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Habiba U, Koli FS. The Mediating Role of Students' Health Information Literacy Skills: Exploring the Relationship Between Web Resource Utilization and Health Information Evaluation Proficiency. Health Expect 2024; 27:e14176. [PMID: 39148230 PMCID: PMC11327112 DOI: 10.1111/hex.14176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2024] [Revised: 07/18/2024] [Accepted: 07/30/2024] [Indexed: 08/17/2024] Open
Abstract
BACKGROUND In an increasingly digital age, students rely heavily on web resources to access health information. However, evaluating the reliability and relevance of such information is crucial for informed decision-making. This study examines the importance of students' health information literacy skills (HILS) as mediators, particularly their ability to utilize web resources and successfully evaluate health information. OBJECTIVES This research investigates the mediating role of students' HILS in the relationship between their utilization of web resources and their proficiency in evaluating health information. METHOD An online survey was distributed to current students at a public university in Bangladesh as part of the data collection process for this study. Using Google Forms, the authors created a structured questionnaire. The survey was distributed through Messenger groups, Facebook pages and email invitations to reach the target audience effectively. The researchers thoroughly analysed the gathered data using structural equation modelling (SEM) techniques and SmartPLS-4 software to look for correlations between the variables. RESULT The study revealed that among the 122 participants, a significant number (N = 47) accessed internet health information on an occasional basis, whereas 30 individuals reported using it infrequently. The data revealed that 58 individuals, accounting for 47.5% of the sample, possessed the necessary abilities to access and assess online health information. Additionally, 57 participants, representing 46.7% of the sample, demonstrated proficiency in conducting online health information searches. The measurement model demonstrated good convergent validity, as evidenced by composite reliability (CR) scores and Cronbach's ⍺ values over 0.700 and an average extracted variance (AVE) of 0.500. The structural model demonstrated R2 values exceeding 0.1, thus validating its dependable forecasting capability. Notable effects were seen, with f2 values of 0.335 and 0.317 for the challenges in accessing and evaluating health information (CAEHI) to health information evaluation (HIE) and CAEHI to HILS relationships, respectively. The mediation analysis found that HILS act as a mediator between types of web resources (TWRs) and HIE, with TWR having an indirect impact on HIE through HILS. DISCUSSION The result supports all hypotheses. Therefore, it is evident that students' HILS mediate the relationship between utilization of web resources and their proficiency in evaluating health information. CONCLUSION This study's findings could significantly impact instructional practices meant to raise students' health information literacy. This initiative seeks to enable students to make informed decisions about their health by providing them with the necessary tools to analyse and evaluate health-related information. PATIENT OR PUBLIC CONTRIBUTION Research on health information literacy can assist patients and the general public by instructing them on how to assess trustworthy online health resources. Students gave insightful feedback that assisted in shaping the study and guaranteeing its relevancy. If they better comprehend health information literacy, patients and the general public can use web-based resources and critically evaluate health information more accurately.
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Affiliation(s)
- Umme Habiba
- Institute of Information Sciences, Noakhali Science and Technology University, Noakhali, Bangladesh
| | - Foujia Sultana Koli
- Institute of Information Sciences, Noakhali Science and Technology University, Noakhali, Bangladesh
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Iellamo EA, Hernandez MAA, Abad PJB, Bonito SR. Towards Health Promoting Schools: Pilot Training and Evaluation of the Updated Urbani School Health Kit (USHK) among School Teachers in Manila. ACTA MEDICA PHILIPPINA 2024; 58:103-109. [PMID: 39071519 PMCID: PMC11272890 DOI: 10.47895/amp.v58i12.9298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
Background and Objective Committed to enhancing healthy living, learning, and working conditions, a health-promoting school is a potent influencer of behaviors and habits, reaching families and communities effectively. In the Western Pacific region, the Urbani School Health Kit (USHK) is one of the tools developed to integrate health promotion in schools; however, it needs to be updated to adapt to the evolving health challenges of lifestyle-related diseases. Hence, this study aimed to conduct a pilot training and evaluation of the updated USHK among school teachers in Manila. Methods The USHK was updated with new materials on (1) health-enhancing physical activity; (2) healthy nutrition; and (3) family and community engagement. A two-day training-workshop with 30 school teachers was then conducted to facilitate the integration of the updated USHK in their class activities. We used a multi method evaluation design to assess the implementation of the USHK. Particularly, quantitative data were obtained from the participants' feedback on the toolkit and their knowledge of health-related practices. One month later, field visits were conducted to assess the participants' abilities in utilizing the toolkit into their classes or school activities. Qualitative interviews and classroom observations were also collected post-implementation to determine potential facilitators and barriers to program delivery, and suggestions for improvement. Descriptive statistics were used to summarize participant feedback, while Wilcoxon signed rank test was utilized to determine changes in participant knowledge pre- and post-training. Qualitative data were synthesized through content analysis. Results Participants provided high satisfaction ratings for the training they received, as well as high scores for the updated USHK, in terms of its appropriateness and acceptability. Significant improvements in participants' overall health promotion knowledge were also noted (Z = -4.456, p <0.001), particularly involving the domains of nutrition (Z = -2.972, p = 0.003), physical activity (Z = -3.564, p <0.001), and family/community engagement (Z = -2.531, p = 0.011). Meanwhile, participants also suggested further improvements in the toolkit to enhance its utilization in the local context. Administrative support was a crucial facilitator for implementing the USHK, while resource limitations were identified as significant barriers. Conclusion The updated USHK, which provides a more comprehensive health promotion approach for schools, is potentially feasible for implementation in educational institutions in Manila. The toolkit can be utilized by teachers and school nurses to integrate health promotion activities into the school environment and classroom activities. To facilitate its wider uptake and implementation in other schools, government support and resource availability are crucial.
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Wiedermann CJ, Rina P, Barbieri V, Piccoliori G, Engl A. Integrating a Strategic Framework to Improve Health Education in Schools in South Tyrol, Italy. EPIDEMIOLOGIA 2024; 5:371-384. [PMID: 39051207 PMCID: PMC11270439 DOI: 10.3390/epidemiologia5030027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2024] [Revised: 07/03/2024] [Accepted: 07/08/2024] [Indexed: 07/27/2024] Open
Abstract
This narrative review addresses the integration of health education into school curricula in South Tyrol, an Italian province with significant cultural and linguistic diversity. This review's objective is to analyze current health education initiatives and propose a strategic framework to enhance school-based health education, aiming to improve student well-being post-pandemic. The review synthesizes global examples and recent local studies, highlighting the importance of comprehensive teacher training, mindfulness-based interventions, culturally sensitive health education, and community engagement. The key findings indicate that current health education programs in South Tyrol are insufficient to meet immediate public health needs, such as low vaccine uptake and mental health challenges exacerbated by the COVID-19 pandemic. The proposed strategic framework seeks to align educational strategies with the diverse needs of South Tyrol's student population, thereby improving health literacy and behavior and strengthening the region's public health infrastructure.
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Affiliation(s)
- Christian J. Wiedermann
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
- Department of Public Health, Medical Decision Making and Health Technology Assessment, University of Health Sciences, Medical Informatics and Technology, 6060 Hall in Tirol, Austria
| | - Patrick Rina
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Verena Barbieri
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Giuliano Piccoliori
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
| | - Adolf Engl
- Institute of General Practice and Public Health, Claudiana—College of Health Professions, 39100 Bolzano, Italy
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Nagata JM, Bashir A, Weinstein S, Al-Shoaibi AAA, Shao IY, Ganson KT, Testa A, Garber AK. Social epidemiology of the Mediterranean-dietary approaches to stop hypertension intervention for neurodegenerative delay (MIND) diet among early adolescents: the Adolescent Brain Cognitive Development Study. Pediatr Res 2024; 96:230-236. [PMID: 38102419 PMCID: PMC11178675 DOI: 10.1038/s41390-023-02959-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 11/15/2023] [Accepted: 11/26/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND The purpose of our study was to understand the relationship between sociodemographic factors and adherence to the MIND (Mediterranean-DASH [Dietary Approaches to Stop Hypertension] Intervention for Neurodegenerative Delay) diet in a demographically diverse national population-based sample of 9-12-year-olds in the US. METHODS We analyzed data from the Adolescent Brain and Cognitive Development (ABCD) Study (Year 1, N = 8333). Multivariable linear regression analysis was used to identify associations between MIND diet score and sociodemographic factors, including race/ethnicity, household income, parent education level, age, sex, and sexual minority status. RESULTS Compared to White adolescents, Latino adolescents showed the greatest adherence to the MIND diet. Boys had lower adherence to the MIND diet than girls. Lower household income was associated with lower adherence to the MIND diet. Older age was associated with lower adherence to the MIND diet. Sexual minorities had a lower adherence to the MIND diet when compared to their heterosexual counterparts. DISCUSSION Female sex, Latino ethnicity, Asian and Black race, high household income, heterosexual sexual orientation, and younger age were associated with higher adherence to the MIND diet. These sociodemographic differences can inform targeted screening and counseling for clinicians and public health organizations among diverse adolescent populations. IMPACT STATEMENT Sociodemographic disparities in diet quality have been documented, but none have explored adherence to the MIND (Mediterranean-DASH [Dietary Approaches to Stop Hypertension] Intervention for Neurodegenerative Delay) diet in early adolescence. In this demographically diverse sample of 9-12-year-old early adolescents in the U.S., we found notable and nuanced sociodemographic disparities in adherence to the MIND diet. Sociodemographic factors associated with higher adherence to the MIND diet included female sex, Latino ethnicity, high household income, heterosexual sexual orientation, and younger age.
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Affiliation(s)
- Jason M Nagata
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA.
| | - Ammal Bashir
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Shayna Weinstein
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Abubakr A A Al-Shoaibi
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Iris Yuefan Shao
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
| | - Kyle T Ganson
- Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, ON, Canada
| | - Alexander Testa
- Department of Management, Policy and Community Health, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Andrea K Garber
- Department of Pediatrics, University of California, San Francisco, San Francisco, CA, USA
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Kolbe LJ. The Future of School Health Education in the United States: An Ontology. THE JOURNAL OF SCHOOL HEALTH 2024; 94:661-673. [PMID: 38268088 DOI: 10.1111/josh.13436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2023] [Revised: 11/29/2023] [Accepted: 12/18/2023] [Indexed: 01/26/2024]
Abstract
BACKGROUND As summarized in this article, the widespread implementation of modern school health education (SHE) could become one of the most effective means available to improve the well-being of people in the United States and in other nations. However, the development and evolution of SHE largely remains unorganized, underdeveloped, and neglected by health and education agencies, policymakers, and the public. METHODS Essential to the development of any scientific discipline, scientists today use the word ontology to refer to efforts to organize knowledge in particular domains. A useful working definition of a scientific ontology is an explicit, formal specification of a shared conceptualization-a systematic set of shared terms and an explication of their interrelationships. Nine interdependent questions are outlined to help guide the development of an initial, broad, and actionable scientific ontology for SHE. RESULTS Whether and how we respond to these questions arguably will determine the future of SHE research, policy, practice, and equity in the United States. CONCLUSIONS An initial ontology might help conceptualize, inform, and facilitate more systematic and strategic local, state, national, and international deliberations and actions to improve SHE.
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Affiliation(s)
- Lloyd J Kolbe
- Indiana University School of Public Health-Bloomington, c/o 1205 St. George's Lane, Vero Beach, FL, 32967
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Jakobovich R, Berry EM, Levita A, Levin-Zamir D. Developing Healthy Lifestyle Behaviors in Early Age-An Intervention Study in Kindergartens. Nutrients 2023; 15:nu15112615. [PMID: 37299578 DOI: 10.3390/nu15112615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/21/2023] [Accepted: 05/24/2023] [Indexed: 06/12/2023] Open
Abstract
Childhood obesity prevention is a leading public health challenge requiring the adoption of healthy lifestyles at an early age. We examined how the kindergarten environment can promote eating sensibly, drinking water and becoming physically active. The effects of an intervention program among 42 Israeli kindergartens (1048 children, aged 4-6) whose teachers participated in a health education training program were compared to 32 kindergartens (842 children) whose teachers did not undergo this training program. An eight-month intervention program focused on knowledge/mathematical/logical/critical thinking, self-regulation/control acquisition, and sensible decision-making abilities. We hypothesized that nutrition and physical-exercise-oriented intervention programs, combining knowledge/mathematical logical thinking, would positively impact the quality of children's mid-morning snack and water consumption, their ability to express feelings following physical exercise, and the adoption of healthy lifestyles at home. The quality of mid-morning snacks and water consumption were observed in both groups pre- and post-intervention. Qualitative interviews documented children's subjective feelings following physical exercise. A significant improvement (p < 0.001) was observed in the mid-morning snacks composition and in water drinking habits in the intervention group; 80% of children offered a physiological explanation regarding energy expenditure processes following intense physical exercise. In conclusion, kindergarten interventions implemented by trained teachers can promote adoption of health behaviors necessary for obesity prevention.
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Affiliation(s)
- Ronit Jakobovich
- Department of Health Promotion, School of Public Health, Tel Aviv University, Tel Aviv 6209804, Israel
| | - Elliot M Berry
- Department of Human Nutrition and Metabolism, Braun School of Public Health, Hebrew University Hadassah Medical School, Jerusalem 9103102, Israel
| | - Asia Levita
- Faculty of Science and Technology Education, Technion, Haifa 3498838, Israel
| | - Diane Levin-Zamir
- School of Public Health, University of Haifa, Haifa 3498838, Israel
- Department of Health Education and Promotion, Clalit Health Services, School of Public Health, University of Haifa, Tel Aviv 6209804, Israel
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Young E, Demissie Z, Brener ND, Benes S, Szucs LE. Trends in Teaching Sexual and Reproductive Health Skills in US Secondary Schools in 35 States, 2008 to 2018. THE JOURNAL OF SCHOOL HEALTH 2022; 92:711-719. [PMID: 35322428 PMCID: PMC9307078 DOI: 10.1111/josh.13179] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 11/12/2021] [Accepted: 12/01/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND Little is known about trends in implementing skills-based instruction in US schools, specifically for sexual and reproductive health (SRH). We examined state-level trends in the percentage of US secondary schools teaching SRH skills in a required course in grades 6 to 8 and 9 to 12. METHODS Representative data from 35 states participating across 6 cycles of School Health Profiles (2008-2018) was analyzed. The prevalence of teaching four SRH skills was assessed through lead health education teacher self-administered questionnaires. Logistic regression models examined linear trends in the percentages of schools teaching SRH skills in grades 6 to 8 and 9 to 12. Trends were calculated for states with weighted data (response rates ≥70%) for at least 3 cycles, including 2018. RESULTS During 2008 to 2018, the median percentage of schools addressing each SRH skill ranged from 63.5% to 69.7% (grades 6-8) and 88.2% to 92.0% (grades 9-12). Linear decreases in SRH skills instruction were more common for grades 6 to 8 than grades 9 to 12; linear increases were comparable for both groups. Most states demonstrated no change in the percentage of schools teaching SRH skills in grades 6 to 8 and 9 to 12. CONCLUSIONS Limited changes and decreases in SRH skills instruction in US secondary schools suggest efforts to strengthen SRH education are needed.
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Affiliation(s)
- Emily Young
- Oak Ridge Associated Universities, 1299 Bethel Valley Road, Oak Ridge, TN 37830; The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
| | - Zewditu Demissie
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027; U.S. Public Health Service Commissioned Corps 1101 Wootton Pkwy, Rockville, MD 20852
| | - Nancy D. Brener
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
| | - Sarah Benes
- Merrimack College 315 Turnpike Street, North Andover, MA 01845
| | - Leigh E. Szucs
- The Centers for Disease Control and Prevention, Division of Adolescent and School Health 1600 Clifton Road, NE, US8-1, Atlanta, GA 30329-4027
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Kuehnert P, Fawcett J, DePriest K, Chinn P, Cousin L, Ervin N, Flanagan J, Fry-Bowers E, Killion C, Maliski S, Maughan ED, Meade C, Murray T, Schenk B, Waite R. Defining the social determinants of health for nursing action to achieve health equity: A consensus paper from the American academy of nursing. Nurs Outlook 2021; 70:10-27. [PMID: 34629190 DOI: 10.1016/j.outlook.2021.08.003] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 08/03/2021] [Accepted: 08/25/2021] [Indexed: 01/08/2023]
Abstract
BACKGROUND The 2019-2020 American Academy of Nursing (Academy, 2019) policy priorities document states that "they have a clear and distinct focus on social determinants of health and uses this lens to advance policies and solutions within each of the three overarching priorities" PURPOSE: This consensus paper seeks to establish conceptual clarity and consensus for what social determinants of health mean for nursing, with emphasis on examples of health policies that advance planetary health equity and improve planetary health-related quality of life. METHODS Volunteers from five Expert Panels of the Academy met via videoconference to determine roles and refine the focus of the paper. After the initial discussion, the first draft of the conceptual framework was written by the first three authors of the paper and, after discussion via videoconference with all the co-authors, successive drafts were developed and circulated for feedback. Consensus was reached when all authors indicated acceptance of what became the final version of the conceptual framework. DISCUSSION A conceptual framework was developed that describes how the social determinants of health can be addressed through nursing roles and actions at the individual, family, and population levels with a particular focus on the role of health policy. The paper provides a specific health policy example for each of the six key areas of the social determinants of health to illustrate how nurses can act to improve population health. CONCLUSION Nursing actions can support timely health policy changes that focus on upstream factors in the six key areas of the social determinants of health and thus improve population health. The urgent need to eliminate systematic and structural racism must be central to such policy change if equity in planetary health-related quality of life is to be attained.
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Affiliation(s)
- Paul Kuehnert
- Environmental & Public Health, American Academy of Nursing, Washington, D. C., USA.
| | - Jacqueline Fawcett
- Nursing Theory-Guided Practice, American Academy of Nursing, Washington, D. C., USA
| | - Kelli DePriest
- Environmental & Public Health, American Academy of Nursing, Washington, D. C., USA
| | - Peggy Chinn
- Nursing Theory-Guided Practice, American Academy of Nursing, Washington, D. C., USA
| | - Lakeshia Cousin
- Cultural Competence & Health Equity, American Academy of Nursing, Washington, D. C., USA
| | - Naomi Ervin
- Environmental & Public Health, American Academy of Nursing, Washington, D. C., USA
| | - Jane Flanagan
- Nursing Theory-Guided Practice, American Academy of Nursing, Washington, D. C., USA
| | - Eileen Fry-Bowers
- Child, Adolescent & Family, American Academy of Nursing, Washington, D. C., USA
| | - Cheryl Killion
- Cultural Competence & Health Equity, American Academy of Nursing, Washington, D. C., USA
| | - Sally Maliski
- Cultural Competence & Health Equity, American Academy of Nursing, Washington, D. C., USA
| | - Erin D Maughan
- Child, Adolescent & Family, American Academy of Nursing, Washington, D. C., USA
| | - Cathy Meade
- Cultural Competence & Health Equity, American Academy of Nursing, Washington, D. C., USA
| | - Teri Murray
- Cultural Competence & Health Equity, American Academy of Nursing, Washington, D. C., USA
| | - Beth Schenk
- Environmental & Public Health, American Academy of Nursing, Washington, D. C., USA
| | - Roberta Waite
- Psychiatric Mental Health and Substance, American Academy of Nursing, Washington, D. C., USA
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Ryom K, Christiansen SR, Elbe AM, Aggestrup CS, Madsen EE, Madsen M, Larsen MN, Krustrup P. The Danish "11 for Health" program raises health knowledge, well-being, and fitness in ethnic minority 10- to 12-year-olds. Scand J Med Sci Sports 2021; 32:138-151. [PMID: 34555200 DOI: 10.1111/sms.14057] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 08/13/2021] [Accepted: 09/15/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVES This study investigated the effects of the health promotion intervention "11 for Health in Denmark" program on 10- to 12-year-old ethnic minority schoolchildren's enjoyment, health knowledge, well-being, and fitness. METHODS 1122 Danish 5th grade schoolchildren with ethnic minority background from 154 schools were randomized (5:1) to an intervention group (IG, n = 944) or a control group (CG, n = 178). The IG and CG were also divided into subgroups of children active in a sports club (IGPA: n = 644; CGPA: n = 122) and not active in a sports club (IGPI: n = 300, CGPI: n = 56). IG participated in the "11 for Health in Denmark" 11-week program, consisting of 2 × 45 min per week of football drills, small-sided games, and health education, whereas CG continued their regular activities. Pre-post physical testing and questionnaires were applied (short version of the multidimensional well-being questionnaire KIDSCREEN-27, and a 34-item health knowledge questionnaire). RESULTS The "11 for Health in Denmark" program was rated moderate-to-high on a 1-5 scale for enjoyment by girls (3.57) and boys (3.65). The intervention had positive between-group effect on health knowledge in relation to hygiene (IG vs GC: 10.6% points (CI95%: 6.9:14.3), p < 0.05), nutrition (9.6% point (CI95%: 7.4:11.8), p < 0.01) and physical activity 4.4% points (CI95%: 2.2:6.6) as well as overall health knowledge (5.7% points, (CI95%: 4.3;7.1), p < 0.05), with similar effects for girls and boys. The IGPI subgroup showed a positive effect on well-being (p = 0.04, school and learning) and also fitness effects on performance and VO2 max (p = 0.02: p = 0.01). The IGPA subgroup showed a positive effect on fitness scores (p = 0.02, BMI). CONCLUSION The intervention program was enjoyable and had a positive impact on health knowledge of ethnic minority background schoolchildren. In addition, the intervention program had the strongest positive effects on well-being and fitness scores for the non-sports club-active children.
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Affiliation(s)
- Knud Ryom
- Department of Public Health, Section of Health Promotion and Global Health, University of Aarhus, Aarhus, Denmark
| | - Søren Riis Christiansen
- Department of Public Health, Section of Health Promotion and Global Health, University of Aarhus, Aarhus, Denmark
| | - Anne-Marie Elbe
- Institute of Sport Psychology and Physical Education, Faculty of Sport Science, Leipzig University, Leipzig, Germany
| | - Charlotte Sandager Aggestrup
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Esben Elholm Madsen
- Department of Public Health, Section of Health Promotion and Global Health, University of Aarhus, Aarhus, Denmark.,Institute of Sport Psychology and Physical Education, Faculty of Sport Science, Leipzig University, Leipzig, Germany.,Department of Physiotherapy and Occupational Therapy, University College Copenhagen, Copenhagen, Denmark
| | - Mads Madsen
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Malte Nejst Larsen
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark
| | - Peter Krustrup
- Department of Sports Science and Clinical Biomechanics, SDU Sport and Health Sciences Cluster (SHSC), University of Southern Denmark, Odense, Denmark.,Danish Institute for Advanced Study (DIAS), University of Southern Denmark, Odense, Denmark.,Shanghai University of Sport (SUS), Shanghai, China.,Sport and Health Sciences, University of Exeter, Exeter, UK
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Cardina C, Panek-Shirley L. In search of 21st-century high-quality health education teachers. HEALTH EDUCATION 2020. [DOI: 10.1108/he-08-2020-0063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeTeachers with subject-area knowledge and certification in their teaching content areas positively contribute to student academic achievement. This study aims to identify the trends in academic majors and subject-area certifications of K-12 US public school staff teaching health education during this century.Design/methodology/approachData were extracted from a comprehensive nationally representative survey of school employees conducted regularly by the National Center for Educational Statistics of the US Department of Education.FindingsApproximately 60% of the health education teachers indicated they were certified in health education during the study period. Nearly two-thirds of staff teaching health education did not have an academic major in health education. These findings suggest an ongoing trend of granting teachers state certification in health education devoid of any academic major in health education. Other increasing trends include staff with an academic major in physical education and no academic major in health education teaching health classes and certified in physical education teachers who were not certified in health education teaching health classes. Overall, students in the USA were not taught health education by quality or qualified health education teachers as defined by having an academic major and certification in health education.Originality/valueThe findings are a call to action to hire health education teachers who not only have certification in health education but also an academic major in health education, which is imperative to increase healthy behaviors, reduce risk behaviors and increase academic achievement among youth.
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