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Thematische Bibliographien / Health for education / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Health for education“

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Autor: Grafiati

Veröffentlicht am 8. Juni 2024

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1

AYDIN, Ganime. „Protective Health Education“. Eurasian Journal of Educational Research 16, Nr. 65 (06.10.2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.16.

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2

Nemoto, Junko, Chikage Kubota und Yukiko Yoshikawa. „Challenges of Bioethics Education in Pediatric Basic Nursing Education: A Faculty Perspective“. Health 16, Nr. 02 (2024): 105–17. http://dx.doi.org/10.4236/health.2024.162010.

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3

Chen, Michael, Charles Chen und Alice J. Lin. „Game for Health Professional Education“. International Journal of Information and Education Technology 6, Nr. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

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4

Mosquera, Juan Juan Mouriño, und Claus Dieter Stobäus. „Healthy Aging: Education, Health, Health Psychology and Leisure“. Creative Education 07, Nr. 09 (2016): 1261–69. http://dx.doi.org/10.4236/ce.2016.79133.

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5

KELEMEN, GABRIELA. „ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION“. JOURNAL PLUS EDUCATION 31, Nr. 2/2022 (01.11.2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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The issue of education, especially nowadays, raises many questions regarding its role in school, at home, in society as well as the ability of the educational process to keep up with the unprecedented changes in society, in human life in general. The leap of scientific knowledge has caused an unprecedented evolution of technology, which has entered human life with the aim of improving important aspects, but we also see its negative impact in many ways. The values of the past seem to be somehow overtaken by the new social challenges! Time has become a precious gift; modern man no longer has enough time either for himself or for those close to him. Everything happens at a pace that affects human life as a whole, disrupting family and social relationships. All this is reflected in the man's ability to adapt to new challenges, and thus education that equips the individual with those capabilities that make him able to face these unprecedented challenges is necessary. The emotional and somatic impact is mainly reflected in mental health. That is why the school and the educational system have the role of paying more attention to the field of mental health, raising awareness of the dangers that can lead to the installation of mental imbalance, prevention being the prophylactic basis. In our study, we will emphasize the importance of studying the field outside specialized schools, identifying certain deficiencies in education regarding mental health, as well as some important directions to be followed.

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6

Hou, Su-I. „Health Education“. Health Promotion Practice 15, Nr. 5 (19.06.2014): 619–21. http://dx.doi.org/10.1177/1524839914538045.

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7

Conway, Sharon M. „Health Education“. NASN School Nurse 30, Nr. 1 (17.12.2014): 10–12. http://dx.doi.org/10.1177/1942602x14563352.

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8

Mayer, Alyssa B., Becky J. Smith und Robert J. McDermott. „Health Education“. American Journal of Health Education 42, Nr. 6 (November 2011): 349–59. http://dx.doi.org/10.1080/19325037.2011.10599206.

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9

Evans, Jean. „Health education“. Practical Pre-School 2010, Nr. 109 (Februar 2010): 11–12. http://dx.doi.org/10.12968/prps.2010.1.109.46221.

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10

Richards, P. R. „HEALTH EDUCATION“. Community Health Studies 4, Nr. 2 (12.02.2010): 121–27. http://dx.doi.org/10.1111/j.1753-6405.1980.tb00285.x.

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11

Kanstrom, L., B. J. A. Haglund und L.-E. Holm. „Health education“. European Journal of Cancer Prevention 1 (Oktober 1991): 33. http://dx.doi.org/10.1097/00008469-199110001-00063.

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12

Kanstrom, L., B. J. A. Haglund und L.-E. Holm. „Health education“. European Journal of Cancer Prevention 1 (Oktober 1991): 33. http://dx.doi.org/10.1097/00008469-199110001-00064.

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13

Mateos, J., C. Dominguez, T. Martin und three others. „Health education“. European Journal of Cancer Prevention 1 (Oktober 1991): 34. http://dx.doi.org/10.1097/00008469-199110001-00065.

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14

M, M. Arpesella, A. Lotti, R. Spigoli und E. Laschet. „Health education“. European Journal of Cancer Prevention 1 (Oktober 1991): 34. http://dx.doi.org/10.1097/00008469-199110001-00066.

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15

Sherr, L. „Health education“. AIDS Care 1, Nr. 2 (April 1989): 188–92. http://dx.doi.org/10.1080/09540128908260258.

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16

Nolte, Ann E. „The Heritage of Health Education: School Health Education“. Health Education 16, Nr. 2 (Mai 1985): 113–15. http://dx.doi.org/10.1080/00970050.1985.10615861.

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17

Schenker, Katarina. „Health(y) education in Health and Physical Education“. Sport, Education and Society 23, Nr. 3 (18.04.2016): 229–43. http://dx.doi.org/10.1080/13573322.2016.1174845.

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18

Gold, Robert S., und Nancy L. Atkinson. „Importance of Health Education Research to Health Education“. American Journal of Health Behavior 25, Nr. 3 (01.05.2001): 301–10. http://dx.doi.org/10.5993/ajhb.25.3.19.

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19

Cardina, Catherine, und Alisa R. James. „Healthy Behaviors: The Role of Health Education and Physical Education“. Journal of Physical Education, Recreation & Dance 89, Nr. 9 (08.11.2018): 9–11. http://dx.doi.org/10.1080/07303084.2018.1516458.

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20

Andreucci, Carlos Aurelio. „Maxillofacial Surgery Education: Where Is It Heading?“ Health 16, Nr. 05 (2024): 405–24. http://dx.doi.org/10.4236/health.2024.165029.

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21

Evans, David. „No Health Without Sexual Health; No Education Without Sexual Health Education“. Journal of Sexual Medicine 14, Nr. 5 (Mai 2017): e291-e292. http://dx.doi.org/10.1016/j.jsxm.2017.04.403.

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22

Governali, Joseph F. „Health Education and Character Education“. Journal of School Health 65, Nr. 9 (November 1995): 394–96. http://dx.doi.org/10.1111/j.1746-1561.1995.tb06245.x.

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23

Parker, Franklin. „Medical education: Barefoot doctors, health care, health education, nursing education, pharmacy education, Part I“. Medical Teacher 9, Nr. 1 (Januar 1987): 103–10. http://dx.doi.org/10.3109/01421598709028986.

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24

Parker, Franklin. „Medical Education: barefoot doctors, health care, health education, nursing education, pharmacy education, Part II“. Medical Teacher 9, Nr. 2 (Januar 1987): 209–17. http://dx.doi.org/10.3109/01421598709089937.

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25

Saffi, Marco Aurélio Lumertz, Simoni Chiarelli da Silva Pokorski und Eneida Rejane Rabelo-Silva. „Cardiovascular Risk Factors and Evidence-Based Health Education“. Health 06, Nr. 07 (2014): 625–31. http://dx.doi.org/10.4236/health.2014.67081.

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26

Pálinkás, Réka, Antonia Kinczel, István Miklósi, Péter Váczi, Nóra Laoues-Czimbalmos und Anetta Müller. „Lifestyle education, health education, environmental education, movement“. Acta Carolus Robertus 12, Nr. 1 (28.07.2022): 129–42. http://dx.doi.org/10.33032/acr.2812.

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Unfortunately, one of the most popular topics today is the diseases of civilization, for which our changed lifestyle is responsible. It is very important that we educate and teach our children to protect nature, pay attention to their environment, move a lot. The role of the family is very important in passing on these values, so it is important and parents have to pay attention to give a good example for their children. In our research, we examined the ecological behavior, environmental values, environmental friendly behaviour and movement habits of students using a questionnaire method. The respondents were seventh and eighth grade students from schools in municipalities of different sizes. (N=558). We used different scales in our questions, such as NEP, PRE, APR, PEB1, HB. To present our results, we used basic statistics and calculated the results of the above-mentioned scales for the type of settlement with the help of SPSS program, analysis of variance (ANOVA). Our results showed that almost half of children believe that they should not respect the laws of nature, however, 71.9% mostly or completely like to go hiking in nature. Protecting ecological behaviour and environmental values is on the right way for students, but we need to draw their attention to becoming more energy efficient. Unfortunately, our results show, as has been supported by several literature, we live a sedentary, inactive life. 62.7% of students attend training that requires physical activity only once or 1-2 times a week. However, 56.7% of them spend at least 2-4 or more hours in front of the computer and / or use their mobilephone every day. Moreover, 33.3% spend 2-4 or more hours in front of the television every day. As at the HB movement scale, we found a difference in student movement as a function of residential settlements F555,2=4.458; p=0.012. If we want our children to live a healthy, quality life, we need to bring up and teach them for that as well.

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27

O'Neill, Michel. „Training and education in health promotion and health education“. Promotion & Education 5, Nr. 3-4 (Dezember 1998): 74. http://dx.doi.org/10.1177/102538239800500336.

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28

Riegelman, Richard K., und David R. Garr. „Healthy People 2020 and Education for Health“. American Journal of Preventive Medicine 40, Nr. 2 (Februar 2011): 203–6. http://dx.doi.org/10.1016/j.amepre.2010.10.017.

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29

DOWNIE, R. S. „Health Promotion and Health Education“. Journal of Philosophy of Education 22, Nr. 1 (Juli 1988): 3–11. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00172.x.

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30

Lansdown, Richard. „Health Promotion and Health Education“. Journal of the Royal Society of Medicine 82, Nr. 6 (Juni 1989): 374–75. http://dx.doi.org/10.1177/014107688908200626.

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31

Glanz, Karen, Frances Marcus Lewis und Barbara K. Rimer. „Health Behavior and Health Education“. Medicine & Science in Sports & Exercise 23, Nr. 12 (Dezember 1991): 1404. http://dx.doi.org/10.1249/00005768-199112000-00016.

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32

Tannahill, Andrew. „Health education and health promotion“. Health Education Journal 49, Nr. 4 (Dezember 1990): 194–98. http://dx.doi.org/10.1177/001789699004900410.

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33

&NA;. „Health Behavior and Health Education“. Medical Care 29, Nr. 6 (Juni 1991): 499. http://dx.doi.org/10.1097/00005650-199106000-00006.

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34

Höger, Christiane. „Health education and health promotion“. Journal of Public Health 13, Nr. 4 (18.06.2005): 227. http://dx.doi.org/10.1007/s10389-005-0105-2.

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35

Gillon, R. „Health education and health promotion.“ Journal of Medical Ethics 13, Nr. 1 (01.03.1987): 3–4. http://dx.doi.org/10.1136/jme.13.1.3.

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36

FUKUWATARI, YASUSHI. „Health promotion and health education“. Juntendo Medical Journal 45, Nr. 2 (1999): 143–50. http://dx.doi.org/10.14789/pjmj.45.143.

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37

Parpiev, Oybek. „The Health-Oriented Principle Of Physical Education“. American Journal of Applied Sciences 03, Nr. 03 (27.03.2021): 22–27. http://dx.doi.org/10.37547/tajas/volume03issue03-04.

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Physical education and sports should be an integral part of the general culture of the citizens of the country.Therefore, the principle of health-oriented physical education requires attention to the responsibility of participants to respond to their health and when exercising. This article scientifically explores the principle that physical education is health-oriented.

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38

Guven, Serife Tutar. „Web-based health education in pediatric nursing“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 2 (28.08.2017): 128–33. http://dx.doi.org/10.18844/prosoc.v4i2.2474.

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39

de Leeuw, Evelyne. „Education for health — a manual on health education in primary health care“. Patient Education and Counseling 15, Nr. 2 (April 1990): 209–10. http://dx.doi.org/10.1016/0738-3991(90)90065-s.

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40

Collins, Hancy. „Effect of Health Education on Adolescent Girls’ Knowledge about Family Life Education“. International Journal of Healthcare Education & Medical Informatics 06, Nr. 01 (14.08.2019): 3–5. http://dx.doi.org/10.24321/2455.9199.201902.

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41

M, Yusuf. „Assesment of Entreprenuership Awareness in Health Education among Physical and Health Education Lecturers in Tertiary Institutions of Bauchi State“. Public Health Open Access 7, Nr. 1 (2023): 1–6. http://dx.doi.org/10.23880/phoa-16000238.

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This study asses the entrepreneurship awareness in physical and health education among physical and health education lecturers in tertiary institutions of Bauchi state. The population of this study comprised fifty (50) physical and health education lecturers in tertiary institutions in Bauchi state. Purposive sampling technique was to select only tertiary institutions with physical snd health education departments (Aminu Saleh college of education Azare, Adamu Tafawa Balewa college of education Kangere and the college of health technology Nengi). The availability of sampling technique was use to select fifty (50) respondents from purposively selected tertiary institutions with physical and health education departments as the sample size of the study. The descriptive design of the survey type was adopted for this study. The self-developed questionnaire named” assessment of the awareness of entrepreneurship in physical and health education Questionnaire (AAPHQ) was used to collect data for the study. The instruments were validated by three experts in physical and health education field. A reliability of 0.70 was obtained using the split half method from ten (10) physical and health education lecturers in Saadatu Rimi college of education, Kano sate, and the data collected was subjected to a statistical test using spearman brown’s prophecy formula Frequency count and percentage were used to describe the demographic characteristics of the respondents. Chi-square was used to test the hypothesis at a 0.05 alpha level. The result of the study indicated that lecturers in tertiary institutions in Bauchi state do not have entrepreneurship awareness in health education. It was recommended that entrepreneurship should be incorporated into the department of physical and health education curriculum to prepare the students with entrepreneurship skills in physical and health education.

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42

Goozée, Rhianna, Marietta Papadatou-Pastou, Elizabeth Barley, Mark Haddad und Patapia Tzotzoli. „Survey to Inform the Development of an Online Support System for Higher Education Students <br>—Higher Education and Online Support“. Health 10, Nr. 03 (2018): 351–64. http://dx.doi.org/10.4236/health.2018.103028.

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43

Salminen, L., E. Lindberg, M. L. Gustafsson, J. Heinonen und H. Leino-Kilpi. „Entrepreneurship Education in Health Care Education“. Education Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/312810.

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This study describes the content of entrepreneurship education in health care education and the kinds of teaching methods that are used when teaching about entrepreneurship. Health care entrepreneurship has increased in many countries in recent decades and there is evidence that entrepreneurs have also a role in public health care. Therefore the health care professionals need to be educated to have the entrepreneurial skills. Education in the field of health care is still based on traditional forms of teaching and does not give enough attention to the issue of becoming an entrepreneur. The data was collected from teachers(n=111)via e-mail from six Finnish polytechnics. The data were analysed statistically and the open-ended questions were analysed via content analysis. Approximately 23% of the teachers had taught about entrepreneurship. The most popular teaching methods were company visits and cases, lecturing, and project work. The courses dealt with establishing a company, entrepreneurship in general, and marketing. Nearly all of the teachers had cooperated with the entrepreneurs or with the companies in question. Approximately 33% of the teachers took entrepreneurship into consideration often in other courses related to entrepreneurship.

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44

Molloy, Jane. „Public health education“. Primary Health Care 10, Nr. 6 (01.07.2000): 38–41. http://dx.doi.org/10.7748/phc.10.6.38.s21.

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45

Hullin, M. „Understanding health education“. Elderly Care 8, Nr. 5 (Mai 1988): 20. http://dx.doi.org/10.7748/eldc.8.5.20.s21.

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46

Hullin, M. „Understanding health education“. Nursing Older People 8, Nr. 5 (01.05.1988): 20. http://dx.doi.org/10.7748/nop.8.5.20.s21.

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47

Sloan, M. Daniel. „Selling Health Education“. Health Education 16, Nr. 3 (Juli 1985): 29–31. http://dx.doi.org/10.1080/00970050.1985.10614467.

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48

Zakrzewska, J. M. „Dental health education“. British Dental Journal 184, Nr. 6 (März 1998): 265. http://dx.doi.org/10.1038/sj.bdj.4809593.

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49

Johnson, Nicolas. „LGBTQ Health Education“. Academic Medicine 92, Nr. 4 (April 2017): 432. http://dx.doi.org/10.1097/acm.0000000000001601.

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50

Bhatt, Vatsal, und Akanksha Arya. „Health Systems Education“. Academic Medicine 92, Nr. 4 (April 2017): 435–36. http://dx.doi.org/10.1097/acm.0000000000001607.

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