ABSTRACT Background Healthy dietary behaviors at an early age require a well-structured educational framework. Yet Nutrition and Health Education (NHE) teachers are often not well-prepared to support the development of such a framework. It is therefore critical to build research capacity on teacher preparedness. Methods This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The systematic review included studies from 2010 to 2024. The keywords used during the search included “Nutrition Education,” “Nutrition Education Interventions,” “Dietary Behavior,” “Healthy Living,” “Teacher Preparedness,” and “Research Capacity.” Findings A total of 16 articles were selected for analysis from an initial pool of 328. The findings reveal that research capacity building in NHE is multi-level, containing system, organization, workforce, and community levels. Teacher preparedness research is also recommended to focus on three core areas of preparedness knowledge: subject matter knowledge, pedagogical content knowledge, and cognitive process knowledge. Translation to Health Education Practices The systematic review proposes key areas for consideration in developing teacher preparedness for NHE. Counclusion Teachers are encouraged to actively engage in capacity-building research on NHE.

ABSTRACT Background Increasing college students’ use of clinical sexual health services may help improve health outcomes. Purpose Guided by Andersen’s Model of Healthcare Utilization (AMHU), we examined how predisposing, enabling and need factors influenced sexual health service utilization behaviors among college students in a southeastern state. Methods College students enrolled at a large, southeastern university were recruited for across-sectional, survey study regarding their use of clinical sexual health services. Logistic regression was conducted to investigate the relationship between AMHU factors and sexual health service utilization behaviors. Results/Discussion Findings suggest that need factors, one’s awareness of where sexual health services are available (enabling factor), gender, state of residency, and sexual health knowledge (predisposing factors) may be the strongest predictors of college students seeking sexual health services. Translation to Health Education Practice Health Education professionals should consider incorporating these AMHU factors into educational programming, health services, and awareness campaigns to increase sexual health service utilization by college students. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

ABSTRACT Background Immigrant informal (family, friend, and neighbor) caregivers play a critical role in the development of young children but face unique barriers that contribute to health disparities. Culturally adapted, community-based health education is needed to support this population. Purpose To examine the feasibility of implementing an adapted health promotion program, Culture of Wellness in Preschools (COWP), for immigrant informal caregivers. Method A convergent parallel mixed methods feasibility study was conducted. Pre-/post-surveys were completed by 41 caregivers caring for 46 children, and 52 caregivers participated in focus groups. Quantitative analysis assessed changes in health behaviors, and focus groups were analyzed using a phenomenological approach guided by a dissemination and implementation (D&I) framework. Results The program was deemed acceptable and appropriate, with high completion rates and statistically significant increases in caregivers’ water consumption (B = .45; p < .01) and physical activity (B = 1.44; p = .01) and children’s water consumption (B = .26; p = .02). Discussion The adapted program was feasible and effective in improving health behaviors for immigrant informal caregivers and the children in their care. Translation to Practice Future health education efforts should leverage implementation science to tailor programs and promote well-being among informal caregivers and children. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

ABSTRACT Background Chronic conditions such as nephrolithiasis and benign prostatic hyperplasia (BPH) require ongoing self-management and lifestyle modifications to prevent recurrence and complications. Purpose This pilot study examined how culturally appropriate health education materials impact patient satisfaction and understanding in a diverse, safety-net hospital population. Methods Using a quasi-experimental design, 152 participants were enrolled, with 102 in the intervention group and 50 in the control group. The intervention group received tailored educational handouts in their preferred language at a 6th-grade reading level while the control group received standard of care. Results Results showed significantly higher patient satisfaction in the intervention group compared to controls for overall care rating (U = 858.0, p < .001) and understanding of next care steps (U = 1275.0, p < .001). Among a subpopulation of intervention participants (n = 36), 100% reported that educational materials were helpful for understanding their disease process. Discussion These findings demonstrate that health education interventions can significantly enhance patient experience, support self-management behaviors, and contribute to chronic disease prevention in diverse populations. Translation to Health Education Practice Effective patient education serves as a primary prevention strategy by empowering patients to adopt healthier behaviors and manage chronic conditions effectively. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

ABSTRACT Background Post-COVID-19 Condition (PCC), can have a major impact on quality of life, and social participation. Evidence about the most effective rehabilitation treatment approach is still limited Purpose To learn more about patient and rehabilitation healthcare professional experiences with health-related PCC complaints, their consequences for social participation, as well as about the content of current and ideal interdisciplinary rehabilitation programs. Methods Qualitative study with semi-structured focus group interviews, with patients and rehabilitation physicians. Results Seven themes were identified: 1) Most common health complaints, 2) Consequences on activities and participation, 3) Personal factors, 4) Environmental factors, 5) Start of the interdisciplinary rehabilitation treatment, 6) Effect of the rehabilitation treatment, 7) Ideal rehabilitation treatment. Patients with PCC seen in rehabilitation medicine in secondary care experience multiple health complaints with a major impact on daily life activities. With the current interdisciplinary rehabilitation treatment, patients experience progress in small steps, they learn to cope differently with their PCC complaints and can perform more activities of daily life. Discussion An interdisciplinary rehabilitation treatment with a biopsychosocial approach seems promising in improving functioning in patients with PCC who perceive a high level of disability in daily activities and participation. Translation to Health Education Practice The findings of this study highlight the importance for healthcare professionals and Health Educators, to work with an integral vision on health in patients with PCC with high level of disability. Specifically, it contributes to understanding the knowledge, beliefs, and behaviors that impact health outcomes in individuals with PCC. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

ABSTRACT Background High school students often experience insufficient sleep, affecting their health and academics. While school-based sleep education programs show promise, their impact is often short-lived. Purpose The purpose of the study was to explore the potential of a collaboratively designed, teacher-delivered sleep education program and to assess teacher and student sleep knowledge and behaviors. Methods We developed a high school sleep education program with input from students to ensure relevance and impact, then evaluated its feasibility and acceptability among 33 high school teachers and 40 students, alongside assessments of their sleep knowledge and behaviors. Results The final program was rated enjoyable (70%) and recommendable (95%) and teachers found it appealing (83%) and feasible (63%). Discussion Significant gaps in sleep knowledge among students highlight the need for sleep education programs. Translation to Health Education Practice This study supports school-based, teacher-led sleep education as a practical approach to addressing student sleep issues, with teachers viewing the program as feasible and expressing strong concern for student sleep, while recommending further training to enhance delivery and impact.

ABSTRACT Background Physical activity (PA) supports children’s psychological well-being (PWB) and resilience, but the impact of social-emotional learning (SEL) remains underexplored. Purpose This study examined associations between real-time moderate-to-vigorous PA (MVPA) during quality physical education (QPE), total daily PA, and SEL with resilience and PWB among school-aged students. Methods Participants included 106 fourth- and sixth-grade students volunteering in a 12-week Smart-QPE intervention. Real-time MVPA% during PE was assessed using the Heart Zone Move System. Following intervention, students completed four questionnaires via Qualtrics: PA Questionnaire for Older Children, Connor-Davidson Resilience Scale, World Health Organization Well-Being Index, and Students SEL Questionnaire. Multiple linear regression analyzed associations between PA, resilience, and PWB. Results MVPA% in QPE, three daily PA variables, and SEL significantly predicted PWB (F = 32.374, p < .001, 56.2% variance) and resilience (F = 9.804, p < .001, 28% variance). SEL was the strongest predictor of resilience (β = 0.468, p < .001) and PWB (β = 0.69, p < .001). Conclusions PA and SEL contribute to resilience and PWB, supporting school-based interventions. Translation to Health Education Practice Findings support implementing Smart QPE interventions and SEL into school curricula to enhance resilience and PWB.

ABSTRACT Background College students notoriously engage in sleep impairing behaviors, impacting their overall health. In-person sleep education interventions for college students have shown mixed effects on improving sleep behaviors. Online medium of delivery may intervene where in-person-only interventions are lacking. Purpose Evaluate the effectiveness of online sleep education interventions for college students. Methods This study analyzed education-based, sleep behavior interventions targeting college students published between 2014 and 2024 that incorporated atleast one online modality within MEDLINE, CINAHL Ultimate, ERIC, and AcademicSearch Premiere databases. Methodological quality was measured through the Jadad Scale. Results Studies (N = 6) had a mean Jadad score of 6.17. Most interventions (n = 4) used randomized control trial designs, predominantly recruited White and female participants. Studies were fully or partially, were primarily evaluated using investigator-created scales, and used varying sleep outcome measures. Two studies incorporated health behavior theory. While all interventions tracked adherence, only three examined participant satisfaction. Discussion Online sleep education interventions show mixed effects on college student sleep outcomes. Future interventions should evaluate program fidelity, increase demographic diversity, and operationalize behavior change theories. Translation to Health Education Practice Health education specialists should consider the use of online sleep education interventions for improving college students’ sleep outcomes.

ABSTRACT Purpose To compare Haitian and Latino immigrant groups’ health knowledge pre and post intervention based on demographic and clinical measures and examine nutrition and physical activity self-efficacy. Methods A convenience sample of 156 Haitians, and 128 Latinos ≥ 18 years was recruited through flyers and word-of-mouth at faith/community-based organizations. Pre-post-health knowledge assessments consisting of 20 questions were from Florida Literacy Coalition Staying Healthy curriculum. Data on self-efficacy scores using validated scales, demographics, and clinical measures were collected. Results There were statistically significant improvements in post-knowledge scores for Haitians (p < .001) and Latinos (p < .001) respectively. The two groups differed in pre-knowledge scores(p < .001), post-knowledge scores (p < .001), and nutrition self-efficacy (p < .001). There was a significant association and medium to large effect of ethnicity with age, work status, level of education, age at immigration, health insurance, and measured blood pressure. Discussion Brief culturally tailored health presentations increased health knowledge in both groups. Persistent disparities in knowledge and self-efficacy highlight the need for targeted approaches addressing social contexts. Translation to Health Education Practice Understanding the existing differences in Latino and Haitian communities and leveraging faith-based and community partnerships to deliver tailored, accessible education can increase health literacy.

ABSTRACT Background This study explores the experiences and perceptions of adults with congenital heart disease (ACHD) who participated in the Fearless Physical Activity program, a community-based initiative aimed at promoting physical activity in CHD patients. Methods Using a qualitative research design, 27 participants were recruited and participated in semi-structured interviews. Results Thematic analysis revealed key factors influencing participation, including identity, social inclusion and program design. Discussion The study concludes that future ACHD-specific programs must address the diverse needs of ACHD patients, offering adaptable activities, consistent scheduling and clearer communication. Translation to Health Education Practice This study informs several Areas of Responsibility for health education specialists. Area I (Assessment) is addressed by identifying identity-related barriers to participation. Area II (Planning) highlights the need to co-design inclusive programs with ACHD patients. Area IV (Evaluation and Research) is supported through the use of qualitative methods to assess program impact. Lastly, Areas VI (Advocacy) and VII (Communication) emphasize the importance of clear messaging and advocating for inclusive, sustainable program funding.