Health Education Experience Research Articles

부산지역 일부 학교 내 구강보건교육 경험에 따른 간식섭취 및 칫솔질 행태에 연구 : 초등학교 4학년을 중심으로

부산지역 일부 학교 내 구강보건교육 경험에 따른 간식섭취 및 칫솔질 행태에 연구 : 초등학교 4학년을 중심으로

"It Was a Different Environment": Evaluating a Cultural Exchange Program.

As nursing colleges seek to respond to the demands of the profession for nurses who are globally engaged and of the students for global health educational experiences, Riner's Globally Engaged Nursing Education framework is an effective tool for developing and evaluating an experience. Using Riner's framework, faculty and students at a nursing college evaluate an inaugural cultural exchange program between their U.S.-based college and a partner in India. The framework helps the team identify the strengths of the program, as well as areas for improvement for future global endeavors. The framework as an evaluation tool is also critiqued in light of this process. Overall, this inaugural program was a success and with this evaluation will inform future cultural exchanges between these institutions. [J Nurs Educ. 2019;58(12):704-711.].

First-year college students’ experiences of a brief sexual health seminar

ABSTRACTCollege provides young adults with ongoing opportunities for relationship and sexual decision-making, but to date only limited attention has been given to college-level sexual health education experiences among first-year students. This study examined the experiences of 46 (31 women, 15 men) first-semester college students who participated in a brief sexual health seminar. Data were collected using semi-structured interviews and subjected to qualitative content analysis. Participants identified five content areas related to their experience of the course: (a) reasons for course involvement, (b) retrospective expectations for course involvement, (c) course takeaway messages, (d) efficiency of course content and coverage, and (e) course impact. Findings are discussed in terms of the most to least prominent themes within each content area. Participants reported positive perceptions of course involvement and gaining the greatest knowledge in areas of sexual and relational health, prevention and healthy decision-making. Implications for research and the development of future sexual health curricula to meet the needs of diverse college student populations are discussed.

“If Everyone Else Is Having This Talk With Their Doctor, Why Am I Not Having This Talk With Mine?”: The Experiences of Sexuality and Sexual Health Education of Young Women With Spina Bifida

IntroductionWomen with spina bifida are sexually active, but most never discuss this topic with providers. AimTo determine what women with spina bifida understand about their sexual health, how they learned about it, what questions they have, and their experiences with their sexuality. MethodsFor this qualitative study, women with spina bifida ages 16 and older without marked developmental delay were individually interviewed. 25 women with spina bifida participated (mean age 27.1 years, range 16–52). Interviews were independently coded for themes by 3 reviewers, using Grounded Theory, with disagreements resolved by consensus. Main Outcome MeasuresWe identified overlapping themes regarding the women’s perception and experience of their sexuality and sexual health education. Results17 of the 25 (68%) participants had been or were currently sexually active. 5 themes emerged regarding their understanding of their sexuality and their sexual experiences: (i) being perceived as asexual, (ii) sources for sex education, (iii) need for spina bifida–specific sex education, (iv) impact of spina bifida–specific features on sexual encounters, and (v) perceived relationship between low sexual self-confidence and risk for sexual assault. Clinical ImplicationsWomen with spina bifida are sexual beings, but they are perceived as asexual by providers, which prevents them from getting adequate sexual health education and leaves them with misconceptions and unanswered questions, as well as vulnerable to sexual abuse. Strength & LimitationsThe strengths of this study include the diversity of women interviewed, including their age, severity of disability, and experiences with their sexuality, as well as the ability to reach thematic saturation. The limitation of this study is that most women received treatment at a single Midwestern tertiary referral center in the United States. ConclusionIncluding sexual health discussions in the usual care of women with spina bifida is critical to enhancing their sexual confidence and experience and preventing sexual abuse.Streur CS, Schafer CL, Garcia VP, et al. “If Everyone Else Is Having This Talk With Their Doctor, Why Am I Not Having This Talk With Mine?”: The Experiences of Sexuality and Sexual Health Education of Young Women With Spina Bifida. J Sex Med 2019;16:853–859.

The Feasibility of Recruiting and Training Lay Leaders During Real-World Program Delivery and Scale-up: The Case of Walk With Ease.

Introduction. To maximize limited resources, many health promotion programs are designed to be delivered by volunteer lay leaders. But this model poses challenges to implementation in real-world settings and barriers to successfully scaling-up programs. This study examines the current lay leader training model for Walk With Ease, a Centers for Disease Control and Prevention-funded evidence-based arthritis program delivered at-scale. Method. Recruited volunteers (n = 106) opted into free online or in-person training and agreed to deliver one Walk With Ease program within the following year-only 49%, however, did. Using logistic regression models and qualitative interviews, we explored predictors of volunteer delivery. Results. Volunteers had higher odds of delivering programs if they trained online (odds ratio [OR] = 9.04, 95% confidence interval [CI: 2.30, 48.36]), previously taught health programs (OR = 15.52, 95% CI [3.51, 103.55]) or trained in the second year of implementation (OR = 27.08, 95% CI [2.63, 415.78]). Qualitative findings underscored that successful volunteers were readied by their previous health education experience. Conclusions. While online training modes appear effective to prepare experienced volunteers, lay leaders required additional support. This calls into question whether lay-led delivery models are suitable for scaling-up programs with limited resources. Given the many lay-led health interventions for chronic disease self-management, investing in common training and infrastructures for lay leader development could advance the quality and sustainability of real-world program delivery.

Atenção integral à saúde da população LGBT: Experiência de educação em saúde com agentes comunitários na atenção básica

Objetivo: Relatar uma experiência de educação em saúde com agentes comunitários de saúde acerca da saúde da população LGBT na atenção básica. Métodos: Foi realizada uma ação de educação continuada por meio do estudo de casos escolhidos pelos agentes de saúde dentro de suas microáreas de atuação seguida de discussão em grupo e reflexão sobre as práticas vigentes. Resultados: Foram discutidos três casos apresentados pelos agentes de saúde que abordavam as temáticas de: (1) a escola e o preconceito; (2) a importância do apoio familiar e social; e (3) o papel da estratégia saúde da família e da educação em saúde. Percebeu-se que o tema permanece excluído das grandes discussões, sobretudo nas escolas médicas e na atenção básica, que é o primeiro contato do usuário com o Sistema Único de Saúde. Dessa forma, estratégias que objetivem discutir as peculiaridades da prevenção, promoção e assistência à saúde desses grupos devem ser estimuladas e reproduzidas tendo em vista uma melhor qualidade do atendimento a fim de captar esses pacientes em um ambiente favorável a práticas integrativas com respeito à diversidade sexual. Conclusão: Conclui-se que a atividade educacional realizada foi de extrema importância para desmistificar mitos e preconceitos envolvendo a saúde LGBT no cenário da atenção básica. Observou-se que após a atividade educacional os ACS se mostraram mais confiantes e sensibilizados sobre as temáticas abordadas e mudaram concepções no sentido de respeitar as decisões dos pacientes e realizar abordagem adequada para o acolhimento a esses usuários.

'There's more to a person than what's in front of you': Nursing students' experiences of consumer taught mental health education.

Holistic and person-centred nursing care is commonly regarded as fundamental to nursing practice. These approaches are complementary to recovery which is rapidly becoming the preferred mode of practice within mental health. The willingness and ability of nurses to adopt recovery-oriented practice is essential to services realizing recovery goals. Involving consumers (referred herein as Experts by Experience) in mental health nursing education has demonstrated positive impact on the skills and attitudes of nursing students. A qualitative exploratory research project was undertaken to examine the perspectives of undergraduate nursing students to Expert by Experience-led teaching as part of a co-produced learning module developed through an international study. Focus groups were held with students at each site. Data were analysed thematically. Understanding the person behind the diagnosis was a major theme, including subthemes: person-centred care/seeing the whole person; getting to know the person, understanding, listening; and challenging the medical model, embracing recovery. Participants described recognizing consumers as far more than their psychiatric diagnoses, and the importance of person-centred care and recovery-oriented practice. Understanding the individuality of consumers, their needs and goals, is crucial in mental health and all areas of nursing practice. These findings suggest that recovery, taught by Experts by Experience, is effective and impactful on students' approach to practice. Further research addressing the impact of Experts by Experience is crucial to enhance our understanding of ways to facilitate the development of recovery-oriented practice in mental health and holistic and person-centred practice in all areas of health care.

141 “If Everyone Else is Having This Talk with Their Doctor, Why am I Not Having This Talk with Mine?”: Th Experiences of Sexuality and Sexual Health Education of Young Women with Spina Bifida

141 “If Everyone Else is Having This Talk with Their Doctor, Why am I Not Having This Talk with Mine?”: Th Experiences of Sexuality and Sexual Health Education of Young Women with Spina Bifida

Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities.

Background:The Association of Pacific Rim Universities Global Health Program facilitates exchange of information, knowledge and experiences in global health education and research among its 50 member universities. Despite the proliferation of global health educational programs worldwide, a lack of consensus exists regarding core competencies in global health training and how these are best taught.Methods:A workshop was convened with 30 faculty, university administrators, students, and NGO workers representing both the Global North and South to gain consensus on core competencies in masters’-level global health training. The co-authors then collaborated to refine the list of competencies, categorize them into domains, and develop a plan for how academic institutions can ensure that these competencies are effectively taught.Findings:Nineteen competencies across five domains were identified: knowledge of trends and determinants of global disease patterns; cultural competency; global health governance, diplomacy and leadership; project management; and ethics and human rights. The plan for how academic institutions can best train students on these competencies outlined five key opportunities: coursework; practicums; research opportunities; mentorship; and evaluation. The plan recommended additional institutional strategies such as maximizing collaborative research opportunities, international partnerships, capacity-building grants, and use of educational technology to support these goals.Conclusions and Recommendations:While further research on the implementation of competency-based training is warranted, this work offers a step forward in advancing competency-based global health masters’ education as identified by a globally diverse group of expert stakeholders and economies. Given the challenges facing the current global health landscape, comparable competency-based training across institutions is critical to ensure the training of competent global health professionals.

Building Blocks of Global Health Mentorship: Motivation, Expectations, and Institutional Support.

Background:Global health education and training experiences are in high demand. Mentorship plays an important role in successful training, but academic institutions often lack formalized mentorship support. This study aimed to evaluate perceptions of global health mentorship across disciplines at Johns Hopkins University and to understand how to better support faculty mentorship for global health training.Methods:This is a retrospective study that used qualitative methods to assess the perceptions of students who participated in the Johns Hopkins Center for Global Health (CGH) field placement program from 2011–2013 and CGH faculty who may have served as their mentors. Qualitative data was gathered through 30 individual in-depth interviews and 4 focus groups capturing both faculty and student perspectives. Data were analyzed inductively until thematic saturation was reached; a theoretical model, which we call the “building blocks of global health mentorship” model, emerged to serve as an analytical and synthesizing framework.Findings:A series of factors influenced global health mentorship from an individual to institutional level, including motivation, expectation alignment, finances, time, and knowledge. Both students and faculty reported the importance of motivation and aligned expectations to the mentorship experience and, more broadly, the overseas experience. Mentorship relationships were identified by students and faculty as either a catalyst or a hindrance to the training experience from both a personal and a professional point of view. Many faculty mentioned insufficient institutional support and financial resources, which negatively influenced their capacity to serve as mentors.Conclusions:Many factors, ranging from individual to institutional, influence mentorship for both faculty and students, which in turn influence international experiences. The underlying role of institutional support emerged as a highly salient influencing factor. Global health programs should harness the faculty and students’ motivations and expectations, as well as provide better support to faculty serving as mentors.

P009 INFREQUENT COUNSELING BY PHYSICIANS ON IBD AND REPRODUCTIVE HEALTH ISSUES REPORTED BY PATIENTS IN CONJUNCTION WITH LOW CCPKNOW KNOWLEDGE SCORES IN AN EDUCATED COHORT

IBD and reproductive health counseling (IBD-RHC) is associated with higher knowledge, lower voluntary childlessness and greater medication adherence during pregnancy. Yet prior studies show documentation of IBD-RHC is low in both women and men, and few patients are satisfied with advice received on family planning and pregnancy. 1. Quantify rates of IBD-RHC. 2. Investigate factors associated with IBD-RHC. 3. Assess knowledge and interest in further education on IBD and reproductive health. We anonymously surveyed women and men ages 18-45 with IBD over a 6-month period in 2018 regarding their reproductive health histories and education experiences. We administered the CCPKnow questionnaire to assess IBD and reproductive health knowledge. STATA was used to summarize descriptive statistics and compare categorical variables using Fisher’s exact test. Sixty-six patients (58% F) completed the survey and the majority (85%) had at least a college degree. Only 30% of all patients and 18% of patients with IBD surgery reported prior reproductive health counseling by a physician (Table 1). Both men and women considered not having a child due to IBD (34% F, 18% M). The majority (83%) who considered voluntary childlessness did not receive prior IBD-RHC. Less than half (42%) of women had at least an adequate (≥8/17) CCPKnow score. Of the 11 women with an IBD diagnosis before pregnancy, 82% had no prior IBD-RHC, 60% did not seek GI care pre-conception and 36% did not seek GI care during pregnancy, yet 36% reported flares in the pre-conception, pregnancy or postpartum period. Additionally, 50% stopped or changed medications during pregnancy and 40% did so without consulting a physician. Patients reporting current immunomodulator use were more likely to have reported prior IBD-RHC (50% vs 22%, p=0.04, Table 2). Overall 71% of people reported interest in receiving more information on IBD and reproductive health. In an educated cohort at a tertiary care center, patients reported low rates (30%) of IBD-RHC on heritability, fertility and medication safety. Rates were lower (<20%) in patients who considered not having children due to IBD and those diagnosed with IBD prior to pregnancy. Current immunomodulator use was significantly associated with prior IBD-RHC, suggesting that counseling is provided on medications with negative effects on fertility (i.e. methotrexate) but not on the importance of pre-conception care and medication adherence. The majority of patients pregnant after an IBD diagnosis did not seek GI care pre-conception and many stopped or changed medications during pregnancy without consulting a physician. This highlights an urgent need for proactive counseling by gastroenterologists on IBD and reproductive health issues, supported by the majority of patients (71%) expressing a need for more education on these topics. Participants reporting prior counseling by a physician on specific topics related to IBD and reproductive health #If patient had taken the specified medication. *If patient had prior IBD surgery or planned to have surgery for IBD. #*IBD-RHC: IBD and reproductive health counseling is a composite of patient-reported counseling on heritability, fertility and IBD or fertility and medication. Participants reporting prior counseling by a physician on specific topics related to IBD and reproductive health #If patient had taken the specified medication. *If patient had prior IBD surgery or planned to have surgery for IBD. #*IBD-RHC: IBD and reproductive health counseling is a composite of patient-reported counseling on heritability, fertility and IBD or fertility and medication. Factors associated with prior IBD and reproductive health counseling IBD-RHC: IBD and reproductive health counseling is a composite of patient-reported counseling on heritability, fertility and IBD or fertility and medication. Fisher’s exact test was used to calculate p-values. *Immunomodulator: 6-MP, azathioprine or methotrexate. Factors associated with prior IBD and reproductive health counseling IBD-RHC: IBD and reproductive health counseling is a composite of patient-reported counseling on heritability, fertility and IBD or fertility and medication. Fisher’s exact test was used to calculate p-values. *Immunomodulator: 6-MP, azathioprine or methotrexate.

Association between the management of oral health and experience of oral health education and an investigation of influential factors of the PHP index in university students

Association between the management of oral health and experience of oral health education and an investigation of influential factors of the PHP index in university students

Convergence correlation between oral health belief and OHIP-14 based on oral health education experience in adults

Convergence correlation between oral health belief and OHIP-14 based on oral health education experience in adults

농업인 안전보험의 가입 현황 및 영향요인

This study examined the insurance status and influencing factors of farmers’ safety insurance in Korea. An interview survey through farm-house visits was conducted on 10,020 representative samples of farm houses across all provinces except for Jeju-do. A total of 9,970 farmers over 19 years of age responded to the survey. Among the respondents, 70.7% answered that they need farmers’ occupational compensation insurance. On the other hand, only 36.3% and 32.0% of all respondents were aware of and had farmers’ safety insurance, respectively, which has been operated by the National Agricultural Cooperative Federation and partially supported financially by the government. Females, farmers over 70 years of age, farmers with a low income, and those with shorter period of farming showed a significantly lower proportion of being aware of and having farmers’ safety insurance than the other groups. The farmers’ awareness and the need for farmers’ safety insurance and experience of farm safety and health education were significantrelated to the higher probability of having farmers’ safety insurance. To increase number of farmers’ safety insurance policy holders, public relations on the insurance are needed, particularly for farmers with low information strength, such as females, elderly, low-income farmers, and beginning farmers. In addition, education on farm safety and health, including insurance information, would be an effective way to improve awareness and the need for insurance among farmers as well as sound finances of the insurance by contributing to a decrease in the agricultural injury and disease rates.

Sexual and reproductive health education attitudes and experience in India: how much support is there for comprehensive sex education? Findings from an Internet survey

ABSTRACTThis study assessed the extent to which an Internet-recruited sample of residents of India was supportive of the provision of comprehensive sexual education in school in a country where youth sexual health is poor. We sought to determine whether attitudes differed for those of varying demographic backgrounds (age, sex, education level, religion), the extent of support for comprehensive coverage, the school or age levels deemed appropriate for delivery, and whether own sex education history influenced support. We conducted an anonymous online survey with 1140 Indian adults using crowdsourcing methods. We found widespread support for the provision of sex education to youth in India among members of our largely well educated, middle-class sample. However, most participants believed sex education should be provided relatively late (i.e., in mid- to late-adolescence). Few opposed sex education altogether and attitudes were not predicted by background, own school-based sex education, or parent-child communication about sex. Less than one-third of participants endorsed the coverage of all topics, indicating that support for truly comprehensive coverage was not strong. However, the findings counter politicised efforts to ban sex education by state leaders despite the availability of a progressive, comprehensive curriculum offered by the Central government.

일부지역 노인의 구강보건교육 경험과 구강건강행위, 구강건강관리 자기효능감 및 주관적 구강건강수준과의 관련성

Objectives: This study was intended to provide resources for the development and operation of the elderly's oral health education programs by comparing the difference of oral health behavior, oral health care self-efficacy and oral health levels according to their oral health education experiences and by researching the correlation of oral Health Behavior, self-efficacy, subjective oral health level and oral health education experience. Methods: An interview survey using structured questionaries was done on 180 senior citizens older than 65 years old residing in some areas of Gyeonggi-do from April 19 to May 25, 2018. The data was analyzed with Chi-square, t-test, spearman correlation coefficient with the use of SPSS 20.0. Results: 1. Those who are older than 75 years old and have higher levels of education and finance have more experiences of oral health education. 2. Those who have experiences of oral health education brush their teeth more than three times a day, use more oral health care items and get more regular preventive treatments such as oral examination and scaling. 3. As they has experiences of oral health education, their oral health behaviors, oral health care self-efficacy(tooth care, dietary control, regular checkup) and subjective oral health levels are high. Conclusion: It is necessary to try to improve the elderly's oral health levels by motivating the importance of oral health care and changing their oral health behaviors positively with the implement of oral health education on the elderly. Especially, oral health education programs that are operated on the elderly should be planned with practical programs that can cause the change of their oral health behaviors and should be processed to reinforce oral health care self-efficacy. Furthermore, preventive treatments for the elderly such as oral health education, oral examination and scaling should be implemented systematically and continuously by policy.

The mystery shopper student learning experience in undergraduate health education: A case study

The mystery shopper student learning experience in undergraduate health education: A case study

Experience of sexual reproductive health and dance education in a care and social rehabilitation center

Experience of sexual reproductive health and dance education in a care and social rehabilitation center

MP21: Global emergency medicine fellowship: establishing a global EM training program at Queen’s University

Introduction: Global Emergency Medicine (Global EM) is growing rapidly as an academic niche in Canada. An increasing number of Canadian emergency physicians work internationally as part of their practice, and trainees consistently seek out international projects and electives. For the most part however, residents have had to create their own training opportunities as formal Global EM fellowship training has been lacking in Canada. To address this identified need, Queens University established a Global EM fellowship, the first of its kind in the country. Methods: The fellowship is designed to provide the skills necessary for an academic career in Global Emergency Medicine. Curriculum and objectives are modeled on similar well-established fellowships in the United States. Areas of expertise include emergency medicine systems development, humanitarian medicine, disaster response, public health, tropical medicine, research, administration and education. Fellows have the opportunity to tailor their training according to their specific interests within these domains. Importantly, the fellowship provides direct mentorship from academic global EM and public health physicians, and networking opportunities within the global health sphere. Results: The two-year fellowship curriculum is divided between: 1) coursework to complete a Master of Public Health (MPH) Degree 2) fieldwork 3) relevant international emergency medicine training courses and 4) clinical work in the emergency departments at the Kingston Health Sciences Center. The Queens Global EM fellowship admitted its first fellow in August 2017. To date, the inaugural fellow has completed the MissionCraft Leadership in Disaster Relief course as well as a Humanitarian U Disaster and Response course, in addition to submitting a research grant as a co-principal investigator, starting coursework for an MPH degree and giving several invited lectures on humanitarian medicine. The fellow also travelled to Lebanon to support research in collaboration with aid organizations responding to the Syrian crisis. Upcoming fieldwork involves teaching at a newly established emergency medicine residency program in Haiti as well as a humanitarian crisis deployment. Conclusion: In response to a lack of formal international emergency medicine training opportunities in Canada, Queens University has established a Global Emergency Medicine fellowship. The fellowship aims to provide protected time, access to field opportunities and dedicated mentorship to develop the skills necessary to succeed as an academic Global EM physician. We believe it provides a unique opportunity to significantly expand fellows experiences in global health fieldwork, education and research while continuing to practice in a Canadian tertiary emergency department.

Attitudes and beliefs and its influencing factors of oncology nurses toward sexuality care

Objective To explore oncology nurses′ attitudes and beliefs and its influencing factors toward sexuality care. Methods A total of 208 oncology nurses were investigated by convenience sampling method. The nurses were investigated with the Sexuality Attitudes and Beliefs Survey Scale and the Literacy of Sexual Health Care Scale. Results The total score of attitudes and beliefs of oncology nurses toward sexuality care was (44.88±11.45). Multivariate linear regression analysis showed that age, sexual health education and training experience, knowledge of sexual health care and efficacy of sexual health care were the influencing factors of SABS. A total of 41.2% variance was explained. Conclusions We should strengthen the training of oncology nurses about sexuality care to reduce the barriers of sexual health education in clinical work and help nursesform the right attitudes and beliefs of health care so that they can provide patients with better care. Key words: Attitudes; Oncology nurses; Sexuality care; Beliefs