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Bibliografie tematiche / Health for education

Letteratura scientifica selezionata sul tema "Health for education"

Autore: Grafiati

Pubblicato: 8 giugno 2024

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Articoli di riviste sul tema "Health for education":

1

AYDIN, Ganime. "Protective Health Education". Eurasian Journal of Educational Research 16, n. 65 (6 ottobre 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.16.

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2

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

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3

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

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4

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

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5

KELEMEN, GABRIELA. "ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION". JOURNAL PLUS EDUCATION 31, n. 2/2022 (1 novembre 2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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Abstract (sommario):

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

6

Hou, Su-I. "Health Education". Health Promotion Practice 15, n. 5 (19 giugno 2014): 619–21. http://dx.doi.org/10.1177/1524839914538045.

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7

Conway, Sharon M. "Health Education". NASN School Nurse 30, n. 1 (17 dicembre 2014): 10–12. http://dx.doi.org/10.1177/1942602x14563352.

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8

Mayer, Alyssa B., Becky J. Smith e Robert J. McDermott. "Health Education". American Journal of Health Education 42, n. 6 (novembre 2011): 349–59. http://dx.doi.org/10.1080/19325037.2011.10599206.

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9

Evans, Jean. "Health education". Practical Pre-School 2010, n. 109 (febbraio 2010): 11–12. http://dx.doi.org/10.12968/prps.2010.1.109.46221.

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10

Richards, P. R. "HEALTH EDUCATION". Community Health Studies 4, n. 2 (12 febbraio 2010): 121–27. http://dx.doi.org/10.1111/j.1753-6405.1980.tb00285.x.

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Tesi sul tema "Health for education":

1

Janssen, Anna Beatrice. "Healthy Competition: Multiplayer Digital Games in Health Education". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18966.

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The focus of this dissertation is on the role of multiplayer digital games in adult education, with a particular emphasis on health education. Although interest in the use of digital games for serious applications has been increasing since the early 2000s, there is a significant gap in understanding on the use of multiplayer digital games in adult education. In the context of health education, there has been a large amount of research conducted in to the use of repurposed commercial games for predicting performance of trainees and health students on surgical simulators. However, beyond this niche research into game based learning is notably less cohesive. There has been some research into the use of digital games in areas such as for delivering insulin management training, but understanding of the processes for widespread application of games based learning in the health sector is limited. Additionally, almost no research has been undertaken into the use of multiplayer digital games in health education, whether it be for tertiary or adult learners. In this dissertation two digital games were developed, implemented and evaluated to explore the value of multiplayer games for supporting cooperation and collaboration in health education. The first game, They Know: Anatomy, was a real time team based strategy game designed to support anatomy revision by second year medical students. The second game, the Qstream: Cancer Cup Challenge, was a team based asynchronous online program designed to reinforce understanding of how to identify and manage adverse events by oncology registrars. A design research framework informed the methodology used in this dissertation. This framework emphasises the need to use multiple iteration cycles to develop a comprehensive understanding of player experiences with the digital games they encountered. Data on participant experiences with the digital games was collected using qualitative methods, including post-game surveys and semi-structured interviews. Between iterative cycles data on participant experiences with the digital games were analysed so that future implementations of the game could be modified to maximise cooperation and collaboration between players. At the conclusion of the study period data collected across all implementations of the digital games were analysed to increase understanding of how multiplayer digital games supported cooperation and collaboration between learners. Findings from this dissertation demonstrate that multiplayer digital games can be used to engage medical students in anatomy revision and medical oncologists in adverse events retraining. This is the first study to look at the use of digital games for either of these demographics. Additionally, this dissertation identified four ways through which multiplayer digital games foster collaboration between players: through the development of a team strategy to win the game, by facilitating !iii shared decision making, by working towards a shared goal, and by creating a sense of investment in a team. Finally, findings from this dissertation contribute to the literature on the implementation of game based learning in adult education. This is an under researched area, but one that warrants further focus in future if game based learning is going to be successfully incorporated into curricula and training activities for adult learners. This dissertation adds to the literature by presenting new knowledge on how and why multiplayer games support collaboration between learners. Additionally, it appears that multiplayer digital games offer diverse, flexible and immersive experiences to adult learners in a way that single player digital games may not. Finally, multiplayer digital games provide new avenues for support self-directed learning by encouraging cooperation between large groups of students in a manner that is not normally achieved in online learning environments

2

Ellington, Renata Denise. "Sexual Health Education Policy: Influences on Implementation of Sexual Health Education Programs". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2971.

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Abstract (sommario):

High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.

3

Sawleshwarkar, Shailendra Nagorao. "Analysing a Global Health Education Framework for Public Health Education Programs in India". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25089.

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Abstract (sommario):

Academic global health is of increasing interest to educators and students in public health but competency domains as well as education pathways that deliver this training, are still being identified and refined. This thesis was undertaken using an education program development paradigm and aimed to analyse the factors shaping global health education in India by examining multistakeholder perspectives. The research framework consisted of four components: curriculum and content, students, faculty and key experts, and employers. Studies captured the perspectives of students through a survey and focus group discussions, faculty and other key experts through semi-structured interviews, and employers through job advertisement analysis. We identified eleven global health competency domains focussed on three aspects: foundational competencies, core public health skills and soft skills. Global health and public health were seen as interconnected, with global health having transnational context and public health having a more national focus. Global health was seen as a nascent concept in India and although integration of global health education into the public health curriculum was supported, there were concerns given that public health is still too new a discipline in India. Global health competencies were seen as a ‘step up’ from the public health competencies. Based on the results, a two-level approach to global health education is proposed for Indian public health institutions. The first approach, targeted at recent graduates, focuses on a ‘foundational global health education’ within public health programs such as an MPH. The second approach is an ‘Executive Global Health Certificate Program’, aimed at experienced public health professionals planning to enter the global health workforce. This thesis has outlined a framework for Indian and other LMIC institutions looking to expand the scope of public health education and intend to develop global health education programs.

4

Halcomb, Kathleen Ann. "HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES". UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.

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The purpose of this study was to determine student nurses’ perceptions of (1) the role of the nurse in health promotion, and (2) how the concept of health promotion is presented in nursing curricula. Research questions for this study included the following: 1) Can nursing students explain the difference between health education and health promotion? 2) What have nursing students been exposed to within their curriculum regarding health promotion? 3) What health promoting behaviors are nursing faculty role modeling as perceived by nursing students? 4) What is the role of the nurse in implementing health promotion as perceived by nursing students? 5) How do nursing students define health? Attendees of the 57 Annual National Student Nurse Association (NSNA) Convention were asked to complete an anonymous survey. A total of n= 227 surveys were returned resulting in a participation rate of 47%. The findings from this study indicated that student nurses’ perceptions regarding the role of the nurse in health promotion revolve primarily around the concept of changing individual health behavior. While there are some indications that nursing students were exposed to the idea of health promotion as a socio-ecological approach that incorporates economic, policy, organizational and environmental changes, the majority of student nurses did not see faculty or nurses role-modeling a socio-ecological approach, nor did the students see themselves as participating in a more socio-ecological approach. For nurses to be recognized as health promoters, collaborate with health promotion leaders, and effectively teach nursing education, changes need to be made in the nursing curriculum to reflect appropriate and accurate health promotion concepts.

5

Jarachovic, Jacquelyn Sarah. "Vocal Health Education for Preservice Music Education Students". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588190950179913.

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6

Costin, Graham A. "Skeletal health education : effects of an educational intervention on health behaviour and health behaviour indicators of adolescent girls". Thesis, Queensland University of Technology, 1998.

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Abstract (sommario):

Education provides the critical link between the acquisition of knowledge about the determinants of skeletal health and the availability of that knowledge for application by the wider population. Hence it is one strategy with the capacity to reduce the increasing worldwide incidence of skeletal health problems, in particular osteoporosis. An expanding aged population requiring increasing care and support for osteoporosis-induced problems and suffering indicates the need for a concerted response incorporating education. Although osteoporosis is typically associated with old age, the nature of precipitating factors causing bone resorption to exceed that of accretion, and how these factors might be influenced to alter such outcomes are incompletely understood. However, there is increasing evidence, largely from cross-sectional studies, showing that environmental factors such as physical activity and nutrition play a significant role in optimising the genetic potential for the development of peak bone mass. There is also growing speculation that interventions which promote these factors during childhood and adolescence may increase peak bone mass, thus delaying the development of porotic bone. Al though the optimal dose levels for maximising the effects of these factors have yet to be established, there is sufficient evidence to support the manipulation of these factors to enhance bone accumulation. Therefore, the general aim of this thesis was to examine the effects of a skeletal health educational intervention on bone-enhancing lifestyle practices of adolescent girls. A definite association between skeletal health education and the adoption of lifestyle practices regarded as beneficial to bone growth and development had not been established in the literature. Therefore, the project needed to develop an original educational intervention program focused on these practices, prior to implementation and evaluation. Based on Social Cognitive Theory and current health education practice, this program emphasised the adoption of specific health behaviours and the outcomes, therefore, in addition to the intervention outcomes, the implementation process was assessed. Responses to this process were obtained from the adolescent girl participants and the teacher-observers using questionnaires and focus group discussions. The respondents found the program and its application very effective and beneficial. The effect of educational interventions on related interaction between mother /daughter couples who participate in the interventions together has not been established in the literature. Therefore, a small group of mothers and their adolescent daughters participated in a separate implementation of the program. Over the subsequent four weeks, they recorded the nature and frequency of interactions which related to the skeletal health program. This study revealed that joint participation in the program resulted in several forms of cooperative interaction. Although this involved moderate levels of active interaction in physical activity and food organization sessions, the dominant areas were verbal communication and shared eating experiences at meal times. In summary, health behaviours were maintained at or above recommended levels during the intervention and over the subsequent six months. Knowledge and body image satisfaction were the only health behaviour indicators which increased significantly during the intervention and this increase was largely retained six months later. From a curriculum evaluation perspective, the positive results for both the process and outcome measures of the intervention supported its utility. The substantial amount of mother/daughter interaction resulting from their joint participation in the intervention indicates the potential of this such initiatives to enhance educational outcomes,development of the knowledge, attitude, belief and skill indicators of these behaviours. The program was implemented in seven weekly sessions of 45 minutes to 13 year old adolescent girls in two similar girls catholic colleges. The intervention group of 97 girls from three year 8 classes at one college represented the total cohort of that age group. The comparison group comprised one year 8 class of 32 girls from the second college. Data on the health behaviour and health behaviour indicators were collected from this convenience sample of 129 adolescent girls using a pre-test/post-test/follow-up design. An examination of results from qualitative and quantitative data revealed differential intervention impacts. No significant intervention effects (P < 0.05) were found for the important bone influencing behaviours of calcium intake, physical activity participation, alcohol consumption, cigarette use and caffeine intake. However, the girls commenced the study with calcium intake and physical activity participation at or above recommended levels, and extremely low drug usage. This pattern of behaviour was maintained throughout the study. The health behaviour indicator results revealed that the intervention girls acquired significantly more skeletal health knowledge than their comparison group (P < 0.001) and that this knowledge was largely retained over the following six months. This finding suggests that the intervention was very effective in establishing knowledge needed as a foundation for any further skeletal health initiatives. Body image satisfaction also increased significantly (P < 0.05) and much of this increase was retained six months later. However, when an importance dimension was added to this measure of satisfaction, the significant, between-group difference was not sustained. Self-efficacy for physical activity and for sensible eating did not show significant between-group differences. Similarly changes in the expected outcomes and perceived barriers for these behaviours did not vary significantly between the two groups of girls.

7

Gastaldo, Denise Maria. "Is health education good for you? : the social construction of health education in the Brazilian national health system". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021699/.

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This study is about the social construction of health education in the Brazilian national health system. Health education is examined as a social policy and as a health practice. The theoretical framework is based on the work of Michel Foucault, with special attention to the concepts of bio-power, bio-politics of the population and anatomo-politics of the human body. The thesis pursued is that health education represents a singular contribution to the exercise of bio-power through the health system. Its involvement with prevention and promotion of health, as well as its educational character, enhance the set of power techniques employed in the management of the individual and social body. The data presented are created by analysis of documents and surveys covering federal, state, and municipal levels of government in Brazil and also health centres. Interviews with policy-makers, health professionals, and users of the health system and the observation of two health centres as case studies are also sources of information. Health education policy contributes to expand the surveillance that the work of health professionals represents over any aspect of individual and community life. As a practice, health education can make use of prescriptive or participatory approaches to promote healthy life-styles. However, both of them discipline and normalize individuals and communities. This study also suggests in its conclusion that Foucault's concept of bio-power as power over life centred on the control of sex should be re-thought, focusing on health as the key element in the exercise of bio-power.

8

Li, Ying. "Certified Health Education Specialists' opinions regarding direct third party reimbursement for Health Education services". [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015409.

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9

Dowd, Courtney. "Sexual health education in the context of Quebec educational reform". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.

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Currently, Quebec's Ministry of Education is in the process of implementing broad curricular reforms that will fundamentally change the ways in which Quebec youth learn and come to develop academic, personal and social skills. As part of the broad reforms, the Ministry of Education has mandated that the delivery of sexual health education be reformed also. The former, more formal class allotment for sexual health education is being replaced by a more spontaneous and discussion based approach that spans across the curriculum and is the responsibility of the entire school community. Thus, there is a need to understand how both the educators and students are experiencing these changes. It is important to gain a better understanding of what these individuals believe is working and what they think needs improvement. In understanding better these realities, it will be possible to make suggestions for improvement or continued focus. Accordingly, this thesis is comprised of two main sections aimed at accomplishing these objectives. The first consists of an in depth literature review that looks closely at the context of sexual health education in both Quebec and Canada as well as the debate over best practices. The literature review also includes a document analysis that looks critically at the Ministry of Education document, Sex Education in the Context of Education Reform, intended to guide the reformation process. The second section of this thesis is a research article, which presents a phenomenological look at the experiences of educators and students as they adjust to sexual health curricular reforms at an independent secondary school in Quebec.
Actuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr

10

Jones, DeShauna D. "Educational Parity, Health Disparities: Differential Health Returns to Education by Race/Ethnicity in Young Adulthood". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354653136.

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Libri sul tema "Health for education":

1

Tones, Keith, Sylvia Tilford e Yvonne Keeley Robinson. Health Education. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3.

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2

Kirby, Mike. Health education. Cambridge: Pearson Publishing, 1994.

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3

Srathclyde Health and Aids Project in Education., a cura di. Health education. Glasgow: Jordanhill College of Education on behalf of Strathclyde Regional Council, 1988.

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4

1949-, James Chris, Balding John e Harris, N. D. C. 1933-, a cura di. Health education. London: Kogan Page ; New York : Nichols Pub. Co., 1989.

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5

Harrison, Jenny. Health education. Cambridge: Pearson Publishing, 1993.

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Barić, Leo. Health promotion and health education. Altrincham: Barns Publications, 1995.

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7

Koelen, Maria A., e Anne W. van den Ban. Health education and health promotion. The Netherlands: Wageningen Academic Publishers, 2004. http://dx.doi.org/10.3920/978-90-8686-665-6.

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Barić, Leo. Health promotion and health education. 3^a ed. Altrincham, Cheshire: Barns Publications, 1995.

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9

Programs, University of the State of New York Bureau of Business and Health Occupations. Health occupations education. Albany, N.Y: Bureau of Business and Health Occupations Programs, [State Education Dept., University of the State of New York, 1988.

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10

Humphreys, John, e Francis M. Quinn, a cura di. Health Care Education. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3232-7.

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Capitoli di libri sul tema "Health for education":

1

Souare, Gail E. "Health Education". In Handbook of Rural Health, 315–35. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3310-5_18.

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2

Baumann, Linda C., e Alyssa Ylinen. "Health Education". In Encyclopedia of Behavioral Medicine, 1010–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_320.

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3

LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne et al. "Education, Health". In Encyclopedia of Behavioral Medicine, 654. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_311.

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4

Orbell, Sheina, Havah Schneider, Sabrina Esbitt, Jeffrey S. Gonzalez, Jeffrey S. Gonzalez, Erica Shreck, Abigail Batchelder et al. "Health Education". In Encyclopedia of Behavioral Medicine, 917–18. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_320.

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Kelly, Michael, e Susan Wooley. "Health Education". In Encyclopedia of Immigrant Health, 780–85. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_340.

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6

Levine, Ronnie, e Catherine Stillman-Lowe. "Health Education". In BDJ Clinician’s Guides, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98207-6_1.

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7

Baumann, Linda C., e Alyssa Ylinen. "Health Education". In Encyclopedia of Behavioral Medicine, 1–2. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6439-6_320-2.

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Robinson, Sally. "Health education". In Principles and Practice of Health Promotion and Public Health, 157–93. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367823696-9.

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Laverack, Glenn. "Health Education". In A–Z of Health Promotion, 82–84. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_29.

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Wooley, Susan F. "Health Education". In Encyclopedia of Cross-Cultural School Psychology, 495–96. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_191.

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Atti di convegni sul tema "Health for education":

1

Molodtsova, E. Yu, e E. M. Rebko. "HEALTH-SAVING, HEALTHY-DEVELOPING AND HEALTH-FORMING TECHNOLOGIES IN TEACHER EDUCATION". In Безопасность жизнедеятельности: современные вызовы, наука, образование, практика. Южно-Сахалинск: Сахалинский государственный университет, 2020. http://dx.doi.org/10.52606/9785888116135_22.

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2

Schwenke, P., M. Coenen, C. Jochem, J. Sommoggy e V. Kluender. "Planetary Health Education". In Soziale Gesundheit neu denken: Herausforderungen für Sozialmedizin und medizinische Soziologie in der digitalen Spätmoderne – Gemeinsame Jahrestagung der DGSMP und der DGMS. Georg Thieme Verlag, 2022. http://dx.doi.org/10.1055/s-0042-1753919.

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3

Juanes, Juan A., e Pablo Ruisoto. "Technology, Health Sciences Education and Health". In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145401.

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4

Martinez-bueso, Pau, Olga Velasco-Roldán, Iosune Salinas-Bueno, Inmaculada Riquelme-Agulló e Elisa Bosch-Donate. "Competency-based education advances in Higher Education in Health". In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16284.

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Abstract (sommario):

INTRODUCTION. The incorporation of digital technology to rehabilitation settings requires competency-based education advances in Higher Education in Health or in life-long training. AIM. This work aimed at developing knowledge in digital rehabilitation, exploring competences in Digital Rehabilitation in higher education teachers, students, and professionals, and creating pedagogical tools for them. A consortium of higher education teachers from 5 European countries (DIRENE consortium) designed and piloted a project in higher education studies from health and social care. RESULTS. Mixed methodology found digital competences in students, teachers, and professionals. Digital content and a module on digital rehabilitation study module was created. CONCLUSION. Assessing Competency-based education advances in Higher Education in Health is an essential need for the design and development of educational methods and for enhancing the use of digital technologies in the rehabilitation practice.

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Furdui, Teodor, Valentina Ciochina, Vlada Furdui, Valeria Vrabie, Stela Vudu e Iurii Jitari. "MENTAL HEALTH AND EDUCATION". In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2980.sudak.ns2022-18/364-365.

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Dorczak, Roman, e Bożena Freund. "HEALTH EDUCATION IN POLAND". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1756.

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Pinheiro, Orido Luiz Rocha, Annibal Scavarda e Flávio Vaz Machado. "The importance of multidisciplinarity in health education". In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-163.

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Abstract (sommario):

In recent years, the importance of multidisciplinarity in health education has been widely recognized as crucial to dealing with the complexity of patient care and promoting a holistic approach to healthcare. Collaboration between professionals from different disciplines allows for an integrated view of health challenges, driven by significant educational changes. The World Health Organization defines multidisciplinary education as a process in which students in health-related occupations learn together to collaborate in the provision of health services. However, questions about the effectiveness of multidisciplinary education should not be ignored, and conceptual confusion can create methodological challenges. Multidisciplinary health education is essential to prepare professionals for a constantly evolving healthcare environment, where collaboration between different specialties is crucial to providing comprehensive, high-quality patient care. In addition to improving clinical outcomes, multidisciplinary education also benefits health management, innovation in health services and effective teamwork. One example is a multidisciplinary approach to healthcare manager education, which has been shown to increase the quality of care and make healthcare delivery more cost-effective and efficient.

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Snellman, Lilian. "HEALTH AND WELL-BEING IN EDUCATION: WHAT HEALTH CHALLENGES DO TODAY'S EDUCATIONAL LEADERS FACE?" In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.1247.

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Dennis, S. E., S. R. Dippie, C. S. Candler, S. A. McIntyre e S. Uijtdehaage. "An indexing standard for sharing health education multimedia resources: the health education assets library (HEAL) metadata schema". In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265358.

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Hrivnova, Michaela. "EDUCATIONAL STANDARDS IN HEALTH EDUCATION IN THE CZECH REPUBLIC". In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s2.058.

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Rapporti di organizzazioni sul tema "Health for education":

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Heckman, James, John Eric Humphries, Greg Veramendi e Sergio Urzua. Education, Health and Wages. Cambridge, MA: National Bureau of Economic Research, marzo 2014. http://dx.doi.org/10.3386/w19971.

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Mocan, Naci, e Duha Tore Altindag. Education, Cognition, Health Knowledge, and Health Behavior. Cambridge, MA: National Bureau of Economic Research, marzo 2012. http://dx.doi.org/10.3386/w17949.

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Faerron Guzmán, Carlos A., e Teddie Porter, a cura di. The Planetary Health Education Framework. Island Press, luglio 2021. http://dx.doi.org/10.5822/phef2021.

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Goldman, Dana, e Darius Lakdawalla. Understanding Health Disparities Across Education Groups. Cambridge, MA: National Bureau of Economic Research, giugno 2001. http://dx.doi.org/10.3386/w8328.

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Glied, Sherry, e Adriana Lleras-Muney. Health Inequality, Education and Medical Innovation. Cambridge, MA: National Bureau of Economic Research, giugno 2003. http://dx.doi.org/10.3386/w9738.

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Barcellos, Silvia, Leandro Carvalho e Patrick Turley. Distributional Effects of Education on Health. Cambridge, MA: National Bureau of Economic Research, maggio 2019. http://dx.doi.org/10.3386/w25898.

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Cesur, Resul, Bahadir Dursun e Naci Mocan. The Impact of Education on Health and Health Behavior in a Middle-Income, Low-Education Country. Cambridge, MA: National Bureau of Economic Research, dicembre 2014. http://dx.doi.org/10.3386/w20764.

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Zhao, Meng. Essays on health, education, and behavioral choices. University of Minnesota, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii224.

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Altindag, Duha Tore, Colin Cannonier e Naci Mocan. The Impact of Education on Health Knowledge. Cambridge, MA: National Bureau of Economic Research, settembre 2010. http://dx.doi.org/10.3386/w16422.

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Cutler, David, e Adriana Lleras-Muney. Education and Health: Insights from International Comparisons. Cambridge, MA: National Bureau of Economic Research, gennaio 2012. http://dx.doi.org/10.3386/w17738.

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