Pub Date : 2024-06-12DOI: 10.1177/00178969241258818
Osama M Ahmed, Serina S Applebaum, Maham Ahmad, Danya M Ahmed, Prerak V Juthani, Kristen Nwanyanwu
To gain retina physicians’ and diabetic retinopathy (DR) patients’ perspectives on needs and opportunities in DR education, and then develop and pilot test an educational video. This study utilised qualitative interview data for video creation, and interview and survey data for assessment. This study was conducted in a single large academic medical centre. We conducted semi-structured interviews with attending retina physicians and DR patients (Cohort A) which were coded for themes about needs in DR patient education. Using these interviews, we designed and piloted a 6-minute user-centred animated video among a second patient cohort (Cohort B), who completed post-intervention interviews. Four physicians and 14 DR patients participated in the study. Themes from Cohort A included accessible information, early management, lifestyle factors and emotional context. Physician themes included effective communication, visual information delivery and individual-level diabetes management. Cohort B commented on the subsequently created video’s improved accessibility, engagement and supplementation of their existing DR knowledge. Physicians and patients showed an interest in video education and identified unique educational needs. We used these insights to create a video that demonstrated positive patient uptake. Close attention to retina physicians’ and DR patients’ perspectives can offer a valuable approach in developing materials to increase patients’ health knowledge. Within the context studied, videos may be more accessible and engaging than the use of traditional print-based education materials.
了解视网膜医生和糖尿病视网膜病变（DR）患者对 DR 教育的需求和机遇的看法，然后开发并试用教育视频。本研究利用定性访谈数据制作视频，并利用访谈和调查数据进行评估。本研究在一家大型学术医疗中心进行。我们对主治视网膜医生和 DR 患者（A 组）进行了半结构化访谈，并对有关 DR 患者教育需求的主题进行了编码。利用这些访谈，我们设计并在第二组患者（B 组）中试播了一段以用户为中心的 6 分钟动画视频，他们完成了干预后访谈。四名医生和 14 名 DR 患者参与了这项研究。A 组患者的主题包括：可获得的信息、早期管理、生活方式因素和情感背景。医生的主题包括有效沟通、可视化信息传递和个人层面的糖尿病管理。B 组患者评论说，随后制作的视频提高了可及性、参与性，并补充了他们现有的糖尿病知识。医生和患者对视频教育表现出了兴趣，并确定了独特的教育需求。我们利用这些洞察力制作了视频，并得到了患者的积极响应。密切关注视网膜医生和 DR 患者的视角可以为开发材料以增加患者的健康知识提供有价值的方法。在所研究的情况下，视频可能比使用传统的印刷教育材料更容易获得和吸引人。
{"title":"Needs assessment and patient-guided development of a video-based diabetic retinopathy patient education tool","authors":"Osama M Ahmed, Serina S Applebaum, Maham Ahmad, Danya M Ahmed, Prerak V Juthani, Kristen Nwanyanwu","doi":"10.1177/00178969241258818","DOIUrl":"https://doi.org/10.1177/00178969241258818","url":null,"abstract":"To gain retina physicians’ and diabetic retinopathy (DR) patients’ perspectives on needs and opportunities in DR education, and then develop and pilot test an educational video. This study utilised qualitative interview data for video creation, and interview and survey data for assessment. This study was conducted in a single large academic medical centre. We conducted semi-structured interviews with attending retina physicians and DR patients (Cohort A) which were coded for themes about needs in DR patient education. Using these interviews, we designed and piloted a 6-minute user-centred animated video among a second patient cohort (Cohort B), who completed post-intervention interviews. Four physicians and 14 DR patients participated in the study. Themes from Cohort A included accessible information, early management, lifestyle factors and emotional context. Physician themes included effective communication, visual information delivery and individual-level diabetes management. Cohort B commented on the subsequently created video’s improved accessibility, engagement and supplementation of their existing DR knowledge. Physicians and patients showed an interest in video education and identified unique educational needs. We used these insights to create a video that demonstrated positive patient uptake. Close attention to retina physicians’ and DR patients’ perspectives can offer a valuable approach in developing materials to increase patients’ health knowledge. Within the context studied, videos may be more accessible and engaging than the use of traditional print-based education materials.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"71 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-23DOI: 10.1177/00178969241255438
Emma Rich, S. Gray, María José Camacho Miñano, Sarah MacIsaac
{"title":"Digital health education: Critical perspectives","authors":"Emma Rich, S. Gray, María José Camacho Miñano, Sarah MacIsaac","doi":"10.1177/00178969241255438","DOIUrl":"https://doi.org/10.1177/00178969241255438","url":null,"abstract":"","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"30 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/00178969241255222
Sarah MacIsaac, S. Gray, M. J. Camacho-Miñano, Emma Rich, K. Kumpulainen
This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action. Data were generated during a workshop with 12 PE teachers in Scotland. Informed by new materialism, we focus on the human and non-human factors and intra-actions evident within six narrative portraits generated from teachers’ mind maps. Our findings suggest that teachers were engaging complexly and extensively with digital health technologies, which we considered an opening for further critical work. Importantly, experiences of strong (negative) affect had the potential to transform engagements with digital health technologies. We conclude by exploring how the process of mind mapping helped us to see further opportunities for supporting teachers to engage critically with digital health technologies. We also argue that new materialist-informed critical practices in education may have transformative potential for helping teachers and pupils to engage critically with the moving body, technology and health.
{"title":"Critical engagement with digital health: A socio-material analysis of physical education teachers’ digital health mind maps","authors":"Sarah MacIsaac, S. Gray, M. J. Camacho-Miñano, Emma Rich, K. Kumpulainen","doi":"10.1177/00178969241255222","DOIUrl":"https://doi.org/10.1177/00178969241255222","url":null,"abstract":"This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action. Data were generated during a workshop with 12 PE teachers in Scotland. Informed by new materialism, we focus on the human and non-human factors and intra-actions evident within six narrative portraits generated from teachers’ mind maps. Our findings suggest that teachers were engaging complexly and extensively with digital health technologies, which we considered an opening for further critical work. Importantly, experiences of strong (negative) affect had the potential to transform engagements with digital health technologies. We conclude by exploring how the process of mind mapping helped us to see further opportunities for supporting teachers to engage critically with digital health technologies. We also argue that new materialist-informed critical practices in education may have transformative potential for helping teachers and pupils to engage critically with the moving body, technology and health.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"21 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-30DOI: 10.1177/00178969241241043
Haleigh Locke, Alexis Thomas, Nicole L Stotz, Alexia E Metz
This study evaluated Tummy Time recommendations in patient education materials and informal sources found on the Internet. Patient education materials, available from health professionals online, and informal sources, found outside of healthcare, were evaluated for consistency with evidence-informed recommendations. Patient education materials were also evaluated for readability and visual presentation. Twelve sets of patient education materials were included in the top 20 search results. Only one of them addressed all the evidence-informed recommendations accurately. Fifty informal sources were included in analysis, ranging from search rank #1 to #57. Nearly half of the informal sources were judged fully consistent with evidence-informed recommendations. Counter to best practice recommendations, two-thirds of the patient education materials were written above the reading level expected of a student with no more than an elementary school education. All used strategies to enhance clarity, although none met all standards for visual presentation. Although some good resources are available, healthcare providers should exercise caution when selecting or recommending patient education materials online, even when they are available from healthcare professionals. Parents turning to the Internet will find accurate information. However, to develop a comprehensive understanding, they may need to visit multiple sites. Healthcare professionals are responsible for providing or directing their clients to reliable, comprehensive sources of information, and for being aware of the quality of information they may discover through their own searches. Healthcare websites are responsible for communicating clearly and comprehensively with their clients and the public. Some parent education materials require revision for readability, formatting and consistency with Tummy Time recommendations.
{"title":"Information about Tummy Time in infants available on the Internet","authors":"Haleigh Locke, Alexis Thomas, Nicole L Stotz, Alexia E Metz","doi":"10.1177/00178969241241043","DOIUrl":"https://doi.org/10.1177/00178969241241043","url":null,"abstract":"This study evaluated Tummy Time recommendations in patient education materials and informal sources found on the Internet. Patient education materials, available from health professionals online, and informal sources, found outside of healthcare, were evaluated for consistency with evidence-informed recommendations. Patient education materials were also evaluated for readability and visual presentation. Twelve sets of patient education materials were included in the top 20 search results. Only one of them addressed all the evidence-informed recommendations accurately. Fifty informal sources were included in analysis, ranging from search rank #1 to #57. Nearly half of the informal sources were judged fully consistent with evidence-informed recommendations. Counter to best practice recommendations, two-thirds of the patient education materials were written above the reading level expected of a student with no more than an elementary school education. All used strategies to enhance clarity, although none met all standards for visual presentation. Although some good resources are available, healthcare providers should exercise caution when selecting or recommending patient education materials online, even when they are available from healthcare professionals. Parents turning to the Internet will find accurate information. However, to develop a comprehensive understanding, they may need to visit multiple sites. Healthcare professionals are responsible for providing or directing their clients to reliable, comprehensive sources of information, and for being aware of the quality of information they may discover through their own searches. Healthcare websites are responsible for communicating clearly and comprehensively with their clients and the public. Some parent education materials require revision for readability, formatting and consistency with Tummy Time recommendations.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"33 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140362164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-30DOI: 10.1177/00178969241241214
Tenglong Xie, K. J. Chalmers, G. L. Moseley, S. Wallwork
Pain education has been shown to reduce pain and disability in people with persistent pain by increasing their understanding of ‘how pain works’. There are many resources that people can engage with to help them learn about pain. The primary aim of this study was to investigate the resources with which people with persistent pain engage, to learn about pain. Secondary aims included investigating the helpfulness of those resources, whether people assess the quality of the resources with which they engage and whether the resources sought differed according to whether or not they had a diagnosis for their pain. Cross-sectional descriptive study. Online and paper-based surveys. People with persistent pain were recruited through advertising on social media and through local university health clinics. Participants completed a survey providing details about their pain condition, the resources with which they engaged to learn about pain, how useful they found these resources and whether they assessed the quality of the resources used. Data were collected from 127 online surveys (80% female; age [± SD] was 41 [±16] years). Healthcare professionals were the most common resource with which participants engaged (85.0%), followed by the Internet (68.5%) and scientific articles (52.8%). Books and scientific articles had the highest helpfulness rating; healthcare professionals and pamphlets had the lowest. Most respondents (85.3%) reported assessing the quality of the resources they engaged with. Despite being the most common resource participants engaged with, healthcare professionals were awarded some of the lowest helpfulness ratings. Care needs to be taken to ensure that people with persistent pain are directed towards learning resources that can provide helpful, relevant and evidence-based information.
{"title":"What resources do people with persistent pain use to help them better understand their pain? A cross-sectional survey","authors":"Tenglong Xie, K. J. Chalmers, G. L. Moseley, S. Wallwork","doi":"10.1177/00178969241241214","DOIUrl":"https://doi.org/10.1177/00178969241241214","url":null,"abstract":"Pain education has been shown to reduce pain and disability in people with persistent pain by increasing their understanding of ‘how pain works’. There are many resources that people can engage with to help them learn about pain. The primary aim of this study was to investigate the resources with which people with persistent pain engage, to learn about pain. Secondary aims included investigating the helpfulness of those resources, whether people assess the quality of the resources with which they engage and whether the resources sought differed according to whether or not they had a diagnosis for their pain. Cross-sectional descriptive study. Online and paper-based surveys. People with persistent pain were recruited through advertising on social media and through local university health clinics. Participants completed a survey providing details about their pain condition, the resources with which they engaged to learn about pain, how useful they found these resources and whether they assessed the quality of the resources used. Data were collected from 127 online surveys (80% female; age [± SD] was 41 [±16] years). Healthcare professionals were the most common resource with which participants engaged (85.0%), followed by the Internet (68.5%) and scientific articles (52.8%). Books and scientific articles had the highest helpfulness rating; healthcare professionals and pamphlets had the lowest. Most respondents (85.3%) reported assessing the quality of the resources they engaged with. Despite being the most common resource participants engaged with, healthcare professionals were awarded some of the lowest helpfulness ratings. Care needs to be taken to ensure that people with persistent pain are directed towards learning resources that can provide helpful, relevant and evidence-based information.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"33 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.1177/00178969231225089
Amanda Hay, Nicky Stanley-Clarke, Robbie Maris, Louise Winder, Jorie Knook
As the burden of mental health challenges increases globally, delivering mental health education programmes to at-risk groups is critical. Important factors governing the success of health and wellbeing education include the relationships and connections formed between students and those delivering the education. This article reports on the qualitative findings from a mixed-methods study evaluating a mental health wellbeing programme delivered to first-year agricultural students across two universities in New Zealand. The qualitative data that formed the basis of this article involved an exploratory approach utilising semi-structured interviews with participants who had attended a mental health wellbeing programme. The study found that feelings of connectedness in relation to the programme and the educators, as well as the material provided, improved engagement. In particular, connection was improved through the use of peer educators from within the target community, alongside considerations of timing, promotion and incentives in the delivery of programmes. Relationships and building connections are crucial when delivering health and wellbeing education. These findings have implications for those developing and delivering educational mental health interventions at tertiary institutions in terms of the mechanisms used to support engagement, learning and integration of knowledge.
{"title":"Building connections in health and wellbeing education: Qualitative findings of a study with New Zealand agricultural students","authors":"Amanda Hay, Nicky Stanley-Clarke, Robbie Maris, Louise Winder, Jorie Knook","doi":"10.1177/00178969231225089","DOIUrl":"https://doi.org/10.1177/00178969231225089","url":null,"abstract":"As the burden of mental health challenges increases globally, delivering mental health education programmes to at-risk groups is critical. Important factors governing the success of health and wellbeing education include the relationships and connections formed between students and those delivering the education. This article reports on the qualitative findings from a mixed-methods study evaluating a mental health wellbeing programme delivered to first-year agricultural students across two universities in New Zealand. The qualitative data that formed the basis of this article involved an exploratory approach utilising semi-structured interviews with participants who had attended a mental health wellbeing programme. The study found that feelings of connectedness in relation to the programme and the educators, as well as the material provided, improved engagement. In particular, connection was improved through the use of peer educators from within the target community, alongside considerations of timing, promotion and incentives in the delivery of programmes. Relationships and building connections are crucial when delivering health and wellbeing education. These findings have implications for those developing and delivering educational mental health interventions at tertiary institutions in terms of the mechanisms used to support engagement, learning and integration of knowledge.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-06DOI: 10.1177/00178969231221488
HJ Chapman, Bienvenido A Veras-Estévez
This study explored medical trainees’ understanding of collaborative writing sessions in the Dominican Republic as a strategy to strengthen their technical writing and critical analysis skills in health education and communication. We conducted semi-structured interviews with seven medical trainees who participated in a series of collaborative writing sessions and published their articles in medical journals. Thematic analysis was used to study coded notes and identify salient themes with quotations and a conceptual model. Five perceived individual- and programme-level enabling factors of the collaborative writing sessions were described: (1) detailed agenda, (2) direct mentorship, (3) effective teamwork, (4) personal investment and dedication, and (5) future vision. Study findings highlight that collaborative writing sessions with direct mentorship offers medical trainees a unique opportunity to acquire key written communication and analytical competencies and publish their articles, as part of their professional development. The incorporation of these valuable health education training exercises for health professional students can help develop an academic culture of writing and publishing on emerging global health topics.
{"title":"Promoting health education through collaborative writing sessions in the Dominican Republic","authors":"HJ Chapman, Bienvenido A Veras-Estévez","doi":"10.1177/00178969231221488","DOIUrl":"https://doi.org/10.1177/00178969231221488","url":null,"abstract":"This study explored medical trainees’ understanding of collaborative writing sessions in the Dominican Republic as a strategy to strengthen their technical writing and critical analysis skills in health education and communication. We conducted semi-structured interviews with seven medical trainees who participated in a series of collaborative writing sessions and published their articles in medical journals. Thematic analysis was used to study coded notes and identify salient themes with quotations and a conceptual model. Five perceived individual- and programme-level enabling factors of the collaborative writing sessions were described: (1) detailed agenda, (2) direct mentorship, (3) effective teamwork, (4) personal investment and dedication, and (5) future vision. Study findings highlight that collaborative writing sessions with direct mentorship offers medical trainees a unique opportunity to acquire key written communication and analytical competencies and publish their articles, as part of their professional development. The incorporation of these valuable health education training exercises for health professional students can help develop an academic culture of writing and publishing on emerging global health topics.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"12 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/00178969231221956
A. Van Hoye, Benny Cullen, Aoife Lane, K. Volf, Liam Kelly, Enrique Garcia Bengoechea, A. Vuillemin, Catherine Woods
Policy development is the biggest gap for health-promoting sports clubs. The present study aims to identify Irish sports club’s involvement in health promotion (HP) policy development. Mixed methods concurrent survey design, with quantitative data providing insights into priorities, activities and documentation and qualitative data documenting stakeholders’ perceived needs. Two hundred and thirty-nine sports clubs in Ireland. The survey measured perceptions of HP, the importance of promoting 10 health topics (e.g. suicide prevention, healthy eating, addictive behaviours) and corresponding actions relevant to HP in club policy documents and future needs. Quantitative data were analysed using multivariate statistics. The policy cycle was used to conduct a deductive analysis of qualitative data on sports clubs’ perceived needs. A high importance score (>70%) was found for the 10 health topics. Sports clubs reported their greatest investment was in physical activity promotion, and the lowest investment was in supporting the participation of disabled people. Up to two thirds of sports clubs had no HP policy. Irish sports clubs’ perceptions of HP showed higher but similar patterns of response relative to sports clubs in other countries. Findings suggest that sports clubs consider HP to be an important part of their remit, but up to 66% have no policy in this regard. The policy cycle analysis helped identify the key tools needed to promote sports clubs’ HP policy development. Practical implications include fostering the inclusion of HP in sports clubs’ development plans by establishing templates and receiving support from sports federations.
{"title":"Health promotion policies, perceptions, actions and needs in sports clubs in Ireland","authors":"A. Van Hoye, Benny Cullen, Aoife Lane, K. Volf, Liam Kelly, Enrique Garcia Bengoechea, A. Vuillemin, Catherine Woods","doi":"10.1177/00178969231221956","DOIUrl":"https://doi.org/10.1177/00178969231221956","url":null,"abstract":"Policy development is the biggest gap for health-promoting sports clubs. The present study aims to identify Irish sports club’s involvement in health promotion (HP) policy development. Mixed methods concurrent survey design, with quantitative data providing insights into priorities, activities and documentation and qualitative data documenting stakeholders’ perceived needs. Two hundred and thirty-nine sports clubs in Ireland. The survey measured perceptions of HP, the importance of promoting 10 health topics (e.g. suicide prevention, healthy eating, addictive behaviours) and corresponding actions relevant to HP in club policy documents and future needs. Quantitative data were analysed using multivariate statistics. The policy cycle was used to conduct a deductive analysis of qualitative data on sports clubs’ perceived needs. A high importance score (>70%) was found for the 10 health topics. Sports clubs reported their greatest investment was in physical activity promotion, and the lowest investment was in supporting the participation of disabled people. Up to two thirds of sports clubs had no HP policy. Irish sports clubs’ perceptions of HP showed higher but similar patterns of response relative to sports clubs in other countries. Findings suggest that sports clubs consider HP to be an important part of their remit, but up to 66% have no policy in this regard. The policy cycle analysis helped identify the key tools needed to promote sports clubs’ HP policy development. Practical implications include fostering the inclusion of HP in sports clubs’ development plans by establishing templates and receiving support from sports federations.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"90 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/00178969231219936
Lucy Bray, Sze May Ng, Lauren Pyke, Joanna Kikby
Children report needle procedures as one of their most feared and painful experiences. Negative blood test experiences can lead to lifelong implications. Xploro is an online health information platform (app) that uses age-appropriate self-directed augmented reality (AR) techniques. This study evaluated the acceptability, feasibility and self-reported impact of Xploro on children undergoing a planned blood test. Children aged 6–14 years accessed Xploro at home before attending hospital for a planned blood test. Paper data collection booklets were completed by children, their parents and health professionals. We explored participants’ views of using Xploro and the perceived impact on a child’s ability to undergo the blood test. Data were analysed using descriptive statistics and content analysis procedures. Notably, 24 children, 24 parents and 6 health professionals participated. Children (96%; n = 23/24) reported that Xploro was ‘fun’ and ‘easy to use’ and helped them have their blood test (94%, n = 17/18), as they ‘knew what to expect’ and what would help them. Parents reported that the app helped ‘open up a dialogue about the blood test’ with their child and helped their child ‘know what would happen during the blood test’ and how to ‘stay calm’. Health professionals ( n = 6) reported that Xploro helped children access information ‘at their leisure at home’. Xploro was reported as being a useful and engaging self-directed child-friendly information app for children having a planned blood test which helped children know what was going to happen and improved their experiences of having a blood test.
{"title":"Acceptability and feasibility of an app to prepare children for a blood test: An exploratory cohort study","authors":"Lucy Bray, Sze May Ng, Lauren Pyke, Joanna Kikby","doi":"10.1177/00178969231219936","DOIUrl":"https://doi.org/10.1177/00178969231219936","url":null,"abstract":"Children report needle procedures as one of their most feared and painful experiences. Negative blood test experiences can lead to lifelong implications. Xploro is an online health information platform (app) that uses age-appropriate self-directed augmented reality (AR) techniques. This study evaluated the acceptability, feasibility and self-reported impact of Xploro on children undergoing a planned blood test. Children aged 6–14 years accessed Xploro at home before attending hospital for a planned blood test. Paper data collection booklets were completed by children, their parents and health professionals. We explored participants’ views of using Xploro and the perceived impact on a child’s ability to undergo the blood test. Data were analysed using descriptive statistics and content analysis procedures. Notably, 24 children, 24 parents and 6 health professionals participated. Children (96%; n = 23/24) reported that Xploro was ‘fun’ and ‘easy to use’ and helped them have their blood test (94%, n = 17/18), as they ‘knew what to expect’ and what would help them. Parents reported that the app helped ‘open up a dialogue about the blood test’ with their child and helped their child ‘know what would happen during the blood test’ and how to ‘stay calm’. Health professionals ( n = 6) reported that Xploro helped children access information ‘at their leisure at home’. Xploro was reported as being a useful and engaging self-directed child-friendly information app for children having a planned blood test which helped children know what was going to happen and improved their experiences of having a blood test.","PeriodicalId":504537,"journal":{"name":"Health Education Journal","volume":"9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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