Perceptions Of Health Education Research Articles

Primary school Physical Education (PE) specialist teachers’ experiences of teaching Health Education and Physical Education

The purpose of this paper was to extend understanding of the studied phenomenon: primary school Physical Education (PE) specialist teachers’ experiences of teaching Health Education and Physical Education within the Learning Area Health and Physical Education (HPE) in their schools. Figurational sociology guided the research, which employed an explanatory sequential mixed methodology consisting of an online survey with 94 participants, followed by semi-structured interviews with 11 purposively sampled participants. Survey data indicated participants perceived their students undertook approximately one hour of HPE each week, except for Kindergarten students, who completed just over 40 minutes. This is less than the notional 80 hours a year recommended for delivering the subjects Health Education (HE) and Physical Education (PE) within the Australian Curriculum. Participants perceived HPE delivery in their primary schools was predominantly PE focused, and therefore, HE was ‘falling between the cracks’. Thematic analysis of the interview data led to the identification of themes reflecting specialist teachers’ perceptions of HE being the remit of class teachers, marginalised due to a crowded curriculum and lack of collaboration between PE specialists and classroom teachers. There is significant scope for HE not to be taught or not be taught well in the primary schools represented in the data provided by participants in this study. Improved collaboration between class teachers and PE teachers, increased support and prioritisation from senior staff (e.g. principals) and increased HE professional learning opportunities for class teachers are required.

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.

The effect of ‘health education’ on perception of health with face-to-face verbal and brochure techniques in Northern Cyprus

ABSTRACT This study has been conducted with the design of a quasi-experimental research method. This study aimed to determine what effect ‘health promotion and education’ has on the perception of the health, which has been conducted face-to-face and with brochure during house visits. In this quasi-experimental study between 20 July and 20 September 2020 of the Dikmen Region in North Cyprus. The sample size of the study was evaluated with G*Power and a total of n = 80 people (face-to-face verbal group = 40; brochure group = 40) were included in the study. The data were collected using the ‘Socio-Demographic Question Form’ and ‘Perception of Health Scale’. A post-test was applied 2 weeks after the education. SPSS 21.0 software was used for the statistical analysis of the data obtained. The necessary permissions were obtained in order to carry out the study. The mean age for face-to-face verbal group was 55.28 (SD = 16.53), and for brochure technique group was 46.28 (SD = 16.01). At the beginning of the study, it was found that the groups were similar in terms of socio-demographic variables and the mean health perception scale score, and there was no statistically significant difference between them (p > 0.05). After the Perception of Health education, a statistically significant difference was seen between the pre-test and post-test health perception score mean in both groups (p < 0.05); however, a statistically significant difference was not found between the different methods (p > 0.05). In this study, it was determined that face-to-face verbal and brochure techniques were effective in increasing the health perception of the health education given.

Teachers’ perceptions of health education and middle school curriculum: A qualitative study

This study sought to assess whether the Moroccan curriculum and whole school community achieve international recommendations on adolescents' health promotion by examining middle school curriculum and interviewing teachers of school subjects interested in health education. An analysis of school subjects' curricula regarding competencies, health topics, and learning objectives as well as a thematic analysis of focus groups transcripts were conducted. Findings highlighted that Moroccan curriculum and whole school community are inappropriate to the health-promoting school framework and face several barriers in promoting adolescent health. Teachers also emphasized some positive effects of extracurricular activities in health promotion and certain needs to improve its effectiveness. Teachers’ suggestions call for a comprehensive strategy considering international recommendations and involving all community actors in health education process. Ongoing training on health education representations and updated health knowledge and skills is a need for teachers to sustain their commitment to health education.

Physical Education Teachers’ Perceptions of School Health Education and Social Support for It: Results of the Pilot Study

Research background and hypothesis. Health education (HE) is integrated in various modules especially in biology and physical education (PE). Therefore the quality and effectiveness of integrated health education should be analyzed systematically. Research aim. The aim of the study was to examine PE teachers’ perception of health education and social support for HE at their schools. Research methods. The data of convenience sample consisting of 70 physical education teachers (62% were women) from one of the largest Lithuanian cities were analyzed. Respondents ranged in age from 25 to 69 years, average age was 45 ± 11 years. 44.8 percent of participants indicated that they work at school which belongs to the SHE (School for Health in Europe) network. Anonymous questionnaire was developed to assess PE teachers’ health education perceptions and attitudes towards HE. Research results. Only one of ten physical education teachers understood conception of HE and correctly defi ned its main goal. Neither teachers from schools within the SHE network, nor the ones who began their career after Independence fundamentally differed in their understanding and attitudes towards HE from teachers who did not belong to the SHE network or began their carrier before Independence. The fi ndings of the current study demonstrated that in this sample PE teachers’ behavior change – related competencies were not well-developed for the implementation of effective and safe HE. Discussion and conclusions. This pilot study showed that HE perception of PE teachers’ was incorrect and their attitude towards health education should be optimized. No important differences were observed between HE perceptions of teachers in regard of school belonging to SHE network. PE teachers working in SHE school network reported higher social support for HE activities.Keywords: health education, physical education, instrumental competencies.

How do Polish workers respond to the information concerning health-oriented lifestyle?

Information overload, including commercial ones, about healthy lifestyle, is a challenge for perception of health education. The empirical data gathered from 100 employees in 2010 by means of free interviews with a standardized list of required information, aimed at analyzing a feeling of pressure to lead a healthy lifestyle, including reactions to meassages provided by the media. Respondents feel pressure associated with a healthy lifestyle from doctors, the state, relatives, friends and themselves. They accept pressure exerted by doctors and appreciate it from relatives and friends, however, the latter may stimulate adverse behavior. As a negative pressure they perceive that imposed by the media, government's shifting the responsibility for citizens' health, information overload contradictory to their own knowledge, unattainable recommendations and their volatility. Such pressure evokes conviction for their own resistance or rejection of the messages. They criticize the media for promoting unhealthy behavior, attending interests of advertisers, hiding information about harmful environmental influence. They appreciate the media for facilitating learning about health and preventive examinations. Health education messages are only occasionally identified by better educated people. "Dense" information environment is a hostile background for health education. An excess of critically evaluated information evokes pressure and lack of trust in information. Therefore, health education should facilitate the identification of its contents, avoid normative methods, limit the number of guidelines and better explain the faced changes, counteract tendencies to associate healthy lifestyle mainly with consumer behaviors, teach how to maintain self orientation in information overload conditions, and build up awareness of one's own brand. Med Pr 2017;68(4):525-543.

Adolescents Perceptions of Health Education in Secondary Schools: The Need for a Dialectical, Practical and Transcultural Proposal

Abstract Health education in Spanish schools is still considered as a controversial subject, which Educational laws and programs have always faced ambiguously. This report presents adolescents’ opinion about health education in their schools. In particular, which curricular and extracurricular aspects are being developed, and which strengths and problems related to health education they identify in their educational centers. Based on the situational analysis, we make a quick diagnosis of the state in which health education stands, in order to find a starting point for the improvement. We conducted 15 depth interviews with Romanian and Spanish students in 3 teaching centers of the South of Spain. The qualitative analysis of data was carried out using Atlas Ti, version 7. The results show that participants do not consider schools as the main source of health learning, while family, peers and technologies are seen as more significant agents. In secondary schools, most of the information related to health is received through outside educational programs, and it is seen as ineffective because they are partial, merely informative and not continuous over time. The main health problems in secondary schools identified were stress and bullying, and we may consider as relevant the existence of discrimination based on origin or precedence. Furthermore, participants provide an essentialized, stereotyped and inferior vision of health in other foreign continents (Africa) and religions (Islam). Adolescents portrays a School far from health, with a traditional health education model and a biomedical conception of health. This scenario suggest a need to bring back the Perugia School approach based on developing dialectical, praxiological and transcultural methodologies and where students could get involved and participate in their own health learning.

Perceptions of representatives of a committee against dengue in the health education actions, Goiás, Brazil.

This study aimed to analyze how the educational actions of prevention and control of dengue are performed in Goiás, from the perspective of representatives of the State Mobilization Committee against Dengue. It is a cross-sectional descriptive-analytical study, carried out in Goiânia with 43 representatives of public-private institutions, members of the State Mobilization Committee against Dengue of Goiás, in 2013. The data collection was done through questioning about the perception of health education for dengue prevention. Data were analyzed using content analysis and the WebQDA software. Three dimensions emerged from the analysis: educational aspects, management aspects, and community involvement. Respondents recognized the importance of health education for the prevention of dengue, and of the planning to strengthen the activities of the Committee.

Health Educators and the Future

In just a few years a new century will dawn. This article posits that with it will come new challenges for health education. Five types of change the field is currently experiencing are discussed. It is suggested that shifts in demographics, conceptions of family, and levels of activism, are demanding new thinking. Approaches based on a new perception of health education are presented. The need for current health educators to shape the direction of change through invigorated leadership is emphasized.

Finnish pupils’ perceptions of health education as a school subject

Only a few countries have introduced health education (HE) as a stand-alone school subject. In Finland every pupil in basic education grades 7-9 takes three obligatory courses in HE. This study investigated Finnish pupils' perceptions of the teaching and learning of HE. It also explored how school- and family-related background variables are associated with these perceptions. Nationally representative data were obtained from a 2010 school-based study on Health Behaviour in School-aged Children (HBSC). A total of 4262 pupils from 7th and 9th grades (13 and 15 years old) responded anonymously to the questionnaire. Logistic regression analysis was performed to identify the associations between perceptions of HE and school- and family-related background variables. The majority of the pupils had positive perceptions of HE. In terms of their own learning, girls' perceptions were more positive than boys': 86% of 13- and 15-year-old girls agreed that HE classes had taught them to think about the advantages and disadvantages of various health behaviours, whereas only 79% of boys shared this opinion. School engagement had the strongest association with perceptions of HE: the more positive the attitudes towards school, the more positive were the perceptions of HE. Older girls perceived their learning and their participation in class discussions more positively than younger ones, and older boys were more critical of the teaching than younger ones. The pupils' educational aspirations were not associated with their perceptions of HE, and perceived family affluence was associated only with girls' perceptions of participation in HE classes. The pupils' feedback on HE was positive and encouraging. There is a demand for the subject in society, and HE seems to have the potential to augment young people's positive attitudes towards health issues, and to enhance their health literacy.

District nurses' perceptions of health education.

This paper presents a small qualitative study examining district nurses' perceptions of health education in one community trust. District nurses perceive health education to be an important part of the role. There are various factors that both facilitate and constrain the district nurses' health education role. District nurses feel that it is essential that their health education role is valued by other health care professionals; therefore evaluation of this function is seen as significant.

Health Educators and the Future: Lead, Follow, or Get Out of the Way

Abstract In just a few years a new century will dawn. This article posits that with it will come new challenges for health education. Five types of change the field is currently experiencing are discussed. It is suggested that shifts in demographics, conceptions of family, and levels of activism, are demanding new thinking. Approaches based on a new perception of health education are presented. The need for current health educators to shape the direction of change through invigorated leadership is emphasized.

Pupils′ Perceptions of Health Education at School

Describes a study to determine whether pupils in a secondary school recognize health education as such, and where they obtain information on health‐related matters. The study found that some pupils were unaware that some topics constituted health education. All girls but only 80 per cent of boys thought that health education was important. Concludes that school health education is effective, but that its impact cannot be fully evaluated, because pupils identify many other sources for health education information. Suggests that education to help pupils make their own informed choices and resist pressures from friends or families should be strengthened.

Administrators' Perceptions of Health Education in the Special Education Curriculum

Both the fields of special education and health education have objectives related to behavior and health. In fact, special education teachers frequently perform some of the duties of a health educator. Although the literature acknowledges that the preparation of special education teachers should include study in health education, there is very little information on whether courses in health education are included in the preparation of special educators. This study investigated the perceptions of 298 administrators of special education training programs regarding the beneficial nature of health education courses to special education majors and the extent to which courses in health education were included in the training of special educators. Findings indicated that 56% of the special education teacher preparation programs required their majors to complete a course in either first aid or personal health as a graduation requirement.

Perceptions of Health Education of Selected Health and Social Service Providers in the Bahamas

Health education is a new component of the health care delivery system in the Bahamas. In the past, confusion and uncertainty was expressed regarding the contribution of health education to the health care services. The intention of this study was to investigate the perceptions of selected health and social service providers to health problems, their most likely solutions, and to health education and health education related issues in the Bahamas. A questionnaire was either mailed or hand delivered to 412 selected health and social service providers in New Providence and the Family Islands in the Bahamas. Of these 127 (31%) usable questionnaires were returned. A discussion of the study findings, study limitations, implications for health education and suggestions for future research are presented. The survey results showed that a majority of respondents indicated consistent support for health education and health education related issues. This support was evident even when responses were crosstabulated with such variables as age, profession, and years of experience in present occupation.