Editorial: "Move On"-Beginning Anew.

Background: Curriculum development in the health sciences usually entails a lengthy, in-depth review of most or all aspects of the curriculum. The review usually leads to the generation of a detailed report that is submitted to the Dean or executive committee of the faculty. Much has been written about the process of curriculum development but very little has been written about the important processes of curriculum renewal and revision.Aims: Health sciences curricula, including those that are newly developed, will benefit from timely periodic revision. The revision process with subsequent diligent curriculum monitoring is called curriculum renewal. In this article, we articulate twelve tips on how to assure dynamic, ongoing curriculum renewal. The overall goal of the renewal should be to assure timely, evidence-based curriculum responsiveness to changes in practice, health care, student needs and educational approaches based on quality research.Methods: We searched the health care education literature for articles related to curriculum development, seeking credible evidence on, and recommendations for, best practices for ongoing renewal of developed curricula.Results and conclusions: The health sciences literature is replete with recommendations to guide suggestions for curriculum development; however, there are few credible research-based guidelines to inform dynamic curriculum renewal. Given the rapid development of research-based knowledge in health sciences education practices, there is a need to diligently monitor the ongoing successes and failures of a developed curriculum with a view to instituting large or small timely changes to assure timely curriculum renewal.

University of Maribor Faculty of Health Sciences is organizing the Online International Scientific Conference »Research and Education in Nursing«. It will be held on September 29th 2020 at the faculty and e-proceedings of the conference will include most recent findings of domestic and foreign researchers and students in nursing and health sciences. The conference aims to explore advances in nursing research and education and it is intended for knowledge and experience exchange of participants about the impact of research on health care in Slovenian and international arena. It will provide an opportunity to promote the development, dissemination and use of knowledge in the field of nursing and health sciences for nursing practitioners and educators, furthermore they can exchange research evidence, models of best practice and innovative ideas.

University of Maribor Faculty of Health Sciences is organizing the Online International Scientific Conference »LEARNING to Live and Work Together«, held on June 29th 2021. E-proceedings of the conference include most recent findings of domestic and foreign researchers and students in higher education, social work, nursing and health sciences. The conference aims to explore the quality of life for migrant students, transformative action in higher education, advances in nursing research and education as well as advanced nursing practice experience in Slovenian and international arena. It provides an opportunity to promote the development, dissemination and use of knowledge in the field of social work, nursing and health sciences for educators and health practitioners, furthermore they exchange research evidence, models of best practice and innovative ideas.

<p>The Journal Motricidade has always been walking in parallel with the scientific communities.</p><p>We found that the affiliation of most authors has, nearly always, a University (Uni) or a Research Center (RC). In fact it is almost impossible to conduct research outside these two universes. In this sense, Uni and RC feed the most, if not all, of scientific journals worldwide. By this I mean that is in the interest of Motricidade to be associated with high-quality RC and Uni equally recognized.</p><p>With regard to RC, Motricidade will publish this year a supplement of the International Congress of Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD). This RC has conducted research in a variety of areas within the Sport Sciences and Health and always with high recognition and associated publications. It was not by chance that this RC was evaluated with ‘very good’ by the Portuguese Foundation for Science and Technology (FCT) panel and has been granted funding.</p><p>This Congress, which takes place every two years, targets to converge research and high level practices within these three areas: Sports, Health and Human Development. The 2016 CIDESD edition is dedicated to "Exercise and Health, Sports and Human Development" and will be held at the University of Évora, between 11 and 12 November of 2016. The readers can check the program in the following link <a href="http://gdoc.uevora.pt/450120" target="_blank">http://gdoc.uevora.pt/450120</a> and get more information in the Congress Site available at <a href="http://www.cidesd2016.uevora.pt/">http://www.cidesd2016.uevora.pt/</a>.</p><p>With regard to Uni, Motricidade signed a cooperation protocol with the University of Beira Interior (UBI) in May of 2016, involving the development and dissemination of scientific knowledge in Sports Sciences, Psychology, Human Development and Health.</p><p>At the present, UBI hosts more than 6,000 students spread across five faculties - Arts & Letters, Sciences, Health Sciences, Humanities and Social Sciences and Engineering.</p><p>When looking at the rankings, for instance the Times Higher Education (THE), v.2016-17 (<a href="https://www.timeshighereducation.com/world-university-rankings/universidade-da-beira-interior#ranking-dataset/589595">https://www.timeshighereducation.com/world-university-rankings/universidade-da-beira-interior#ranking-dataset/589595</a>), we can see that UBI is growing, mostly in Research publications, in other words, on the number of research publications, where at least one author is affiliated to the university (<a href="http://www.umultirank.org/#!/home?trackType=home&sightMode=undefined">http://www.umultirank.org/#!/home?trackType=home&sightMode=undefined</a>).</p><p>We hope to contribute to maintain or increase this number of publications, since among the various clauses drawn up, in order to encourage research with publication in peer review journals, it was agreed that any manuscript submitted and accepted for publication, whose author or collaborators are affiliated with UBI is due half the rate of publication.</p><p>Union makes us stronger.</p>

Patient-centred care has gained ground in health service following a health policy initiative aimed at changing the paternalistic culture towards one with more patient involvement. Development of knowledge relating to people's lived experiences of illness is important in this context. Literature in the field of health science describes methods for exploring what is at stake for people affected by illness, and the French philosopher Paul Ricoeur has been a significant source of inspiration. Especially, Ricoeur's interpretation theory has been construed and applied in different, often schematic, methodological variations, whereas his narrative philosophy is a little used source of inspiration. Health science has been characterized by a biomedical awareness of method and the idea that there is a direct and immediate path to patients' experiences, a viewpoint that can be traced back to Descartes and the philosophy of subjectivism. Opposed to Descartes, Ricoeur says that we are already embedded in a world of traditions and meanings over which we have no control. According to Ricoeur, we leave traces when we express ourselves, and traces are formed by the world of meanings and traditions to which we belong. Often, the sense in the traces is hidden, making it impossible to directly understand individual's experiences. Reflection on an individual's lived experiences must take place via the narratives in which the individual expresses themselves. The centrepiece of Ricoeur's narrative philosophy is the threefold mimesis, which is an approach to understanding the meaning of peoples' lived experiences. The philosophical hermeneutics of Gadamer plays an important role in Ricoeur's theory of interpretation, although he has criticized Gadamer for failing to include one dimension in his philosophy; he finds this dimension in Habermas' ideology critique. Ricoeur's ideology critique is absent in health science research, which is why it has been made a focal point in this article.

Citation: Hiew CC, Chin YS, Chan YM, Mohd Nasir MT (2015) Development and Validation of Knowledge, Attitude and Practice on Healthy Lifestyle Questionnaire (KAP-HLQ) for Malaysian Adolescents. J Nutr Health Sci 2(4): 407. doi: 10.15744/2393-9060.2.407 Volume 2 | Issue 4 Journal of Nutrition and Health Sciences

Measuring the Development of Integrative Care Communication Patterns and Cross-Disciplinary Knowledge at a University Clinic: A Baseline Cross-Sectional Study

This study investigated original articles published in the Journal of the Korean Society of Living Environmental System (JKSLES), Journal of Physiological Anthropology (JPA), and Journal of Human-Environment System (JHES) from 1994 to 2014. Quantitative, qualitative, and historical analyses were conducted through the analysis of authors, affiliations, tables, figures, references, and key words. Based on the data, the main difference among journals was the average number of authors per article mapped over time. It was 2.7±1.5 authors in JKSLES having dominant articles with 2 authors, 2.9±1.6 authors in JHES having dominant articles with 3 authors, and 4.3±2.2 authors in JPA having dominant articles with 4 authors, respectively. ‘Thermal comfort’ was the main key word in JKSLES throughout the whole year. Periodically, ‘skin temperature’ (1994~1995), ‘thermal comfort’ (1996~2000), ‘thermal comfort’ (2001~2005), ‘physical activity’ (2006~2010), and ‘elderly’ (2011~2014) were the most frequently appeared key words in the JKSLES articles. We analysed the network among authors in terms of degree centrality, betweenness centrality, and closeness centrality. The findings showed that JKSLES made noticeable progress in the development of knowledge but interdisciplinary collaborative researches among the following four major areas, ‘construction, sports science, health science, and clothing science’ were not actively accomplished.

BackgroundPeer assisted learning (PAL) has been described as “the development of knowledge and skill through active help and support among status equals or matched companions”. To enhance the learning experience of health professions students and improve collaborative and collegial learning, six pilot Peer Assisted Learning (PAL) projects were conducted across a health science faculty.MethodsA responsive mixed method evaluation design was applied to explore the adequacy of the preparation for PAL, the impact PAL had on student attainment of examination, consultation, communication and feedback skills and to explore students’ learning experiences through PAL.ResultsThe 149 participants agreed the training programme was well organised, offered a safe learning environment and prepared the participant for the PAL activity. The impact of PAL included improvements in students’ confidence and ability to give feedback and developed students’ teaching, clinical and communication skills. Qualitative analysis revealed participants experienced deeper learning through teaching and learning from their peers, became more open to giving and receiving feedback and valued the comfortable/safe learning environment offered through PAL.ConclusionProviding appropriate training in peer teaching and feedback and the schools engagement and openness to peer learning in the classroom and clinical setting enhances students’ peer assisted learning experience.

Research in Nursing & Health is now the highest-ranked general nursing and health research journal published in North America, and second-highest internationally (webofknowledge.com/JCR, 2012). This position gives RINAH strong influence in our fields and an equally strong responsibility to authors and readers. As the new Editor, I think about this responsibility every day. A general research journal should paint a picture of the cutting edge of knowledge development across disciplines and health topics. It may be tapped by policy-makers and standard-setters as a source for the best science. To hold up under this scrutiny, each article should reflect mastery of relevant evidence and methods. A general research journal should tie advances in ideas and concepts to important clinical realities. Authors should clearly position their work on the continuum from exploratory research to application in practice, with clear indications of what still needs to be done to achieve an impact on health. Each contribution must build on the research completed and direct the research to follow, toward a solution to the health-related problem at hand. Let us not assume the value of our work is self-evident. The “so-what?” question is carefully considered by RINAH reviewers and editors. A general research journal should not set national boundaries on knowledge development for health. RINAH is published in North America but receives submissions from active research centers all over the world. All these articles are taken seriously. If a conceptual model or measure developed in North America does not hold up in well-designed research in Taiwan, for example, researchers everywhere need to know this, because principles previously viewed as universal are now cast in a new light. Similarly, new concepts or approaches originating in rigorous study outside North America merit dissemination worldwide if they contribute to knowledge in the relevant field. Nonetheless, RINAH is not always the appropriate outlet for a narrowly applicable translation of a well-established instrument, regardless of the rigor of its validation. If the tool cannot be used outside a small region, does the work contribute new information about the concept being measured or about health status in the country of interest? This is my litmus test. RINAH is a highly selective journal, with an overall manuscript acceptance rate of <20%. We have an unusually thorough review process, with three peer reviewers and an associate editor weighing in on initial submissions before the Editor does a fifth review and makes a decision. By the time it is accepted, each article has undergone an average of three revisions. Even so, the time from initial submission through all revisions to online publication averages 8 months, meaning that the work is current despite the care taken in the review process to insure quality. Yet even a highly selective general research journal should have a humane and charitable culture. Authors, reviewers, and readers should be treated with respect and offered guidance. Reviewers should be careful in their judgments and constructive in their tone. Our editors and publisher should welcome inquiries and act to solve problems. This is my goal, every day. A general research journal must continue to earn its authors' and readers' confidence by presenting well-designed, clearly written, and forward-thinking work. A strong submission to a general research journal will present a project in which admirable research rigor is portrayed along with equally compelling clinical impact. One is not more important than the other. The author will situate the study in a specific health context, orienting us to the regions and institutions in which the data were constructed, and explaining why this work is important both there and beyond. The evidence underlying the research will be laid out as foreground to the questions at hand. If a concept or theoretical relationship rather than a clinical outcome is the focus of the study, a clear link will be made to an important health-related application. The approach will be clearly described and will have enabled the research questions to be answered fully. The analytic strategy, whether quantitative or qualitative, will reflect best practices and will have been carried out to the fullest extent the data permit. The author will interpret the results for researchers and clinicians, acknowledging the study's limitations and carefully mapping out other research needed before clinical application. Yes, this is a high level of achievement in scholarly writing, but if your work meets these expectations, our team is set up to help you disseminate it. Submit your major findings and innovations to RINAH, and they will be polished in the review and revision process and published promptly in a prominent venue. Your contributions can shape the scope of health science portrayed in this general research journal.

This new NIA-supported Roybal Center seeks to support Stage 1 pilot clinical trials of programs aimed at promoting caregiving competence and confidence in the great heterogeneity of dementia caregiving contexts. During our first cycle, we received 26 letters of intent (LOI) for full applications. Responses reaffirmed the Center’s premise that dementia caregiving is remarkably varied in nature. While most proposed programs focused on generic caregiving, a number addressed caregiving issues facing specific ethnic/racial groups (African American; Korean American; Native Alaskan/American Indian; Latino), and several focused on specific dementing conditions (MCI, Lewy Body Dementia,TBI-based dementia). Most described programs centered on knowledge development and daily management skill issues (e.g., management of behaviors); others specified development of physical care skills. Decision-making and communication constituted the second most common topic. Over 40% proposed adaptation of existing programs; more than 25% proposed apps or technology interventions. Investigators represented a wide range of disciplines: 45% each from Health sciences (nursing, medicine, and social work) and Social/Behavioral sciences (principally psychology) and the rest from engineering and communications. LOIs varied most in their readiness to complete a clinical trial within a year. About 40% were in very preliminary stages; 25% were clearly poised for a Stage 1 trial; 15% did not sufficiently address the Center’s aims. Key criteria for invitations to submit full applications (n=4) included: specificity of context; clinical trial readiness; reasonableness of proposed adaptation. These criteria should guide future LOIs addressing the diversity of important new research and intervention perspectives on the multifaceted work of caregiving.

Graduate students in the health sciences often juggle full-time careers, demanding programs of study, and family responsibilities. Frustration, a perception of limited caring on the part of role models, and a sense of disengagement, or even despair, are common features of postbaccalaureate study for many of them. Nursing has long recognized the value of multiple perspectives in knowledge development. Previous work involving patterns of knowing not only has advanced the disciplinary knowledge base but has also encouraged innovative applications of the patterns to philosophy, evidence-based practice, and research aimed at reducing health disparities. In an effort to both extend the dialogue about ways of knowing and humanize the experience of graduate education for nursing students, the authors propose six patterns of knowing as a foundation for effective, action-sensitive pedagogy.

Only recently have the health sciences, including nursing, begun to focus on the dynamics of mental health and aging. Reports on rural initiatives, are beginning to appear; these developments have occurred without the benefit of context and direction, however, especially in terms of how these issues apply in rural areas. The article reviews selected issues in the interface of aging and mental health in rural areas. It offers a research agenda comprising descriptive, intervention, and utilization studies as a context to guide research and knowledge development in mental health nursing of rural elderly.

: The purpose of this research is to advance understanding of how to improve the care and outcomes for persons with Traumatic Brain Injury (TBI), numbering over 200,000 in the past decade in US forces. The project vision is to improve TBI functional classification, health care processes, and rehabilitation outcomes by establishing and activating a self-sustaining system with a new level of integration of health science informatics-based web tools and human organization, to provide a platform and process for innovative solutions that can overcome barriers and meet identified needs in patients with TBI. The first set of objectives is focused on configuration and initial deployment and use of a health science-based web technology platform for representation of the WHO International Classification of Functioning, Disability and Health (ICF) in a computable form, with mapping of the computable ICF to varied user interfaces to create a cross-systems tool set for TBI rehabilitation models and functional health optimization. The second set of objectives is focused on development of organizational knowledge that would guide decisions and actions for the expanded deployment and use of the envisioned computable ICF framework and ICFIntegrator tool set.

Background: Advances in information and communication technology are influencing instructional formats and delivery modes for post secondary teaching and learning.Aims: The purpose of this study was to determine whether interprofessional team process skills traditionally taught in a small group face-to-face classroom setting could be taught in a blended learning environment; without compromising the pedagogical approach and collaborative Group Investigation Model (Sharan & Sharan 1992) used in the course.Method: A required interprofessional team development course designed to teach health science students (Medicine, Nursing, Pharmacy, Occupational Therapy, Physical Therapy, Dentistry, Dental Hygiene, Medical Laboratory Science, and Nutrition) team process skills was redesigned from a 100% face-to-face delivery format to a blended learning format where 70% of the instruction was delivered using a new synchronous virtual classroom technology (Elluminate www.elluminate.com) in conjunction with asynchronous technology (WebCT). It was hypothesized there would be no significant difference between the blended learning format and the traditional face-to-face format in the development of interprofessional team knowledge, skills and attitudes. The two formats were evaluated on demographic information, computer experience, and interprofessional team attitudes, knowledge and skills.Results: The three main findings are: (a) no significant differences between student groups on achieving team process skills, (b) an observation of differences between the groups on team dynamics, and (c) a more positive achievement of course learning objectives perceived by students in the blended learning class.Conclusions: The results provide evidence to support our blended learning format without compromising pedagogy. They also suggest that this format enhances students' perceptions of their learning.