Health Education Course Research Articles

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

BackgroundThe disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.MethodsCluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.DiscussionPrimary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.Trial registrationRetrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review.

As technology will continue to play a pivotal role in modern-day health care and given the potential impact on the nursing profession, it is vitally important to examine the types and features of digital health education in nursing so that graduates are better equipped with the necessary knowledge and skills needed to provide safe and quality nursing care and to keep abreast of the rapidly evolving technological revolution. In this scoping review, we aimed to examine and report on available evidence about digital health education and training interventions for nursing students at the undergraduate and graduate levels. This scoping review was conducted using the Joanna Briggs Institute methodological framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). A comprehensive search strategy was developed and applied to identified bibliographic databases including MEDLINE (Ovid; 1946 to present), Embase (Ovid; 1974 to present), CINAHL (EBSCOhost; 1936 to present), ERIC (EBSCOhost; 1966 to present), Education Research Complete (EBSCOhost; inception to present), and Scopus (1976 to present). The initial search was conducted on March 3, 2022, and updated searches were completed on January 11, 2023, and October 31, 2023. For gray literature sources, the websites of select professional organizations were searched to identify relevant digital health educational programs or courses available to support the health workforce development. Two reviewers screened and undertook the data extraction process. The review included studies focused on the digital health education of students at the undergraduate or graduate levels or both in a nursing program. Studies that discussed instructional strategies, delivery processes, pedagogical theory and frameworks, and evaluation strategies for digital health education; applied quantitative, qualitative, and mixed methods; and were descriptive or discussion papers, with the exception of review studies, were included. Opinion pieces, editorials, and conference proceedings were excluded. A total of 100 records were included in this review. Of these, 94 records were identified from database searches, and 6 sources were identified from the gray literature. Despite improvements, there are significant gaps and limitations in the scope of digital health education at the undergraduate and graduate levels, consequently posing challenges for nursing students to develop competencies needed in modern-day nursing practice. There is an urgent need to expand the understanding of digital health in the context of nursing education and practice and to better articulate its scope in nursing curricula and enforce its application across professional nursing practice roles at all levels and career trajectories. Further research is also needed to examine the impact of digital health education on improving patient outcomes, the quality of nursing care, and professional nursing role advancement. RR2-10.11124/JBIES-22-00266.

ENHANCING PSYCHOLOGICAL FLEXIBILITY AND MENTAL HEALTH OF CHINESE UNIVERSITY STUDENTS THROUGH CURRICULUM-BASED INTERVENTIONS

This study aims to explore integrating new teaching methods and interventions from acceptance-commitment therapy designed to improve the psychological flexibility of Chinese university students through a required university student mental health education course. Psychological flexibility is a protective factor for mental health. The low level of psychological flexibility is one of the reasons for the high incidence of depression, anxiety and other psychological problems at university. This longitudinal study used a pre and post-test design to test some freshmen in a particular grade at Huangshan University using the AAQ-II, CFQ-F and SCL-90. Then, a new teaching method was implemented in the courses. Systematic sampling was conducted at the end, with a sample of 287 subjects selected (M = 19 years, SD = 0.73 years; 46.6% male,53.3% female) and was followed up to analyse the psychological test data before the course teaching and after one year. The results showed that after controlling for gender, there was a significant difference between the pre-test and the post-test, with a substantial increase in the level of psychological flexibility (P<0.001), and essential psychological symptoms were significantly reduced (p<0.001). It is concluded that the new curriculum and teaching methods can dramatically improve psychological flexibility and mental health. Based on the core concept of improving psychological flexibility, reforms should be carried out in the required curriculum of Chinese university students' mental health education, incorporating new teaching methods and interventions to help students solve their psychological distress, alleviate psychological symptoms, and promote mental health.

Practice of Ideological and Political Teaching Reform in College Students' Mental Health Education Courses

Practice of Ideological and Political Teaching Reform in College Students' Mental Health Education Courses

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

Framework for an interprofessional experience addressing health and disability for health professional students

Background and purposeA Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting72 students were assigned to interprofessional teams of 10–11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FindingsQuantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SummaryInterprofessional education and experiential learning opportunities are good ways to facilitate “real” patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

Palliative care in primary health care: Challenges for training in the Brazilian public system (Unified Health System - SUS)

The improvement in biomedical and healthcare resources has led to an increased life expectancy in the Brazilian population. This aging, coupled with new lifestyle habits, has contributed to the occurrence of non-communicable chronic diseases - particularly cancers, often incurable - making palliative care (PC) emerge as the sole therapeutic recourse. PC involves an approach aimed at promoting the quality of life for patients and their families in the face of therapeutic non-resolvability and the inevitability of life continuation. Early case identification, comprehensive assessment, pain management, and addressing other psychosocial distress are fundamental elements of this practice. Furthermore, healthcare services need to organize themselves in response to this growing demand, with Primary Health Care being a fertile environment for providing this care. Besides allowing geographical, cultural, and emotional proximity of the patient to their loved ones, ensuring their final days with integrity and autonomy. Such care is still offered at other levels, based on the logic of Health Care Networks, comprehensiveness, humanization, referral and counter-referral. The challenge for the curricula of health education courses is to keep up with these changes, seeking to train professionals with a scientific and humanitarian basis consistent with this new clinical reality, whether in specific disciplines – teaching focuses on deepening the technical and human aspects; or through transversal teaching – discussing PC throughout the training, in any discipline. Thus, it is expected that professionals will provide care, offering comfort and tranquility to the patient and their families, collaborating in the humanization of the "ways of dying" in Brazil.

Use of infant simulators as an aid in pregnancy and parenting educational interventions for school-aged students: a scoping review.

Schools and school teachers often focus on content aimed at delaying sexual debut and preventing teenage pregnancy, and address the impacts of risky behaviours on infant health. Infant simulators are increasingly used in health education courses. However, it is unclear how effective this education is. In this review, we examined the evidence for the effectiveness and use of pregnancy/parenting education programmes for school-aged students using infant simulators. Infant simulators are lifelike replicas of human newborn babies that have electronic capacity to mimic a range of infant behaviours. These may include feeding, comfort needs and nappy changing. Responses to these replicated behaviours may be recorded to provide feedback of the adequacy of the response for educational purposes and provide feedback to prospective parents and caregivers. This review followed the guidelines for conducting a scoping review developed by Joanna Briggs Institute (JBI). After following the process as recommended by the JBI, 32 eligible articles were selected for inclusion. Eight themes emerged from the analysis and it was found that the use of infant simulators in terms of effectiveness was not conclusive. This may be due to lack of longitudinal studies examining the impact of the education provided. Furthermore, the literature did not address innovations of infant simulators that replicate infants with particular characteristics, those with fetal alcohol spectrum disorder, shaken baby syndrome or challenges from parental substance use. Further research is required to determine the long-term impact of using infant simulators on reducing risky behaviours. Given these challenges, it is important to support initiatives for sex, pregnancy and parenting education among all students.

Exploration on Ideological and Political Teaching Path of Mental Health Education Course for Students in Private Colleges

This paper aims to explore the path of integrating ideological and political education into mental health education courses for students in private colleges, aiming to improve students' mental health and moral qualities. Firstly, by elaborating on the concept and importance of mental health education, the significance of mental health for the comprehensive development of individuals is revealed. Subsequently, through investigating and analyzing the mental health status of students in private colleges, some common mental health issues are identified, providing a basis for designing targeted educational courses. Secondly, addressing the characteristics and needs of students in private colleges, a comprehensive mental health education curriculum is designed, specifying the objectives, framework, content, and teaching methods to promote the comprehensive enhancement of students' mental health. In the exploration of the integration path of ideological and political education with mental health education, the inherent connection between ideological and political education and mental health education is discussed, and specific paths and strategies for integrating ideological and political education with mental health education are proposed. Finally, through the verification of practical cases, the effectiveness of curriculum design and implementation integrating ideological and political education is demonstrated, and prospects for future research directions are outlined, aiming to provide new ideas and effective measures for mental health education for students in private colleges.

Higher Learning as a Conduit to Healthy Living: A Review of Physical Activity and Health Education Courses Offered and Required at Historically Black Colleges and Universities

ABSTRACT Most college students do not engage in adequate physical activity. Physical education requirements (PERs) are often viewed as a potential solution to physical inactivity within this population as these courses provide opportunities for students to be physically active and/or become educated about healthy lifestyles. The potential benefits of these courses are particularly salient for Black college students who face many health disparities. The purpose of this study was to examine the health education and physical activity course offerings and requirements at Historically Black College and Universities (HBCUs). We examined the online course catalogs of all four-year accredited HBCUs in the United States (N = 86) to determine if they 1) offered and/or 2) required their students to take any health education or physical activity courses. Overall, 81 of the four-year HBCUs in this study (94%) at least offered their students a physical activity or health education course, although only 42 schools (48.8%) required either course for graduation. The remaining 44 institutions (51.1%) did not require their students to take a health education or physical activity course for graduation. PERs appear to be more prevalent at HBCUs compared to non-HBCUs; however, there has been a reduction in PERs across all institutions alike over the past few decades. Future studies should explore whether higher PERs at HBCUs are associated with Black students’ actual physical activity behaviors. HBCUs are presented with a unique opportunity to support the health behaviors and knowledge of Black college students.

플립러닝을 적용한 보건교육학 수업의 효과

Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motiva-tion, and their explanatory power was 40.0% (F=100.95, p<.001). Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.

Interventions based on salutogenesis for older adults: An integrative review.

To synthesize the evidence of interventions based on salutogenesis for older adults. With the increasing tendency of global ageing and the progression of 'healthy ageing', salutogenesis has been adopted as a framework of health promotion for older adults. An integrative review following PRISMA guidelines. Seven databases including PubMed, Cochrane Library, Web of Science, Embase, Scopus, PsycINFO and CINAHL Plus were systematically searched on 29 September 2022 and updated on 18 July 2023. Eighteen eligible studies were included in this review. Salutogenic-based interventions fell into three main categories: dialogue-based, health education courses based, and goal setting and achievement based. The intervention doses: length ranged from 4 weeks to 2 years, with most (n = 12) within 12 weeks; the duration of each session ranged from 30 to 150 min, with the majority (n = 7) within 1 h; the frequency ranged from five times weekly to three times in 10 months, and in six studies was once a week. Intervention providers were mostly multidisciplinary teams, while in four studies were nurses only. Most of the studies reported that salutogenic-based interventions could improve older adults' sense of coherence, quality of life, self-efficacy, self-management, meaning of life and mental health. This review synthesized the interventions based on salutogenesis for older adults, including salutogenesis application, intervention and its doses, intervention settings and providers, and intervention effects. Future research on the effectiveness of the intervention, the optimal dose of the intervention and the underlying mechanisms are still necessary to understand salutogenic-based interventions. Not apply as it's a review paper. Salutogenic-based intervention is effective for older adults in different scenarios to improve their health outcomes. Nurses play a key role in salutogenic-based interventional programs and thus should be essential personnel as the intervention provider.

Exploratory Study on Teacher Team Building of Mental Health Education Programs in Colleges and Universities in the Context of Information Technology

Abstract With the advancement of the information age, the discourse on mental health education is expanding. Building teacher teams for mental health education programs is an essential aspect that has attracted widespread interest. This study investigates the pivotal role of constructing a mental health curriculum focused on cognitive thinking, emotional sensitivity, and willpower. It also establishes the necessary standards for creating a teacher team dedicated to mental health education. Taking College S as a case study, the effectiveness of the mental health education teaching team is evaluated, with suggestions provided for further development in similar educational settings. The overall mean value of mental health education teacher team construction in the sample colleges is 3.47, among which, the mean value of “training management” is 3.14, which is not satisfactory. S colleges and universities have more severe structural imbalance and teacher development problems when it comes to training management, with mean values of 2.02 and 2.65 for the number of training and the training effect, respectively. Through the study, it is found that the optimization of the construction of the teacher team for mental health education courses in colleges and universities needs to be started from the cultivation and management of teachers and that the improvement of the conditions of the school and the environment of the development of human resources is the first link, so as to solve the problem of the construction of the teacher team of mental health education courses in the actual practice. Mental Health Education Program teachers are experiencing team-building issues.

Health education in Vietnamese federal schools: Content and methodology

Vietnamese feudal schools served the purpose of preparing people to manage the country. Educational content and approach were centered on state management attitudes and skills; schools (both state-owned and private - The Master) did not officially offer health education courses. However, the remaining textbooks and learning papers demonstrated that feudal schools prioritized health education, initially incorporating health education content into teaching at all levels. Health education comprised knowledge and skills for maintaining health, as well as creative encounters with Eastern medicine in illness prevention, conservation, and human health improvement. The content and methods of health education demonstrated that medieval schools sought to develop people holistically in terms of knowledge, skills, and attitudes. The knowledge and methodology of health education in ancient feudal schools not only help us understand the history of Vietnamese education, but they also provide many lessons acquired in the development of today's educational system.

Research on the Path of Ideological and Political Construction of College Students’ Mental Health Education Course

Research on the Path of Ideological and Political Construction of College Students’ Mental Health Education Course

Discussion on the Development of Teaching Mode of College Students’ Mental Health Education in the Internet Era

Abstract The psychological problems of college students under the rapid development of big data on the Internet have aroused widespread concern in society, and mental health affects the normal learning life of college students. This paper analyzes the psychological status quo of college students using the internet, proposes a mining process for mental health education data, and performs data preprocessing. The application of the Apriori algorithm in data mining was analyzed, and it was found that the algorithm has problems such as too long matching times and too many item sets. Improvements were made on this basis, and the improved Apriori algorithm was applied to the analysis of college students’ psychological problems. It was found that interpersonal tension and sensitivity, depression, and anxiety were the most common psychological problems. In addition, in the teaching mode comparison experiment, the Internet+ mental health education program based on association rules had a good influence effect on students. Students’ physical and emotional feelings exceeded 4.00 points, and their satisfaction with the course reached 4.65 points, so the internet+mental health education course based on association rules has some promotion value.

Pedagogical Integration of Core Literacy in College Physical Education and Health Courses Based on Data Mining Techniques

Abstract At universities and colleges today, physical education is overly regimented and ignores students’ basic health literacy. This study aims to investigate this phenomenon by examining the state of physical education instruction in colleges and universities nowadays using data mining techniques. In order to retrieve information on the essential literacies of health and physical education courses at colleges and universities, the study first builds a data mining framework using data clustering analysis, association rule extraction, and decision tree algorithms. The teaching-coordination-level model of the core literacies of physical education and health courses is established utilizing the entropy power approach, and the development history of physical education is examined. To determine the best teaching technique for integrating the core literacies of physical education and health courses, an experiment was conducted using College A as an example. The findings indicate that following the trial, students in the experimental class had substantial improvements in their physical and health literacy scores, with the exception of physical fitness (P>0.05). In the previous 10 years, the mean value of the coupling coordination was between 0.6683. The integration of the essential literacies of physical education and health courses accounted for more than 90% of the total credit hours earned in the best colleges and universities. In addition to enhancing physical education abilities, the integration of health and physical education curricula with core literacy in colleges and universities supports the general development of students’ health literacy.

Application of Scene Experience Teaching Method in Primary School Mental Health Education Courses —Taking the Lesson on the Power of the Bystander as an Example

Application of Scene Experience Teaching Method in Primary School Mental Health Education Courses —Taking the Lesson on the Power of the Bystander as an Example

The Implementation of Collaborative Strategy in Teaching based on Virtual Instructor System to Improve Learning Outcomes in Sports Health Education

This research aims to improve the quality of learning in Sports Health Education courses using Collaborative Strategy In Teaching Based on the Virtual Instructor System (VIS) for sixth semester students of the Physical Education Study Program, FKIP, Bengkulu University. Virtual Instructor System (VIS) is an application as a place to work well collaboratively. The Virtual Instructor System (VIS) also tells the team during task evaluation how specific the instructions are and will be carried out. This research uses descriptive qualitative, where the practice of adopting the Virtual Instructor System (VIS)-based Collaborative Strategy In Teaching learning approach is described in each context. Where data collection is carried out through test and non-test techniques. As a result, achievement targets were obtained in cycle II with the following details; 15 students or 42% got category A, 17 students or 47% got category B, 4 students or 11% got category C, and none or 0 students got category D. The results of the response questionnaire distributed to students showed the results The final score was 24.61 or an average of 4.1, which means that the category most often chosen by students was agreed. These results show that the implementation of learning in the application of Collaborative Strategy In Teaching for sixth semester students of the Physical Education Study Program, FKIP, Bengkulu University is of interest to students. It not only reaches aspects of knowledge implementation but also increases students' creativity and interest in learning activities.

The Impact of Sexual Health Education Course on University Students' Sexual Myths and Sexual Health Knowledge

This research was conducted to determine the impact of sexual health education course on university students' sexual myths and sexual health knowledge. The intervention group of the experimental study, using a pre-test post-test control group design, consisted of 149 university students who had a sexual health education course in their curriculum. The control group, on the other hand, consisted of 156 participants who did not have a sexual health education course in their curriculum. Participants in the intervention group received 2 hours of sexual health education per week for 15 weeks as part of the course curriculum, while no intervention was provided to the control group. Pre-tests and post-tests were administered simultaneously to both the intervention and control groups. Data collection instruments included a Personal Information Form, Sexual Myths Scale (SMS), and Sexual Health Knowledge Test (SHKT). The study data were analyzed using SPSS 24.0 software. In addition to descriptive statistical methods, Pearson Chi-Square test, Pearson Product-Moment Correlation analysis, and tests for the significance of differences between two means for dependent and independent groups were used to test intergroup differences. The results were evaluated at a significance level of p