Pub Date : 2024-08-17DOI: 10.1177/00178969241269016
Sophie Garnier, Sandra Joffroy, Bernard Thon, Gérard Auneau, Pascale Mauriège
Objective:Brisk walking helps postmenopausal women to maintain body weight and fat mass losses as well cardiorespiratory fitness (CRF) and to feel better. However, these long-term benefits have not been fully examined. The aims of this study were to compare the effects of a 2-year follow-up with those of a 4-month walking programme on body composition, resting blood pressure (BP), CRF and perceived health of 248 sedentary postmenopausal women (60 ± 5 years) with overweight-to-moderate obesity (body mass index, BMI, 30 ± 4 kg/m2).Method:From the study-population, 196 women engaged in an outdoor walking programme consisting of three sessions of 45 minutes/week at 60% of their heart rate reserve (initially exercised, IEx, group), and another 52 formed the initial control group (ICo). Ninety-one IEx and 18 ICo women were re-examined 2 years later, for all outcomes.Results:In IEx women, decreased body weight, fat mass and BP versus the increased CRF (.0001 < p < .001) as well as improvements in four on six items of perceived health (.0001 < p < .05) were maintained at follow-up. In ICo women, reduced BP and improved perceived healthy balanced diet were the only benefits at follow-up ( p < .05). Of the 91 IEx women, 70 remained physically active (60 minutes/week), and 46 of them engaged in physical activity more than 150 minutes/week. In ICo women, 16 became physically active (60 minutes/week), while 9 of them reached 150 minutes/week.Conclusion:The regular practice of brisk walking in greenspaces could thus be considered a useful health education strategy for middle-aged women.
{"title":"Two-year follow-up of a brisk walking programme on fitness, perceived health and physical activity engagement in postmenopausal women","authors":"Sophie Garnier, Sandra Joffroy, Bernard Thon, Gérard Auneau, Pascale Mauriège","doi":"10.1177/00178969241269016","DOIUrl":"https://doi.org/10.1177/00178969241269016","url":null,"abstract":"Objective:Brisk walking helps postmenopausal women to maintain body weight and fat mass losses as well cardiorespiratory fitness (CRF) and to feel better. However, these long-term benefits have not been fully examined. The aims of this study were to compare the effects of a 2-year follow-up with those of a 4-month walking programme on body composition, resting blood pressure (BP), CRF and perceived health of 248 sedentary postmenopausal women (60 ± 5 years) with overweight-to-moderate obesity (body mass index, BMI, 30 ± 4 kg/m<jats:sup>2</jats:sup>).Method:From the study-population, 196 women engaged in an outdoor walking programme consisting of three sessions of 45 minutes/week at 60% of their heart rate reserve (initially exercised, IEx, group), and another 52 formed the initial control group (ICo). Ninety-one IEx and 18 ICo women were re-examined 2 years later, for all outcomes.Results:In IEx women, decreased body weight, fat mass and BP versus the increased CRF (.0001 < p < .001) as well as improvements in four on six items of perceived health (.0001 < p < .05) were maintained at follow-up. In ICo women, reduced BP and improved perceived healthy balanced diet were the only benefits at follow-up ( p < .05). Of the 91 IEx women, 70 remained physically active (60 minutes/week), and 46 of them engaged in physical activity more than 150 minutes/week. In ICo women, 16 became physically active (60 minutes/week), while 9 of them reached 150 minutes/week.Conclusion:The regular practice of brisk walking in greenspaces could thus be considered a useful health education strategy for middle-aged women.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203567","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 : 2024-08-14DOI: 10.1177/00178969241265900
Jaqueline Naidoo, Elasmus Muza
Objective:Globally, South Africa has the highest rate of HIV infection, nevertheless, society and communities seem hesitant to entrust teachers with the responsibility to teach their children about sexuality issues. This study examined how Further Education and Training Life Orientation teachers navigate the sociocultural complexities of teaching sexuality education.Design:A qualitative, narrative study was conducted. Data were generated using narrative frames, collages, and lesson observations.Setting:Six Life Orientation teachers from six schools in the province of KwaZulu-Natal, South Africa participated.Results:Life Orientation teachers faced a range of sociocultural challenges when teaching sexuality education. The following strategies were used to mitigate these challenges: avoiding teaching about contradicting cultural and religious beliefs; using social media platforms; involving specialists, peer educators and role models; and adopting pastoral and parental roles.Conclusion:Collaborative opportunities between Life Orientation teachers, specialists, role models and community members or organisations could offer a supportive role and influence the teaching of sexuality education positively. Social media platforms and innovative teaching strategies could enhance the quality and teaching of sexuality education.
{"title":"Teachers navigating the sociocultural challenges of teaching sexuality education to South African learners","authors":"Jaqueline Naidoo, Elasmus Muza","doi":"10.1177/00178969241265900","DOIUrl":"https://doi.org/10.1177/00178969241265900","url":null,"abstract":"Objective:Globally, South Africa has the highest rate of HIV infection, nevertheless, society and communities seem hesitant to entrust teachers with the responsibility to teach their children about sexuality issues. This study examined how Further Education and Training Life Orientation teachers navigate the sociocultural complexities of teaching sexuality education.Design:A qualitative, narrative study was conducted. Data were generated using narrative frames, collages, and lesson observations.Setting:Six Life Orientation teachers from six schools in the province of KwaZulu-Natal, South Africa participated.Results:Life Orientation teachers faced a range of sociocultural challenges when teaching sexuality education. The following strategies were used to mitigate these challenges: avoiding teaching about contradicting cultural and religious beliefs; using social media platforms; involving specialists, peer educators and role models; and adopting pastoral and parental roles.Conclusion:Collaborative opportunities between Life Orientation teachers, specialists, role models and community members or organisations could offer a supportive role and influence the teaching of sexuality education positively. Social media platforms and innovative teaching strategies could enhance the quality and teaching of sexuality education.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"24 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203568","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 : 2024-08-12DOI: 10.1177/00178969241269015
Jeanette Jacobs, Brenda Morton
Objective:To explore the perspectives and practices of high school health education teachers implementing health literacy with a focus on the social determinants of health within the context of a concern for social justice.Design:Qualitative content analysis was used to assess high school teachers’ accounts of the practices used to teach health education in line with their professional preparation, the Texas Essential Knowledge and Skills (TEKS) standards, the textbook(s) used and the district’s health education curriculum.Setting:A large urban independent school district in southern Texas, USA.Method:Six high school health education teachers’ interviews were analysed using the social ecological framework and a social justice framework to identify themes that aligned with the teaching practices used to facilitate critical health literacy.Results:Although teachers were unfamiliar with the term Social Determinants of Health, they were able to speak to the challenges that their students faced in everyday life. The need for support and the remedying of knowledge deficits were two important themes.Conclusion:Health education teachers often lack the preparation to teach about the social determinants of health in a manner that resonates with students’ backgrounds. The current TEKS standards provide insufficient guidance, emphasising kinesiology, diet and movement over a focus on critical health literacy and the social determinants of health, resulting in a limited and inadequate curriculum for high school students.
{"title":"Exploring critical health literacy in health education: A social justice approach","authors":"Jeanette Jacobs, Brenda Morton","doi":"10.1177/00178969241269015","DOIUrl":"https://doi.org/10.1177/00178969241269015","url":null,"abstract":"Objective:To explore the perspectives and practices of high school health education teachers implementing health literacy with a focus on the social determinants of health within the context of a concern for social justice.Design:Qualitative content analysis was used to assess high school teachers’ accounts of the practices used to teach health education in line with their professional preparation, the Texas Essential Knowledge and Skills (TEKS) standards, the textbook(s) used and the district’s health education curriculum.Setting:A large urban independent school district in southern Texas, USA.Method:Six high school health education teachers’ interviews were analysed using the social ecological framework and a social justice framework to identify themes that aligned with the teaching practices used to facilitate critical health literacy.Results:Although teachers were unfamiliar with the term Social Determinants of Health, they were able to speak to the challenges that their students faced in everyday life. The need for support and the remedying of knowledge deficits were two important themes.Conclusion:Health education teachers often lack the preparation to teach about the social determinants of health in a manner that resonates with students’ backgrounds. The current TEKS standards provide insufficient guidance, emphasising kinesiology, diet and movement over a focus on critical health literacy and the social determinants of health, resulting in a limited and inadequate curriculum for high school students.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203569","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 : 2024-08-12DOI: 10.1177/00178969241269656
Kim Andreassen, Jordina Quain, Emily Castell
Background:The pathologisation of people with disability1 has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people with disability are not made. The lack of accessibility fosters few opportunities to learn about and practise skills related to establishing and maintaining social relationships, including platonic, romantic and sexual relationships, thereby limiting informed decision-making. Moreover, the lack of good quality sexuality education significantly increases the risk of sexual abuse, assault, and family and domestic violence – impacting people with disability’s self-determination, autonomy and ultimately, ability to work, live independently, and maintain their mental and physical health.Objective:Few reviews of comprehensive sexuality education programmes for people with disability have been reported. Therefore, four current comprehensive sexuality education programmes for people with disability were reviewed, including their content and the topics included; the feasibility of implementation including costs; different accessibility considerations for varied learners and disabilities; and methods of delivery. This allowed an assessment of their strengths and opportunities for people with disability.Results:The review highlighted strong positive changes occurring within the field, as well as challenges due to funding limitations, and the extensive number of topics under comprehensive sexuality education that need to be addressed in teaching and delivering quality comprehensive sexuality education to people with disability.Conclusion:Informed by the evidence in this review, we advocate for the inclusion of a more comprehensive range of topics, including gender and sexuality diversity within accessible comprehensive sexuality education for people with disability, and the establishment of appropriate forms of teacher education and training to increase confidence and comfort when delivering comprehensive sexuality education to people with disability.
{"title":"Stop leaving people with disability behind: Reviewing comprehensive sexuality education for people with disability","authors":"Kim Andreassen, Jordina Quain, Emily Castell","doi":"10.1177/00178969241269656","DOIUrl":"https://doi.org/10.1177/00178969241269656","url":null,"abstract":"Background:The pathologisation of people with disability<jats:sup>1</jats:sup> has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people with disability are not made. The lack of accessibility fosters few opportunities to learn about and practise skills related to establishing and maintaining social relationships, including platonic, romantic and sexual relationships, thereby limiting informed decision-making. Moreover, the lack of good quality sexuality education significantly increases the risk of sexual abuse, assault, and family and domestic violence – impacting people with disability’s self-determination, autonomy and ultimately, ability to work, live independently, and maintain their mental and physical health.Objective:Few reviews of comprehensive sexuality education programmes for people with disability have been reported. Therefore, four current comprehensive sexuality education programmes for people with disability were reviewed, including their content and the topics included; the feasibility of implementation including costs; different accessibility considerations for varied learners and disabilities; and methods of delivery. This allowed an assessment of their strengths and opportunities for people with disability.Results:The review highlighted strong positive changes occurring within the field, as well as challenges due to funding limitations, and the extensive number of topics under comprehensive sexuality education that need to be addressed in teaching and delivering quality comprehensive sexuality education to people with disability.Conclusion:Informed by the evidence in this review, we advocate for the inclusion of a more comprehensive range of topics, including gender and sexuality diversity within accessible comprehensive sexuality education for people with disability, and the establishment of appropriate forms of teacher education and training to increase confidence and comfort when delivering comprehensive sexuality education to people with disability.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203584","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}
Objective:Psychoactive substance use is prevalent among young people in Nigeria. However, the dearth of accessible and good-quality treatment for substance use disorders in Nigeria creates a treatment gap. This study evaluated the effectiveness of a substance use prevention education programme (SUPEP) for young people in Nigeria.Design:A quasi-experimental study using a pre–post-test was conducted. The experimental group ( n = 100) and comparison group ( n = 100) comprised students in four senior secondary schools. Data were collected using a validated self-report questionnaire and the WHO Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST) version 3.0. Paired sample t-tests, analysis of covariance (ANCOVA) and generalised and linear mixed models (GLMM) were used for data analysis.Setting:Two hundred young people aged 14–20 years prone to substance use participated in SUPEP in four secondary schools in Enugu State, Southeast, Nigeria.Results:Students’ psychoactive substance knowledge and substance use attitudes in the experimental group ( p < .001) improved significantly post-intervention. ANCOVA results showed that the mean psychoactive substance knowledge score increased significantly between the time points, F(1, 123) = 8.89, p = .003. In contrast, mean psychoactive substance use attitudes reduced significantly between the same time points, F(1, 123) = 12.390, p = .001. However, no significant difference between the groups was observed in the mean psychoactive substance use behaviour post-intervention.Conclusion:The school-based SUPEP increases psychoactive substance knowledge and improves attitudes. However, the intervention did not reduce substance use among adolescents.
{"title":"Effects of a school-based substance use prevention education on psychoactive substance knowledge, attitudes and behaviours among young people","authors":"Samuel Ifeanyichukwu Onuorah, Olaoluwa Samson Agbaje, Osmond Chukwuemeka Ene, Fabian Chibunine Ugwueze","doi":"10.1177/00178969241268172","DOIUrl":"https://doi.org/10.1177/00178969241268172","url":null,"abstract":"Objective:Psychoactive substance use is prevalent among young people in Nigeria. However, the dearth of accessible and good-quality treatment for substance use disorders in Nigeria creates a treatment gap. This study evaluated the effectiveness of a substance use prevention education programme (SUPEP) for young people in Nigeria.Design:A quasi-experimental study using a pre–post-test was conducted. The experimental group ( n = 100) and comparison group ( n = 100) comprised students in four senior secondary schools. Data were collected using a validated self-report questionnaire and the WHO Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST) version 3.0. Paired sample t-tests, analysis of covariance (ANCOVA) and generalised and linear mixed models (GLMM) were used for data analysis.Setting:Two hundred young people aged 14–20 years prone to substance use participated in SUPEP in four secondary schools in Enugu State, Southeast, Nigeria.Results:Students’ psychoactive substance knowledge and substance use attitudes in the experimental group ( p < .001) improved significantly post-intervention. ANCOVA results showed that the mean psychoactive substance knowledge score increased significantly between the time points, F(1, 123) = 8.89, p = .003. In contrast, mean psychoactive substance use attitudes reduced significantly between the same time points, F(1, 123) = 12.390, p = .001. However, no significant difference between the groups was observed in the mean psychoactive substance use behaviour post-intervention.Conclusion:The school-based SUPEP increases psychoactive substance knowledge and improves attitudes. However, the intervention did not reduce substance use among adolescents.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885706","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}
Objectives:Community sites, including schools, are important settings for interventions to promote children and young people’s mental health and wellbeing. A central provision to support mental health in the UK is school- and community-based counselling services. However, the evidence-base for school counselling services is limited by weak evaluation designs, lack of understanding of different counselling approaches in use, and a failure to conceptualise counselling services as part of a wider complex system. To address the last point, this article takes a complex system-focused perspective to explore how a ‘system disruption’, that is counselling service implementation, can be optimised in the Welsh education system.Design:The approach used in this study is a mixed-method qualitative design.Setting:Participants were recruited from school and community settings. They included children and young people, parents, carers, school staff, counsellors and stakeholders from health and education.Method:Consultations, key system stakeholder interviews and school case studies were conducted. All stakeholders were asked about their experiences of local authority-funded school- and community-based counselling services in Wales. Interview and consultation data were analysed using a thematic analysis approach.Results:Data converged into three main themes focusing on the specifics of counselling sessions, counselling services as part of universal mental health provision and a whole education system approach. These three themes are brought together into a complex systems-focused model of an optimised school- and community-based counselling service.Conclusion:The model offers an opportunity to address issues with current counselling services in Wales and improve outcomes and sustainability by increasing the likelihood they will become embedded in the whole education system.
{"title":"Understanding school-based counselling services in complex systems: Developing a whole system approach","authors":"Gillian Hewitt, Lauren Copeland, Simon Murphy, Siôn Jones, Amy Edwards, Rhiannon Evans","doi":"10.1177/00178969241263189","DOIUrl":"https://doi.org/10.1177/00178969241263189","url":null,"abstract":"Objectives:Community sites, including schools, are important settings for interventions to promote children and young people’s mental health and wellbeing. A central provision to support mental health in the UK is school- and community-based counselling services. However, the evidence-base for school counselling services is limited by weak evaluation designs, lack of understanding of different counselling approaches in use, and a failure to conceptualise counselling services as part of a wider complex system. To address the last point, this article takes a complex system-focused perspective to explore how a ‘system disruption’, that is counselling service implementation, can be optimised in the Welsh education system.Design:The approach used in this study is a mixed-method qualitative design.Setting:Participants were recruited from school and community settings. They included children and young people, parents, carers, school staff, counsellors and stakeholders from health and education.Method:Consultations, key system stakeholder interviews and school case studies were conducted. All stakeholders were asked about their experiences of local authority-funded school- and community-based counselling services in Wales. Interview and consultation data were analysed using a thematic analysis approach.Results:Data converged into three main themes focusing on the specifics of counselling sessions, counselling services as part of universal mental health provision and a whole education system approach. These three themes are brought together into a complex systems-focused model of an optimised school- and community-based counselling service.Conclusion:The model offers an opportunity to address issues with current counselling services in Wales and improve outcomes and sustainability by increasing the likelihood they will become embedded in the whole education system.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"66 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769618","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 : 2024-07-25DOI: 10.1177/00178969241261324
Hannah E Brown, Melinda J Ickes
Objectives:More than 2.5 million middle and high school students in the United States reported current use of e-cigarettes in 2022. With continued curiosity and initiation of e-cigarette use among youth, it is critical to explore new and innovative ways to communicate about the dangers of e-cigarettes. The purpose of this study was to determine youth never-user and ever-user interpretations of a novel, educational comic book, ‘The Villainous Vape’.Method:A 43-question survey was distributed to a convenience sample of middle and high school students across Kentucky.Results:Of the 76 respondents, 85.5% ( n = 65) reported having never using e-cigarettes and 14.5% ( n = 11) reported having tried e-cigarettes at least once in their lifetime. Never-users were more likely to say that the comic book would be an effective method of e-cigarette education for their peers, compared with ever-users. In addition, never-users were more likely to report that the comic book deterred them from using e-cigarettes.Conclusion:Further research is needed to determine how perceptions of story-based education through novel comics affect young people’s health decisions regarding e-cigarette use.
{"title":"Youth e-cigarette never-users and ever-users perceptions of novel educational comic book","authors":"Hannah E Brown, Melinda J Ickes","doi":"10.1177/00178969241261324","DOIUrl":"https://doi.org/10.1177/00178969241261324","url":null,"abstract":"Objectives:More than 2.5 million middle and high school students in the United States reported current use of e-cigarettes in 2022. With continued curiosity and initiation of e-cigarette use among youth, it is critical to explore new and innovative ways to communicate about the dangers of e-cigarettes. The purpose of this study was to determine youth never-user and ever-user interpretations of a novel, educational comic book, ‘The Villainous Vape’.Method:A 43-question survey was distributed to a convenience sample of middle and high school students across Kentucky.Results:Of the 76 respondents, 85.5% ( n = 65) reported having never using e-cigarettes and 14.5% ( n = 11) reported having tried e-cigarettes at least once in their lifetime. Never-users were more likely to say that the comic book would be an effective method of e-cigarette education for their peers, compared with ever-users. In addition, never-users were more likely to report that the comic book deterred them from using e-cigarettes.Conclusion:Further research is needed to determine how perceptions of story-based education through novel comics affect young people’s health decisions regarding e-cigarette use.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769587","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 : 2024-07-25DOI: 10.1177/00178969241265210
Sean Sawicki, Stacey Brandt Maravent
Background:Students are required to complete a minimum of 150 hours, respectively, in both community and health system introductory pharmacy practice experience (IPPE) rotations as part of a PharmD programme completion in the USA. The goal is to introduce students to medication use processes; patient and provider communication; interprofessional team dynamics, and inpatient and outpatient healthcare delivery.Context and Objective:Experiential learning environments offer pharmacy students exposure to interactions with patients, pharmacy technicians, suppliers, practitioners and insurance companies. However, an experience gap appears when graduating pharmacy students enter their careers as licenced pharmacists. This study sought to understand this gap and to provide pharmacy schools with insight so that they can better equip future pharmacists with the tools needed for successful pharmacy communication in practice.Method:A total of 14 semi-structured interviews were conducted with pharmacists ( N = 14) in various healthcare settings in Florida, USA: community pharmacy, ambulatory care, health system pharmacy and long-term care/mail order environments. Content and thematic analyses were conducted to identify themes in the data.Results:Three overarching themes were developed: staff, management and operations; communicating with healthcare providers; and counselling patients. In addition, the pharmacists offered recommendations pertaining to topics that could be included in curriculum updates.Conclusion:The themes developed from the study highlight competencies that pharmacists had to learn in the field. There are skills that pharmacists need to practise effectively in their area of pharmacy that their pharmacy schools failed to prepare them for. The analysis will be useful to pharmacy schools seeking to update their curriculum to reflect common practices in different areas of pharmacy and ultimately to better prepare their students for future careers.
{"title":"Identifying gaps in communication skills between pharmacy curricula and pharmacy practice","authors":"Sean Sawicki, Stacey Brandt Maravent","doi":"10.1177/00178969241265210","DOIUrl":"https://doi.org/10.1177/00178969241265210","url":null,"abstract":"Background:Students are required to complete a minimum of 150 hours, respectively, in both community and health system introductory pharmacy practice experience (IPPE) rotations as part of a PharmD programme completion in the USA. The goal is to introduce students to medication use processes; patient and provider communication; interprofessional team dynamics, and inpatient and outpatient healthcare delivery.Context and Objective:Experiential learning environments offer pharmacy students exposure to interactions with patients, pharmacy technicians, suppliers, practitioners and insurance companies. However, an experience gap appears when graduating pharmacy students enter their careers as licenced pharmacists. This study sought to understand this gap and to provide pharmacy schools with insight so that they can better equip future pharmacists with the tools needed for successful pharmacy communication in practice.Method:A total of 14 semi-structured interviews were conducted with pharmacists ( N = 14) in various healthcare settings in Florida, USA: community pharmacy, ambulatory care, health system pharmacy and long-term care/mail order environments. Content and thematic analyses were conducted to identify themes in the data.Results:Three overarching themes were developed: staff, management and operations; communicating with healthcare providers; and counselling patients. In addition, the pharmacists offered recommendations pertaining to topics that could be included in curriculum updates.Conclusion:The themes developed from the study highlight competencies that pharmacists had to learn in the field. There are skills that pharmacists need to practise effectively in their area of pharmacy that their pharmacy schools failed to prepare them for. The analysis will be useful to pharmacy schools seeking to update their curriculum to reflect common practices in different areas of pharmacy and ultimately to better prepare their students for future careers.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769585","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 : 2024-06-25DOI: 10.1177/00178969241261150
Jane Kelly, Maya Low, Charné Dee Glinski, Christina Laurenzi, Lesley Gittings, Philani Myende, Rachel Joska, Babalo Gqaleni-Ntozonke, Babalwa Taleni, Zoliswa Marikeni, Lulama Sidloyi, Bongiwe Saliwe, Elona Toska
Background:Nurses have a critical role to play in the delivery of sexual and reproductive health (SRH) services to adolescents and young people. Nurses’ interactions with adolescents and young people can shape sexual and reproductive behaviours and outcomes, including willingness to access and engage with healthcare services. However, little research from low- and middle-income contexts has explored nurses’ firsthand perspectives regarding their relationships with adolescents and young people in the context of SRH service provision, especially since the COVID-19 pandemic.Aim:This study explored nurses’ perceptions of working with adolescents and young people as well as how these impressions manifest in one-on-one exchanges between nurses and young patients.Method:Semi-structured interviews were conducted with 20 nurses providing SRH services to adolescents and young people and based at public health facilities in urban, peri-urban and rural areas within a health sub-district of the Eastern Cape province of South Africa. Data were analysed using an inductive thematic approach.Results:While many nurses described the challenges facing adolescents and young people in an empathic way and expressed a desire and willingness to engage with and educate them, some found it ‘difficult to break through’. Nurses linked this difficulty to the shame adolescents and young people feel when discussing SRH concerns, but also to them having ‘attitude’ and ‘not listening’. Findings highlight how while nurses may genuinely care about providing services to their young patients, internal and social biases may impact their motivation and willingness to effectively support adolescents and young people within the context of SRH service provision. To improve patient–provider relations, we suggest a focus on practical and participatory interventions to improve interpersonal dynamics.
{"title":"Perspectives from the frontline: Nurses’ experiences of adolescent engagement in sexual and reproductive health services","authors":"Jane Kelly, Maya Low, Charné Dee Glinski, Christina Laurenzi, Lesley Gittings, Philani Myende, Rachel Joska, Babalo Gqaleni-Ntozonke, Babalwa Taleni, Zoliswa Marikeni, Lulama Sidloyi, Bongiwe Saliwe, Elona Toska","doi":"10.1177/00178969241261150","DOIUrl":"https://doi.org/10.1177/00178969241261150","url":null,"abstract":"Background:Nurses have a critical role to play in the delivery of sexual and reproductive health (SRH) services to adolescents and young people. Nurses’ interactions with adolescents and young people can shape sexual and reproductive behaviours and outcomes, including willingness to access and engage with healthcare services. However, little research from low- and middle-income contexts has explored nurses’ firsthand perspectives regarding their relationships with adolescents and young people in the context of SRH service provision, especially since the COVID-19 pandemic.Aim:This study explored nurses’ perceptions of working with adolescents and young people as well as how these impressions manifest in one-on-one exchanges between nurses and young patients.Method:Semi-structured interviews were conducted with 20 nurses providing SRH services to adolescents and young people and based at public health facilities in urban, peri-urban and rural areas within a health sub-district of the Eastern Cape province of South Africa. Data were analysed using an inductive thematic approach.Results:While many nurses described the challenges facing adolescents and young people in an empathic way and expressed a desire and willingness to engage with and educate them, some found it ‘difficult to break through’. Nurses linked this difficulty to the shame adolescents and young people feel when discussing SRH concerns, but also to them having ‘attitude’ and ‘not listening’. Findings highlight how while nurses may genuinely care about providing services to their young patients, internal and social biases may impact their motivation and willingness to effectively support adolescents and young people within the context of SRH service provision. To improve patient–provider relations, we suggest a focus on practical and participatory interventions to improve interpersonal dynamics.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503894","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 : 2024-06-24DOI: 10.1177/00178969241258439
Gülpınar Aslan, Deniz Didem Savcı Mağol, Ayse Berivan Savcı Bakan
Background:The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools.Aim:This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers’ food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye.Methods:This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses.Results:The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups’ pre-test scale mean scores, the experimental group’s post-test scale mean score was found to be statistically significantly higher ( d = 0.79, p < .05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level.Conclusions:This study found that the health education given to teachers led to an increase in teachers’ food allergy and anaphylaxis management self-efficacy.
{"title":"An investigation of the effects of the education given to teachers on food allergy and anaphylaxis management self-efficacy and level of knowledge","authors":"Gülpınar Aslan, Deniz Didem Savcı Mağol, Ayse Berivan Savcı Bakan","doi":"10.1177/00178969241258439","DOIUrl":"https://doi.org/10.1177/00178969241258439","url":null,"abstract":"Background:The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools.Aim:This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers’ food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye.Methods:This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses.Results:The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups’ pre-test scale mean scores, the experimental group’s post-test scale mean score was found to be statistically significantly higher ( d = 0.79, p < .05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level.Conclusions:This study found that the health education given to teachers led to an increase in teachers’ food allergy and anaphylaxis management self-efficacy.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503895","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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