Health Education Teachers Research Articles

Factors and barriers influencing practice of health education among nursing students in Jordan.

Health education or client teaching is an aspect of nursing care recognized as a vital and professional nursing role. As a part of the nursing community, nursing students learn the importance of health education during the study period and are trained to make use of the principles of health education during their encounters with clients and their families. Aim: This article aims to examine the factors and barriers influencing health education practices among third- and fourth-year nursing students in Southern Jordan. Cross-sectional approach is used with a study sample of 286 nursing students enrolled in the undergraduate program. A self-reported questionnaire as an instrument to collate data. The questionnaire consists of two sections. The first section is related to the demographic data of the participants. The second section comprises the participant's responses to the items related to health education barriers. Descriptive statistics, including mean, standard deviation, and frequencies are utilized to analyze the demographic characteristics and questionnaire items. The majority of nursing students report that they have not engaged in health education with patients. The first three factors identified by the students as barriers to health education are (Little time is given to patient health education due to paperwork and other assignments) (M = 4.22 and SD = 1.11), (Discharging patients from the hospital at a short time interrupts health education) (M = 4.15 and SD = 1.39), and (Evaluation of health education outcome is inapplicable due to intermittent days of training) (M = 4.05 and SD = 1.39). The findings indicate that various barriers are suggested to explain the disparity between the expectation and practice of student nurses in health education. Identifying these barriers undermining health education is a positive step toward furnishing better health education for nurses in the future. Nursing students shall be fully supported to be independent and responsible professionals working within the nursing professional practices.

Development and Assessment of The Think Module in Teaching and Learning Health Education Based on The Stem Approach For Year 5 Students

Development and Assessment of The Think Module in Teaching and Learning Health Education Based on The Stem Approach For Year 5 Students

Preservice teachers’ health literacy levels and perceptions of teaching capabilities: an Australian case study

ABSTRACT Research studies focusing on schools and teachers’ capabilities to teach and develop students’ health literacy (HL) are few. Of the research that currently exists, teachers face difficulties when teaching health education to enhance students’ critical HL levels, with only one study examining preservice teachers (PSTs). The aim of this study is to explore one Australian University and two of its undergraduate initial teacher education (ITE) programs and the role that it plays in developing PSTs’ HL levels and capabilities to plan for promoting students’ HL. Twenty-three final year Health and Physical Education (HPE) and thirty-four final year Primary Education participants completed a Health Literacy Questionnaire. Five PSTs from each ITE program consented and were involved in focus group and individual interviews. Current HL levels were found to be higher across all nine sections for HPE PSTs when compared with Primary PSTs, showing medium to very large effect size differences, with all but one section reporting statistical significance. Interviews emphasised the need for ITE programs to focus on developing PSTs’ HL levels and to implement authentic opportunities to practice enhancing students’ HL. Findings provide insight into the role ITE programs in promoting PSTs’ HL before becoming graduate teachers in schools.

Chinese expert consensus on comprehensive public health intervention for myopia prevention and control in children and adolescents

The effective implementation of myopia prevention and control interventions is the foundation of achieving the goal of myopia prevention and control in China. However, relevant guidance documents for the implementation and evaluation of myopia prevention and control interventions are still lacking. Therefore, after in-depth research and summarizing relevant practical experiences, the Vision Health Branch of Chinese Association for Student Nutrition and Health Promotion and the Public Health Ophthalmology Branch of Chinese Preventive Medicine Association discussed and proposed the Chinese expert consensus on comprehensive public health intervention for myopia prevention and control in children and adolescents. The consensus develops a theoretical framework of comprehensive intervention actions for myopia prevention and control from the perspective of public health, creates six comprehensive intervention actions, including the establishment of vision health records and myopia risk assessment, evaluation of vision care related behaviors and the development of proper eye-use behaviors, health education for teachers, students and parents, improvement of reading and writing environment at home and school, 2 hours of daytime outdoor activities, hierarchical management and medical orthosis of myopia, and proposes a system of indicators for the implementation and effectiveness evaluation of myopia intervention actions, so as to provide a cost-effective and universally appropriate public health prescription for myopia prevention and control in children and adolescents.

The development of online and offline integration teaching of mental health education for college students based on sequential quadratic programming algorithm

Abstract This paper firstly focuses on the automatic detection of mental health in colleges and universities and the sequential quadratic programming algorithm, proposes a psychological abnormality detection model for college students based on the sequential quadratic programming algorithm, and in the feature vectorization process, uses constraint functions and coefficient matrices to process various types of features into vector sequences of length k weeks to help quantify the trajectory of students’ school activities, and trains and establishes a student psychological abnormality detection model. Then, on the technical basis of the psychological abnormality detection model, the mental health education system is constructed, the online and offline integration teaching development is realized through the teaching system, and the performance of the education system is verified. The results show that the average score of the traditional psychological teaching model 1-10 week test is 76.52, compared to the average score of 78.51 in the mental health education system teaching 1-10 test, with an error value of 1.89. This study uses the mental health teaching system to retrieve information on students with current mental health problems at any time, and there this is to realize dynamic online and offline coeducation.

KEPATUHAN MENJALANKAN DIET PENDERITA DM DI PUSKESMAS PB SELAYANG II MEDAN

Indonesia is estimated to reach 16.7 billion by 2045. The purpose of the activity is to make a dedication to the community with a health promotion activity to the public with the title compliance running diabetes mellitus diet in patients with diabetes in Puskesmas PB. The method of dedication to the community is conducted by teaching health education in the form of lectures using tools such as lifts and brochures that are distributed to the society and also as a tool for care and for patients with diabetes and taking diabetes medication as well as family members who have effects from the descent of people with diabetes. The post-test score with an average of 92.68% of participants responded correctly is greater compared to the pre-test rating of 77.49%. Public knowledge in Puskesmas PB. The field has grown between 80-90% after being given approval of dietary compliance with diabetes, the food and nutritional requirements of the diabetic and healthy living for his offspring. It is necessary to carry out advanced activities related to the training of adherence to the diet consumed by the sufferers and how to manage good and correct food for patients or people with diabetes mellitus and their offspring to maintain a diet with a healthy lifestyle and can be information for other communities

Kepatuhan Menjalankan Diet Penderita DM Di Puskesmas Pb Selayang II Medan

Indonesia is estimated to reach 16.7 billion by 2045. The purpose of the activity is to make a dedication to the community with a health promotion activity to the public with the title compliance running diabetes mellitus diet in patients with diabetes in Puskesmas PB. The method of dedication to the community is conducted by teaching health education in the form of lectures using tools such as lifts and brochures that are distributed to the society and also as a tool for care and for patients with diabetes and taking diabetes medication as well as family members who have effects from the descent of people with diabetes. The post-test score with an average of 92.68% of participants responded correctly is greater compared to the pre-test rating of 77.49%. Public knowledge in Puskesmas PB. The field has grown between 80-90% after being given approval of dietary compliance with diabetes, the food and nutritional requirements of the diabetic and healthy living for his offspring. It is necessary to carry out advanced activities related to the training of adherence to the diet consumed by the sufferers and how to manage good and correct food for patients or people with diabetes mellitus and their offspring to maintain a diet with a healthy lifestyle and can be information for other communities

Implementing nature-based physical activity in physical and health education teacher education

ABSTRACT In this study we sought to answer the following regarding student learning: After bi-weekly implementation of nature-based physical activity (NBPA) in a Physical and Health Education Teacher Education (PHETE) course, did pre-service elementary teachers report a greater perceived competence and motivation to teach children NBPA? The term NBPA refers to physical activities that are done in natural areas, require little specialized equipment, can be done by most children, are cost-efficient, and can be used by teachers on a regular basis. As part of the NBPA experiences in PHETE, we employed focus groups for data collection. Applying self-determination theory as a lens, we found that, overall, participants reported feeling more competent and motivated to teach NBPA. Their motivation increased due to their experiences as learners and their ability to think as teachers. Future research could extend this study to explore if pre-service teachers incorporate NBPA during their teaching practicums after learning NBPA in their PHETE courses.

What the HETE/PETE?

The K-12 health and physical education professions are largely guided and supported by three entities. They include state departments of education, national and state professional associations, and teacher education programs (i.e., health education teacher education [HETE] and physical education teacher education [PETE]). From the outside looking in, it may seem that HETE and PETE programs are not dissimilar, yet both disciplines continue to operate largely within individual vacuums, each being historically undermined and marginalized. Therefore, questions regarding the purpose and relevance of K-12 health and physical education programs are continually raised. These common challenges may have a negative impact on recruitment of health and physical education teachers, retention of HETE and PETE programs, and ultimately the learning outcomes of youth in schools. In this article, we review critical challenges faced by both HETE and PETE programs with the hope that this can lead to collaboration, advocacy, and meaningful change.

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.

“Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education

This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]

P-559 Attitudes and experiences regarding fertility education among health and physical education teachers and Yogo teachers in upper secondary schools in Japan.

Abstract Study question What are the attitudes/experiences of Japanese health and physical education teachers (HPETs) and Yogo teachers (YTs) in upper secondary schools (USSs) toward fertility education? Summary answer Twenty-three fertility facts were considered; teachers’ perceptions of the need to teach USS students were thoroughly high, while teaching experiences were comparatively low. What is known already In Japan, in the 2018 commentary on the national curriculum standards for health and physical education, teaching content on fertility was included for the first time. There are very few studies of schoolteachers who teach fertility, both nationally and internationally. In Japan, only one study has examined the fertility knowledge of teachers, and their knowledge was found insufficient. No studies have identified the experiences and awareness of HPETs and YTs* toward fertility education in the context of the revision of the curriculum guidelines. *YTs are specially licensed teachers in Japan to facilitate children’s development through health education in schools. Study design, size, duration This study was designed as a cross-sectional questionnaire survey. The target groups were HPETs and YTs working in all 68 public USSs in Kumamoto, Japan. Questionnaires were mailed to the public USSs in January 2020, and targeted persons were asked to post completed questionnaire in three weeks; 145 HPETs (response rate; 53.3%) and 46 YTs (52.3%) participated in this survey. The study protocol was approved by the Ethics Committee (approval number: 28-10). Participants/materials, setting, methods We selected 23 fertility facts. Teachers were asked what USS students should know by graduation, whether the teachers have teaching experience, and how much they understood these fertility facts. Simple aggregation was carried out. To assess the differences between HPETs and YTs, a chi-square analysis and a Mann–Whitney U test were conducted. The significance level was set at 5%. Main results and the role of chance In our study, 122 of HPETs (84.1%) were men and all the YT were women. Fertility facts that over 70% of teachers believe USS students should know by graduation concerned “STIs”, “smoking”, “aging” and “girls’ thinness or obesity” as risk factors of infertility, as well as “most fertile period within menstrual cycle”, “irregular menstruation”, “excessive exercise for girls”, “reasons for infertility” and other facts. On “irregular menstruation”, “girls’ thinness or obesity” and “PCOS and endometriosis” YTs showed greater motivation than HPETs (p<.05).For more than half of the fertility facts, significant differences were identified. HPETs were more experienced at teaching about “women’s aging” and “men’s aging” as infertility risk factors, “reasons for infertility”, “frequency of sperm production”, “risks of advanced pregnancy”, “relationship between advanced pregnancy and perinatal mortality” and other facts than YTs (p<.01). Meanwhile, YTs were more experienced to teach as to the effects of “irregular menstruation” and “PCOS and endometriosis” on fertility than HPETs (p<.01). Fertility facts that few teachers have taught, despite many teachers believe their students should know by graduation, were “frequency of infertile couple”, “the incidence of child’s disease by male aging” and “PCOS and endometriosis” and other facts. Limitations, reasons for caution The limitations of this study are that participants were all working at public USSs in only one prefecture in Japan, and the return rate was just over 50%. Therefore, caution should be taken when generalising the results to the general population of Japanese HPETs and YTs. Wider implications of the findings It was suggested that for HPETs and YTs to be able to conduct fertility education, seminars and teaching materials such as guidebooks and online video materials must enable them to understand fertility facts based on scientific evidence and have an ability to teach them appropriately. Trial registration number none

The Prevalence of Pediculosis Capitis at Orphanages in Palembang City, South Sumatera (Indonesia)

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p><em>Pediculosis capitis is an endemic parasitosis affecting many countries of the world. A total of 5318 elementary schoolchildren, aged 8 –16 years, were examined for the presence of Pediculus capitis. The aim of this study was to investigate the incidence of head lice infestation in Palembang City. This research is a quantitative research with cross sectional research design. This research was conducted at the Palembang City Orphanage.. This research took place from July to September 2021. The research population was taken from orphanage children in 16 orphanages from 12 sub-districts in the city of Palembang as many as 3.823 peoples. The sample of this research is 300 people. The sampling technique in this study was by random sampling. Data collection using a questionnaire. Data analysis with chi-square test. The results of the research are the Prevalence of Pediculosis Capitis at Orphanages in Palembang City, South Sumatera (Indonesia) from 300 peoples found that the prevalence rate in urban areas (n=155) the highest number of sufferers was found in the Sako sub-district with 18 people (11.6%) and in rural areas (n=145) the number of sufferers was found in 2 research locations, namely in Indralaya 1 as many as 36 people (24.8%) and East Baturaja as many as 40 people (27.6%). Factors associated with Pediculosis Capitis at Orphanages in Palembang City, South Sumatra (Indonesia), namely such as children’s health care (p-value=0.046), use of tools together p-value=0.004), children living with parents (p-value= ≤ 0.001), past infestation of fleas (p-value=0.027), lighting conditions of residential space (p-value=0.005) , teacher health education in schools (p-value=0.007), using general items (p-value=≤ 0.001), room conditions per student (p-value=0.028), and number of hairbrushes per day (p-value=0.016). Based on these results, it is suggested to the orphanage to provide socialization or health education as a preventive measure for Pediculosis capitis in order to increase knowledge and quality of personal hygiene in the orphanage by changing the attitude of each individual, especially children.</em></p><p> </p></td></tr></tbody></table></div><p><strong><em>Keywords: Pediculosis capitis, Hair lice infestation</em></strong></p>

Classroom voices: youth perspectives to direct school-based sexual health education

ABSTRACT Sexual health education is a well-known, evidence-based intervention that can improve adolescent health outcomes, increase protective health behaviours, and decrease risky health behaviours. Providing sexual health education in schools offers opportunities to discuss critical health topics and can improve the school environment. However, not all sexual health education is taught equitably. As part of a mixed-methods study to describe school-based sexual health education, we conducted focus groups and interviews with recent high school graduates in a geographically and ethnically diverse state in the US Southwest. Thirty-one young people shared their experiences, explored the content they had been taught, and offered recommendations to improve sexual health education. Three key themes emerged: young people wanted and needed sexual health education taught in school; current sexual health education is not helpful and sometimes harmful; and the individuals who teach sexual health education are critically important. These findings can help address barriers to school-based sexual health education delivery, particularly for schools within communities with limited resources. The results support including youth as stakeholders in the planning and evaluation of school-based sexual health education, and the development of sexual health education teacher training with the goal of improving youth health outcomes.

‘It’s not a priority’: Australian generalist classroom teacher experiences of teaching the Health Education component of Health and Physical Education

The study purpose was to address a gap in the literature and gain a better understanding of Australian, specifically Tasmanian, primary school classroom teachers’ experiences of teaching health education (HE). By classroom teachers we mean generalist primary teachers, who in Australia typically teach all eight key learning areas (KLAs). In most Australian states and territories, HE exists within the health and physical education (HPE) mandated KLA, but often the delivery of HE is a responsibility assumed by classroom teachers as opposed to HPE specialists. Our study involved 53 primary classroom teacher participants in Tasmania and examined the state of play of HE. We used a mixed methods research design that included an online survey through which participants were subsequently invited to take part in semi-structured interviews. While participants tended to value HPE, we found HE was even more disenfranchised than physical education, within HPE as an already marginalised area, compared to “more academic” KLAs. This “double marginalisation” contributed to reports of inconsistent delivery of HE. Consistent with the health promoting schools agenda, we suggest a whole of school approach in addition to increased collaboration between teachers and increased HE professional learning opportunities for classroom teachers is required to facilitate change and increased prioritisation of HE in schools.

Problems and Countermeasures in Practice Teaching of Mental Health Education in Primary and Secondary Schools

Problems and Countermeasures in Practice Teaching of Mental Health Education in Primary and Secondary Schools

Self-Regulation Challenges and Supports in Middle Level Education: Health Education Teachers’ and School Counselors’ Views

Adolescents are in a dynamic period of cognitive, emotional, and behavioral development. School-based interventions that focus on social-emotional learning, including the development of self-regulation skills, have been shown to have positive impacts on students’ mental health and academic achievement. In this qualitative study, we examine health education teachers’ and school counselors’ views of their students’ challenges and their strategies for supporting students’ social and emotional development. We conducted 16 focus groups and interviews with 24 educators: 16 middle level health education teachers and eight school counselors. Our qualitative analysis of the transcripts indicated that both teachers and counselors described the contexts for students’ challenges as related to academic/school pressures, social media, peer relationships, and home influences. Educators also identified students’ challenges as being related to their developmental stage, challenges with impulsive behaviors, and difficulty regulating emotions. Strategies for supporting students’ self-regulation included day-to-day interactions, skills instruction and practice, positive teacher-student relationships, and a structured classroom environment. Implications for professional development for middle level educators and the implementation of preventive interventions are discussed.

Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

ABSTRACT The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach.

The implementation of sport learning at school: Reality and Injury

A good sport learning planning could minimize injury risk in sports learning. The study aimed at finding out the preparation process of sport learning planning and the number of injury cases. It used a cross-sectional design with a quantitative approach. It was conducted in April-October 2022 at junior high schools in the Special District of Yogyakarta. Its samples were drawn from 20,401 students and 33 physical, sports, and health education teachers using a random sampling technique that gave 400 samples (171 males and 229 females). The validity test of the student questionnaire gave r-count r-table (0.235) and alpha Cronbach of 0.928 0.655, while the validity test of the teacher questionnaire gave r-count r-table (0.344) and alpha Cronbach of 0.737 0.655. Results: There were 158 students (39.50%) who got cervical vertebrae injuries, 193 students (48.25%) who got shoulder injuries, 133 students (33.25%) who got elbow injuries, 182 students (45.50%) who got wrist injuries, 163 students (40.75%) who got finger injury, 198 students (49.50%) who got waist injury, 170 students (42.50%) who got pelvis injury, 202 students (50.50%) who got knee injury, 170 students (42.50%) who got ankle injury, and 165 students (41.25%) who got toe injury. Concerning sports learning planning, there were 2 teachers (6.1%) who never planned sports learning, 8 teachers (24.2%) who rarely planned it, 13 teachers (39.4%) who occasionally planned it, 9 teachers (27.3%) who often planned, and 1 teacher (3.0%) who always planned it. Conclusion: Knee injury was the most common one and teachers have not well-planned sport learning. It was necessary to conduct further study of the correlation between sports learning planning and the injury

Process of developing a cervical cancer education program for female university students in a Health and Physical Education teacher training course: an action research

BackgroundThe purpose of this study was to develop a cervical cancer education program for students and evaluate the process for female students of an HPE teacher education university who were training to become Japanese Health and Physical Education teachers.MethodsThis study used Action Research (AR) methodology. In developing program, we analyzed the description of the teaching material development process, the lectures, and the students’ report contents, which was the main activity in the program development. Thirty five third- and fourth-year students majoring in health promotion at a Health and Physical Education teacher education university, which trains Health and Physical Education teachers in Tokyo, Japan, participated in this study.ResultsAfter a review of the prototype version of the cervical cancer education material, six out of nine reviewers determined that it can be published. In the revised cervical cancer education materials, messages from students, university lecturers, and gynecologists have been added as a column in the section on 'how to prevent cervical cancer. Analysis of the contents of the texts (16,792 characters in total) of 35 student reports resulted in the generation of 51 codes, 3 categories, and 15 subcategories.ConclusionsThis study reflects the intentions of female university students to contribute their knowledge to the development of educational materials on cervical cancer, which, alongside the lectures, have deepened the knowledge and awareness of cervical cancer. Based on this, the teaching material development process, lectures by experts, and students’ mindset after learning about cervical cancer is reported in this study. There is a need for more educational programs on cervical cancer that are implemented through the education of female university students.