Science topic

Health Education - Science topic

Education that increases the awareness and favorably influences the attitudes and knowledge relating to the improvement of health on a personal or community basis.
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What alternative ways universities use for academic assesment of students?
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Calls to decolonise assessment do students a disservice because manipulating marking to generate equal outcomes sabotages an engine of fairness in a meritocratic society...
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Health
Education
Social Services
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In India, recently they tried to open schools but after encountering some cases they reverted back to online class.
The govt, schools and even parents are worried more about the academics than the psychological needs or mental wellness of children.
Children have been simply kept busy with gadgets while restricting outdoor activities.
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Dears
We have conducted a manuscript to assess the Distant learning in Physical Therapy Education during the COVID-19 outbreak. The study design was cross-sectional study and was reported according STROBE statement.
The study evaluates the correlated factor and predictors for student satisfaction and quality of learning. The main outcome was Distance Education Learning Environments Survey (DELES).
We have submitted the manuscript for a number of Education journals. They rejected the manuscript because the STROBE design is not appropriate for education journals style.
Any suggested journals that are interest in physical therapy education or health education and follow the medical journals reporting guidelines?
Thank You
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Every subject and specialty has hundreds if not thousands of journals. 
 I will recommend the following helpful websites can be useful to choose your target journal
I would also like to warn you about the latest scam in academics called predatory Journals which are mostly fraud bogus online journals who charge  money for publication within days but do not offer any peer review Please visit https://thinkchecksubmit.org/ to get an idea about predatory journals and how to avoid them
Good luck with the submission
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what do you think are the most important factors of spreading sober health culture in society ?
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It seems evident that the SARS-CoV 2 pandemic is caused by the great transmission capacity of the virus (Ro = 3 (2.4-3.8) by droplets (Pflügger) by the survival capacity on the different inanimate surfaces and by the transmission of the asymptomatic.
Its incidence has reached such an extreme in each country that it is having great sanitary significance (collapse of the Health Systems and specifically of the ICUs) and, socially, due to the mortality associated with the disease of COVID 19. To the point that most of the Governments They are recommending quarantines and alarm states to achieve the confinement and isolation of individuals, families and the population. What will lead to great socioeconomic consequences with serious consequences and suffering for the most vulnerable such as the elderly and chronic
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I consider that one of the aspects that has failed in this Pandemic has been the lack of a preventive culture of the population because Health Education and Health Literacy is failing in the population because it is not included as a transcendent competence between the activities and skills that patients must be incorporated.
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I am currently doing a systematic review of health education programmes among music students in higher education (i.e. conservatoire students), but the way in which I define such a programme is essential to what papers I include.
Health education initiatives were eligible if they represented stand-alone interventions or were part of wider health promotion programmes. Health education programmes were defined according to WHO (1998) and had to be any planned activity or set of activities aimed at increasing health literacy and developing life skills conducing to health (e.g. decision making, problem solving, critical thinking, interpersonal skills, stress management, coping with emotions). The content of such programmes could comprise counseling, teaching, training or other educational processes such as guided group discussions or behavioural modification strategies (Zhu, Ho, & Wong, 2013). Such programmes could be part of or separate from the formal curriculum, yet taking place in a formal education music institution (college, high-school, conservatoire or university, not clinics) incorporating any relevant health-related content (focusing on psychological and/or physical issues), multi-component or formed of a single session, of any frequency and/or length and provided via any delivery method (i.e. face-to-face, via telephone or internet). Only studies focusing on universal preventative interventions were included (i.e. ‘a measure that is desirable for everybody in the eligible population’ [Mrazek & Haggerty, 1994]).
Now, according to this definition, health education (unlike health promotion) should be aimed primarily at outcomes such as increasing knowledge and/or awareness, changing attitudes, beliefs, perceived responsibility, self-efficacy, as well as training relevant skills/abilities such as critical thinking, decision-making or problem-solving. It should not necessarily or on its own be aimed, at changing actual health-related outcomes such as reducing risk of injury or lowering depression/anxiety - for such outcomes, we are talking about health promotion (which incorporates health education but goes beyond it, also encompassing changing the broader environment and ensuring relevant services are in place). However, many authors use health promotion when they only mean health education.
I have two questions:
1. Where should I draw the line given that using such a broad definition for health education programmes (aimed at developing health literacy and life skills) means I need to include both evaluations of formal health courses (that come in the traditional format of a series of lectures and seminars) and evaluations of interventions involving group discussions, more applied sessions and more focused training of specific skills, albeit with music students in a higher education institution? They both fit into the WHO definition!
2. Given that so many authors use health promotion and health education interchangeably and that only one evaluation of a health education programme looked at knowledge, attitudes and beliefs while all the others looked at health-related outcomes (although all were described as health courses), can I include all these outcomes as part of my systematic review? After all, I am looking at the effectiveness of health education programmes with regards to any outcomes! (health literacy and attitude change on one hand, and changes in actual health outcomes on the other hand)
Many thanks! I am really curious to read your views on the above!
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Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes. WHO
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I want to read studies that measure the efficacy of health education in producing behavioral outcomes.
My naive assumption has been that most health education has few objective affordances nor lasting benefits. I would like to confirm or correct that assumption with data.
By health education I mean anything that informs consumers about health risks and conditions for purposes of prevention or self-care. Academic, clinical, governmental, social, instructor-led, self-paced, online, printed, video etc.
What techniques are deemed effective; what is the evidence for that belief?
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Robert - have a look 'generally' through my site. A lot of the content relates to what constitutes effective and ineffective health education - and stuff in-between.
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Canned juices are common and available every where. Some are of good quality, still most of the people called it unhealthy.
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Canned juices are not good for health ,because its contain preservative materials .
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Hi Learned friends,
Are you working on a project and need a co-author? please feel free to reach out to me.
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Health disparities in general, I will be happy to discuss with you some possibilities. We can use existing (secondary data).
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Is anyone knowledgeable and experienced in using the Delphi Method willing to collaborate on applying it to setting guidelines regarding musicians health literacy? I'd be most grateful to hear from you! Please see below (we will start with a series of workshops for now):
What should musicians’ health education sound like? The floor is yours!
Workshops funded by Realab and the IMR
Wednesday, 19 September OR Monday, 24 September 2018 | 11.30 AM; Royal Northern College of Music (RNCM), Manchester, UK
Tuesday, 25 September OR Saturday, 29 September 2018 | 11.30 AM
Institute of Musical Research, Senate House, London, UK
The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard can produce deleterious effects on their health and wellbeing. However, music conservatoires still endorse practices that are informed by tradition more than evidence, while health literacy and critical thinking are still not embedded in music students’ core training. Finally, there are no guidelines or regulations regarding what conservatoires should provide in terms of health education.
We want to address that AND we need your help!
We invite psychologists (both researchers and practitioners, from any specialism and not restricted to those who work with musicians) to join us in this discussion! We have prepared comprehensive lists of topics and we shall discuss their relevance and priority in small groups. Additionally, we will brainstorm ideas about what other topics might be needed as part of the conservatoires’ curricula.
Places are free, but limited. While we prioritise psychologists (due to the nature of our task and topic focus), we also welcome:
- Health professionals working with musicians
- Health educators
- Philosophers (yes, yes! We’d also like to discuss cognitive biases and logical fallacies!)
- Cognitive scientists
- Specialists in music education
- PhD students in any of the topics above
Please note the same workshop will be held four times. Please choose only one and register your interest here: https://mmu.onlinesurveys.ac.uk/musicians-health-education-workshop-sept-2018
For any queries, please contact the organisers: Raluca Matei, AHRC-funded PhD student in music psychology: raluca.matei@student.rncm.ac.uk | +44 757 061 2760 OR
Keith Phillips, PhD student in music psychology: keith.phillips@student.rncm.ac.uk
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Why did you not include health educators? They have training in health behavior as well as in research methods including the Delphi method.
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Kindly share your experience of a health sciences (Medicine, Biology, Allied health Sciences, Biophysics, Molecular Biology, Statistics, Education, Health professions Education, Health Informatics etc) relevant concept that appeared very challenging and uncleared to you in the first setting. However, with time, practice and understanding it has reached to a level where it is unlikely to be forgotten. Indeed, it has significant shifted the perception of a subject.
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Immersion learning is a critical concept that enabled me to look at teaching and learning in new ways. And,...since 1997, I have never looked back.
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Does starting a community based questionnaire survey requires IRB clearance?
Does the questionnaire is to be verified/certified or validated?
How to calculate the number of participants for the survey?
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I totally agree with the previous answers. When planning to conduct population survey you need a number of steps:
1. Endorsement of the study itself by some referent body
2. Endorsement and validation of the questionnaire. If you use an already validated questionnaire, then you need only endorsement.
3. Some sort of communication and coordination with key figures in the targeted population to facilitate the survey
4. Definitely you need an estimate of the sample size. For this, you use the formula suggested by Ishag Adam above. It is the simplest formula. From previous studies you need some estimation of P (the proportion of people with a characteristic you study. I do not know what information you gather in your survey but let me assume that one piece of data collected is proportion of smokers among adult males. Lets assume that previous studies put this proportion at .24, The sample size for your study can be calculated as:
Z squared*P(1-P) 1.96 *1.96 *0.24* 0.76
N=---------------------------------= ----------------------------------- = 280 adults at least
e squared 0.05 *0.05
If we assume there is one adult per family, then you need to visit at least 280 families
Note: The sample size will be much bigger of e is smaller, e.g.=0.02 for example N=1750
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What is the role of teacher in sustainable Environment?
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I personally believe that one of the main purposes of education is to create informed, socially conscious citizens and especially new generation who possess a sense of responsibility to the Earth and their fellow citizens.
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I'm looking for people with an interest in developing interventions aimed at increasing health literacy that would be part of the higher education curriculum.
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All MD colleges of medicine (not sure about DO schools) are required to address in their curriculum mental and physical health, managing stress, and changing behavior. The competencies required for graduation require critical thinking skills, which are a strong focus of the various schools' curricula, no matter how differently they are structured. You might want to check with the education or pre-clinical curricular dean of a medical school in your area to discuss.
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WHO and the European Union have begun to carry out studies on health literacy in the population. The observations of health literacy in Health and Health Education would be comparable or we are talking about different concepts and / or terms because they value different aspects and components.
In my opinion, one thing is literacy and another Education. This involves empowering individuals to self-manage their health and make decisions and attitudes based on their knowledge about health and disease.
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When Nutbeam developed his model of health literacy (2000), he based it on the work of critical literacy theorists Freebody and Luke (1990). It is this later work that draws on the idea that meaningful literacy education is in fact about multiple literacies that includes language and context that in turn has cultural, cognition and social effects. In effect literacy is about a reading of the world using language, visual and multimedia modes (Cope & Kalantsis, 2000), therefore it is a situated practiced.
While Nutbeam’s model of health literacy has been predominately interpreted as efficacy in following the directions of health professionals it is a rather diminished interpretation of health literacy. For health literacy to be effective it must be understood as being ‘situated’ in some social context. Here social determinants of health provide some insight into why instructions for behavior change are limited. Sometimes the prescribed behavior change doesn’t makes sense or isn’t possible in some social contexts. And I also bet it is why the WHO and the EU will come up with findings that those with lower health literacy will have lower levels of overall health.
Health literacy is a pedagogical approach that can be used in health education. By thinking about how I operate in the world, how my family culture and environment influence me, and how do the decisions and expression of power by others influence me all provide an education in health. It is this education that provides me with new insights and learning about the situated nature of health enabling me to be able to ‘read’ my world in more empowered ways. Thus Nutbeam’s (2000) position is that “health literacy as a key outcome from health education” (p.259). So they are not the same but they are both important for developing and empowering around health education.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press.
Freebody, P., and Luke, A. (1990). “Literacies” programs: debates and demands in cultural context. Prospect 5, 7–16.
Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promot. Int. 15, 259–267. doi:10.1093/heapro/15.3.259
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Dear colleagues,
I am working on a project regarding psychiatric education.
I would be very grateful if anyone can recommend me articles on psychiatric education and/or psychiatric training in South America.
Many thanks in advance.
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Julio:
I recommend you.
Renato D. Alarcón, Manuel Suarez- Richards, Silvana Sarabia.
"Educación Psiquiátrica y componentes culturales en la formación del médico: Perspectivas Latinoamericanas".
Revista Peruana de Medicina Experimental y Salud Pública
(Peruvian Journal of Experimental Medicine and Public Health)
2014 Vol 31 (3).
Best wishes.
Diana from Perú.
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My research study explore the issues and challenges of youth with disability in health, Education and employment aspects.The locality of study would be rural villages of India?
Can anybody , suggest standardized tools to analyze the level of social exclusion in terms of accessibility,availability and social stigma?.
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In my work in Bangladesh I have used scales on participation in school, work, etc. based on the ICF. These scales have also been used in some studies in Africa. You may find some useful information in the following text
You may write to me directly if you would like more details. Good luck with your study!
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Dear colleagues, 
I am conducting a feasibility clinical trial on a novel health related educational intervention in a clinical sample. As the education material be developed is new, and never been tried before, especially in Nepali culture, I am interested in learning if the novel education material is difficult or easy to understand. 
Thus, I intend to use a valid scale to assess difficulty of understanding health education in our research.
I found an 11-point numerical rating scale; 0= "Extremely difficult" and 10= "Very easy" being used in the literature.  In our culture, people find it difficult to use a numerical scale, so I am searching for a similar scale but in a "verbal rating scale" format, for example 0= "Very difficult"; 1= "Difficult", 2= ........; 5= "Very easy", or so.
I would be thankful if you could share your experience of using such a scale, or if you are aware of use of similar verbal rating scale to assess difficulty of understanding any health related educational interventions. 
Thanking you in advance, 
Saurab
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Hi Saurab - your project does indeed sound interesting and novel - particularly at the cultural level. In my mind, you are talking about the same thing here. You would be using either a Likert or a semantic differential scale. The difference between if it is verbal or non-verbal doesn't really change the nature of the scale. For instance, with a lot of consumer research, data collectors will ask you 'how do you rate a product from 0-10'. You would be doing similar - but based on people's experiences or perceptions of something at the health education level.
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How do healthcare organizations cooperate? I'm looking for studies addressing the idea of heterophily instead of homophily. In regard to patient sharing relations, the concept of complementarity is more important to ensure healthcare provision. 
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Hi Eva,
I'm assuming you're already familiar with the literature on homophily (there are quite some studies on this). This recent paper of Daniele Mascia and colleagues might be interesting to look into, as it considers complementarity as a predictor of patient sharing relations (although 'just' as a control variable):
Mascia, Pallotti, & Angeli (2016). Don't stand so close to me: competitive pressures, proximity and inter-organizational collaboration. Regional Studies
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Looking for stats, besides Pew, to determine if adolescents are using technology (mobile, social networks, etc.) to improve their mental health?
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Hello,
I checked my notes and found the following 2 papers which could be relevant to your case. I also suggest to look at JMIR, they may have variety of studies in technology and mental health.
The following review paper is about technology use for mental health which help you find the relevant papers about mobile tech used for adolescent mental health: 
-Smartphones for smarter delivery of mental health programs: A systematic review
This study may not focus on adolescents but gives a  good overview about the mHealth solutions:
-The application of mHealth to mental health: Opportunities and challenges
Bests,
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Many of us as scholars and academicians spend countless hours, sometimes consciously or unconsciously without food, exercise and so forth. Continual sitting, glued to our technological research devices leaves many of us with stress from work. Thus, there must be some efficient means of managing these stress for scholars to function properly in their research endeavors while avoiding needless ailments that can retard research progression.
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'Manage' is a key word here. Stress is inevitable. It is integral to existence itself. I guess you are talking about keeping stress under reasonable levels.  To achieve anything you need to stretch and stress up yourself a bit but then find a way of unwinding periodically which is what you are asking us to discuss. Take regular physical exercise. Drink plenty of fluids, especially water in the mornings. Listen to soulful music. Meditate if you can, imageless, wordless, and thought-less. Savour the healing beauties of nature. Bring nature into your living room. E.g install a home made aquarium. Feeding the fish and watching them play can do an academic a world of good. Above all honour your relationships.Catch up with your family and friends.Be present to them and listen to their more to them. These small steps can help a lot to give us balance.
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The World Bank's Gas Flaring statement says, "there is, however, little data as to how proximity to flares, duration of exposure, etc. are linked to actual health problems as few studies of the health impact of flaring have been carried out." I was hoping some scientists might disagree and send me some links to relevant papers or current research! It's for my MA research and a project beyond that.
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In case you have yet to search PubMed, there are many publications about gas flaring (and gas flare and gas flares) and human health. I have provided links to two of the publications found in a search of PubMed.
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i want to gain knowldge about it. if it is suitable for measurement of learning stress, then i will use it for my study purposes.
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 i need a scale for measurement of learning stress among student. learning stress is based on chaild learning and factors which creat stress in the mind of chaild.
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Research Framework
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This depend on the nature and direction of your research. However, there should be some related existing theories as a foundation for any research, which is the essence of reviewing previous literature materials in the concerned areas.
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Researchers around the globe, kindly assist me with links or soft copies of the scale that best measure my research work ''role of perceived cancer vulnerability and food eating behavior on attitude to physical health or activity.'' Thank you.
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Estimado  Olayemi
No he utilizado escalas que relaciones los dos temas.
Sin embargo se puede construir un instrumento de recolección de datos en base a la asociación entre tipo de alimento, composición, cantidad de sustancias cancerígenas que contiene y relacionar con los tipos de cáncer que se asocian a su uso.
Saludos 
Nancy
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looking for Malay version of WOMAC
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Dear Eman, Our PhD scholars worked on the WOMAC, and then in 2012 we developed the Malay version of the WOMAC for the convenience of the Common elderly Malay users (OA patients). I have that, just got to get it within reach...and then I can send it to you. Hopefully, I can pass it on to you within a few days from now.
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I´m looking for compartmental (dynamic) models that analyze the transmission of HPV.
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Elbasha, E. H., & Galvani, A. P. (2005). Vaccination against multiple HPV types. Mathematical biosciences, 197(1), 88-117.
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Health promotion in theory and in practice is two different notions, theoretical knowledge can be extracted from the may standard textbooks for the same, but that would be different approaches that can be utilized for imparting practical knowledge?
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I agree Sudeep. But it also pays to think outside the box. Sometimes doing something as simple as getting the person a cup of coffee or a meal can open the door to impart information or getting other services like Social services involved. Our Social Workers are an amazing group of people with outstanding resources. I encourage those that work in any field to look at the other services available and utilize them. You might be surprised at what they can achieve. 
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This is because I have seen three variations:
 1.one level teaspoon of salt plus eight level teaspoons of sugar plus one litre of clean drinking or boiled water  
2. six level teaspoons of sugar and one-half level teaspoon of salt in one liter of (clean) water.  
3.1 level teaspoonful (3ml) of salt plus 10 level teaspoonful or 5 cubes of sugar in 600mls of clean water  No 3. Seems more popular in Nigeria.   I.
ANY DIFFERENCE IN THE OUTCOME 
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You may be seeing different "recipes" as the standards changed in 2003 and some other modifications have arisen informally from time to time. There was the original WHO, listed directly below and then the lower osmolality released in 2003. Some of the confusion is that, in 2003, WHO and UNICEF  recommended that the osmolarity of ORS be reduced from 311 to 245 mOsm/L
The old WHO formula  ingredients:
Six (6) level teaspoons of Sugar.
Half (1/2) level teaspoon of Salt.
One Litre of clean drinking or boiled water and then cooled - 5 cupfuls (each cup about 200 ml.)
Why ORS at all? Water doesn't absorb very well across the gut. The body won’t absorb water alone very well since the intestines (the place where most of the water we drink is absorbed) have a co-transporter that requires sodium and glucose (aka. sugar) to absorb water  
Below in BOLD is Original WHO Standard Composition vs in ITALIC WHO 2003 Reduced Newer Composition
Composition of oral rehydration solutions versus
Reduced Composition- Standard Composition osmolarity WHO-ORS†
ORS*
Glucose (mmol/L) 75     111
Sodium (mmol/L) 75      90
Potassium (mmol/L) 20  20
Chloride (mmol/L) 65     80
Citrate (mmol/L) 10       10
Osmolarity (mmol/L) 245 311
So many millions of lives have been saved by use of ORS. Let me know if I can help any further. I am in InternationalTravel and Wilderness medicine so my perspective may not be that helpful. 
Warmly, Marybeth Lambe MD FAAFP
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The Dietary Supplement Health and Education Act defines dietary supplements as a category of food. However, there is one exception:
if a dietary supplement meets the definition of a drug, it is regulated as a drug.!
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The FDA defines a dietary supplement (DS) as "A dietary supplement is a product intended for ingestion that contains a "dietary ingredient" intended to add further nutritional value to (supplement) the diet. A "dietary ingredient" may be one, or any combination, of the following substances: a vitamin. a mineral. an herb or other botanical".Jun 8, 2015
A DS could either be a food or a drug. However classification affects its regulation. Many DS are classified as food so that manufacturers could register them in countries easily without having to prove any health benefit or side effect. This allows many DS easy entry into countries and after registration the products can then be touted as a miracle cure or energy boost etc.
Had they been registered as a drug then strict guidelines would then have to be followed and many DS would not be registered.
There are problems associated with food DS as there are no way to know that the contents are exactly as defined on the label. Safety for consumers become an issue.
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Please if someone has access to a standard tool , I'll be very grateful if it can be shared with me. 
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You may want to check out NHANES questions: http://www.cdc.gov/nchs/nhanes/nhanes_questionnaires.htm or the HINTS questions: http://hints.cancer.gov/sections.aspx.
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I want to conduct health education in a village using posters and banners and following that want to conduct a research. 
So how do you validate materials for health education to conduct a research ?
Kindly please if any one has a pdf please do share 
Thank you 
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Communications Pretesting, Media Monograph 6; Paperback – 1978
by Jane T., Bertrand-I think this is the text Alexander is referring to-although there are other texts that essentially use the same approach. Good luck
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I have the HWQ questionnaire but I cannot find the scoring - has anyone had experience of this? 
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I want to write popular article in local language (Tamil) for health education regarding cutaneous and visceral larva migrans, for that i need the present status (Incidence and prevalence) of visceral and cutaneous larva migrans in india. Is anybody doing research regard this kindly help me, and provide some details for it.
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  1. I have just came back from Lobdon where I was chairing the epidemiology session of the 2016 Parasitology Conference and the topic of your question came for discussion frequently.  Please contact me via my e-mail address. 
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Comparison of nursing education, practice and models of care between China and Canada
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I suggest you try the Virtual Library of Sigma Theta Tau the International Honor Society of Nursing. As a nurse educator and member of this organization I receive their journal which contact articles that may need your needs. The Virtual Library at their website contains articles submitted from authors worldwide
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To me Health promotion as described in the Ottawa charter is already covering the domain of  health Iliteracy. Or should we define Health promotion again in a more broader way? 
I am searching for some contextual framework linking the different defenitions and showing their relations to each other: Health promotion, Health iliteracy, empowerment, community engagment
anyboddy an idear?
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Annette one of the challenges of health literacy as a personal skill is that there is a tendency to think about it as a purely technical procedure of reading health related text. As Glenn has already indicated Nutbeam has put a clear description of health literacy and he draws from the literacy experts in education. The importance of health literacy lies in people being able to ‘read’ what exists that influences their health however it would be facile to only think of the written word thus being able to ‘read’ social, cultural and political meanings about health is also necessary. In 2014 the Asia Pacific Journal of Health, Sport and Physical Education 5(3) ran a special education on health literacy. Descriptions of the application of health literacy in number of different contexts were presented.
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Hello everybody now I am working about this PICO question:
In Children, is the same effectiveness "conventional oral health education " vs "computer or tablet assisted" to increase the tooth brushing frequency?
I want to hear your opinions or share papers about it.
Thanks a lot.
PhD Ebingen Villavicencio
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Hi dear, 
I think that the more impressive your tools, the more motivated your patient
Kindly read my attached articles.
Best wishes, 
Hala
Deleted research item The research item mentioned here has been deleted
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I realized that most health professionals are ill-prepared to take care about patient´s sexuality. So they need training programs to help them. Thus, which kind of information is more important or urgent to offer to them?
Please, cite at least 3.
Please write which is your context of job in health care.
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Dear Vanessa,
  1. Sexual identity (sex, gender and sexual orientation)
  2. Sexual history taking (according with CDC recommendations, the 5 P's)
  3. Sexual practices (risk levels for each STI, harm reduction and prevention strategies available)
Best, MR
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Rosenstock, I. (1974). Historical Origins of the Health Belief Model. Health Education Monographs. Vol. 2 No. 4.
I'm trying to find this original article and it isn't popping up on  my university searches. Any idea where to find it?
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Josh and others looking for articles in Health Education Monographs: Part of the problem of finding Rosenstock's 1974 article is that Monographs changed its name a year or so later to Health Education Quarterly , then again still later to its current title, Health Education & Behavior. It was and is the official journal of the Society for Public Health Education. Rosenstock died a few years after that special issue of HEM. The guest editor of that special issue on the Health Belief Model was Marshall Becker. 
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The question of whether a research component should be an integral part of medical curriculum has been debated in the past and is still controversial.
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For conducting any medical research, basics of research methodology  must be taught to the students at undergraduate level so as to build their technical skills for better understanding and further level of education.
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In planning a cancer education intervention, I have minor interest in assessing cancer prevention knowledge, but am much more interested in behavior.  I would like to have measures of cancer prevention behaviors that capture the wide range of risk/protective factors.  For example:
Smoking, tobacco use, (+ second-hand smoke exposure)
Moderate to vigorous physical activity and sedentary behavior 
Healthfulness of diet, including red/processed meat, fruits and vegetables, beans and legumes, whole grains, sugar-sweetened beverages, etc.
Sun protection, including shade, peak sun exposure, hats, sunscreen, etc.
Vaccination for Hepatitis B and HPV
Maintaining a healthy weight (BMI percentile)
(+ Possibly also alcohol consumption)
Is there an available validated cancer prevention index for children or adolescents that combines factors such as these into an overall score?
Is there an established and valid way to combine objective and self-report items to get an index of cancer prevention behavioral risk?
Thus far, I've found the following citation, but haven't yet seen the instrument: Melnyk BM. Healthy Lifestyles Behavior Scale. Hammondsport NY: COPE for HOPE, Inc., 2003
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You might look at the YRBS (Youth Risk Behavior Survey) to obtain items.  Using these items would allow you to compare your intervention group to the youth in the state in which you are conducting the intervention. 
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We are planning to 'adapt' a pre-existing measure of a health related construct for application in a new setting. Our plan is to do a round of construct definition from scratch, and then to look at the existing measure to see how much that measure overlaps with our definition stage. Where there is overlap we will adapt those items, where there is no coverage on the existing measure we will write new items.
We are wondering at what point the measure which ultimately results from this process stops being an adaptation of the original scale, and becomes a new one altogether.
Any thoughts or references?
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I do not think there is a "line." That would suggest the sort of clarity produced by border crossings with armed guards on either side. Rather, I think there is a "zone." On one side lies adaptation - on the other, development - but within: all is twilit. To my eye, what you are doing is closer to scale development, especially if you identify several aspects of the construct not tapped by the current measure. This suggests that you may want to minimize the "lifting" of items from the existing measure, unless you obtain permission from its authors, lest you be accused of copyright violation.
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This is an open question with a pinch of Humour
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The illustration is so informative about the awaiting disaster when workforce in the sectors keep on thinning out and the supervisors are just watching.The repercussion will take century to amend. we need to be keen as policy makers to prevent this from happening   
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I'm looking for an instrument to measure health literacy of students in university
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Dear  Mohan
Thank you for your reflexion
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Please, I need information on the subject
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hola ana. No conozco ningún indice o costo como el que me preguntas, pero al no ser mi area, pueden existir y no conocerlos. Averiguo y te digo. Besos
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I'm looking for an instrument to measure health literacy of students in primary and secondary education
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This systematic review on eHealth Literacy may be helpful:
Stellefson, M., Hanik, B., Chaney, B., Chaney, D., Tennant, B., & Chavarria, E. A. (2011). eHealth literacy among college students: a systematic review with implications for eHealth education. Journal of medical Internet research, 13(4).
BUT Please check this review, to make sure of the psychometric properties of the instrument.
Barry, A. E., Chaney, B., Piazza-Gardner, A. K., & Chavarria, E. A. (2014). Validity and Reliability Reporting Practices in the Field of Health Education and Behavior A Review of Seven Journals. Health Education & Behavior, 41(1), 12-18.
Abstract: Health education and behavior researchers and practitioners often develop, adapt, or adopt surveys/scales to quantify and measure cognitive, behavioral, emotional, and psychosocial characteristics. To ensure the integrity of data collected from these scales, it is vital that psychometric properties (i.e., validity and reliability) be assessed. The purpose of this investigation was to (a) determine the frequency with which published articles appearing in health education and behavior journals report the psychometric properties of the scales/subscales employed and (b) outline the methods used to determine the reliability and validity of the scores produced. The results reported herein are based on a final sample of 967 published articles, spanning seven prominent health education and behavior journals between 2007 and 2010. Of the 967 articles examined, an exceedingly high percentage failed to report any validity (ranging from 40% to 93%) or reliability (ranging from 35% to 80%) statistics in their articles. For health education/behavior practitioners and researchers to maximize the utility and applicability of their findings, they must evaluate the psychometric properties of the instrument employed, a practice that is currently underrepresented in the literature. By not ensuring the instruments employed in a given study were able to produce accurate and consistent scores, researchers cannot be certain they actually measured the behaviors and/or constructs reported.
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According to Adler et al (2011), The estimation of a position of a node within a wireless sensor network (WSN) is still a technical challenge. A localization solution should be energy efficient, low-cost and very accurate. we currently working on a TeleHealth project in South Africa and currently the traditional remote monitoring systems & infrastructure require cabling and are, thus, inflexible, expensive, and error prone. In contrast to some of the problem identified, we want to implement a ScatterWeb Tele-Health platform and it will be tested and deployed with the aim of providing a flexible system based on enhanced sensor wireless technology that combines robustness and high reliability with low-cost hardware. I would like to find out if are there any wireless sensor network simulation tools that I can make use of without relying only on the existing prototype, if there is none, can the existing ScatterWeb offer solutions to health and education environments? If possible, where can I get more relevant publications?
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Thanks a lot Prof Showell and Ginters 
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My research project is about “Assessment of Training Needs for Nursing Professionals in Sexuality” and I am developing scales to assess the training needs, beliefs and attitudes about sexuality for Brazilian population. I´d like to know other people with similar researches for a partnership.
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Quinn, C., Happell, B., & Welch, A. (2013). The 5-As Framework for Including Sexual Concerns in Mental Health Nursing Practice. Issues in Mental Health Nursing, 34(1), 17-24. doi: 10.3109/01612840.2012.711433
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I am primarily interested in valid/reliable instruments that were used outside the U.S.  Especially instruments which measured nutrition educational processes through cultural erudition models such as Africentrism, etc.
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Hello, Mr.Cleamons!
I found several links that you might want to investigate.Each link is in reference to tools to measure global health issues.I hope you find them useful.
Have a great day,
Suzette
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Nurses as like as all healthcare practitioners have a professional responsibility to promote good health and well-being and making health promotion and health education are  fundamental parts of their daily work.How can nurses promote their role in social health education?
Regrds,
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There is no single intervention for promoting the nursing roles. We should shift from blaming individual to blaming system. Healthy work environment, staff adequacy and training etc, helps to empower them to do. 
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Poor and illiterate individuals may understand complex health related topics. However, in order to sustain the knowledge they will need to reinforce it. Handouts and pamphlets may not be useful. Illustrative pamphlets may not be adequate. Audiovisual tools will be beyond affordability. How can such a population self- reinforce and revise the education provided to them?
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Dear Ankur, your question is quite valid, because most of the illiterate belong to low socio - economic status, such people can be educated and empower them to tackle their problem. Here we can apply steps of behaviour change , start to assess about the problem they know or not, if know then how much they know about the problem, they are concerns, if they concerns , then they want to change this behaviour to healthy behaviour, if interested to change then the medium we can use for change , for this message & medium should according to the target specific. One message should be at onetime.I think if we want for sustaining effect of various methods for change, then both audiovisual medium is effective and along with we can use other methods e.g., pictorial. Other ways are we can select peer educator among the target group, then trained the peer educator. These peer educator are more effective,as they are from the same community and know the socio- cultural factors which become the barriers for communication.
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There are many stigmatized Ebola survivors in Liberia, Guinea and Sierra Leone, whom lost family members in addition to suffering from the virus themselves. What role can they play in their communities?
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While there is stigma, survivors themselves are also an example of how the disease can be fought and won. Apart from health workers and doctors, agencies like MSF have managed to prevent patients from getting stigmatised by working in the field and engaging with the community. Awareness about prevention and treatment can reduce stigma. This is evident in many communicable diseases like HIV and tuberculosis. Earlier those affected by HIV and TB faced severe forms of stigma in society but with the health system ensuring care and treatment and social workers along with the media  building awareness about these diseases has helped reduce stigma in the community in a significant way.  Once communities understand how the disease is caused and how treatment can cure Ebola, patients will face less stigma and more support.
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health education
can an individual self manage diabetes?
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Self-management in it most simple form is the thing that people do between medical visits--in fact most people are self-managing 99% of the time.   The Institute of Medicine has a formal definition--the skills and confidence that one needs to manage the medical, role and emotional consequences of chronic illness.
So what is the nurses role  1) helping patient gain basic knowledge about  life style chances---Not anatomy and physiology of disease and not a million things which are usually taught but the very key issues such as exercise, portion size, diabetes plate, signs of hypoglycemia and what to do about it.   How to balance exercise with food.
2) helping people to make small steps and small changes and succeed.  As nurses we tend to go for the ideal and then make people fail.  Much better to go for what is real for each person, even if not ideal and have them succeed.   Without success initial efforts will soon be lost.
3) helping patients to find other patient role models.   One of the best way to learn is from someone like you who understands your life experiences.
4) give up on doing for people and instead move to a coaching, doing with mode.
All of this is taken from being a nurse with 30 plus years of experience in helping people live with diabetes and other chronic diseases.   Our website might be of help patienteducation.stanford.edu
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There is always a cognitive dissonance.
I guess if it has an affect, then age plays an important role. Please share your knowledge and also studies if they have reported that 'an increase in knowledge has influenced the behavior'
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I want to assess the knowledge, attitude and practice of householders regarding unintentional injuries prevention and early management of these injuries in Iran. To do this I need to know if there is any valid and reliable tool for this already. And if not, is there any tool like this or close to this?
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Yes-or maybe email her directly for the info.
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I have seen and read interesting diabetes education resources called  KiDS Diabetes Information Pack India which were recently developed by the Public Health Foundation of India (PHFI), HRIDAY (Health Related Information Dissemination Amongst Youth), the International Diabetes Federation (IDF) and Sanofi India Limited. They announced the roll-out of the KiDS (Kids and Diabetes in Schools) ‘School Diabetes Information Pack’ designed for India in public and private schools in Delhi. 
This is the link for the education pack where they are available in English:
I personally think these resources should be translated to all languages (e.g. Arabic, French, Portugese, Spanish, Chinese, Turkish, Persian, Italian, etc....), validated, and to be used in daily clinical practice and schools. I think each child together with his/her parents should be active members of diabetes self management thus education is essential for better lifestyle and quality of life.
Would appreciate your thoughts. 
Kind regards,
Sami
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I need to say I've been worked as a health Educator for health professionals at Brazilian Health System. I'm not a clinical worker, but I believe the extent would be the same as the children health conditions as well as the family support.
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Health promotion and health education have provided much information to the public and advocated for healthier public policies, among other issues, yet supporting women to breastfeed infants is still a major challenge. There are data relating the decline in breast feeding with the childhood obesity problem that most societies today are facing. There is clear evidence of the nutritional value of breast milk and the emotional value in bonding, in addition it is the first time in a person's life that they are able to decide how much to eat and when they feel satisfied. While bottle feeding has the risk of overfeeding an infant.  
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The first step is to LISTEN. In my research of infant feeding advice and influences on mothers' decisions in Australia last century, what I noticed was that the public health sector TOLD mothers what to do, anxious to impart the information they considered important, rather than exploring how her lived situation was relevant. Often this advice exhorted them to breastfeed, but insisting on rigid feeding schedules undermined this process.  It was interesting to see the contrast in how commercial entities approached mothers, listening to their fears in order design advertising to build on mothers' fears and aspirations - to sell foods to feed babies by  bottle. The advertisements would have given the the impression that someone was listening, that somebody cared. Both mothers and the grandmothers, who were a source of advice, were exposed to advertising
As breastfeeding is an embodied experience, mothers typically require support in the early days, at least. This is even more so in cultures such as the UK and the US, where artificial feeding has a very long history and is deeply embedded culturally.  Breastfeeding simply isn't traditionally how babies are fed in some regions.  A 2007 Cochrane Review by Britten et al found that the optimal support is a combination of professional and lay support, that is, the right support from the right person at the right time. Predictably, they found that personal support was better than telephone support. Some helpful forms of support for the breastfeeding mother can come from people who know very little about breastfeeding, but provide an encouraging word, a helpful contact, or a chair so that she can breastfeed if her baby becomes hungry while shopping.
Numerous forms of support for mothers to breastfeed are described by our chapter authors from round the world in the book I co-edited with Melissa Vickers.  Besides the better-known support groups and peer counsellors, a lovely example is the Baby Cafes in the UK and now elsewhere.  [Thorley V, Vickers MC. The 10th Step & Beyond: Mother Support for Breastfeeding (Amarillo TX: Hale Publishing, 2012).]
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Our group is working on the high education aspects of a broader research that aim to analyse the health Industrial Economic Complex and the structural challenges for the Universal Health System in Brazil.
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It will be a pleasure to share knowledge and expertise with you regarding innovation policies affecting Medical Education. We can have academic collaboration to conduct research. Topic is of course of great interest to me...
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Physical education teachers play a key role in promoting health-seeking behaviors. However, teachers will successfully serve the role of a health promoter only if they themselves display a positive attitude towards their own health. I am looking for information about health behaviors (e.g. physical activity, proper nutrition habits, prophylactic behavior, health practices) undertaken by physical education teachers.
I would be glad to receive some references as well.
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This research is good .It is often like what I hear from some medics who say many take care of the health of others and overwork themselves and put their health in jeopardy.Apart from coaches who participate with their athletes, many physical education teachers and lecturers in Nigeria are due to poor enabling environment often are preachers and not doers of what they preach
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One of our challenge, is to involve the health services managers as facilitators of the educational process and development of their team.
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if you look into the process of "inter-professional education", the health service manager could be involved as student, instructor, guest speakers or a supporting staff member
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Specifically in oral health.
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Hello to the both of you!!Very interesting conversation.Thank to Dr Whitehead for all these interesting references!
I would add that the Health Behavioural Model from Rosenstock would be another interesting, even if historical, model to understand general population compliance in Public Health program. Would you have any controversies in its use?
I have another question,however.
Do you know this paper? From Cdc of Atlanta by Charania,Crepaz,Guenther
Gray,Henny,Liau,Willis,M Lyles (2011)?(see the link from Pubmed)
Since I am a medical doctor and not psychologist I would like to understand which is the source behavioural model which these interventional programs are build on. Could you help me in understanding?
Thank you in advance
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I've argued for over a decade now that it is 'essential' that the terms health promotion and health education are delineated and separated out. Many health practitioners use the terms interchangeably to mean the same thing. Many of those practitioners might view the 'difference' between them as semantics; as not important - especially those working in healthcare and health service-based settings. I, however, have suggested that the only way that health professionals can be seen to be credible with the wider health promotion community, is if we all fully use the exact language and context of health promotion and health education and apply this to clinical practice and other health arenas. Do you agree - or have a differing view?
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Gulay I am afraid I disagree with you, and see health education as being one small component of health promotion. Most health care professionals seem to believe that they are providing health education, when in reality all they are doing is providing health information. Particularly in clinical settings professional seem to think that by providing an individual with a pamphlet on a health topic that this is health promotion! In my view, health information is a minor aspect of health education, for many consumers it may be awareness raising, for a few it may be educational.
To really engage in health education, information needs to be accompanied with a change of perspective and insight into how actions or beliefs need to change. However for health education to result in health promotion, action on this information needs to occur.
Telling an obese person that they need to loose weight and giving them information of health consequences such as diabetes or heart disease is not health promotion. Health promotion occurs when you look beyond an individuals behaviours. While it might be necessary for the obese person to learn cooking skills to improve their diet, it may also be necessary that healthier food options are available for them to buy when they do their grocery shopping. These food options also need to be affordable. This individual may also need a safe neighbourhood to feel comfortable to walk to the shop to get this food, or to undertake the physical activity we all know needs to occur along with a healthy diet to maintain a healthy weight. A number of factors may impact on if actions are adopted to make a change in this individuals life, having a friend to walk with or a neighbourhood walking group, may make the difference between participating in physical activity or not, etc, etc. Health promotion involves working towards creating all of the supports which facilitate adopting or maintaining better health actions.
Sorry to be so long winded, this is a topic I am extremely passionate about :-)
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Liminality was originally developed from ethnographic analysis of rites of passage, specifically related to spirituality. How does this translate to health education?
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Rodrigo, great reference article - thank you. I'm definitely left ideas to consider: researcher as change agent for nations, the politics of creating transformative change from an academic position, the ethical obligation inherent in researcher relationships and fully understanding the philosophical perspective. I particularly appreciated the part about the anthropologist acting as a prophetic voice between two societies - being in one and representing another. It seems as if anthropological researchers accept the ambiguity of being liminal.
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In addition to stigma and discrimination, HIV discordant couples who desire having children are afraid of infecting their HIV-negative partner.
What would be your suggestion (Counselling/ help) for this kind of couple as a doctor?
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FOR HIV 1 only: Research has overwhelmingly shown that without doubt the reliable and best method of preventing transmission of HIV to the uninfected partner, be it the man or the woman, is to treat the infected partner with the most potent combination of antiretrovirals enabling the infected partner to maintain a sustained undetectable HIV-! viral load. This is one of the basis for the recommendation of treating the infected partner in a discordant relationship, even if by other parameters, he/she doesn't require treatment. This would also be particularly useful in a discordant relationship where pregnancy is desired.
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I'm organizing workshops for a public health program with adolescents and I would like to use education theories to prepare my sessions. According to you, what is the book I must have to get a good overview of the different theories and a bit of help to use them practically?
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Hi Romain
There are so many great books out there and in my work with early childhood education students I tend to use bits and pieces from a range of texts. Some have great sections on several theorists, while others are more broad.
Here are a few of my favourites:
Berk, L. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Boston, MA: Pearson Education.
and
Educational Psychology for Learning and Teaching, 4th Edition - See more at: http://www.cengagebrain.com.au/shop/isbn/9780170218610#sthash.wK3H196O.dpuf
I apologise in advance if this is not the sort of thing you were after, as you did mention education theory. :)
Cheers, Alice Brown
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I am currently teaching a Term 1 “Introduction to health-related research” course in an Masters occupational therapy program. We have students from a wide variety of backgrounds (e.g. psychology, sociology, basic science, kinesiology, womens’ studies, and many more), and hence a wide range of experiences and understandings about how paradigms and philosophical understandings influence knowledge and research studies. Some students are really struggling with these concepts – and just want the “right” answer. There is also confusion in the field - e.g. the way that the word "naturalistic" is used can vary a lot and it takes some experience to understand these differences and nuances. Apart from giving them more foundational readings, I wonder about other teaching and educational strategies that you have used in this kind of situation. Any suggestions?
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Great question. I can see two main possibilities:
1) integrate the different disciplinary perspectives in your class by taking some sample OT cases (e.g. a teenager who is very clumsy in sports) and generate a variety of possible explanations in small groups (the child was not raised with sports by family members, child is bullied, child was malnourished, child high-functioning Autism Spectrum Disorder or Developmental Coordination disorder or if you students aren't that sophisticated, just "a problem in the brain with coordinating the two halves of their body).
2) Get the students away from the "just tell me the answers" approach by demystifying the process of generating scientific knowledge, by having them do it (one intro to epistemology is observing stuff and writing it down in a systematic way). In my Psych 100 classes, I had students do a two-stage "counting project,"; in stage one they were just counting attributes or behaviors by watching or surveying, finding out what percentage of the population had X or Y trait, response, physical characteristic, behavior, demographic characteristic, diagnosis, etc. and in stage two they measured two variables at once (including responses to different behaviors by the experimenting student), to see how two traits became variables that might vary together.
This assignment would have to be modified for the type of traits, behaviors, and variables, you're addressing in an OT program, but it could be how people grip a pencil, how well they can balance sitting on a ball, and how those differences in performance depending social factors, physical factors, sleep, nutrition, income, educational level, anything from the student's other field of interest.
Good luck! It's great that you want to make the education more engaging and that you're giving attention to your students' background and mindset as you design your instruction.
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I would like to have your opinion and your recommendations please.
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A tricky and board question to answer Yanick. For a start, any 'adequate' health education intervention is likely to actually prove inadequate in a developing country. On top of that, health education strategies, on their own, tend to be ineffective as well - unless extremely well resourced, facilitated, and evaluated. Essentially, health education strategies need to be in place I.e. health information, behavioral-change interventions, motivational interventions etc - but, to stand any chance of success, would just form a component of an overall 'health promotion' strategy - which would seek to reform health services, develop innovative and wide-reaching health policy, create effective public health programmes, empower communities etc. when systems like that are in place - that's when we notice the incidence of 'primary' diseases reducing - and that's not easy!!
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I would like to carry this out as a survey exploring patterns of use including types of resources used, new learning versus revision of previously learnt material and incentives to usage. I have done a preliminary literature search but not found anything useful. Any pointers to any previous research on this topic?
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Dear Dr. Ademola,
Your work should also try to analyze the level of awareness and or the ability of the mentors for conducting such programs. As most of the policy framers or senior teachers have limited ICT capabilities and hence translation would be inherently difficult. So the E-Learning mentor's capability also need to be a part of the study. This would help community to refine Medical E-Learning
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This fall we are planning to integrate iPads in cases developed for use in human simulations, both standardized patients and mannequins. We have the following programs:
Osteopathic Medicine
Physical Therapy
Post-Professional DPT
Podiatric Medicine
Physician Assistant
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We are using iPads in our teaching and learning with undergraduate occupational therapy students using apps like Muscle System Pro III, 3D Brain and the ADOC (an occupational therapy assessment 'Aid for Decision-making in Occupational Choice'. There is an interesting aricle by the developers of ADOC: • Tomori K, Uezu S, Kinjo S, Ogahara K, Nagatani R, Higashi T (2012) Utilization of the iPad application: Aid for Decision-making in Occupational Choice. Occupational Therapy International, 19, 88-97
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Promotion of breastfeeding, vitamin and mineral supplementation, and advances in food fortification continue to show increasing impact on people’s lives and improve their health.
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1.role of antloxidant foods to slowdown the process of ageing is one of the most significant area of nutrition intervention.
2. pre biotic, probiotic, and synbiotic foods
3.food safety and quality control intervention B B A U (A central university) Lucknow India
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Vocal cord paralysis.
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To determine the time for intervention or if any intervention is required. Depending on the etiology, intervention may be temporary or permanent.
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I mean primary and secondary school level subject (health) - not studies of medicine!
(in national public health promotion management context)
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Hello - there are various models in use in different countries and some continents. The Schools for Health in Europe network is a great source of information - it is a network of the same people and organisations that were part of the European Network of Health Promotion Schools - see www.schoolsforhealth.eu. There you will find lots of information including resources for 'doing' school health promotion, basic conceptual material on what health promoting schools are, the history of the movement, some evaluations of health promoting schools interventions and a list of publications that are relevant to the topic - most of them are downloadable as pdf documents from the web. I would also suggest looking at the Australian Health Promoting Schools Association - they also have a long track record and a very useful website (see http://www.ahpsa.org.au). I hope this is helpful - best of luck.
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What are the medical, psychological, social, economic and ecological implications of obesity? The role of education, parenting, peer pressure and media are to be discussed among other issues as well in order to determine the contributing factors to the obesity phenomena.
PS) Please do not forget to vote ( member's comments / posts / participation. ) This encourages other RG members to participate as well.
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My answer would be that developed countries have become obesogenic by default. This could be attributed to many things including; advances in technology, changes in daily routines and the working environment, the availability of cheap, energy dense convenience foods and physical changes to our communities. We do have free will, however; people with more money, better education and higher social status have far great freedom to make choices relating to their health. In the end it does come down to energy intake and output; but we are not all in an equal position to control this. We can promote healthy lifestyles, educate people regarding the nutritional contents of foods or the benefits of exercise, we can increase their skills relating to shopping, cooking and planning, however; people are not free to make rational choices. If you live in a “bedsit” with no cooking facilities, you have no cookery skills, no transport and you have £30 a week to feed your family; chip butties, chicken nuggets and jam sandwiches are the only choice if you don’t want to go hungry. If you live in an area where it’s unsafe to go out after night, you are socially isolated and don’t have £25 a week spare to join a gym; a bit of “will power” isn’t going solve your physical activity issues. It is really important that we encourage people to take responsibility for their weight; I just worry about the parents who cannot afford to buy their kids 5aday or daren’t take them to the local park to play. Until we tackle these wider social issues it isn’t ethical to blame people for being overweight or obese.