Development the posture correction exercise program based self-regulation for healthcare professional students: Using the intervention mapping protocol

2018 ◽  
Vol 18 (15) ◽  
pp. 59-82
Author(s):  
Mi Jeong Park ◽  
◽  
Yujeong Kim ◽  
Keyword(s):  
Healthcare Professional ◽  
Intervention Mapping ◽  
Self Regulation ◽  
Exercise Program ◽  
Professional Students ◽  
Intervention Mapping Protocol

Development of Serious Games for Behaviour Change: A Practical Methodology (Preprint)

2020 ◽  
Author(s):  
Carlos Alberto Catalina Ortega ◽  
Svjetlana Kolić-Vehovec ◽  
Barbara Rončević Zubković ◽  
Sanja Smojver-Ažić ◽  
Tamara Martinac Dorčić
Keyword(s):  
Behaviour Change ◽  
Game Design ◽  
Serious Games ◽  
Behavioural Change ◽  
Intervention Mapping ◽  
Psychological Perspective ◽  
Game Development ◽  
Development Methodology ◽  
Intervention Mapping Protocol ◽  
Post Test

UNSTRUCTURED Objectives: The main purpose of the paper is to define a new methodology that allows the design of Serious Games that promote a behavioural change. The methodology is based on the Intervention Mapping Protocol (IMP) to define all the information and interventions and Applied Behaviour Analysis (ABA) to promote the behaviour change. Materials and methods: The methodology is based on the experience of game designers and psychologies within the eConfidence H2020 research project in which a new methodology was designed and implemented in two serious games. The game development methodology is described in six steps to be followed, with the psychological perspective integrated with the game design. Both games were tested in 10 schools with a pre and post-test for the data analysis. Results: Both games developed within the methodology present relevant findings on the change of behaviour of the users. Additionally, the proposed metric integrated allows a database improvement of the games to get better results. Conclusion: New methodology for design and study effectiveness of Serious Games that promote behavioural changes, was designed and integrated into two serious games that demonstrate changes in the users. The methodology could help other teams in the work of design and assess the effectiveness of a Serious Game for behavioural change.

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

scholarly journals Mindfulness-based self-care education for healthcare professional students in Japan

2020 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Yusuke Takamiya ◽  
Shizuma Tsuchiya
Keyword(s):  
Healthcare Professional ◽  
Professional Training ◽  
Self Care ◽  
Care Program ◽  
The Body ◽  
University Education ◽  
High Rate ◽  
First Year ◽  
Professional Students ◽  
Care Education

[Background] Recent studies have consistently shown that medical students experience a high rate of psychological symptoms. In this situation, teaching mindfulness in medical school has the potential to prevent student burnout. However, there are few consistent educational programs in medical schools throughout Japan.[Method] Since 2015, Showa University (Tokyo) has practiced an intensive self-care program based on mindfulness for 600 first-year healthcare professional students in the schools of medicine, dentistry, pharmacy, nursing, and rehabilitation. The target objectives of this program were as follows: understand the needs of self-care, enhance self-awareness, evaluate evidence of mindfulness for mental diseases, and practice formal/informal mindfulness-based activities. This program consisted of a 90-minute lecture, followed by consecutive reflective activities, including completing personal journals and portfolios. The students were required to plan how to make use of what they learned in this course. The students were asked to complete a questionnaire upon completion of the course.[Results] The questionnaire indicated that more than 90% of the students were satisfied with the program, and about 25% started regular mindfulness-based practices such as meditation and breathing methods aimed to reduce test anxiety. Descriptions from the e-portfolio showed that the participants understood evitable stressors and the importance of the body-mind relationship.[Conclusion] Mindfulness-based self-care education can encourage healthcare students to understand the necessity of self-care during the early stages of their professional training. This program for the first year students will be followed by a course on Professionalism for healthcare professional students during their subsequent years of university education.  

Sharps and needle-stick injuries among medical residents and healthcare professional students: pattern and reporting in Italy—a cross-sectional analytical study

2019 ◽  
Vol 76 (10) ◽  
pp. 739-745 ◽  
Author(s):  
Rosa Papadopoli ◽  
Aida Bianco ◽  
Davide Pepe ◽  
Claudia Pileggi ◽  
Maria Pavia
Keyword(s):  
Healthcare Professional ◽  
Occupational Health ◽  
Medical Residents ◽  
Professional Activity ◽  
Post Exposure Prophylaxis ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Needle Stick ◽  
Professional Students ◽  
Post Exposure

ObjectivesHealthcare workers, in the course of their professional activity, are potentially exposed to chemical, physical and above all biological risks. The aims of our study were to investigate the extent and distribution of needle-stick and sharp injuries (NSIs) in healthcare students, the behaviours and circumstances most frequently associated with NSIs, the frequency of NSI reporting and the adherence to the post-exposure protocols.MethodsThis study involved, through an interviewer-administered structured questionnaire, undergraduate and postgraduate students attending postgraduate medical schools and healthcare professional schools who underwent occupational health visits between January 2015 and July 2018.ResultsOf the 642 students that participated in the study, 95 (14.8%) sustained an NSI during the traineeship and, of these, 59 (62.1%) reported the NSI to the occupational health service. NSIs were significantly more frequent in older subjects (χ²=9.853, p=0.020) and, among medical residents, in surgical residents (χ²=31.260, p<0.0001); moreover, occurrence of NSIs increased with increasing duration of traineeship (t=−2.051, p=0.041). Reporting of NSIs significantly increased with increasing age (χ²=12.543, p=0.006), with medical residents significantly under-reporting NSIs compared with undergraduate healthcare professional students (χ²=10.718, p=0.001) and among medical residents, those attending critical care units had the highest under-reporting (χ²=7.323, p=0.026).ConclusionsThe study showed remarkable under-reporting, as well as a lack of preparedness of students for NSI preventive and post-exposure effective measures. Our findings underline that healthcare student education should be reinforced to ensure that safe practices are carried out when needles and sharps are involved, as well as stressing the importance of NSI reporting and adherence to post-exposure prophylaxis protocols.

scholarly journals A Dinner-Table Approach to a Unique Interactive Nutrition Curriculum for Healthcare Professional Students

2018 ◽  
Vol 29 (1) ◽  
pp. 7-8
Author(s):  
Selena J. An ◽  
Isaac Bleicher ◽  
Qiqi Yu ◽  
Alexander Fenn ◽  
Bruce Peyser
Keyword(s):  
Healthcare Professional ◽  
Professional Students ◽  
Nutrition Curriculum ◽  
Dinner Table

Using the intervention mapping protocol to promote school-based physical activity among children: A demonstration of the step-by-step process

2019 ◽  
Vol 79 (5) ◽  
pp. 529-542 ◽  
Author(s):  
Tania Santina ◽  
Dominique Beaulieu ◽  
Camille Gagné ◽  
Laurence Guillaumie
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Intervention Mapping ◽  
Lessons Learned ◽  
Programme Implementation ◽  
Cross Sectional ◽  
Theoretical Methods ◽  
Practical Applications ◽  
School Based ◽  
Intervention Mapping Protocol

Objective: This study describes the step-by-step development of the I Mo ve30+ programme and outlines lessons derived from the authors’ experience using an intervention mapping protocol (IMP)-based programme design. The programme was designed to increase the moderate to vigorous physical activity (PA) level at school among Lebanese children, aged 10–12 years. Design: Participatory cross-sectional design including group and individual interviews. Setting: Sidon district of Lebanon. Method: The programme was co-designed with a planning committee and included a local leader in school health, school staff including nurses and members of the target population (schoolchildren). The programme was developed using the six steps of the IMP: elaborating a logic model of the problem, formulating programme objectives, choosing the theoretical methods (i.e. the theory-based techniques used to influence a change objective) and practical applications (i.e. the applied strategies based on those theoretical methods), designing the programme, planning programme implementation, and planning the evaluation. Participants’ involvement in the programme’s activities was entirely voluntary. Results: Implemented by teachers and school nurses, this 14-week school-based programme was designed to provide an additional 30 minutes of school-based PA per day through structural environmental change, educational activities, a PA-monitoring system and PA events at school and in the classroom as well as during recess. Conclusion: IMP enabled the rigorous and systematic development of the programme to improve children’s PA level. The programme description and the lessons learned can facilitate the replication and the scaling up of the programme in other settings.

scholarly journals Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol

2020 ◽  
Author(s):  
Ana B Araúz Ledezma ◽  
Karlijn Massar ◽  
Gerjo Kok
Keyword(s):  
Decision Making ◽  
Core Competencies ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Personal Relationships ◽  
Social Emotional ◽  
Social And Emotional ◽  
Intervention Mapping Protocol

Summary Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

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