were transformed into argumentation-based learning activities during the COVID-19 lockdown. Analyzing undergraduate student responses to a digital concept mapping exercise, the authors argue that combining constructivist teaching tools with advanced technology can improve the development of lifelong learning capabilities of students. Ucuk and Yildirim's paper, “The effect of COVID-19 prevention methods training given through distance learning on state anxiety level: the case of private sector,” explores the impact of COVID-19 prevention training on the anxiety levels of workers in a communication sector company in Turkey.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62450066","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}
A. Majewska, J. Stuart, K. Gray, Pearl V. Ryder, E. Vereen
Purpose A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote health advocacy and to provide students with an overview of male health. The course focuses on the biological, sociocultural, economic and gender influences that shape men's health beliefs and practices. It also emphasizes health disparities in the USA among Black/African American men compared to other racial groups and intervention strategies to improve health outcomes.Design/methodology/approach The lecture and laboratory components of the course were designed as a blended learning environment with a modified flipped class model. Culturally relevant strategies guided the course design with three focus domains: academic success, cultural competence and sociopolitical consciousness. A community engagement model and service-learning activities were also incorporated in the design. The authors used course grades to gauge learning and implemented a survey to assess students' perception of the knowledge gained in three realms: men's health, health sciences and physical sciences.Findings This report describes the course design, highlights the value of using culturally responsive teaching strategies and service-learning projects to encourage students' active learning. Course activity examples are discussed with student responses. The authors found that students' perception of their knowledge in men's health, health sciences and physical sciences increased and the students performed well in the course.Originality/value This is one of few biology courses in the nation that intentionally focuses on the unique health challenges of Black men, while empowering college students to develop culturally competent strategies to improve their health outcomes. The findings suggest that the students learned the material and that their perceived knowledge on men's health increased. The authors urge other academic institutions and healthcare providers to consider implementation of similar courses in an effort to enhance male health equity.
{"title":"Development of a Men's Health course for first-year undergraduates using culturally responsive teaching strategies","authors":"A. Majewska, J. Stuart, K. Gray, Pearl V. Ryder, E. Vereen","doi":"10.1108/he-07-2021-0102","DOIUrl":"https://doi.org/10.1108/he-07-2021-0102","url":null,"abstract":"Purpose A novel first-year experience course was developed using culturally responsive teaching strategies at an undergraduate liberal arts college in the southeastern USA to promote health advocacy and to provide students with an overview of male health. The course focuses on the biological, sociocultural, economic and gender influences that shape men's health beliefs and practices. It also emphasizes health disparities in the USA among Black/African American men compared to other racial groups and intervention strategies to improve health outcomes.Design/methodology/approach The lecture and laboratory components of the course were designed as a blended learning environment with a modified flipped class model. Culturally relevant strategies guided the course design with three focus domains: academic success, cultural competence and sociopolitical consciousness. A community engagement model and service-learning activities were also incorporated in the design. The authors used course grades to gauge learning and implemented a survey to assess students' perception of the knowledge gained in three realms: men's health, health sciences and physical sciences.Findings This report describes the course design, highlights the value of using culturally responsive teaching strategies and service-learning projects to encourage students' active learning. Course activity examples are discussed with student responses. The authors found that students' perception of their knowledge in men's health, health sciences and physical sciences increased and the students performed well in the course.Originality/value This is one of few biology courses in the nation that intentionally focuses on the unique health challenges of Black men, while empowering college students to develop culturally competent strategies to improve their health outcomes. The findings suggest that the students learned the material and that their perceived knowledge on men's health increased. The authors urge other academic institutions and healthcare providers to consider implementation of similar courses in an effort to enhance male health equity.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517645","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}
PurposeThe authors applied a multidimensional conceptual lens that incorporated physical, emotional, social, intellectual and spiritual health dimensions to explore pre-adolescent children's understanding of health and what it means to be healthy.Design/methodology/approachForty-six children aged 9–11 years old completed a short questionnaire about their understanding of health and what it means to be healthy. Data analysis was completed through a deductive analysis applying a multidimensional conceptual lens and an inductive thematic analysis of the content of children's responses to each question.FindingsThe analysis of children's understandings of health and being healthy both revealed five common themes: Being well, physically active, fit and healthy; Healthy eating and body composition; Physical activity examples; Physical activity characteristics; and Unsure or ambiguous. Across both questions the majority of responses reflected the physical dimension of health, with only a few references to the social and emotional dimensions. There was no evidence of the intellectual or spiritual dimensions of health in children's responses to either question.Practical implicationsThe authors’ data suggest that the plateau in adolescent UK children's trajectory of understandings originates earlier in childhood, with children aged 9–11 showing a similarly limited understanding of health and being healthy as UK adolescents. Moreover, this focus on the physical dimension is narrower than previously considered as it is restricted to the movement category of this dimension only.Originality/valueThe authors’ findings have implications for the timing and focus of health education interventions for children.
{"title":"Pre-adolescent children's understanding of health and being healthy: a multidimensional perspective from the UK","authors":"Victoria E. Spray, Lee C. Beaumont, K. C. Bishop","doi":"10.1108/he-10-2021-0135","DOIUrl":"https://doi.org/10.1108/he-10-2021-0135","url":null,"abstract":"PurposeThe authors applied a multidimensional conceptual lens that incorporated physical, emotional, social, intellectual and spiritual health dimensions to explore pre-adolescent children's understanding of health and what it means to be healthy.Design/methodology/approachForty-six children aged 9–11 years old completed a short questionnaire about their understanding of health and what it means to be healthy. Data analysis was completed through a deductive analysis applying a multidimensional conceptual lens and an inductive thematic analysis of the content of children's responses to each question.FindingsThe analysis of children's understandings of health and being healthy both revealed five common themes: Being well, physically active, fit and healthy; Healthy eating and body composition; Physical activity examples; Physical activity characteristics; and Unsure or ambiguous. Across both questions the majority of responses reflected the physical dimension of health, with only a few references to the social and emotional dimensions. There was no evidence of the intellectual or spiritual dimensions of health in children's responses to either question.Practical implicationsThe authors’ data suggest that the plateau in adolescent UK children's trajectory of understandings originates earlier in childhood, with children aged 9–11 showing a similarly limited understanding of health and being healthy as UK adolescents. Moreover, this focus on the physical dimension is narrower than previously considered as it is restricted to the movement category of this dimension only.Originality/valueThe authors’ findings have implications for the timing and focus of health education interventions for children.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143684","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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