Health Promotion Course Research Articles

Educational logbook of the master's training course in health education and health promotion Based on the curriculum syllabus

Educational logbook of the master's training course in health education and health promotion Based on the curriculum syllabus

The Effect of Inquiry-Based Learning on Pharmacist Students

One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.

YOGA ADOPTION INTENTIONS AMONGST UNIVERSITY STUDENTS: VARIABLES AND LINKAGES

Introduction: Compared to earlier times, university students are showing low physical activity levels. Compared to university students in the USA, students at Indian higher education institutions are 30% less physically active. The habits and beliefs formed at this stage of life are expected to have a long-term influence. Yoga is considered an alternative therapy effective in improving physical and mental health. Assessing the factors influencing university students' yoga adoption intentions is essential. Aims: To evaluate the selected university students' physical activity level and the mediating role of cues to action. Methods: The research design is cross-sectional and causal. The response of 120 university students was collected. The analysis is based on Structural Equation Modelling (SEM), and the software used includes SmartPLS and Microsoft Excel. Results – The study confirms the full mediation role of cue to action on the relationship between positive attitude for yoga and behavioral intentions to adopt yoga (effect = 0.179, t = 3.098, p < 0.002). Similarly, cue to action partially mediates the relationship between friend's support for yoga and behavioral intentions to adopt yoga (effect = 0.102, t = 2.34, p < 0.019). Conclusion: The university administrators should increase the cue to action for adopting health promotion behavior, including yoga at all levels, i.e., individual, relationships, community, social and policy making. To begin with, interventions such as developing educational videos, mandatory health promotion courses, and a buddy system can be started.

Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes

Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.

Health Promotion in Early-Stage Dementia: A Focused Ethnographic Study of a 12-Week Group-Based Educational Intervention.

Educational health promotion interventions for people with early-stage dementia have shown promising results, including empowering the person with dementia to live well and cope with their condition. The aim of this study was to explore how group interactions, course structure, and facilitation by healthcare professionals in a 12-week educational health promotion course promote coping, healthy behaviors, and empowerment in people with early-stage dementia. A focused ethnographic approach was employed, collecting data through moderate participant observations of people with early-stage dementia who attended the health promotion course and field conversations with the facilitators. Additionally, before and after the participants had completed the course, the participants and their care partners were interviewed individually. The findings showed that group discussions provided an opportunity for the facilitators to identify knowledge gaps, correct misinterpretations of symptoms, and tailor the information to the participants' specific needs, thereby promoting healthy behaviors and empowering the participants. The consistent and structured format of the course appeared to reduce stress and promote learning. Learning about dementia first-hand, reminiscing, using humor, receiving support from others facing similar challenges, and receiving support and validation from facilitators all contributed to participants coping with their condition, processing negative emotions, and reducing internalized stigma. This study emphasized the importance of providing people living with early-stage dementia educational opportunities that combine first-hand information, peer and facilitator support, reminiscing, humor, recognition, and validation. These interventions can contribute to promote coping, healthy behaviors, and empowerment in people living with early-stage dementia.

Specifications Grading for Graduate Students: Motivated, Less Stressed, and Achieving in Public Health

Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.

Rethinking Penalties for Late Work: The Case for Flexibility, Equity, and Support

Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.

Implementasi Walking Exercise dalam Menurunkan Tekanan Sistole dan Diastole Penderita Hipertensi

Introduction: Hypertension is a state of increased blood pressure above normal. Hypertension in Indonesia is still a health problem with a high prevalence of 25.8% and there are still 19,559 cases of hypertension in Mamasa Regency. Walking exercise is a form of moderate physical exercise, with the technique of walking regularly for at least 3 times a week with a minimum duration of 20-30 minutes for each exercise. Objective: Treatment of hypertension in clients has been carried out both pharmacologically and non-pharmacologically. We apply one of the non-pharmacological therapies for hypertension, namely walking exercise Method: This community service method is a follow-up activity from research (evidence based practice) and health promotion courses with an approach that uses interviews, blood pressure checks, health promotion and simulation of walking exercise methods for 2 weeks. This community service activity was carried out in April 2021. There were 40 elderly participants who took part in this activity. Results: The results of this community service activity show that the elderly perform the walking exercise method for 3 times per week, and the results of the examination show an average decrease in systolic and diastolic blood pressure in the elderly. Conclusion: The walking exercise method can be used as a non-pharmacological complementary therapy to help reduce blood pressure in the elderly.

Use of a Faculty-Led Journal Club to Facilitate Evidence-Based Practice Skills for Occupational Therapy Students

A faculty-led journal club was utilized as a teaching strategy to facilitate development of evidence-based practice (EBP) skills for students enrolled in an introduction to health promotion course at an entry-level occupational therapy program. An exploratory post-survey study was conducted to collect outcomes in the areas of student satisfaction and perceived effectiveness. This article describes the faculty-led journal club, highlights outcomes data, and discusses considerations for use of journal clubs in entry-level occupational therapy education.

Effects of Aromatherapy on the Physical and Mental Health and Pressure of the Middle-Aged and Elderly in the Community

The physical and mental health of an aging society has become a major issue, and stress reduction and the improvement of physical and mental health are important physical and mental health issues for middle-aged and elderly people. This research sought to explore the application of aromatherapy for the improvement of physical and mental health and stress levels, as well as other issues, that concern the elderly in the community. The research was based on intentional sampling. A pre- and post-test design with unequal groups was employed. The experimental treatments were divided into five groups: Group A (compound essential oil massage plus sniffing), Group B (compound essential oil massage), Group C (pure base oil massage), Group D (compound essential oil sniffing), and control Group E (without any aromatherapy intervention). To explore the effects of aromatherapy on physical and mental health and stress relief among the elderly in the community, the self-completed Mental and Physical Health Scale for the Elderly and the Stress Index Measurement Scale were used to collect data. The obtained data were analyzed using descriptive statistics and by paired sample t-test. It was concluded that aromatherapy can improve the physical and mental health of the elderly in the community and can significantly reduce stress. The experimental results on aromatherapy in this study can provide a basis for home application to help the elderly in the community. They also provide a foundation for the organization of health promotion courses for the elderly and other practical applications in social welfare group planning.

Effect of a virtual simulated participant experience on antibiotic stewardship knowledge among pre-licensure baccalaureate nursing students: A pilot study

BackgroundAntibiotic resistant infections are a growing global public health threat poised to render antibiotics ineffective in treating even the most common infectious diseases. It is essential that future nurses have the knowledge and skills to keep patients safe from antibiotic harm in all health care settings, however, studies indicate that there is limited education provided in nursing schools regarding antibiotic use, antibiotic resistance, and antibiotic stewardship nursing practices. ObjectiveEvaluate the effect of a virtual, scenario-based simulation experience using simulated participants on pre-licensure baccalaureate nursing students' antibiotic, antibiotic resistance, and antibiotic stewardship nursing practice knowledge. MethodsA quasi-experiential repeated measure pre-posttest design was used with a convenience sample of 165 pre-licensure baccalaureate nursing students enrolled in a health promotion course at a private university in the northeast region of the United States. The NLN Jeffries Simulation Theory guided the virtual simulation experience and used simulated participants methodology. ResultsAll students participated in the simulation experience. Statistically significant increases were noted (p < 0.005) in antibiotic, antibiotic use, and antibiotic resistance knowledge between the pre and post surveys. The most significant changes were in knowledge of antibiotic stewardship nursing practices. ConclusionIntegration of virtual, scenario-based simulations provided students an active learning opportunity to practice antibiotic stewardship assessment and practice skills through real life-like situational experiences with simulated participants, resulting in improved antibiotic, antibiotic resistance, and antibiotic stewardship knowledge.

The Effect of Health Promotion Course on Nursing Students’ Healthy Life Style Behaviors

Çalışmada hemşirelik öğrencilerinde sağlığın geliştirilmesi dersinin sağlıklı yaşam biçimi davranışlarına etkisini incelemek amaçlanmıştır. Ön test-son test desenli yarı deneysel türde olan bu çalışma, bir üniversitenin hemşirelik bölümü 3. sınıfında okuyan 70 öğrenci ile 25 Eylül-28 Aralık 2019 tarihleri arasında gerçekleştirilmiştir. Araştırma verilerinin toplanmasında “Kişisel Bilgi Formu” ve “Sağlıklı Yaşam Biçimi Davranışları Ölçeği II" kullanılmıştır. Verilerin analizinde; yüzde, ortalama, standart sapma, Kurtosis, Skewness ile Kolmogrov-Smirnov testi, Paired Samples t test hesaplanmıştır. Anlamlılık p

Health promotion in early-stage dementia – user experiences from an educative intervention

ABSTRACT Educating and supporting people with early-stage dementia has gained increased focus worldwide as a response to an aging population and limited advancements in the medical treatment of the condition. The aim of this study was to explore the experiences of people with early-stage dementia who were provided with support and information through a 12-week health promotion course and identify elements of the intervention potentially contributing to coping and adjustment to the condition. Data was collected through individual semi-structured interviews with 32 people with dementia after they had attended the course. For each participant, a care partner was also interviewed. The data were analyzed using systematic text condensation. Three main categories emerged from the analysis. These were: (I) bridging the post-diagnostic information gap, (II) facilitating health behavior changes, and (III) new perspectives on living with the condition. The results demonstrated that the intervention was well-received by the participants. Learning about dementia, meeting others in the same situation, and focusing on maintaining a healthy lifestyle was particularly highlighted, as was promoting family communication.

Healthy lifestyle behaviors among Omani undergraduates: a cross-sectional study

ABSTRACT It is strongly believed that healthy lifestyle behaviors improve health and decrease the risk of major health problems. Health-promoting lifestyle behaviors and their contributing factors among students at Sultan Qaboos University (SQU) have not been well-investigated yet. This study aims to explore the levels of health-promotion behaviors among senior undergraduates at SQU, compare potential differences between college type and gender, and then explore possible predictors. Using a cross-sectional descriptive design, a sample of 244 students at SQU were recruited, and data was collected using the Health-Promoting Lifestyle Profile II (HPLPII). Overall health promotion mean score ± SD for the sample was slightly moderate (2.58 ± 0.42), whereas the impact of discipline in education on the practice of health-promoting behavior was significant. Nursing students remarkably scored higher than non-nursing students (p = 0.005) in terms of health responsibility and nutrition (p = 0.005 and 0.006) respectively, whereas there was no significant difference in overall health-promoting lifestyles between males and females (p = 0.18). Females scored better than males in interpersonal relations (p = 0.006), while males scored considerably better than females in the physical activity domain (p = 0.03). Furthermore, a bivariate analysis of potential predictors of the total health promotion behavior score, followed by a multivariate model analysis has revealed that college type was the only predictor. Nursing education positively influences health-promotion behaviors and encourages nursing students to increase their health responsibility and practice healthier dietary habits. Additionally, it is recommended for the teaching institution administrators and educators to develop health promotion courses for non-health-related discipline students.

Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses

Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.

Assessing Baccalaureate Nursing Students’ Antibiotic Stewardship Knowledge Using Virtual Standardized Patient Simulations

Background: According to the Centers for Disease Control and Prevention, the single most important factor leading to the development of antibiotic resistance (AMR) is the use of antibiotics. Studies indicate that up to 50% of hospitalized patients receive at least 1 antibiotic, half of which are inappropriate. The outpatient setting accounts for &gt;60% of antibiotic use and over half of these prescriptions are inappropriate. Antibiotic stewardship programs improve appropriate antibiotic use, reduce AMR, decrease complications of antibiotic use, and improve patient outcomes. Building a nursing workforce with necessary AMR and antibiotic stewardship knowledge and skill is critical. Nursing graduates can translate knowledge into practice, promoting the judicious use of antibiotics to keep patients safe from antibiotic harm. Methods: Third-year baccalaureate nursing students enrolled in a fall 2020 health promotion course at an urban university affiliated with an academic medical center participated. Students received a 3-hour lecture on antibiotics, AMR and antibiotic stewardship nursing practices and actively engaged in antibiotic stewardship simulations using standardized patient (SP) encounters. The SP participants were specifically trained for these activities. Simulations included a 30-minute brief before and a 60-minute briefing after the activities. All activities occurred via video conferencing. Case scenarios, developed by the authors, focused on penicillin-allergy delabeling of an adolescent prior to elective surgery and appropriate use of antibiotics in managing pediatric urinary tract infections and acute otitis media (AOM). Before-and-after tests were used to assess the impact on AMR and antibiotic stewardship knowledge. Results: Over a period of 4 days, all enrolled students (n = 165) participated in 1 three-hour virtual simulation session. Using Zoom video conferencing with multiple breakout rooms, the activities were easily managed. During the simulations, students often struggled with reading an antibiogram and applying the concept of “watchful waiting” in AOM management. Significant differences were found in before-and-after test results, with significant improvement in students’ general and specific knowledge and awareness of antibiotics (P &lt; .01). During the debriefing sessions, students reported increased awareness related to their role in advancing the judicious use of antibiotics. Conclusions: Initially, we planned to conduct in-person SP simulations. Due to the COVID-19 pandemic, faculty and students demonstrated remarkable flexibility and resilience as we successfully converted to a virtual format. Virtual lecture and SP simulations, followed by debriefing, was an effective approach to educate baccalaureate nursing students about AMR and their role in antibiotic stewardship. Areas for course content improvement were identified.Funding: NoDisclosures: None

Students' perceptions and experiences in a health promotion course using interactive learning

There is lack of studies that describe the experience of studying a health promotion course using an interactive approach and students' perceptions about this method of teaching. The purpose of this study is to describe students’ experiences and perceptions about health promotion course using an interactive learning approach. A descriptive qualitative design was used among 16 undergraduate university students at a governmental university. Four main themes emerged from the data analysis including: (1) fruitfulness and satisfying experience of interactive learning, (2) interactive learning versus traditional learning, (3) barriers to interactive learning, and (4) suggestions to enhance interactive learning. Students reflected positive attitudes toward interactive learning. Interactive learning helped students to be engaged in learning process physically and cognitively. Students mentioned several advantages of learning health promotion course using interactive learning, including, enhancing understanding, sharing ideas and opinions, promoting self-esteem and self-confidence, keeping their minds active and attentive, and improving interpersonal communication. Updated and contemporary learning strategies and methods should be introduced for enhancing interactive learning courses.

Evidence-based coaching as a supplement to traditional lectures: impact on undergraduates' goal attainment and measures of mental well-being

PurposeThis study aimed to examine how the effects of traditional tertiary education (lecture format) on various outcomes – including goal attainment, psychopathology (stress, anxiety and depression), resilience, solution-focused thinking and self-insight – compare to effects of traditional education supplemented by health coaching, delivered through Zoom video-conferencing.Design/methodology/approachThe study, which involved mature-age Israeli undergraduate students enrolled in a health promotion course (n = 178), used a randomized controlled between-subjects (pre-post) design. Participants were each randomly assigned to a traditional-education condition (n = 90) or to a coaching condition (n = 88). All participants attended 13 weekly course lectures; those in the coaching condition also participated in weekly Zoom-based coaching sessions, with trained health coaches. Each participant completed online questionnaire measures at the beginning and at the end of the semester. Data were analyzed using repeated-measures ANOVA.FindingsCompared with participants in the traditional-education condition, those in the coaching condition showed, over the course of the semester, significant improvement in goal attainment, solution-focused thinking, self-insight, resilience and psychopathology. Participants in the traditional-education condition showed no change in these measures.Originality/valueThe authors’ findings suggest that health coaching, as a supplement to traditional lectures, can enhance undergraduates' goal attainment and multiple facets of their mental well-being. These findings may have significant practical implications for the vast numbers of students struggling to cope in higher education systems worldwide. The authors further suggest a range of alternative, coaching-inspired interventions that do not require development of a full coaching program.

Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described.&#x0D; Keywords: mindfulness, meditation, university, transitions

Evaluation of the relationship between health education and health development curriculum of the first high school with professional qualification of teachers and based on health system indicators

Health education and health promotion is accepted as an individual and social value and an undeniable necessity in every society. According to the statutes of the World Health Organization, all educational and health organizations are obliged to strive to spread it. This important point has been mentioned and in order to implement it, by compiling health and health promotion courses in different educational courses, especially junior high school, efforts have been made to give the necessary training to students and to take necessary measures to achieve a healthy, dynamic and lively society. The purpose of this study was to design a model of health education and health development curriculum for junior high school based on the indicators of the health system and the document of fundamental change in education. The research method was descriptive correlation, field data collection method and interview data collection tool and questionnaire. The statistical population in this study was all professors and curriculum specialists. Purposeful sampling method was used to select a sample from among the specialists and 15 people were selected as a statistical sample considering the saturation law. The researcher faced data saturation after the twelfth interview, but to ensure the adequacy of the data, the interview process continued until the fifteenth person. Therefore, the statistical sample in this section is 15people. Based on the research results, it can be said that the four main themes of "purpose", "content", "teaching method", and "evaluation" as dimensions of health education and health development curriculum in junior high school based on the indicators of the health system with emphasis on The components of the document of fundamental change in education were identified. The results also showed that the variables of purpose, content, teaching method, and evaluation in explaining the model of health education and health development curriculum of the first year of high school based on health system indicators with emphasis on components. The document's fundamental transformation of effective education. So that the target variable was in the first priority, the content variable was in the second priority, the teaching method variable was in the third priority and the evaluation variable was in the final priority.