PurposeThis paper aimed to examine the sources of information and use of personal protective equipment (PPE) during the COVID-19 pandemic in the province of Punjab, Pakistan. The COVID-19 pandemic affected at a large level of all social institutions including the healthcare system of the countries.Design/methodology/approachThe study was conducted in Pakistan by using an online survey technique. The rationale to opt for this method was based on the country’s lockdown situations, social distancing and the care of the respondents. A total of 847 individuals from different parts of the Punjab province participated in the study. An attitudinal scale was administered, which consisted of statements to measure (dis)agreement among the individuals on current situations of the COVID-19 pandemic. The ethical considerations and confidentiality of the respondents were opted by describing the purpose of research on the first page of the questionnaire.FindingsThe study findings revealed that peer group, signs and symptoms of COVID-19 pandemic and causes and consequences of COVID-19 pandemic had favourable positive effects on the use of PPE by individuals through the mediation of fear of infection during COVID-19 pandemic. Furthermore, the study findings were interpreted as per the effects of current situations of COVID-19 on the sources of information and the use of PPE by individuals.Originality/valueThis study focused on an important gap in the research on COVID-19 pandemic in the country in terms of mass media, health practitioners, peer group, fear of infection and use of PPE.
{"title":"COVID-19 black swan and personal protective equipment (PPE) in Pakistan","authors":"Akhlaq Ahmad, M. Shoaib, F. Abdullah","doi":"10.1108/he-06-2021-0093","DOIUrl":"https://doi.org/10.1108/he-06-2021-0093","url":null,"abstract":"PurposeThis paper aimed to examine the sources of information and use of personal protective equipment (PPE) during the COVID-19 pandemic in the province of Punjab, Pakistan. The COVID-19 pandemic affected at a large level of all social institutions including the healthcare system of the countries.Design/methodology/approachThe study was conducted in Pakistan by using an online survey technique. The rationale to opt for this method was based on the country’s lockdown situations, social distancing and the care of the respondents. A total of 847 individuals from different parts of the Punjab province participated in the study. An attitudinal scale was administered, which consisted of statements to measure (dis)agreement among the individuals on current situations of the COVID-19 pandemic. The ethical considerations and confidentiality of the respondents were opted by describing the purpose of research on the first page of the questionnaire.FindingsThe study findings revealed that peer group, signs and symptoms of COVID-19 pandemic and causes and consequences of COVID-19 pandemic had favourable positive effects on the use of PPE by individuals through the mediation of fear of infection during COVID-19 pandemic. Furthermore, the study findings were interpreted as per the effects of current situations of COVID-19 on the sources of information and the use of PPE by individuals.Originality/valueThis study focused on an important gap in the research on COVID-19 pandemic in the country in terms of mass media, health practitioners, peer group, fear of infection and use of PPE.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47419811","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}
F. Baloch, Shaik Abdul Malik Mohamed Ismail, Nazir Ahmed Jogezai
PurposeThis study aimed to know principals' intentions of implementing nutrition education (NE) and explore the challenges they may anticipate while implementing NE in their respective schools.Design/methodology/approachThe study employed a sequential mixed-method design using a questionnaire and interviews to collect data. The quantitative data were collected from 378 secondary school principals, while 16 school principals were interviewed.FindingsThe study found principals with positive intentions towards implementing NE. The results also highlighted challenges related to capacity building, resources (both human and physical), policies and plans, roles, and responsibilities of the implementers (teachers and principals), support from higher authorities, community participation and teachers' unions. This study concludes that principals' intentions remain central to the implementation of NE in schools. However, it is necessary to overcome those challenges before its implementation.Research limitations/implicationsThe study sought to ascertain principals' intentions rather than their actual behaviour of NE implementation and hence remains limited in this area, which future research may consider. Furthermore, the research is limited to the principals' opinions on the anticipated challenges associated with NE implementation. The study did not solicit the opinions of other stakeholders, such as education managers, policymakers, teachers and communities.Originality/valueThe article is significant in terms of NE being implemented in schools to improve students' physical and academic wellbeing. The critical role of principals has been investigated by determining their intentions and the anticipated challenges associated with implementing NE. The authors declare the originality of the data.
{"title":"Principals' intentions and anticipated challenges in implementing nutrition education","authors":"F. Baloch, Shaik Abdul Malik Mohamed Ismail, Nazir Ahmed Jogezai","doi":"10.1108/he-04-2021-0059","DOIUrl":"https://doi.org/10.1108/he-04-2021-0059","url":null,"abstract":"PurposeThis study aimed to know principals' intentions of implementing nutrition education (NE) and explore the challenges they may anticipate while implementing NE in their respective schools.Design/methodology/approachThe study employed a sequential mixed-method design using a questionnaire and interviews to collect data. The quantitative data were collected from 378 secondary school principals, while 16 school principals were interviewed.FindingsThe study found principals with positive intentions towards implementing NE. The results also highlighted challenges related to capacity building, resources (both human and physical), policies and plans, roles, and responsibilities of the implementers (teachers and principals), support from higher authorities, community participation and teachers' unions. This study concludes that principals' intentions remain central to the implementation of NE in schools. However, it is necessary to overcome those challenges before its implementation.Research limitations/implicationsThe study sought to ascertain principals' intentions rather than their actual behaviour of NE implementation and hence remains limited in this area, which future research may consider. Furthermore, the research is limited to the principals' opinions on the anticipated challenges associated with NE implementation. The study did not solicit the opinions of other stakeholders, such as education managers, policymakers, teachers and communities.Originality/valueThe article is significant in terms of NE being implemented in schools to improve students' physical and academic wellbeing. The critical role of principals has been investigated by determining their intentions and the anticipated challenges associated with implementing NE. The authors declare the originality of the data.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46138019","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}
E. Darlington, G. Pearce, T. Vilaça, J. Masson, Sandie Bernard, Z. Anastácio, Paul Magee, Frants Christensen, H. Hansen, G. Carvalho
PurposeThe aim was to identify the competencies professionals need to promote co-creation engagement within communities.Design/methodology/approachCo-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.FindingsThe need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.Practical implicationsOverall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.Originality/valueThis study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.
{"title":"How can we promote co-creation in communities? The perspective of health promoting professionals in four European countries","authors":"E. Darlington, G. Pearce, T. Vilaça, J. Masson, Sandie Bernard, Z. Anastácio, Paul Magee, Frants Christensen, H. Hansen, G. Carvalho","doi":"10.1108/he-02-2021-0033","DOIUrl":"https://doi.org/10.1108/he-02-2021-0033","url":null,"abstract":"PurposeThe aim was to identify the competencies professionals need to promote co-creation engagement within communities.Design/methodology/approachCo-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to promote co-creation processes in health-promoting welfare settings across Denmark, Portugal, France and United Kingdom. An overarching unstructured topic guide was used within interviews, focus groups, questionnaires and creative activities.FindingsThe need to develop competencies to promote co-creation was high across all countries. Creating a common understanding of co-creation and the processes involved to increase inclusivity, engagement and shared understanding was also necessary. Competencies included: How to run co-creation from the beginning of the process right through to evaluation, using feedback and communication throughout using an open action-oriented approach; initiating a perspective change and committing to the transformation of co-creation into a real-life process.Practical implicationsOverall, learning about underlying principles, process initiation, implementation and facilitation of co-creation were areas identified to be included within a co-creation training programme. This can be applied through the framework of enabling change, advocating for co-creative processes, mediating through partnership, communication, leadership, assessment, planning, implementation, evaluation and research, ethical values and knowledge of co-creative processes.Originality/valueThis study provides novel findings on the competencies needed for health promoting professionals to embed co-creative processes within their practice, and the key concerns that professionals with a position to mediate co-creation have in transferring the abstract term of co-creation into a real-world practice.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46826378","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}
PurposeAs illustrated by coronavirus disease 2019 (COVID-19), epidemic models are powerful health policy tools critical for disease prevention and control, i.e. if they are fit for purpose. How do people ensure this is the case and where does health education fit in?Design/methodology/approachThis research takes a multidisciplinary approach combining qualitative secondary and primary data from a literature review, interviews and surveys. The former spans academic literature, grey literature and course curriculum, while the latter two involve discussions with various modeling stakeholders (educators, academics, students, modeling experts and policymakers) both within and outside the field of epidemiology.FindingsMore established approaches (compartmental models) appear to be favored over emerging techniques, like agent-based models. This study delves into how formal and informal education opportunities may be driving this preference. Drawing from other fields, the authors consider how this can be addressed.Practical implicationsThis study offers concrete recommendations (course design routed in active learning pedagogies) as to how health education and, by extension, policy can be reimagined post-COVID to make better use of the full range of epidemic modeling methods available.Originality/valueThere is a lack of research exploring how these methods are taught and how this instruction influences which methods are employed. To fill this gap, this research uniquely engages with modeling stakeholders and bridges disciplinary silos to build complimentary knowledge.
{"title":"Epidemic modeling as a means to reimagine health education and policy post-COVID","authors":"Elise E. Racine, J. Bryson","doi":"10.1108/he-02-2021-0028","DOIUrl":"https://doi.org/10.1108/he-02-2021-0028","url":null,"abstract":"PurposeAs illustrated by coronavirus disease 2019 (COVID-19), epidemic models are powerful health policy tools critical for disease prevention and control, i.e. if they are fit for purpose. How do people ensure this is the case and where does health education fit in?Design/methodology/approachThis research takes a multidisciplinary approach combining qualitative secondary and primary data from a literature review, interviews and surveys. The former spans academic literature, grey literature and course curriculum, while the latter two involve discussions with various modeling stakeholders (educators, academics, students, modeling experts and policymakers) both within and outside the field of epidemiology.FindingsMore established approaches (compartmental models) appear to be favored over emerging techniques, like agent-based models. This study delves into how formal and informal education opportunities may be driving this preference. Drawing from other fields, the authors consider how this can be addressed.Practical implicationsThis study offers concrete recommendations (course design routed in active learning pedagogies) as to how health education and, by extension, policy can be reimagined post-COVID to make better use of the full range of epidemic modeling methods available.Originality/valueThere is a lack of research exploring how these methods are taught and how this instruction influences which methods are employed. To fill this gap, this research uniquely engages with modeling stakeholders and bridges disciplinary silos to build complimentary knowledge.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48630204","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}
Purpose“Psychosocial health” is a new term to comprehend the already established factors involved in mental health and psychological well-being. The term has not been specifically defined and explained within the framework of psychology.Design/methodology/approachThe study proposed and validated a new model of psychosocial health. Principal component analysis, exploratory factor analysis and confirmatory factor analysis were conducted by involving a total of 4,086 participants.FindingsPsychosocial health was interpreted as the “sexual, emotional, social, environmental, cognitive, religious, moral and spiritual satisfaction” of a person. The proposed model of psychosocial health was statistically validated. The additional findings revealed significantly higher levels of psychosocial health in women and significant inverse correlations between psychosocial health and age.Originality/valueThe current paper provided a comprehensive picture of psychosocial health from a psychological perspective and presented a statistically reliable tool for measuring psychosocial health.
{"title":"Components of psychosocial health","authors":"Waqar Husain","doi":"10.1108/he-05-2021-0084","DOIUrl":"https://doi.org/10.1108/he-05-2021-0084","url":null,"abstract":"Purpose“Psychosocial health” is a new term to comprehend the already established factors involved in mental health and psychological well-being. The term has not been specifically defined and explained within the framework of psychology.Design/methodology/approachThe study proposed and validated a new model of psychosocial health. Principal component analysis, exploratory factor analysis and confirmatory factor analysis were conducted by involving a total of 4,086 participants.FindingsPsychosocial health was interpreted as the “sexual, emotional, social, environmental, cognitive, religious, moral and spiritual satisfaction” of a person. The proposed model of psychosocial health was statistically validated. The additional findings revealed significantly higher levels of psychosocial health in women and significant inverse correlations between psychosocial health and age.Originality/valueThe current paper provided a comprehensive picture of psychosocial health from a psychological perspective and presented a statistically reliable tool for measuring psychosocial health.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42858320","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}
This study looked at the impact of a community-based public health campaign on hypertension and diabetes mellitus awareness and prevention, as well as student experiential learning in a campaign conducted by pharmacy students.,A convenience sampling cross-sectional pre–post survey was done to assess disease awareness and knowledge among those who attended the health campaign. The data analysis includes a total of 230 participants with complete data. After the campaign, the pharmacy students used self-assessment to reflect their learning experience.,Most participants were unaware of their blood pressure and blood glucose readings, but they reported improved awareness of diseases and prevention of hypertension and diabetes after the health campaign. Although most participants correctly identified the common signs and symptoms of hypertension, few could associate it with overweight. Most participants were unaware of the 5 g per day salt intake limit for controlling hypertension before the campaign. Most participants were less aware that diabetes is associated with impaired vision, peripheral neuropathy, renal and heart diseases. Students expressed increased confidence in leadership, teamwork and communication abilities after the campaign based on self-assessment.,A health campaign enhances the disease knowledge of the general public. It has been suggested that experiential learning be encouraged in the pharmacy curriculum.,This study adds to the knowledge on the roles of community-based health campaigns and the value of pharmacy students’ involvement in experiential learning.
{"title":"Engaging students in experiential learning through a public health campaign: a pre–post survey on hypertension and diabetes mellitus","authors":"S. Yeong, Zhien Hung Kon, S. C. Ong, Z. Babar","doi":"10.1108/HE-05-2021-0082","DOIUrl":"https://doi.org/10.1108/HE-05-2021-0082","url":null,"abstract":"This study looked at the impact of a community-based public health campaign on hypertension and diabetes mellitus awareness and prevention, as well as student experiential learning in a campaign conducted by pharmacy students.,A convenience sampling cross-sectional pre–post survey was done to assess disease awareness and knowledge among those who attended the health campaign. The data analysis includes a total of 230 participants with complete data. After the campaign, the pharmacy students used self-assessment to reflect their learning experience.,Most participants were unaware of their blood pressure and blood glucose readings, but they reported improved awareness of diseases and prevention of hypertension and diabetes after the health campaign. Although most participants correctly identified the common signs and symptoms of hypertension, few could associate it with overweight. Most participants were unaware of the 5 g per day salt intake limit for controlling hypertension before the campaign. Most participants were less aware that diabetes is associated with impaired vision, peripheral neuropathy, renal and heart diseases. Students expressed increased confidence in leadership, teamwork and communication abilities after the campaign based on self-assessment.,A health campaign enhances the disease knowledge of the general public. It has been suggested that experiential learning be encouraged in the pharmacy curriculum.,This study adds to the knowledge on the roles of community-based health campaigns and the value of pharmacy students’ involvement in experiential learning.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453487","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 is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and obesity.Design/methodology/approachQualitative interview study with a think aloud protocol. A total of 10 participants self-reported to have overweight, obesity or as actively trying to lose weight were recruited through social media and were asked to think aloud whilst exposed to four sets of public health and media materials describing the link between COVID-19 and obesity. Interviews were conducted over zoom, recorded and transcribed verbatim.FindingsThree primary themes were identified through thematic analysis: “flawed messaging”, “COVID-19 as a teachable moment” and “barriers to change”. Transcending these themes was the notion of balance. Whilst the messaging around COVID-19 and obesity was deemed problematic; for some, it was a teachable moment to facilitate change when their future self and physical health was prioritised. Yet, when focussing on their mental health in the present participants felt more overwhelmed by the barriers and were less likely to take the opportunity to change.Practical implicationsFindings hold implications for public health messaging, highlighting the need for balance between being educational and informative but also supportive, so as to achieve maximum efficacy.Originality/valueThis study offers a novel and useful insight into how the public health and media messaging concerning COVID-19 risk and obesity is perceived by those with overweight and obesity.
{"title":"Motivating or stigmatising? The public health and media messaging surrounding COVID-19 and obesity: a qualitative think aloud study","authors":"Sarah-Jane F. Stewart, J. Ogden","doi":"10.1108/he-04-2021-0067","DOIUrl":"https://doi.org/10.1108/he-04-2021-0067","url":null,"abstract":"PurposeThe purpose of this study is to explore how individuals with overweight and obesity living in the UK respond to the public health and media messaging surrounding COVID-19 and obesity.Design/methodology/approachQualitative interview study with a think aloud protocol. A total of 10 participants self-reported to have overweight, obesity or as actively trying to lose weight were recruited through social media and were asked to think aloud whilst exposed to four sets of public health and media materials describing the link between COVID-19 and obesity. Interviews were conducted over zoom, recorded and transcribed verbatim.FindingsThree primary themes were identified through thematic analysis: “flawed messaging”, “COVID-19 as a teachable moment” and “barriers to change”. Transcending these themes was the notion of balance. Whilst the messaging around COVID-19 and obesity was deemed problematic; for some, it was a teachable moment to facilitate change when their future self and physical health was prioritised. Yet, when focussing on their mental health in the present participants felt more overwhelmed by the barriers and were less likely to take the opportunity to change.Practical implicationsFindings hold implications for public health messaging, highlighting the need for balance between being educational and informative but also supportive, so as to achieve maximum efficacy.Originality/valueThis study offers a novel and useful insight into how the public health and media messaging concerning COVID-19 risk and obesity is perceived by those with overweight and obesity.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423623","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 explored young males' suggestions for food skills education in three domains: food selection and planning, food preparation and food safety and storage. It also solicited young males' perspectives on mandatory food skills education.Design/methodology/approachThis descriptive qualitative study employed a semi-structured interview guide. A one-page list of food skills was provided to each participant to form a consistent basis for the interviews. Data were analyzed using the constant comparative method.FindingsForty-four young men aged 17 to 35 participated in the study. Thirty-seven supported mandatory education for food skills. Gender stereotypes around food skills were identified as a barrier to young males enrolling in elective food skills courses. When asked how food skills should be taught, the two main strategies mentioned were “online” and “hands-on.” Most participants identified skills in the food preparation domain as essential to include in the curriculum, although some recognized the importance of incorporating skills from all three domains.Practical implicationsUnderstanding important characteristics of effective food skills education for young males may increase their participation in school, virtual and community-based food skills education. Curricular content should consider young males' interests and baseline competencies and emphasize practical hands-on skills. Mandatory food skills education in secondary schools for all genders represents a comprehensive solution.Originality/valueThis study is among the first to report young males' opinions on crucial components of, and methods for, effective food skills education for this population.
{"title":"“We should at least have basic survival skills, right?”: young males support mandatory food skills education","authors":"Lucy Yixuan Zhang, K. Simonds, J. Matthews","doi":"10.1108/he-06-2021-0098","DOIUrl":"https://doi.org/10.1108/he-06-2021-0098","url":null,"abstract":"PurposeThis study explored young males' suggestions for food skills education in three domains: food selection and planning, food preparation and food safety and storage. It also solicited young males' perspectives on mandatory food skills education.Design/methodology/approachThis descriptive qualitative study employed a semi-structured interview guide. A one-page list of food skills was provided to each participant to form a consistent basis for the interviews. Data were analyzed using the constant comparative method.FindingsForty-four young men aged 17 to 35 participated in the study. Thirty-seven supported mandatory education for food skills. Gender stereotypes around food skills were identified as a barrier to young males enrolling in elective food skills courses. When asked how food skills should be taught, the two main strategies mentioned were “online” and “hands-on.” Most participants identified skills in the food preparation domain as essential to include in the curriculum, although some recognized the importance of incorporating skills from all three domains.Practical implicationsUnderstanding important characteristics of effective food skills education for young males may increase their participation in school, virtual and community-based food skills education. Curricular content should consider young males' interests and baseline competencies and emphasize practical hands-on skills. Mandatory food skills education in secondary schools for all genders represents a comprehensive solution.Originality/valueThis study is among the first to report young males' opinions on crucial components of, and methods for, effective food skills education for this population.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47899866","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}
Anne-Cathrin Hoppe-Herfurth, B. Burkhardt, N. John, L. Bilz
PurposeTeachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs.Design/methodology/approachIn the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg.FindingsTeachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress.Originality/valueWhile there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.
{"title":"Two aspects of health literacy and their importance for the use of health-promotion measures by teachers in the school setting","authors":"Anne-Cathrin Hoppe-Herfurth, B. Burkhardt, N. John, L. Bilz","doi":"10.1108/he-06-2021-0091","DOIUrl":"https://doi.org/10.1108/he-06-2021-0091","url":null,"abstract":"PurposeTeachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs.Design/methodology/approachIn the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg.FindingsTeachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress.Originality/valueWhile there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43198103","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}
Manjula Venkataraghavan, P. Rani, L. Ashok, Chythra R Rao, Varalakshmi Chandra Sekaran, T. Krishnapriya
PurposePhysicians who are primary care providers in rural communities form an essential stakeholder group in rural mobile health (mHealth) delivery. This study was exploratory in nature and was conducted in Udupi district of Karnataka, India. The purpose of this study is to examine the perceptions of rural medical officers (MOs) (rural physicians) regarding the benefits and challenges of mobile phone use by community health workers (CHWs).Design/methodology/approachIn-depth interviews were conducted among 15 MOs belonging to different primary health centers of the district. Only MOs with a minimum five years of experience were recruited in the study using purposive and snowball sampling. This was followed by thematic analysis of the data collected.FindingsThe perceptions of MOs regarding the CHWs' use of mobile phones were largely positive. However, they reported the existence of some challenges that limits the potential of its full use. The findings were categorized under four themes namely, benefits of mobile phone use to CHWs, benefits of mobile phone-equipped CHWs, current mobile phone use by CHWs and barriers to CHWs' mobile phone use. The significant barriers reported in the CHWs' mobile phone use were poor mobile network coverage, technical illiteracy, lack of consistent technical training and call and data expense of the CHWs. The participants recommend an increased number of mobile towers, frequent training in mobile phone use and basic English language for the CHWs as possible solutions to the barriers.Originality/valueStudies examining the perceptions of doctors who are a primary stakeholder group in mHealth as well as in the public health system scenario are limited. To the authors’ knowledge, this is one of the first studies to examine the perception of rural doctors regarding CHWs' mobile phone use for work in India.
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