<p> Healthy nutrition is essential for everyone but in some periods, including pregnancy, people are more susceptible and demand attention for nutrition. According to the United States Food and Drug Administration (FDA), approximately 300 extra calories are needed daily to maintain a healthy pregnancy for women. This study analyzes the effects of health education that is provided to pregnant women who are either seeking an office visit for routine or high-risk pregnancy. This study predicted there is no difference in being referred for any type of health education offered to pregnant women between those who received routine pregnancy care and those with high-risk care. It also predicted there is no difference in whether pregnant women are offered nutrition health education/exercise for receiving routine prenatal care and high-risk care. The Statistical Package for Social Services (SPSS) was applied to analyze the 2010 National Ambulatory Medical Care Survey (NAMCS) data using Chi Square statistics. The results from this study indicated no significant relationship between pregnant women who are either seeking an office visit for routine or high-risk pregnancy, as it relates to health education. These results reassure the importance of health education.</p>

<p> The purpose of the qualitative phenomenological study was to describe the phenomenon of being a student-parent by identifying the lived experiences of nursing students that are parents, specifically their perceptions of their experiences of how they balance their family life with their academic life successfully. Two participants were involved in the pilot test and 21 main study participants were included in the sample. The data obtained through semi-structured one-on-one interviews were analyzed using Giorgi&rsquo;s method of phenomenological research. The findings of this study identified eight themes resulting from descriptions provided by the student-parents while in undergraduate nursing school and included: (1) <i>All challenges are subjective to the personal circumstance</i> reflecting the unique home situation, (2) <i>Unmet personal expectations occur while in nursing school</i> through role conflict and guilt, (3) <i>Post-secondary education has particular demands</i> through financial and academic obligations, (4) <i>Support is essential to nursing school success</i>, (5) <i> Processes enabling student-parent success</i> contain compromises and strategizing balance with flexibility, (6) <i>Interactions and outcome from negative spillover</i> imbalance family and academic obligations, (7) <i>Organization culture of campus attributes to the student-parent perspective</i>, and (8) <i>Participant recommendations to stakeholders </i>. The essence of the student-parent experience influenced a formation of a comprehensive model, titled PARENTS to inform campus leaders of strategies to enhance the student-parent experience and accommodate family influences brought to campus. Future qualitative research suggestions include exploring support systems of student-parents, children experiences of student-parents, and campus stakeholder perspectives of breastfeeding and parent planning and family-centred accommodation on campus.</p>

<p> The purpose of this study was to address two research questions: After parents participated in a brief, language-focused parent-training program: (1) To what extent does the parent-training influence children&rsquo;s vocabulary development and (2) To what extent does the parent-training influence parents&rsquo; role as a language facilitator in regards to their perceptions, strategies and knowledge of language and literacy concepts.</p><p> Pre-and post-parent-training, assessment was conducted and used to measure growth within each participant group. A standardized vocabulary test was administered to the child participants and a parent questionnaire was administered to the parent participants. Data were collected and analyzed using descriptive statistics. The results from this study found that parent-training can increase children&rsquo;s vocabulary and parent&rsquo;s perceptions, knowledge and skills pertaining to their role as their child&rsquo;s language facilitator.</p><p> </p>

<p> Problem: Paramedic educators have a short time frame (840 didactic/laboratory plus 500 clinical/internship hours) and limited resources to prepare their students to have competent clinical skills, safe medical practice, and appropriate leadership and teamwork skills. New learning approaches including simulation, audiovisual feedback, and structured debriefing have been suggested as a way to meet this challenge within paramedic education. While some individual components have been studied, no study has examined these three technologies together in paramedic training programs. The overarching research question that guided this study was: What and how do paramedic students learn in a high-fidelity healthcare simulation program that includes audio/video and instructor-facilitated feedback? </p><p> Method: The investigation was a mixed methods study; however, the study tended towards qualitative methods primarily using intrinsic case study methodology based on the work of Yin and Stake. The investigation reviewed the outcomes achieved through the use of high-fidelity healthcare simulation coupled with audio-visual feedback, when implemented within a paramedic education program. A variety of data was collected including audio-visual recordings of briefs, simulations, and debriefs, multiple student documents and logs, and copious researcher notes and documents. </p><p> Results: The simulation laboratory was a realistic, safe, controlled setting allowing students to make autonomous decisions without potential harm to human life as a consequence of errors. Simulation technology augmented traditional clinical experiences by providing more uniformity of experiences between students, providing less familiar clinical experiences, and acting as a time-efficient method for achieving deficit competencies. In evaluating student skill performance, simulation provided better quantified measures and observation accuracy. </p><p> Leadership skills were developed in simulation by taking advantage of safe learning aspects; an environment to learn from mistakes which used leadership skill autonomous practice. Participation as a leader and follower allowed the learner a better understanding of the leadership role when exposed to well-crafted scenarios. Simulation was a unique methodology facilitating safe learning from errors committed by students, a result of knowledge gaps within individual learning. Simulation was unlike traditional learning methods such as lecture, laboratory, or clinical experiences. </p><p> The facilitator/debriefer assisted the paramedic in learning within the simulation environment by: creating a safe learning environment, helping learners identify what knowledge was needed, reinforcing identified needed learning, assisting participants to identify correct actions in response to individualized errors, and promoting learner reflection. A debriefing provided the environment whereby the bulk of learning took place in the simulation experience. The simulation environment contributed to student growth in three domains (cognitive, psychomotor and affective) of learning identifying knowledge or performance gaps for students in the specific practice of assessment, leadership, treatments, planning, evaluation, situational awareness, communications, and teamwork. Simulation provided an alternate method for achieving clinical experiences not available in the actual setting. During the debriefing, the audio-visual feedback and interactive probing procedures worked together to promote student learning. The audio-visual component provided a "big picture" viewpoint for the learner used by the debriefer during interactive probing to help students identify errors and alternate actions. </p><p> A learning model was constructed which represented how students learn. The use of simulation allowed the participant to determine unknown knowledge gaps from previous learning through processes of simulation experience, identification during debriefing, and reflection on alternate-decision pathways. Learning occurred in learning process conclusion: the application of alternate pathways in behavior. The learning process has been summarized in a simulation learning model presented in this study. The simulation learning model is applicable for cognitive, affective, and psychomotor elements. </p><p> Within the study, analysis developed emergent themes. Emergent themes included: <i>Context Is Vital, We Often Don't Know What We Don't Know, Learning From Mistakes, Learners Must Have a Safe Learning Environment, Learning Lessons From Other Industries, and Teaching Leadership Challenges for Paramedics.</i> </p><p> Conclusions and Recommendations: Students often don't know what they don't know in individualized previous learned knowledge; thus, a learning mechanism is required, such as simulation with facilitated debriefing interactive audiovisual feedback. Simulation technology acts as a safe and non-threatening environment to allow learning from mistakes without a human cost. Valid fidelity healthcare simulations augment traditional clinical experiences by providing unfamiliar virtual realities in a uniform way to strengthen the participants' overall experience repertoire. This study recommends that the Emergency Medical Services (EMS) industry, educators, and policy makers establish standards requiring simulation learning within initial training programs to decrease the potential for loss of human lives as a result of human error.</p>

A variety of programmes of health education are designed, addressing promotion of health of the Libyan community. These programmes employ various communication methods and use different education media. This research is the first to evaluate the national programmes of health education in Libya and to determine future needs. It compares health officials' assessments with those of the general public; providers and users. It also examines the health professionals' perceptions on their role in health education. Five questionnaires are used in this research. The first two questionnaires are designed for the evaluation purpose. The third and fourth questionnaires are to determine future needs. The fifth questionnaire is about health professionals' role in health education. Both of the groups, the officials and the general public, assessed TV as being the most effective health education medium. The general public favoured the 'spots' over regular programmes. Their assessment of the radio effectiveness was much lower. Officials, on the other hand, favoured regular programmes over 'spots', and placed radio's role only slightly lower than the impact of TV. Both of the groups recommended wide use of TV for future health education. Children and youth are considered the main groups to be targeted with respect to most of health issues. School is the most preferred setting to target the children. Youth and sport clubs are recommended in communicating with the youth. Assessment of future priority health issues attracted different responses from the two groups. Health professionals perceive that they are responsible for mediating health education and consider this role as important. However, effectiveness of the existing role of health professionals in health education in Libya is evaluated differently. Main barriers to an effective role are identified and required solutions are suggested. The findings of this research suggest the need for systematic consultation across professional and lay groups as a requisite preliminary for statutory health education/promotion initiatives. These findings also address the need for further work and research in certain areas.

<p> African Americans diagnosed with diabetes are less likely to self-manage diabetes-specific modifiable risk factors. As a result, utilization of healthcare services occurs at a greater rate than other racial groups, and thereby incurs higher than expected healthcare costs. This ethnographic study explored the elements of diabetes educational material African Americans in a large city in the southern part of the United States found most useful to facilitate self-management of their disease. Bandura's self-efficacy theory provided the theoretical framework. Research questions addressed the preferred educational content, layout of material, and methods for educational delivery and caregiver support. A purposive sample of 30 African Americans with diabetes who had engaged in diabetes education classes participated in this study. Data were collected through in-depth personal interviews, which were inductively coded and then categorized around emergent themes. A key finding of this study is that participants preferred group learning formats, but perceived educational material to be confusing and difficult to understand. They also expressed some preferences for the use of color, pictures, and presentation of graphical information that may provide the basis for a revision of educational materials. Interestingly, participants indicated a tendency to seek out church members rather than family for support. The positive social change implications of this study include recommendations to healthcare professionals to adopt educational curricula that reflect cultural nuances and needs of target populations in order to support better health outcomes for at-risk populations and cost efficiency improvements.</p>

<p> Human Papillomavirus (HPV), the most common sexually transmitted infection in the United States, was firmly linked to a new subset of oropharyngeal squamous cell carcinomas (OSCC's) in late 2007. With growing rates of West Virginians affected by HPV-related oral cancers it becomes pertinent to verify that public healthcare professionals of all disciplines are aware of this causal relationship and educating their patients. The purpose of this study was to determine the knowledge level, attitudes and behaviors of a convenience sample of West Virginia's public healthcare professionals regarding the oral implications of HPV before and after and educational presentation. A pre- and post- intervention survey methodology was utilized with an additional survey mailed to the sample population four months later. Chi-square tests for independence and binary logistic regression were utilized to determine any significant differences of answer choice on all three surveys. Statistical analysis revealed a significant increase in knowledge concerning oral cancer related to HPV on two of the three survey questions (X2= 6.4, p=0.03, X2=6.3, p=0.02). After the educational lecture participants indicated they were more likely to engage and educate the public about oral cancer caused by HPV (X2= 4.2, p =0.08), encourage their at-risk patients to seek oral cancer screenings (X2=2.1, p=0.18) and claim to have taken every opportunity to speak with patients about oral cancer caused by HPV (X2=14.5, p=0.0001). Knowledge of and patient education efforts by West Virginia public healthcare providers concerning the oral implications of HPV has increased as a result of the lecture. The knowledge gain indicated knowledge deficiencies on the topic which indicates the topics' future application for interprofessional education (IPE). It is recommended that this topic be applied to IPE in other states or within other settings such as the correctional environment or Native American reservations.</p>

Abstract The purpose of this study was to investigate students' perception of their grades in relation to the grading criteria in physical education. To investigate this used issues: how values and experience rating criteria? How do students their teachers' planning of lessons? How do students grading assessment in physical education and what they believe is important? The method used was a questionnaire with closed questions. The answers were given on a six-point scale, ranging from 1 = "not true" to 6 = "totally agree". In a qualitative analysis of the quantitative material. It was converted to the response boxes; does not agree, just agree, doubtful, sometimes / part, consistent and nearly unanimous. The subjects were students in grades six to nine at a secondary school. Of the school's approximate 700 students, chose 662 students chose to participate. The results of how students value the experience and planning of lessons in physical education was answered in two questions in the questionnaire. One, if they feel they've got a plan, and the other if they feel that they may be involved in the lessons of the design. These questions showed that 61% of students were in favor of the two statements. When asked if the students received a planning, it showed scattered results where 25.1% said, do not match, and 19.9%  are fully consistent. Students who responded to the survey believe that the most important thing for a good grade in physical education is the student's individual development, to do their best, good attendance and being positive in class. The conclusion is that when our students are graded criteria, it may be important to clarify these for students to understand the various criteria. Students who understand the grading criteria in theory do not always understand them in practice. A teacher can make use of peer assessment, thus increasing understanding in practice. Keywords: physical education and health, planning, grading, grading criteria and assessment / Sammanfattning Syftet med denna studie var att undersöka elevers uppfattning om sina betyg i förhållande till betygskriterierna i idrott och hälsa. För att undersöka detta användes frågeställningarna; hur värderar och upplever elever betygskriterierna? Hur värderar elever sin lärares planering av lektioner? Hur värderar elever betyg och bedömning i idrott och hälsa och vad anser de är viktigt? Metoden som användes var en enkät med slutna frågor. Svaren gavs på en sexgradig skala, från 1 = ”stämmer ej” till 6 = ”helt överens”. Vid en kvalitativ analysmetod av det kvantitativa materialet omvandlades svarsrutorna till; ej överens, knappt överens, tveksamt, ibland/en del, stämmer nästan och helt överens. Försökspersonerna var elever i årskurs sex till nio på en högstadieskola. Av skolans drygt 700 elever valde 662 elever att delta. Resultatet på hur eleverna värderar och upplever planering av lektioner i idrott och hälsa besvarades av två frågor i enkäten. Den ena om de upplever att de fått en planering och den andra om de känner att de får vara delaktiga i lektioners utformning. Dessa frågor visade att 61 % av eleverna var positiva till de två påståendena. På frågan om eleverna fått en planering visade ett spritt resultat där 25,1 % svarade stämmer ej överens och 19,9 % stämmer helt överens. Eleverna som svarade på enkäten anser att det viktigaste för ett bra betyg i idrott och hälsa är elevens individuella utveckling, att göra sitt bästa, bra närvaro och att vara positiva på lektionerna. Slutsatsen är att när våra elever får betygskriterier kan det vara viktigt att tydliggöra dessa för att eleverna ska förstå de olika kriterierna. Eleverna som förstår betygskriterierna i teorin förstår dem inte alltid i praktiken. En lärare kan använda sig av kamratbedömning för att på så sätt öka förståelsen även i praktiken.     Nyckelord: idrott och hälsa, planering, betyg, betygskriterier och bedömning / <p>Studiegång Idrott, fritidskultur och hälsa. Ht 2012</p>

Diss. Linköping : Univ., 2001.

Thesis (Ph.D.)--Edith Cowan University, 2007. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.