Browsing by Subject "health education"

Now showing 1 - 9 of 9
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    Health Communication and Health Education: Empowering Students to Educate Their Communities
    (2009-04) Bute, Jennifer J.; Kopchick, Char L.
    Objectives: After completing this project, students will be able to: (a) use health communication research and theory to create educational materials; (b) analyze an audience and develop creative educational materials based on audience characteristics; and (c) consult with key constituents during the development of educational materials
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    Health Educator Perspectives on Seeking Medicaid Reimbursement in Indiana
    (Sage, 2019) Yazel-Smith, Lisa; Hancher-Rauch, Heidi L.; Britt-Spells, Angelitta; Pediatrics, School of Medicine
    Health education is a growing field. However, there is confusion about the role delineation of health education specialists (HES) and other health education (HE) providers. Additionally, recent reimbursement opportunities allow employers to bill for HE services but offer confusing language regarding eligible service-providing professionals. This study surveyed health educators in Indiana to assess knowledge, attitudes, and perceived abilities to bill Medicaid and other insurers for HE services. Using a cross-sectional research design, an original 22-item Web-based questionnaire was developed and distributed to all Certified Health Education Specialist/Master Certified Health Education Specialist (CHES/MCHES) practitioners residing in Indiana. Additional respondents were recruited using a snowball technique, as original respondents asked to share the survey with colleagues. A final data set of 61 respondents was analyzed. All respondents’ organizations provided HE services, with the majority indicating they do not charge and do not bill for HE services. Additionally, 60% of the respondents agreed that HES should be reimbursed for services, and the vast majority believed reimbursement to be important for the field. With recent reimbursement opportunities for HE and preventative health services, it is important that HES advocate for the profession and for potential reimbursement opportunities, such as Medicaid, to enhance the field and support HES jobs.
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    “I couldn't even talk to the patient”: Barriers to communicating with cancer patients as perceived by nursing students
    (Wiley, 2017-07) Lin, M.-F.; Hsu, W.-S.; Huang, M.-C.; Su, Y.-H.; Crawford, P.; Tang, Chia-Chun; School of Nursing
    Communication is closely related to safe practice and patient outcomes. Given that most clinicians fall into routines when communicating with patients, it is important to address communication issues early. This study explores Taiwanese nursing students’ experiences of communication with patients with cancer and their families. Senior nursing students who had cared for cancer patients were recruited to participate in focus group interviews. These semi-structured interviews were recorded and transcribed for content analysis. Among the 45 participants, about 36% of them never received any communication training. Up to 76% of the participants stated that their communication with cancer patients was difficult and caused them emotional stress. Subsequent data analysis revealed four themes: disengagement, reluctance, regression and transition. Students’ negative communication experiences were related to the patients’ terminally ill situation; the students’ lack of training, low self-efficacy and power status, poor emotional regulation, and cultural considerations. The findings of this study provide a deeper understanding of nursing students’ communication experiences in oncology settings within the cultural context. Early and appropriate communication training is necessary to help students regulate their emotions and establish effective communication skills. Further studies are needed to examine the relationship among students’ emotional labour, communication skills and outcomes.
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    Impact of an Educational Intervention on Breast Cancer Knowledge in Western Kenya
    (Oxford, 2015-10) Kisuya, J.; Wachira, J.; Busakhala, N.; Naanyu, V.; Chite, A. F.; Omenge, O.; Otieno, G.; Keter, A.; Mwangi, A.; Inui, Thomas; Department of Medicine, IU School of Medicine
    Our objective was to assess the effectiveness of educational sessions that accompanied breast cancer screening events in three communities in western Kenya between October and November 2013. Five hundred and thirty-two women were recruited to complete a test of breast cancer-relevant knowledge and randomly allocated to ‘pre-test’ or ‘post-test’ groups that immediately preceded or followed participation in the educational sessions. The education was organized as a presentation by health professionals and focused mainly on causes of breast cancer, early and late cancer presentation signs, high-risk groups, screening methods to find early-stage breast cancer, self-breast exam procedures and treatment options for this disease. Participants were invited to ask questions and practice finding nodules in silicone breast models. The median age was 35 years (interquartile range: 28–45), and 86% had not undergone breast cancer screening previously. Many individual items in our test of knowledge showed statistically significant shifts to better-informed responses. When all items in the assessment questionnaire were scored as a ‘test’, on average there was a 2.80 point (95% CI: 2.38, 3.22) significant improvement in knowledge about breast cancer after the educational session. Our study provides evidence for the effectiveness of an educational strategy carefully tailored for women in these communities in Kenya.
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    Lay public’s use of a support group for general dental problems
    (2016) Walker, K. K.; Jackson, Richard D.; Cariology, Operative Dentistry and Dental Public Health, School of Dentistry
    Objective: To categorize and tabulate layperson inquiries made to an Internet dental health support site to identify oral conditions and associated behaviors of concern. Methods: A retrospective tabulation of wall postings was made from an established dental health support website hosted by WebMD over a 2-year period (April 2013-April 2015). A mixed method approach of content and thematic analysis was used. Content analysis identified content of oral health concerns, while thematic analysis using grounded theory identified themes and beliefs concerning associated behaviors. Results: The presence of non-descript growths on the tongue and swelling and/or discoloration of the lips elicited the most inquires. These were often self-diagnosed as oral candidiasis, a STD or a carcinoma, provoking high levels of self-concern. Unprotected sexual activity, excessive ingestion of soft and hard beverages, smoking and overexposure to the sun were the most frequently self-reported behaviors associated with their concerns. Many questions focused upon “normal” healing, including the amount of edema and discomfort that could occur following oral surgery or other dental procedures. Information concerning alternative treatments was often solicited, and many alluded that they had not been provided sufficient information to make informed decisions prior to dental treatment. Conclusion: Laypersons have many oral health concerns particularly in relationship to the development of undiagnosed pathologies in conjunction with a history of volitional behaviors. The dental community should monitor these sites to provide advice and links to information about common oral health concerns and their possible association with detrimental behaviors. Key words: oral health, self-help groups, knowledge, health education, online, internet
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    Provider Counseling, Health Education, and Community Health Workers: The Arizona WISEWOMAN Project
    (2004-08) Staten, Lisa K.; Gregory-Mercado, Karen Y.; Ranger-Moore, James; Will, Julie C.; Giulliano, Anna R.; Ford, Earl S.; Marshall, James
    Background: The Arizona Well-Integrated Screening and Evaluation for Women Across the Nation (WISEWOMAN) project used provider counseling, health education, and community health workers (CHWs) to target chronic disease risk factors in uninsured, primarily Hispanic women over age 50. Methods: Participants were recruited from two Tucson clinics participating in the National Breast and Cervical Cancer Early Detection Program (NBCCEDP). Women were randomly assigned into one of three intervention groups: (1) provider counseling, (2) provider counseling and health education, or (3) provider counseling, health education, and CHW support. At baseline and 12 months (1998–2000), participants were measured for height, weight, waist and hip circumference, and blood pressure. Blood tests were conducted to check blood glucose, cholesterol, and triglyceride levels. At each time point, participants also completed 24-hour dietary recalls and questionnaires focusing on their physical activity levels. Results: A total of 217 women participated in baseline and 12-month follow-up. Three fourths were Hispanic. All three intervention groups showed an increase in self-reported weekly minutes of moderate-to-vigorous physical activity, with no significant differences between the groups. Significantly more women who received the comprehensive intervention of provider counseling, health education, and CHW support progressed to eating five fruits and vegetables per day, compared with participants who received only provider counseling or provider counseling plus health education. Conclusions: All three interventions increased moderate-to-vigorous physical activity but not fruit and vegetable consumption. The intervention group with provider counseling, health education, and CHW support significantly increased the number of women meeting national recommendations for fruit and vegetable consumption.
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    The Science and Art of Health Behavior: Theory of Prevention.
    (Office of the Vice Chancellor for Research, 2012-04-13) Defazio, Joseph; Rand, Kevin L.; Hardin, Jay; Savage, Joan
    According to Glanz, Rimer and Viswanath (2008), “The science and art of health behavior and health education are eclectic and rapidly evolving; they reflect an amalgamation of approaches, methods, and strategies from social and health sciences, drawing on theoretical perspectives, research, practice tools of such diverse disciplines as psychology, sociology, anthropology, communications, nursing, economics, and marketing” (p. 1). The view of health education as an instrument of social change has received renewed interest in the past few years. Most recently, experts have recommended that interventions on social and behavioral factors related to health should link multiple levels of influence, including the individual, interpersonal, institutional, community, and policy levels (Smedley and Syme, 2000). The author’s current work on a health education simulation titled; Suicide Intervention Prevention focuses on a health behavior theory of prevention. Prevention theory is used to guide the framework for this simulation. Examples of causal relationships (immersion and interaction) between the characters in the simulation and the participant (player) become more meaningful and provide a unique platform to promote health education on the topic of mental health. Prevention theory enhances our work as researchers and practitioners in many ways. Theory helps us build the science of prevention by directing our hypotheses and research questions and informs the selection of appropriate populations to study. “Ultimately, theories of prevention determine intervention approaches including individual treatments, models of health care delivery, public health practice, and health policy” (Shumaker, Ockene, & Riekert, 2009, p. 4).
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    Suicide Intervention Prevention and Immersive Health Games
    (Office of the Vice Chancellor for Research, 2012-04-13) Defazio, Joseph
    Most recently, experts have recommended that interventions on social and behavioral factors related to health should link multiple levels of influence, including the individual, interpersonal, institutional, community, and policy levels (Smedley and Syme, 2000). Suicide Intervention Prevention focuses on health behavior theory of prevention through simulation. In this project, examples of causal relationships (immersion and interaction) between the characters in the simulation and the participant (player) become more meaningful and provide a unique platform to promote health education on the topic of mental health. Prevention theory enhances our work as researchers and practitioners in many ways.
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    A Systematic Review of Portable Electronic Technology for Health Education in Resource-limited Settings
    (Office of the Vice Chancellor for Research, 2016-04-08) Fischer, L.J.; Chun, Y.; Vreeman, R.C.; McHenry, Megan S.
    Objective: The objective of this study is to conduct a systematic review of the literature of how portable electronic technologies with off-line functionality are perceived and used to provide health education in resource-limited settings. Methods: Three reviewers evaluated articles and performed a bibliography search to identify studies describing health education delivered by portable electronic device in low- or middle-income countries (defined by World Bank criteria) not requiring constant internet connection. Data extracted included type of technology, method of education, improvement in provider/patient knowledge, impact on provider/patient attitude towards care, and overall health outcomes. Results: Searches yielded 6,790 titles, 5 met inclusion criteria. Four studies were qualitative, relying on surveys, interviews, questionnaires, or focus group discussions. The remaining quantitative study was a two-arm comparative study that assessed the use of internet-based versus locally loaded smartphone applications. A common educational use of mobile technology involved locally loaded, point-of-care applications used at the bedside and for self-directed learning at home. Study populations had small sample sizes (n=7-31) and were made up primarily of medical trainees or providers. Studies primarily looked at the assessment of developed educational modules on trainee health knowledge, perceptions and usability of technology, and comparisons of technologies. Overall, studies reported positive results for tablet-based health education, frequently reporting increased provider/patient knowledge, increased provider comfort level with technology, and an environment characterized by increased levels of technology-based, informal learning situations. Negative assessments included high investment costs and fear of theft of the device. Conclusions: While the research is limited, portable electronic educational resources present promising avenues to increase access to effective healthcare education in resource-limited settings, contingent on the development of culturally adapted and functional materials to be used on such devices.