Health Education Journal最新文献

{"title":"COVID-19 public health lessons in science class boost knowledge and efficacy beliefs","authors":"Peter Boedeker, Alana Newell, Nancy Moreno","doi":"10.1177/00178969231198951","DOIUrl":"https://doi.org/10.1177/00178969231198951","url":null,"abstract":"Background: Integrating public health into science courses helps students grasp the links between health recommendations and scientific principles. During COVID-19, a team of 19 educators, scientists and clinicians designed 25 science inquiry lessons to enhance disease knowledge and prevention strategies among school-aged children. The efficacy of two lessons was evaluated. Design: Pre-/post-evaluation; both quantitative and qualitative data were collected. Setting: Teachers (24 elementary and 26 high school) and their students (562 elementary, 8–9 years old; 1,271 high school, 14–15 years old) participated from schools in Houston, TX, USA. Method: Lessons were delivered in Spring 2021. Teachers completed evaluation surveys using Likert-type and open-ended items. Students completed pre- and post-assessments of COVID-19 knowledge, attitudes towards science and confidence in their knowledge of COVID-19 and vaccine science. Results: Over 80% of teachers agreed that they would use the lessons again and felt more confident in their abilities to teach about COVID-19 after using the lessons. Teachers reported students’ heightened interest in health professions and discussing the presented topics. High school students gained basic recall knowledge, but there was little change on items related to in-depth science concepts or attitudes. Elementary students demonstrated gains on items related to the scientific rationale underlying public health recommendations and confidence in their abilities to protect themselves from COVID-19. Conclusion: The integration of health information into science teaching helps learners understand the science behind public health recommendations and increases teachers’ preparedness and comfort levels with these topics. Even short-term supplementary lessons can have a positive impact on knowledge and attitudes. Effects were particularly positive with elementary students, who should be included in future public health education efforts. Partnerships between schools and health organisations are vital for the rapid development and integration of lessons that are accurate and informative. The lessons evaluated in this paper are freely available online.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early and slow weight loss responders’ perceptions of an adaptive diabetes prevention trial: A qualitative perspective","authors":"Danielle King, Carla K Miller, Jennifer S Cheavens, Kentaro Fujita","doi":"10.1177/00178969231198956","DOIUrl":"https://doi.org/10.1177/00178969231198956","url":null,"abstract":"Objective: Behavioural weight loss interventions demonstrate success on average, yet participants who respond more slowly may benefit from an augmented, tailored approach. Thus, an augmented intervention for early, slow weight loss responders was implemented. This qualitative analysis explored participants’ perceptions of and experiences of the 12-month weight loss programme to inform future intervention development and implementation. Design: Individual interviews were conducted post-treatment. In-person, in-depth interviews were offered prior to the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic; videoconferencing interviews were offered following the pandemic onset. Setting: A Midwestern US university workplace. Method: Adults ⩾ 21 years old with overweight or obesity and prediabetes ( n = 39) were recruited and volunteered to participate in a semi-structured interview. Results: Content analysis identified recurring themes among early and early slow weight loss responders. Social support received during weekly group sessions was a critical intervention component. Some early slow responders expressed difficulty with self-regulatory strategies such as setting specific yet attainable goals, and requested additional contact prior to the maintenance study phase – treatment randomisation at month 5 disrupted group dynamics. Early slow responders who received the intervention via videoconferencing believed the format interfered with their ability to establish friendships with other participants and gain insight and support from others’ lived experiences. Conclusion: Weight loss interventions may be more efficacious when considering participant heterogeneity during implementation of behavioural strategies. Findings suggest early slow weight loss responders may benefit from greater emphasis on goal setting and striving, agentic thinking, and social support. Future research is needed to examine the implications of these insights on intervention outcomes.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mastering medical terminology with ChatGPT and Termbot","authors":"Mei-Hua Hsu","doi":"10.1177/00178969231197371","DOIUrl":"https://doi.org/10.1177/00178969231197371","url":null,"abstract":"This study intended to examine whether the utilization of ChatGPT and Termbot enhances students’ understanding of medical terminology. ChatGPT, developed by OpenAI, is an AI chatbot designed to generate human-like text responses. Termbot is a chatbot-based learning model focused on improving the acquisition of medical terminology through gamified learning methods. A total of 60 participants participated in this exploratory study, with 40 nursing students assigned to the experimental group and 20 nursing students assigned to the control group. In the experimental group, participants were further divided into two groups of 20, one of which was trained with ChatGPT and the other with Termbot. The participants in the experimental group engaged with the assigned tools for a minimum of 2 hours per week following classroom instruction. The control group used a traditional textbook as their primary learning resource. The study lasted 2 months, after which participants’ learning outcomes were evaluated using an online medical terminology exam post-test. The study found that participants in the experimental group had significantly improved learning outcomes compared to participants in the control group. The results showed a substantial increase in post-test scores for both ChatGPT and Termbot groups, indicating that using these tools as learning assistants can assist students in the learning process. The study has important implications for educators and educational institutions, as it provides evidence for the potential benefits of using ChatGPT and Termbot as tools to improve students’ learning outcomes. The findings intensifyt the importance of embracing new technologies in education and using them to supplement traditional teaching methods.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46383746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balance, self-efficacy and collective individualism: Young people’s ideal eater types","authors":"Ingela Bohm, C. Bengs","doi":"10.1177/00178969231187021","DOIUrl":"https://doi.org/10.1177/00178969231187021","url":null,"abstract":"In health education, there is a risk of giving overly prescriptive recommendations, potentially activating conflicting in-group norms that reduce message receptiveness. For example, the notion of ‘unhealthy youth’ is a stereotype which suggests that young people are expected to make unhealthy choices. If such in-group norms are activated as part of health education, the will to emulate healthy out-group behaviour may decrease. The objective of this study was to explore how young people construct different types of eaters in relation to health recommendations. Group interviews were conducted with 31 students aged 10–16 years (from school grades 5 and 8) in northern Sweden and data were analysed using reflexive thematic analysis. The analysis yielded eight ideal eater types: healthy-but-not-too-healthy; obsessively healthy; devil-may-care; destabilised; contextual; powerless; intuitive; and discontented eaters. Participants’ preferred types did not overly regulate their eating, bute intuitively ate what they liked and/or needed in a balanced way. They were also receptive to social and contextual cues without being completely guided by them. Even in the current era of individualism, food retains its social meanings, and young people’s views of healthy eating are shaped by valued social groups. We therefore recommend the promotion of shared individualism as part of health education, where the expression of individual taste is encouraged alongside adherence to group norms. It is also crucial to highlight how healthy and unhealthy foods can coexist as part of a balanced diet.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pilot rapid assessment of cultural and linguistic appropriateness of COVID-19 educational materials","authors":"Bianca Rubio, Lisa Briseño, Claudia Kukucka, Langdon G. Liggett, Mauricio Medina, B. Rodríguez, Julio Dicent Taillepierre, Alfonso Rodriguez Lainz","doi":"10.1177/00178969231181197","DOIUrl":"https://doi.org/10.1177/00178969231181197","url":null,"abstract":"Background: Health education materials translated for limited English proficiency audiences should be clear and easy to understand. They should be reviewed by fluent and culturally competent reviewers using a standardised and validated assessment tool. Design/Setting: A total of 139 US Centers for Disease Control and Prevention COVID-19-translated health education materials were reviewed for cultural and linguistic appropriateness. Method: Reviewers were trained to collect data using a standardised assessment tool, and recorded issues found in translated materials by issue, material and media type. Reviewers were selected for their fluency in the language being reviewed as well as their cultural knowledge of the intended audience. Results: Reviewers identified 150 issues related to words, phrases and images that were confusing, difficult to interpret or held multiple possible interpretations. Reviewers took an average completion time of 16 minutes per material across all media types. Conclusion: This assessment demonstrated the feasibility and efficiency of conducting reviews with culturally and linguistically competent in-house reviewers using a quality assessment protocol that includes a review for cultural and linguistic accuracy. Despite mainly using certified translators, critical issues with the text and images contained in the COVID-19-translated health education materials were identified. Similar forms of assessment could provide high-quality translated materials without undergoing major document revision.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Whole grain perceptions and consumption attitudes: Results of a survey in Italy","authors":"B. Zanini, A. Simonetto, Silvia Marconi, M. Marullo, Maurizio Castellano, G. Gilioli","doi":"10.1177/00178969231185662","DOIUrl":"https://doi.org/10.1177/00178969231185662","url":null,"abstract":"Objectives: The consumption of whole grains is widely recognised as healthy and included in several national dietary guidelines. Despite that, the consumption of whole grain products remains sub-optimal. Methods: We developed a questionnaire investigating perceptions of price, taste, positive and negative health effects, sustainability and versatility of whole grains and the consumption frequency of whole grain food products. This questionnaire was administered to a sample of 1,014 individuals in Northern Italy. Results: We observed an overall positive attitude towards whole grain products, especially in relation to positive health effects, versatility and taste, that resulted in strong drivers for whole grain consumption. Age, gender and educational level were identified as influences on whole grain perceptions, especially for taste and positive health effects. Respondents were clustered according to the attitudes they expressed. Conclusion: The characteristics of these clusters could be used to customise future nutritional education programmes.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42799939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural competency and mental health training for medical students: Learning from refugees and asylum seekers","authors":"Charlotte Silver, Sara Williams, L. Forty","doi":"10.1177/00178969231182104","DOIUrl":"https://doi.org/10.1177/00178969231182104","url":null,"abstract":"Objective: Studies suggest that healthcare professionals often feel unprepared to deal with mental health issues in refugees and asylum seekers. The aim of this qualitative study was to examine the experiences of refugees and asylum seekers in relation to mental health and healthcare, to inform cultural competency training for undergraduate medical students. Method: Focus groups were conducted with 16 refugees and asylum seekers and staff from relevant charity organisations in Wales. We explored participants’ experiences in relation to mental health and healthcare, and training for healthcare professionals. The data were thematically analysed using an inductive approach. Results: Three overarching themes were identified: (1) recognition of the specific mental health needs of refugees and asylum seekers, (2) barriers preventing effective mental healthcare delivery for refugees and asylum seekers and (3) authentic learning experiences for medical students. Conclusion: To our knowledge, this is the first study to actively involve refugees and asylum seekers, along with individuals who work closely with this population, in considering the development of cultural competency training for healthcare students and professionals in relation to mental health. If we are to reduce the risks of exclusion from healthcare for refugees and asylum seekers, training in this area is essential. Findings from this study have informed the development of a guide for healthcare educators with a focus on refugee and asylum seeker mental health.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"708 - 721"},"PeriodicalIF":1.3,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48260758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing learning about food safety using Personal Meaning Maps","authors":"Alexandre Silva, Luís Junqueira, M. Truninger, A. Delicado, E. Csenki, Á. Fehér, L. Ózsvári, D. Szakos","doi":"10.1177/00178969231182103","DOIUrl":"https://doi.org/10.1177/00178969231182103","url":null,"abstract":"Objective: According to the World Health Organisation’s estimates, food contamination is linked to 23 million cases of illness and 5,000 deaths per year in Europe. While changes in food production and distribution play an important role in managing contamination risk, foodborne illnesses can originate in food-handling practices at home. This study aimed to assess how a food safety education initiative in which students learned about food safety risks and minimising risk behaviour improved students’ knowledge about food safety. Setting: Three public schools, two in Hungary and one in Portugal. Methods: A study of 105 Hungarian and Portuguese students between 11 and 18 years of age were invited to prepare Personal Meaning Maps before and after the delivery of a food safety lesson delivered by a school science teacher. Knowledge and risk perceptions of food safety, before and after the delivery of the lesson, were assessed both quantitatively and qualitatively. Results: Food safety topics that were scored highest were those that already had strong scores in the diagnostic phase, such as those related to personal hygiene and use-by dates. However, the largest increases in mastery scores were in less-known-about topics such as cold chain and cross-contamination risks. Idea associations take place often by linking specific contents to already-known-about concepts. Conclusion: Findings show that students more readily engaged with practical concepts directly linked to their experience of food handling at home than to more abstract concepts of food safety and contamination.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"664 - 679"},"PeriodicalIF":1.3,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46289340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing health literacy events: a case study of teachers designing health curricula","authors":"Joseph C Rumenapp, Beverly Troiano, Marcine Adams, Jannette Moya, Eva K. Lawrence, Aria Razfar","doi":"10.1177/00178969231180371","DOIUrl":"https://doi.org/10.1177/00178969231180371","url":null,"abstract":"Objective: In response to the question ‘how can teachers develop health literacy events that leverage students’ cultural and linguistic resources’, this study highlights how two teachers developed a culturally and linguistically responsive curriculum that sought to promote health literacy. Design: The study details findings from a larger partnership between an urban university and a bilingual urban school in the USA. Researchers and teachers conducted a year-long project oriented towards co-designing a curriculum that integrated students’ cultural and linguistic repertoires with health literacy. Over one academic year, teachers planned, implemented, studied and modified curricular units that drew on students’ cultural and linguistic resources related to health. Setting: The study focuses on two Spanish-English bilingual teachers working in a third-grade (8–9 year olds) dual-language classroom in a multilingual urban community in the midwestern USA. Method: Data collected included classroom conversations, teacher-researcher and university researcher conversations, classroom work and teacher-derived analytic documents. Data were coded and analysed to understand how teachers made sense of what happened within specific health literacy events to develop a single descriptive case study. Results: Three events are focused on demonstrating how teachers developed health literacy by building on students’ pre-existing cultural and linguistic resources. Teachers moved from using teacher-centred forms of nutrition education to using student-developed health content that articulated with health concerns in the community. Conclusion: Using a funds of knowledge approach to integrating health literacy into the curriculum, teachers helped students draw on cultural and linguistic resources, building self-confidence, and developing an interest in gathering evidence and presenting health-related findings.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"651 - 663"},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School leadership that supports health promotion in schools: A systematic literature review","authors":"Donnie Adams, King Lok Tan, A. Sandmeier, G. Skedsmo","doi":"10.1177/00178969231180472","DOIUrl":"https://doi.org/10.1177/00178969231180472","url":null,"abstract":"Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lacking. Hence, this paper analyses empirical studies published in scientific journals on school leadership and health promotion in schools. Design: Systematic literature review. Method: Informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a review was conducted using two main databases: Web of Science and Scopus, which retrieved 51 eligible articles. Results: The review of these articles resulted in the identification of seven main themes – school leaders’ health; attitudes, knowledge and behaviour; accountability; support from school leaders; shared leadership approaches; capacity building and parent engagement. Conclusion: This systematic literature review expands the literature by highlighting the school leadership factors that promote school health promotion in Oceania, Europe, North America, South America, Africa and Asia continents. Future systematic literature reviews could explore studies and different aspects of health promotion by teachers, especially in the Asian context.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"82 1","pages":"693 - 707"},"PeriodicalIF":1.3,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42845880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}