Journal articles: '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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Chan, M. M., A. L. Richards, and G. M. Chan. "29 HOLISTIC HEALTH CARE EDUCATORS IN UTAH." Journal of Investigative Medicine 54, no. 1 (January 1, 2006): S84.6—S84. http://dx.doi.org/10.2310/6650.2005.x0004.28.

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Hjelm, John R., and David Willcox. "Do Health Educators Care about Teacher Education?" Health Education 21, no. 1 (February 1990): 34–37. http://dx.doi.org/10.1080/00970050.1990.10616169.

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Rogers, Janet L., Laurie R. Dunn, and Charla J. Lautar. "Training Health Care Providers to be Educators." Health Care Manager 27, no. 1 (January 2008): 40–44. http://dx.doi.org/10.1097/01.hcm.0000285029.79762.e8.

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Koskinen, Camilla, Monika Koskinen, Meeri Koivula, Hilkka Korpi, Minna Koskimäki, Marja-Leena Lähteenmäki, Kristina Mikkonen, et al. "Health and social care educators' ethical competence." Nursing Ethics 27, no. 4 (September 5, 2019): 1115–26. http://dx.doi.org/10.1177/0969733019871678.

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Background and purpose Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ ethical competence in relation to core values and ethos. Theoretical background and key concepts The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion Educators’ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators’ training regarding ethical competence.

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Cleland, Phoebe, Rebecca Byrne, Helen Vidgen, Susan Irvine, Ann Farrell, and Danielle Gallegos. "Advancing Australia's Agenda for Young Children's Health and Wellbeing: Empirical Insights into Educator Knowledge, Confidence and Intentions in Promoting Children's Learning, Eating, Active Play and Sleep (LEAPS)." Australasian Journal of Early Childhood 43, no. 2 (June 2018): 55–63. http://dx.doi.org/10.23965/ajec.43.2.06.

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EDUCATORS IN EARLY CHILDHOOD education and care (ECEC) settings play a critical role in advancing Australia's agenda for children's health and wellbeing. The LEAPS (Learning, Eating, Active Play, Sleep) professional development program was designed to acknowledge and improve educator knowledge of national healthy eating and physical activity guidelines, as a critical foundation for health and wellbeing of children and families. The program consisted of online reading and face-to-face professional development. Change in educator knowledge and confidence was assessed via pre- and post-questionnaire, with two additional open-ended questions regarding intention to change practice post-program. Educators (n = 765) participating in LEAPS increased their knowledge of nutrition and physical activity guidelines, and planned to implement practice changes as a result—namely communication of healthy eating and physical activity messages with colleagues, parents and children; and engaging parents in these areas within their service. Professional development regarding health guidelines is important to support evidence-based communication between educators and parents.

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Pearson, Teresa L., Joan Bardsley, Susan Weiner, and Leslie Kolb. "Population Health: The Diabetes Educator’s Evolving Role." Diabetes Educator 45, no. 4 (June 23, 2019): 333–48. http://dx.doi.org/10.1177/0145721719857728.

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Purpose The US health care system’s focus on high-quality, efficient, and cost-effective care has led payers and provider groups to identify new models with a shift toward value-based care. This perspective on clinical practice describes the population health movement and the opportunities for diabetes educators beyond diabetes self-management education, as well as steps to engage in and drive new care models to demonstrate individual, organizational, and payer value. Conclusion Diabetes educators have an opportunity to position themselves as diabetes specialists for diabetes management, education, and population health care delivery. With expertise that extends beyond diabetes self-management education and with a wide variety of skills, diabetes educators recognize that there is a range of personal, social, economic, and environmental factors that influence diabetes health outcomes. Diabetes educators should align with organizational strategic plans and support the population-level performance measures and quality initiatives, thus enhancing the value that diabetes educators bring to health care organizations.

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Gilbert, Karen, and Michelyn W. Bhandari. "Cultural competency in health care: Web sites for health care providers and educators." College & Research Libraries News 72, no. 11 (December 1, 2011): 648–706. http://dx.doi.org/10.5860/crln.72.11.8673.

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Panzarine, Susan, Jenny Broering, Joann Gephart, Sue Ellen Lucas, Elizabeth Minas, Marilyn Savedra, Anne St Germaine, and Linda Wildey. "Adolescent Health Care: A Challenge for Nursing Educators." Journal of Nursing Education 27, no. 6 (June 1988): 278–80. http://dx.doi.org/10.3928/0148-4834-19880601-09.

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Hess, Caryl. "Health Care Educators: New Directions in Leadership Development." Journal of Leadership Studies 6, no. 4 (April 1, 2013): 72–76. http://dx.doi.org/10.1002/jls.21269.

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Jones, Catherine, Fay Hadley, Manjula Waniganayake, and Melissa Johnstone. "Find your tribe! Early childhood educators defining and identifying key factors that support their workplace wellbeing." Australasian Journal of Early Childhood 44, no. 4 (September 3, 2019): 326–38. http://dx.doi.org/10.1177/1836939119870906.

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Historically, research on educator wellbeing has focused on ill health including stress, burnout and emotional exhaustion. There is a dearth of research examining healthy workplace wellbeing among early childhood educators, which makes developing strategies to support their wellbeing difficult. Moreover, there is a lack of clarity about the concept of educator workplace wellbeing and a lack of understanding of the complex interplay between factors supporting and thwarting wellbeing within long day-care centres. This two-phase study used a mixed-methods research design. Presented in this paper are the findings from phase one. Semi-structured in-depth interviews with 22 early childhood educators in long day-care centres reflected on educator workplace wellbeing as a broad concept encompassing social, emotional, physical and economic factors. Educator ‘voices’ provided insight into the individual, relational and contextual elements impacting on their personal workplace wellbeing.

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Hoke, Mary M., Theresa L. Byrd, and Nell H. Gottlieb. "Transitioning Health Educators to Clinical Settings." Californian Journal of Health Promotion 5, no. 1 (March 1, 2007): 1–8. http://dx.doi.org/10.32398/cjhp.v5i1.1796.

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Objective: A support model consisting of a local health educators’ network, a technical assistance team with academic and practice experts, and an evolving sequence of professional continuing education activities supported health educators transitioning from community or school health education sites to health care sites as part of the Clinic Health Education and Life Style Promotion Project (Clinic HELP) designed to increase health education options for individuals within the Paso del Norte Region of the United States-Mexico Border. Methods: Focus groups, interviews and surveys were used to evaluate intervention activities designed to assist in the transition. Results/Conclusions: Lack of familiarity with health care settings and role delineation were identified as barriers while “expert” sounding boards, professional development activities, and advanced education assisted in the transition. Use of the professional network was less than anticipated. Practice Implications: Based on the Clinic HELP experience, recommendations are provided for professional education and support for health educators within clinical practice settings.

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Pillay, Mershen, and Ishara Ramkissoon. "Civic Responsibility and Global Health Care: Audiology Service Learning in Africa." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 1075–84. http://dx.doi.org/10.1044/2020_persp-19-00161.

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Purpose Many health professions engage service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. The purpose of this study is to evaluate how the curriculum of an international humanitarian health care program in South Africa influenced U.S. graduate students' civic responsibility and their educators' perspectives on audiology study abroad service learning programs. Method Participants ( n = 14) in this study abroad program included seven female graduate audiology students, five community partners, and two educators. Quantitative data were derived from pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012). Qualitative data sources included student journals, student exit interview, educator field notes and discussions, and responses to the community partner evaluation survey completed by host site personnel. Results A comparison of pre- and postprogram Public Affairs Scale ratings revealed that students demonstrated a significant increase in community engagement, cultural competence, and ethical leadership. Qualitative data revealed themes referenced to practitioners, clients, and context. Further thematic analysis identified three key results including foregrounding health as a development of people, educators and students as critically oriented public intellectuals, and global dialogue for pedagogic (audiology) justice. Discussion and Conclusion Carefully designed study abroad curricular contributed to audiology graduate students' increased service learning, civic responsibility, and civic engagement. Quantitative and qualitative analyses revealed that student service learning experiences were mediated by resources and people in the local context. This study abroad curriculum facilitated educators' thinking regarding the placement of audiology health services and audiology educational models in a globalized world. Health professional pedagogic considerations should be designed for humanitarian health care so that service learning focuses the production of critically oriented practitioners who are competent at enacting practices in global service learning programs.

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Beckman, Emma M., Allison Mandrusiak, Roma Forbes, Leander Mitchell, Marion Tower, Brent Cunningham, and Peter Lewis. "A student-led, interprofessional care, community-based healthcare service: Student, clinical educator and client perceptions of interprofessional care and education." Focus on Health Professional Education: A Multi-Professional Journal 23, no. 1 (March 31, 2022): 90–108. http://dx.doi.org/10.11157/fohpe.v23i1.476.

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Introduction: Interprofessional clinical placements present an opportunity for students to enhance their competence in interprofessional practice. Student-led clinics have been shown to be effective for a variety of outcomes, but the experience of students in relation to their development of skills and the perspectives of clinical educators and clients are unknown. This study aimed to investigate student, clinical educator and client experiences, along with perspectives of interprofessional care and interprofessional education in an interprofessional, community-based health service.Methods: This study implemented a mixed methods design through the administration of self-report surveys, focus groups and semi-structured interviews of key stakeholders, including students undertaking full-time placements, clinical educators and clients, in 2019. Survey data were analysed quantitatively, and qualitative data were subject to thematic analysis.Results: Students reported increased confidence to deliver interprofessional care and attributed this in part to their clinical educators. Clinical educators felt equipped and prepared to deliver interprofessional education activities and displayed high levels of confidence in their ability to provide feedback. Clients were confident in the students’ abilities to be involved in their care and understood the role of the educators. Clients also acknowledged an appreciation of teamwork between students.Conclusions: The results of this study indicate an interprofessional student-led clinical placement increased student confidence in their ability to deliver interprofessional care and emphasised the role of the clinical educator. The perspectives of clients in this paper provide a unique and important viewpoint when considering models of clinical placements that are interprofessional in nature.

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Anflor, Eder Propp, Simone Algeri, and William Jones Dartora. "The importance of Paulo Freire ideas for health education in Brazil." International Journal for Innovation Education and Research 3, no. 10 (October 31, 2015): 27–31. http://dx.doi.org/10.31686/ijier.vol3.iss10.441.

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The theoretical production of Paulo Freire value the popular knowledge and the exchange of knowledge in establishing a relationship of trust between health professionals, patients generally to pregnant / lactating women and family for the actions of health promotion. We can observe the presence of Freire's ideas, most important popular educator from Brazil, fairly present in health education, specifically in humanized care, which is extremely important for the activity of nurses and educators. While nurses / educators, we must think about the social context in which the patient lives, their limitations, their abilities, difficulties and facilities. It is very important know the reality of patients and family so we can provide nursing care and health education properly, thus establishing effective education conducts both in their treatment in health facilities as the continuity of their treatment at home .

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Grad, Roland, Viola Antao, Neil R. Bell, James A. Dickinson, Raphael Rezkallah, Harminder Singh, Olga Szafran, Earle Waugh, and Guylène Thériault. "What should educators teach to improve preventive health care?" Canadian Family Physician 68, no. 8 (August 2022): 583–88. http://dx.doi.org/10.46747/cfp.6808583.

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Schaefer, S. D. "Is There a Role for Educators in Health Care?" Archives of Otolaryngology - Head and Neck Surgery 120, no. 6 (June 1, 1994): 585–86. http://dx.doi.org/10.1001/archotol.1994.01880300005001.

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Pattni, Jenni. "Breathing fire into kids' oral health care." Dental Nursing 15, no. 12 (December 2, 2019): 608–9. http://dx.doi.org/10.12968/denn.2019.15.12.608.

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Gee, Julie Peila, John Scarbrough, Dawn Bowker, and Teresa Keller. "Diabetes Educators Beliefs About Patient Self-Management and Strategies Used to Support Persons With Diabetes." Diabetes Educator 45, no. 2 (January 18, 2019): 174–83. http://dx.doi.org/10.1177/0145721718825356.

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Purpose The purpose of this study was to examine diabetes educators’ beliefs about the importance of patients’ role in self-management and the relationship between educator-reported strategies used to support patients with diabetes. Methods Using a descriptive, cross-sectional study design, diabetes educators’ (n = 225) beliefs toward self-management were assessed using the Clinician Support–Patient Activation Measure 13 (CS-PAM). Support strategies were assessed using the Clinician Self-Management Scale (SMS). Results The CS-PAM score for diabetes educators ranged from 56.1 to 100.0. The SMS scores ranged from 2.44 to 5.00. Educators’ beliefs and support strategies used in clinical encounters were significantly correlated. Bivariate analysis and multiple linear regression demonstrated no statistically significant differences in the beliefs of and support strategies used by educators and their characteristics. Conclusions Findings suggest that the majority of diabetes educators highly support and embrace patients’ participation in their own care. Educators who are more supportive of patients in self-managing are more likely to use effective support strategies, as measured by the SMS, thereby fostering a sense of patient ownership in their own care and promoting behavioral change that may lead to improved health outcomes. The lack of statistical significance between the educators’ beliefs and support strategies used and personal characteristics points to clinical implications in that diabetes educators are well aligned in the care of persons with diabetes.

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Rinker, Joanne, Jane K. Dickinson, Michelle L. Litchman, Ann S. Williams, Leslie E. Kolb, Carla Cox, and Ruth D. Lipman. "The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey." Diabetes Educator 44, no. 3 (March 28, 2018): 260–68. http://dx.doi.org/10.1177/0145721718765446.

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Purpose The American Association of Diabetes Educators conducts the National Practice Survey (NPS) biennially to document current practice in diabetes education in the United States. The purpose of the study is to obtain insight about factors influencing the work of the diabetes educator. Method The 2017 NPS was comprised of 100 questions covering diabetes educator demographics, profile populations of people with diabetes, practice information, program accreditation, program curriculum, staffing, education delivery methods, data collection, and reporting. The basic survey consisted of 22 questions using branch logic, from which respondents were then directed to questions tailored to their particular practice setting, enabling them to answer only a relevant subset of the remaining questions. The web-based survey was sent to approximately 32 000 individuals who were either members of the American Association of Diabetes Educators (AADE) or Certified Diabetes Educators (CDE) with the National Certification Board for Diabetes Educators (NCBDE) but not AADE members. Weekly reminder e-mails were sent to recipients who had not yet responded. The outreach efforts resulted in the survey being completed by 4696 individuals, a 17% response rate yielding 95% confidence that these responses are within ±5% accuracy. Results Diabetes Self-Management Education and Support (DSMES) continues to be a field dominated by women (95%). Diabetes educators represent a diverse health care profession, with educators indicating most commonly that their primary discipline is nursing (48%), nutrition (38%), and pharmacy (7%). When asked about credentials, 82.6% indicated that they held a CDE, 3.8% held the Board Certified-Advanced Diabetes Management (BC-ADM) credential, and 16.5% held neither the CDE nor the BC-ADM. Nearly 75% characterized their role as a diabetes educator as providing direct patient care. DSMES continued to be provided in a varied array of settings to educationally, socioeconomically, and racially diverse patient populations. DSMES was delivered using a number of different educational strategies. Diabetes educators have direct influence in care and services that people with diabetes receive. Conclusions The results of the 2017 NPS demonstrate that diabetes educators are meeting the needs of varied populations in various practice settings. They are working with individuals with type 1 and type 2 diabetes, those at risk for diabetes, and women with gestational diabetes and are involved in recommending, implementing, and providing key referrals and recommendations for diabetes care, including insulin initiation, titration, medication adjustments, recommendations on devices, and technology. Identified areas for improvement include needs for increased racial and ethnic diversity in the workforce, recruiting young professionals, drawing practice approaches from related disciplines (eg, mental health and disability rehabilitation), and encouraging tracking of more areas of outcomes data. Diabetes educators are playing an increasingly central role within multidisciplinary care teams with people at risk for diabetes, those who have diabetes, and those with other chronic conditions.

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Männistö, Merja, Kristina Mikkonen, Heli-Maria Kuivila, Camilla Koskinen, Meeri Koivula, Tuulikki Sjögren, Leena Salminen, Terhi Saaranen, Helvi Kyngäs, and Maria Kääriäinen. "Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey." SAGE Open 10, no. 4 (October 2020): 215824402096278. http://dx.doi.org/10.1177/2158244020962780.

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The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument covering two subdimensions: educators’ competence in fostering construction of knowledge in digital collaborative learning, and supporting students in individualized collaborative learning. The data were analyzed by statistical methods. Three significantly differing clusters of educators’ profiles were identified, and a significant association between type of current work organization and their self-reported competence in digital collaborative learning was found. The vocational college educators rated their competence in fostering construction of knowledge in digital collaborative learning as significantly lower than higher education educators. There were also remarkable differences in competence in supporting students’ individual collaborative learning. To provide such support, sufficient competence in teaching in digital learning environment is essential, and our study highlights clear needs to enhance this competence.

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Eberman, Lindsey E., Zachary K. Winkelmann, Jessica R. Edler, and Elizabeth R. Neil. "Athletic Trainers' Knowledge Regarding Health Care Delivery Systems and Administration in the American Health Care System." Athletic Training Education Journal 15, no. 4 (October 1, 2020): 295–307. http://dx.doi.org/10.4085/150119052.

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Context The American health care system is dynamic and ever evolving. As athletic training continues to advance, our understanding of and the ability to integrate best practices in policy construction and implementation, documentation, and basic business practices is critical to promoting optimal patient care. Objective To identify and compare knowledge gaps of clinicians and educators regarding health care delivery systems and administration. Design and Setting Cross-sectional, Web-based survey. Patients or Other Participants Athletic trainers (N = 485), representative of the national demographic of the profession (age = 37 ± 12 years, experience = 14 ± 11 years). Intervention(s) We used a multi-part assessment including a perceived knowledge questionnaire, validated knowledge assessment (21 items: knowledge retrieval [11 items], knowledge utilization [10 items]), and self-efficacy scales. Main Outcome Measure(s) We calculated the knowledge assessment total score and compared educators (n = 41) and clinicians (n = 444). We calculated the knowledge gap with a Spearman ρ correlation to determine the relationship between perceived knowledge mean and the knowledge retrieval subscore. We calculated the practice gap with a Spearman ρ correlation to determine the relationship between self-efficacy mean and the knowledge utilization subscore. Results Athletic trainers scored less than 50% on a knowledge assessment (mean = 10.27 ± 2.41 of 21) about health care delivery systems and administration. We identified that educators scored approximately 1 point higher (11.65 ± 0.4) than clinicians (10.14 ± 0.11), equivalent to 7% to 10% higher on the knowledge assessment. We identified, relative to health care delivery systems and administration, a knowledge gap (Spearman ρ = .161, P < .001) between perceived knowledge and knowledge retrieval and a practice gap (Spearman ρ = .095, P = .037) between self-efficacy and knowledge utilization. Conclusions Athletic trainers demonstrated knowledge and practice gaps related to health care delivery systems and administration. To meet the expectations of the practice analysis and the needs of patients in today's American health care system, we must engage in professional development in this domain of practice.

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Reece, Sara (Mandy), Cheryl Williams, Victoria Trusty, and Ektaa Brahmbhatt. "Population Health: Integration of Diabetes Educators and Care Coordinators in Addressing Care Gap." AADE in Practice 7, no. 4 (July 2019): 24–28. http://dx.doi.org/10.1177/2325160319851744.

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Tiong, John JL, Chun W. Mai, and Audrey CH Yong. "Academic integrity of health care educators: requisite for nurturing professionalism." Medical Education 49, no. 11 (October 22, 2015): 1060–62. http://dx.doi.org/10.1111/medu.12828.

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Tunning, Michael J., Dustin C. Derby, Kelly A. Krell-Mares, and Michelle R. Barber. "Building a chiropractic academy of educators: A needs assessment of selected faculty educators." Journal of Chiropractic Education 31, no. 2 (October 1, 2017): 102–8. http://dx.doi.org/10.7899/jce-16-14.

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Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program.

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Moore, Jodi Dampeer. "Health Disparities and Health Equity: a Health Care Educators' approach to Educating Nursing students." SOJ Nursing & Health Care 1, no. 2 (December 30, 2015): 01–02. http://dx.doi.org/10.15226/2471-6529/1/2/00108.

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McKendrick-Calder, Lisa, Tanya Heuver, Cheryl Webster Pollard, and Gabriel Barrington-Moss. "Mental Health Literacy: An Essential Tool for Caring Post-Secondary Educators." International Journal for Human Caring 25, no. 3 (September 1, 2021): 186–93. http://dx.doi.org/10.20467/humancaring-d-20-00035.

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The mental health needs of post-secondary students have been steadily increasing. Educators, particularly those who work in caring disciplines like the social and health sciences, are often compelled to assist students with their mental health, but may lack confidence in our abilities to support students. Relationally, this uncertainty may prohibit us from engaging in the caring relationships so important for role modelling professionalism. This paper describes the baseline mental health literacy of 122 educators in higher education which provides a starting point for educators and researchers studying caring practices, specifically as they relate to student mental health.

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McKendrick-Calder, Lisa, Tanya Heuver, Cheryl Webster Pollard, and Gabriel Barrington-Moss. "Mental Health Literacy: An Essential Tool for Caring Post-Secondary Educators." International Journal for Human Caring 25, no. 3 (September 1, 2021): 186–93. http://dx.doi.org/10.20467/humancaring-d-20-00035.

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The mental health needs of post-secondary students have been steadily increasing. Educators, particularly those who work in caring disciplines like the social and health sciences, are often compelled to assist students with their mental health, but may lack confidence in our abilities to support students. Relationally, this uncertainty may prohibit us from engaging in the caring relationships so important for role modelling professionalism. This paper describes the baseline mental health literacy of 122 educators in higher education which provides a starting point for educators and researchers studying caring practices, specifically as they relate to student mental health.

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Bibeau, Daniel L., Kay A. Lovelace, and Jennifer Stephenson. "Privatization of Local Health Department Services: Effects on the Practice of Health Education." Health Education & Behavior 28, no. 2 (April 2001): 217–30. http://dx.doi.org/10.1177/109019810102800207.

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Local health departments (LHDs) are changing service delivery mechanisms to accommodate changes in health care financing and decreased public support for governmental services. This study examined the extent to which North Carolina LHDs privatized and contracted out services and the effects on the time spent on core functions of public health and activities of health educators. Questionnaires were mailed to the senior health educators in all LHDs. Sixty-nine responded, and 68% of LHDs had not privatized any services other than laboratory and home health. Clinical services were more commonly privatized than nonclinical services. Respondents perceived that privatization produces more time for LHDs to address the core public health functions and for health educators to engage in appropriate professional activities. Health educators in LHDs that had not privatized were more likely to be concerned about potential negative effects. This study suggests that privatization has generally had a positive effect on the roles of health educators in North Carolina LHDs.

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Helms Andersen, Tue, Nana Folmann Hempler, and Ingrid Willaing. "Educator challenges using participatory methods in group-based patient education." Health Education 114, no. 2 (January 28, 2014): 152–65. http://dx.doi.org/10.1108/he-07-2013-0032.

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Purpose – The purpose of this paper is to explore educators’ experiences of putting a participatory and patient-centered education model, “The Health Education Juggler,” into practice after having attended a one-day seminar. The model consists of four educator roles in participatory group-based patient education in chronic illness: embracer (takes care of the group), facilitator (generates dialogue and participation), translator (communicates professional knowledge) and initiator (motivates action in patients). Design/methodology/approach – Qualitative analysis of observations of eight group-based patient education sessions and seven in-depth semi-structured interviews with 11 educators. Findings – Educators find it difficult to include disease-specific knowledge when working with a flexible patient-centered approach. They tend to stay in the role they find most comfortable during education sessions (most often that of embracer), rather than adopting new and more challenging roles in the teaching process. Educators theoretically understand the role of facilitator, but they do not know how to perform in this role in practice. The ability to juggle all educator roles depends on the ability to master each. Practical implications – The Health Education Juggler model shows promise in promoting participation and patient-centeredness and as a reflection tool for educators and an analytic tool for quality assessment of patient education. These findings support further development of model use. Originality/value – This model of educator roles in group-based patient education in chronic illness provides a new approach to patient education. It indicates the need for various professional competencies among educators to provide patient-centered education in a flexible way, with a strong focus on patient-identified problems and challenges, social learning processes and generation of internal motivation in patients.

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Hakim, Ashrafalsadat. "Investigating the challenges of clinical education from the viewpoint of nursing educators and students: A cross-sectional study." SAGE Open Medicine 11 (January 2023): 205031212211435. http://dx.doi.org/10.1177/20503121221143578.

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Objective: Nursing clinical education is an important part of education in nursing in which students obtain the necessary skills to care for patients. The aim of this study was to investigate the challenges of clinical education from the viewpoint of nursing educators and students. Methods: In this cross-sectional study, the required information was collected in the form of a census from nursing educators and students. Based on the census method, the research samples consisted of 163 nursing educators and students. The data collection tool is a researcher-made questionnaire. The data were analyzed using descriptive statistics and an independent t-test. Results: The findings showed in the view of students the factors such as incongruity between educator’s expertise and internship, lack of qualified educators, student’s disinclination to study, lack of cooperation of health professionals, students’ unawareness of their strengths and weaknesses. Lack of skilled clinical educators in the educational planning section. Conclusion: According to the current challenges, identifying and then modifying clinical education challenges lead to achieving the educational goals and consequently, educating skillful personnel and supplying high-quality care services.

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Faul, Anna, Jennifer Severence, and Leland Waters. "The Contribution of Geriatric Educators to Public Policy." Innovation in Aging 4, Supplement_1 (December 1, 2020): 550. http://dx.doi.org/10.1093/geroni/igaa057.1800.

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Abstract Despite the current pressure to reduce state and federal spending, policymakers must find ways to address the challenges of a growing population of older adults with complex health care problems. There is an increased need for the health professions workforce to have collaborative care skills and geriatric clinical competencies. Therefore, programs like the Geriatric Workforce Enhancement Program (GWEP) and the Geriatric Academic Career Awards (GACA) are important in strengthening the workforce and supporting policy development that addresses increased demands on the health care system. In 2019, the Bureau of Health Professions, under the Health Resources and Services Administration, provided 48 GWEP awards and 26 GACA awards in 37 states and 2 territories. These programs play an important advocacy role to improve on and expand geriatric education. This symposium provides an overview of these programs and their role in advancing geriatric care and in shaping policy.

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Martinez, Nelda C., and Toni Tripp-Reimer. "Diabetes Nurse Educators' Prioritized Elder Foot Care Behaviors." Diabetes Educator 31, no. 6 (November 2005): 858–68. http://dx.doi.org/10.1177/0145721705282252.

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Purpose The purpose of this study was to identify diabetes nurse educators' perceptions of the most important foot care behaviors for elderly people to enact in daily care. Methods A structured, open-ended questionnaire was mailed to a regionally stratified random sample of 90 diabetes nurse educators. Subjects were asked to identify and rank order 8 foot care behaviors perceived important for elderly people with diabetes to enact daily. Data were transcribed and coded into categories and domains using descriptive content analysis. Results Forty-seven diabetes nurse educators responded with a total of 346 foot care behaviors perceived important for elders. Twenty-one major foot care behavior content categories were grouped into 4 domains of descending importance: foot/nail care, footwear/shoes, general health, and foot emergencies. Conclusions Diabetes nurse educators generated a range of baseline data for developing a reliable, valid, and patient foot care knowledge outcome measure to support national diabetes patient education and self-management program guidelines.

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Blewitt, Claire, Amanda O’Connor, Heather Morris, Andrea Nolan, Aya Mousa, Rachael Green, Amalia Ifanti, Kylie Jackson, and Helen Skouteris. "“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning." International Journal of Environmental Research and Public Health 18, no. 4 (February 5, 2021): 1530. http://dx.doi.org/10.3390/ijerph18041530.

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Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

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Kuebel, Christa. "Health and Wellness for In-Service and Future Music Teachers: Developing a Self-Care Plan." Music Educators Journal 105, no. 4 (June 2019): 52–58. http://dx.doi.org/10.1177/0027432119846950.

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Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.

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Van Der Like, Jill Jackson, Hillary Fox, Angela Blackburn, and Jessica Chisholm. "Advocating for Mental Health Nursing Care Education Using a Flipped Classroom." Creative Nursing 25, no. 1 (February 1, 2019): 32–37. http://dx.doi.org/10.1891/1078-4535.25.1.32.

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Educators are challenged to meet the needs of all student learning styles. Nursing educators care deeply about student perceptions, but understand the need for critical thinking in student learning outcomes. The need for mental health nursing care touches every nursing specialty. The concepts are abstract and complex, with many unknowns concerning the mind. The flipped classroom (FC) provides an opportunity for students to explore the concepts prior to classroom learning. This article describes an initiative to integrate an FC approach with a population of baccalaureate nursing students over the course of five semesters.

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Holt-Waldo, NaRisa Y. "A Portrait of Holistic Nurse Educators." Creative Nursing 19, no. 2 (2013): 77–80. http://dx.doi.org/10.1891/1078-4535.19.2.77.

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Nurse educators are stewards of the future of the profession of nursing and, ultimately, of the delivery of holistic health care and the welfare of all individuals. Educators have the social responsibility to empower their students and to reenvision the goals of nursing curricula to encompass holistic health and healing.

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Boller, Jan. "Nurse Educators: Leading Health Care to the Quadruple Aim Sweet Spot." Journal of Nursing Education 56, no. 12 (December 1, 2017): 707–8. http://dx.doi.org/10.3928/01484834-20171120-01.

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Jansen, Mary A. "Research in Health Care: An Overview for Researchers, Educators, and Clinicians." Contemporary Psychology: A Journal of Reviews 31, no. 3 (March 1986): 222. http://dx.doi.org/10.1037/024609.

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Meuser, Thomas M., Linda Boise, and John C. Morris. "CLINICIAN BELIEFS AND PRACTICES IN DEMENTIA CARE: IMPLICATIONS FOR HEALTH EDUCATORS." Educational Gerontology 30, no. 6 (June 2004): 491–516. http://dx.doi.org/10.1080/03601270490445104.

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Glass, J. Conrad, and Mona L. Webb. "HEALTH CARE EDUCATORS’ KNOWLEDGE AND ATTITUDES REGARDING SEXUALITY IN THE AGED." Educational Gerontology 21, no. 8 (January 1995): 713–33. http://dx.doi.org/10.1080/0360127950210801.

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Journal articles on the topic 'Health care educators'

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