Thesis (M.A.)--The University of North Carolina at Greensboro, 2010. / Directed by John Seta; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jul. 13, 2010). Includes bibliographical references (p. 25-29).

The advancement in ICT in recent decades has transformed every aspect of life, including medical care. The most sophisticated example of this is electronic health (e-health), which in developed counties has been a major contributor to enhancing the overall quality of healthcare services. However, e-health remains primitive in developing countries, whether they are relatively poor like Jordan or wealthy like Qatar. Barriers to successful e-health adoption in developing countries are attributable either to superimposing the technology itself while ignoring staff preparedness to integrated e-health or financial inhibitions to making such fundamental changes to healthcare delivery. Staff preparedness is related to educating or training healthcare staff, particularly nurses, who have fewer opportunities to attend training, or are sometimes ignored. Hence, the focus of this research is to evaluate the preparedness of nursing community for e-health adaption in the developing countries, taking Qatar and Jordan as case studies, in order to identify existing challenges and the key requirements to establish an educational framework that can be integrated in nursing curricula or professional development to promote e-health adaptation by nurses. This research critically reviews previous literature related to the research project, identifying the challenges to e-health preparedness, and analyses nursing and midwifery curricula from different countries with regard to e-health and ICT. The findings show that e-health modules are not generally included in any higher education nursing programme, with only a few transcripts showing basic computing or ICT modules. E-health national strategies for both Jordan and Qatar were analysed to identify whether the inclusion of professional training on e-health has been considered as part of e-heath strategy. In addition, analysis of e-health national strategies for other leading countries in the field of e-heath was conducted, finding that there is a decided gap between developed and developing countries with regard to e-health. The level of readiness in nursing was investigated and to identify the main barriers for using e-health/e-nursing in Jordan and Qatar. The results showed the top challenges facing e-health are educational-related aspects, hence a plan for promoting and providing education on the benefits and use of ehealth processes and applications is advised, with prerequisite ICT training, as the results showed that nurses lack sufficient knowledge about e-health processes and applications. The findings from earlier tasks were used to identify the requirements and then propose the framework to achieve main goal of this research in providing a roadmap. The framework was constructed in accordance to with the Technology Acceptance Model (TAM), followed by evaluation by different expert groups. All the groups voted for the suggested structure of the framework to be taken to the next phase of deployment. The final task was to evaluate the attitude of the nursing community working towards the possibility of implementing an e-learning system, which has been presented as the main platform in the proposed framework. The findings have demonstrated a very positive attitude from the nursing staff towards the idea of using e-learning. There also does not appear to be any apparent obstacles to deploying the concept of e-health as the audience in question have the necessary computer skills. In summary, this research project has contributed in presenting framework and some useful findings related to e-health in general and in Qatar and Jordan in particular. The proposed framework can be as a roadmap for future e-heath/e-nursing projects, in addition, it can be utilised with some modifications to foster similar electronic applications.

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The aim of this thesis is to investigate the possibility of educational and health education in the area of attention and concentration in children of primary school age through yoga exercisesand e -learning. The aim of the study was to analyze the issue, suggest, process and implement the intervention program based on yoga techniques so that children of that age group can develop attention, concentration, resilience in mental and physical realm and healthy self-confidence. The theoretical part defines the necessary concepts for this work, which are: children of primary school age, attention, yoga and computer technology. The research provides evidence of a positive response in the target group for the intervention program " Attention in us" in the spotlight. The entire intervention consisted of initial and final testing d2 test of attention and application of the intervention program, which took place both in school physical education lessons and in the form of autoedukace at home using e -learning version of the program for 3 months. The results confirm the hypothesis. Conclusions and recommendations point to the appropriateness of including yoga, breathing and relaxation exercises in the context of school education. Using modern technologies that are part of today almost every family can in an undemanding way incorporate yoga into the home environment in the context of their free time and support their health on all levels in this way.

Introduktion: Barns psykiska hälsa och lärande har reciprokt samband. Skolan tillhör samhällets främsta hälsofrämjande arena. Studier av hälsofrämjande insatser i skolan visar skiftande utfall och att hela skolmiljön behöver inkluderas. I Sverige står elevhälsans hälsofrämjande arbete i centrum för förbättringsåtgärder. Syfte: Utforska hur medlemmarna i elevhälsoteam uppfattar det hälsofrämjande arbetet för psykisk hälsa i skolan. Metod: Fokusgruppintervjuer med elevhälsoteam (förskoleklass-åk 6) i sex kommuner i sydöstra Sverige. 29 deltagare med professionerna: kurator, specialpedagog, speciallärare, psykolog, skolsköterska och rektor. Dataanalys med kvalitativ konventionell innehållsanalys. Resultat: I skolans hälsofrämjande arbete för barns psykiska hälsa spelar alla vuxna en viktig roll. Arbetet uppfattas ske i tre sammanlänkade processer där Reflektioner om Hälsa och Lärande är centralt. Värdegrundsarbetet bidrar till samsyn, öppenhet och trygg lärmiljö. Det Elevnära arbetet innebär att anpassa, inspirera, skapa relationer och trygga rutiner. Elevhälsoteamens arbete har central roll i kartläggning av elevers hälsa och lärande, handledning av personal, och samverkan med hälso- och sjukvården och social omsorg där brister finns i kommunikation. Behov finns av mer gemensam reflektion kring barn med psykisk ohälsa. Personal i skolan reflekterar utifrån Kännedom om och samarbete med närsamhället vilket tillför verklighetsnära kunskap om elevers livsvillkor och engagemang för barn från socioekonomiskt svagare hem. Hinder finns i samverkan med vårdnadshavare och ökad interaktion med närsamhället eftersträvas. Konklusion: I Skolan tillämpas salutogen teori och barnrättsperspektivet. Reflektioner kring elevers hälsa och lärande leder till förbättring och spridning av hälsofrämjande strategier. Studien ledde fram till en modell som illustrerar förhållandet mellan olika roller och processer i skolans hälsofrämjande arbete och i relation till närsamhället och andra aktörer. Reflektioner behöver tydliggöras och ges ökat utrymme. Värdegrundsarbetet behöver inkludera all personal och ske kontinuerligt. Elevhälsoteamens roll i koordination av insatser för elever med psykisk ohälsa är central. Teamen kan stärka sitt deltagande i beslutsfattande- och policyskapande arbete, samverkan med vårdnadshavare och närsamhället för att förbättra och utvidga skolan som hälsofrämjande arena. / Introduction: Children’s mental health and learning have a reciprocal relationship, and schools are one of society’s main health promotion settings. Studies of health promotion in schools show varying results. In Sweden, pupil health promotion work is at the core of improvement efforts. Purpose: To explore how the members of pupil health teams perceive mental health promotion practice in their schools. Method: Focus group interviews with pupil health teams (school years 1-6) in six municipalities in southeastern Sweden. There were 29 participants, including professions such as counsellor, special teacher, special educator, psychologist, school nurse and principal. Data analysis with qualitative conventional content analysis. Results: In schools’ mental health promotion among pupils, all adults play an important role. Promotion was seen to take place in three interconnected processes where reflection on health and learning is central: Work on values contributes to consensus, openness and a safe learning environment. Work near pupils involves customizing, inspiring and creating confident relationships and safe routines for pupils. Pupil health teams’ work has a central role in the mapping of pupils’ health and learning, staff guidance and collaboration with other stakeholders such as health care and social care services where there is a lack of communication and a need for common reflection. Knowledge of and cooperation with the local community adds real life knowledge of pupils’ life conditions and a commitment to children from socioeconomically weaker homes. Obstacles exist in collaboration with parents, and increased interaction with the local community is sought. Conclusion: In schools, the salutogenic theory and a child rights perspective are applied. Reflections about pupils’ health and learning lead to the improvement and spread of health promoting strategies. The study contributes a model which may help to clarify collaboration and the relationship between various roles and processes in health promotion work in schools, as well as interaction with the local community and other stakeholders. Reflections need to be clarified and given increased space. The role of the pupil health teams in coordinating interventions for pupils with mental illness is central. The teams’ participation in decision making and policymaking work and collaboration with parents and the community needs to be strengthened to enhance and broaden schools as a health promoting setting.