scholarly journals San’yas Indigenous Cultural Safety Training as an Educational Intervention: Promoting Anti-Racism and Equity in Health Systems, Policies, and Practices

2021 ◽  
Vol 12 (3) ◽  
pp. 1-26
Author(s):  
Annette J. Browne ◽  
Colleen Varcoe ◽  
Cheryl Ward
Keyword(s):  
Educational Intervention ◽  
Transformational Learning ◽  
Scale Up ◽  
Educational Interventions ◽  
Safety Training ◽  
Cultural Safety ◽  
System Transformation ◽  
Systemic Racism ◽  
Policy Makers ◽  
Learning Principles

The San’yas Indigenous Cultural Safety Training Program is an Indigenous-led, policy-driven, and systems-level educational intervention to foster health equity and mitigate the effects of systemic racism experienced by Indigenous people in health and other sectors. Currently, San’yas is being scaled-up across Canada. This article focuses on the following: (a) the pedagogical underpinnings of San’yas grounded in transformational learning principles and Indigenous knowledges; (b) the scope, reach, and scale-up of San’yas as an explicit anti-racism educational intervention; (c) its unique program delivery approaches; and (d) program evaluation trends. We discuss the insights gained from implementing San’yas over the past decade, which will be relevant for leaders and policy-makers concerned with implementing anti-racism educational interventions as part of broader system transformation.

Development of a multimedia intervention to improve pneumoconiosis prevention in construction workers using RE-AIM framework

2021 ◽  
Author(s):  
Jieling Chen ◽  
Cho Lee Wong ◽  
Bernard Man Hin Law ◽  
Winnie Kwok Wei So ◽  
Doris Yin Ping Leung ◽  
...  
Keyword(s):  
South Asian ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Educational Interventions ◽  
Construction Workers ◽  
Post Intervention ◽  
Cohen’S D ◽  
Cohen's D

Summary Pneumoconiosis is a common occupational lung disease among construction workers. Educational interventions targeting specific ethnic groups of construction workers are of benefit for pneumoconiosis prevention. The aim of this study was to develop a multimedia educational intervention for pneumoconiosis prevention for South Asian construction workers, and to evaluate its feasibility, acceptability and effectiveness in increasing knowledge of pneumoconiosis, modifying beliefs about pneumoconiosis, and enhancing intention to implement measures for its prevention among the workers. This evaluation was performed using the Reach-Effectiveness-Adoption-Implementation-Maintenance framework. A one-group design was adopted and intervention mapping was used to guide the process of intervention development, while the Health Belief Model guided the development of intervention content. The intervention was delivered at construction sites, ethnic minority associations and South Asian community centres. Data were collected via surveys completed at pre-intervention, post-intervention and 3 months after the intervention. A total of 1002 South Asian construction workers participated in the intervention. The participants reported a moderate-to-large increase in knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action and self-efficacy (Cohen’s d: 0.37–0.89), a small reduction in perceived barriers (Cohen’s d = 0.12) and a moderate improvement in attitudes and intention to practice (Cohen’s d: 0.45, 0.51) at post-intervention. A follow-up survey of 121 participants found that the implementation of preventive measures appeared to increase. Overall, the findings demonstrate that the implementation of a culturally adapted multimedia educational intervention could be an effective approach to improving knowledge, self-efficacy and intention regarding pneumoconiosis prevention among South Asian construction workers.

scholarly journals 4367 Exploratory evaluation of an online educational intervention for JUUL use

2020 ◽  
Vol 4 (s1) ◽  
pp. 30-31
Author(s):  
Eleanor L S Leavens ◽  
Matthew J. Carpenter ◽  
Tracy T. Smith ◽  
Nikki Nollen
Keyword(s):  
Young Adults ◽  
Educational Intervention ◽  
Risk Perceptions ◽  
Educational Interventions ◽  
Product Knowledge ◽  
Motivation To Change ◽  
Individual Level ◽  
Increasing Knowledge ◽  
Readiness To Quit ◽  
Amazon's Mechanical Turk

OBJECTIVES/GOALS: Initiation of JUUL use by young adults is one of the most significant issues of concern within the debate on vaping. Despite the proliferation of products and the surge in prevalence, no studies have investigated individual-level interventions or prevention strategies for pod-mod use. METHODS/STUDY POPULATION: Participants (N = 947) were young adults (<30 years old) recruited from Amazon’s Mechanical Turk based on smoking (never, former, and current smokers) and JUUL use status (never and current users), resulting in 6 use groups. In a pre-post design, participants completed baseline assessments, were presented with a brief JUUL-specific educational intervention, and completed post-assessment measures. The one-page intervention provided basic information about JUUL and stated that JUUL is harmful to non-smokers but could be beneficial to smokers if they completely switch. Primary outcomes were changes in JUUL knowledge, perceived harmfulness, intentions for future use, and motivation to change. RESULTS/ANTICIPATED RESULTS: Participants (Mage = 26.1) were male (57%) and White (75%). Overall, the intervention increased JUUL-related knowledge, risk perceptions, commitment to quitting, and readiness to quit JUUL (ps<.01). Similarly, participants showed decreased interest in future JUUL use, interest in purchasing JUUL, and interest in future regular use (ps<.01). Non-JUUL users showed decreased interest in initiating JUUL use after viewing the intervention (p<.01). There were significant Time X Group interactions for JUUL-related knowledge (p<.001), with never JUUL/never smokers showing the greatest increase in product knowledge following the intervention. However, no other interaction effects were significant. DISCUSSION/SIGNIFICANCE OF IMPACT: The intervention was effective in increasing knowledge and risk perceptions while reducing intentions for future use. The intervention was most effective in increasing knowledge among non-users, suggesting that brief educational interventions may be useful tools for preventing pod-mod initiation. CONFLICT OF INTEREST DESCRIPTION: Dr. Carpenter has received consulting honoraria from Pfizer. All other authors have no conflicts to disclose.

scholarly journals Implementing Clinical Pharmacogenomics in the Classroom: Student Pharmacist Impressions of an Educational Intervention Including Personal Genotyping

Pharmacy ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 115 ◽  
Author(s):  
Amber Frick ◽  
Cristina Benton ◽  
Oscar Suzuki ◽  
Olivia Dong ◽  
Rachel Howard ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Educational Interventions ◽  
Rank Test ◽  
Drug Dosing ◽  
Signed Rank ◽  
Signed Rank Test ◽  
Students Attitudes ◽  
Personalized Approach

Pharmacogenomics provides a personalized approach to pharmacotherapy by using genetic information to guide drug dosing and selection. However, partly due to lack of education, pharmacogenomic testing has not been fully implemented in clinical practice. With pharmacotherapy training and patient accessibility, pharmacists are ideally suited to apply pharmacogenomics to patient care. Student pharmacists (n = 222) participated in an educational intervention that included voluntary personal genotyping using 23andMe. Of these, 31% of students completed both pre- and post-educational interventions to evaluate their attitudes and confidence towards the use of pharmacogenomics data in clinical decision making, and 55% of this paired subset obtained personal genotyping. McNemar’s test and the Wilcoxon signed-rank test were used to analyze responses. Following the educational intervention, students regardless of genotyping were more likely to recommend personal genotyping (36% post-educational intervention versus 19% pre-educational intervention, p = 0.0032), more confident in using pharmacogenomics in the management of drug therapy (51% post-educational intervention versus 29% pre-educational intervention, p = 0.0045), and more likely to believe that personalized genomics would have an important role in their future pharmacy career (90% post-educational intervention versus 51% pre-educational intervention, p = 0.0072) compared to before receiving the educational intervention. This educational intervention positively influenced students’ attitudes and confidence regarding pharmacogenomics in the clinical setting. Future studies will examine the use of next-generation sequencing assays that selectively examine pharmacogenes in the education of student pharmacists.

scholarly journals Evaluación de la respuesta a una intervención educativa en promoción de la salud y prevención de enfermedades zoonóticas en una comunidad de porcicultores en el municipio de Restrepo Valle del Cauca.- Evaluation of the response to an educational intervention in health promotion and prevention of zoonotic diseases in a community of pig farmers in the municipality of Restrepo Valle del Cauca.

2021 ◽  
Author(s):  
Moreno-Sánchez Luisa Valentina ◽  
Angela María Muñoz-Uscátegui ◽  
Luis Miguel Rodríguez-Hortúa ◽  
Francisco Palencia-Sánchez
Keyword(s):  
Health Education ◽  
Educational Intervention ◽  
Population Group ◽  
Educational Interventions ◽  
Zoonotic Diseases ◽  
Educational Process ◽  
Educational Strategies ◽  
Negative Effects ◽  
Health Related ◽  
Valle Del Cauca

Health education is one of the most important strategies when addressing the needs of the population in terms of health, an example that reveals this is the case of the educational strategies implemented in the population of pig farmers of Restrepo-Valle del Cauca to mitigate negative effects in terms of public health, particularly in occupational and environmental health related to zoonotic diseases. It is important to recognize that the evaluation of the interventions carried out in this regard must be made within the educational process, which is why the current work focused on evaluating the response of this population of workers with the health education strategies taught in the region in 2018. From a complimentary review of the literature and adaptation and implementation of an interview proposal, for a qualitative and quantitative evaluation of these educational interventions. After the application of the population interviews, it was found that less than half of the population in the database answered the telephone calls, which somewhat limited the generalization of the results from a quantitative data perspective; However, based on the information provided, a qualitative analysis was carried out that allows an idea of how the educational intervention could modify the behaviors of this population group based on One Health approach.

scholarly journals The Effect of Educational Intervention based on the theory of planned behavior on Nutritional Behavior with Regard to Cardiovascular Diseases among Health Volunteers

2019 ◽  
Author(s):  
Esmat Rezabeigi Davarani ◽  
Mohammad Reza Mahmoodi ◽  
Narges Khanjani ◽  
Mohammad Mehdi Fadakar
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Educational Intervention ◽  
Intervention Group ◽  
Educational Interventions ◽  
Wilcoxon Test ◽  
Control Groups ◽  
Nutritional Behavior ◽  
Significant Difference ◽  
And Control

Background: We sought to evaluate the effect of educational intervention based on the theory of planned behavior (TPB) on nutritional behaviors in relation to the cardiovascular disease (CVD) among health volunteers. Methods: In this quasi-experimental study, the participants included 128 active health volunteers. To conduct the study, 65 and 63 participants were randomly assigned into the intervention and control groups, respectively. Data were collected before and six weeks after the intervention using a validated researcher-made questionnaire. The questionnaire consisted of demographic variables, knowledge questions, and TPB constructs. Data were analyzed by Chi-square, t-test, Mann-Whitney U, and Wilcoxon test. Results: No significant difference was observed between the intervention and control groups with regard to the demographic characteristics, knowledge mean scores, and TPB constructs at the beginning of the study. However, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control (PBC), and nutritional behavior increased significantly (P < 0.001, P < 0.001, P = 0.018, P = 0.007, and P < 0.001, respectively) in the intervention group six weeks after the beginning of study. Significant differences were observed in nutritional performance of the intervention group, in other words the nutritional behavior of the intervention group members changed during the intervention. Conclusion: The PBC was the strongest construct in attitude. To optimize nutritional interventions in preventing the CVD, TPB should be implemented in educational interventions.

scholarly journals The Effect of Educational Intervention on Anxiety and Quality of Life Among Individuals Referring to Healthcare Centers in the Face of COVID-19

2021 ◽  
Author(s):  
Fariba Zahedifar ◽  
Zahra Nejatifar ◽  
Sima Rafiei ◽  
Fariba Hashemi
Keyword(s):  
Quality Of Life ◽  
Educational Intervention ◽  
Effect Size ◽  
Knowledge Score ◽  
Educational Interventions ◽  
Anxiety Control ◽  
Small Effect Size ◽  
Quasi Experimental ◽  
Most Significant Change

Educational interventions are helpful strategies to empower communities encountering the threat of pandemics like Covid-19. This study was carried out to examine the effect of educational intervention on anxiety control and improvement in public quality of life. A quasi-experimental study. The study was conducted among individuals referred to healthcare centers of Qazvin province, Iran, in 2020. Given that Qazvin consists of nine urban healthcare centers, two centers were selected by a simple random selection method. After considering inclusion and exclusion mentioned criteria, 240 individuals were selected to participate in the research and were randomly assigned into two groups of experimental and control. Following the educational intervention, all study variables, including knowledge score, anxiety level, and quality of life, improved significantly in the experimental group compared to the pre-intervention phase (P<0.05). The most significant change was in knowledge score with a nearly large effect size (0.63), presenting an increase of 40.09% from 11.1 to 18.8 exactly after intervention and 12.2 after passing one month from the date of educational intervention; while the quality of life presented a 3.2% increase with a small effect size (0.28). Our findings have implications for the development and implementation of psychological interventions, particularly educational programs. During the outbreak, such strategies can empower the public and diminish the negative emotional effects of the pandemic, helping people to cope with the current situation, and decrease the risk of suffering future psychological disorders.  

scholarly journals Educated Choices Program: An Impact Evaluation of a Classroom Intervention to Reduce Animal Product Consumption

2020 ◽  
Author(s):  
Christopher John Bryant ◽  
Courtney Dillard
Keyword(s):  
Educational Intervention ◽  
Student Attitudes ◽  
Large Scale ◽  
Comprehensive Evaluation ◽  
Cost Effective ◽  
Educational Interventions ◽  
Student Survey ◽  
Strong Basis ◽  
Effective Interventions ◽  
Survey Responses

In this comprehensive evaluation of Educated Choices Program’s educational intervention, we report on our analysis of 95,241 student survey responses. We are excited to share these findings for a number of reasons. First and foremost, our analysis clearly demonstrates the effectiveness of this educational intervention in positively impacting student attitudes, behavioral intentions and self-reported behaviors in regard to their food choices. The scale of the dataset and the comprehensive nature of the analyses conducted provides a strong basis for funding considerations for educational interventions. This is particularly heartening because similar impacts have been difficult to find in other consumer-facing advocacy interventions. As will be highlighted later in the report, ECP’s model of intervention is both high quality and cost effective, allaying some fears about the feasibility of deploying effective interventions of this nature on a large scale.

scholarly journals Impact of Educational Weaning Knowledge and Practices of Parents and Guardians of Children under Two Years Old at the David Rose Health Centre

2019 ◽  
pp. 21-22
Author(s):  
Padmini Bissessar ◽  
Kenesha Adams ◽  
Gina Chin ◽  
Sheena Chin ◽  
Paul Garraway ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Repeated Measures ◽  
Health Centre ◽  
World Health Organisation ◽  
Educational Interventions ◽  
World Health ◽  
Post Intervention ◽  
Prospective Longitudinal Study ◽  
Repeated Measures Design ◽  
Prospective Longitudinal

Objectives: To assess the knowledge of weaning, of parents and guardians, of children under two-years-old, attending David Rose Health Centre. To assess whether there is an association between selected demographic variables, and the weaning knowledge. To educate the parents and guardians on the World Health Organisation recommended weaning practices. To assess the change in knowledge of weaning after the delivery of an educational intervention. Design and Methods: A prospective longitudinal study with repeated measures design obtained 120 participants using a convenient, non-probability sampling method. Data was collected using a pre-intervention and post-intervention questionnaire. The data was processed using the SPSS Version 24 Software Program and analysed with a scoring system developed by the researchers using the PAHO/WHO “Guiding Principles for Complementary Feeding of the Breastfed Child”. Results: Both educational interventions increased the participants knowledge from good to almost 100%. Conclusions: Most parents and guardians had good baseline knowledge. However, there were certain aspects where they lacked or had inaccurate knowledge. Overall, their knowledge improved regardless of the type of educational intervention they were exposed to. Recommendations: Future studies should be held in classroom settings, with more time allowed to assess change of knowledge.

The Top 10 Concerns about Recovery Encountered in System Transformation

2008 ◽  
Author(s):  
Larry Davidson ◽  
Michael Rowe ◽  
Janis Tondora ◽  
Maria J. O'Connell ◽  
Martha Staeheli Lawless
Keyword(s):  
At Risk ◽  
Mental Illness ◽  
Systems Of Care ◽  
System Transformation ◽  
Policy Makers ◽  
Recovery Orientation ◽  
Federal Mandate ◽  
Commission Report ◽  
The Many

The second chapter begins with descriptions of some of the many ways in which people with serious mental illness are key agents in their own recovery. In these descriptions, we fi nd that the cornerstones of recovery are both the hope that a better life is possible and the desire the person has to pursue such a better life once this hope has taken root. For an individual, both hope and action appear to be required to make recovery a reality. As we begin to understand more fully the role of systems of care and of the practitioners within those systems in facilitating recovery, we suggest that achieving, in the words of the New Freedom Commission report, “profound change—not at the margins of a system, but at its very core” also will require both hopeful attitudes and concerted efforts. While the remaining chapters in this volume will deal more explicitly with the kinds of concerted efforts required to achieve transformation, this chapter focuses primarily on attitudes toward recovery and the kinds of concerns systems and practitioners have raised (to date) as they have gone about the process of understanding and implementing recovery principles in practice. It has been our experience, however, that the federal mandate to transform systems of care to promote recovery has left many policy makers, program managers, practitioners, and even the recovery community itself under increasing pressure to move to a recovery orientation without fi rst examining the concerns of stakeholders within those systems about this new notion of recovery and its implications. As a result, we are all at risk of overlaying recovery rhetoric on top of existing systems of care, failing to effect any real or substantial—not to mention revolutionary—changes due to our urgency to just “get it done.” In this chapter, we pause to consider some of the more common concerns we have encountered in attempting to introduce and implement care based on the vision of recovery that we have articulated thus far. Addressing these concerns, we believe, is a necessary fi rst step in changing the attitudes that underlie current practices in the process of replacing these attitudes with the more hopeful, empowering, and respectful attitudes demanded, and deserved, by people in recovery.

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