Health Promotion Practice最新文献

Active lifestyles are vital for promoting health. In this practice note, we describe the implementation of an active living intervention designed to engage youth in identifying barriers to being physically active and developing recommendations to address these barriers. Youth interns were compensated for their time. Through this project, the community obtained street striping for the first time, secured a community center when the police substation building was turned over to the community, and had sidewalk funding prioritized for one of their busiest streets. Lessons learned while developing and implementing this youth internship program focused on making the internship program work well given youth schedules and focusing on supporting the voice of youth to advocate for changes to the built environment in an intentionally excluded community.

Background: Effective dissemination of information about evidence-based programs (EBPs) is essential for promoting health equity. Faith-based and other community organizations have difficulty locating EBPs for implementation in their settings. A research team engaged in a systematic search to identify a menu of EBPs that could be offered to African American FBOs as part of a community-engaged implementation study. Methods. A four-stage process was developed to search for EBPs meeting seven inclusion criteria for dissemination in faith-based organizations (FBOs). Criteria included relevance to identified health disparity topics, endorsement on a federal website, free access to downloadable program materials, facilitator guidance, no requirements for health care providers, and culturally relevant materials for African American communities.

Results: Nineteen government websites were searched. Sixty-six potential EBPs were identified. Six EBPs met all inclusion criteria.

Discussion: The search for EBPs that met seven criteria for implementation in African American FBOs demonstrated challenges that have been described in the literature. Researchers encountered a lack of standardized terminology for identifying EBPs on federal websites, frequent requirement for health care providers or clinics and/or fees for training and materials. FBOs are supportive and safe places to offer EBPs to promote health, and EBPs need to be designed and disseminated to meet the needs and preferences of FBOs. Including members of FBOs and others in the community in EBP development, design, and dissemination, such as searchable health promotion EBP registries, can increase the likelihood that effective programs intended to address health disparities are readily accessible to FBOs for implementation.

The onset of mental health issues frequently starts during adolescence, where one third of adolescents who are 14 years and younger receive a mental health diagnosis. The state of youth mental health is a major public health concern. The EMPOWER project was developed during the COVID-19 pandemic to address youth mental health. The EMPOWER project is a partnership between two after-school programs and an academic mental health hospital in Toronto, Canada, that aims to bolster youth mental well-being. In this Practice Note, we share our community-based participatory research process of how we built the EMPOWER partnership and highlight our lessons learned so far. Through EMPOWER, we aim to codesign, deliver, and evaluate a scalable, evidence-based, and community-informed youth mental wellness curriculum that will be implemented in after-school programs.

We explored student and industry supervisors' experiences of virtual work-integrated learning (vWIL) health promotion placements during the COVID-19 pandemic. Using a descriptive phenomenological qualitative methodology, we conducted semi-structured interviews with eight students and eight supervisors of undergraduate health promotion-related placements at community, not-for-profit and government organizations. We asked participants about the aspects of their placement they found most enjoyable and challenging, their preparation, workload, and thoughts on placement structure. We audio-recorded and had the interviews transcribed. Our thematic analyses revealed four key themes: (1) the impact of COVID-19 on work and study, (2) benefits of vWIL (real-world application and career clarification, transcending barriers and saving time, and feeling less intimidated), (3) challenges of vWIL (experiencing workplace culture, providing support and guidance to students, and relationship building), and (4) recommendations on the evolution of vWIL (increased preparation and consider a hybrid model). Our findings suggest that vWIL is a viable and sound mode of delivery for health promotion-related placements, particularly in situations that inhibit face-to-face learning. It has the capacity to enhance the work-readiness of health promotion graduates while adding flexibility to professional preparation workplace-based training programs, providing opportunity for capacity building locally across rural and remote areas, as well as globally. Future research should examine the effectiveness, practicality, and feasibility of implementing placements across different models including face-to-face, virtual and hybrid.

Approaches to HIV/AIDS prevention and treatment have made significant advances since the beginning of the epidemic. However, HIV myths and misinformation continue to persist, stymieing efforts to end the epidemic in the United States, particularly in rural areas. The present study's purpose was to identify prevalent myths and misinformation about HIV/AIDS in the rural United States. Rural HIV/AIDS health care providers (n = 69) were asked via an audience response system (ARS) to provide responses to questions about HIV/AIDS myths and misinformation in their respective communities. Responses were analyzed qualitatively using thematic coding. Responses were grouped into four thematic categories: risk beliefs, consequences of infection, populations affected, and service delivery. Many responses were consistent with myths and misinformation from the start of the HIV epidemic. Study findings support the need for sustained fundamental HIV/AIDS education and stigma reduction efforts in rural areas.

The National Commission of Health Education Credentialing, Inc. (NCHEC) created the Category 1 COVID-19 Claim Form Opportunity to document how Certified Health Education Specialists (CHES^®) and Master Certified Health Education Specialists (MCHES^®) assisted communities during the COVID-19 pandemic. Using data submitted by CHES^®/MCHES^® (n = 3,098 claim forms), the purpose of this study was to (a) describe the settings where CHES^® and MCHES^® completed their pandemic work and (b) assess differences in the type of pandemic work completed by CHES^® compared with MCHES^® based on specific Areas of Responsibility (AOR) for Health Education Specialists. Findings showed that CHES^® and MCHES^® engaged in seven AOR during the pandemic, with the largest proportion of CHES^® (n = 859; 33%) and MCHES^® (n = 105; 21.9%, documenting COVID-19-related activities in health departments. CHES^® reported higher engagement than MCHES^® in activities such as COVID-19 reporting/tracking, χ² (1, N = 3,098) = 27.3, p < .001; outbreak response, χ² (1, N = 3,098) = 4.3, p = .039; and vaccination, χ² (1, N = 3,098) = 5.2, p = .023. Conversely, MCHES^® reported higher participation than CHES^® in screening/testing, χ² (1, N = 3,098) = 174.2, p < .001; administration of budgets/operations, χ² (1, N = 3,098) = 30.1, p < .001; and adapting educational activities at college/universities, χ² (1, N = 3,098) = 46.1, p < .001. CHES^® were more likely than MCHES^® to indicate working in all AOR except for Area 2-Plan Health Education/Promotion. Results support that employer-verified health education skills in all AOR were transferable during COVID-19, especially for CHES^® employed within state/county health departments.

There is a lack of nutritional programming and resources available for people living with HIV/AIDS (PLWHA) in Nova Scotia, Canada. This is problematic for several reasons, including that adequate food and nutrition knowledge is integrated to effective medical therapy and wellness for PLWHA. The aim of this research was to explore and describe the beliefs, values, and experiences of HIV-service providers involved programming for PLWHA in Nova Scotia. Using a post-structuralist lens, semi-structured interviews were conducted with nine service providers. Thematic analysis of interview transcripts identified four main themes: (1) recognizing the social determinants of health, (2) acknowledging and disrupting layered stigma, (3) understanding the commensality, and (4) navigating and utilizing networks of care. These findings suggest that those developing, delivering, and evaluating food and nutrition-related programming must engage in community-inclusive approaches that recognize the varied social determinants of health that shape the lived of PLWHA, leverage existing networks and resources, and actively disrupt layered stigma. Also, in agreement with existing evidence, participants stressed the value of communicating and supporting the practice of eating together (commensality) and cultivating networks of care.

Adolescents are at increased risk of acquiring sexually transmitted infections (STIs) and experiencing unintended pregnancy. In particular, adolescents from marginalized communities experience significant sexual health disparities compared to their more advantaged peers. Digital sexual health programs, such as HEART (Health Education and Relationship Training), may be effective in reducing these risks and addressing these disparities. HEART is a web-based intervention focused on the promotion of positive sexual health outcomes, such as sexual decision-making skills, sexual communication skills, sexual health knowledge, and sexual norms and attitudes. The current study evaluates the efficacy of HEART, and examines whether effects were moderated by gender, socioeconomic status (SES), race, English as a second language, and sexual orientation to ensure the program is effective for diverse groups of adolescents. Participants were 457 high school students (Mean_age=15.06, 59% girls, 35% White, 78% heterosexual, 54% receive free or reduced-price lunch). Students were randomized to HEART or an attention matched control and assessed at pretest and immediate posttest. HEART was effective in increasing sexual assertiveness, sexual communication intentions, HIV/STI knowledge, condom attitudes, and safer sex self-efficacy compared to the control condition. There were no significant interactions by gender, SES, race, English as a second language, or sexual orientation, suggesting the program worked equally well for all groups of youth. The findings of this study suggest that HEART may be a promising avenue for the promotion of positive sexual health outcomes for diverse groups of youth.

To address accreditation standards and to meet a need due to a disparity in health care providers engaged in direct patient care, many institutions of higher education have focused on initiatives to increase the numbers of ethnic and racial minority populations. Despite these efforts, there remains a dearth of diversity in health care. For many underrepresented minority populations (URM), numerous barriers exist to becoming a health professional. Greater levels of discrimination and bias reduce belonging and agency in URM students impacting recruitment and retention. Research has shown that discrimination and bias are antithetical to feeling a sense of belonging on college campuses for URM students. The sense of belonging for URM students has been positively linked to retention and other academic outcomes. Faculty interaction and campus environment have been correlated to sense of belonging. Thus, faculty members as mentors, advisors, and shapers of campus climate have an important role to play in supporting URM students. However, due to socialization in an oppressive society, narratives about race and racism can become entrenched. The entrenchment of racial ideologies, without tools to examine, deconstruct, and reflect, leads to little forward progress. Incorporation of mindfulness anti-oppression pedagogy provides a needed paradigm shift for allied health educators to act with intentionality as they cultivate spaces of belonging for URM students.

The Manawatū Food Action Network (MFAN) is a collective of social service and environmental organizations and community stakeholders that work together to promote collaboration, education and awareness of issues surrounding food security, food resilience, and localization in the local community. In 2021, the 4412 neighborhood was identified as requiring urgent assistance, with approximately one third of residents experiencing food insecurity. The 4412 Kai Resilience Strategy was developed with the community to move from food insecurity to food resilience and sovereignty. Recognizing that food security is complex and based on multiple causes, six interwoven workstreams were identified to create a multifaceted, coordinated strategy. This includes education, food economy, community, food support, māra kai, and social enterprise. The strategy cultivates local ownership and commitment to change. It creates a broader constituency of support, balancing the urgent need to feed people today with the long-term need to change systems through step-change initiatives. Through this approach, communities can better make sustainable and meaningful changes to their lives and circumstances rather than relying on external resources.