Pedagogy in Health Promotion最新文献_第10页

Developing a Culture of Caring in Classrooms: Best Practices During a Global Pandemic and Beyond 在课堂上培养关爱文化：全球疫情期间及以后的最佳实践

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-10-12 DOI: 10.1177/23733799211051403

J. Kruger, S. Godley, S. Heavey

引用次数: 1

Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course 利用学生主导的讨论和快照讲座激发主动学习和问责:实施科学课程教学的混合方法研究

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-10-12 DOI: 10.1177/23733799211050088

Robert W. S. Coulter, L. Onufer

引用次数: 5

An Interprofessional Team-Based Experiential Learning Experience in Public Libraries 基于跨专业团队的公共图书馆体验式学习体验

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-10-11 DOI: 10.1177/23733799211048517

Gabriella Pandolfelli, A. Hammock, Leah Topek-Walker, Matthew D’Ambrosio, Talissa Tejada, Carol Della Ratta, M. E. Lasala, J. Koos, V. Lewis, Lisa Benz Scott

{"title":"An Interprofessional Team-Based Experiential Learning Experience in Public Libraries","authors":"Gabriella Pandolfelli, A. Hammock, Leah Topek-Walker, Matthew D’Ambrosio, Talissa Tejada, Carol Della Ratta, M. E. Lasala, J. Koos, V. Lewis, Lisa Benz Scott","doi":"10.1177/23733799211048517","DOIUrl":"https://doi.org/10.1177/23733799211048517","url":null,"abstract":"The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course (n = 16), a Master of Social Work fieldwork internship (n = 2), a Master of Library Science internship (n = 1), or a Master of Public Health practicum (n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"54 - 63"},"PeriodicalIF":1.5,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44155048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Promoting the Integration of Policy, Systems, and Environmental Change Interventions Through a Web-Based Professional Development Program 通过基于网络的专业发展计划促进政策、制度和环境变化干预措施的整合

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-10-07 DOI: 10.1177/23733799211049260

Laura Bohen, S. Heim, Laura Perdue, Anne Dybsetter

引用次数: 1

Teaching Social Determinants of Health as the World Burns Down: Strategies Learned From Teaching in a Pandemic 随着世界的衰退，教授健康的社会决定因素：从大流行病教学中学到的策略

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-10-04 DOI: 10.1177/23733799211043133

Kiana D Bess, M. Andrews, W. Lopez

引用次数: 1

Health Promotion and Sexology Student and Teaching Staff Perspectives of Online Learning and Teaching During COVID-19: A Mixed Methods Study 健康促进与性学新冠肺炎期间在线学习和教学的学生和教职员工视角：混合方法研究

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-09-23 DOI: 10.1177/23733799211037374

Krysten Blackford, Kieran Birney, Shefali Sharma, G. Crawford, Matt Tilley, S. Winter, J. Hendriks

{"title":"Health Promotion and Sexology Student and Teaching Staff Perspectives of Online Learning and Teaching During COVID-19: A Mixed Methods Study","authors":"Krysten Blackford, Kieran Birney, Shefali Sharma, G. Crawford, Matt Tilley, S. Winter, J. Hendriks","doi":"10.1177/23733799211037374","DOIUrl":"https://doi.org/10.1177/23733799211037374","url":null,"abstract":"Universities are undergoing rapid and unprecedented changes due to the COVID-19 pandemic, and the needs of learners during this transition are not necessarily well understood or addressed. This study aimed to examine the impact of the “remote internal” unit delivery in a large Western Australian university, as experienced by students and teaching staff within a department of health promotion and sexology (DHPS). In the remote internal mode, previously “internal” (face-to-face) students received prerecorded lectures and attended workshops and seminars in real time through use of the learning platforms. The mixed methods study was conducted across three phases in 2020. A quantitative online student survey was followed by student and teaching staff focus groups and document analysis. Six themes were uncovered regarding the student experience of the remote internal mode: (1) face-to-face contact provides a sense of community, (2) online learning is better when it is interactive, (3) online learning is convenient, (4) delivery mode affects student willingness to contribute to discussions, (5) students enjoy a mixture of teaching patterns, and (6) technological issues create barriers to effective learning. Five themes were revealed regarding teaching staff experience of the remote internal mode: (1) connections matter, (2) face-to-face delivery enhances engagement, (3) learning outcomes are a priority for teaching staff, (4) online delivery needs effective supports, and (5) students have online privacy concerns. Considerations for course modalities, methods to enhance interactivity, and supportive technology and infrastructure are recommended to ensure that the technological, demographic, and socio-environmental needs of students are adequately met.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"111 - 125"},"PeriodicalIF":1.5,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses 利用数据到行动的方法在社区参与的健康促进课程中培养政策研究和宣传技能

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-09-22 DOI: 10.1177/23733799211035812

Ameena Batada, Audrey E. Thomas, D. Holtz

{"title":"Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses","authors":"Ameena Batada, Audrey E. Thomas, D. Holtz","doi":"10.1177/23733799211035812","DOIUrl":"https://doi.org/10.1177/23733799211035812","url":null,"abstract":"Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"216 - 223"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

eHealth Literacy of 2-Year and 4-Year College Students: Implications for Health Education in a Post-Truth Era 二年级和四年级大学生的电子健康素养:对后真相时代健康教育的启示

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-09-22 DOI: 10.1177/23733799211038023

Jody O. Early, Andrea Stone, C. Nieto, Carmen Gonzalez

{"title":"eHealth Literacy of 2-Year and 4-Year College Students: Implications for Health Education in a Post-Truth Era","authors":"Jody O. Early, Andrea Stone, C. Nieto, Carmen Gonzalez","doi":"10.1177/23733799211038023","DOIUrl":"https://doi.org/10.1177/23733799211038023","url":null,"abstract":"The COVID-19 pandemic and simultaneous “infodemic” have amplified the need for electronic health (eHealth) literacy, one’s ability to find, evaluate, and apply online health information to make health decisions. To date, only a few studies have examined eHealth literacy among U.S. college students. The purpose of this study was to assess and compare the eHealth literacy of students attending 4-year and 2-year colleges in the Pacific Northwest. A purposeful sample of 781 college students enrolled in nonhealth- and health-related programs completed an electronic version of the eHealth Literacy Scale (eHEALS). Descriptive, bivariate, and logistical regression were used in the data analyses. Results showed that while there were no significant differences in composite scores by the demographic variables explored, differences on individual eHEALS items emerged between 2-year and 4-year college students, by the first-generation status, and by gender. First-generation students’ mean scores were lower in all areas of eHealth literacy when compared with non-first-generation students. Chi-square tests revealed significant differences in first-generation students’ perceived ability to know how (χ2 = 5.4, p = .020) and where (χ2 = 6.7, p = .010) to find health resources on the internet, as well as how to tell high-quality from low-quality health resources (χ2 = 5.0, p = .025). Students who identified as male were more likely than females to agree that they are “confident in using information from the internet to make health decisions” (p = .028). Our findings underscore the need to strengthen higher education curricula and pedagogy to improve students’ eHealth literacy.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"9 - 21"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

A Model to Promote University High-Impact Practices Through Community-Based Participatory Research 通过社区参与式研究促进大学高影响力实践的模式

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-09-22 DOI: 10.1177/23733799211041136

Duke D. Biber, Peter Stoepker, S. Gross, Jennifer Heidorn, Gina Brandenburg, Christi M. Kay, Adria M. Meyer

{"title":"A Model to Promote University High-Impact Practices Through Community-Based Participatory Research","authors":"Duke D. Biber, Peter Stoepker, S. Gross, Jennifer Heidorn, Gina Brandenburg, Christi M. Kay, Adria M. Meyer","doi":"10.1177/23733799211041136","DOIUrl":"https://doi.org/10.1177/23733799211041136","url":null,"abstract":"There has been a shift in higher education from traditional lecture-based learning to incorporating high-impact practices and experiential learning. These practices offer students an opportunity to engage in real-world settings that allow them to apply course content directly into practice. In order for high-impact practices to be effective, both program implementation and evaluation should be conducted collaboratively with community stakeholders, also known as community-based participatory research (CBPR). The Girls Empowering Movement (GEM) initiative, an out-of-school time physical activity program, is an example of CBPR in that it was developed by middle school girls, for middle school girls. The purpose of this article is to provide the framework used to recruit and train undergraduate students to collaboratively lead the GEM initiative in the southeastern United States. This article discusses how community partnerships were created, how specific content and curricular decisions were made to foster a unique learning experience, and how evaluation protocols were created to ensure undergraduate learning and community collaboration.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"224 - 230"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Aligning Public Health Training and Practice in Evaluation: Implications and Recommendations for Educators 评估中的公共卫生培训和实践:对教育工作者的启示和建议

IF 1.5

Pedagogy in Health Promotion Pub Date : 2021-09-22 DOI: 10.1177/23733799211033621

Bree L. Hemingway, Sarah Douville, L. Fierro

{"title":"Aligning Public Health Training and Practice in Evaluation: Implications and Recommendations for Educators","authors":"Bree L. Hemingway, Sarah Douville, L. Fierro","doi":"10.1177/23733799211033621","DOIUrl":"https://doi.org/10.1177/23733799211033621","url":null,"abstract":"Objective. This study aimed to understand the extent to which master of public health (MPH) graduates engage in evaluation on the job, to learn how MPH graduates implement evaluation, and to hear from MPH graduates about how their academic training prepared them for the evaluation work they perform. Methods. Using the Centers for Disease Control and Prevention’s Evaluation Framework, this convergent mixed-methods study included an online survey with 89 public health practitioners and follow-up interviews with 17 survey respondents. The study was performed in the United States during summer 2020. Results. In addition to participating in evaluation activities related to all six Centers for Disease Control and Prevention framework steps, MPH graduates engage in evaluation capacity building, evaluating for health equity and social justice, and funding activities. Participants noted a disconnect between academic preparation and community practice, were least confident in focusing the evaluation design, and most often used surveys to collect data. Conclusions. Public health practitioners commonly engage in evaluation activities but do not feel fully prepared to do so given their MPH training. Many opportunities exist to enhance graduate/postgraduate training through connecting public health with the broader professional practice of evaluation.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"324 - 331"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2