Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing.
Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic.
Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software.
Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group (p < .001). Furthermore, greater percent changes between pre- and post-intervention were identified in the experimental group compared to the control group (120% vs 1%, respectively).
Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings.
{"title":"The Good Behaviour Game: Maintaining students' physical distancing in physical education classes during the COVID-19 pandemic.","authors":"Olfa Tounsi, Abdessalem Koubaa, Omar Trabelsi, Liwa Masmoudi, Bessem Mkaouer, Khaled Trabelsi, Haitham Jahrami, Cain Ct Clark, Mourad Bahloul","doi":"10.1177/00178969221147609","DOIUrl":"10.1177/00178969221147609","url":null,"abstract":"<p><strong>Background: </strong>Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing.</p><p><strong>Objectives: </strong>The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic.</p><p><strong>Method: </strong>In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software.</p><p><strong>Results: </strong>Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group (<i>p</i> < .001). Furthermore, greater percent changes between pre- and post-intervention were identified in the experimental group compared to the control group (120% vs 1%, respectively).</p><p><strong>Conclusion: </strong>The GBG was effective in ensuring students' physical distancing when implemented in PE settings.</p>","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"200-210"},"PeriodicalIF":1.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9843150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1177/00178969231157698
M. Pellerano, Lori Fingerhut, Susan Giordano, Eshan Kaul, Brittany A. Baptiste, Manuel E. Jimenez, Eric Jahn
Background: The perspectives of community partners about their experiences working with medical students and how service-learning experiences affect the communities they serve remains understudied. Objective: This study addressed gaps in the literature by reporting on in-depth interviews conducted with community partners who participated in a well-established medical school service-learning programme. Design: A qualitative study was undertaken using semi-structured interviews and an edited coding strategy. Setting: A convenience sample was recruited from a database of organisations working with the medical school’s service-learning organisation. Method: Between 2017 and 2020, the researchers conducted semi-structured interviews with community-based organisation partners who worked with medical students through a service-learning initiative in an urban, underserved area of New Jersey, USA. The authors coded transcripts and identified themes after extensive reading, reflection and team discussion of transcripts and coded text. Authors confirmed thematic saturation after 20 interviews with 21 participants representing 18 different agencies. Results: Three main themes were developed: (1) medical students as role models, (2) community partners’ role in shaping medical student education, and (3) reciprocity between community-based organisations and the service-learning programme. Participants found that medical students connected well with young clients and motivated them to pursue higher education or healthcare careers especially when they had a shared ethnic or cultural background. Community partners helped medical students better understand ethnically and socioeconomically diverse communities from a whole-person perspective. Participants described collaborative learning and reciprocity between the service-learning programme and community-based organisations as a ‘win-win’ situation – with clients, the organisation and medical students all benefitting. Conclusion: Findings illustrate the importance of reciprocity between medical students and community partners. Incorporating partners in the design and evaluation of service-learning programmes is essential to understanding how community and academic health centres can better collaborate to promote health equity.
{"title":"Community partners’ experiences with medical students’ service-learning activities","authors":"M. Pellerano, Lori Fingerhut, Susan Giordano, Eshan Kaul, Brittany A. Baptiste, Manuel E. Jimenez, Eric Jahn","doi":"10.1177/00178969231157698","DOIUrl":"https://doi.org/10.1177/00178969231157698","url":null,"abstract":"Background: The perspectives of community partners about their experiences working with medical students and how service-learning experiences affect the communities they serve remains understudied. Objective: This study addressed gaps in the literature by reporting on in-depth interviews conducted with community partners who participated in a well-established medical school service-learning programme. Design: A qualitative study was undertaken using semi-structured interviews and an edited coding strategy. Setting: A convenience sample was recruited from a database of organisations working with the medical school’s service-learning organisation. Method: Between 2017 and 2020, the researchers conducted semi-structured interviews with community-based organisation partners who worked with medical students through a service-learning initiative in an urban, underserved area of New Jersey, USA. The authors coded transcripts and identified themes after extensive reading, reflection and team discussion of transcripts and coded text. Authors confirmed thematic saturation after 20 interviews with 21 participants representing 18 different agencies. Results: Three main themes were developed: (1) medical students as role models, (2) community partners’ role in shaping medical student education, and (3) reciprocity between community-based organisations and the service-learning programme. Participants found that medical students connected well with young clients and motivated them to pursue higher education or healthcare careers especially when they had a shared ethnic or cultural background. Community partners helped medical students better understand ethnically and socioeconomically diverse communities from a whole-person perspective. Participants described collaborative learning and reciprocity between the service-learning programme and community-based organisations as a ‘win-win’ situation – with clients, the organisation and medical students all benefitting. Conclusion: Findings illustrate the importance of reciprocity between medical students and community partners. Incorporating partners in the design and evaluation of service-learning programmes is essential to understanding how community and academic health centres can better collaborate to promote health equity.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"336 - 346"},"PeriodicalIF":1.3,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42157235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1177/00178969231156108
R. Portman, A. Levy, S. Allen, S. Fairclough
Objective: There is recent evidence that exercise referral schemes (ERSs) are beginning to permit self-referral access. Notwithstanding this, to date it is unknown whether key referral characteristics, such as age, gender and socioeconomic status are associated with a greater likelihood of self-referring to an ERS, and whether self-referral participants are more or less likely to complete schemes, than traditional healthcare referrals. Design/Setting: This study presents an evaluation and cross-sectional exploration of key participant referral characteristics of those (n = 647) who signed up to ‘Active West Lancs’; a 12-week ERS in the northwest of England. Methods: Chi-square analysis, tests of difference and binary logistic regression were conducted to explore associations between key referral characteristics and (1) the likelihood of accessing Active West Lancs via a self- or healthcare-referral and (2) the likelihood of completion. Results: About 56% of participants accessed the scheme via self-referral. These participants were more likely to be women, to report a musculoskeletal primary health condition, to access a specific site and to do so during spring. The scheme had an overall completion rate of 42.2%. Participants who were older, resided in less socioeconomically deprived neighbourhoods, and accessed a specific site were more likely to complete. Self-referral participants were not more or less likely to complete than those who enrolled via healthcare-referral. Conclusion: These data do not directly identify a clear benefit or detriment to Active West Lancs’ incorporation of self-referral participants. Notwithstanding this, enabling self-referral ERS access may widen scheme participation opportunities among those reluctant to seek referral from a healthcare provider and reduce the administrative burden for healthcare providers themselves.
目标：最近有证据表明，运动转介计划（ERS）开始允许自我转介。尽管如此，到目前为止，尚不清楚年龄、性别和社会经济地位等关键转诊特征是否与更大的自我转诊ERS的可能性有关，以及自我转诊参与者是否比传统的医疗转诊更有可能完成计划。设计/设置：本研究对注册“活跃的西部Lancs”的参与者（n=647）的关键参与者转介特征进行了评估和横断面探索；英格兰西北部为期12周的ERS。方法：进行卡方分析、差异检验和二元逻辑回归，以探讨关键转诊特征与（1）通过自我或医疗转诊获得Active West Lancs的可能性和（2）完成转诊的可能性之间的关系。结果：约56%的参与者通过自我推荐进入该计划。这些参与者更有可能是女性，报告肌肉骨骼的主要健康状况，访问特定地点，并在春季访问。该计划的总体完成率为42.2%。年龄较大、居住在社会经济贫困程度较低的社区并进入特定地点的参与者更有可能完成。自我转诊参与者完成的可能性并不比那些通过医疗转诊注册的参与者大。结论：这些数据并没有直接确定Active West Lancs纳入自我推荐参与者的明显益处或损害。尽管如此，允许自我转诊ERS可以扩大那些不愿寻求医疗保健提供者转诊的人参与计划的机会，并减轻医疗保健提供者自身的行政负担。
{"title":"Exercise referral scheme participant characteristics, referral mode and completion status","authors":"R. Portman, A. Levy, S. Allen, S. Fairclough","doi":"10.1177/00178969231156108","DOIUrl":"https://doi.org/10.1177/00178969231156108","url":null,"abstract":"Objective: There is recent evidence that exercise referral schemes (ERSs) are beginning to permit self-referral access. Notwithstanding this, to date it is unknown whether key referral characteristics, such as age, gender and socioeconomic status are associated with a greater likelihood of self-referring to an ERS, and whether self-referral participants are more or less likely to complete schemes, than traditional healthcare referrals. Design/Setting: This study presents an evaluation and cross-sectional exploration of key participant referral characteristics of those (n = 647) who signed up to ‘Active West Lancs’; a 12-week ERS in the northwest of England. Methods: Chi-square analysis, tests of difference and binary logistic regression were conducted to explore associations between key referral characteristics and (1) the likelihood of accessing Active West Lancs via a self- or healthcare-referral and (2) the likelihood of completion. Results: About 56% of participants accessed the scheme via self-referral. These participants were more likely to be women, to report a musculoskeletal primary health condition, to access a specific site and to do so during spring. The scheme had an overall completion rate of 42.2%. Participants who were older, resided in less socioeconomically deprived neighbourhoods, and accessed a specific site were more likely to complete. Self-referral participants were not more or less likely to complete than those who enrolled via healthcare-referral. Conclusion: These data do not directly identify a clear benefit or detriment to Active West Lancs’ incorporation of self-referral participants. Notwithstanding this, enabling self-referral ERS access may widen scheme participation opportunities among those reluctant to seek referral from a healthcare provider and reduce the administrative burden for healthcare providers themselves.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"311 - 323"},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49248893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1177/00178969231156078
R. Abdullah, N. Zakaria, L. Mushahar, S. Yakob
Objective: The impact of social media on public health has been examined in various studies. However, none have explored user engagement based on the type of Facebook posts related to renal disease. Therefore, the present study sought to determine which type of nephrology-related posts have greater user engagement. Setting: Facebook pages. Methods: The posts on a specific Facebook page curated by a team of nephrologists in Malaysia were examined in this cross-sectional study. The type of post, likes, comments, shares of a post and reach of a post were used for data analysis. Analysis of variance was used to quantify the relative contribution of each independent variable to the odds of the post being highly liked or shared. The Kruskal–Wallis test was used to compare links, photos, shared videos, status and videos for parameters such as reach, the number of times a specific piece of content has been displayed on a screen (impressions), and user engagement. Results: Shared videos and photos received the highest median reach of 5,862 and 5,880, respectively. People who ‘liked’ the page in 2019, 2020 and 2021 numbered 193, 4,196 and 2,835, respectively. Among the types of content on the Facebook page, photos and shared videos received the highest median lifetime reach of the post compared to links, status and videos in terms of ‘people who liked the page’. Conclusion: The study findings suggest that posting a video or photo maximises the chance of engagement and meaningfully impacts public health outcomes.
{"title":"Identification of Facebook posts on nephrology-related terms that benefit patient outreach","authors":"R. Abdullah, N. Zakaria, L. Mushahar, S. Yakob","doi":"10.1177/00178969231156078","DOIUrl":"https://doi.org/10.1177/00178969231156078","url":null,"abstract":"Objective: The impact of social media on public health has been examined in various studies. However, none have explored user engagement based on the type of Facebook posts related to renal disease. Therefore, the present study sought to determine which type of nephrology-related posts have greater user engagement. Setting: Facebook pages. Methods: The posts on a specific Facebook page curated by a team of nephrologists in Malaysia were examined in this cross-sectional study. The type of post, likes, comments, shares of a post and reach of a post were used for data analysis. Analysis of variance was used to quantify the relative contribution of each independent variable to the odds of the post being highly liked or shared. The Kruskal–Wallis test was used to compare links, photos, shared videos, status and videos for parameters such as reach, the number of times a specific piece of content has been displayed on a screen (impressions), and user engagement. Results: Shared videos and photos received the highest median reach of 5,862 and 5,880, respectively. People who ‘liked’ the page in 2019, 2020 and 2021 numbered 193, 4,196 and 2,835, respectively. Among the types of content on the Facebook page, photos and shared videos received the highest median lifetime reach of the post compared to links, status and videos in terms of ‘people who liked the page’. Conclusion: The study findings suggest that posting a video or photo maximises the chance of engagement and meaningfully impacts public health outcomes.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"347 - 357"},"PeriodicalIF":1.3,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46984300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01Epub Date: 2022-11-25DOI: 10.1177/00178969221139198
Cate A Egan, Christopher B Merica, David R Paul, Laura Bond, Seth Rose, Andrew Martin, Chantal Vella
Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare.
Design: Qualitative design.
Setting: Physical education teachers from 11 schools (n = 13; n = 4 men) participated in remote training about conducting FitnessGram FT.
Methods: Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance.
Results: Inductive analysis using axial and open coding identified four themes: (1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually.
Conclusion: Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.
{"title":"A qualitative evaluation of remote training to develop a fitness surveillance system.","authors":"Cate A Egan, Christopher B Merica, David R Paul, Laura Bond, Seth Rose, Andrew Martin, Chantal Vella","doi":"10.1177/00178969221139198","DOIUrl":"10.1177/00178969221139198","url":null,"abstract":"<p><strong>Objectives: </strong>In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare.</p><p><strong>Design: </strong>Qualitative design.</p><p><strong>Setting: </strong>Physical education teachers from 11 schools (<i>n</i> = 13; <i>n</i> = 4 men) participated in remote training about conducting FitnessGram FT.</p><p><strong>Methods: </strong>Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance.</p><p><strong>Results: </strong>Inductive analysis using axial and open coding identified four themes: (1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually.</p><p><strong>Conclusion: </strong>Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.</p>","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"68-81"},"PeriodicalIF":1.3,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10676713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41579318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1177/00178969231152960
Stephanie McCrory, M. Crawford, L. Fleming
Background: School-based sleep education programmes can promote the importance of sleep health and may improve adolescent sleep. To date, only limited research has examined the feasibility of integrating sleep programmes into the school curriculum. Objectives: This study evaluated the feasibility, acceptability and preliminary efficacy of the Strathclyde intervention to encourage good sleep health in teenagers (SIESTA). Methods: A total 171 students (12–15 years, 53% women) from secondary schools in Scotland participated in the study. Recruitment and retention, data collection and design procedures were assessed to establish feasibility. Qualitative feedback on acceptability was collected via focus group discussions. Outcome measures assessing insomnia symptoms, sleep hygiene, depression, anxiety and stress were completed at baseline and post-intervention to explore the preliminary effects of SIESTA. Results: All schools that were approached consented to participate, and most students completed assessments at both time points (171) with a dropout rate of 5%. Assessment measures provided sufficient data to compare baseline and post-intervention values. Training and delivery manuals ensured successful delivery of the programme. Qualitative feedback indicated SIESTA was acceptable, and students spoke favourably about the content, delivery and techniques. Students reported that SIESTA was age-appropriate, relevant and the techniques were beneficial. There were significant improvements in insomnia and stress, but no improvements were noted for sleep hygiene, depression or anxiety. Conclusion: The findings suggest that SIESTA is feasible and acceptable for delivery via the school curriculum. The results indicate that a controlled trial is required to further investigate the efficacy of SIESTA implemented in an educational context.
{"title":"Evaluating the feasibility of delivering a sleep education programme in secondary schools","authors":"Stephanie McCrory, M. Crawford, L. Fleming","doi":"10.1177/00178969231152960","DOIUrl":"https://doi.org/10.1177/00178969231152960","url":null,"abstract":"Background: School-based sleep education programmes can promote the importance of sleep health and may improve adolescent sleep. To date, only limited research has examined the feasibility of integrating sleep programmes into the school curriculum. Objectives: This study evaluated the feasibility, acceptability and preliminary efficacy of the Strathclyde intervention to encourage good sleep health in teenagers (SIESTA). Methods: A total 171 students (12–15 years, 53% women) from secondary schools in Scotland participated in the study. Recruitment and retention, data collection and design procedures were assessed to establish feasibility. Qualitative feedback on acceptability was collected via focus group discussions. Outcome measures assessing insomnia symptoms, sleep hygiene, depression, anxiety and stress were completed at baseline and post-intervention to explore the preliminary effects of SIESTA. Results: All schools that were approached consented to participate, and most students completed assessments at both time points (171) with a dropout rate of 5%. Assessment measures provided sufficient data to compare baseline and post-intervention values. Training and delivery manuals ensured successful delivery of the programme. Qualitative feedback indicated SIESTA was acceptable, and students spoke favourably about the content, delivery and techniques. Students reported that SIESTA was age-appropriate, relevant and the techniques were beneficial. There were significant improvements in insomnia and stress, but no improvements were noted for sleep hygiene, depression or anxiety. Conclusion: The findings suggest that SIESTA is feasible and acceptable for delivery via the school curriculum. The results indicate that a controlled trial is required to further investigate the efficacy of SIESTA implemented in an educational context.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"297 - 310"},"PeriodicalIF":1.3,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42756069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.1177/00178969231151631
Kalpana Thapa-Bajgain, B. Bajgain, R. Dahal, K. Adhikari, N. Chowdhury, Mohammad Z. I. Chowdhury, T. Turin
Background: Health literacy is an important public health concern and can be defined as ‘the degree or extent to which the individuals have the capacity to obtain, process and understand basic health information and services to make appropriate health decisions’. Research on health literacy among recent immigrants to Canada is not that extensive. Objective: The purpose of this paper was to describe health literacy status among Nepalese immigrants residing in Calgary, Alberta, Canada. Methods: In 2019, a cross-sectional study, using a self-administered questionnaire, was conducted among Nepalese immigrants in Calgary. The questionnaire comprised 38 questions including sociodemographic information, self-rated health status, having a chronic disease or not, health literacy, sources of health information and preference to gain health information. Results: We received 401 responses: 49.63% were from women, 51.37% were aged 36–55 years, 37.00% had graduate-level education, 44.96% had immigrated to Canada less than 5 years ago and 81.05% were employed full-time/part-time or self-employed. Findings revealed that 17.21% of survey participants had limited health literacy, followed by 40.15% who had marginal health literacy. The majority of the survey participants (71.82%) either always or often got health information from healthcare professionals, followed by online resources (56.61%). Conclusion: Noteworthy levels of limited health literacy and marginal health literacy were observed among the Nepalese immigrant population. Multidirectional, culturally tailored, community-led, collaborative initiatives are needed to improve health literacy among the immigrant population, to lessen health disparities and to promote better health outcomes.
{"title":"Health literacy among members of the Nepalese immigrant population in Canada","authors":"Kalpana Thapa-Bajgain, B. Bajgain, R. Dahal, K. Adhikari, N. Chowdhury, Mohammad Z. I. Chowdhury, T. Turin","doi":"10.1177/00178969231151631","DOIUrl":"https://doi.org/10.1177/00178969231151631","url":null,"abstract":"Background: Health literacy is an important public health concern and can be defined as ‘the degree or extent to which the individuals have the capacity to obtain, process and understand basic health information and services to make appropriate health decisions’. Research on health literacy among recent immigrants to Canada is not that extensive. Objective: The purpose of this paper was to describe health literacy status among Nepalese immigrants residing in Calgary, Alberta, Canada. Methods: In 2019, a cross-sectional study, using a self-administered questionnaire, was conducted among Nepalese immigrants in Calgary. The questionnaire comprised 38 questions including sociodemographic information, self-rated health status, having a chronic disease or not, health literacy, sources of health information and preference to gain health information. Results: We received 401 responses: 49.63% were from women, 51.37% were aged 36–55 years, 37.00% had graduate-level education, 44.96% had immigrated to Canada less than 5 years ago and 81.05% were employed full-time/part-time or self-employed. Findings revealed that 17.21% of survey participants had limited health literacy, followed by 40.15% who had marginal health literacy. The majority of the survey participants (71.82%) either always or often got health information from healthcare professionals, followed by online resources (56.61%). Conclusion: Noteworthy levels of limited health literacy and marginal health literacy were observed among the Nepalese immigrant population. Multidirectional, culturally tailored, community-led, collaborative initiatives are needed to improve health literacy among the immigrant population, to lessen health disparities and to promote better health outcomes.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"274 - 285"},"PeriodicalIF":1.3,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48016979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1177/00178969221149261
Maeta Akihiro, Oku Mizue, Takahashi Kyoko
Objective: We investigated how students’ interest in healthy eating changed after the introduction of on-site school lunch, prepared on campus, at a Japanese junior high school. Design: One-year follow-up study. Setting: Participants were 166 students in their second year of study at a public junior high school in Japan which introduced an on-site school lunch programme instead of students bringing lunch from home. Method: Students’ interest in healthy eating habits was evaluated using the Japanese Questionnaire of Consciousness in Dietary Life for Adolescents Form (JQCDL–AF). Results: Data from 139 students who completed all three surveys were analysed. Total scores after 1 month increased significantly compared to baseline. This increase was sustained among boys 1 year later. The introduction of on-site school lunches is an effective strategy not only for providing healthy meals but also for increasing interest in the development of healthy eating habits. Conclusion: Increasing opportunities to get involved in meal preparation through the introduction of on-site school lunches may be an effective means of facilitating healthy eating among students.
{"title":"Preparing on-site school lunches improves adolescents’ eating habits: A one-year follow-up","authors":"Maeta Akihiro, Oku Mizue, Takahashi Kyoko","doi":"10.1177/00178969221149261","DOIUrl":"https://doi.org/10.1177/00178969221149261","url":null,"abstract":"Objective: We investigated how students’ interest in healthy eating changed after the introduction of on-site school lunch, prepared on campus, at a Japanese junior high school. Design: One-year follow-up study. Setting: Participants were 166 students in their second year of study at a public junior high school in Japan which introduced an on-site school lunch programme instead of students bringing lunch from home. Method: Students’ interest in healthy eating habits was evaluated using the Japanese Questionnaire of Consciousness in Dietary Life for Adolescents Form (JQCDL–AF). Results: Data from 139 students who completed all three surveys were analysed. Total scores after 1 month increased significantly compared to baseline. This increase was sustained among boys 1 year later. The introduction of on-site school lunches is an effective strategy not only for providing healthy meals but also for increasing interest in the development of healthy eating habits. Conclusion: Increasing opportunities to get involved in meal preparation through the introduction of on-site school lunches may be an effective means of facilitating healthy eating among students.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"263 - 273"},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46484933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1177/00178969221150904
J. Rodrigo-Sanjoaquín, Berta Murillo-Pardo, A. Corral-Abós, Silvia Lorente-Echeverría, J. Zaragoza Casterad
Background: The Health-Promoting School (HPS) framework offers a comprehensive approach to promoting health in schools. Aragon’s HPS network is a local organisation which has identified the need for closer cooperation between the education and health sectors as the main challenge facing its programme. Objectives: Previous studies from countries implementing HPS approaches have identified various outcomes and challenges. However, there is insufficient evidence to identify potential barriers to HPS implementation in Spain. This study therefore set out to explore these issues within the context of the HPS network in Aragon. Method: Three focus groups were held in different cities (Zaragoza, Huesca and Teruel) between April and May 2020. The total sample comprised 18 adults (M = 45.21; SD = 12.61), 60% of whom were men. Eleven participants were HPS stakeholders (i.e. teachers, HPS coordinators) and seven were external collaborators (e.g. university professors, researchers). Results: The main barriers identified were the excessive workload for professionals involved in the network, limitations imposed by contextual factors such as lack of teacher and family involvement, and lack of supervision and communication within the HPS network. Strengthening collaboration with work in other settings, the provision of continuing education for teaching staff and more systematic evaluation were identified as potential ways forward. Conclusion: Using the principles identified in this paper, Aragon’s HPS network should be further developed to enhance effective implementation and improve sustainability.
{"title":"Barriers to and ways of facilitating the implementation of Aragon’s Health-Promoting School network","authors":"J. Rodrigo-Sanjoaquín, Berta Murillo-Pardo, A. Corral-Abós, Silvia Lorente-Echeverría, J. Zaragoza Casterad","doi":"10.1177/00178969221150904","DOIUrl":"https://doi.org/10.1177/00178969221150904","url":null,"abstract":"Background: The Health-Promoting School (HPS) framework offers a comprehensive approach to promoting health in schools. Aragon’s HPS network is a local organisation which has identified the need for closer cooperation between the education and health sectors as the main challenge facing its programme. Objectives: Previous studies from countries implementing HPS approaches have identified various outcomes and challenges. However, there is insufficient evidence to identify potential barriers to HPS implementation in Spain. This study therefore set out to explore these issues within the context of the HPS network in Aragon. Method: Three focus groups were held in different cities (Zaragoza, Huesca and Teruel) between April and May 2020. The total sample comprised 18 adults (M = 45.21; SD = 12.61), 60% of whom were men. Eleven participants were HPS stakeholders (i.e. teachers, HPS coordinators) and seven were external collaborators (e.g. university professors, researchers). Results: The main barriers identified were the excessive workload for professionals involved in the network, limitations imposed by contextual factors such as lack of teacher and family involvement, and lack of supervision and communication within the HPS network. Strengthening collaboration with work in other settings, the provision of continuing education for teaching staff and more systematic evaluation were identified as potential ways forward. Conclusion: Using the principles identified in this paper, Aragon’s HPS network should be further developed to enhance effective implementation and improve sustainability.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"251 - 262"},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47875384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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