Background and Purpose¡XStroke has been a leading cause of death for decades in Taiwan. The mortality and morbidity may be reduced if people have the correct knowledge about stroke. This pilot study aimed to examine the effectiveness of an educational program aiming to increase college students¡¦ knowledge of cause of stroke, risk factors, stroke warning signs, and action needed (call 119) when a stroke is suspected. Methods¡XTwo classes (A and B) of college students was used as convenience sample. The program evaluation consisted of a pretest, a 50-minute educational intervention, immediate posttest, and a 12-week follow-up. Class A was tested via close-ended questionnaire while class B open-ended one. Repeated measure one-way ANOVA was used to compare mean score of three tests. Comparisons of mean score between male and female participants of each evaluation point were assessed by t-tests. Stata 7.0 for Windows was used for the analysis at significance level of 0.05. Results¡XA total of 138 college students participated the educational program. Response rate was 90% and 91% in class A and B respectively with mean age of 22 years. In pretest, all students in class A were able to recognize ≥1 risk factors (RF), ≥1 warning signs (WS). In class B, 5% were not able answer one RS and 24% couldn¡¦t name one WS. Of the students, 18-20% in both classes did not recognize the brain as the affected organ in stroke. Mean score improved significantly after the intervention (p<0.001), and dropped after 12 weeks (p<0.001). The effects of gender toward knowledge level were non-significant except posttest in class B (p<0.05). Conclusions¡XOur study showed that college students¡¦ knowledge of stroke could be improved by educational program. However, learning effects faded away with time. Our data showed that gender was irrelevant to learning effects. Policy makers may consider improving public knowledge of stroke through properly designated educational program.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--Texas A & M University, 2003. / "Major Subject: Health Education." Title from author supplied metadata (automated record created on Apr. 30, 2004.). Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiv, 147 p.; also includes graphics. Includes abstract and vita. Advisor: David Stein, College of Education. Includes bibliographical references (p. 98-103).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 315-326). Available also in a digital version from Dissertation Abstracts.

<p> Job dissatisfaction among nursing faculty could have a significant impact on nursing faculty retention and student enrollment in nursing programs. The purpose of this qualitative instrumental case study was to gain insight into the perspectives of faculty members who teach nursing education in a university program. This study used Herzberg, Mausner, and Snyderman&rsquo;s motivation-hygiene theory to explore employee satisfaction and dissatisfaction in the workplace. The research question focused on the perspectives of nursing educators and challenges they face. Data were collected through individualized interviews with 15 nurse educators, using open-ended questions and reviewing relevant documents. The data were analyzed by sorting and highlighting the participants&rsquo; responses and using codes to categorize and develop themes. Six overarching themes (expectations, motivations, benefits, job fulfillment, challenges, and job dissatisfaction) and 3 subthemes (remuneration, excessive workload, and funding for advancing education, recruitment, and mentoring) emerged. These themes and subthemes identified critical aspects of job satisfaction that may help nursing faculty and nursing administrators strengthen the positive and diminish the negative aspects of the job for greater faculty satisfaction. Nursing leaders and health care administrators can use these findings to bring awareness to the nursing education community by creating realistic goals that address job satisfaction, retention, and recruitment of nursing faculty. These changes will improve student enrollment and increase the number of nurses available to provide quality care throughout the nurses&rsquo; respective communities.</p>

<p> Children who show signs of depression are at greater risk of having depression as adults as well as developing comorbid conditions. A multi-tiered system of support (MTSS) approach is currently the best evidence-based method for addressing behavioral and mental health concerns in a school setting. At this time, few research-based interventions exist that adequately address internalizing behaviors such as those associated with depression. <i> Strong Kids</i> is an evidence-based social-emotional learning curriculum that can be used at both the universal and secondary levels of prevention. It is designed to address internalizing behaviors; however, it has only been tested as one chronological series of lessons. This makes immediate response to a student&rsquo;s need &ndash; a hallmark of secondary prevention in MTSS &ndash; challenging because the Strong Kids program can take a minimum of 6 weeks for delivery. The current single-case design research evaluated the delivery of <i>Strong Kids</i> in an elementary school on a continuously rotating 4-week basis, such that students referred for the intervention began at the beginning of any given week and continued to receive the intervention until all lessons were received. Three hypotheses were tested: (a) Students at risk for developing depressive disorders would show reduced risk of depression following the <i>Strong Kids</i> intervention; (b) this intervention would be effective for students regardless of the lesson on which they begin the intervention; and, (c) any differential effects among students beginning the intervention during different weeks would be small and not reach the level of clinical significance. The obtained findings and implications for school practices are discussed.</p>

Methicillin-resistant Staphylococcus aureus (MRSA) strains have spread in Saudi Arabia, increasing morbidity, mortality, and financial burdens. Recent studies have suggested the phenotyping methods typically used to classify MRSA as either health care MRSA (HA-MRSA) or community-associated MRSA (CA-MRSA) cases are unreliable, because they lack concordance with the results of genotyping. Yet the expense associated with genotyping precludes its use in the Saudi Aramco population in Saudi Arabia. The absence of a standardized and affordable method to classify MRSA into CA-MRSA and HA-MRSA has been a challenge for infection control programs in Saudi Arabia. The objective of this quantitative, secondary data analysis was to determine the most reliable phenotyping approach to strain identification using John Hopkins Aramco hospital data. The ecological and antibiotics selection pressure theories framed this research. The results of concordance, and sensitivity and specificity tests, suggested hospital admission profiles and susceptibility pattern were the most reliable phenotypic predictors of genotype-based classifications. Multiple logistic regression for susceptibility pattern (OR = 15.47, p < .001) and hospital admission profile (OR = 2.87, p = .008) confirmed those results, whereas all other variables were not found to be statistically significant. These results can be used to clarify the epidemiological and molecular factors that affect the transition of MRSA from health care facilities to the Saudi Aramco community. Implications for positive social change include faster and more reliable classification of MRSA to aid in disease surveillance and the selection of appropriate treatments to reduce MRSA-related morbidity and mortality.

<p> While there was an abundant amount of research supporting the need for and benefits of a workplace health program (WHP), little empirical research existed regarding WHPs in a university setting (Watts, 1992). Compared to other WHP settings, the university setting is unique in that the employee population consists of both faculty and staff, with various work schedules, job responsibilities, and demographics. Universities also provide a unique setting for WHPs due to their access to various internal resources, such as employees with expert knowledge, campus food services, on-site facilities, and students studying health and wellness disciplines (RAND Corporation, 2013). As reported by the National Institute of Health Care Management (NIHCM, 2011), there was a need for more research to build a stronger evidence base for establishment of WHPs, and to identify program components that work best in different types of workplace environments, such as the university setting. The purpose of this study was to conduct an analysis of a Liberal Arts University WHP, to assess employees&rsquo; feedback regarding their program participation, or lack thereof, and whether a difference existed between full-time faculty and full-time staff attitudes, awareness, and satisfaction with the WHP (Centers for Disease Control and Prevention, 2012b; Hanks et al., 2013). The primary investigator (PI) collected both quantitative and qualitative data through the utilization of an anonymous web-based survey and four focus groups. </p><p> Quantitative data analysis revealed, that differences did exist, some of which were statistically significant, between the university&rsquo;s full-time faculty and staff attitudes and awareness. Furthermore, the quantitative data revealed minimal differences in regards to faculty and staff satisfaction with the WHP. Qualitative data presented three emerging themes: administration/supervisor support, defining the purpose of the WHP, and effective communication and marketing. Differences in faculty and staff attitudes towards and awareness of the WHP indicated a need for more effective communication and increased leadership support of the WHP. WHP practitioners may benefit from future research that scientifically investigates how to create or increase WHP participation and engagement. Such assessments are vital to the ongoing evaluation of WHPs, and are a crucial component to chronic disease management efforts in the U.S. (Sorensen &amp; Barbeau, 2004).</p>