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PubMed2004

Acceptability and feasibility of an interactive computer-tailored fat intake intervention in Belgium.

In order to reduce the risk of chronic diseases health authorities recommend restricting fat intake to 30% of the total energy uptake. However, fat intake in Belgium is much higher warranting interventions aimed at reducing fat intake. Tailored interventions have shown to be promising; however, studies on effectiveness of interactive computer-tailored systems are needed. We investigated the acceptability and feasibility of a recently developed interactive computer-tailored fat reduction intervention. Differences in the reported acceptability and feasibility according to demographic and stages of change were explored. Participants (n = 220) completed a computerized questionnaire, and received a personal fat intake advice, which was almost immediately displayed on screen. They also completed an evaluation questionnaire, during and after they ran the tailored program, with questions on the quality, user-friendliness and applicability of the program. Participants rated the program positively on all aspects. No significant differences in acceptability and feasibility scores were found according to sex, education levels and computer literacy. Although several significant differences were found between age groups and stages of change (oldest group, contemplators and preparators were more positive about the program), the importance of these differences is probably not great, since acceptability and feasibility scores for the different age groups and stages of change were always very high. These results suggest that the computer-tailored intervention is an acceptable and feasible tool for reducing fat intake in a general population in Belgium.

Adult↗
PubMed2000

Knowledge, skills, and behavior improvements on peer educators and low-income Hispanic participants after a stage of change-based bilingual nutrition education program.

A nutrition education program, entitled La Cocina Saludable, was designed according to the Stage of Change Model and implemented in ten southern Colorado counties. The objectives were to improve the nutrition related knowledge, skills, and behaviors that lead to healthy lifestyles in a low-income Hispanic population. The content of the program included nutrition information designed to help mothers of preschool children provide for their children's nutritional needs. Previous studies suggest that low-income Hispanics often demonstrate low intakes of vitamins A and C, calcium, iron, and protein, and high rates of diabetes, obesity, and infections. Additionally, this population presents many obstacles for nutrition educators including limited resources, child care, transportation, time, language, culture, literacy, health beliefs, and, in some cases, the transient nature of the population. The program attempted to overcome these barriers by incorporating a flexible program format carried out by abuela (Hispanic grandmother) educators using the processes described in the Stage of Change Model. The program was evaluated using a knowledge, skills and behavior pre-test, post-test, and six-month follow-up survey on both the abuela educators as well as the actual class participants. Results of the peer education training sessions suggest that this type of training program can be effective in increasing the knowledge, skills, and behavior of peer educators as well as reduce need for retraining for educators who continuously teach classes. Additionally, the results suggest that this type of program can be effective in changing selected nutrition related knowledge, skills, and behaviors leading to healthy lifestyles for low-income Hispanic mothers of preschool children.

Adult↗
PubMed1985

Recent changes in the sociodemographic profile of sterilization acceptors in Nepal.

The records of 8056 Nepalese males and 9291 females sterilized from 1979-1983 were analyzed. Compared with data from previous studies (1970-1976), significant decreases occurred in the average age of female acceptors (30.6 vs. 33.1, P less than 0.01) and wives of male acceptors (28.4 vs. 31.7, P less than 0.01). Also, the average number of living children per couple decreased by one child (4.9-3.9, P less than 0.01) for male acceptors and 0.6 (4.8-4.2, P less than 0.01) for female acceptors. Finally in 83.2% of the cases, the operation was performed within 3 years of the last delivery.

Adult↗
PubMed1997

Nursing informatics in a registered nurse graduate program.

For many Registered Nurses the question is not whether to advance their education, but how to attain the requisite formal learning experiences given their professional and personal responsibilities. One innovative approach to facilitating the pathway to graduate education for a group of very experienced nurses lacking the BSN is the RN-MS Program at Northeastern University. This graduate-level curriculum provides an opportunity for selected Associate Degree and Diploma prepared nurses to integrate their basic nursing education, extensive clinical practice, professional leadership experience, and practical knowledge base within an extended (85 quarter hours) formal graduate program of study in a nursing specialization. The learning paradigm includes Nursing Informatics and computer competency. The intent of this work was to analyze the experience of RN applicants--students who participated in the faculty designed seminar and developed a typed portfolio using word processing software as part of the admission process in the RN to MS Program. The Nursing Informatics (computer competency component) and its integration throughout the curriculum will be evaluated.

Adult↗
PubMed2005

Debtor education, financial literacy, and pending bankruptcy legislation.

This paper reports on an evaluation of a financial education-training program for residents of New York who had filed for bankruptcy. Over 400 individuals divided into three groups (trained debtors, untrained debtors, and non-debtors) completed identical questionnaires approximately three months apart. Trained debtors took the pretest before training and the post-test after training. Results revealed that trained debtors' financial knowledge increased after training compared with untrained and non-debtors. Trained debtors showed more negative attitudes towards unnecessary spending compared with the other two groups and reported less intention to buy than non-debtors reported. Self-reported behaviors showed significant changes in the desired direction for trained debtors' use of credit cards (i.e. number owned, purchases, and balance amount), paying bills, budgeting, and borrowing from predatory lenders. Implications for pending legislation are discussed.

Adult↗
PubMed2005

HIV/AIDS health literacy in Zimbabwe--focus group findings from university students.

OBJECTIVE: This qualitative study was designed to assess program needs and evaluate and improve HIV/AIDS prevention efforts at the University of Zimbabwe. METHODS: We conducted eight focus group discussions with 70 students and conducted key informant interviews with formal and informal opinion leaders. Four mixed-sex focus group discussions, two all-female, and two all-male sessions were held. RESULTS: We found a pervasive sense of despondency and powerlessness among students. Consistent across focus groups, but particularly within the women's groups, respondents revealed that financial and accommodation needs and peer pressure were causing many male and female students to engage in prostitution. Focus group discussions also revealed condom use with regular partners is low and that students dating partners who are employed find it hard to insist on condom use in the relationship. CONCLUSIONS: Participants stated programs had positively influenced their reduction in the number of sexual partners and intentions to get tested for HIV.

Acquired Immunodeficiency Syndrome↗
PubMed1994

Designing a behavioral program for a barrio in Tegucigalpa, Honduras.

Health in Housing initiated a behavioral program of education and skills training for children and adults in a community of 30,000 persons living in substandard conditions in Tegucigalpa, Honduras. To measure achievement in the long-range project, 21 families of Flor del Campo participated in a preliminary three-part survey of their (a) health, (b) housing and the environment, and (c) family history. Doctors, designers, and educators worked with Honduran personnel in the first survey. Following functional analyses of the home and surrounding environment and the physical status of the individuals living there, procedures provide the family with treatment and training for home and environment improvement. Graphic, verbal, and numerical data, incorporated into a master computerized system, record events of each family member: training programs experienced, health care delivery courses taken, medical treatments, growth of children, literacy changes, educational courses completed, kinds and amounts of foods eaten, household and building materials purchased. Ongoing functional analysis and a long-range evaluation are made of the progress of each participating individual in a family. Teams revisit each house to observe and record any changes in the physical and environmental facility and the health and life-styles, and to report any indications of new health problems or recurrences.

Journal Article↗
PubMed2003

Nursing information technology knowledge, skills, and preparation of student nurses, nursing faculty, and clinicians: a U.S. survey.

Because health care delivery increasingly requires timely information for effective decision making, information technology must be integrated into nursing education curricula for all future nurse clinicians and educators. This article reports findings from an online survey of deans and directors of 266 baccalaureate and higher nursing programs in the United States. Approximately half of the programs reported requiring word processing and e-mail skill competency for students entering nursing undergraduate programs. Less than one third of the programs addressed the use of standardized languages or terminologies in nursing and telehealth applications of nursing. One third of the programs cited inclusion of evidence-based practice as part of graduate curricula. Program faculty, who were rated at the "novice" or "advanced beginner" level for teaching information technology content and using information technology tools, are teaching information literacy skills. The southeastern central and Pacific regions of the United States projected the greatest future need for information technology-prepared nurses. Implications for nurse educators and program directors are discussed.

Computer Literacy↗
PubMed2006

Twenty-first century learning after school: the case of Junior Achievement Worldwide.

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.

Achievement↗
PubMed1996

Fostering science education and science careers at the University of Kentucky.

The Outreach Center for Science and Health Career Opportunities opened at the University of Kentucky Medical Center in July 1993, to provide a central site of coordination for the university's science education activities designed to link those "doing science" at the medical center with students, teachers, and the general population throughout Kentucky. By providing an infrastructure for outreach programs and by being highly visible to the public, the center attracts extramural funding, allows tracking of the program's students, and facilitates the development of science education partnerships between the university of Kentucky communities. The rationale for establishing the center, methods of operation, and impact on the region's science literacy problem are discussed.

Career Choice↗
PubMed1995

Change and technology in nursing education.

In 1989, the Faculty of Health Science (FHS) within the University of Central Queensland (UCQ, now the Central Queensland University) committed itself to a major instructional development project--eventually partly funded by an Australian government National Priority Reserve Fund (NPRF) grant--to develop computer-based learning materials for a new nursing education program. This study, extracted from Zelmer (1993), reports on the management of change within that project.

Attitude to Computers↗
PubMed1992

Enhancing the level of nutrition education at Tufts University's Medical and Dental Schools.

The current medical and dental curricula at Tufts were evaluated to ascertain the breadth and depth of their nutrition programs. The program, which both schools plan to initiate, to enhance the level of nutrition education involves (1) development of nutrition units for the first and second year, (2) expansion of required nutrition courses in the second year, (3) diet lunches in the third year introducing the role of nutrition in the clinical setting, and (4) nutrition rounds in the fourth year. A combined medical-dental seminar will be presented each year. At the end of the five-year funding period, it is anticipated that a manual will be available to all medical and dental schools that includes (1) nutrition units, (2) methods of dietary assessment in medical-dental practices, (3) nutrition interaction for the prevention of chronic disease in medical-dental practices, and (4) nutrition support for chronic disease and cancer, and case studies on nutrition and disease. The success of this program will be evaluated on the basis of goals and a national nutritional literacy exam.

Boston↗
PubMed1981

Health and society education in a liberal arts college: a curricular strategy.

This paper examines the curricular response of colleges and universities to conflict among scientific and medical experts regarding the application of professional knowledge and technical expertise to public policy and patient care. Two types of interdisciplinary science programs now exist on many campuses: those that attempt to increase the "scientific literacy" of humanities and social science students and those that try to enrich the "social consciousness" of physical and life science students. An alternative philosophy of education is proposed that is based on three objectives: to introduce the logical processes for establishing causes in the health sciences; to identify limits of scientific and technical knowledge in health-related areas; and to develop familiarity with problems of decision-making under conditions of scientific or clinical uncertainty. Illustrative cases in clinical medicine and public health suggest how to apply this educational philosophy. The paper concludes by observing that premedical education reform is impossible without redefining the "liberal arts" tradition of undergraduate education.

Curriculum↗
PubMed2003

Exploring the language and literacy outcomes of pediatric cochlear implant users.

OBJECTIVE: The principal goal of this study was to investigate the relationship between language and literacy (i.e., reading and writing) skills in pediatric cochlear implant users. A peripheral objective was to identify the children's skills that were in need of remediation and subsequently to provide suggestions for remedial programming. It was predicted that the robust language skills often associated with children who have cochlear implant experience would facilitate the development of literacy skills. It was further proposed that the language and literacy skills of pediatric cochlear implant users would approximate the language and literacy skills of children with normal hearing. DESIGN: Sixteen pediatric cochlear implant users' language and literacy skills were evaluated and then compared with a reference group of 16 age-matched, normal-hearing children. All 32 participants were educated in mainstream classes within the public school system in the Midwest. The "Sentence Formulation" and "Concepts and Directions" subtests of the Clinical Evaluation of Language Fundamentals-3 test were used to evaluate receptive and expressive language skills. Reading comprehension was evaluated with the "Paragraph Comprehension" subtest of the Woodcock Reading Mastery Test. Performance measures for the writing analyses included productivity, complexity and grammaticality measures. RESULTS: Children with cochlear implants performed within 1 SD of the normal-hearing, age-matched children on measures of language comprehension, reading comprehension and writing accuracy. However, the children with cochlear implants performed significantly poorer than the children with normal hearing on the expressive "Sentence Formulation" subtest. The cochlear implant users also produced fewer words on the written narrative task than did the normal-hearing children, although there was not a significant difference between groups with respect to total words per clause. Furthermore there was a strong correlation between language performance and reading performance, as well as language performance and total words produced on the written performance measure for the children using cochlear implants. CONCLUSIONS: The results of this study suggest that the language skills of pediatric cochlear implant users are related to and correlated with the development of literacy skills within these children. Consequently, the performance of the cochlear implant users, on various language and literacy measures, compared favorably to an age-matched group of children with normal hearing. There were significant differences in the ability of the cochlear implant users to correctly utilize grammatical structures such as conjunctions and correct verb forms when they were required to formulate written and oral sentences. Given this information, it would be appropriate for their educational or remedial language programs to emphasize the use and development of these structures.

Child↗