Relevant bibliographies by topics / Health care educators

Academic literature on the topic 'Health care educators'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Health care educators"

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Corr, Lara, Kay Cook, Anthony D. LaMontagne, Elise Davis, and Elizabeth Waters. "Early Childhood Educator Mental Health: Performing the National Quality Standard." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 97–105. http://dx.doi.org/10.23965/ajec.42.4.11.

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IN EARLY CHILDHOOD EDUCATION and care (ECEC) settings, the mental wellbeing of educators is likely to be crucial to delivering high-quality care. Hence, this paper uses a contextual understanding of educators' mental health, and its evaluation by both educators and management, to reveal areas of the National Quality Framework that require critical revision. Drawing on Hochschild's (2012) theory of emotional labour, we report on the analysis of semi-structured interviews with family day care educators (n = 16) and ECEC sector key informants (n = 18). Results demonstrate widespread belief that educator mental wellbeing affects care quality and the children attending care. In response to job stressors and perceived surveillance, educators use emotional labour to hide negative feelings and manage risks associated with low mental wellbeing. In this context, making individual educators fully responsible for performing good mental health to meet the National Quality Standard may increase job stress and emotional labour, further distancing the aims of high-quality care. Our findings suggest that revising the NQS to improve working conditions, and addressing educator mental wellbeing are essential approaches for supporting high-quality ECEC practice.
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Arace, Angelica, Laura Elvira Prino, and Donatella Scarzello. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7633. http://dx.doi.org/10.3390/ijerph18147633.

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Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers.
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Brieger, William R., and Jayashree Ramakrishna. "The Health Educator as a Team Leader in Primary Health Care." International Quarterly of Community Health Education 7, no. 3 (October 1986): 259–67. http://dx.doi.org/10.2190/gmkc-3epc-b88f-5248.

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Health teams naturally vary in size and composition according to their goals and objectives. Leadership of these teams should also be based on these goals. The goals of community-based primary health care, local involvement, cultural relevance, effective use of local resources, imply an important leadership role for health educators. The experience in the Ibarapa Local Government Area in Nigeria shows that health educators can be effective leaders in guiding a primary health care work group through various stages of program development. The use of a flexible, contractual model of team formation fits in well with the health educator's abilities to coordinate various program inputs and serve as mediator between professionals and the communities they serve. The ultimate mark of the health educator's leadership skills is the incorporation of community members into the health team.
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O'rourke, Thomas. "Health Care Reform—Insights for Health Educators." American Journal of Health Education 33, no. 5 (October 2002): 297–300. http://dx.doi.org/10.1080/19325037.2002.10604746.

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Hammond, Merryl, and Rob Collins. "Educating educators for primary health care." Health Policy and Planning 5, no. 1 (1990): 97–102. http://dx.doi.org/10.1093/heapol/5.1.97.

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Pahz, James A. "Alternative Healing and Health Education." International Quarterly of Community Health Education 17, no. 4 (January 1998): 417–22. http://dx.doi.org/10.2190/aen4-pcty-l5m6-jvuy.

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As new and unorthodox methods of health care become increasingly popular, more and more stories appear in magazines, television, and even professional journals. Advocates of alternative healing appear as conference speakers for lay and professional groups alike—including health educators. Such therapies appeal to a public eager to take control of their own health and bodies. Via the Internet, new ideas and treatments can spread through the population incredibly fast. The abundance of new healing techniques coupled with an interested audience and the wonders of mass communication present a challenge to the health educator. The author believes health educators need to be aware of trends in popular culture and new forms of alternative health care. Health educators should have the insight, by virtue of their training, to distinguish real from fantasy, science from pseudoscience. They need to become health information specialists and competent in operating the latest technology. Most importantly, health educators need to remain objective and keep an open mind coupled with a healthy degree of skepticism.
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Aird, C., A. Seixas, J. Moore, J. Nunes, L. Gyamfi, J. Garcia, J. Blanc, N. Williams, F. Zizi, and G. Jean-Louis. "1189 Recruiting, Training, And Implementing Sleep Health Educators In Community-based Research To Improve Sleep Health." Sleep 43, Supplement_1 (April 2020): A454—A455. http://dx.doi.org/10.1093/sleep/zsaa056.1183.

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Abstract Introduction Adherence to OSA assessment and treatment is low among racial/ethnic minorities, particularly among blacks. Navigating patients along the continuum of care from assessment to treatment adherence requires motivation, social support, and self-efficacy. Previous studies indicate that community health educators can provide motivation, social support, and skills to patients to better navigate the complex OSA care continuum. However, recruiting, training, and implementing sleep health educators in clinical or research settings is complex. For the current study, we describe how we recruit, train, and implement sleep health educators in research and clinical settings and assess what makes a sleep health educator successful. Methods We recruited and trained twenty-five self-identified black sleep health educators for a randomized clinical trial (R01MD007716) focused on increasing OSA assessment and treatment adherence among blacks. During recruitment, we assessed key personality attributes that translate to being an effective sleep health educator, via behavioral and personality surveys, focused groups, and process forms filled out by educators. Sleep health educators underwent an 8-week training program on sleep health and motivational interviewing. In order to be certified, sleep health educators had to pass a written and scenario-based assessment. During the implementation phase of the trial, we assessed how many interviews each health educator conducted and whether individual characteristics were related to how many interviews. Results Of the trained educators, 80% were female, ranging from 25 to 58 years old. They all completed at least high school. All educators rated the program highly and were very satisfied with dispensing tailored sleep health education. Educators who displayed the highest knowledge about sleep health, provided frequent emotional and strategic support, committed to helping their assigned participants, and who rated their rapport highly with their assigned participants were most effective in getting their participant to adhere to OSA assessment and treatment. Conclusion Sleep health educators can be vital to increasing OSA assessment and treatment adherence among blacks. In order to ensure success, sleep health educators must undergo a thorough recruitment, training, and implementation and dissemination process. Support K01HL135452, R01MD007716, R01HL142066, K01HL135452,and K07AG052685
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Anshari, Muhammad, and Mohammad Nabil Almunawar. "Mobile Health (mHealth) Services and Online Health Educators." Biomedical Informatics Insights 8 (January 2016): BII.S35388. http://dx.doi.org/10.4137/bii.s35388.

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Mobile technology enables health-care organizations to extend health-care services by providing a suitable environment to achieve mobile health (mHealth) goals, making some health-care services accessible anywhere and anytime. Introducing mHealth could change the business processes in delivering services to patients. mHealth could empower patients as it becomes necessary for them to become involved in the health-care processes related to them. This includes the ability for patients to manage their personal information and interact with health-care staff as well as among patients themselves. The study proposes a new position to supervise mHealth services: the online health educator (OHE). The OHE should be occupied by special health-care staffs who are trained in managing online services. A survey was conducted in Brunei and Indonesia to discover the roles of OHE in managing mHealth services, followed by a focus group discussion with participants who interacted with OHE in a real online health scenario. Data analysis showed that OHE could improve patients’ confidence and satisfaction in health-care services.
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Wallace and Mills. "A Study of the Food Environment at Australian Family Day Care." Nutrients 11, no. 10 (October 7, 2019): 2395. http://dx.doi.org/10.3390/nu11102395.

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Overweight and obesity in childhood is a significant public health issue. Family day care (FDC) offers a setting where good eating habits can be nurtured in young children, yet often the food environment is unhealthy. This study aims to determine FDC educators’ knowledge and confidence about nutrition and the barriers and enablers to supporting healthy food environments. Australian FDC educators were recruited to a mixed methods study using self-administered e-surveys and qualitative in-depth interviews. The survey data (n = 188) revealed good knowledge about sugary foods, but poor knowledge of protein-rich foods. Nutrition knowledge was not associated with confidence to make nutrition recommendations. Interviews (n = 9) revealed parents’ dietary choices and educators’ personal beliefs as barriers to healthy food environments, although importantly, the FDC educator role was identified as being pivotal in supporting the health and wellbeing of children and their families. This study highlights that FDC-specific nutrition education and support is vital to ensure children at FDC and their families are exposed to healthy food environments. Research to investigate specific avenues for nutrition education promotion programs specifically designed to support the unique role played by FDC educators is needed, in order to support the long-term health and welfare of the next generation of Australians.
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Seigel, Harriet. "Instant Teaching Tools for Health Care Educators." Journal of Continuing Education in Nursing 27, no. 2 (March 1996): 95. http://dx.doi.org/10.3928/0022-0124-19960301-12.

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Dissertations / Theses on the topic "Health care educators"

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Sills, Margaret Vivienne. "Adult perceptions of influences on personal health and change : a study of health educators and non-health educators." Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284803.

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Beal, Maryann. "Serving Students with Neurological Disorders: A Manual for Educators." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194131.

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During the past 20 years, the number of children and youth with neurological disorders attending schools has increased dramatically. There are two reasons for this increase. First, medical advances have resulted in more children and youth with neurological disorders surviving. Second, in the past, children with disabilities and health care needs were cared for in hospitals and residential institutions. Since 1975, however, federal legislation has mandated that all children with disabilities be provided a free appropriate public education in the nation's schools and in general education classrooms whenever possible.Unfortunately, school administrators and classroom teachers are not trained in how to accommodate students with neurological disorders. The medical literature provides information regarding the medical aspects of neurological disorders. However, neither the medical literature nor the educational literature provides the specialized knowledge and skills administrators and teachers need to plan for and provide appropriate educational and health related services to children with neurological disorders. This dissertation addresses the need to provide teacher and administrators with practical information about accommodating students with neurological disorders in schools.The purpose of this project was to develop a resource manual which describes the impact of students' neurological disorders on their education. This "user-friendly" resource manual can be used by teachers, administrators, and support staff in developing individualized educational programs for children and youth with neurological disorders. The manual focuses on six neurological disorders about which school personnel have limited knowledge. Section One includes a historical overview of the education of children with neurological disorders and the legislation which mandates that schools must provide all children with disabilities an appropriate education. Section Two describes each neurological disorder by presenting the definition of the disorder and its associated physical and cognitive conditions. Section Three addresses accommodations teachers can use in classrooms to meet the individual physical, cognitive and health care needs of these children.
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Malemute, Charlene Louise. "Goal setting education and counseling practices of diabetes educators." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_malemute_121509.pdf.

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Thesis (M.S. in human nutrition)--Washington State University, December 2009.
Title from PDF title page (viewed on Feb. 11, 2010). "Program in Nutrition and Exercise Metabolism." Includes bibliographical references.
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Chapman, Joanne L. "Knowledge and attitudes of sexuality in the elderly among educators of health care professionals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1208.

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Many elderly adults have fears and concerns regarding sexuality, including the impact of chronic disease on sexual function. Typically, society has negative attitudes toward elderly sexual expression with misconceptions, negative stereotyping and myths compounding ageist perceptions that the elderly become asexual with age. Thus knowledge of and attitudes toward sexuality in the elderly has become an area of interest over the past several decades. In an attempt to promote sexual expression as a right for the elderly and physiological changes viewed in terms of positive adjustment, White (1982) developed an instrument to determine knowledge of and attitudes towards sexuality of elderly people. The Ageing Sexual Knowledge and Attitude Srale (ASKAS) is designed to measure the knowledge of and attitudes toward sexuality held by elderly individuals, or any group of people who have an impact upon the sexual expression of elderly people. This current study seeks to determine the koowledge of and attitudes toward sexuality in the elderly among educators of health care professionals. Demographic and experiential variables of respondents (n=360) were compiled to determine their ability to predict knowledge of; attitudes toward; and the koowledge and attitude relationship of sexuality in the elderly. Lecturers in medicine (n~25), m(n~l 09), ocoupational therapy (n~33), physiotherapy (n~30), psychology (n~93) and social work (n~53) from within Australia, New Zealand and South Africa volunteered as participants. The existence of a weak but significant relationship between knowledge and attitudes of sexuality in the elderly was found. Age was found to be the singular variable predictive of attitude. No differences across country or profession of the respondent were found. A discussion of the implications of the knowledge and attitude relationship is given.
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Bliss, Kadi R. "Health Educators as a Think Tank: Recommendations to Improve Health Care Reform Proposals and Potential Roles for the Profession." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/452.

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Health care reform has been a controversial topic in America since the early 1900s (PBS, 2010). Today, the United States spends more on health care than any other industrialized nation (National Center for Health Statistics, 2011), but despite spending more, the U.S. has 46.3 million citizens who are uninsured (CDC 2009). To date, only two studies were located that analyzed health educators' behaviors related to health policy (Cooper, 1986; Holtrop, Price, & Boardley, 2000) and no studies were found using qualitative research designs to study health educators' experience with and recommendations for any policy issues, including health care reform issues. The purposes of this study were to explore recommendations from health educators for health care reform in relation to the different levels of the determinants of health ecological model and to examine potential new roles for the health education profession in achieving an effective health care system. An interpretive approach was used to gain contextualized, value-laden, specific knowledge from health educators to understand and interpret their perceptions about what needs to be in place on multiple levels for health care reform to be successful, and the Healthy People 2020 determinants of health ecological model (USDHHS, 2011) was used to elicit their perceptions. Twelve online, chat room focus groups and two online, chat room interviews were held with CHES and MCHES certified health educators over a three-week period. Three overarching themes emerged from the data: prevention, health literacy, and a focus on larger levels of the determinants of health ecological model. In addition to the overarching themes, recommendations were made at each level of the determinants of health ecological model, participants suggested an increased role of health educators in the medical and political setting, and responses revealed that participants in this study were involved in many advocacy experiences. Results of this study suggest that this group of health educators wants to see health care become a right for everyone. Participants want prevention and health education to become a social norm in society and a visible component of health care reform policies in the United States. Basically, there is a real need for our health care system to change into a system that does not focus on treatment after people get sick, but one that focuses on preventing illness and promoting wellness throughout the lifecycle and at multiple levels. Recommendations for the health education profession include compiling priority recommendations into a position statement or white paper to influence policy makers and politicians in Washington D.C. If health educators can become an interest group supporting health care reform proposals that include prevention and health education, then maybe they can influence health policies that promote their recommendations and ideals.
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Villanueva, Celeste G. "An exploratory case study about interprofessional simulation-based learning for a team of health care educators." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3741617.

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This prospective, exploratory, single case study is about health care simulation as a learning approach for faculty to develop as teams of interprofessional facilitators. The research was aimed at understanding how simulation-based team training, designed around an interprofessional theme, promotes both teamwork and interprofessional facilitator competencies among participants representing 6 health care professions (medicine, nursing, occupational therapy, physical therapy, physician assistant and pharmacy). The central research question asked how faculty attitudes, knowledge, and skills/behaviors in the areas of teamwork and interprofessional education (IPE) facilitation are characterized after experiencing a faculty development workshop designed as interprofessional simulation based team training (IP-SBTT). Four sub-questions focused inquiry into the workshop’s: use of TeamSTEPPS®, unique instructional design, impact on the peer-to-peer attitudes of faculty, and impact on faculty’s personal perspectives about simulation-based learning (SBL).

The examined case was the shared experiences of 9 faculty who participated in a 2-day, 14-hour workshop conducted in a university based simulation center. The workshop entailed immersion in team-based scenarios involving IPE issues. Learning objectives focused on facilitation skills. Data from multiple sources included video recordings of all activities, media material, observation notes/tool, surveys and a focus group interview. An iterative analysis of the evidence employed the use of HyperRESEARCH, qualitative data analysis software for video and text. Twelve key findings are based on triangulation of the frequency of coded behavioral markers on 12.5 hours of video, quantitative and qualitative data from post-simulation survey data, as well as focus group interview results.

Triangulation via analysis using 3 theoretical constructs lead to the study conclusions which are presented in 3 thematic clusters: (a) IP-SBTT enhances attitudes of mutual trust and team orientation, and the knowledge achievement of shared mental models; (b) the TeamSTEPPS framework is an effective approach to developing teams of IPE facilitators, and the Tension Triangle framework closely aligns with SBL components; and (c) Interprofessional-Meta-Simulation Based Team Learning (IP-M-SBTL) fosters an increased awareness of the emotional vulnerability associated with SBL, and enhanced self-reflection skills, increasing competence in interprofessional facilitation. The IP-M-SBTL model for faculty development is strongly recommended for building teams of interprofessional facilitators.

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Martin, Penelope Dawnette. "The development of a model of emotional support for undergraduate nursing students working in mental health care settings." Thesis, University of Western Cape, 2013. http://hdl.handle.net/11394/3246.

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Philosophiae Doctor - PhD
The mental health care environment is a stressful environment because of the environment, perceived unpreparedness of students and the emotional demands placed on the students which are inherent in the nature of the work. The use of the self as a therapeutic tool also presents challenges for students. Whilst researchers have identified supportive interventions and strategies to address students support needs in mental health care settings, these interventions/strategies focus on meeting clinical learning objectives with the assumption that if the student learning needs are met, they will feel emotionally supported. Literature and experience indicates that it is imperative that in this field of study, students should be prepared to cope emotionally with the demands of mental health work. The aim of this research was to develop a model of emotional support for student nurses working in mental health care settings. A theory-generating design based on a qualitative, explorative and descriptive research approach was used to achieve the aim of the study. Purposive sampling was employed to select participants namely: students, educators and clinical staff who met the eligibility criteria. A sample of 40 students, nine educators and nine clinical staff who worked in the four psychiatric hospitals and community mental health clinics in the Western Cape participated in the study. Data collection was by means of focus group interviews (students) and indepth individual interviews (educators and clinical staff). Data was analysed by means of Tesch’s method of content analysis. The model was developed by means of the four steps of the theory generation process. Step one was concept development which consisted of two sub-steps namely concept identification and concept definition. A total of 22 concepts were identified which was further synthesised into six main concepts. The main concepts which were used to develop the model were: positive self-concept; positive work environment; academic and professional development; effective communication; formal and informal supportive interventions and collaboration between the Higher Education Institution and the mental health care setting. Step two of the theory generating process was model development. These main concepts were placed in relation with each other which formed an emotional support model for students working in mental health care settings. Step three was model description. The model was described using the three phases of interpersonal communication namely orientation phase, working phase and the termination phase. A visual application of the model which depicts the main concepts, the process and the context was shown. Step four dealt with the development of the guidelines for the implementation of the emotional support model. A critical reflection of the model was done using five criteria for model evaluation according to Chinn & Kramer. Trustworthiness of the data was ensured by means of applying Guba’ model of truth value, applicability, consistency and neutrality. Reflexivity was used by the researcher to further enhance trustworthiness. Permission to conduct the study was obtained from the relevant authorities. The ethical principles of respect for human dignity, beneficence and justice were applied throughout the study. Limitations were identified and ecommendations for nursing practice, education concluded the study.
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Finnane, Julia M. "Exploring partnerships between early childhood educators and parents to promote healthy eating to children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/103985/4/Julia_Finnane_Thesis.pdf.

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The purpose of this study was to deepen understanding of collaborative partnerships between early childhood educators and parents, with a focus on promoting healthy eating to children. The study took a predominantly qualitative approach, with in depth case studies of two long day care services. Interviews, observations and policy analysis were conducted to explore policies, procedures and practices of ECEC services in relation to healthy eating, educators’ and parents’ perceptions of their roles, and barriers and enablers to communication. The findings of this study have implications for both the early childhood and nutrition sectors.
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Doneski, Amanda Lea. "Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as It Pertains to Faculty Development." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637426.

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The purpose of this quantitative study was to evaluate the self-efficacy of novice nursing and allied health educators as it pertains to their overall desire to enhance their knowledge of educational instruction. Many nursing and allied health faculty transition from clinical practice to teaching with little to no formalized knowledge in education (Cangelosi, 2014; Gresham-Anderson, 2015). Bandura’s (1977a) theory of social learning and self-efficacy was utilized as the theoretical framework for the study. This study was guided by four research questions used to investigate how the self-efficacy of nursing and allied health professionals changed as participants became more experienced educators, the types of learning opportunities the contributors participated in, and the supports and barriers novice educators faced when making the transition from being a practitioner to becoming a teacher. A survey was utilized to gain the data needed. A total of 202 surveys were sent to allied health personnel in higher education institutions in a Midwest state. The results were analyzed using descriptive statistics. In the findings, most of the survey respondents noted their self-efficacy was lower when entering the teaching field as compared to working in their designated allied health field. However, by participating in self-directed learning, professional development, and mentoring, the survey respondents noted self-efficacy increased as they became more skilled as instructors. Implications for practice included providing a formalized orientation process, investment in faculty development, as well as mentoring for novice teachers. Future research studies could gain a more comprehensive understanding of the barriers novice educators face when transitioning from clinical practice to academia and the steps taken to improve self-efficacy.

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Williams, Jimmie R. "Beliefs Concerning Role of the Nursing Service Administrator in Hospitals as Expressed by Chief Executive Officers, Nursing Service Administrators, and Nurse Educators." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2829.

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This study was undertaken to determine the degree of relationship in perceptions held by three health care administrative groups between the desirable and actual role functions of the hospital nursing service administrator. This descriptive study surveyed hospital Chief Executive Officers (CEOs), and Nursing Service Administrators (NSAs) in 100 randomly selected general hospitals, and chairpersons of graduate programs in nursing service administration. The instrument for this study was the Beliefs Concerning Role of Hospital Nursing Service Administrator, a 12-item instrument designed to determine some of the desirable (optimal) and actual (currently performed) role functions of the hospital Nursing Service Administrator (NSA), as perceived by the three health care adminstrative groups in the study. Descriptive statistics were used to analyze the data gathered from the 12 position statements, warranting the following conclusions: (1) The Cramer's V measure of association revealed little or no association among Chief Executive Officers, Nursing Service Administrators, and Chairpersons on the 12 role functions perceived as desirable (or necessary for optimal effectiveness) for the individual currently in the position of Nursing Service Administrator. (2) The Somers' d measure of association revealed that little or no association existed between the Chief Executive Officers' and the Nursing Service Administrators' perceptions on the 12 role functions currently performed by the Nursing Service Administrator. (3) The Somers' d measure of association revealed that little or no association existed between the size of the hospital and the total responses of the hospital personnel to each of the 12 role functions perceived as desirable (or necessary), and those currently performed by the Nursing Service Administrator (NSA). (4) The Cramer's V measure of association revealed that little or no association existed between the type of control of the hospital (ownership) and the total responses of the hospital personnel to each of the 12 role functions perceived as desirable (or necessary), and those currently performed by the Nursing Service Administrator. (5) Demographic data from the Nursing Service Administrators in the study who held the master's degree in nursing revealed greater than half indicated that the master's in business administration would have been the best type of preparation for their current position. (Abstract shortened with permission of author.)
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Books on the topic "Health care educators"

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Instant teaching tools for health care educators. St. Louis: Mosby, 1995.

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Dobson, Allen. Trends in health care cost management. Washington, D.C: NEA, Professional and Organizational Development/Research Division, 1988.

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Kevin, Hamberger L., ed. Violence issues for health care educators and providers. New York: Haworth Maltreatment & Trauma Press, 1997.

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More instant teaching tools for health care educators. St. Louis: Mosby, 1998.

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Dobson, Allen. Trends in health care expenditures. Washington, D.C: NEA, Professional and Organizational Development/Research Division, 1988.

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Hadley, Norman H. Elective Mutism: A Handbook for Educators, Counsellors and Health Care Professionals. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-015-8283-4.

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Elective mutism: A handbook for educators, counsellors, and health care professionals. Dordrecht: Kluwer Academic Publishers, 1994.

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Lin, Zhan, and National League for Nursing, eds. Asian voices: Asian and Asian American health educators speak out. Sudbury, Mass: Jones and Bartlett, 1999.

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Dobson, Allen. Trends in health care expenditures: Issues for NEA affiliates. [Washington, D.C.]: NEA, Professional and Organizational Development/Research Division, 1988.

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Quality caring in nursing and health systems: Implications for clinicians, educators, and leaders. 2nd ed. New York, NY: Springer Pub., 2013.

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Book chapters on the topic "Health care educators"

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Palmer, J., and Marcy Jackson. "Health Care from the Inside Out." In Educators' Stories of Creating Enduring Change, 1–21. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781846199585-1.

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Smith, Dale. "An Academic Health Science Center's Journey Toward Teaching and Delivering Patient-Centered Care." In Educators' Stories of Creating Enduring Change, 155–73. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781846199585-9.

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Murr, Ani. "Dialogical narrative analysis of practice-based educators' stories of student placements." In Health and Social Care Research Methods in Context, 107–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003157724-8.

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Taylor, Tish. "Conducting workshops for teachers and educators." In Earning a living outside of managed mental health care: 50 ways to expand your practice., 156–58. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-034.

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Cottingham, Ann H., Debra K. Litzelman, Richard M. Frankel, Penelope R. Williamson, Anthony L. Suchman, and Thomas S. Inui. "The Dissemination of Relationship-Centered Care Approaches to Enhance the Informal Curriculum of Academic Health Science Centers." In Educators' Stories of Creating Enduring Change, 119–40. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781846199585-7.

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Cain, Joanna M., and Kathleen C. Bowling. "Clinician Educators: How Can We Meet the Expanding Need?" In Changing Landscape of Academic Women's Health Care in the United States, 39–51. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0931-7_3.

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Sheridan, Susan, Heather Sherman, Allison Kooijman, Evangelina Vazquez, Katrine Kirk, Nagwa Metwally, and Flavia Cardinali. "Patients for Patient Safety." In Textbook of Patient Safety and Clinical Risk Management, 67–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_6.

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AbstractUnsafe care results in over 2 million deaths per year and is considered one of the world’s leading causes of death. In 2019, the 72nd World Health Assembly issued a call to action, The Global Action on Patient Safety, that called for Member States to democratize healthcare by engaging with the very users of the healthcare system—patients, families, and community members—along with other partners—in the “co-production” of safer healthcare.The WHO’s Patients for Patient Safety (PFPS) Programme, guided by the London Declaration, addresses this global concern by advancing co-production efforts that demonstrate the powerful and important role that civil society, patients, families, and communities play in building harm reduction strategies that result in safer care in developing and developed countries. The real-world examples from the PFPS Programme and Member States illustrate how civil society as well as patients, families, and communities who have experienced harm from unsafe care have harnessed their wisdom and courageously partnered with passionate and forward-thinking leaders in healthcare including clinicians, researchers, policy makers, medical educators, and quality improvement experts to co-produce sustainable patient safety initiatives. Although each example is different in scope, structure, and purpose and engage different stakeholders at different levels, each highlights the necessary building blocks to transform our healthcare systems into learning environments through co-production of patient safety initiatives, and each responds to the call made in the London Declaration, the WHO PFPS Programme, and the World Health Assembly to place patients, families, communities, and civil society at the center of efforts to improve patient safety.
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Carey, Timothy A. "Why Would Teachers Care? The Value of Rural School Mental Health from an Educator’s Standpoint." In Handbook of Rural School Mental Health, 81–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64735-7_6.

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Bondeson, William B. "Patient Autonomy, Patient Care and Professional Responsibilities: The Health Care Professional as Educator and Provider of Services." In Philosophy and Medicine, 199–205. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3397-2_10.

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Hardon, Anita. "Introduction." In Critical Studies in Risk and Uncertainty, 1–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57081-1_1.

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Abstract The everyday lives of contemporary youth are awash with chemicals to boost pleasure, energy, sexual performance, appearance, and health. What do pills, drinks, sprays, powders, and lotions do for youth? What effects are youth seeking? The ChemicalYouth ethnographies presented here, based on more than five years of fieldwork conducted in Amsterdam, Brooklyn, Cayagan de Oro, Paris, Makassar, Puerto Princesa, and Yogyakarta, show that young people try out chemicals together, compare experiences, and engage in collaborative experiments. ChemicalYouth: Navigating Uncertainty: In Search of the Good Life makes a case for examining a broader range of chemicals that young people use in their everyday lives. It focuses not just on psychoactive substances—the use of which is viewed with concern by parents, educators, and policymakers—but all the other chemicals that young people use to boost pleasure, moods, vitality, appearance, and health, purposes for using chemicals that have received far less scholarly attention. It takes the use of chemicals as situated practices that are embedded in social relations and that generate shared understandings of efficacy. More specifically, it seeks to answer the question: how do young people balance the benefits and harms of chemicals in their quest for a good life?
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Conference papers on the topic "Health care educators"

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Prabhakar, T. V., Madhuri Sheethala Iyer, P. R. Priyanka, Payal Mondal, V. V. S. Sasi Kiran, Vaishnavi Govindarajan, and H. S. Jamadagni. "Wearable Device for Health Care Applications." In 2013 Texas Instruments India Educators' Conference (TIIEC). IEEE, 2013. http://dx.doi.org/10.1109/tiiec.2013.23.

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Mendes, Francisco. "Employability In A Portuguese Social Educators Sample." In 5th International Conference on Health and Health Psychology: Covid-19 and Health Care. European Publisher, 2020. http://dx.doi.org/10.15405/eph.20101.12.

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Mendes, Francisco. "Well-Being At Work: A Study With Social Educators." In 5th International Conference on Health and Health Psychology: Covid-19 and Health Care. European Publisher, 2020. http://dx.doi.org/10.15405/eph.20101.11.

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Thomas, Susan, and Christine Clarke. "0016 Educators’ Experiences Of Interprofessional Simulations In The Context Of Teaching Undergraduate Health Care Students." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.135.

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Mizelle, Nathalie, James Maiden, Quintin Boston, and Anthony Andrews. "Systematic Racism: Racial Disparities in Mental Health during COVID-19." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.10.

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Systemic racism exacerbates the adverse impacts of social determinants of health, causing health disparities for African Americans. The COVID-19 pandemic's effect on communities of color has provided more attention and respect to African Americans' need for mental health care. This conceptual article explores COVID-19 and systemic racism disproportionately affecting African Americans' mental health and psychological well-being. The article also provides recommendations for counselor educators and mental health professionals to combat the problem.
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Hájková, Petra, and Lea Květoňová. "DEVELOPMENT OF HEALTH-PROMOTING BEHAVIOUR OF A CHILD AS AN EDUCATIONAL GOAL IN FAMILIES OF HANDICAPPED MOTHERS WITH MENTAL HEALTH DISORDERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end087.

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The mental health of adult women is an important attribute of their motherhood. Weakening of mental health poses a threat to activities in the field of self-care and healthy development of their children. Even under these conditions of health disadvantage, women-mothers remain as the main mediators of health-promoting habits for their children, thus they become theirs first educators. The health literacy of these women also plays a role in this regard. For this reason, it is crucial to provide these women with sufficient special education that takes their individual needs into account. This research project is focused on finding connections between the mental health disorder of mothers, their health literacy with manifestations in the field of health-promoting behaviour, and with the need for support in the relevant area of childcare by professionals and close family members. The author will present an overview of research focused on this issue as well as her own proposal for a research solution, which received the support of the Charles University Grant Agency for the years 2021-2022.
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Chasse-King, Janice, Anne DeFelippo, Ellen Flowers, and Linda Frontiero. "COLLABORATION WITH PRACTICE PARTNERS, NURSE EDUCATORS AND THE INTERIM ASSOCIATE DEAN IN THE CREATION OF REALISTIC MENTAL HEALTH CLIENT CARE SCENARIOS FOR A TRANS-FORMATIVE LEARNING EXPERIENCE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0210.

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El-Khasawneh, Bashar. "Motivational Tools for Engineering Students in Privileged Developing Countries: Examples From UAE." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88499.

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The topic of this paper could be irrelevant to well-developed and developing countries, however, it is quite challenging to educate students in privileged income developing countries in which all primary needs of education, health, shelter and basic needs (the base for Maslow’s hierarchy of needs) are taken care of by the government. This leaves little room for the young generation to aspire to. Insufficient internal drive to work hard or to prove oneself since all basic needs are taken care of and most of these students are coming from well-off families. This created a real dilemma for educators in how to motivate and encourage this generation to take education seriously and work hard towards their degree and appreciate this educational journey. This paper would discuss some of these motivational tools and a set of recommendations for the government on this issue.
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Kalra, Jay, Zoher Rafid-Hamed, Lily Wiebe, and Patrick Seitzinger. "Medical Error Disclosure: A Quality Perspective and Ethical Dilemma in Healthcare Delivery." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002107.

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Medical errors are a significant public health concern that affects patient care and safety. Highlighted as a substantial problem in the 1999 Institute of Medicine report, medical errors have become the third leading cause of death in the United States of America. Failure to inform the patient of adverse events caused by a medical error compromises patient autonomy. Disclosure of adverse events to patients and families is critical in managing the consequences of a medical error and essential for maintaining patient trust. When errors occur, healthcare practitioners are faced with the ethical and moral dilemmas of if and to whom to disclose the error. Healthcare providers face these disclosure dilemmas across all disciplines, locations, and generations and have far-reaching implications on healthcare quality and the progress of medicine. We have previously reported the Canadian provincial initiatives encouraging open disclosure of adverse events and have suggested its integration into a 'no-fault' model. Though similar in content, the Canadian provincial initiatives remain isolated because of their non-mandatory nature and absence of federal or provincial laws on disclosure. The purpose of this study was to review and compare the disclosure policies implemented by individual health care regions/authorities in various parts of Canada to identify quality issues related to medical error disclosure based on several ethical and professional principles. The complexities of medical error disclosure to patients present ideal opportunities for medical educators to probe how learners balance the moral complexities involved in error disclosure. Effective communication between health care providers, patients, and their families throughout the disclosure process is integral in sustaining and developing the physician-patient relationship. We believe that the disclosure policies can provide a framework and guidelines for appropriate disclosure, leading to more transparent practices. We suggest that disclosure practice can be improved by creating a uniform policy centered on addressing errors in a non-punitive manner and respecting the patient's right to an honest disclosure and be implemented as part of the standard of care.
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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
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Reports on the topic "Health care educators"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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Zambia: Peer educators can promote safer sex behaviors. Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1031.

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Zambian adolescents are at high risk of unwanted pregnancy, sexually transmitted infections (STIs), and HIV infection due to early sexual initiation, low use of contraceptives and condoms, and other high-risk sexual behaviors. During 1996–1998, CARE Zambia and the Population Council conducted a study to test community-based approaches to improve adolescent sexual and reproductive health. CARE Zambia talked to adolescents in four communities outside Lusaka. Using participatory learning and action techniques, researchers identified factors leading to high-risk sexual behaviors, including lack of economic, recreational, and educational opportunities for youth. This information helped to design the study. Two interventions—condom distribution by peer educators and small business loans to youth—led to safer sexual practices among adolescents in peri-urban communities. Both program participants and their peers reported an increase in abstinence and monogamy and a decrease in STIs. As noted in this brief, youth in the intervention areas were better informed about ways to prevent HIV/AIDS than those in the control group, however the interventions did not lead to greater use of contraception or condoms for dual protection.
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Midline survey results: Integrating adolescent livelihood activities within a reproductive health program for urban slum dwellers in India. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1008.

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The Population Council in collaboration with CARE India has been conducting an operations research (OR) study to investigate the impact of adding a livelihoods component to the Action for Slum Dwellers' Reproductive Health, Allahabad (ASRHA) Project in Uttar Pradesh run by CARE India. The ASRHA Project selected peer educators from the slums and trained them in providing reproductive health (RH) information, communication skills, and group formation techniques. After the peer educators completed training, they conducted group sessions about livelihoods and savings. RH sessions were held alongside vocational counseling sessions. Population Council staff provided vocational training courses, both in the slums where the girls reside and in the city of Allahabad. In addition to surveys conducted prior to and following the intervention, the study also includes a midline assessment that measures the experiences of girls six months after they completed the first round of vocational training courses, or one year after the baseline survey. The midline survey was conducted in the experimental slums only, and this project update presents its findings.
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Mexico: Strengthen education on adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1007.

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Unprotected sex among Mexico’s young people often leads to unplanned pregnancy and unwanted births as well as risk of sexually transmitted infections (STIs) including HIV. From 1999 to 2002, FRONTIERS worked with the nongovernmental organization MEXFAM to test the feasibility, effectiveness, and cost of community-, clinic-, and school-based interventions to improve the reproductive health (RH) of youth aged 10–19. Eight cities were selected as intervention sites, and four as control sites. In the intervention sites, researchers worked with coordinators and “multipliers”—local community members such as teachers, community leaders, health-care providers, and peer educators—who taught courses on adolescent RH. In the community intervention, multipliers conducted outreach through events such as plays, sports events, parades, and concerts. In the clinic-based component, providers offered youth-friendly services at their health facilities. Four of the intervention cities also received a school-based intervention. As concluded in this brief, young people in Mexico have a general knowledge of RH, but their weak understanding of reproductive physiology and STIs makes them vulnerable to the consequences of risky behavior. Program managers should strengthen education on adolescent RH for both young people and service providers.
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