Questions related to Health Promoting Schools
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!
I am looking for valdiated questionnaire used to investigate students' performance and their attitude to a specific type of exam.
I would like to investigate the relation between exam mode and performance.
Do you know any scale that may be useful for this?
Thanks in advance,
I work in rural Guatemala and we are trying to improve the child nutrition using high-protein grain, such as amaranthus spp.
All the literature and the status quo of the organizations is focused in promoting the consumption of animal source foods (ASF) for improving the nutritional status of children. However, I found it difficult in the communities where I work in, because people do not have economic nor physical access to ASF.
As nutritionist, I understand the importance of ASF (e.g. Vit. B 12, iron, Zn content and high bioavailability of these) but I also understand the unsustainability of the ASF production (due their large need of natural resources such as land and water) and the risk of increasing incidence of obesity when they start the economic development.
Why do you think organization and researchers have neglected high-protein grains and are focused on ASF?
Are there any evidence to support that practices: case studies, RCTs, anything?
I am experimenting with tissue culture at home with my kids and I was looking for some advice one surface disinfecting. Some article I have read suggested 0.5% NaOCI (15% v/v bleach) for 20min, but I am not sure how to replicate this with just house hold clorox bleach? I am no chemist and just looking to expand my kids exposure to science outside of school :-) Thank You
The APS website features several great lab exercises for plant pathology classes. Next semester I will teach this class for the first time and I would like to perform the experiment on AHL producing bacteria with the students.
Unfortunately, I was unable to contact the person indicated in the text to obtain the strains for the experiment. I was wondering if anyone has these strains and is willing to share them for our class?
I am studying on Health promoting school approach in Iran. I need to a history of the complete report related to regional consultation on health promoting schools in EMRO in session of YEMEN 2005. Is there anyone to help me?
how to develop intervention program for young people
the type of methodology that this kind of study requires
and possible instruments.
Background: Preventive and health promotion projects aim to induce healthy habits in children through education about sun exposure in order to protect against and reduce the incidence of skin cancer. Education about the prevention of skin cancer is most effective when it is taught as part of a health education curriculum.
Our program was named as "Sol, Amigo da Infância - Sun, Friend of Childhood". This program was established on January 2013 by SBD-RESP board. The program partner schools received materials to facilitate the classroom instruction, and the program also encouraged the implementation of structural measures (such
as planting trees) and individual measures (such as encouraging the use of hats, appropriated clothing, sunglasses and sunscreen).
The program is composed by flexible elements that can be used independently or as supplements to the curriculum of existing health promotion in school.
Aim: The program "Sun, Friend of Childhood" is a school health education and disease prevention project directed to instruct children and educators through activities in school that aim to encourage the adoption and maintenance of behaviours that ensure proper sun protection and the consequent prevention of skin cancer.
A total of 194,000 children and 800 teaching coordinators of public and private schools received lessons and activities about our Educational program on photoprotection between 2013 and 2014. HQ´s comics, DVD movie and teachers involvement have been showed effective to disseminate these informations.
In the Netherlands the government funds PhD projects of primary, secondary, and higher education teachers. They can work on their Phd while at the same time working as a teacher in school. The aim of this project is to encourage both professional development of teachers and also to support school development and ultimately improve the transition of students to higher education. I am curious what your thoughts are on these aims. And if you know of any relevant literature related to learning from doing research for teaching and school development.
I am currently working on my PhD research prospectus and keep changing my mind on the research method, I was going to do interviews with individuals or groups but then today was thinking of using a survey but have yet to find one that would cover the information and was already valid and reliable (to save time).