Change in Attitude to Health Behaviors through Teaching with Television

1980 ◽  
Vol 9 (2) ◽  
pp. 149-156
Author(s):  
Elizabeth A. Ritchey

In order to justify teaching college-level personal health courses by methods other than the traditional lecture format, assessment of attitude change to ten selected health behaviors was undertaken. Methods compared included lecture, television taught classes, and self-instruction using mostly television. Following ten weeks of instruction it was found that the self-instructed method produced the most favorable change in attitudes toward behaviors generally considered conducive to good health.

2021 ◽  
pp. 113461
Author(s):  
Jacob M. Wilson ◽  
Raad H. Gheith ◽  
Ryan P. Lowery ◽  
Dallen D. Reber ◽  
Matthew W. Stefan ◽  
...  

Author(s):  
Feng-Jen Tsai ◽  
Hsiu-Wen Yang ◽  
Chia-Ping Lin ◽  
Jeffrey Zen Liu

This study aims to evaluate acceptance of COVID-19 vaccines and the impact of risk perception on vaccine acceptance and personal health protective behaviors in Taiwan. A nationwide cross-sectional study was conducted from 19 to 30 October 2020; 1020 participants were included in the final analysis; chi-square and logistic regression analyses were conducted. In total, 52.7% of participants were willing to receive COVID-19 vaccines, 63.5% perceived the severity of COVID-19 in Taiwan as “not serious”, and nearly 40% were worried about COVID-19 infection. Participants with higher perceived severity of COVID-19 had significantly higher odds of refusing the vaccine (OR = 1.546), while those worried about infection had lower odds of poor health protective behaviors (OR = 0.685). Vaccine refusal reasons included “the EUA process is not strict enough” (48.7%) and “side effects” (30.3%). Those who had previously refused other vaccinations were 2.44 times more likely to refuse the COVID-19 vaccines. Participants’ age had an influence on COVID-19 vaccine acceptance. In general, the Taiwanese public’s acceptance of the vaccine was lower than that in other high-income countries. Elderly participants and those with college-level education and above who had previously refused vaccines had lower willingness to receive a COVID-19 vaccine. Risk perception was positively associated with personal health protective behaviors but negatively associated with COVID-19 vaccine acceptance.


2021 ◽  
Vol 39 (28_suppl) ◽  
pp. 92-92
Author(s):  
Mona L. Martin ◽  
Kristin Bucklen ◽  
Lise J. Hall ◽  
Beth Sandy ◽  
Dann Wonser ◽  
...  

92 Background: The accessibility and quality of network support for people living with lung cancer (PLW) and their support partners (SP) can vary. Virtual platforms provide a unique opportunity for PLW/SP peer support and disease education; the challenge is to measure impact. Methods: Our aim was to determine user-perceived benefit of the Facebook-based virtual community LVNG With Lung Cancer ( https://www.facebook.com/LVNGWithLungCancerUS ). Qualitative interviews were conducted with community members aged ≥18 yrs and living with lung cancer or actively supporting someone who had lung cancer. Also, inbound community comments (Dec 2015–Oct 2016) were retrospectively analyzed and grouped by similarity of content. Results: 18 PLW and 2 SP were interviewed (N = 20, saturation of concept met within the first 10). Mean yrs since diagnosis was 2.75 (range 0.08–17). Of the total expressions of benefit (n = 513) made during the interviews, 32% focused on increased health knowledge, with most participants calling out cancer information, good health behaviors, and coping strategies as key community benefits. Social impacts of the community accounted for 28% of benefit expressions; having a forum to share experiences and having a supportive environment were most frequently cited. An additional 18% of benefit expressions revealed that the community gives members feelings of empowerment, including feeling less alone (55% of respondents) and feeling inspired to help others (40% of respondents). Benefits received from community membership led to behavioral change in many respondents: 55% asked their doctor more questions, 50% shared helpful experiences with other members, and 35% took a more active role in their healthcare. In a notable example, an SP member said the community provided her with the knowledge she needed to address her symptoms and fears with her doctor, who was hesitant to biopsy because she did not meet typical risk criteria. Her self-advocacy was successful and ultimately led to an early lung cancer diagnosis. Results from the retrospective analysis of actual postings (n = 24,336; all unique users during evaluation period: n = 12,187) reflected the themes patients offered during interviews as important reasons to participate: 63% of postings were asking for or sharing cancer information, 98% provided emotional support and/or understanding, and 84% were inspirational/optimistic. Conclusions: This dual approach of assessing real-world impact of a virtual Facebook community provided insight into the benefit that members derive and highlighted the integral role of support groups in patient-centric care. Importantly, once members’ emotional and educational needs were met, they were empowered and/or inspired to take positive actions leading to better health behaviors and increased quality of life – an outcome that may have wider applicability for diseases beyond lung cancer.


2017 ◽  
Vol 9 (1) ◽  
pp. 15-19 ◽  
Author(s):  
A. J. Macnab ◽  
R. Mukisa

A challenge for implementing DOHaD-defined health promotion is how to engage the at-risk population. The WHO Health Promoting School (HPS) model has proven success engaging youth and improving health behaviors. Hence, we introduced DOHaD concepts to 151 pupils aged 12–15 years in three HPS programs in rural Uganda, inquired what factors would make DOHaD-related health promotion resonate with them, and discussed how they recommended making learning about DOHaD acceptable to youth. Economic factors were judged the most compelling; with nutrition and responsive care elements next in importance. Suggested approaches included: teach how good health is beneficial, what works and why, and give tools to use to achieve it, and make information positive rather than linked to later harm. Involve youth in making DOHaD learning happen, make being a parent sound interesting, and include issues meaningful to boys. These are the first data from youth charged with addressing their engagement in the DOHaD agenda.


2019 ◽  
Vol 16 (5) ◽  
pp. 54-68
Author(s):  
Margot Ford ◽  
◽  
James Bennett ◽  
Michael Kilmister ◽  
◽  
...  

Challenging the embedded mythologies that surround Anzac, especially as the centenary of First World War played out over the 2014 to 2018 commemoration period, can be confronting for tertiary students as well as a difficult space for tutors to navigate. This is especially the case for teacher education students who form the majority cohort taking a first-year course in Australian History as part of their teaching education degree programs at a large New South Wales university outside Sydney. Experiences of student disruptions, confrontations and occasional anger prompted tutors to question whether the topic of Anzac should be covered at all. An alternative was sought, where careful interrogation of teaching practices was undertaken. Three pedagogical approaches were examined; the traditional lecture format, using documentary film to glimpse at deeper historiographical problems within lectures and tutorials that allowed for more intense critical thinking and analysis of historical resources via focused questions. The efficacy of these pedagogical approaches was systematically assessed through surveying students in the Australian History course prior and post teaching about Anzac. This paper examines the background of teaching Anzac in the tertiary space, the use of specific pedagogical approaches and the results of the survey. Students’ main preference for teaching methods about Anzac was through documentaries in both surveys. However, the second most preferred method was the lecture format more generally and this preference increased in the post survey. There was also evidence of less resistance to the contested nature of Anzac mythologies.


1974 ◽  
Vol 4 (1) ◽  
pp. 37-46 ◽  
Author(s):  
George H. Douglas

This paper discusses some of the main reasons for the weakness of much technical writing. It suggests that in teaching college-level students in science and engineering curricula the writing teacher should focus mainly on those weak areas, many of which are neglected in high school English courses or in traditional freshman English. If scientific and technical writers can be taught to make a rigorous intellectual analysis of their writing and can be steered away from simplistic and simple-minded formulas they will come to have enough respect for writing as an intellectual discipline that they can be motivated to bring about actual improvement in their written work.


2004 ◽  
Vol 188 (4) ◽  
pp. 448-449 ◽  
Author(s):  
Michelle C. Specht ◽  
Patrick I. Borgen ◽  
Jane Fey ◽  
Zi Zhang ◽  
Lisa Sclafani

2010 ◽  
Vol 38 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Neal Krause ◽  
Benjamin Shaw ◽  
Jersey Liang

The purpose of this study is to see if encouragement from fellow church members helps older people develop and maintain healthy lifestyles. The findings indicate that informal church-based support is associated with healthy lifestyles among older African Americans but not older Whites. In addition, the influence of support from fellow church members on health behaviors is greater for study participants who closely identify with their congregations. The results further reveal that the adoption of healthy lifestyles is not associated with support from people outside the church nor is it linked to formal programs that churches provide to encourage good health behaviors. The theoretical and practice implications of these results are discussed.


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