Undergraduate Health Education Research Articles

Strategies for Introductory Health Literacy Education Using Fundamental, Case-based, and Simulated Learning Experiences in Undergraduate Health Education

ABSTRACT This feature article describes strategies for designing and facilitating an introductory health literacy education mini unit using a compendium of fundamental, case-based, and simulated learning experiences in undergraduate health education. It explores issues of definition, complimentary fields, associative pedagogy and established measures, before considering contextualized and scaffolded, and skill-building approaches, and their direct translation to health education practice. The guiding perspective acknowledges health literacy as an asset and critical outcome of health education; its transferrable skills continuously enhanced in changing contexts. Conceptual and experiential health literacy education interventions are both grounded in Constructivist learning theory and informed by salient instructional planning models. Pedagogical guidance for their facilitation is provided, with particular emphasis placed on encouraging newly developed and meaningful learning informed by students’ prior experiences and knowledge. Featured collaborative and learner-centered instructional activities include live and virtual interactions, affording students practice using HL Universal Precautions to clearly communicate health information and confirm understanding of health messages. Collectively, the HL education unit was informed by emerging literature; National Health Education Standards; NACE Career Competencies; Health Literacy Clear Communication Recommended Practices; HESPA II 2020 Area VI competency, and sub-competencies. Lastly, extensive, practical applications align this HL education unit with health education practice.

Exploration of CoachEye Application Features to Improve Feedback During Physical Education

Abstract: The main purpose of this study was to explore the CoachEye movement analysis application features most preferred to enhance engagement and learning experience among learners. This study adopted the mixed-method research design comprising both qualitative and quantitative methodologies. Participants consisted of 30 undergraduate physical and health education major students ages between 20-26 years (16 males and 14 females respectively). The qualitative data were gathered via focus group discussions (i.e., 6 sessions, 5 participants/session) while quantitative data were collected through a modified TSCI questionnaire at the beginning and end of this study. Data analysis was conducted with SPSS (version 26.0) using tests such as descriptive statistics (e.g., means, standard deviation, percentage) and inferential statistics to determine the relationship between variables. The paired sample t-test was also used to compare mean values between pre-and-post intervention while graph and table were utilised to demonstrate behavioural changes. The phenomenological approach was used to gather qualitative data and analysed using Consider.ly software. The participants' knowledge and perceptions towards technology-assisted physical education improve across intervention with greater efficacy (7.47 ± 0.64) at the post compared to pre-intervention (6.57 ± 0.4). With regards to features, positive values associated with the abilities to analyse movements and identification of correct and false techniques while negative values associated with confusion and lack of confidence. This study demonstrated the addition of technology was generally effective to complement teaching and learning. Nonetheless, issues such as practice time, personal preferences, and digitised perceptions serve as future challenges in this topic.
 
 Keywords: CoachEye analysis, Feedback, Mobile application, Physical education, Teaching and learning

Professional competencies to promote health in nursing and physical education undergraduate courses.

to recognize the competencies for health promotion and their magnitude of expression in undergraduate health education based on the analysis of the pedagogical projects of the courses and from the teaching perspective. research with a mixed approach, carried out at a public university. The data collected from the pedagogical projects of the Nursing and Physical Education courses and through interviews and application of a matrix of Competencies in Health Promotion with 31 professors of the referred courses were analyzed in the light of Competencies Health Promotion. all competencies investigated were recognized in the curricula and reports of nursing professors, but the possibility of changes was not identified in the pedagogical project of Physical Education, although this competency was recognized as extremely important by the professors, with a mode of 4.5. the training process in the courses studied has favored the development of skills for health promotion.

Interprofessional education and collaboration in public health: a multidisciplinary health professions IPE project

The purpose of this study was to evaluate the effects of an interprofessional education (IPE) intervention on undergraduate health professions students’ current interprofessional awareness and understanding, and intent to interprofessionally collaborate. This mixed methods study (N = 50) consisted of undergraduate community health nursing (n = 42) and health education (n = 8) students at a Midwestern, urban, public university. Undergraduate health professions students were invited to the IPE event co-hosted by the researchers. The session began with introductions, after which students completed a consent form and then watched a series of six brief videos, which were created by the researchers, illustrating how various disciplines collaborate in a public health department. The videos were followed by discussion, after which participants were divided into groups and given one of two case studies to work on, followed by large group discussion, after which participants completed the evaluation. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS); qualitative data underwent thematic analysis. The results showed that the majority of participants felt that their interprofessional awareness, understanding, and intent to collaborate increased. The findings also revealed what they learned, misconceptions they had about the disciplines that were clarified, and what they felt was most helpful. This research provides support for the effectiveness of a brief, collaborative IPE intervention in increasing health professions students’ interprofessional awareness, understanding, and intent to interprofessionally collaborate.

Evaluating a genomics short course for undergraduate health education students.

Background: There is a significant shortage of genomics training curricula targeting health education (HE) students. This study assessed the impact of an online theory-based genomics short course focusing on family health history (FHH) to undergraduate HE students. Materials & methods: Junior and senior HE students (n=69) at a research-intensive university completed the course and took the pre- and post-course surveys. Results: Participants demonstrated positive improvements in their scores regarding FHH knowledge as well as attitudes, intention and confidence in adopting FHH-based genomics skills into future practice. They also showed satisfaction with the genomics course. Conclusion: Based on the initial success of the results, offering this genomics course to more HE students for further testing is recommended in the future.

An Integrative Approach to Needs Assessment and Curriculum Development of the First Public Health Major in Singapore.

Although public health undergraduate education is increasingly popular in the West, studies describing the needs assessment and curriculum development of public health undergraduate education programs are lacking in the Asia Pacific. The objective of this study was to describe the needs assessment and curriculum development of a second major in public health for undergraduates in the National University of Singapore, the first in Singapore. We used the integrated framework for curriculum development in higher education, which consisted of five stages. In Stage 1, the environment was assessed on the need for a new curriculum. Externally, there was a demand for public health workforce in Singapore based on a review of reports from the Ministry of Health and the job portals. Internally, there was a demand from existing students of the university, along with support from the faculty to offer a new curriculum. There was no university in Singapore offering an undergraduate major program in public health. In Stage 2, competencies to be developed were identified from public health job descriptions using job portals, the needs of public health stakeholders, and competencies listed in the public health curriculum accreditation frameworks such as the Council on Education for Public Health. In Stage 3, based on data triangulation, the curriculum was designed as a second major that is offered to all students of the university from year 2 onward. Students have to complete a total of 12 modules, of which 6 are core and 6 are elective. The capstone module is a 320-h internship module where students will be attached to public health–related agencies, organizations, or non-governmental organizations. Our curriculum is generally aligned with undergraduate public health programs in other established universities in the United States of America, United Kingdom, Australia, and Hong Kong. In Stage 4, various pedagogical strategies were identified for the core modules. We are currently at Stage 5 where implementation, monitoring, and evaluation are still being carried out. We hope that the lessons learnt will serve to inform other universities in the Asia Pacific that are considering implementing such programs and broadening their offerings in public health education.

Evaluating Undergraduate Alcohol Health Literacy and Education Efficacy

This study examined the U.S. undergraduate students’ knowledge of the long-term health effects of alcohol consumption. It also examined the efficacy of alcohol education programs at informing students of health effects and influencing drinking behavior. A national online questionnaire was distributed to collect self-reported data from students. Findings indicate that student knowledge of the health risks of alcohol consumption is poor. Around half of undergraduate students are aware that alcohol is associated with some negative health effects, but far fewer are aware of alcohol’s specific health risks. Additionally, findings reaffirm that alcohol consumption and binge drinking remain common behaviors among students, and suggest that, despite widespread adoption, alcohol education programs are not very effective at reducing alcohol consumption. Most research participants reported that knowledge of negative long-term health effects of alcohol consumption was unlikely to influence their drinking behavior.

Problems and Developmental Approaches to Mental Health Education for Undergraduate Students in China

Undergraduate mental health education is not only an important means to promote the development of mental health and the psychological well-being of undergraduate students, but also an important strategy so that China can realize the quality of undergraduate education and promote the holistic development of undergraduate students. However, there are still many problems in mental health education for undergraduate students in China. For example, Chinese mental health education for undergraduate students lacks independent development space, localized basic theory, scientific management system, comprehensive curriculum system, professional faculty and professional service system. These problems affect the realization of the goals of mental health education to a certain extent. Therefore, the purpose of this paper is to analyze the causes of the above problems, and to propose the development path and coping strategies for mental health education for undergraduate students in China. In order to achieve this goal, by analyzing and interpreting the official documents of the Chinese government and the Ministry of Education, this study seeks to show the characteristics and current situation of the mental health education for undergraduate students in China. Furthermore, based on the author’s own long-term teaching experience and the research results of other scholars, it seeks to reveal the reasons for the above problems existing in the mental health education for undergraduate students. On this basis, this study will propose rationalization suggestions for improving the mental health education for undergraduate students in China. This study believes that scientific concepts of education, effective administrative departments, optimized curriculum systems, professional faculty, and a comprehensive service system may contribute to the success of implementing mental health education for undergraduate students.

Can the social and emotional skills that underpin effective teamwork be taught to undergraduate midwifery students?

To determine the actual incidence of prostate cancer (PC) in the healthcare areas of Castilla–Leon in 2014.A multicentre study was conducted with the participation of 7 of the 9 healthcare areas of Castilla–Leon. We collected retrospective data that included 87.8% of the target population (men diagnosed with PC with histopathological confirmation in 2014). We calculated the raw and age-adjusted incidence rates based on the direct method and consulted the community and national epidemiological data in the Spanish National Institute of Statistics.A total of 1198 new cases of PC were diagnosed, with a raw incidence rate in the community of 109.54 cases per 100,000 men. The adjusted rates for the Spanish and European populations were 115.41 and 110.07, respectively. The age group with the highest diagnostic concentration was the 60–70-year group, with 41.97% of the diagnoses. The group with the highest incidence was the 70–80-year group, with 438.87 cases per 100,000 inhabitants. There were differences in the raw and age-adjusted incidence rates and in the age at diagnosis among the various included healthcare areas.The community raw incidence rate was higher than most existing data. We observed significant differences among the various geographical areas, which could be explained mainly by the age distribution and the opportunistic screening policies for each area.Conocer la incidencia real de cáncer de próstata (CP) en las áreas sanitarias de Castilla y León en el año 2014.Estudio multicéntrico en el que participan 7 de las 9 áreas sanitarias de Castilla y León. Se recogen datos con carácter retrospectivo que incluyen el 87,8% de la población diana (varones diagnosticados de CP con confirmación histopatológica en el año 2014). Se calculan incidencias brutas e incidencias ajustadas por edad según el método directo. Los datos epidemiológicos comunitarios y nacionales son consultados en el Instituto Nacional de Estadística.Se diagnosticaron 1.198 nuevos casos de CP. La tasa de incidencia bruta comunitaria es 109,54 casos por 100.000 varones. Las tasas ajustadas a población española y europea resultan en 115,41 y 110,07, respectivamente. El grupo etario de mayor concentración diagnóstica fue el de 60-70 años, con el 41,97% de los diagnósticos, y el que mostró mayor incidencia fue el comprendido entre 70 y 80 años, con 438,87 casos por 100.000 habitantes. Se objetivan diferencias en las incidencias brutas y ajustadas por grupo de edad, así como en el factor edad al diagnóstico entre las diferentes áreas sanitarias incluidas.La tasa de incidencia bruta comunitaria resultó ser mayor que la mayoría de datos existentes previamente. Se aprecian importantes diferencias entre las distintas áreas geográficas que pueden ser explicadas principalmente por la distribución del factor edad y las políticas de cribado oportunista en cada una de ellas.

How do pre-service physical education teachers understand health education and their role as health educators?

Objective: The purpose of this study was to examine how pre-service physical education (PE) teacher education students understand health education and their role as health educators. The challenges that a cohort of pre-service teachers ( n = 20) majoring and minoring in PE face in engaging in a socially contextualised understanding of health are examined. Design: Study participants were in a semester length foundational health education course. Following ethics board approval, participants’ reflective journals were accessed for data. The data were coded for themes and then analysed using Windschitl’s framing of constructivism in practice. Setting: Undergraduate health education teacher education programme at an Australian university. Results: Findings reveal how PE teacher education students made meaning of socially contextualised and contested areas of health, and developed their own understanding of health education pedagogical practice. Common challenges were evidenced by the students when attempting to explain their expanding understanding of health education pedagogy and practice. Conclusion: The simple understandings and conceptual ambiguities evident in this group of students help to explain why health education taught in secondary schools by PE teachers more often takes the form of ‘PE theory’ than health education.

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

Are women empowered to make decisions about the use of antidepressants in pregnancy?

Background Untreated depression is related to maternal mortality and morbidity. The most frequent treatment is antidepressant medication, but studies have shown that women find decisions about the use of antidepressants in pregnancy difficult and confusing. Aim To explain if women are empowered to make decisions around the use of antidepressants in pregnancy. Methods A literature review was conducted using CINAHL Complete, Intermid, Proquest and Discover More. Findings Information provision was inadequate and women experienced decisional conflict. Women wanted to be involved in a collaborative decision-making process. Conclusions Women want to be provided with clear and accurate information and prefer to collaborate when making decisions about antidepressants in pregnancy. More research is needed to explore demographic gaps within population samples, and women's experiences of decision-making about antidepressant usage. Undergraduate and postgraduate health education should include conversation skills training, associated with collaborative discussion and informed choice.

Forging strengths-based education with non-traditional students in higher education

ABSTRACTWidening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso’s notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students’ engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed.

Reimagining Undergraduate Health and Social Care Education: A Workforce Fit for Purpose in a Changing Landscape of Care. A Position Paper

NHS England’s Five Year Forward View outlines new care models and the need for a workforce that has the skills, values, and competencies to deliver this vision. This is a position paper detailing the context, method, and intentions of a Health Education England funded project led by Manchester Metropolitan University in the North West of England, which the authors see as making a key contribution to addressing issues of illness, crisis, and loss in the changing landscape of health and social care provision in England. Using an action research methodology and drawing together key stakeholders from the sector, the project aims to explore the potential for creating a professional health and social care graduate workforce which meets the needs of an integrated service delivery landscape by identifying key issues to be addressed when redeveloping the undergraduate curriculum.

Using Mind Mapping to Identify Research Topics: A Lesson for Teaching Research Methods

Mind mapping is a brainstorming technique that allows users to deconstruct complex topics by creating a graphical representation of constituent subtopics and related themes. The aim of this article is to illustrate how the mind mapping technique was used to assist undergraduate health education students in developing topic ideas for a descriptive research study. Each fall semester since 2008, a mind mapping activity was used in an introductory undergraduate health research methods course to provide health education students with a structured activity aimed at the identification of a researchable health topic and the selection of a specific aspect of that topic that warrants further study. After the construction of the mind map, students developed structured research questions and a list of key search terms that served as the foundation for a review of the literature and the development of a questionnaire for a descriptive research study. To illustrate this instructional strategy, three example mind maps are provided with detailed commentary. Discussion includes suggestions on how instructors could scaffold the mind mapping activity with individual feedback and collaborative learning to enhance critical thinking.

Effectiveness of computer assisted learning in anatomy and physiology

Traditional hands‐on learning continues to provide benefits using anatomic models, histology slides and dissections to convey knowledge about the relevant organ system. Hands‐on laboratory experience is perceived to enhance students' ability to apply information and widen their appreciation of knowledge gain. Recent investigation shows that computer assisted learning (CAL) may improve teaching and learning environment to provide an effective supplement for the better understanding of materials and create interactive opportunities for the learners. The goal of this study is to determine the effectiveness of CAL in teaching anatomy and physiology course for nursing, physical therapy and other allied health undergraduate education. The majority of students felt that CAL enabled laboratory sessions to gain more information with use of digital histology images (95%) and help them to understand better the material presented in lectures (95%). They perceived that digital anatomy dissections improve understanding of the location and relationship of structures and functions of the musculoskeletal system (89%). However, 70% of students thought that CAL influence them into student‐directed studies prior to actual laboratory sessions.Support or Funding InformationNone

Perceptions of complementary health approaches among undergraduate healthcare professional trainees at a Canadian university

IntroductionComplementary health approaches (CHA) are used widely throughout the world, and are increasingly integrated with conventional medicine. Conventional healthcare trainees require an evidence-informed understanding of CHA to optimize healthcare system efficacy and cost-effectiveness, as well as patient safety and provider-patient relationships. However, the incorporation of CHA teaching into conventional undergraduate health education is variable among institutions, and trainee knowledge is often limited. Little is known about trainee perceptions of CHA, which have implications for trainee learning, educational initiatives and curriculum development, as well as for future trainee practices and participation in integrative health. Thus, this study aimed to qualitatively investigate trainees’ perceptions of the strengths and weaknesses of CHA in an interprofessional context. MethodsTrainees included undergraduate health sciences trainees from various disciplines (medicine, nursing, pharmacy, etc.) in an interprofessional education course. Data were collected through trainee reflective assignments and were analyzed inductively using descriptive qualitative content analysis. ResultsThere was heterogeneity in views regarding the safety and efficacy of CHA across all healthcare professions, however, the predominant view was in favour of CHA. Trainees addressed the concept of CHA integration with conventional healthcare and demonstrated a lack of familiarity with successful models of integrative health. ConclusionsHeterogeneity of views regarding the safety and efficacy of CHA suggests that future curricula should ensure that trainees develop an evidence-informed understanding of CHA. Trainee discussion of the challenges of integrative health is a novel finding, and should inform future researchers and educators.

Asset-Based Community Maps: A Tool for Expanding Resources in Community Health Programs

Community asset mapping is an essential tool for emerging public health professionals who seek to engage communities in working collaboratively to identify existing resources already available in the community. Using community asset mapping, communities and public health professionals can stretch the reach of limited resources that communities often face while implementing new or expanded health promotion programs. This community asset maps activity is intended to introduce the process and skill to undergraduate health education students as a method for use in their future careers. This skill will help future professionals maximize what is already present in the community before dedicating valuable resources to new or improved health education programs and strategies.

When the Levees Broke: A Teaching Tool to Initiate Discussions in Undergraduate Teaching of Health Disparities

The purpose of this article is to demonstrate how the documentary film When the Levees Broke can be used to initiate discussions about health disparities in an undergraduate health education course. In the fall semester of 2014, the documentary When the Levees Broke and the companion curriculum Teaching the Levees were used to initiate discussion of health disparities in a health education methods course. Specific units from the Teaching the Levees curriculum were selected for relevance to the training of entry-level health education specialists and the potential for generating meaningful class discussion. Questions from the following units within the Teaching the Levees curriculum were selected due to their relevance to the study of health disparities: Citizenship, Economics, Geography. Two additional novel sets of questions were added that related to Community and the Synergistic Effects of Poverty. Over a 3-week period, students watched the film, completed questions in a written format, and engaged in lengthy discussion during the class period about the lessons learned relative to health education practice. Quotes were compiled and selected to illustrate the discussions that took place. Implications for the training of entry-level health education specialists in recognizing and addressing health disparities are discussed.

Editorial: Undergraduate Education for Public Health in the United States.

Undergraduate education focused on public health (UGPH) has burgeoned over the past decade (1, 2). While this trend is widely acknowledged, a critical analysis of drivers, constructs, and implications is missing from the published literature. The Research Topic comprising articles on UGPH attempts to address this gap in knowledge by providing descriptions of exemplary programs, curriculum recommendations, and commentaries on career relevancy for the future workforce. Our aim is to advance the field as more students, faculty, and universities explore how best to launch and integrate public health into the education of undergraduate college students. Moreover, we hope that those faculties and universities that have been engaged in public health undergraduate education for many years will recognize the contribution that they can make by documenting, disseminating, and re-examining their work. To the extent that we have become an evidence-driven society, the need for data is compelling. The academic enterprise would benefit from descriptive data that describe the landscape of the field as a basis for subsequent evaluation studies, research on pedagogy, and concrete information on career trajectories. We note three caveats about this compilation. First, we limited this collection of articles to those focused tightly on undergraduate education for the general public health degree in the US. We recognize that within the sub-specialty fields of public health (e.g., environmental health, health management and policy, nutrition, health education, and others), there are long-standing undergraduate, graduate, and post-graduate degree programs. We did not include these for a variety of reasons, including that many are driven by external licensing and credentialing criteria and distinct academic accrediting bodies. Such programs unquestionably have experience and examples that contribute to the issues raised by the papers in this volume. Second, we also recognize that public health can be taught as a secondary field of clinical disciplines, including medicine, nursing, veterinary medicine, and dentistry. This volume does not explore interrelated curricula or dual degree pedagogy. Finally, the methods by which public health is taught and practiced in the US may be quite different from how it is taught and practiced in other countries. We have left all of these expansive issues for future discussions.