scholarly journals Health promotion for unaccompanied minor asylum seekers – a qualitative evaluation

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Kasztura ◽  
M Zumstein-Shaha ◽  
F Ninane ◽  
P Bodenmann ◽  
E Soom Ammann
Keyword(s):  
Health Promotion ◽  
Teaching Methods ◽  
Asylum Seekers ◽  
Qualitative Evaluation ◽  
Health Promotion Program ◽  
Promotion Program ◽  
Health Promotion Programs ◽  
Health Related ◽  
And Migration ◽  
Migration Experiences

Abstract Background We evaluated a health promotion program (HPP) for unaccompanied minor asylum seekers (UMA) in the canton of Vaud, Switzerland. UMA are particularly vulnerable to a range of health issues, due to their age and migration experiences. Effective health promotion programs are key to empower them to overcome these challenges and to improve their health. Methods We adopted a qualitative design with ethnographic and participatory elements to identify strengths, opportunities for improvement and appropriateness as perceived by UMA, educators and nurses responsible for UMA health care and the HPP. Data collection included observation of HPP courses, focus group discussions with UMA and interviews with educators. Analysis was based on a grounded theory in ethnography approach. Results Finding include three main themes: 1) UMA’s perceived low power and control, due to predominant rules and regulations and uncertainty about the future; 2) A need for health promotion in this population, due to UMA’s risk behaviours and the educators’ perceived discomfort with health-related issues and health promotion; 3) Practical feedback regarding topics, teaching methods and HPP organisation. Main recommendations include using effective adolescent health education methods to improve the appropriateness to age and context, enhancing participation of educators in health promotion and improving practical aspects of the HPP. Conclusions We evaluated and documented health promotion practice in the hard to reach population of UMA. Feasible changes in teaching methods and multidisciplinary collaboration may improve the HPP. However, UMA’s social environment needs to be taken into consideration to provide effective health promotion programs. Key messages Unaccompanied minor asylum seeker and educators perceive the health promotion program as useful and important. To address the health promotion needs of UMA, any program must be adaptive to the contextual complexity of UMA lives.

scholarly journals Health Education – Responsibility – Changing Attitude. A New Pedagogical and Methodological Concept of Peer Education

2018 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Helga Judit Feith ◽  
Ágnes Lukács J. ◽  
Edina Gradvohl ◽  
Rita Füzi ◽  
Sarolta Mészárosné Darvay ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Teaching Methods ◽  
Peer Education ◽  
Service Work ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Health Promotion Programs ◽  
Health Related ◽  
Insight Into

Abstract Health-related attitudes can be modified and supported most effectively at young ages. Young generations require more interpersonal and interactive pedagogical methods in programs engaged in health promotion, as well. The aim of the authors was to get an insight into a relatively novel pedagogical method, called peer education. This multilateral activity is focusing the procedure on attitudes, experience, and motivation of youngsters in connection with health promotion programs and community service work. In this article, the authors describe 1) the theory, origin, and principal influences of peer education compared to traditional teaching methods and 2) the new, efficiency-oriented and science-based methodology of health education program.

Employee Sleep and Workplace Health Promotion: A Systematic Review

2019 ◽  
Vol 33 (7) ◽  
pp. 1009-1019 ◽  
Author(s):  
Rebecca Robbins ◽  
Chandra L. Jackson ◽  
Phoenix Underwood ◽  
Dorice Vieira ◽  
Giradin Jean-Louis ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Health Promotion ◽  
Sleep Duration ◽  
Employee Health ◽  
Self Report ◽  
Health Promotion Program ◽  
Secondary Outcome ◽  
Promotion Program ◽  
Health Promotion Programs

Objective: Workplace-based employee health promotion programs often target weight loss or physical activity, yet there is growing attention to sleep as it affects employee health and performance. The goal of this review is to systematically examine workplace-based employee health interventions that measure sleep duration as an outcome. Data Source: We conducted systematic searches in PubMed, Web of Knowledge, EMBASE, Scopus, and PsycINFO (n = 6177 records). Study Inclusion and Exclusion Criteria: To be included in this systematic review, studies must include (1) individuals aged >18 years, (2) a worker health-related intervention, (3) an employee population, and (4) sleep duration as a primary or secondary outcome. Results: Twenty studies met criteria. Mean health promotion program duration was 2.0 months (standard deviation [SD] = 1.3), and mean follow-up was 5.6 months (SD = 6.5). The mean sample size of 395 employees (SD = 700.8) had a mean age of 41.5 years (SD = 5.2). Measures of sleep duration included self-report from a general questionnaire (n = 12, 66.6%), self-report based on Pittsburgh Sleep Quality Index (n = 4, 22.2%), and self-report and actigraphy combined (n = 5, 27.7%). Studies most commonly included sleep hygiene (35.0%), yoga (25.0%), physical activity (10.0%), and cognitive–behavioral therapy for insomnia (10.0%) interventions. Across the interventions, 9 different behavior change techniques (BCTs) were utilized; the majority of interventions used 3 or fewer BCTs, while 1 intervention utilized 4 BCTs. Study quality, on average, was 68.9% (SD = 11.1). Half of the studies found workplace-based health promotion program exposure was associated with a desired increase in mean nightly sleep duration (n = 10, 50.0%). Conclusions: Our study findings suggest health promotion programs may be helpful for increasing employee sleep duration and subsequent daytime performance.

A Guide for Understanding Health Education and Promotion Programs

2017 ◽  
Vol 19 (2) ◽  
pp. 167-169 ◽  
Author(s):  
Richard W. Kim ◽  
Vinayak K. Nahar
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Health Promotion Program ◽  
Program Execution ◽  
Promotion Program ◽  
Frequent Use ◽  
Health Promotion Programs ◽  
Direct Preparation ◽  
Specialist Practice ◽  
Health Education And Promotion

Planning, Implementing & Evaluating Health Promotion Programs: A Primer is a versatile and comprehensive resource on the theoretical and practical underpinnings of successful health promotion programs. The requirements for effective health promotion program development are presented with frequent use of practical planning examples, pedagogical devices, and expert rationale. Ideal for undergraduate and graduate students in health education, promotion, and planning courses, this 15-chapter textbook is organized in a manner that specifically addresses the responsibilities and competencies required of health education specialists as published in the Health Education Specialist Practice Analysis of 2015. The authors of this textbook are leaders in the field and provide readers with the skills necessary to carry out the full process of health promotion program execution, while also offering direct preparation for CHES and MCHES licensing exams.

Health Promotion: Evaluation Issues

1999 ◽  
Vol 5 (4) ◽  
pp. 59
Author(s):  
David Harvey
Keyword(s):  
Health Promotion ◽  
Behaviour Change ◽  
Health Promotion Program ◽  
Target Groups ◽  
Program Leaders ◽  
Promotion Program ◽  
Health Promotion Programs ◽  
Principles Of Learning

The paper argues that the principles and theories of learning and behaviour change are integral to the success of health promotion programs. Four major principles associated with successful health promotion programs are introduced. The principles concern being sure about the reasons for embarking on health promotion programs, the importance of theory-based credibility, being clear about differences in forms of evaluations available to program leaders, and the importance of significant persons in achieving and maintaining program gains. Seven questions which should be asked of any proposed health promotion program are then outlined. They include asking how the principles of learning are to be incorporated in the program, how the need for change and the means of achieving change are to be communicated to the target groups, and how infrastructure needs within the target groups will be able to ensure maintenance of the changed behaviours once the program itself is finished.

scholarly journals C-SAFE: A Computer-Delivered Sexual Health Promotion Program for Latinas

2017 ◽  
Vol 18 (4) ◽  
pp. 516-525 ◽  
Author(s):  
Charles H. Klein ◽  
Tamara Kuhn ◽  
Midori Altamirano ◽  
Carmela Lomonaco
Keyword(s):  
Health Promotion ◽  
Sexual Health ◽  
Sexual Behaviors ◽  
Health Promotion Program ◽  
Evidence Based ◽  
Sexually Transmitted ◽  
Promotion Program ◽  
Health Promotion Programs ◽  
Safe Condition

This article describes the development and evaluation of C-SAFE (Sexual Awareness for Everyone), a computer-delivered sexual health promotion program for Latinas. We first describe the process of adapting an evidence-based, group-level intervention into an individually administered computer-delivered program. We then present the methods and results of a randomized control trial with 321 Latinas in California and Florida to test C-SAFE’s preliminary efficacy in reducing sexual health risk. We found no statistically significant differences between the two conditions at a six-month follow-up in terms of sexual behaviors or attitudes toward sexually transmitted infections and condoms, although C-SAFE women reported fewer days in the past month when their mental health was not good (p = .02). C-SAFE condition women also reported more satisfaction than control condition women in their assessment of information presentation (on a scale of 1 = poor and 5 = excellent; C-SAFE = 4.45 vs. control = 4.25, p = .053) and having learned something new (C-SAFE = 95.1% vs. control = 79.3%, χ2 < 0.001), with utility of content for Latinas approaching significance (C-SAFE = 4.50 vs. control = 4.31, p = .058). In conclusion we discuss the importance of teachable moments, matching of delivery modalities to implementation contexts, and possible directions for evidence-based sexual health promotion programs given the current sexual health landscape.

Health Promotion of Faculty and Staff: The School Nurse’s Role

2008 ◽  
Vol 24 (4) ◽  
pp. 183-189 ◽  
Author(s):  
Kelly M. Ryan
Keyword(s):  
Health Promotion ◽  
School Health ◽  
School Personnel ◽  
Health Promotion Program ◽  
Promotion Program ◽  
School Health Program ◽  
Health Promotion Programs ◽  
School Faculty ◽  
Faculty And Staff ◽  
Personnel Administration

Health promotion of school faculty and staff is an important part of a coordinated school health program. The lack of evaluation of health promotion programs and inconsistent results highlighting the efficacy and benefits of programs adds to employers’ perceptions of inconsistent benefits. More studies evaluating effectiveness and development of standards for health promotion programs must be conducted. The steps essential to a successful health promotion program are assessment of the target population’s needs, planning, implementation, and evaluation of the health promotion program. School nurses are one of many groups who must be involved in the development of health promotion programs for school faculty and staff. Collaboration with other school personnel, administration, and community resources is essential to the success of a health promotion program.

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