воскресенье, 30 сентября 2012 г.

Researchers at University of South Carolina Have Published New Data on Health Education Research.(Report) - Education Letter

According to the authors of recent research published in the journal Health Education Research, 'This study tested the initial efficacy of implementing a physical activity (PA) behavior change intervention for midlife African American (AA) men. Intervention components were based on information gathered during formative research preceding the intervention.'

'Eligible participants were underactive AA men ages 45-66 years. In a quasi-experimental pre-post design, participants attended 90-min program sessions twice weekly for 8 weeks. Session topics specific to PA included overcoming barriers, gaining social support, setting goals, tracking progress and integrating into one's lifestyle. Participants were assigned to teams to facilitate group discussion, problem solving, accountability and camaraderie. 25 AA men (mean age = 54.7 +/- 4.8 years) completed the intervention. After 8 weeks, significant (P < 0.05) positive changes were observed for moderate to vigorous-intensity PA (+7.3 hour week(-1)) and overall PA (+9.4 hour week(-1)), self-efficacy for PA (+12%), social support for PA from family (+28%) and friends (+53%), self-regulation for planning (+33%) and goal setting (+48%) and each fitness component (+9 to +144%). Based on a post-intervention satisfaction survey, participants rated the program very positively,' wrote S.P. Hooker and colleagues, University of South Carolina.

The researchers concluded: 'These positive results attest to the feasibility of successfully engaging midlife AA men in a tailored PA behavior change program.'

Hooker and colleagues published their study in Health Education Research (Exploring the feasibility of a physical activity intervention for midlife African American men. Health Education Research, 2011;26(4):732-738).

For additional information, contact S.P. Hooker, University of South Carolina, Cancer Prevention & Control Program, Columbia, SC 29208, United States.

The publisher's contact information for the journal Health Education Research is: Oxford University Press, Great Clarendon St., Oxford OX2 6DP, England.

Keywords: City:Columbia, State:South Carolina, Country:United States, Region:North and Central America

суббота, 29 сентября 2012 г.

New health education research study findings have been reported by scientists at William Paterson University.(Clinical report) - Education Letter

'This study identified mediators of a Transtheoretical Model (TTM) intervention to increase fruit and vegetable consumption among economically disadvantaged African American adolescents (N = 549). Single- and multiple-mediator models were used to determine whether pros, cons, self-efficacy, and stages of change satisfied four conclusions necessary for establishing mediation of intervention effects on youths' dietary behavior,' researchers in the United States report.

'All four conclusions were satisfied for stages of change and pros in the single-mediator models and for stages in the multiple-mediator model. Stages mediated 31% of the intervention effect, and pros mediated 7% of the intervention effect in the single-mediator models. In the multiple-mediator model, stages accounted for 72% of the intervention effect,' wrote J. Dinoia and colleagues, William Paterson University.

The researchers concluded: 'Add to the limited data on mediating variables in TTM dietary intervention programs. Replication studies are needed before it can be concluded that stages of change and pros are consistent mediators of TTM intervention program effects.'

Dinoia and colleagues published their study in Health Education & Behavior (Mediating Variables in a Transtheoretical Model Dietary Intervention Program. Health Education & Behavior, 2010;37(5):753-762).

For additional information, contact J. Dinoia, William Paterson University, 300 Pompton Rd., Wayne, NJ 07470, USA.

Publisher contact information for the journal Health Education & Behavior is: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: City:Wayne, State:NJ, Country:United States, Health Education Research

пятница, 28 сентября 2012 г.

Reports on Health Education Research Findings from University of Rochester Provide New Insights.(Report) - Education Letter

According to the authors of recent research from New York City, New York, 'This study tested the effects of two theory-based interventions to increase fruit and vegetable intake. Hypothesized intervention mediators included self-efficacy (SE), social support (SS), autonomous motivation (AM), and controlled motivation (CM).'

'At baseline, 1,021 African American adults were recruited from 16 churches randomized to one comparison and two intervention groups: Group 1 (standard educational materials), Group 2 (culturally targeted materials), and Group 3 (culturally targeted materials and telephone-based motivational interviewing). A well-fitted model based on structural equation modeling-chi(2)(df = 541, N = 353, 325) = 864.28, p< .001, normed fit index = .96, nonnormed fit index = .98, comparative fit index = .98, root mean square error of approximation = .042-demonstrated that AM was both a significant mediator and moderator. In the subgroup with low baseline AM, AM mediated 17% of the effect of the Group 3 intervention on fruit and vegetable intake. Conversely, SS, SE, and CM were not significant mediators,' wrote A.R. Shaikh and colleagues, University of Rochester.

The researchers concluded: 'Implications related to theory and intervention development are discussed.'

Shaikh and colleagues published their study in Health Education & Behavior (Direct and Mediated Effects of Two Theoretically Based Interventions to Increase Consumption of Fruits and Vegetables in the Healthy Body Healthy Spirit Trial. Health Education & Behavior, 2011;38(5):492-501).

For additional information, contact A.R. Shaikh, University of Rochester, New York City, NY, United States.

Publisher contact information for the journal Health Education & Behavior is: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: City:New York City, State:New York, Country:United States, Region:North and Central America, Health Education Research

четверг, 27 сентября 2012 г.

New Findings from University of Michigan in the Area of Health Education Research Published.(Clinical report) - Education Letter

Fresh data on Health Education Research are presented in the report 'Social relationships in religious institutions and healthy lifestyles.' 'The purpose of this study is to see if encouragement from fellow church members helps older people develop and maintain healthy lifestyles. The findings indicate that informal church-based support is associated with healthy lifestyles among older African Americans but not older Whites,' investigators in the United States report.

'In addition, the influence of support from fellow church members on health behaviors is greater for study participants who closely identify with their congregations. The results further reveal that the adoption of healthy lifestyles is not associated with support from people outside the church nor is it linked to formal programs that churches provide to encourage good health behaviors,' wrote N. Krause and colleagues, University of Michigan.

The researchers concluded: 'The theoretical and practice implications of these results are discussed.'

Krause and colleagues published their study in Health Education & Behavior (Social relationships in religious institutions and healthy lifestyles. Health Education & Behavior, 2011;38(1):25-38).

For additional information, contact N. Krause, University of Michigan, Ann Arbor, MI USA.

The publisher of the journal Health Education & Behavior can be contacted at: SAGE Publications, USA , 2455 Teller Road, Thousand Oaks, CA 91320, USA.

Keywords: City:Ann Arbor, State:MI, Country:United States, Health Education Research.

среда, 26 сентября 2012 г.

Data on Health Education Research Discussed by S.N. Zenk and Colleagues. - Education Letter

'This qualitative study sought to understand food acquisition behaviors and environmental factors that influence those behaviors among women in a low-income African American community with limited food resources. We drew on in-depth interviews with 30 women ages 21 to 45 years recruited from a community health center in Chicago, Illinois,' researchers in Chicago, United States report.

'Data were analyzed using qualitative content analysis. Emergent themes revealed that women identified multiple environmental barriers-material, economic, and social-interactional-to acquiring food in an acceptable setting. In response, they engaged in several adaptive strategies to manage or alter these challenges, including optimizing, settling, being proactive, and advocating,' wrote S.N. Zenk and colleagues.

The researchers concluded: 'These findings indicate that efforts to improve neighborhood food environments should address not only food availability and prices but also the physical and social environments of stores.'

Zenk and colleagues published their study in Health Education & Behavior (''You Have to Hunt for the Fruits, the Vegetables'': Environmental Barriers and Adaptive Strategies to Acquire Food in a Low-Income African American Neighborhood. Health Education & Behavior, 2011;38(3):282-292).

For additional information, contact S.N. Zenk, 845 S Damen Avenue, Chicago, IL 60612, United States.

Publisher contact information for the journal Health Education & Behavior is: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: City:Chicago, State:Illinois, Country:United States, Region:North and Central America, Health Education Research

вторник, 25 сентября 2012 г.

Research on health education research described by scientists at University of Minnesota. - Education Letter

According to recent research from the United States, 'African Americans bear a disproportionate health burden from smoking but are less likely than other populations to engage in cessation treatment. Intervening on adult nonsmokers residing with a smoker might represent an innovative approach to motivate smokers to engage in smoking behavior change.'

'Twelve focus groups were conducted with African American smokers (four groups, n = 27), nonsmokers (four groups, n = 26) and pairs of cohabitating smokers and nonsmokers (four groups, n = 22) to assess attitudes and/or beliefs regarding engaging a nonsmoker in the home in smoking behavior change efforts. (N = 75) were middle-aged (45.1 +/- 3.7 years) females (68.0%) with 11.8 +/- 1.5 years of education. Smokers smoked 14.9 +/- 11.3 cigarettes per day, made 3.0 +/- 4.4 quit attempts in the past year, and are interested in receiving cessation assistance from a nonsmoker in their home. African American nonsmokers living with a smoker may be an appropriate target group to motivate smoking behavior change in the smoker,' wrote J.L. Thomas and colleagues, University of Minnesota.

The researchers concluded: 'Suggestions for future research considerations are provided.'

Thomas and colleagues published their study in Health Education & Behavior (Targeting African American Nonsmokers to Motivate Smokers to Quit: A Qualitative Inquiry. Health Education & Behavior, 2010;37(5):680-693).

For additional information, contact J.L. Thomas, University of Minnesota, Clinic Research Center, 717 Delaware St. SE, Suite 166, Minneapolis, MN 55414, USA.

Publisher contact information for the journal Health Education & Behavior is: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: City:Minneapolis, State:MN, Country:United States, Health Education Research

понедельник, 24 сентября 2012 г.

APTS PRESIDENT AND CEO LARRY SIDMAN'S SPEECH AT PUBLIC TELEVISION HEALTH EDUCATION SHOWCASE. - States News Service

WASHINGTON -- The following information was released by the Association of Public Television Stations:

Good afternoon. Welcome to the Association of Public Television Stations' Health Education Showcase. I'm Larry Sidman, the President and CEO of APTS. I thank you for taking time out from your busy schedules to join us.

At the outset, APTS thanks Senator Harkin for making it possible for us to use this room for our event. We also thank our member stations, Sesame Workshop, V-me and MHz Networks for expending the time and resources necessary to be here during an exceedingly difficult financial period in the history of our public broadcasting system.

Today we are proud to bring together public television stations from across the countryufrom Los Angeles and Las Vegas to Iowa and Illinois to New York and Bostonuto showcase the role they are playing in leading over-the-air, online and on the ground health education and disease prevention campaigns. You will see video and on-line content addressing obesity, diabetes, cancer, asthma, and elderly care. Many stations are forming partnerships with doctors, nurses, hospitals, universities and state and local governments to foster better health and defend against disease.

We in public television hope that you will take away three principal messages from our health education showcase.

First, we must, as a nation, pay greater attention to preventive health care. According to the New England Journal of Medicine, preventable causes of deathusuch as smoking, poor diet and physical inactivityuare responsible for nearly 900,000 deaths annually in the United States. Eating well, exercising and faithful checkups and screenings are commitments we can and should make to ourselves, our families and our country. A healthy America is a stronger, more vibrant America.

Second, disease prevention and wellness education cut health care costs. New studies demonstrate major cost savings from preventive care. For example, the Council of Economic Advisors concluded that a widespread emphasis on disease prevention measures will help reduce health care cost growth by as much as 1.5 percentage points per year. Although CBO may not score the cost savings associated with disease prevention and early treatment, every American knows intuitively that these savings are real.

Third, public broadcasting plays an essential role in promoting wellness and preventing disease. Through our video programming, exciting on-line, interactive content and on-the-ground partnerships with health care facilities in communities all across our great land, local public television stations, with their ubiquitous reach and unmatched trust, can and should be viewed as health care educators and enablers. Our role is particularly important in serving the most vulnerable members of our societyucommunities of color, Spanish speaking communities and the pooruwho suffer the ill effects of preventable diseases in disproportionate numbers.

I'd like to thank particularly Chairman Waxman and Chairman Harkin for their hard work and insightful thinking regarding their provisions in the House and Senate HELP Committee health bills, which make available grant funds for disease prevention and wellness education. APTS and our member stations look forward to continuing to work with Congress to ensure that public television stations will help make their grant programs a resounding success if they become law.

воскресенье, 23 сентября 2012 г.

Researchers from University of Szeged Detail Findings in Health Education.(Survey) - Obesity, Fitness & Wellness Week

In this recent study, researchers in Szeged, Hungary conducted a study 'To assess smoking media literacy in a sample of Hungarian youth and to determine its association with current smoking and susceptibility to future smoking. Quantitative cross-sectional survey.'

'Four elementary and four high schools in Mako, Hungary. A survey form was administered in regularly-scheduled classes to 546 eighth- and twelfth-grade students that included the smoking media literacy (SML) scale and items assessing cigarette use. Logistic regression was used to examine the relationship of smoking media literacy with current smoking, and also separately for susceptibility to smoking in the future, as dependent dichotomous variables. Smoking media literacy was lower among the Hungarian adolescents than what has been previously reported in American adolescents. Multivariate logistic regression analysis results showed smoking media literacy to be associated with reduced risk of current smoking status at a similar level to that found in American adolescents. However, unlike previous research in American adolescents, smoking media literacy and susceptibility to future smoking was not associated. Reduced smoking may be most associated with the representation-reality domain of media literacy, which relates recognition of what is portrayed in the media with reality,' wrote R.M. Page and colleagues, University of Szeged (see also Health Education).

The researchers concluded: 'Based on this study's findings, prevention and health promotion planners in Hungary should consider media literacy training as a possible addition to smoking prevention efforts in community- and school-based efforts.'

Page and colleagues published their study in Health Education Journal (Media literacy and cigarette smoking in Hungarian adolescents. Health Education Journal, 2011;70(4):446-457).

For more information, contact R.M. Page, University of Szeged, Dept. of Behav Sci, Szeged, Hungary.

Publisher contact information for the Health Education Journal is: Sage Publications Ltd, 1 Olivers Yard, 55 City Road, London EC1Y 1SP, England.

Keywords: City:Szeged, Country:Hungary, Region:Europe

суббота, 22 сентября 2012 г.

Why must successful health education programs end? - Sunday Gazette-Mail

Unless Congress acts quickly, West Virginia and the nation willlose - perhaps forever - two effective programs that bring qualityhealth care to residents of rural areas and to minority communities.

The federal budget for 2007 will set national priorities throughits funding decisions. Congress is on track to eliminate both theHealth Careers Opportunity Program and Centers of Excellence fromTitle VII funding.

The career program offers high school students laboratory researchexperiences and pre-college science enrichment courses, as well asmentoring, peer support and advising. Centers of excellence nurtureand mentor students who participate to ensure that they enter thehealth professions workforce.

These programs prepare minority and disadvantaged students formedical school or training in other health professions. In WestVirginia, this often means financially disadvantaged students,students who are the first in their families to go to college, andrural students who don't ordinarily think of health professions.

At West Virginia University, we have worked with more than 650young people in these programs. The results are truly amazing: 84percent have successfully graduated from college or are on tracktowards graduation. At least 143 have successfully graduated inhealth professions or allied health programs, and are now ready toserve.

West Virginia did not depend solely on federal dollars to createopportunities for these students. Our state took bold steps in the'90s to invest in our future health care. We are seeing greatresults. State and privately funded programs, such as the HealthSciences and Technology Academy, have helped us identify promisingstudents early and give them encouragement and resources to succeed.We have been recognized nationally for our efforts, and for thepartnerships that we have built among our health schools, ourcommunities and our state government.

Across the country, the Health Careers Opportunity Program andCenters of Excellence have helped 500,000 aspiring healthprofessionals. A study published recently in the Journal of theAmerican Medical Association found that career program participantswere three times more likely to enter medical school than non-participants. A recent survey conducted by the Association ofAmerican Medical Colleges found that without Title VII funds, 83percent of both programs will shut down, opening large gaps in thefragile medical education pipeline.

But we have not yet solved our health problems. People in ruralcommunities, members of ethnic and racial minorities, and people witheconomic problems have far more health problems, and far less accessto care, than most Americans. Shortages of health professionals aremore acute in these areas, and may grow more urgent as the populationages. We desperately need to encourage young people, particularlyfrom the communities most in need, to prepare themselves forchallenging careers in health care.

пятница, 21 сентября 2012 г.

Researchers from Ohio State University Describe Findings in Health Education. - Health & Medicine Week

In this recently published study, investigators in Columbus, Ohio conducted a study 'To increase exercise adherence among insufficiently active adult employees. A quasi-experimental separate samples pre-test-post-test group design was used to compare treatment and comparison group. The worksite.'

'Employees (n = 127) who did not meet current American College of Sports Medicine (ACSM) recommendations for exercise. An eight-week educational programme targeting the social cognitive theory constructs. Free-living exercise, self-regulation, self-efficacy, social support, and outcome expectations and expectancies. Measurement was at pre-test, post-test, one month and three months post-intervention. Analysis: One-way analysis of variance. The treatment group reported important increases in exercise and mediators of exercise. There was a significant difference between groups for moderate intensity exercise and vigorous intensity exercise at post-test and follow-up (p = .001). There was a significant difference between groups for self-regulation at post-test and follow-up (p = .001). There was not a significant difference between groups for self-efficacy or outcome expectancies. Family and friend social support group differences were non-significant at post-test and one-month follow-up, but was significant difference at three-month follow-up (p = .001). Outcome expectations and expectancies were non-significant at all time periods,' wrote M. Amaya and colleagues, Ohio State University (see also Health Education).

The researchers concluded: 'The educational intervention was effective in increasing the exercise rates of employees at the worksite.'

Amaya and colleagues published their study in Health Education Journal (An evaluation of a worksite exercise intervention using the social cognitive theory: A pilot study. Health Education Journal, 2012;71(2):133-143).

For additional information, contact M. Amaya, Ohio State University, Columbus, OH 43210, United States.

The publisher of the Health Education Journal can be contacted at: Sage Publications Ltd, 1 Olivers Yard, 55 City Road, London EC1Y 1SP, England.

Keywords: City:Columbus, State:Ohio, Country:United States, Region:North and Central America

Researchers from Harvard University report on findings in health education.(Clinical report) - Education Letter

'Regular physical activity is linked to a reduced risk of obesity and chronic disease. African American women bear a disproportionate burden from these conditions and many do not get the recommended amount of physical activity,' scientists writing in the journal Health Education & Behavior report.

'Long-term success of interventions to initiate and maintain a physically active lifestyle among African American women has not been realized. By clearly elucidating the process of physical activity adoption and maintenance, effective programming could be implemented to reduce African American women's burden from chronic conditions. In-depth interviews were conducted with physically active African American women. Grounded theory, a rigorous qualitative research method used to develop theoretical explanation of human behavior grounded in data collected from those exhibiting that behavior, was used to guide the data collection and analysis process,' wrote A.E. Harley and colleagues, Harvard University.

The researchers concluded: 'Data derived inductively from the interviews and focus groups guided the development of a behavioral framework explaining the process of physical activity evolution.'

Harley and colleagues published their study in Health Education & Behavior (Developing Long-Term Physical Activity Participation: A Grounded Theory Study With African American Women. Health Education & Behavior, 2009;36(1):97-112).

Additional information can be obtained by contacting A.E. Harley, Harvard University, School Public Health, 677 Huntington Avenue, 7th Floor, Boston, MA 02115, USA.

The publisher of the journal Health Education & Behavior can be contacted at: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: United States, Boston, Life Sciences, Obesity, Bariatrics, Chronic Disease, Women's Health, Behavior, Health & Society, Harvard University.

четверг, 20 сентября 2012 г.

A comprehensive assessment plan for professional preparation programs in health education at Eastern Illinois University. - Journal of School Health

Federal- and state-mandated criteria for accountability and assessment of student competence led to an 'assessment movement' in higher education during the 1980s.|1~ Legislative mandates emerged in response to critiques of student and institutional performance, coupled with declining revenue sources for public education.|1-3~ As a result of the reform movement in higher education, more than 80% of American colleges and universities implemented assessment measures.|4~ The National Association of State Universities and Land Grant Colleges suggests the focus of institutional program and student outcomes assessment be directed toward increasing effectiveness of academic programs and improving student learning and performance.|5~ The federal focus on assessment prompted all six of higher education's regional accrediting bodies to revise procedures and place more emphasis on assessment as a form of institutional accountability.|6~ Since accreditation is now linked directly to assessment, all institutions of higher education will be required to engage in student assessment activities.

ASSESSMENT IN HIGHER EDUCATION

Numerous methods and techniques have been identified as appropriate approaches in the assessment process.|7~ Locally developed achievement measures in the form of comprehensive examinations, recording of student performances, and simulation exercises have been used successfully as assessment strategies. These activities can be administered on a before-and-after basis to allow a more comprehensive view of student progress.|8~

Other ways of collecting assessment data that may reflect the quality of student preparation include surveying external groups such as alumni, employers of graduates, internship preceptors, and educational institutions that former students might later attend.|1,9~ Advisory councils comprised of individuals from these groups can provide expertise in developing assessment instruments and surveys.|10~

Self-report data collection in the forms of surveys, inventories, interviews, panels, and journals allow students to assess their own progress in the program. Self-assessment can prove beneficial to students by allowing them to be more self-guided, as well as providing significant information concerning the program and curriculum.|11~

Program quality can be assessed through pass rates on professional licensing examinations such as the National Athletic Trainers Association Certification Exam and the National Teacher Exams.|7~ Use of nationally standardized examinations such as the Collegiate Assessment of Academic Proficiency (ACT/CAAP) as an assessment method probably is more common to institutions than most other assessment tools.|12~

Collecting samples of student course work in the form of portfolios has been used as an assessment tool. Examples of portfolio components include examinations, research or term papers, academic writings, video tapes of student performances, and course projects or assignments. Faculty members as well as employers, intern preceptors, and advisory council members review and analyze portfolios to assess student progress toward institutional or departmental goals.|7,13,14~

ASSESSMENT IN HEALTH EDUCATION

The Role Delineation Project Curriculum Framework, developed by the National Task Force on the Preparation and Practice of Health Educators,|15~ assists in standardizing educational goals and objectives for preparation of entry-level health educators. The Framework has been used to assess and revise graduate and undergraduate curricula at a number of universities.|16~

Using a self-assessment tool based on the seven responsibilities for entry-level health educators, Schmidt and Beall|17~ compared perceptions of students in a professional school and community health preparation program prior to and following their field experience. Hayden|18~ used a self-assessment instrument to survey senior health education majors' perceived competencies as they prepared to take the certification examination. At East Carolina University, the Framework assessed the most important responsibilities and areas of perceived graduate success and deficiency as evaluated by practicing alumni of the School and Community Health Education program, agency employers, and field work student preceptors.|19~ Knight|19~ reports that the role delineation competencies, when adapted to the needs of various constituencies and when responsive to institutional mission, are useful supports in program assessment and curricula planning.

ASSESSMENT AT EASTERN ILLINOIS UNIVERSITY

The Dept. of Health Studies at Eastern Illinois University is developing a comprehensive plan for assessing the professional preparation program. A variety of assessment methods have been used and additional methods are being pilot-tested as part of the department's comprehensive assessment plan. The assessment strategies include: focus group interviews with graduating seniors, Departmental Advisory Council review of health education competencies, assessment of the competencies of undergraduate student interns by the internship preceptors, exit interviews with graduating seniors, alumni surveys, and portfolio assessment.

The comprehensive pilot assessment plan will determine if the professional preparation program adequately addresses responsibilities and competencies required of entry-level health educators. Meaningful curriculum evaluation and reform can be implemented based on assessment results.

Focus Group Interview

One of the first assessment strategies implemented involved a focus group interview. Participants were identified from students expected to graduate fall semester 1991 and spring semester 1992. Of 42 students, 24 randomly selected graduating seniors were invited to attend the focus group interviews, and nine participated in the interviews.

A self-assessment survey instrument and a group consensus survey instrument were developed from statements listed in Responsibilities and Competencies for Entry-Level Health Educators.|15~ The seven areas of responsibility in the Framework are: Responsibility I -- assessing individual and community needs for health education, Responsibility II -- planning effective health education programs, Responsibility III -- implementing health education programs, Responsibility IV -- evaluating effectiveness of health education programs, Responsibility V -- coordinating providing of health education services, Responsibility VI -- acting as a resource person in health education, and Responsibility VII -- communicating health and health education needs, concerns, and resources.

Ratings for these instruments ranged from a high of very well able to perform, to a low of 1, poor ability to perform. These instruments provided the basis for dialogue in the focus groups. During the interview, students completed the self-assessment survey instrument regarding their personal perceived competence for each of the seven responsibilities. After completing the individual survey, students collaborated on the group consensus survey instrument and recorded their perceptions on degree of exposure to the responsibilities and degree of competence in the responsibilities.

Mean scores were calculated for both the self-assessment responses and the group consensus responses. Responsibility I produced the highest score of 4.18, while responses to Responsibility V represented the lowest at 3.15 on the self-assessment instrument. Mean scores of the group consensus for perception of the 'degree of exposure' to the seven responsibilities ranged from a high of 4.25 for Responsibility I to a low of 2.60 for Responsibility V. Group consensus responses for' degree of competence' for each of the responsibilities ranged from a mean score of 4.25 for Responsibility I to a low of 2.75 for Responsibility V.

Department Advisory Council

The Advisory Council for the Health Studies Dept. includes 16 individuals from the community employed in fields related to health education. At a regular meeting of the Advisory Council in fall 1991, council members completed the Assessment of Health Education Competencies Questionnaire.|20~ The questionnaire, based on the Role Delineation Project Curriculum Framework, assesses perceived importance of each competency and sub-competency for all health educators and the use of each competency and sub-competency by individuals in their particular position. Strong agreement emerged that the competencies included in Responsibilities I, II, III, IV, VI and VII were important to all health educators. Strong agreement also existed that the competencies included in Responsibilities I, II, III, IV, V, and VII were used in their present professional setting. Weak agreement emerged regarding use of the competencies included in Responsibility VI.

Internship Preceptor Evaluation

As part of a capstone experience, student majors complete an eight-semester-hour internship with a community health agency. Prior to the internship, the curriculum prepares students to perform in all seven areas of responsibility for entry-level health educators.

Internship site preceptors for students enrolled in the internship during spring and summer 1992 semesters completed a survey instrument regarding performance of student interns in relation to the seven areas of responsibility. Fifty-three survey instruments were sent to preceptors, with 36 instruments (67%) returned. The instrument used a four-point scale ranging from 4, very competent, to 1, not competent. Means for the seven areas of responsibility fell in a narrow range from a high of 3.32 for Responsibility II to a low of 3.0 for Responsibility IV.

Other Assessment Activities

Each semester, graduating seniors participate in an exit interview with the department chairperson to allow students to evaluate their academic experiences in the program. Questions are asked concerning the students' overall satisfaction with their training, as well as students' perceptions of the quality of relationships with the faculty, opportunities for professional involvement, and program strengths and weaknesses. Alumni surveys are conducted every two years to ascertain whether the program has adequately prepared students for their present positions. Alumni are asked to evaluate skills and qualities acquired through the program that are most beneficial in their jobs and to identify competencies that need to be addressed or emphasized.

Future Assessment Activities

The next phase of the comprehensive assessment plan will pilot-test a portfolio system of assessment. Student volunteers are gathering samples of their core course work for inclusion in a portfolio. Examples include papers, essays, program proposals, curriculum guides, grants, presentation outlines, written exams, and research papers. Portfolios will be reviewed and analyzed by members of the Department Assessment and Curriculum Committees to determine progress of the students and the program in developing expertise in the responsibilities and competencies of the entry-level health educator. This information, along with other assessment feedback, will be used to further revise and redirect curriculum.

IMPLICATIONS OF THE ASSESSMENT

After reviewing the completed assessment data, the Health Studies Dept. has determined that the professional preparation program is adequately preparing students to meet entry-level competencies for Responsibilities I, II, III, IV, and VII. Further consideration will be given to revising or redirecting the curriculum to include material to prepare students to meet the competencies required for Responsibilities V and VI. The greatest consensus regarding adequacy of the students' preparation emerged among internship preceptors, suggesting the possibility that either the competencies integral to Responsibilities V and VI are deemed less important in professional positions for the entry-level individual or that student competence is considered adequate in these areas for entry-level positions.

By using the Role Delineation Project Curriculum Framework, health education professional preparation programs can collect relevant and informative assessment data. The assessment approaches taken at Eastern Illinois University provided valuable information and direction for curricula planning and evaluation. These assessment methods can be adapted at other institutions and implemented without straining staff and fiscal resources.

References

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2. Bloom A. Closing of the American Mind. New York, NY: Harper and Row; 1987.

3. Boyer E. College: The Undergraduate Experience in America. New York, NY: Harper & Row; 1987.

4. El-Khawas EH. Campus Trends, 1990. Washington, DC: American Council on Education; 1990.

5. National Association of State Universities and Land Grant Colleges and Universities. Statement of Principles on Student Outcomes Assessment. 1988.

6. Wolff R. Assessment and accreditation: A shotgun marriage? Assessment 1990: Application and Renewal. Washington, DC: The American Association for Higher Education; 1990.

7. Commission on Institutions of Higher Education. Assessment Workbook. Chicago, Ill: Commission on Institutions of Higher Education; 1991.

8. Spicuzza F. Two-part examination at University of Tennessee at Knoxville. Assessment Update. 1990;4(2):5-7.

9. Williams C, Rizzo D. Cross-validation approach at Kean College. Assessment Update. 1990;4(2): 1-7.

10. Ewell P. Assessment, Accountability, and Improvement: Managing the Contradiction. Washington, DC: American Association for Higher Education; 1987.

11. Boud D. Three principles for good assessment practices. The New Academic. 1991;1(1):4-5.

12. Gray P. Campus profiles. Assessment Update. 1991;3(2):6.

13. Forrest A. Time Will Tell: Portfolio-Assisted Assessment of General Education. Washington, DC: American Association for Higher Education; 1990.

14. Larson R. Using portfolios to assess the impact of a curriculum. Assessment Update. 1991 ;3(2):9-11.

15. National Task Force on the Preparation and Practice of Health Educators, Inc. A Framework for the Development of Competency-Based Curricula for Entry-Level Health Educators. New York, NY: National Commission for Health Education Credentialing, Inc; 1985.

16. McMahon J, Bruess C, Lohrmann D. Three applications of the Role Delineation Project 1985 Curriculum Framework. J Sch Health. 1987;57(7):247-278.

17. Schmidt G, Beall S. Role delineation competencies and the entry-level health educator. Health Educ. 1988:45-47.

18. Hayden J. Preparing for certification: Health educators' perceived competencies. Health Educ. 1990;21(3):41-42.

19. Knight E. Curriculum planning for professional education: Meeting national standards and local needs. J Health Educ. 1991; 22(4):226-232.

20. Patterson S. Assessing the validity and levels of importance of the role delineation competencies as defined by the National Task Force on the Preparation and Practice of Health Educators, Inc., as perceived by selected health educators in Illinois, unpublished thesis. Carbondale, Ill: Southern Illinois University: 1989.

HEALTH EDUCATION PROFESSOR IS BIG FAN OF TWITTER - US Fed News Service, Including US State News

CARBONDALE, Ill., March 10 -- Southern Illinois University issued the following news release:

Twitter: Time-waster or top-notch tool? Discuss.

Top-notch tool, maintains Mark J. Kittleson, and he should know. A professor of health education at Southern Illinois University Carbondale, Kittleson will talk about Twitter during a group presentation -- titled 'Technology Questions You're Too Embarrassed to Ask Your Kids' -- set for March 19 in Indianapolis as part of the American Association of Health Education's annual meeting.

For the very few who have never heard of Twitter, it's a way of sending short (140-character) messages, or 'tweets,' to computers or phones. Because many users -- 'twitterers' or 'tweeters' (they can't agree among themselves as to the proper term) -- tweet about what they're doing or thinking at the moment, it's sometimes called micro-blogging. Twitterers find that compelling. Non-tweeters? Not so much.

'If I tweet that I'm eating at Garfield's, you're right -- no one cares,' said Kittleson, who has 103 Twitter followers.

'But Twitter has a tremendous potential for benefit, especially when it comes to emergency preparedness or disaster situations.'

Twitter's brevity makes it uniquely suited for emergency communication, Kittleson said. Power grids may fail; landlines may not work, but in many instances folks can get on the Internet through their cell phones.

'Twitter takes a minimal amount of bandwidth,' Kittleson noted. 'It can keep hundreds of thousands of people informed as to what is happening, where assistance is needed, where medical supplies are being moved.'

In the aftermath of the 7.0 magnitude earthquake that hit Haiti Jan. 12, for example, residents turned to Twitter to let the world know what had happened there. It pointed the way for many search-and-rescue teams as trapped victims twittered for help at specific locations. Even now, Haitians continue to use it in attempts to locate missing relatives. A similar scenario is unfolding in Chile following the 8.8 magnitude quake that struck there Feb. 27.

Twitter could prove helpful in other health education settings, Kittleson pointed out.

'A public health department could send updates on health news, swine flu clinics or other items of interest,' he said.

'I myself follow four professional organizations, including the Centers for Disease Control and CNN. In a world where health changes so rapidly, Twitter updates make a lot of sense.'

With technology now playing a starring role in daily life, those who train tomorrow's health educators and emergency responders must begin bringing Twitter and other such tools into the classroom, Kittleson believes.

Take Second Life, a virtual world in which people create alter-egos, called avatars, which then interact with each other.

'It can take an incredible amount of planning to run a disaster drill, but with Second Life you could simulate that emergency with 100 people whose avatars work through the various situations,' said Kittleson, known in Second Life as HEDIR Finklestein. 'If someone screws up, no one gets hurt.'

Health educators could use Second Life to run focus groups, teach classes or hold meetings involving a higher degree of interaction than traditional teleconferencing with people from other states or even other countries.

Or consider podcasting -- audio or video programs their producers can 'broadcast' online.

'For health education purposes, you could create podcasts on a variety of topics -- healthy lifestyles, prevention strategies, ways to talk to a physician,' Kittleson said.

While it's unquestionably a new world out there, not everyone who faces it is brave.

'My generation is generally happy where it is,' Kittleson said tactfully.

'But we're lagging behind the curve. We in the profession have to get in there and check it out, look at all aspects of preparing future public health educators to see the value of such programs. And that's difficult to do if the faculty don't use or understand them.'

An early adopter of technology -- in the '90s he created a list-serve and an electronic journal for health educators -- Kittleson chips away at this problem with presentations at professional meetings like the one in Indianapolis. He's also prepared a series of simple, online tutorials at hedir.org that walk the newbie through the processes involved in, say, making the best educational use of texting or accessing Twitter.

Investigators at University of Alabama target health education.(Report) - Education Letter

According to a study from the United States, 'Extensive literature reviews suggest that religiousness is positively associated with health. Much less understood is the particular nature of the religion-health connection.'

'Religion and the church play a central role in the lives of many African Americans. This study used a mixed-methods approach to examine perceptions of the religion-health connection among African Americans in urban and rural areas. Four hundred participants were randomly selected and interviewed by telephone, answering open-ended questions about their perceptions of the role of religiousness in their health. pata were analyzed using an open-coding technique. Codes were arranged into families involving the role of a higher power, health behavior, physical factors, social support, mental health, and contextual factors in determining physical health, as well as the potential negative role of religiousness. Quantitative analysis revealed the stronger presence of themes among women, older participants, and those in rural counties,' wrote C.L. Holt and colleagues, University of Alabama.

The researchers concluded: 'Applications for theory and health promotion are discussed.'

Holt and colleagues published their study in Health Education & Behavior (Perceptions of the Religion-Health Connection Among African Americans in the Southeastern United States: Sex, Age, and Urban/Rural Differences. Health Education & Behavior, 2009;36(1):62-80).

For more information, contact C.L. Holt, University of Alabama, School Medical, Division Prevention Medical, MT 641, Birmingham, AL 35294, USA.

Publisher contact information for the journal Health Education & Behavior is: Sage Publications Inc., 2455 Teller Rd., Thousand Oaks, CA 91320, USA.

Keywords: United States, Birmingham, Life Sciences, Behavior, Health & Society, University of Alabama.

среда, 19 сентября 2012 г.

Research on Health Education and Behavior Published by E.T Sosa et al.(Report) - Obesity, Fitness & Wellness Week

By a News Reporter-Staff News Editor at Obesity, Fitness & Wellness Week -- Fresh data on Health Education and Behavior are presented in a new report. According to news reporting originating from San Antonio, Texas, by NewsRx editors, the research stated, 'Childhood obesity continues to increase, disproportionately affecting Mexican American children. The aims of this review are to (a) assess the literature regarding Mexican American mothers' knowledge and perceptions of childhood obesity, prevention, and their role in prevention; (b) critically evaluate the methodological quality of the research conducted on mothers' perceptions of childhood obesity; and [c] make recommendations for future research on parental perceptions of childhood obesity.'

Our news editors obtained a quote from the research, 'Four databases were searched for relevant articles and 22 studies met inclusion criteria and were included in the review. Social cognitive theory was used to sort findings across studies. Major findings included the following: (a) barriers to childhood obesity prevention included lack of education regarding prevention and role modeling, (b) only 23% of studies explicitly used a theoretical framework to guide their study, and [c] most studies used heterogeneous groups to examine perceptions.'

According to the news editors, the researchers concluded: 'Implications for future research and practice are presented.'

For more information on this research see: Mexican american mothers' perceptions of childhood obesity: a theory-guided systematic literature review. Health Education & Behavior, 2012;39(4):396-404. Health Education & Behavior can be contacted at: SAGE Publications, USA , 2455 Teller Road, Thousand Oaks, CA 91320, USA. (Sage Publications - www.sagepub.com/; Health Education & Behavior - heb.sagepub.com)

The news editors report that additional information may be obtained by contacting E.T. Sosa, 1University of Texas at San Antonio, San Antonio, TX, United States (see also Health Education and Behavior).

Publisher contact information for the journal Health Education & Behavior is: SAGE Publications, USA , 2455 Teller Road, Thousand Oaks, CA 91320, USA.

Keywords for this news article include: Texas, Bariatrics, San Antonio, United States, Overnutrition, Female Obesity, Women's Health, Diet and Nutrition, Nutrition Disorders, Risk and Prevention, North and Central America, Health Education and Behavior.

New health education study findings have been reported by M. Mosavel and colleagues.(Clinical report) - Education Letter

'The prevailing paradigm of health exchange within the family is for health advice to flow from parent to child. Consistent with this pattern of exchange, most research has focused on the one-directional influence of the parent on the child and there is thus an absence of literature that explores the ability of adolescents to influence their parents' health behaviors,' researchers in the United States report.

'This qualitative study addressed this gap by exploring the feasibility of daughters providing health advice to their mothers. Twelve focus groups were conducted with 78 African-American and Latina daughters between the ages of 12 and 17 from low-income neighborhoods in a Mid-Western city in the United States. This study utilized a grounded theory approach to examine the focus group data. The findings indicate that many daughters report that they are already giving their mothers a wide spectrum of advice, including health advice. Differences were found in the reported willingness of African-American daughters when compared to Latina daughters to provide their mothers with specific cancer advice,' wrote M. Mosavel and colleagues.

The researchers concluded: 'These data suggest that some of these daughters have the potential to be valuable health education conveyers in the family.'

Mosavel and colleagues published their study in Health Education Research (Daughter-initiated health advice to mothers: perceptions of African-American and Latina daughters. Health Education Research, 2009;24(5):799-810).

For additional information, contact M. Mosavel, Metrohlth Med Center, Center Reducing Health Dispar, Rammelkamp Bldg R213A, 2500 Metrohlth Dr., Cleveland, OH 44109, USA.

Publisher contact information for the journal Health Education Research is: Oxford University Press, Great Clarendon St., Oxford OX2 6DP, England.

Keywords: United States, Cleveland, Life Sciences, Pediatrics, Behavior, Health & Society.

Research from Washington University in the Area of Health Education Research Published. - Education Letter

According to the authors of recent research published in the journal Health Education Research, 'News stories reporting race-specific health information commonly emphasize disparities between racial groups. But recent research suggests this focus on disparities has unintended effects on African American audiences, generating negative emotions and less interest in preventive behaviors (Nicholson RA, Kreuter MW, Lapka C et al.'

'Unintended effects of emphasizing disparities in cancer communication to African-Americans. Cancer Epidemiol Biomarkers Prev 2008; 17: 2946-52). They found that black adults are more interested in cancer screening after reading about the progress African Americans have made in fighting cancer than after reading stories emphasizing disparities between blacks and whites. This study builds on past findings by (i) examining how health journalists judge the newsworthiness of stories that report race-specific health information by emphasizing disparities versus progress and (ii) determining whether these judgments can be changed by informing journalists of audience reactions to disparity versus progress framing. In a double-blind-randomized experiment, 175 health journalists read either a disparity- or progress-framed story on colon cancer, preceded by either an inoculation about audience effects of such framing or an unrelated (i.e. control) information stimuli. Journalists rated the disparity-frame story more favorably than the progress-frame story in every category of news values. However, the inoculation significantly increased positive reactions to the progress-frame story,' wrote A. Hinnant and colleagues, Washington University.

The researchers concluded: 'Informing journalists of audience reactions to race-specific health information could influence how health news stories are framed.'

Hinnant and colleagues published their study in Health Education Research (What makes African American health disparities newsworthy? An experiment among journalists about story framing Health Education Research, 2011;26(6):937-947).

For additional information, contact A. Hinnant, Washington University, Brown Sch Social Work, St Louis, MO 63130, United States.

The publisher's contact information for the journal Health Education Research is: Oxford Univ Press, Great Clarendon St, Oxford OX2 6DP, England.

Keywords: City:St. Louis, State:Missouri, Country:United States, Region:North and Central America, Oncology

Investigators at Michigan State University Detail Research in Health Education. - Health & Medicine Week

By a News Reporter-Staff News Editor at Health & Medicine Week -- Researchers detail new data in Health Education. According to news reporting originating in East Lansing, Michigan, by NewsRx journalists, researchers stated 'To ascertain infant feeding practices and to explore the feasibility of an in-home feeding intervention with Native American Indian (NAI) mothers in six Native American communities in the United States (US). Qualitative focus group study.'

The news reporters obtained a quote from the research by the authors from Michigan State University, 'Six Native American communities in the Midwest region of the United States. Fourteen NAI health paraprofessionals and 42 NAI mothers took part in 12 focus groups that were conducted by a facilitator, according to a semi-structured topic guide. Focus group data were supplemented with demographic data. For the NAI health paraprofessionals, four major themes emerged: (1) maternal feeding practices for their infants; (2) special considerations when working with the NAI population; (3) sources of advice for NAI mothers; and (4) tailoring a feeding intervention to NAI mothers of infants. For the NAI mothers, four major themes emerged: (1) maternal feeding practices for their infants; (2) expectations about an in-home intervention and how to make it work; (3) useful information regarding infant feeding; and (4) importance of family. Data provided examples of NAI mothers' feeding practices, suggesting that development of an effective intervention to assist NAI mothers transition their infants to solid foods can help promote healthy infant growth during their first year of life. Health paraprofessionals need to incorporate nutrition messages that are culturally-congruent for NAI mothers.'

According to the news reporters, the researchers concluded: 'Inclusion of NAI family members may enhance successful changes in infant feeding practices.'

For more information on this research see: Infant feeding practices: Perceptions of Native American mothers and health paraprofessionals. Health Education Journal, 2012;71(3):327-339. Health Education Journal can be contacted at: Sage Publications Ltd, 1 Olivers Yard, 55 City Road, London EC1Y 1SP, England. (Sage Publications - www.sagepub.com/; Health Education Journal - hej.sagepub.com)

Our news correspondents report that additional information may be obtained by contacting M.A. Horodynski, Michigan State University, Coll Commun Arts & Sci, East Lansing, MI 48824, United States (see also Health Education).

Keywords for this news article include: Michigan, East Lansing, United States, Health Education, North and Central America

New Health Education and Behavior Study Findings Recently Were Published by Researchers at University School of Medicine.(Report) - Education Letter

By a News Reporter-Staff News Editor at Education Letter -- Fresh data on Health Education and Behavior are presented in a new report. According to news reporting originating in Winston Salem, North Carolina, by VerticalNews journalists, researchers stated 'Evaluate similarities and differences in the self-care domain of health lifestyle among older, rural-dwelling women and men. Qualitative analysis of in-depth interview data from 62 community-dwelling older (M=74.3 years) African and European American women and men.'

The news reporters obtained a quote from the research by the authors from the University School of Medicine, 'Both older women and men rely heavily on over-the-counter medications and home remedies for self-care; professional health care is typically sought when self-care is not effective. However, relative to men, women were more knowledgeable about different approaches to self-care, especially home remedies; they used a wider range of self-care activities; and they placed greater priority on self-care over professional health care. The structure of older women's and men's self-care domain of health lifestyle is similar.'

According to the news reporters, the researchers concluded: 'However, there are subtle differences in health lifestyle that are likely embedded in gendered role behavior and may contribute to women's greater health complaints.'

For more information on this research see: Gender and health lifestyle: an in-depth exploration of self-care activities in later life. Health Education & Behavior, 2012;39(3):332-40. Health Education & Behavior can be contacted at: SAGE Publications, USA , 2455 Teller Road, Thousand Oaks, CA 91320, USA. (Sage Publications - www.sagepub.com/; Health Education & Behavior - heb.sagepub.com)

Our news correspondents report that additional information may be obtained by contacting J.G. Grzywacz, 1Wake Forest University School of Medicine, Winston-Salem, NC, United States.

The publisher of the journal Health Education & Behavior can be contacted at: SAGE Publications, USA , 2455 Teller Road, Thousand Oaks, CA 91320, USA.

Keywords for this news article include: Winston Salem, United States, North Carolina, North and Central America, Health Education and Behavior.

Dow recognized for health education program. - Occupational Health Management

Dow recognized for health education program

The American College of Occupational and Environmental Medicine (ACOEM) has named The San Diego-based Dow Chemical Company one of three national winners in its 2000 ACOEM Corporate Health Achievement Awards competition.

Dow is a leading science and technology company providing chemical, plastic, and agricultural products and services. A team of occupational medicine physicians from Arlington Heights, IL-based ACOEM studied extensive documentation on Dows health and safety programs then completed the final examination and review process during an on-site visit. The companys use of Internet-based education was cited as an exemplary model practice.

Dow makes extensive use of a Web-based intranet for global education, training, publication of guidelines and standards, and data collection. Dows intranet provides a comprehensive resource for all employees by offering them immediate, continuous access to a wide range of information, including these features:

health education and wellness materials on myriad topics;

the written standard for Dows employee health assessment program, frequently updated by a team of health professionals to keep up with changing regulations and medical science advances;

search capabilities for the extensive toxicology database on chemicals used at Dow;

current training programs on such topics as the correct use of various chemicals (including asbestos, benzene, and butadiene), avoiding general workplace hazards (such as ergonomic injuries, heat stress, hearing loss, and welding hazards), and important health-related issues (behavior-based safety practices).

Centers of expertise created

ACOEM also cited Dows effective identification and use of experienced specialists from different company locations as centers of expertise to serve all programs as part of its comprehensive evaluation of workplace hazards. Health professionals routinely visit different Dow plants and work sites to contribute their knowledge and observations about employee health and safety as a way to help eliminate risks and accidents.

These visits are prompted by various circumstances, including:

the need to review job conditions or requirements in order to create appropriate placements for employees with medical conditions;

required fulfillment of specific plant or department assignments given to health professionals to familiarize themselves with the processes and work being done;

procedure changes that might impact health-related monitoring, protective equipment needs, or other health-related concerns;

participation in investigations of work-related injuries or illnesses;

health-related questions from plant management or employees.

Another positive feature was the companys publication and use of data obtained through ystematic epidemiological and toxicological research in its personal and environmental protection programs to benefit employees, communities, and the industry.

Dow uses employee work histories, medical records, death certificates, and similar information to search for potential links between specific chemical exposures in the workplace and employee illnesses. The basis for this research is Dows Epidemiology Surveillance System, a 10-year-old comprehensive database compiled from vital statistics registries at each of the companys major locations.

According to Catherine Baase, MD, director of health services, Dow has conducted more than 100 studies in the past 20 years, examining such areas as cancer incidence and chemical-related mortality, as well as the cost effectiveness of its health programs and their impact on employee wellness. Positive results from these studies helped to secure ongoing senior management support for the health promotion program.

The companys intent is to publish all of its studies, regardless of the outcomes, she says. When studies showing negative results have not been accepted for publication, Dow sends summary information to the journal editors to make them aware of its findings.

Other Dow initiatives drawing accolades from the examining team were the following:

Occupational Medicine Clinical Guidelines publication, which provides a standard, global set of recommendations for evaluating and treating different health conditions, as well as for immunization and international travel;

comprehensive emergency treatment program delivered through both on- and off-site resources, including the use of automatic external defibrillators (which has already resulted in one life saved);

toxicology assessment program to identify and control toxic hazards;

comprehensive environmental protection program with extensive expert and community input on important environmental, health, and safety issues;

health education and wellness program with didactic materials and a low-cost exercise facility;

exemplary involvement in community and government health and safety regulations.

Baase notes that another positive outcome has been the steady reduction in reportable incidents as defined by the Occupational Safety and Health Administration.

The continuing challenge of multicultural health education. - Journal of School Health

One Third of a Nation, released by the American Council on Education and the Education Commission of the States, warns that the U.S. must renew its commitment to the advancement of minority groups or the future prosperity of the country will be jeopardize. [1] The report suggests the nation is moving backward in its efforts to achieve full minority participation in American life, and gaps between minority and majority groups are widening. A lower standard of living and a compromised quality of life in America are predicted to result from these disparities. [2]

According to demographic projections, the student population in public schools soon will include one of four students from families living in poverty. As many as 15% will be immigrants who do not speak English. After the year 2000, one of three Americans will be nonwhite. [3] The U.S. census for 1988 reported that 10.1% of White, 31.6% of Blacks, and 26.8% of Hispanics in this country were below the poverty level. [4]

The Census Bureau also reported that, in 1989, Whites had a population growth of .70% compared to 1.41% for Blacks and 3.53% of net increased per 1,000 for all other ethnic groups. The Bureau predicted growth will continue at lower rates with other ethnic groups providing the greatest growth: Whites .29, Blacks .93, and other ethnic groups 2.18 increases per 1,000. Such data lead statisticians to conclude the U.S. rapidly is becoming a nation populated by a majority of minorities.

Economically, the gap continues to widen between affluent Whites and poor minority groups, especially Black and Hispanics. This income inequity also reflects the growth of inequality within minority groups themselves. [5] Massey and Eggers [5] research demonstrates that growing income inequality among Whites is less pronounced than among minorities, with Asian and Hispanic income inequalities being well below Blacks, but still greater than Whites. These data and demographics will profoundly affect the health and wellness behavior of the nation, specifically children.

Ethnically sensitive educators and administrators are calling for multicultural education to occur at all levels of education to address such issues and concerns. Multicultural education promotes the recognition, understanding, and acceptance of individual uniqueness, and cultural diversity within a pluralistic society. [6] Pluralism is a societal condition where diverse ethnic, religious, or social groups maintain their individuality while functioning effectively in the society at large. [6] Therefore, multicultural education incorporates ethnic and cultural differences, concerns, and issues.

Where are most education today in regard to multicultural education and more specifically health education? According to Hellison, [7] 'the multicultural literature is replete with humanistic adverbs and adjectives which describe equity in the classroom, but the action is often left out and missing.' Numerous journal articles cite the need for multicultural education, however, little meaningful action has occurred. White the literature has addressed the needs of special groups in controlled situations, it does not offer generic suggestions for health educators who daily face ethnic diversity. One-hour assemblies and occasional classes taught by an interested teacher, as well as limiting training to only a few teachers, does not address the increasing need.

Ethnic and minority groups in the U.S. grow up and live within unique social, cultural, and psychological context that shape their knowledge, attitudes, and beliefs, as well as their self-image, system of values, and lifestyle. [8] If health educators capitalize on this fact, they can exert a profound influence on ethnic and minority children's health behavior.

THE STATUS OF MULTICULTURAL

HEALTH EDUCATION

Innovative strategies for health education and prevention in health areas are available, however, such programs to date have focused primarily on White majority target groups. [8] For multicultural education, these programs do not fulfill cultural relevance and applicability for minority or ethnic groups. While attempts have been made to reach specific target groups, numerous ethnic differences remain unexamined.

The heterogeneous nature of ethnic and minority groups makes it difficult to compare their health attitudes and behaviors within their own groups, let alone to compare them to Whites. Researchers studying various cultures in this country agree that enormous attitude and behavioral diversities exist among and within cultures and subcultures. [9] Consequently, meaningful research data and programs are scant. It is important to consider ethnic nuances in developing research, planning, and implementing health promotion and education strategies.

Though health educators know family and religion are dynamic influences on health behavior, most intervention strategies fail to go beyond White norms. Additionally, no data address ethnic and cultural influences that enhance positive health behavior. [8]

School health educators continue to confront problems of lack of adequate classroom time to address major health issues, lack of administrative support, and lack of requirements or mandates for adequate health instruction. Thus, how can health educators address yet another issue such as multicultural education?

SUGGESTIONS FOR IMPROVEMENT

Change must begin with educators. Few classroom teachers received specific training in teaching about ethnic and minority issues, unless they graduated recently from a few select universities. That training probably would include only one course or coursework within a course or two. Therefore, while educators may be willing to incorporate multicultural issues in their teaching, they probably have not been trained to teach diverse populations. Solutions to this situation occur at several levels.

1) Administrative changes should occur in policy and educational requirements. Administrators should aggressively recruit and hire teachers with diverse ethnic backgrounds. Relevant and interesting in service programs should provide teachers with the basis of multicultural education and how to incorporate it routinely into daily lessons. In addition, curricula should be written to include diverse cultural issues in all content and topic areas. Health education administrators should pursue these changes.

2) Health educators should develop, re-examine, and renew their educational philosophies. They should perceive multicultural education as a necessary and global issue to be incorporated into all areas to teaching, not merely another topic to be added to the curriculum. [10] Educators also should examine their own prejudices and backgrounds before planning and teaching these lessons. Ethnocentricity - a universal pride in one's own ethnic or cultural group - is subtle and may prevent teachers from presenting unbiased and varied cultural and ethnic viewpoints. [11]

Ethnocentricity must be carefully guarded against in health areas because so many topic and content areas are controversial such as sexuality and family life, death and dying, and substance use. Saville-Troike [12] posed several questions for multicultural health education: Who or what causes illness or death (germ theory vs. supernaturally)? Who or what is responsible for curing? How are specific illnesses treated? To what extent to individuals use and accept modern medicine? What beliefs and practices are associated with menstruation, puberty, and childbirth? And, what are beliefs and practices for hygiene and first aid?

Swisher and Swisher [13] concluded that introducing multicultural concepts involves more than studying games, dances, and food. It is an attitude which communicates diversity is desirable and it is acceptable to be different. Airhihenbuwa and Pinerio [10] concluded that health is a global state with no boundaries. Therefore, curricula must be designed to understand the health of ethnic minorities and should consider the following: ethnic minorities in the U.S., decision-making in minority populations, minority role models, learning health practices from a minority member, facing myths and realities, and merging health practices.

3) Health education programs that stress communications must be sensitive to channels within which that communication most likely occurs. Therefore, community parental involvement is necessary if these programs are to succeed. Periodic evaluation by both teachers and administrators is necessary to determine such issues and the relevance of the material to the population, the amount of time spent daily or weekly on ethnic and cultural issues, and the differences it has on the child's attitudes, beliefs, and behavior.

4) Departments of health education in colleges and universities must include multicultural education throughout teacher preparation programs. One preservice course on multicultural education or, more specifically, health education may not adequately address the issues. Diversity should be inherent in every syllabus and course outline throughout the entire undergraduate program. Likewise, graduate health education programs should include multicultural issues in core courses. At the graduate level, a course could be offered on multicultural education to provide indepth in investigation into the area. One-credit workshops may be offered for teachers to upgrade their skills.

5) Finally, health education conferences at the local, state, regional, and national levels can recognize the growing demand for the examination and presentation of multicultural issues and grant more time to conference programs that address these issues.

CONCLUSION

Multicultural health education can influence health status, disease prevention, wellness maintenance, and compliance with medical protocols in ways yet to be seen. To accomplish this goal, health educators must look beyond knowledge currently available for minority cultures.

For the 1990s and beyond, multicultural health education must focus more closely on the individual and examine issues such as self-esteem, family structures, male and female roles, belief and value structures, and how they affect behavior and wellness all within the student's cultural and ethnic background. Hixon[14] concluded that if we ignore the value structure of students, we ignore that care of a child's identity at a time when a child is most vulnerable.

Santos[15] cautions that educators, in pursuit of the illusive goal of excellence, cannot be lulled into 'quick fix' solutions that attempt superficially to solve complex health behavior. For health educators, critical issues that continue to trouble our culturally pluralistic youth such as hunger, teen pregnancy, suicide, substance abuse, and child abuse must be considered simultaneously.

Conversely, health educators must not become overzealous in their multicultural mission. In stressing the importance of separate cultures and ethnic groups, the unity of being one nation must not be lost. Students need to understand that through individual differences we gel and contribute collectively to the nation's health practices and advances. Therefore, while we appreciate and respect individual needs and differences, a need remains to unite and be one regarding important health and environmental concerns.

Finally, research data are lacking on multicultural health education. Because beliefs, attitudes, and practices may differ from culture to culture and subgroup to subgroup, further study of cultures and subgroups is indicated. Ideas for future research are numerous: How can we involve those most needed to participate in program planning? Who will monitor successes and shortcomings of multicultural programs? How can new and experienced educators be trained to teach from a multicultural perspective? Who should initiate such programs at national, state, and local levels?

With the rapidly changing ethnic and cultural make-up of the nation, health educators cannot underestimate the meaning these differences bring to the classroom. Because substance abuse, pollution, overpopulation, and communicable diseases do not discriminate or limit themselves to a specific culture or ethnic group, neither can our educational focus be limited.[3]

Reference

[1 .] Chavkin CF. A multicultural perspective on parent involvement? Implications for policy and practice. Education, 1989;109; 276-285.

[2 .] Collison MN-K Neglect of minorities seen jeopardizing future prosperity. Chron High Educ. 1988;34(May 2):Al,A20.

[3 .] Grant CA. Race, class, gender, and schooling. Educ Digest. 1988;88:561-569.

[4 .] Statistical Abstract of the United States: 1990, 110th ed. Washington, DC: US Census Bureau; 1990.

[5 .] Massey DS, Eggers ML. The ecology of inequality: Minorities and the concentration of poverty, 1970-1981. Am J Soc. 1990;1995: 1153-1188.

[6 .] Weaver VP, Education that is multicultural and global. The Social Studies. 1988:(May/June):107-108.

[7 .] Hellison D, ed. Multicultural perspectives. JOPERD. 1986;54: 33-34.

[8 .] Orlandi MA. Community-based substance abuse prevention: A multicultural perspective. J Sch Health. 1986;56(9):394-401.

[9 .] Gebhard PH. Human sexual behavior: A summary statement. In: Marshall DS, Suggs RC, eds. Human Sexual Behavior. New York, NY: Basic Books; 1971.

[10.] Airhihenbuwa CO, Pineiro M. Cross-cultural health education: A pedagogical challenge. J Sch Health. 1988;58(6):240-242.

[11.] Garcia RL. Teaching in a Pluralistic Society. New York, NY: Harper & Row; 1982.

[12.] Saville-Troike M. A Guide to Culture in the Classroom. Rossyln, Wash: National Clearninghouse for Bilingual Education; 1979.

[13.] Swisher K. Swisher C. A multicultural physical education approach. JOPERD, 1986;57:35-39.

[14.] Hixon J. Community control: The values behind a call for change. In: Epps EG, ed. Cultural Pluralism. Berkeley, Calif: McCutchan; 1974.

[15.] Santos SL. Promoting intercultural understanding through multicultural teacher training. Action in Teacher Education. 1986;54: 19-25.

E-mail versus Web survey response rates among health education professionals.(Errata (Volume 20, Issue 1)) - American Journal of Health Studies

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A perspective on international school health education research. (Special Issue: International Perspectives on School Health ) - Journal of School Health

A Perspective on International School Health Education Research

School health education stimulates research, either to ascertain the base for curriculum development or to evaluate educational outcomes. In 1987, members of the American School Health Association's Council on International Health explored the scope and content of school health education research being conducted in countries outside the U.S. The results of that exploration with the aim of increasing intercountry communication and cooperation are reported. During the project's development, Diane D. Allensworth, RN, PhD, FASHA, Associate Executive Director for Programs, American School Health Association, Loren Bensley, EdD, FASHA, Professor of Health Education, Central Michigan University, and Dean Miller, HSD, FASHA, Professor of Health Education, The University of Toledo, served as consultants.

METHOD

Letters requesting abstracts or copies of published or unpublished research studies performed since 1984 on school health education were sent to ASHA members in other countries who receive the Journal of School Health (n = 110). Similar letters were sent to all international colleagues of International Health Council members, and to the 50 World Health Organization regional offices. All but 12 individuals contacted replied, although not all provided research studies. Several respondents provided names of other individuals to contact; each contact was followed up. In several instances, copies of the same research were received from different individuals. Respondents were helpful and resourceful, often taking time to photocopy articles from their national journals.

Journals from bahrain, Chile, Japan, People's Republic of China, and Sweden regularly provide English translations of the research abstracts; in five other countries, this was not the case. Fortunately, students from these countries attending Loma Linda University volunteered to make the English translations.

Studies on school health education presented in 1988 at the XIII International Conference on Health Education in Houston also were included. This review is not comprehensive because the methodology used omits countries where Council members had no contracts. In addition, some research in countries where Council members have contacts may have been missed.

FINDINGS

Individuals from 31 countries forwarded 188 research studies, all but 10 of which had been published or presented. Table 1 lists the countries responding, the number of studies received from each country, and the source of publication. The largest number of studies (30) evaluated health education curricula in broad areas; for example, the National Health Foundation of Australia supports and evaluates comprehensive health education in schools as part of its overall strategy to reduce death and premature disability from cardiovascular disease. Other studies evaluated specific curriculum areas such as drug, alcohol, smoking, or human sexuality education.

The other major category of studies was that of knowledge, beliefs, attitude, or behavior in areas such as alcohol use, sexual or reproductive health, tobacco use, AIDS, dental health, exercise, and nutrition. These studies focused not only on students but on parents, teachers, physicians, nurses, and, in one instance, journalists. The 1988 Canadian Youth and AIDS indepth survey of 50,000 Candian youth ages 12-18 represents an example of this type of study.

The contribution of school health services to education also was the focus of research in several countries. Three studies explored the contribution of school nurses, two the role of the nurse-teacher, and one the contribution of primary care centers.

Table 2 lists the categories and number of studies reviewed.

CROSS-COUNTRY COMPARATIVE STUDIES

One of the most promising trends in international research in school health education is cross-country comparative studies. One cross-national survey intitiated by the World Health Organization in 1982 began by studying health behaviors among schoolchildren in England, Finland, Norway, and Austria. [1] The study was expanded in 1985-1986 to include more than 10 European countries, resulting in proposals for national adolescent health behavior surveillance systems.

A second study, by Miller and Huang in 1987, using Fishbein's model of reasoned action [2] to identify attitudinal and social factors to predict behavioral intentions, compared 10th grade students in Toledo, Ohio, and Taipei, Taiwan. [3] Ajzen and Fishbein define a person's subjective norm as 'his perception that most people who are important to him think he should or should not perform the behavior in question.'

In both Toledo and Taipei, the attitudinal component had greater influence on intention of cigarette smoking than did the subjective norms (p = .001). Students in Toledo had more positive attitudes toward cigarette smoking than did the students in Taipei (p = .001). The same phenomenon occurred in the subjective norms (p = .001).

Perry and colleagues [4h conducted a four-country pilot study on the efficacy of school-based alcohol education. The goal of educational programs in Australia, Chile, Norway, and Swaziland was to delay onset and minimize involvement of alcohol use among adolescents ages 13-14. Twenty-five schools were assigned randomly to peer-led alcohol education, teacher-led education, or a control condition. Outcome data converge on the finding that peer-led education appears to be efficacious in reducing alcohol use across a variety of settings and cultures.

Country Comparison Studies: Smoking

Smoking prevalence studies, although not planned as cross-national studies, lend themselves to cross-national comparisons. For example, a study in Bahrain among 1,000 physicians, journalists, and intermediate and secondary school teachers (response rate = 49.2%) revealed the percentage of smokers was 60.1%, 77.4%, and 80.6%, respectively. [5] There were more smokers among non-natives (77.7%, p [is less than] .001), among males (71.1%, p [is less than] .001), and among single individuals (90.8%, p [is less than] .001). Because Bahrain's highest rate of smoking is among school teachers, smoking prevention education may be more difficult than in countries with lower rates among teachers.

Minagawa [6] surveyed 368 school physicians in Niigata Prefecture, Japan. The percentage of current regular smokers is 33.9% male and 0% female. The percentage of those giving up smoking was 50.8% increasing with age classes. Three percent of physicians were engaged in anti-smoking education for students. It is possible that female physicians might be more effective role models for students.

A 1986 study in Spain [7] revealed that 51.9% of physicians, 45% of nurses, and 47% of teachers smoked. The prevalence of youth smokers decreased between 1982 and 1986 surveys, with a prevalence of 52.1% as compared with 61.7% earlier (p < .005).

Yang [8] surveyed smoking among fivve rural villages in Beijing City. He found 83.5% of males had ever smoked, of whom 79.8% were current smokers, and 60.9% were heavy smokers. The corresponding proportions for their wives were 4.3%, 3.8%, and 2.5%, respectively. He also found the number of cigarettes smoked consistently increased with age. Those with high school of higher education had the lowest proportion of ever smoking and were smoking the least number of cigarettes. Gong-shao [9] studied cigarette smoking among Beijing high school students, finding the smoking rate among boys was 8.2% in the first year of junior high, rising to 34% by senior class II. Most started smoking one to two years after entrance into high school, where smoking was prohibited. Smoking rates among those whose parents smoked were significantly higher than among those whose parents did not smoke.

Li [10] studied the prevalence of smokers in senior middle and junior middle schools in Shanghai. Smoking prevalence was highest among occupational schools, followed by senior middle and junior middle schools, with prevalence of smokers at 45.7%, 21.9%, 5.0%, respectively.

In Greece, a study of secondary school students showed 21% of students smoked, with 7.7% smoking regularly. [11] Forty percent of males smoked while only 11.8% of females smoked. The percentage of students who smoked from towns (27.5%) differed markedly from that of smokers from villages (13%). In comparison with two studies conducted in the past 17 years, smoking rates have reduced gradually in Greece (39.1% in 1971, 28.9% in 1980, 21% in 1987).

In Tijuana, Mexico, Elder and colleagues [12] studied the onset of cigarette use among public school students. Fifty-four percent of males and 34% of females had experimented with smoking. rates of smoking behavior among Mexican-American school children in nearby San Diego more closely resembled the higher rates of their Tijuana counterparts than those of their Anglo-American counterparts.

Maternal smoking was more strongly associated with smoking among girs, while peer smoking had a relatively stronger association with future intentions to smoke among boys.

In a Bristol, england, [13] study, 1% of youth age 11 smoked regularly compared with 27% of adolescents age 16. A similar study in Trent [14] revealed that one in five of teens ages 15-16, with more girls than boys, smoking regularly in the region. A study of smoking among teachers in England [15] found the prevalence to be relatively low and showing signs of a downwards trend, particularly among women. Nutbeam reported that teachers who smoke cigarettes tend to have a lower consumption than is normal in the general population. Cigar and pipe smoking is a common alternative for men. A slightly higher is proportion of primary and middle shcool teachers smoke than do secondary school teachers.

These studies suggest several options for smoking education programs:

1) An educational focus on intermediate and secondary school teachers designed to emphasize role modeling aspects of their position, following england's example,

2) A concertrated effort in urban schools, and occupational and trade schools,

3) Educational programs that involve joint efforts by parents and students to reduce smoking rates, and

4) Peer-le education in areas where peer influence shows the strongest association.

Borrowing and adapting educational strategies between countries with similar behavioral and demographic characteristics, such as in the People's REpublic of China and Japan, where smoking rates among women remain low, should prove beneficial.

EFFECT ON NATIONAL SCHOOL HEALTH

POLICIES AND PROGRAMS

Reporting the results of all 188 studies is not feasible. The listing of research topics does reveal that research in other countries is similiar to that being conducted in the U.S. It would apear, however, that some countries use nationwide studies more effectively to direct health education. For example, a collaborative relationship between Canada's federal Education and Training Unit and the Social Program Evaluation GRoup at Queen's University continues a study begun in 1982, in which information on health attitudes and behaviors of students is collected regularly. 16' Particularly relevant for future interventions are findings such as a common pattern of risk-taking among young people in the areas of diet, safety, dental care, and drug use. The Canadian group also found that when young people have positive relationships with their parents, they are more likely to have lifestyles. Canada is associated with 11 member countries of the World Health Organization's European Regional Office in surveying the health attitudes and behavior of youth ages nine, 12, and 15, with surveys being conducted in 1984, 1989, and 1994. Survey results have sparked changes in Canadian policies and programs such as inservice programs for teachers in several provinces, health education teaching packages for public health nurses in Newfoundland and Ontario, development of family life or human sexuality education programs in Prince Edward Island and Alberta, and policy regulating milk and snacks available in schools in Newfoundland.

DISCUSSIon and recommendations

Countries that publish one or more journals devoted to school healt offered more opportunity for publishing research. Some researchers used other publications, such as medical society journals, as avenues for sharing research findings. Several researches successfully submitted articles to journals in other countries; this occured frequently within nations of the British Commonwealth and in the Scandinavian countries. In many areas of the world, however, there are few ways to publish.

The Journal of School Health, which does not have a separate category exclusively for international papers, publishes relevant international manuscripts related to the health of children and adolecents K-12. The Journal also published a 96-page issue on international health programs in February 1983.

Because more that 500 college and university libraries in other countries subscribe to the Journal of School Health, the Journal could provide greater opportunities for publication of studies of regional or worldwide interest. Other U.S. health education journals could follow the example of the United Kingdom's Health Education Journal and accept manuscripts from other countries. In addition, editors or volunteers among reviewers can assist health professinals from other countries to express their thoughts in English and demonstrate applicability to the U.S.

The American School Health Association's Council on International Health has search for ways to utilize the international experience and research of ASHA members and to make the results available for faculty, graduate students, and practitioners on an ongoing basis. The Council recommended the formation of an International Resource Center at the University of Toledo, under the direction of Dean Miller, HSD, FASHA, in which collections of materials, program descriptions, and research could be archived and accessed. All studies collected for this article are being archived at the University of Toledo.

These research studies revealed that individuals involved in school face similar problems regardless of the country in which reside. People working with immigrant and refugee populations in the U.S. would find the task much easier if studies done in country of origin were more accessible. The world of school health is a small one. Perry's study emphasizes that knowledge, educational approaches, and research methodology is transferable to widely disparate countries. It is time all school healt professionals profited from the collective wisdom.

References

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[3] Huang Song-yuan, Miller DR. A cross-cultural study of cigarette smoking beliefs among tenth grade students in the US and Taiwan. Paper presented at XIII World Conference on Health-EDucation, Houston. September 1988.

[4] Perry CL, et al. WHO collaborative study on alcohol education and young people: Outcomes of a four-country pilot study. Int J Addict. In press.

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[7] Plans-Rubio P, et al. Effectiveness evaluation of the smoking prevention and control in Catalonia, Spain. Paper presented at the XIII World Conference Health Education, Houston, Texas. SEptember 1988.

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[14] Gillies P, et al. An adolescent smoking survey in Trent, and its contribution to health promotion. Health Educ J. 1987;46:19-22.

[15] Nutbeam D. Smoking among primary and secondary school teachers. Health Educ J. 1987;46:14-18.

[16] Beasley RP, King AJC. Research findings lead to improvements in health education for Canadian youth. World Yearbook of Education. 1989.