This research demonstrates that people's ways of dealing with matters of life and daily occurrences are not the result of standard common sense deductions from learned facts. It has consistently shown that any presented information gets framed by the respondents in a multitude of ways depending on their habitual ways of dealing, viewing, judging, and challenging messages in their environment. Such ways of interacting with one's direct environment are shaped by the most common means of communication or the media that are being used. The literature that has inspired and guided this research is that of scholars like Ong, Havelock, McLuhan, and Burke who had great contributions to the Communication discipline. Consequently, this research challenges the existing public health literature, which, in its largest majority, is informed by the theoretical understanding of beliefs, attitudes, and behaviors within the sociological and psychological disciplines. It is a step away from the practice of crafting messages that are conducive to behavioral change and a step forward toward dealing with any health endeavor as something to be created, negotiated, and recreated within its environment. Among the research's most significant findings is that the respondents' assessment of the health risks of some of their behaviors had little to do with their knowledge of such risk, and more with their education level and the amount of time they spent watching television. Depending on whether the respondents were defined as “oral”, “literate”, “television viewer”, or “light-to-non viewer”, their responses to identical health information took different turns which reflected various ways of dealing with the issue at hand. The research also showed that the link between the educational level of the mothers and her position on some life threatening health risks weakened significantly when they had already undertaken such health risk, like in the case of smoking. Instead, a strong positive link proved to exist between television viewing and the inclination to admit to the presence of a personal risk due to smoking. The research proved however that underneath such positive health responses among the television viewers, was a reactive language that intended to conform yet remained optimistic about any personal repercussions.

This study describes and analyses a collaborative research process used to initiate inquiry and change in a health system in a First Nation, Aboriginal community in Canada. As background, the author reviews issues in transferring government health programs to local control, describes traditional and government health systems in the Split Lake Cree First Nation community and grounds the rationale for the research approach in the traditions of action research and participatory research. The case presentation covers the first year and a half of participatory education and collaborative research activities. Initially it deals with the formation and development of a community research group, with the author serving as co-operating external researcher and training resource. This represents the first instance in Canada of an Aboriginal group doing its own study in preparation for taking over and transforming its health system rather than employing an external consultant to do the study. Specific activities include the preparation of a proposal for funding a study to help with the transfer and the initial design and field work on a study of traditional health practices and resources in the community. The account is based on audio recordings and transcriptions of fourteen meetings, each two to three days in length. In the meetings, the efforts, constraints, interactions, training and skill development of the research group as well as its analysis of systems and reflections on its own process are documented. The author intersperses his own observations in italics. In conclusion, the author reflects on issues arising out of this innovative experiment and on insights it offers for specific problems in collaborative research. Finally, there are recommendations for the use of such an approach as a means for community empowerment and control over change in local health systems.

The purpose of this study was to test the video education tool, Choosing Cambodian Foods Wisely, to determine if Cambodian refugees would respond to this intervention as culturally appropriate and nutritionally educational. An evaluation study consisting of a pretest, posttest 1 and posttest 2 was introduced to a cluster sample of 20 Cambodian refugees; however, due to attrition, the analysis of the data was based on 17 cases. An ANOVA test revealed a significant difference between the means of the test scores. These results supported the hypothesis that the video education tool was effective in increasing the knowledge, attitudes, and behaviors of the subjects in regard to the nutritional elements iron, calcium, cholesterol, sugar, and salt. The research further suggested that these increases were sustained over a one month period. Ninety percent of the subjects reported that the video provided at least some culturally appropriate, accurate, and useful nutrition information and that they would recommend the video to others. These study results suggest that health educators focus their attention on media methods to achieve health interventions for cultural groups.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. "Publications of C.E. Turner": leaves 187-204. Includes bibliographical references (leaves 230-237).

<p> The purpose of this grant project was to obtain funding for a prevention and intervention program that provides services to youth that are at-risk or have been victims of dating violence. The goal of the project is to provide education, resources, prevention and intervention services for these teenagers in hopes of improving their future relationships. Mental Health &amp; Addiction Services for Adolescents (MASA) Youth Services, a project of the California Hispanic Commission on Alcohol &amp; Drug Abuse, Inc. (CHCADA) was selected as the servicing agency for this project. </p><p> An extensive literature review was conducted to examine the need for implementation of a dating violence program. The information gathered and the literature guided the grant writer to develop a grant that will meet the need for the selected population.</p>

<p> The needs of homeless students are significant and varied. The McKinney-Vento Homeless Assistance Act helps ensure homeless students can access a quality education. One of the key provisions is the requirement that all LEAs identify a liaison to be in charge of meeting the needs of homeless students. The purpose of this study was to understand the perceptions of district liaisons in regard to the needs of the homeless students they serve and the factors that facilitate and hinder their ability to meet these needs. The study was designed as a qualitative study relying primarily on interviews with 20 liaisons from a representative sample of districts in the state of Ohio. </p><p> The findings indicate that homeless students face a number of needs, including access to basic necessities like food, clothing, shelter, and transportation, and to social services including mental health services and drug treatment centers. Liaisons indicated that they played a less direct role in supporting students&rsquo; academic needs, instead relying on school-based staff members to support homeless students&rsquo; academic needs. </p><p> Liaisons identified a number of factors that facilitate and hinder their ability to meet the needs of their homeless students. The availability or lack of district resources like funding and personnel were especially important. In some districts, superintendents had prioritized hiring additional social or community workers. Liaisons indicated they relied a great deal on the support of these personnel. Further, the availability (or lack) of community-based service agencies greatly impacted liaisons&rsquo; work. </p><p> Finally, liaisons faced a number of competing demands that made their roles challenging. The vast majority of liaisons held another full-time role in the district, meaning they had limited time to devote to the role of liaison. Liaisons also indicated that navigating both community perceptions of homelessness (whether identified families were &ldquo;truly&rdquo; homeless or deserving of support) and the proper role of the school in the community were added challenges. </p><p> These findings suggest that additional personnel to help meet the needs of homeless students and greater coordination between schools and social service agencies would benefit both liaisons and the homeless students they serve. </p>

<p> Student nurse athletes may experience difficulties effectively obtaining academic success in nursing programs. Many athletes need extra support and assistance to complete a nursing degree. Some institutions provide general academic courses to enhance the athlete&rsquo;s academic skills and knowledge. There is limited literature addressing success of student athletes in Bachelor of Science in Nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to academic success. A quantitative descriptive comparative study was conducted from September 8, 2014 to October 3, 2014. Data were obtained on sixty-one participants that included athlete and non-athlete nursing students. All participants completed the Demographic-Socio-Economic Questionnaire and the Facilitators/ Barriers Questionnaire. In addition, the athletes (n=18) also completed the Motivational Questionnaire. Results indicated that both groups ranked academics as requiring the highest demand of time. In second rank were athletics (athletes) and family (non-athletes). Both groups ranked time management as first and prioritization second as being critical to academic success. Student athletes identified facilitators as support with time management and prioritization. Barriers were schedule conflicts between classes and clinical days. Motivators were the needs to successfully complete academic and athletic related tasks. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success. These services can provide time management and prioritization skills which are facilitators needed to assist the student in managing the unique characteristics of being a successful student nurse athlete.</p>

<p> This study examined the organizational commitment and professional development of adjunct nursing faculty as it related to socialization processes provided by their organization. This study also investigated the independent variables that contributed to affective, continuance, and normative commitment. The study was conducted using an online Survey looking at the commitment levels of adjunct nursing faculty from nursing programs in New York State. Participants self-reported demographics which assisted in providing commonality among the participants, and completed two valid, published surveys; Eisenberger, Huntington, Hutchinson, and Sowa's (1986) <i>Survey of Perceived Organizational Commitment (SPOC)</i> and Allen and Meyer's (1990) <i>Three Component Model (TCM) of Organizational Commitment</i>. Results indicated that age, one independent variable, was found to be significant for continuance commitment between two age groups; 25&ndash;40 and 55 and greater. This finding leads academic administrators to focus on their multigenerational workforce needs, which now occupies many of their teaching positions. Further research is warranted to investigate the multigenerational nursing adjunct faculty member and the relationship socialization processes has on their organizational commitment and professional development.</p>

O ensino das artes é concebido, por muitos, como supérfluo, caracterizado como lazer e recreação. No entanto, o teatro, ao ser vivenciado pelas pessoas, resgata a individualidade ao materializar a capacidade de expressão renovadora das relações entre as pessoas e os grupos sociais. Basta o ser humano aparecer que entrará em cena o teatro, ou seja, o teatro é essencialmente o ser humano. E este é antes de tudo um corpo contendo sensibilidade, emoção, razão e sexualidade, registrando sensações e reações. Neste estudo optamos por uma pesquisa qualitativa, mediatizada pela Pesquisa-Ação, com o objetivo de descrever e analisar o uso do teatro como estratégia de ensino-aprendizagem na formação do enfermeiro. Os nove sujeitos integrantes do estudo são alunos do Estágio Supervisionado II do curso de Graduação de Enfermagem, os quais participam do grupo Saúde e Alegria, destinado à educação para a saúde. Os sujeitos reconhecem a necessidade de conhecer e explorar o cotidiano da vida do público-alvo, buscar novos conhecimentos, aprofundar o ensino teórico-prático da enfermagem, para trabalhar na educação para a saúde, sendo um trabalho que exige muita criatividade e dedicação, apontando as barreiras e gratificações do trabalho em equipe. A estratégia do teatro possibilitou aos alunos o auto-conhecimento, aprender a ouvir, o momento correto de falar, a aproximação e a interação com as pessoas e, acima de tudo, o respeito. Dessa forma, percebemos como o teatro favorece o crescimento pessoal e desenvolvimento cultural dos alunos por meio do domínio da comunicação e do uso interativo da linguagem teatral, numa perspectiva lúdica, facilitando o processo de ensino-aprendizagem na formação do enfermeiro. / Art instruction is conceived by many as a luxury, and characterized as leisure and recreation. However, the theater, once experienced, redeems individuality by materializing the ability to express oneself, which enlivens relationships between people and social groups. Wherever there is a human being there is acting (theater): that is, the human being is the theater itself. The human being is essentially a body containing sensitiveness, emotion, reasoning, and sexuality, capturing sensations and reactions. This is a qualitative study involving research/action aiming to assess and describe the theater as a learning/teaching strategy in nursing education. The nine subjects enrolled in the study were students in the Supervised Internship Program II, which is part of the nursing undergraduate school, and participate in a Group called Saúde e Alegria (Health and Joy Group). This group focuses education for health. The subjects recognized that it was necessary to explore and be familiar with the target public\'s routine, pursue continuing education, and delve into the theoretical and practical nursing teaching in order to work in education for health. Besides, they recognized that such job required devotion and creativity and highlighted teamwork barriers and rewards. The strategy made it possible for the subjects to learn more about themselves, learn how to listen to others, identify the right moment to talk, how to approach and interact with people, and above all, respect others. Thus, we perceived how the theater facilitates self-growth and students\' cultural development by means of commanding communication and using the theater language interactively in a playful manner, thus making the teaching/learning process easier in nursing education

Estudos contemporâneos apontam para uma maior preocupação com o desenvolvimento infantil e a importante influência que o meio ambiente onde a criança vive gera nesse desenvolvimento. O convívio com as pessoas próximas nos primeiros anos de vida pode gerar uma marca durável no desenvolvimento da criança. Objetivos: O presente estudo teve como objetivo verificar o desenvolvimento motor de bebês até dezoito meses antes e após a sua participação em um Programa de Intervenção Motora Participativa Ampliando Oportunidades (PIMPAO). Método: Este foi um estudo experimental, quantitativo, correlacional, onde participaram 94 bebês, entre um e dezoito meses, provenientes de três contextos diferentes de baixa renda: 41 bebês que passavam oito horas do dia em escolas infantis, sendo o educador o seu cuidador, 29 bebês que moravam com suas famílias biológicas e as mães eram as cuidadoras e 24 bebês que moravam em abrigos, sendo os monitores seus cuidadores. Os locais, previamente selecionados, após contato inicial e aceite em participar do estudo, foram: escola de educação infantil conveniadas com a prefeitura de Porto Alegre, Programa de Estratégia de Saúde da Família (ESF) na Região Metropolitana de Porto alegre e Núcleo de Assistência Residencial do Estado do Rio Grande do Sul (NAR). Os grupos interventivo (GI) e controle (GC) foram aleatoriamente escolhidos. Os bebês foram avaliados no início e após oito semanas por meio da Alberta Infant Motor Scale e da Affordances in the Home Environment for Motor Development Self-Report. O programa de intervenção consistia em atividades de perseguição visual, manipulação de brinquedos, controle postural e demonstração de afetividade. Os cuidadores foram treinados e orientados a repetir estas atividades diariamente, cinco vezes por semana. Orientações para ampliação de oportunidades de desenvolvimento no contexto foram realizadas para os cuidadores. A visita para troca de atividades foi chamada de “troca da semana” e, em cada semana, eram apresentadas cinco novas atividades. A análise dos dados foi realizada utilizando o software Statistical Package for the Social Sciences (SPSS) versão 17.0. As variáveis contínuas foram descritas através de mediana e amplitude interquartílica devido à assimetria da distribuição. As variáveis categóricas foram descritas através de freqüências absolutas e relativas. Para comparar as variáveis contínuas entre os grupos foi utilizado o teste de Mann-Whitney. Quando comparados os contextos, o teste de Krukal-Wallis foi aplicado. Para comparar as variáveis categóricas foi aplicado o teste qui-quadrado de Pearson e, na complementação dessa análise, o teste dos resíduos ajustados foi aplicado. Para comparar as oportunidades, antes e após a intervenção em cada grupo e contexto, foi aplicado o teste qui-quadrado de McNemar, exceto para o número de brinquedos referente as motricidade fina e ampla, que foi avaliado pelo teste de Wilcoxon. O nível de significância estatística considerado foi de 5% (p ≤ 0,05). Este estudo teve a aprovação do Comitê de Ética em Pesquisa (CEP) da Universidade Federal do Rio Grande do SUL (UFRGS). O Termo de Consentimento Livre Esclarecido foi formulado tomando por base a Resolução 196/96 do Conselho Nacional de Saúde. Resultados: Em relação ao sexo, idade, idade gestacional, número de adultos que conviviam com os bebês, número de crianças, número de cômodos/peças no local e a escolaridade dos cuidadores, não foram detectadas diferenças estatisticamente significativas entre o GI e o GC. Sobre os resultados para categorização AIMS, não houve diferença na categorização do desenvolvimento motor no fator tempo (do pré e para o pós teste) no GC (p=0,545). Porém, no GI, houve um aumento no percentual de normalidade e uma significativa redução no atraso motor (p=0,003). Desconsiderando o grupo (interventivo e controle), o único ambiente que apresentou diferença estatisticamente significativa no fator tempo para o desenvolvimento motor foi a educação infantil (p=0,009). A escola infantil associou-se com a normalidade, a 6 comunidade com o atraso e o abrigo com a suspeita de atraso (p<0,001). Ainda no fator tempo, considerando grupo e ambiente na categorização do desenvolvimento motor no grupo interventivo, somente na escola infantil houve diferença estatisticamente significativa do pré para o pós intervenção (p=0,020). Na avaliação do ambiente, nos resultados do fator tempo para o grupo controle, houve diferença entre as avaliações do pré para o pós intervenção nas questões referentes aos cuidadores deixarem menos as crianças no berço quando acordadas (p=0,008) e mais restritas ao chão (p=0,006) no pós teste. Também houve uma diminuição estatisticamente significativa do número total de brinquedos que estimulam a motricidade fina (p=0,009) e um aumento estatisticamente significativo do número total de brinquedos que estimulam a motricidade ampla (p<0,001). No grupo interventivo, houve uma melhora em quatro quesitos referentes às oportunidades oferecidas às crianças. Foram eles: onde guardar brinquedos (p=0,008), crianças escolherem as brincadeiras (p=0,008) e aumento no número de brinquedos que estimulam tanto a motricidade fina quanto a ampla (p<0,001). No pós intervenção, entre os grupos, diferiram significativamente quanto à criança escolher a brincadeira (p=0,018), melhor para o GI. Quando separados os grupos em ambientes, na escola de educação infantil houve aumento estatisticamente significativo no número de brinquedos da motricidade fina e ampla (p<0,001) do pré para o pós intervenção no fator grupos. No ambiente da comunidade houve uma melhora em dois quesitos referentes às oportunidades oferecidas às crianças: diminuição das crianças carregadas no colo (p=0,021) e no berço quando acordadas (p=0,031). No ambiente de abrigo, houve um aumento significativo na proporção de crianças que escolhem as brincadeiras (p=0,031), maior restrição das crianças ao chão (p=0,031) e aumento no número de brinquedos que estimulam a motricidade ampla (p<0,001). A escola de educação infantil permaneceu oferecendo as melhores oportunidades, e a comunidade, em geral, apresentou as piores condições. Nos abrigos, quando foi comparado o desenvolvimento dos bebês filhos de mães usuárias de crack, observou-se diferença estatística significativa entre os escores do pré para o pós intervenção (p=0,011). Comparando diretamente os escores observados, das oito crianças deste grupo, todas apresentaram escores e percentil motor mais elevados na segunda avaliação. Em relação à comparação dos escores das crianças de mães não usuárias de crack, verificou-se que as quatro crianças deste grupo apresentaram escores e percentil motor mais elevados na segunda avaliação. Chama-se atenção para o fato de que os escores apresentados pelas crianças no grupo das mães não usuárias de crack se mostraram mais elevados. Conclusões: Pode-se concluir que os bebês que participaram do PIMPAO obtiveram melhores resultados em relação ao ganho no seu desempenho motor. Modificações do ambiente foram positivas para o desenvolvimento e houve uma associação positiva das mudanças no ambiente com aqueles bebês que melhoraram seu desenvolvimento motor. Os bebês cujas mães fizeram uso de crack durante a gestação obtiveram desenvolvimento motor mais defasado em relação aos bebês cujas mães não utilizaram a droga. Ambos se beneficiaram com o PIMPAO, com maiores ganhos naqueles mais necessitados. Este estudo mostrou a importância da inserção de um trabalho interventivo em diferentes contextos, destacando a escola infantil como a que gerou mais desenvolvimento nos bebês e alterações positivas no ambiente, seguida pelo abrigo e, por fim, comunidade. Os bebês desenvolvem maior qualidade em seu aprendizado motor quando estimulados de maneira correta em ambiente da escola infantil, ou no abrigo e ou no ambiente familiar. / Recent studies show a greater concern about child development and about how the environment where a child lives affects his development. Relationships with close people during the first years of life may generate a durable mark in child development. Purpose: the purpose of the present study was to verify motor development in infants aging eighteen months maximum, before and after their participation in a Participative Motor Intervention Program Amplifying Opportunities (PMIPAO). Methods: This was an experimental, quantitative, correlational, where 94 infants were in this study, aging from one to eighteen months, coming from three different low income contexts: 41 infants who spent eight hours a day in child educational school, where the educator was also their babysitter, 29 infants who lived with their biological families and their mothers took care of them, and 24 infants who lived in shelters where the employers were their babysitters. The places, previously selected after an initial contact and agreement to participate in the present study, were: child educational schools working along with Porto Alegre City Hall, Family Health Strategy Program (FHSP) in Porto Alegre Metropolitan Area and Home Assistance Group of Rio Grande do Sul (HAG). Intervention group (IG) and control group (CG) were randomly chosen. Infants were assessed in the beginning and after eight weeks using the Alberta Infant Motor Scale and the Affordances in the Home Environment for Motor Development Self-Report. Intervention program consisted of visual persecution activities, toys manipulation, postural control and affection demonstration. The responsible ones taking care of the children were trained and orientated to repeat these activities everyday, five times a week. Orientation to amplification of development opportunities in the context were taught to the ones responsible for the children. The meeting chosen to do the activities change was called “week’s change” and each week five new activities were introduced. Data analyses were performed using the SPSS (Statistical Package for the Social Sciences) software, version 17.0. Continual variables were described through media and interquartilic amplitude due to distribution asymmetry. Categorical variables were described through absolute and relative frequencies. In order to compare continual variables between groups the Mann-Whitney’s test was used. When contexts were compared to each other, the Krukal-Wallis’s test was applied. To compare categorical variables the Person’s Chi-squared test was applied, and to complement these analyses, the adjusted residues’ test was used. In order to compare opportunities, before and after intervention in each group and context, the McNemar’s Chi-squared test was applied, except to number of fine and global motricity toys, which was assessed using the Wilcoxon’s test. Level of statistic significance was 5% (p≤0,05). This study was approved by the Research Ethics Committee (REC) of the Universidade Vale dos Sinos (UNISINOS) under the number 029/2009 and the zip code of the Universidade Federal do Rio Grande do Sul (UFRGS). The Free and Informed Consent was formulated respecting the 196/96 Resolution from the Health National Board. Results: Regarding to gender, age, gestational age, number of adults close to the infants, number of children, number of rooms where children lived, and babysitters’ level of instruction we did not find differences statistically significatives between IG and CG. About the results to AIMS classification, there weren’t any differences in classification of motor development considering time factor (before and after the test) in the CG (p=0,545). However, in the IG there was an increase in the normality percentage and a significative reduction in motor delay (p=0,003). Without considering the group (intervention and control), the only place that showed a difference statistically significative in time factor to motor development was child education school (p=0,009). Child school was associated to normality, community to delay and shelter to delay 8 suspicion (p<0,001). Still in time factor, considering group and environment in motor development classification in intervention group, only at the child school there was difference statistically significative between before and after intervention (p=0,020). Considering environment, in the results of time factor to control group, there was difference between assessments before and after intervention regarding to babysitter letting children in the bassinet when awake for shorter periods of time (p=0,008) and more restricted to the floor (p=0,006) after the test. There was also a reduction statistically significative of total number of toys that stimulate fine motricity (p=0,009) and an increase statistically significative of the total number of toys that stimulate global motricity (p<0,001). In intervention group, there was an improvement in four items referred to opportunities offered to children: where putting toys away (p=0,008), children choosing the games (p=0,008) and increase in the number of fine and global motricity toys (p<0,001). After intervention the IG showed better results regarding to children choosing the games (p=0,018). When groups were separated in the environments chosen, in the child education school there was an increase statistically significative in number of fine and global motricity toys (p<0,001) from pre to post-intervention in groups factor. In the community there was an improvement in two items related to opportunities offered to children: reduction in children carried in the arms (p=0,021) and left in the bassinet when awake (p=0,031). In the shelter, there was a significative increase in proportion of children who choose the games (p=0,031), greater restriction to the floor (p=0,031) and increase of number of global motricity toys (p<0,001). Child education school kept offering the best opportunities, and the community, in general, showed the worst conditions. In shelters, when child development was evaluated in infants of crack addicted mothers, it was noticed a difference statistically significative between scores from pre to post-intervention (p=0,011). Comparing directly the observed scores, all eight children from this group showed scores and percentile higher in the second evaluation. Regarding to score comparison of children whose mothers were not addicted to crack, it was verified that the four children from this group showed scores and percentile higher in the second evaluation. It’s important to notice that the scores showed by children from the group of non-addicted mothers were higher in the second evaluation. Conclusions: it’s possible to conclude that infants who participated in the PIMPAO had better results regarding to gain in motor development. Changes in the environment were positive to development and there was a positive association between changes in the environment and those infants who improved their motor development. Infants whose mothers used crack during gestation had a poorer motor development comparing to infants whose mothers did not use the drug. Both benefited from the PIMPAO, with higher gains in those that needed the most. This study showed the importance of including an intervention job in different contexts, pointing up the child school as the one that produced more development in infants and positive changes in the environment, followed by the shelter, and at last the community. Infants developed more quality in their motor learning when stimulated the correct way at the child school, or at the shelter and/or in a family environment.