Dissertationen zum Thema „Health for education“
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Janssen, Anna Beatrice. „Healthy Competition: Multiplayer Digital Games in Health Education“. Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18966.
Der volle Inhalt der QuelleEllington, Renata Denise. „Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.
Der volle Inhalt der QuelleSawleshwarkar, Shailendra Nagorao. „Analysing a Global Health Education Framework for Public Health Education Programs in India“. Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25089.
Der volle Inhalt der QuelleHalcomb, Kathleen Ann. „HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES“. UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.
Der volle Inhalt der QuelleJarachovic, Jacquelyn Sarah. „Vocal Health Education for Preservice Music Education Students“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588190950179913.
Der volle Inhalt der QuelleCostin, Graham A. „Skeletal health education : effects of an educational intervention on health behaviour and health behaviour indicators of adolescent girls“. Thesis, Queensland University of Technology, 1998.
Den vollen Inhalt der Quelle findenGastaldo, Denise Maria. „Is health education good for you? : the social construction of health education in the Brazilian national health system“. Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021699/.
Der volle Inhalt der QuelleLi, Ying. „Certified Health Education Specialists' opinions regarding direct third party reimbursement for Health Education services“. [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015409.
Der volle Inhalt der QuelleDowd, Courtney. „Sexual health education in the context of Quebec educational reform“. Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.
Der volle Inhalt der QuelleActuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr
Jones, DeShauna D. „Educational Parity, Health Disparities: Differential Health Returns to Education by Race/Ethnicity in Young Adulthood“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354653136.
Der volle Inhalt der QuelleO'Connor, Vivienne. „Women's health in medical education /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18450.pdf.
Der volle Inhalt der QuelleDonchenko, V. „Health education in romanian shools“. Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48579.
Der volle Inhalt der QuelleFeilen, Sujung, und Karolina Seminova. „Educating health profession students about health disparities: a systematic review of educational programs“. The University of Arizona, 2012. http://hdl.handle.net/10150/623608.
Der volle Inhalt der QuelleSpecific Aims: Health disparities are contributing to differences in access to healthcare and health outcomes among diverse groups in the United States. Causes of health disparities are multifactorial. One approach to minimize health inequalities is through educating future health care professionals. The purpose of this review is to identify and describe approaches for developing health disparities curriculum for health professions programs in the United States. Methods: A systematic review was conducted in April of 2012 to identify articles describing medical and nursing school curricula, educational courses, and activities focusing on health disparities in the United States. The search was conducted by utilizing Medline PubMed database. Articles describing a specific educational course/curriculum in health disparities in medical and nursing undergraduate or graduate programs were included in the review. The review did not take into account continuing education programs. All articles describing educational programs focus on healthcare disparities in the United States. Main Results: The search identified 153 articles focusing on specific health disparities curricula or education programs. Out of those articles 30 were included in the analysis. Results are pending. Conclusions: Anticipated results will aid in identifying successful and effective health disparities curricula for health professions programs in the United States.
Williams-Johnson, Lori Michelle. „Preventive Health Education Media and Older Worker Health Literacy“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2388.
Der volle Inhalt der QuelleDavidson, Brad Robert. „Institutions of Higher Education Pre-Service School Health Education Practices“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261595922.
Der volle Inhalt der QuelleTypescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Health Education." "A thesis entitled"--at head of title. Bibliography: leaves 83-93.
Tarro, Sanchez Lucia. „HEALTHY LIFESTYLES -EDUCATION AND HEALTH PROMOTION. EDUCACIÓ EN ALIMENTACIÓ (EDAL) COHORT“. Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/284707.
Der volle Inhalt der QuelleLa obesidad (OB) es un determinante de mortalidad evitable. El objetivo es evaluar los efectos del programa escolar EdAl que promueve estilos saludables de vida, incluyendo recomendaciones dietéticas y de actividad física (AF) en prevalencia de OB, en niños de 7-8 años, durante 28 meses y dos años después de su finalización. La intervención del programa se basa en 8 objetivos de estilo de vida desarrollados en 4 actividades/año durante 3 años (12 actividades; 1h/actividad) realizado por estudiantes universitarios como Agentes Promotores de Salud (APS). Los datos recogidos incluyen nombre, género, año y lugar de nacimiento, peso, altura, índice de masa corporal (IMC) y perímetro de cintura, cada año de seguimiento y un cuestionario sobre hábitos de alimentación y de Actividad Física (AF) contestado por los padres/tutores. Después de 28 meses de intervención, la prevalencia de OB en los niños intervención disminuyó 4,39% (p<0,05) en comparación con los niños control, y tuvieron una reducción efectiva de -0,24 unidades en el cambio de IMC z- score, en comparación con los controles (p=0,02), pero las niñas no; el 5,1 % de los escolares del grupo intervención hacían >5h/semana de AF extraescolar al final de la intervención comparado con el control (p=0,02). Después de 2 años de finalizar el programa, el grupo intervención cambió su IMC z-score con una efectiva reducción de los dos géneros. Un 16 % más de los escolares practican ≥4h/semana AF extraescolar en el grupo intervención (p< 0,01). El programa EdAl proporciona 12 actividades desarrolladas por APS, centradas en estilos saludables de vida alcanzables mejorando la dieta y la práctica de AF; es una herramienta fácil para ser implementada por APS como parte del currículum universitario para reducir la prevalencia de OB e incrementar la AF en niños/as manteniendo estos beneficios 2 años después de su finalización.
Obesity (OB) is one of the main determinants of avoidable disease burden. The objective is to evaluate the effects of the EdAl primary-school-based program that promotes healthy lifestyle, including dietary and Physical Activity (PA recommendations on OB prevalence, in childhood aged 7-8-year-old, over 28 months, and 2-year post-cessation EdAl program. The intervention program is based on 8 lifestyles topics that are developed in 4 educational activities/year for 3 years (12 activities; 1 h/activity) performed by university students acting as Health Promoter Agent (HPA). Data collected include name, gender, date and place of birth, weight, height, body mass index (BMI) and waist circumference, each year of follow-up. Questionnaires on eating and PA habits are filled-in by the parents or guardians each year of follow-up. After 28-months of EdAl program, OB prevalence in intervention boys was decreased 4.39% (p<0.05) compared with control boys, but not in girls. The intervention boys had an effective reduction of −0.24 units in the change of BMI z-score, compared to control; 5.1% more intervention pupils undertook PA >5 hours/week than control pupils (p=0.02). Two-year follow-up, OB prevalence of intervention group was reduced (-5.5%; p<0.01) and BMI z-score (-0.25; p<0.01) in both genders; 16% higher scholars practice ≥4 after-school PA h/week in intervention group (51.7% vs. 34.9%; p<0.01). The design of EdAl program provided 12 activities developed by HPA and are designed to be entertaining but as well informative, and are focused on healthy lifestyle concepts that can be achieved by improving diet and PA practice. A regular, systematic, educational intervention that promotes healthy lifestyle, including dietary and PA recommendations is an easy tool implemented by HPA as part of their university curriculum to reduce the prevalence of OB and increase after-school PA practice in children and these benefits achieved are sustained at 2-year post-cessation intervention.
Smith, Dennis Wesley. „Health education and the principal : an analysis of principals' health values, health behaviors and school health instruction components in selected schools /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580264661.
Der volle Inhalt der QuelleGiordano, Carolyn. „INTERPROFESSIONAL COLLABORATION IN HEALTH EDUCATION: A MIXED METHODS EVALUATION OF THE JEFFERSON HEALTH MENTORS PROGRAM“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66119.
Der volle Inhalt der QuellePh.D.
In recent years the complexity and integrated nature of health care has increased. It has become accepted that the needs of patients are often greater than one single health profession can address and requires collaboration on the part of health care providers (Freeth, 2001). Interprofessional health education (IPHE) is the interactive educational process and cooperation among various health care professions. It is a valuable pedagogical approach for teaching health care students that they cannot work effectively without the use of a team, and is thought to be the first step in the direction of changing health care practice in the clinical setting. Using a two phase mixed methods approach, this dissertation investigated changes in student attitudes and measured interprofessional readiness as a result of a longitudinal interprofessional educational experience at Thomas Jefferson University called Health Mentors. The health care professions included in this program are: medicine, nursing, physical therapy, occupational therapy, and pharmacy. Together, these students visit an individual living in the greater Philadelphia, PA region with one or more chronic health conditions four times during the year. Of the five hundred and seventy-six students participating in the Health Mentors program, four hundred and ninety-six completed two surveys in September 2008 and again in April 2009. These were the Interprofessional Education Perception Scale (IEPS) and the Readiness for Interprofessional Learning Scale (RIPLS) which measured their attitudes and readiness toward interprofessional education. Analysis revealed slight significant differences in the means of the health programs and showed small significant decreases in attitudes and readiness over time. Two focus groups were conducted to better understand the quantitative results. Using grounded theory, the following themes emerged: preparation for future professional experience, personal enjoyment from working with their Mentor, logistical conflicts, unknown roles, and program assignments seen as an `add on' or `busy work'. The results from both the qualitative and quantitative methods indicate that students have a high opinion of the theory of IPHE but find the application difficult in practice.
Temple University--Theses
Ward, Laura G. „Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?“ Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.
Der volle Inhalt der QuelleDaquin, Gertrude Nick Joseph. „The effects of health education on student health-related behaviors“. FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2734.
Der volle Inhalt der QuelleKimbrough, Jennifer Bennett. „Towards equity in health envisioning authentic health education in schools /“. Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1393/umi-uncg-1393.pdf.
Der volle Inhalt der QuelleTitle from PDF t.p. (viewed Oct. 22, 2007). Directed by H. Svi Shapiro; submitted to the School of Education. Includes bibliographical references (p. 165-169).
Hooper, Oliver R. „Health(y) talk : pupils' conceptions of health within physical education“. Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
Der volle Inhalt der QuelleBellés, Obrero Cristina Adelaida. „Essays in education and health economics“. Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/420875.
Der volle Inhalt der QuelleAquesta tesi s’estructura en tres capítols que investiguen els programes d’incentius per als estudiants i professors, i les conseqüències intergeneracionals per a la salut infantil d’ una política de mercat de treball. En el primer capítol vaig duu a terme un experiment de camp en una universitat d’educació a distància amb la finalitatat de comparar tres incentius monetaris diferents en el mateix entorn educatiu, variant l’objectiu de rendiment dels estudiants incentivat. Mostro que l’objectiu de rendiment implementat interactua amb algunes de les característiques dels estudiants, com ara la seva motivació intrínseca i l’experiència que tenen amb la tasca incentivada. D’altra banda, també trobo que els incentius fomenten el comportament estratègic dels estudiants com a conseqüència de la manera en la que es mesura el seu rendiment. En el segon capítol examino com afecta a l’assoliment dels estudiants el fet de que la retribució dels seus professors estigui lligada al seu rendiment acadèmic. A aquests efectes, analitzo un programa nacional implementat a Perú que dóna una recompensa monetària als mestres condicionada al rendiment dels seus alumnes. El programa té un efecte nul precisament estimat sobre les qualificacions dels estudiants. Finalment, en el tercer capítol investigo l’efecte sobre la fertilitat i la salut del canvi legislatiu que va augmentar l’edat mínima legal per treballar de 14 a 16 anys. Utilitzant una estratègia de diferències en diferències, arribo a la conclusió que la reforma va incrementar el nivell d’educació, alhora que va disminuir la fertilitat i probabilitat de contraure matrimoni. Addicionalment, mostro que la reforma va ser perjudicial per a la salut de la descendència en el moment del part.
Wisener, Katherine Marie. „Aboriginal health education programs : examining sustainability“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33830.
Der volle Inhalt der QuelleMonk, Courtney. „Health and education in developing countries“. Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522771.
Der volle Inhalt der QuelleClick, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton und Leigh Johnson. „Transgender Health Education for Medical Students“. Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.
Der volle Inhalt der QuelleBliss, K., D. Dey, H. Hudson und LeAnn E. Kesselring. „Skills-based Health Education – Instructional Strategies“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4013.
Der volle Inhalt der QuelleWatson, Anne-Frances C. „Developing improved sexual health education strategies“. Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78635/1/Anne-Frances_Watson_Thesis.pdf.
Der volle Inhalt der QuelleBruce, Rebecca. „Barren River District Health Department Health Education/Risk Reduction Demonstration Projects“. TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2172.
Der volle Inhalt der QuelleMcPartland, Patricia Ann. „Health education for fitness in the workplace : an adult education perspective /“. Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798997.
Der volle Inhalt der QuelleGherbrehiwet, Tesfamicael. „Lay logic : health conceptions, perceived health status , health locus of control, health value and health behaviour of Eritrean immigrants“. Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294691.
Der volle Inhalt der QuelleRichards, Anika Tahirah. „Health Equity Education, Awareness, and Advocacy through the Virginia Department of Health Health Equity Campaign“. Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77312.
Der volle Inhalt der QuellePh. D.
Tansathitaya, Vimolmas. „Selected Health Related Factors and Behaviors among Southeast Asian Immigrants: Tobacco, Mental Health, Healthy Neighborhood Factors, and Health Care Utilization“. University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1552391701300341.
Der volle Inhalt der QuelleVolpe, Lauren E. „"Health is Being Alive": Using Photovoice to Explore Adolescents' Conceptions of Health“. Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489590155316717.
Der volle Inhalt der QuelleWuppermann, Amelie Catherine. „Empirical Essays in Health and Education Economics“. Diss., lmu, 2011. http://nbn-resolving.de/urn:nbn:de:bvb:19-131875.
Der volle Inhalt der QuelleWallin, Rebecca. „Filter : Mokattam women's health and education center“. Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71518.
Der volle Inhalt der QuelleIphofen, Ron. „Effective learning in health care professional education“. Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327463.
Der volle Inhalt der QuelleTse, Chi-ying, und 謝智瑩. „A health education program for tuberculosis patients“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4833926X.
Der volle Inhalt der Quellepublished_or_final_version
Nursing Studies
Master
Master of Nursing
Nguyen, Trang V. „Education and health care in developing countries“. Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45902.
Der volle Inhalt der QuelleIncludes bibliographical references.
This thesis is a collection of three essays on education and health in developing countries. Chapter 1 shows that increasing perceived returns to education strengthens incentives for schooling when agents underestimate the actual returns. I conducted a field experiment in Madagascar to study alternative ways to provide additional information about the returns to education. I randomly assigned schools to the role model intervention, the statistics intervention, or a combination of both. I find that providing statistics reduced the large gap between perceived returns and the statistics provided. As a result, it improved average test scores and student attendance. For those whose initial perceived returns were below the statistics, test scores improved by 0.37 standard deviations. Seeing a role model of poor background has a larger impact on poor children's test scores than seeing someone of rich background. The key implication of my results is that households lack information, but are able to process new information and change their decisions in a sophisticated manner. Chapter 2, joint work with Gerard Lassibille, evaluates several interventions in Madagascar that sought to promote top-down and local monitoring of the school to improve education quality. Randomly selected school districts and sub districts received operational tools to facilitate their supervision tasks. Randomly selected schools in these treated districts were reinforced with teacher tools and parent-teacher meetings centered around a school report card. We find little impact of targeting district and sub-district administrators.
(cont.) Meanwhile, the intervention implemented at the school level improved some of the teachers' behaviors and student attendance. Student test scores also improved by 0.1 standard deviations after two years. These results suggest that beneficiary monitoring is more effective than mediated control in the hands of government bureaucrats in this context. Chapter 3 studies informal payments to doctors and nurses for inpatient health care in Vietnam. Exploiting within-hospital variation, I find that acute patients, despite having a presumably higher benefit of treatment, are 8 percentage points less likely to pay bribes, and pay less, than non-acute patients. One plausible interpretation is that doctors might face existing incentives against neglecting acute cases. I find that the differential payment by acute status is larger in central locations (expected to be well-monitored) and at facilities that receive more audit visits. Overall, these findings may be a sign of bureaucrats responding to incentives, even in a highly corruptible environment.
b y Trang V. Nguyen.
Ph.D.
Anderson, Michael L. Ph D. Massachusetts Institute of Technology. „Essays in public health and early education“. Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34507.
Der volle Inhalt der QuelleIncludes bibliographical references.
This thesis studies the long-term benefits of preschool interventions, the impact of promotions on heart disease, and the effects of light trucks on traffic fatalities. The first chapter examines the long-term effects of preschool interventions. Several influential experiments - Abecedarian, Perry, and Early Training - have convinced many economists that preschool interventions have super-normal returns. This chapter implements a unified statistical framework to present a de novo analysis of these experiments, focusing on core issues that received little attention in previous analyses: treatment effect heterogeneity by gender and over-rejection of the null hypothesis due to multiple inference. The primary finding of this reanalysis is that girls garnered substantial short- and long-term benefits from the interventions. However, there were no significant long-term benefits for boys. These conclusions change little when allowance is made for attrition and possible violations of random assignment. The second chapter, coauthored with Sir Michael Marmot, investigates the effect of promotions on heart disease. The positive cross-sectional relationship between socioeconomic status and health is well documented, but little evidence exists regarding the causal effect of social status on health.
(cont.) This chapter uses data on British civil servants from the Whitehall II study. It identifies differences in departmental promotion rates as a plausibly exogenous source of variation in promotion opportunities and exploits this variation to estimate the causal effect of promotions on heart disease. The results suggest that promotions can reduce the probability of heart disease by 3 to 13 percentage points over a 15 year period. The third chapter analyzes the traffic safety impact of the increasing popularity of light trucks. It combines estimates from a state-level panel data set with an accident-level micro data set. The results suggest that a one percentage point increase in light truck share raises annual traffic fatalities by 0.41 percent, or 172 deaths per year. Of this increase, approximately one-quarter to one-third accrue to the light trucks' own occupants, and the remaining two-thirds to three-quarters accrue to other roadway users. Using standard value of life figures, the implied Pigovian tax is approximately 4,650 dollars per light truck sold.
by Michael L. Anderson.
Ph.D.
Flowers, Lena Butler. „Health education in the Black Rural Church“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/3277.
Der volle Inhalt der QuelleLutz, Wolfgang, und Endale Birhanu Kebede. „Education and Health: Redrawing the Preston Curve“. Wiley, 2018. http://dx.doi.org/10.1111/padr.12141.
Der volle Inhalt der QuelleWalden, Rachel R. „Incorporating Health Literacy Concepts in Medical Education“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8832.
Der volle Inhalt der QuelleBATTAGLIA, MARIANNA. „Migrants and minorities: health and education choices“. Doctoral thesis, Università Bocconi, 2013. https://hdl.handle.net/11565/4054339.
Der volle Inhalt der QuelleYalahow, Abdiasis. „Exploring the Reproductive Health Education of Health Service Professionals in Mogadishu, Somalia“. Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36709.
Der volle Inhalt der QuelleAngerer-Fuenzalida, Frances Marie. „Quality and Importance of Education on Health Policy and Public Health Topics: A Study in Physician Assistant Higher Education“. University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481092978648499.
Der volle Inhalt der QuellePack, Robert P., M. Kiviniemi und S. Mackenzie. „Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.
Der volle Inhalt der QuelleHoward, Shevon Naomi. „Health literacy program proposal for health care workers“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145339.
Der volle Inhalt der QuelleHealth information literacy influences patient health outcomes, yet almost 90% of adults struggle to understand health information. This study explored the impact of an education course in health literacy on healthcare professionals’ methods of providing information to patients in order to increase effective communication and improve patient outcomes. This study drew from an integrated theoretical framework that suggests development and validation of tools to measure health literacy. Access to and understanding of reliable, high-quality health care information equalizes many other variables that impact health outcomes, including age, economic class, and cultural background. This study analyzed survey data collected from 2 doctors, 2 nurse practitioners, and 1 staff nurse selected based on their expertise and experience working with patients. They completed a learner- centered course, in which learners interact and instructors provide feedback. Based on survey responses, the participants strongly supported implementing the proposed education module. Four of the 5 experts agreed that a course in health literacy will help health care workers recognize and address patients with low health literacy. Limited health literacy is associated with poor health outcomes and higher health care costs. This type of literacy requires a complex group of reading, listening, analytical, and decision- making skills, and the ability to apply these skills to health situations. The results of this study may guide educators to effectively communicate with patients, increase health literacy, and improve patient outcomes.
Bertrand, Julie A. „New Brunswick approach to Comprehensive School Health: Healthy learners in schools and the community school“. Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28173.
Der volle Inhalt der QuelleSariyant, Tossaporn. „Sex education and women's health, attitudes of Thai people toward sex education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24236.pdf.
Der volle Inhalt der Quelle