Competent Health Education Research Articles

A socially interactive communication skills training for competent health educators

Abstract Background Every contact with expectant and new parents can be a “teachable moment” for promoting the health of mother-baby-family; yet, healthcare providers may not effectively perform their educational role. Previous studies have described various setting-specific challenges. Procedural knowledge, resulting in lack of confidence and avoidance, is a universal theme, challenging current communications skills training. Given the evolving role of midwives under the new Cyprus National Healthcare System, there is need for innovative practices. Objectives “Baby Buddy Communicators” designed, implemented and piloted tested a socially interactive digital environment on the Edubreak platform, where practicing (N = 8) and in-training (N = 7) Midwives completed an 8-week iterative hybrid communication skills course along with service-users. Results Four situational-based scenarios were co-created with ‘holders of the experience’ tapping on key priorities (elective caesarean, breastfeeding challenges, baby in NICU, postnatal depression). Participants produced video artefacts of role-play consultations and engaged in peer-to-peer and service-user feedback via the in-built video annotations and blog writing tools. Deductive content analysis of the rich material using the 18-item Health Professionals Communications Skills (HPCS) scale identified recurrent patterns tapping on both informational aspects (e.g. incomplete information gathering, overload without assessing comprehension) as well as social skills (e.g. agenda setting, early reassurance, assertiveness). Conclusions This cross-sectoral transfer of social video from sports training to healthcare is a “proof of concept”. Inverted (i.e. making current practices visible) and experiential learning (e.g. feedforward) with cross-sectoral (service-user involvement) and cross-module dimensions (i.e. communication skills and evidence-based practice) provided the basis for evaluation and a source of shared learning and reflection. Key messages • Several areas of improvement in communication skills of maternal healthcare providers were identified while peer-to-peer and service-user feedback was a source of reflection. • The use of digital technology and social video allowed immersive role-playing, observation and constructive feedback loops providing a new paradigm in health communication skills training.

The Role of Public Health in Promoting Health Literacy

Health literacy, the ability to obtain, process, and understand health information to make informed decisions, is critical to individual and community well-being. This paper examines public health’s essential role in promoting health literacy, emphasizing the importance of equipping populations with the knowledge, skills, and attitudes necessary to make sound health decisions. Public health initiatives, partnerships with healthcare providers, and culturally competent health education programs are pivotal to improving health literacy. The review emphasizes the need for strategic policy recommendations to ensure that health literacy becomes a public health priority. By fostering health literacy, public health can improve health outcomes, reduce healthcare costs, and empower individuals and communities. Keywords: Health literacy, Public health, Health education, Healthcare communication, Community health.

Empowering Nurse Health Education: Linguistic and Cultural Validation of the Nurse Health Education Competence Instrument (NHECI) in the Italian Context.

Nurses worldwide are acknowledged for their role in health education across various settings. However, doubts often arise regarding their competence in this domain. This study aims to validate the Nurse Health Education Competence Instrument (NHECI) linguistically and culturally in the Italian context. Following Beaton et al.'s (2000) guidelines, we conducted cross-cultural adaptation to develop the Italian version of the questionnaire. The Italian version demonstrates a good internal consistency and stability, making it suitable for assessing nursing students during clinical internships and practicing nurses. The availability of Italian tools promotes healthcare research, ensuring patient-centric care. The validity and reliability of the Italian version of the instrument for assessing health education competencies, essential for self-assessment among health education nurses, are established.

Diabetes specialist nurses' knowledge, skills, and personal attributes for providing competent health education practice, and its influencing factors: A cross-sectional survey

BackgroundThe number of diabetes specialist nurse as well as their knowledge and skills have increased in Gansu Province since 2017. However, China has not fully addressed how to improve their professional skills to deliver effective health education. AimsTo investigate the knowledge, skills, and personal attributes of competent health education practices among diabetes specialist nurses in Gansu Province, western China, and the potential influencing factors. DesignCross-sectional study. MethodsIn total, 178 diabetes specialist nurses from 45 hospitals participated in this study. Data were collected between December 2022 and April 2023 using the Nurse Health Education Competence Instrument (I-CepSE) and a self-report questionnaire. Descriptive and inferential statistics, including univariate and multiple linear regression analyses, were used to analyze data. ResultsThe mean scores of overall I-CepSE, knowledge, skills, and personal attributes were 218.77 ± 31.65, 77.80 ± 18.27, 103.95 ± 13.75 and 37.02 ± 4.73, respectively. A shortage of nursing staff and heavy workload (81.4 %), lack of cooperation from patients (56.5 %), lack of access to educational resources during work placement (54.2 %), and nurses' lack of knowledge/skills in health education (53.1 %) were common barriers to health education implementation. The regression models for the overall health education competence domain were significant (P < 0.001) with R2 values ranging from 31.9 % to 50.5 %. Education level and years of experience in diabetes-related care were found to be significant on all knowledge, skills, and personal attitude scales (P < 0.05), and age was associated with diabetes specialist nurses' skills and personal attitude scores (P < 0.05). ConclusionDiabetes specialist nurses demonstrated moderate to high levels of health education knowledge, skills, and attitudes. However, they lacked knowledge of pedagogical techniques and resources, with inadequate educational skills. This study suggests that reasonable nursing human resource allocation and continuous education and training are crucial for improving health education competence.

Nurses' health education competence and health literacy: A cross-sectional survey in Chinese county hospitals

AimThis study aims to assess the health education competence of nurses in China's county hospitals, examining its relationship with health literacy and other influencing factors, such as receipt of health education training, and acquisition of health knowledge. BackgroundNurses are pivotal in delivering health education, which is crucial for improving health outcomes. In rural China, the prevalent low health literacy, stemming from limited access to health guidance, necessitates an evaluation of nurses' health education competence in county hospitals. Understanding these competencies and their influencing factors is essential to enhance the health literacy of the Chinese population. DesignA cross-sectional study. MethodsThe study surveyed 692 nurses from nine county hospitals in Shanxi Province, China, using convenience sampling. The analysis employed descriptive statistics, t-tests, ANOVA, Pearson's correlation, and hierarchical multiple linear regression. ResultsThe study revealed a low level of health education competence among the surveyed nurses, with total health education scores averaging 3.77±0.60, and mean scores for knowledge, skills, and attitudes being 3.73±0.67, 3.77±0.64, and 3.89±0.64, respectively. The multiple regression models were significant (P<0.001), with R2 values ranging from 0.143 to 0.197. Key predictors included the incentive mechanism for health education, receipt of health education training, acquisition of health knowledge, and literacies in infectious disease prevention, scientific health concepts, and chronic disease prevention. ConclusionsThis study assessed the health education competence of nurses in county hospitals in China and investigated the impact of various dimensions of health literacy on this competence. The findings indicate that the health education competence of nurses in these settings remains relatively low. Additionally, health education training and incentive mechanisms were found to significantly enhance nurses' health education competence in areas lacking medical resources.

Online Teaching and COVID-19 era: Positive Experience Regarding Health-Education and Psychological Competencies of Education Students in the Context of Global Burden

The aim of this study was to estimate the level of knowledge, health-education and psychological competencies of education students regarding COVID-19 circumstances and to determine whether they can be improved if the teaching and facilitated discussions were delivered in a virtual way, employing online learning platform Microsoft Teams. The sample was composed of 43 participants, who were thought crucial topics essential for improving their knowledge and competences related to the most common infectious diseases (chain of infection, the concepts of epidemics/pandemics, prevention) and mental health (resilience, readiness to face various challenges). Wilcoxon‘s rank test revealed a statistically significant difference in all three subsets – knowledge segment, health-education competencies and psychological competencies. The magnitude of the impact was 0.6, 0.57 and 0.45 respectively, which is considered to be of great influence. The results demonstrated that online teaching during the pandemic was successful in the context of the acquired knowledge and competences.

National norms for the obstetric nurses’ and midwives’ health education competence, and its influencing factors: a nationwide cross-sectional study

BackgroundStrengthening obstetric nurses’ and midwives’ health education competence is the investment and guarantee for the population’s future health. The purpose of study is to establish national norms for their health education competence, and explore possible influencing factors for providing an uniform criterion identifying levels and weaknesses.MethodsAn online questionnaire with a standard process was used to collect data. Three normative models were constructed, and multiple linear regression analysis analyzed possible influencing factors.ResultsThe sample respondents (n = 3027) represented obstetric nurses and midwives nationally. Three health education competency normative norms (mean, percentile and demarcation norm) were constructed separately. Locations, hospital grade, department, marital status, training times and satisfaction with health education training influenced obstetrical nurses’ and midwives’ health education competence (P<0.05).ConclusionThis study constructed the first national standard for assessing obstetric nurses’ and midwives’ health education competence, providing a scientific reference to evaluate the degree of health education competence directly. These known factors could help clinical and policy managers designate practice improvement measures. In future research, Grade I hospitals should be studied with larger sample sizes, and indicators need to improve to reflect health education’s effect better.

Research on the Problems and Improvement Strategies of Rural Early Childhood Teachers' Health Education Competence

The health concept of the new era calls for the return and renewal of the identity of rural early childhood teachers, as health educators, what makes them competent in their professional roles? The health education ability of rural early childhood teachers has become an important factor affecting the physical and mental health of rural young children. This study points out that the development of rural early childhood teachers' health education ability is not balanced, rural early childhood teachers' health education curriculum resources development ability is weak, and it points to the lack of rural early childhood teachers' family health education guidance ability. Therefore, based on the analysis of the problem, we start by updating the concept of health education for rural early childhood teachers, establishing the evaluation system of rural early childhood teachers' health education ability, integrating the rural early childhood health education resources, and carrying out rural early childhood health education garden-based teaching and research. Therefore, based on the analysis of the problem, we put forward the strategies to improve the health education ability of rural kindergarten teachers from four aspects: updating the health education concept of rural kindergarten teachers, establishing the evaluation system of rural kindergarten teachers' health education ability, integrating rural kindergarten health education resources, conducting rural kindergarten health education garden-based teaching and research and reflection.

The effect of service-based learning on health education competencies of students in community health nursing internships

AimThis study investigated the impact of service-based learning on the health education competencies of students in community health nursing internships. community health nursing internship is one of the areas where students acquire health education competencies. Studies have shown that some students have poor health education competencies, and new educational interventions, such as service-based learning, can help improve their competencies.MethodThis quasi-experimental study was conducted in 2021–2022. The participants were final-year nursing students affiliated to Kerman University of Medical Sciences. All participants (n = 72) were selected via the census method and randomly divided into intervention and control groups (36 participants in each group). The students in the intervention group attended a service-based learning program for 20 days. The data were collected before and one month after intervention using a 48-item health education qualification questionnaire. The collected data were analyzed using SPSS22 software.ResultsThe results showed that the mean health education competencies scores were lower before intervention in the intervention and control group (165.75 ± 23.09) (170.16 ± 28.58)(p > 0.05). There was no significant difference between the two groups in terms of their mean scores on health education competencies(p > 0.05). The health education competencies score increased significantly for the participants in the intervention group (191.58 ± 28.35) compared to the control group (165.97 ± 28.11) after intervention.ConclusionNursing administrators and professors need to take effective steps to empower nursing students as much as possible and incorporate service-based learning techniques in clinical education programs for nursing students.

Development of Mental Health Education Competency Questionnaire for Rural School Teachers

Development of Mental Health Education Competency Questionnaire for Rural School Teachers

Contemplating the future of competency assessment.

Health education's competency models are evolving to balance universal skills with those that are job‐ and organization‐specific. These authors argue that a three‐layer framework emphasizing person‐organization fit will create better outcomes.

Instruments for measuring patient health education competence among nursing personnel: protocol for a COSMIN-based systematic review

IntroductionHealth education, as a crucial strategic measure of disease prevention and control in the 21st century, has become an important part of healthcare. As the main deliverers of patient health...

Effects of an online training program on cardiovascular health behavior modification on nursing students' health education competency

ObjectivesThe COVID-19 pandemic has forced many healthcare organizations to stop the placement of undergraduate nursing students. As a result, undergraduate nursing students need the necessary training and practice to increase their competency. Therefore, effective strategies are needed to improve the effectiveness of online internships. This study aims to evaluate the impact of online cardiovascular health behavior modification training on nursing undergraduate students' health education competency and clinical decision-making perceptions using the Conceive-Design-Implement-Operate (CDIO) model. MethodsThis study utilized quasi-experimental research with a non-equivalent control group design. Nursing students undergoing internships at Zhongshan Hospital, Fudan University, Shanghai, China, from June 2020 to December 2021 were enrolled in this study. The participants were allocated into two groups, experimental and control groups. All participants completed a course designed to promote healthy behavior modification. The experimental group participants completed four modules through an online training course based on the CDIO model. The control group was given theoretical lectures on the same topic online. Health education competencies and clinical decision-making perceptions were assessed before and after the training. Statistical analysis was performed using IBM SPSS 28.0. ResultsA significant difference was observed between these two groups in their performance on the theoretical test (t = −2.291, P<0.05) and operational assessment (t = −6.415, P<0.01). The participants in the experimental group scored better than those in the control group. Post-test results indicated that students in the experimental group demonstrated significantly better health education competency (t = −3.601, P<0.01) and clinical decision-making perception (t = −3.726, P<0.01). ConclusionThe study found that online courses based on the CDIO model are compelling. The study concluded that online classes are needed during the pandemic as it does not limit time and space. Nursing students can take their internship from anywhere as long as they can access the internet. Also, the study found that the online course was interactive and collaborative.

Oncology nurses' and oncologists' experience of addressing sexual health concerns in breast cancer patients: A qualitative study.

This study aimed to explore the experiences of Chinese oncology nurses and oncologists who provide sexual health education for breast cancer patients in their practical work. This was a qualitative study using semistructured face-to-face interviews. Eleven nurses and eight oncologists who provided sexual health education to breast cancer patients were purposively recruited from eight hospitals in seven provinces of China. Data were analyzed using the thematic analysis method. Four main themes emerged: the surface of sexual health, stress and benefit finding, cultural sensitivity and communication, needs and changes. Both oncology nurses and oncologists found it difficult to solve sexual health problems, which were beyond their responsibilities and competencies. They felt helpless about the limitations of external support. Nurses hoped oncologists could participate in more sexual health education. Oncology nurses and oncologists experienced great challenges in educating breast cancer patients about sexual health. They are eager to obtain more formal education and learning resources for sexual health education. Specific training to improve the sexual health education competence of healthcare professionals is needed. Furthermore, more support is needed to create conditions to encourage patients to reveal their sexual challenges. It is necessary for oncology nurses and oncologists to communicate on sexual health in breast cancer patients, and to promote interdisciplinary communication and share responsibility.

Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan

This study assessed the nurses' knowledge of, skills on and attitudes toward health education among nurses working at the University Medical Center Corporate Fund (UMC) in Kazakhstan. The personal and professional factors influencing the nurses' knowledge of, skills on and attitudes toward health education were also investigated. Health education is one of the nurses' fundamental responsibilities. Nurses' role in health education is critical in empowering patients and their families to live healthier lives, thus ensuring optimum health, well-being and quality of life. However, in Kazakhstan, where the nursing profession is still establishing its professional autonomy, data concerning the competence of Kazakh nurses in health education is unknown. A quantitative study, specifically the cross-sectional, descriptive and correlational designs. The survey was performed at UMC in Astana, Kazakhstan. Using a convenience sampling technique, 312 nurses participated in the survey from March to August 2022. The "Nurse Health Education Competence Instrument" was used to collect data. The personal and professional characteristics of the nurses were also collected. Standard multiple regression analysis examined the personal and professional variables influencing the nurses' health education competence. The respondents' average score in the "Cognitive domain," "Psychomotor domain," and "Affective-attitudinal domain" was 3.80 (SD=0.66), 3.99 (SD=0.58) and 4.04 (SD=0.62), respectively. The nurses' category as a nurse, medical center, attendance to health education training/seminars in the last 12 months, provision of health education to a patient in the last week and perception of health education's significance in nursing practice were significant predictors of the nurses' health education competence contributing an approximately 24.4 %, 29.3 % and 27.1 % of the variance of the health education knowledge (R2 =0.273, Adjusted R2 =0.244), skills R2 =0.320, Adjusted R2 =0.293) and attitudes (R2 =0.299, Adjusted R2 =0.271). The nurses reported high levels of health education competence (knowledge, attitudes and skills). The personal and professional factors influencing the nurses' competence in health education are essential to consider when developing interventions and healthcare policies to ensure nurses' competent provision of health education to patients.

Hernia among Patients Admitted to the Department of Surgery of a Tertiary Care Centre: A Descriptive Cross-sectional Study

Hernia is one of the most common surgery-requiring conditions. Despite this, hernia still needs to be studied in more detail. The main objective of the study was to find out the prevalence of hernia among patients admitted to the Department of Surgery of a tertiary care centre. A descriptive cross-sectional study was conducted among patients admitted to the Department of Surgery of a tertiary care centre from 1 July 2021 to 31 December 2022. Ethical approval was obtained from the Institutional Review Committee (Reference number: 202/2079/80). The patient admitted to the Department of Surgery during the study period was included and those with incomplete data were excluded. A convenience sampling method was used. Point estimate and 95% Confidence Interval were calculated. Among 3236 patients, the prevalence of hernia was 749 (23.14%) (21.69-24.59, 95% Confidence Interval). The inguinal hernia was the most common type found in 574 (77.25%), followed by an umbilical hernia in 64 (8.61%). A total of 79 (10.55%) had comorbidity among patients with hernia. The prevalence of hernia in our study was found to be higher than in other studies done in similar setting. Easily accessible health facilities, competent primary surgical care and health education should be taken into account by the policymakers to reduce the morbidity and mortality of this condition. hernia; inguinal hernia; prevalence; surgery; umbilical hernia.

Relationship Between Mental Health Education Competency and Interpersonal Trust Among College Counselors: The Mediating Role of Neuroticism

Based on the motivated cognition account, this study aimed to explore the relationship between mental health education competency and interpersonal trust among college counselors, as well as the mediating effect of neuroticism. A total of 483 college counselors were selected, including 155 men and 328 women. Theyoungestcollege counselor was 22 years old and the oldest was 56 years old (M = 31.69, SD = 6.12). The college counselors were asked to fill out the Mental Health Education Competency Scale for College Counselors, a 10-item short version of the Big Five Inventory, and an Interpersonal Trust Scale. (1) This study found a significantly positive correlation between mental health education competency and interpersonal trust. (2) Mental health education competency and interpersonal trust were negatively correlated with neuroticism. (3) The mediating role of neuroticism in the association between mental health education competency and interpersonal trust was significant. Mental health education competency partly affected interpersonal trust via the mediating effect of neuroticism.

IF THEY BUILD IT, THEY WILL COME: ENGAGING OLDER AFRICAN AMERICANS IN EDUCATION AND RESEARCH

Abstract Engaging African Americans in health education and research is a mechanism for addressing health disparities and achieving health equity. The science of engagement and retention requires strong community partnerships, authentic leadership, and educational opportunities for students and the broader community. In this presentation, Karen Lincoln will discuss how findings from her research on health and mental health disparities laid the foundation for her community-based health education program and public scholarship. She will highlight Advocates for African American Elders (AAAE), the health education program that she founded and directs. AAAE provides culturally competent health education for older African Americans throughout Los Angeles County and has become a hub for her research, training and mentoring.

A Survey on the Current Situation of Mental Health Competency of Counselors in Colleges and Universities: Take Two Universities in Guangxi as Examples

To understand the mental health education competency of counselors in colleges and universities and to provide direction for counselor mental health education and training.126 counselors from two colleges and universities in Guangxi were selected for questionnaire survey using the revised mental health education competency questionnaire for counselors in colleges and universities.Counselors􀆳 mental health education competency was a structure of nine factors in the first class and four factors in the second class. These scores of four factors in the second class rank from high to low were:caring for students,self-efficacy, in-depth counseling intervention and psychological problem identification.Gender and whether they read books about psychology education were taken into consideration to forecast counselors􀆳 mental health education competency.Mental health education competency training for counselors must pay attention to develop psychological problem identification skills.

Ensuring Equitable Care in Diabetes Management Among Patients of Health Resources & Services Administration-Funded Health Centers in the United States.

To explore whether there are racial/ethnic differences in diabetes management and outcomes among adult health center (HC) patients with type 2 diabetes. We analyzed data from the 2014 Health Center Patient Survey, a national sample of HC patients. We examined indicators of diabetes monitoring (A1C testing, annual foot/eye doctor visits, and cholesterol checks) and care management (specialist referrals, individual treatment plan, and receipt of calls/appointments/home visits). We also examined diabetes-specific outcomes (blood glucose levels, diabetes-related emergency department [ED] visits/hospitalizations, and diabetes self-management confidence) and general outcomes (number of doctor visits, ED visits, and hospitalizations). We used multilevel logistic regression models to examine racial/ethnic disparities by the above indicators. We found racial/ethnic parity in A1C testing, eye doctor visits, and diabetes-specific outcomes. However, Hispanics/Latinos (odds ratio [OR] 0.26), non-Hispanic African Americans (OR 0.25), and Asians (OR 0.11) were less likely to receive a cholesterol check than Whites. Non-Hispanic African Americans (OR 0.43) were less likely to have frequent doctor visits, while Hispanic/Latino patients (OR 0.45) were less likely to receive an individual treatment plan. HCs largely provide equitable diabetes care but have room for improvement in some indicators. Tailored efforts such as culturally competent care and health education for some racial/ethnic groups may be needed to improve diabetes management and outcomes.