推进教育学促进心理健康与跨专业教育

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
C. Merzel
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引用次数: 0

摘要

我们推出《健康促进教学法》第九册,辑录了有关健康促进和公共卫生教育的两个重要领域的论文。2019冠状病毒病大流行暴露出解决精神卫生问题的巨大需求未得到满足,也表明了采用跨专业和跨部门方法处理复杂公共卫生问题的重要性。本期的文章为教学提供了有益的经验,以促进心理健康和培养学生在跨专业团队中工作的能力。Lindsay等人(2023)报告了他们的定性研究,研究了学生对大学在促进学生心理健康方面的作用的看法,并建议了促进心理健康的做法和政策。他们的发现表明课堂和课外支持都是必要的。在对学生的采访中,优先考虑心理健康和促进联系和社会支持是确定的重要主题。关于教师如何提供更支持性的教学环境的建议包括灵活性、可管理的工作量、期望的透明度和清晰度,以及与学生的持续沟通。创伤知情教学法作为解决学生心理健康的关键框架正在获得认可(Harper & Neubauer, 2021)。基于一项定性研究的发现,Friedman(2023)提出了一个如何将签名教学实践与创伤知情方法相结合的模型。主要组成部分包括教学的清晰性;“认识到”学生经历心理挑战的“时刻”,并提供安全的空间来承认和讨论这些挑战;教师的可用性和灵活性;并建立移情联系。这些发现与Lindsay等人(2023)的研究结果相呼应,强化了支持性教育环境和教学风格是促进学生福祉的基本要素这一教训。对健康促进专业人员来说,另一项重要的工作是发展有效的培训,以提供基于社区的心理健康项目。Lapidos等人(2023)提出了一种在退伍军人中进行自杀预防同伴培训的方法。它们为制定以社区为基础的培训方案提供了一种模式,以适应更广泛的培训经验,从而提高实施的可行性。一个关键的教训是,与退伍军人团体协商,帮助项目团队制定符合当地社区需求和优先事项的培训方法的重要性。本期下一节的论文侧重于促进专业间合作的教学方法,这是大多数卫生科学教育的必要要素。这些文章研究了来自不同专业学校的学生团队的体验式学习项目,包括公共卫生、营养、护理、其他健康科学、社会工作和图书馆学。Garcia等人(2023)描述了一个针对来自代表性不足群体的公共卫生和营养学生的计划,旨在为研究培训、专业发展和指导提供机会。一所拉美裔服务机构的研究生参加了一项综合性跨学科奖学金项目,重点是社区干预研究,以解决拉美裔儿童肥胖问题。作者指出,该方案是在卫生和保健领域应用文化和语言适宜服务国家标准的示范培训平台。纵向跨专业家庭体验(LIFE)项目的开发是为了满足健康科学专业学生对持续跨专业体验学习机会的需求(Mattison等人,2023)。课程由六个模块组成,为期11周,涵盖诸如团队合作、应用社会生态和社会决定因素等主题
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Advancing Pedagogies to Promote Mental Health and Interprofessional Education
We launch Volume 9 of Pedagogy in Health Promotion with a compilation of papers focusing on two areas of timely significance in health promotion and public health education. The COVID-19 pandemic has exposed great unmet need for addressing mental health, and also demonstrates the importance of interprofessional and crosssectoral approaches to dealing with complex public health problems. The articles in this Issue provide useful lessons for pedagogies to promote mental health and to develop student capacity to work in interprofessional teams. Lindsay et al. (2023) report on their qualitative study examining student views of the role of the university in fostering student mental health and suggested practices and policies to promote psychological wellbeing. Their findings indicate the need for both classroom and extracurricular supports. Prioritizing mental health and fostering connections and social support were important themes identified in interviews with students. Recommendations for how faculty can provide a more supportive teaching and learning environment included flexibility, manageable workloads, transparency and clarity in expectations, and ongoing communication with students. Trauma informed pedagogy is gaining recognition as a critical framework for addressing students’ mental wellbeing (Harper & Neubauer, 2021). Based on findings from a qualitative study, Friedman (2023) presents a model for how signature pedagogical practices can be combined with a trauma informed approach. Key components include clarity of instruction; “recognizing the moment” of student experiences with psychosocial challenges, and providing safe spaces to acknowledge and discuss them; faculty availability and flexibility; and creating empathetic connections. These findings echo those of Lindsay et al. (2023), reinforcing the lesson that supportive educational environments and teaching styles are essential elements for promoting student wellbeing. Developing effective training to deliver communitybased mental health programs is another important undertaking for health promotion professionals. Lapidos et al. (2023) present an approach for peer training in suicide prevention among military veterans. They provide a model for development of a community-based training program designed to fit into broader training experiences, thereby improving feasibility of implementation. A key lesson was the importance of consultation with a veterans’ group to help the project team create a training approach consistent with local community needs and priorities. The next section of this Issue includes papers focusing on pedagogical approaches to promoting interprofessional collaboration, a required element of most health sciences education. These articles examine experiential learning projects for teams of students from various professional schools including public health, nutrition, nursing, other health sciences, social work, and library science. Garcia et al. (2023) describe a program for public health and nutrition students from underrepresented groups that aims to provide opportunities for research training, professional development, and mentorship. Graduate students attending a Hispanic-serving institution participated in a comprehensive interdisciplinary fellowship program focusing on community-based intervention research to address Latino childhood obesity. The authors note that the program serves as a model training platform for application of National Standards for Culturally and Linguistically Appropriate Services in health and health care. The Longitudinal Interprofessional Family-Based Experience (LIFE) program was developed to address the need for ongoing interprofessional experiential learning opportunities among health sciences students (Mattison et al., 2023). The curriculum comprised six modules over an 11-week period, covering such topics as team work, applying a social ecological and social determinants 1151181 PHPXXX10.1177/23733799221151181Pedagogy in Health PromotionMerzel editorial2023
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CiteScore
3.10
自引率
33.30%
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