Education Research Articles

Evaluation of a Menstrual Hygiene Education Program for Adolescent Girls in Rural India.

To assess the impact of a pharmacist-mediated education program on menstrual hygiene among adolescent girls in and around Balagangadaranatha (BG) Nagara, India. Pre- and postintervention study conducted over 6months. Adolescent girls in India, especially in rural areas, may lack proper knowledge and a supportive atmosphere to deal with menstruation-related concerns. Many myths and taboos also make it difficult or impossible to find accurate information about menstruation and menstrual hygiene. The sample included 585 female high school students who had begun menstruation and lived in and around BG Nagara, India. An educational training session provided information about the menstrual cycle, sanitary products, proper disposal practices, and menstrual disorders. Information addressed the psychological and social dimensions of menstruation to mitigate stigma. Educational leaflets about personal menstruation hygiene practices were also provided. Pre- and posttests were administered to assess participants' knowledge of and practices regarding menstrual hygiene. Pretest scores indicated that 43.8%(n= 164) of participants had good knowledge of menstruation, 86%(n= 503) used sanitary pads, and 73.2%(n= 428) thought that increasing nutritious food was necessary during menstruation. Posttest scores indicated an increase in all areas (p< .001). Health education was associated with an improvement in female high school students' knowledge of and practices related to menstrual hygiene. More menstrual health education strategies and awareness programs are needed to improve the knowledge and health of adolescent girls.

Solihull Approach training in undergraduate midwifery education: a pilot study

Background/Aims To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation.

Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium

Bilingualism Policies and Bilingual Education Programs in European Countries: The Example of Belgium

"It's Really Complicated": Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth.

Autistic adolescents frequently encounter difficulties in managing changes associated with puberty, sexuality, and relationships, and parents may be a useful source of sexual and reproductive health education (SRE) for this population. Despite this, few evidence-based programs exist to support parents in this role. Thus, there is a need for the development of such programs, particularly those incorporating the lived experiences of key stakeholders. The present qualitative investigation aimed to determine the SRE needs of autistic youth and to inform a novel, parent-led SRE program. Data were collected through semi-structured interviews conducted with two rounds of focus groups with two stakeholder groups: parents of autistic children (N = 4) and adult autistic self-advocates (N = 4). Focus groups were recorded and transcribed verbatim. The research team conducted rapid qualitative analysis on all four transcripts, and major findings were summarized and triangulated across groups. Four overarching themes were identified: "Empower parents as educators," "Individualize supports and education," "Consider cultural and intersecting identities," and "Prioritize safety." Parents can serve a primary role in providing SRE to autistic youth and would likely benefit from participating in a tailored program that prioritizes safety and considers the influence of culture and other aspects of identity on content delivery. Future research on the implementation of such a program is needed.

Intraprofessional boundary crossing in acute paediatric care: A rich journey for general practice and paediatric residents.

Achieving optimal collaboration between general practitioners and hospital-based critical care doctors is vital yet challenging, necessitating targeted collaborative training during residency. Despite apparent benefits, implementing intraprofessional learning faces constraints. Understanding its occurrence is crucial for engaging and educating residents. Considering boundaries' learning potential, we developed and evaluated an educational programme for general practitioner (GP) and paediatric (P) residents in paediatric emergency care based on Akkerman's Boundary Crossing Theory. The study investigated how intraprofessional learning mechanisms occurred and what learning conditions facilitated or impeded learning of GP and P residents, aiming to optimise educational programme design for intraprofessional collaboration. We developed an educational programme with three activities: joint medical assessments of paediatric patients in each other's context, mutually mini-Clinical Evaluation Exercises (mini-CEXs) about intraprofessional collaboration skills and educational meetings about collaborative care. We performed a qualitative study with a constructivist approach to explore experiences of the programme. We conducted focus group interviews and analysed mini-CEXs, utilising Boundary Crossing theory for template analysis. Ten GP and eight P residents participated in our study. Learning mechanisms of identification and coordination dominated the joint medical assessments. Mini-CEXs stimulated reflection. Educational meetings with supervisors about intraprofessional barriers initiated transformation. Facilitated learning conditions were bidirectional crossing, enthusiastic supervisors, residents being familiar with each other, clear mini-CEX design and authentic paediatric cases. Unclear mutual expectations during joint medical assessments impeded learning of residents. Working in each other's context triggers learning mechanisms of identification, coordination and reflection, forming the basis for intraprofessional learning in paediatric emergency care for GP and P residents. For development of new collaboration practices, supervisors are necessary to translate reflection into transformation. Mutual responsibilities and expectations should be made more explicit to create a safer intraprofessional learning environment. Our findings extend to other medical training contexts, leveraging boundaries for learning.

The effect of a cultural sensitivity education program on the intercultural sensitivity and compassion levels of Turkish nurses: A randomized controlled trial

AimThis study was performed to measure the effect of a cultural sensitivity education program in increasing Turkish nurses’ intercultural sensitivity and compassion levels. BackgroundIntercultural care encompasses compassion, an indispensable value of nursing care. The primary purpose of compassion is to ensure the well-being and welfare of the individual. DesignA parallel group randomized controlled trial. MethodsThe study was completed by 64 nurses, 32 in the intervention and 32 in the control groups. A Cultural Sensitivity Education Program was presented to the intervention group. Instruments were given to both groups before the intervention (pre-test), one week after the intervention (post-test) and three months later (follow-up test). Chi-square, independent sample t-test and two-way mixed-design variance analysis with Bonferroni Multiple Comparison Test were used to analyze the data. ResultsThe post-test and follow-up test mean scores of intercultural sensitivity and compassion of the intervention group after the intervention increased significantly compared with the control group. The intervention had a large effect size. ConclusionsThe study showed that the cultural sensitivity education program effectively increased the nurses’ intercultural sensitivity and compassion levels. Nurse managers could integrate education programs into the in-service education programs to improve the intercultural sensitivity and compassion levels of nurses.

Promoting multidisciplinary pain management in low- and middle-income countries—challenges and achievements

Abstract The burden of pain in low- and middle income countries (LMICs) is high and expected to rise further with their ageing populations. Multidisciplinary pain management approaches based on the biopsychosocial model of pain have been shown to be effective in reducing pain-related distress and disability, but these approaches are still lacking in many LMICs due to various factors, including low levels of awareness about the role of multidisciplinary pain clinics, lack of prioritisation for pain services, and lack of healthcare professionals trained in pain management. The International Association for the Study of Pain (IASP) has several educational programs to promote multidisciplinary pain management in LMICs, in the form of education grants, pain fellowships, pain camps and, most recently, the development of a Multidisciplinary Pain Centre Toolkit. This article describes the various educational programs, focusing on Southeast Asia, that demonstrate how targeted educational programs which include skills training, follow-up and mentorship, can translate into the formation of new multidisciplinary pain management services in settings with limited resources.

Effect of virtual-reality-based education program for managing behavioral and psychological symptoms of dementia: A randomized controlled trial

This study aims to evaluate the effect of the virtual-reality-based education program (VR-EduBPSD) for managing behavioral and psychological symptoms of dementia (BPSD). Sixty-six family caregivers of people with dementia were randomly assigned to either the experimental or control group following a 1:1 ratio. The experimental group received VR-EduBPSD while the control group received analogous paper-based educational materials. The outcome measures were competence in managing BPSD, dyadic relationship, caring self-efficacy, attitudes toward dementia, and behavior management skill. Only the ‘awareness of symptoms’ sub-scale score for competence in managing BPSD showed a significant group-by-time interaction. Significant time effects were also observed on the total and sub-scale scores for competence in managing BPSD, as well as on the dyadic relationship. This program, which utilizes high-immersion VR technology, offers a valuable learning experience for those new to the care of people with dementia. This study was registered at cris.nih.go.kr with number of KCT0006788.

The concept of nociplastic pain—where to from here?

Abstract Nociplastic pain, a third mechanistic pain descriptor in addition to nociceptive and neuropathic pain, was adopted in 2017 by the International Association for the Study of Pain (IASP). It is defined as “pain that arises from altered nociception” not fully explained by nociceptive or neuropathic pain mechanisms. Peripheral and/or central sensitization, manifesting as allodynia and hyperalgesia, is typically present, although not specific for nociplastic pain. Criteria for possible nociplastic pain manifesting in the musculoskeletal system define a minimum of 4 conditions: (1) pain duration of more than 3 months; (2) regional, multifocal or widespread rather than discrete distribution of pain; (3) pain cannot entirely be explained by nociceptive or neuropathic mechanisms; and (4) clinical signs of pain hypersensitivity present in the region of pain. Educational endeavors and field testing of criteria are needed. Pharmacological treatment guidelines, based on the three pain types, need to be developed. Currently pharmacological treatments of nociplastic pain resemble those of neuropathic; however, opioids should be avoided. A major challenge is to unravel pathophysiological mechanisms driving altered nociception in patients suffering from nociplastic pain. Examples from fibromyalgia would include pathophysiology of the peripheral as well as central nervous system, such as autoreactive antibodies acting at the level of the dorsal root ganglia and aberrant cerebral pain processing, including altered brain network architecture. Understanding pathophysiological mechanisms and their interactions is a prerequisite for the development of diagnostic tests allowing for individualized treatments and development of new strategies for prevention and treatment.

Science interdisciplinary learning approach: a study interdisciplinary thinking skills and literacy environment

The formation of environmental literacy in the education system through education for sustainable development (EfSD) experiences many obstacles. The aim of the research is to analyze the impact of interdisciplinary science learning for interdisciplinary oriented education for sustainable development to improve interdisciplinary thinking and environmental literacy of prospective teachers. The experimental method with a quasi-experimental pretest posttest group design was used in this study. The data collection technique used is an environmental literacy questionnaire and an interdisciplinary thinking test. Data analysis technique used independent t test. The results obtained were that the science interdisciplinary learning effective in improving interdisciplinary thinking performance and environmental literacy. The performance of students’ interdisciplinary thinking affects environmental literacy of students. The university forms student teacher candidates who have the ability to think interdisciplinary so that they can manage science learning in an interdisciplinary and environmentally literate manner. The implication of this research is the importance of fostering interdisciplinary thinking and environmental literacy at all levels of education.

Children and Youth with Special Health Care Needs: Progress Towards More Family-Centered Systems of Care.

Children and youth with special health care needs have increasingly been included in community and society over the past 50 years. Changing definitions and programs in the education, health, and public health/Title V sectors document this greater inclusion. The most profound change was in the education system, with the passage of legislative mandates for inclusion and parental rights. Although the health system has no similar universal mandate, the sequential passage of Medicaid, Children's Health Insurance Plan, and the Patient Protection and Affordable Care Act led to expanded health care coverage with no pre-existing conditions and lifetime caps. Title V of the Social Security Act, originally passed in 1935, evolved from a focus on individual medical services to a public health systems approach focusing on building family-centered, coordinated, comprehensive care in community settings. Most of the changes in all the sectors are the result of the advocacy and engagement of parents and families; the Maternal and Child Health Bureau was a supportive and innovative leader for family-professional partnerships. Much work on understanding disparities across the sectors has led to more recent focus on equity.

Opportunities and challenges to human flourishing – biographical learning experiences of ITE graduates in Singapore

ABSTRACT In the performative meritocracy of Singapore where academic achievement is seen as the key to success in the society, vocational education is seen as inferior in the education system. This paper examines the educational experiences of vocational youths who went through the Institute of Technical Education (ITE), an institution that is often not seen as a school of choice. We investigate the life and educational experiences of ITE graduates examining interview data collected through the Biographical Narrative Interpretive Method (BNIM), which elicit lived experiences in narrative form. Through studying the graduates’ biographical learning narratives, we explore the opportunities and challenges to human flourishing. This study has implications for enhancing the ecology of learning as well as VET standing in Singapore and beyond.

Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education

PurposeThis study aims to describe the design process of two teacher professional development programmes on Climate Change Education in Chile and Mexico, their initial outcomes on teacher practices and feedback on course activities, content and format, and their expectations of future topics for deepening their understanding.Design/methodology/approachA systematization of the design and implementation process of both programmes was conducted. Subsequently, an online survey comprising 21 questions was administered to 115 teachers from both countries, representing 5% of the graduates from each programme. The survey evaluated their experiences, the impact on their teaching practices and the effects on their personal and professional lives. This non-experimental design relied on teachers' self-reported perceptions after completing the course.FindingsTeachers rated their experience highly, particularly regarding content quality and relevance to their local environment. Most (97.4%) applied their learning in their classrooms, with 78.3% noting it helped raise student awareness of climate change and facilitate collaborative projects. Additionally, 92.2% reported personal sensitization to climate issues and 87% changed personal habits. The course influenced 91.3% to take daily actions to reduce CO2 emissions. Some reflections are made on the design and implementation of the programmes, considering the survey results and the available literature.Research limitations/implicationsThe study relied on self-reported data from teachers after they had completed the courses. This approach was chosen because it allowed for a direct assessment of teachers' understanding and experiences. However, it is important to acknowledge the limitations inherent in self-reported data, such as the potential for response bias.Practical implicationsEducators, scientists and healthcare professionals can explore innovative pedagogical approaches to make CCE engaging and relevant, ensuring that all students not only comprehend the content but also feel empowered to contribute to environmental sustainability and learn to regulate their eco-anxiety. Teachers would have the opportunity to attend professional development courses based on research, reflect on their personal and technical habits, transform them, be role models for their students and build professional learning communities. Schools are transformative with a high quality of climate change education.Social implicationsClimate change demands urgent transformations in our consumption, energy generation and the construction of resilient cities. Education is pivotal in empowering environmentally conscious citizens. It fosters environmental awareness, develops skills to tackle climate challenges, promotes active citizenship, advocates for sustainable lifestyles and encourages innovation in clean technologies. By connecting people with nature, education strengthens environmental responsibility. Additionally, it equips society to advocate for sustainable policies and take action for the environment. A comprehensive educational approach is essential to forge global consensus and effectively address climate change.Originality/valueBy systematically evaluating teacher experiences and the impact on their personal and professional lives through detailed survey data, the study provides valuable insights into effective educational strategies for climate change awareness. Additionally, it highlights practical applications and behavioural changes among educators, contributing to the broader discourse on environmental education.

Digital instruments in the educational environment of the system of secondary vocational education

Digital instruments in the educational environment of the system of secondary vocational education

Supporting the educational success of children in foster care: the educational advocacy program

ABSTRACT Children in foster care face a heightened risk of poor educational outcomes, yet published research on programs designed to improve outcomes remains scant. Findings from an evaluation of the Educational Advocacy Program (EAP) that works with foster and adoptive caregivers and educators to address unmet educational needs are presented to help fill this gap. Youth, services data, and contact information for caregivers and educators were drawn from EAP files for cases closed during 2018–2019 (n = 234). Surveys of identified educators and caregivers as well as district foster care liaisons were conducted. Youth information was linked to state administrative data on foster care placements. Descriptive and bivariate analyses of program outcomes, program satisfaction, and placement stability were completed. Caregivers and educators perceived benefits for themselves and youth served. EAP staff ratings of post-service youth function were congruent with caregiver ratings of youth school outcomes. Statistically significant decreases in youth placement moves were found during and after services compared to before EAP onset. While not a causal design, results indicate that EAP holds promise for supporting caregiver and educator collaboration and improving youth school and placement outcomes. Implications for future research and practice are discussed.

The Role of Education and English Proficiency in Cognitive Health Among Older Refugee Populations in the United States

ABSTRACT Cognitive impairment is pronounced in forcibly displaced populations. This study examined how education and English proficiency are associated with cognitive difficulties between refugee and non-refugee older immigrants. Analyses assessed the moderating effect of refugee status on the association of education and English proficiency with cognitive difficulty. Results revealed that higher educational attainment and English proficiency were significantly associated with decreased odds of reporting cognitive difficulty. Further, refugees who had completed high school and were English proficient exhibited greater cognitive resilience. The implications emphasize the need for policies and focused interventions related to education and English language programs for resettled refugees.

The Context of Poverty and Cancer: Denying Human Potential.

Poverty is a carcinogen and a leading cause of cancer disparities and overall mortality in the United States. Poverty is often viewed as an individual failure for "being poor," but in fact, poverty is structurally driven, intergenerational, and place-based that socially deprives and denies human potential. Disparities in timely cancer prevention, diagnosis, treatment, survivorship, and survival disproportionally impact people living in poverty and especially in persistent poverty areas, an extreme form of place-based poverty that affects communities over multiple generations. There has been some progress made to address place-based conditions that exacerbate poverty, such as the NCI's initiative on persistent poverty. However, gross inequality and cancer disparities continue to exist and persist. The time is now to accelerate the development of research-informed strategies and solutions with communities along with multisectoral collaborations with education, housing, occupation/workforce, foster care, criminal justice, transportation, and data collection systems. This commentary discusses the structural, place-based, and generational context of poverty, illustrates how entrenched inequities shape poor cancer outcomes, and describes opportunities for future research.

Workshop training to facilitate parental involvement in their children’s mathematics education: parents’ perceptions

This study investigated the effectiveness of workshops on parental involvement in their children’s mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children’s home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children’s mathematics education, which will probably affect their education performance positively.

Diagnostic Safety: Needs Assessment and Informed Curriculum at an Academic Children's Hospital.

Diagnostic excellence is central to healthcare quality and safety. Prior literature identified a lack of psychological safety and time as barriers to diagnostic reasoning education. We performed a needs assessment to inform the development of diagnostic safety education. To evaluate existing educational programming and identify opportunities for content delivery, surveys were emailed to 155 interprofessional educational leaders and 627 clinicians at our hospital. Educational leaders and learners were invited to participate in focus groups to further explore beliefs, perceptions, and recommendations about diagnostic reasoning. The study team analyzed data using directed content analysis to identify themes. Of the 57 education leaders who responded to our survey, only 2 (5%) reported having formal training on diagnostic reasoning in their respective departments. The learner survey had a response rate of 47% (293/627). Learners expressed discomfort discussing diagnostic uncertainty and preferred case-based discussions and bedside learning as avenues for learning about the topic. Focus groups, including 7 educators and 16 learners, identified the following as necessary precursors to effective teaching about diagnostic safety: (1) faculty development, (2) institutional culture change, and (3) improved reporting of missed diagnoses. Participants preferred mandatory sessions integrated into existing educational programs. Our needs assessment identified a broad interest in education regarding medical diagnosis and potential barriers to implementation. Respondents highlighted the need to develop communication skills regarding diagnostic errors and uncertainty across professions and care areas. Study findings informed a pilot diagnostic reasoning curriculum for faculty and trainees.

Context, Climate, and Red Tape: Considerations for Social-Justice Curriculum Development in Kinesiology

Curricula grounded in social justice are vital in higher education, including kinesiology programs. The United States has seen continued increases in diversity, with education consistently displaying poor representation of historically marginalized groups. The purpose of this paper is to offer three elements that kinesiology programs should consider when aiming to successfully engage in developing social-justice curricula: context, climate, and “red tape.” We define and describe each element and how it influences our approach to curriculum development and provide specific examples from our work in the University of New Mexico Physical Education Teacher Education program to illustrate practical implementation. We argue that social-justice curriculum development is required to prepare young professionals to enter the field with the knowledge, skills, and dispositions to meet the needs of diverse communities.