From The Editor

Kichu Nair

doi:10.33966/hepj.3.2.14939

From The Editor

Health Education in Practice: Journal of Research for Professional Learning ◽

10.33966/hepj.4.1.15495 ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

Kichu Nair

Keyword(s):

Health Education ◽

Professional Learning

Welcome to the 4th Volume, 1st Issue of Health Education in Practice: Journal of Research for Professional Learning. We have a very interesting series of articles in this volume.

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Integrating health and care in the 21st century workforce

Journal of Integrated Care ◽

10.1108/jica-09-2018-0061 ◽

2019 ◽

Vol 27 (2) ◽

pp. 100-110 ◽

Cited By ~ 1

Author(s):

Matt Aiello ◽

Julian D. Mellor

Keyword(s):

Health Education ◽

Case Studies ◽

Workforce Development ◽

Professional Learning ◽

Social Care ◽

Workforce Planning ◽

Project Work ◽

Physical And Mental Health ◽

Content Type ◽

Health And Social Care

Purpose The NHS needs to adapt as never before to maintain and plan for an integrated and sustainable multi-professional workforce, spanning all health and care sectors. This cannot happen without system leaders embracing workforce transformation at scale and enabling system-wide collaboration and support for multi-professional learning and role development. “By learning together, we learn how to work together”. The paper aims to discuss these issues. Design/methodology/approach The case studies included in this paper provide evidence of the ability of NHS systems to adopt integrated workforce models at scale. The case studies were chosen to demonstrate how system-wide change is possible, but still requires a partnership approach to innovation, strategic workforce planning and commissioner support for new models of care. Findings With partnership working between arm’s length bodies, commissioners, educators and workforce planners, the NHS is more than capable of generating a transformed workforce; a workforce able to continue providing safe, effective and joined-up person-centred care. Research limitations/implications The focus of this paper is integrated workforce development undertaken by Health Education England from 2017 to the date of drafting. The case studies within this paper relate to England only and are a cross-section chosen by the authors as a representative of Health Education England activity. Practical implications The NHS needs to find ways to use the wider health and care workforce to manage an ever-increasing and diverse patient population. Silo working, traditional models of workforce planning and commissioning no longer provide an appropriate response to increasing patient need and complexity. Social implications The evolution of the NHS into a joined-up, integrated health and social care workforce is essential to meet the aspirations of national policy and local workforce need – to centre care holistically on the needs of patients and populations and blur the boundaries between primary and secondary care; health and social care; physical and mental health. Originality/value This paper contains Health Education England project work and outcomes which are original and as yet unpublished.

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Schooling Food in Contemporary Times: Taking Stock

Australian Journal of Environmental Education ◽

10.1017/aee.2015.26 ◽

2015 ◽

Vol 31 (1) ◽

pp. 1-11 ◽

Cited By ~ 3

Author(s):

Deana Leahy ◽

Emily Gray ◽

Amy Cutter-Mackenzie ◽

Chris Eames

Keyword(s):

Health Education ◽

Environmental Education ◽

Professional Learning ◽

Obesity Prevention ◽

Teaching And Learning ◽

The Other ◽

School Food ◽

Educational Discourse ◽

The Past ◽

Food Education

AbstractOver the past decade we have witnessed a proliferation and intensification of food pedagogies across a range of sites. This article begins by considering two pedagogical scenes that attempt to address food. They were enacted within educational settings in Australia; one a Year 8 (13 years of age) health education classroom, the other a professional learning seminar. Each were heavily imbued with the obesity prevention imperatives that have come to characterise social, political and educational discourse around food in contemporary times. Using these scenes as a springboard, we move to consider the place where we initially envisioned food might intersect with environmental education. We imagined that it would be a space with significant potential for approaching teaching and learning about food in new ways. Deploying menu as metaphor, the authors explore the possibilities for this new terrain and argue that bringing a Foucauldian inspired ‘ethics of discomfort’ to the table might help us take stock of contemporary approaches and their effects. Given the dominance of crisis-driven responses that tend to characterise school food education, we conclude by suggesting that we need to interrupt the dominant discourses that circulate around food and try to engage with some new possibilities for teaching and learning about food.

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From The Editor

Health Education in Practice: Journal of Research for Professional Learning ◽

10.33966/hepj.2.1.13516 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

David Schmidt

Keyword(s):

Health Education ◽

Professional Learning ◽

Health Workforce ◽

Health Workers ◽

The Future ◽

Future Challenges ◽

Second Year

Welcome to Volume 2 of Health Education In Practice: Journal of Research for Professional Learning. As the journal enters its second year we look to the future of health education, with a focus on equipping our health workers for the future challenges facing the health workforce.

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From The Editor

Health Education in Practice: Journal of Research for Professional Learning ◽

10.33966/hepj.2.2.14162 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

David Schmidt

Keyword(s):

Health Education ◽

Professional Learning ◽

Tertiary Education ◽

Skill Development ◽

Education Sector

Welcome to the second issue of Volume 2 of Health Education in Practice: Journal of Research for Professional Learning (HEPJ).This issue spans many facets of health education, from workplace-based skill development to explorations of education in the tertiary education sector at the undergraduate and doctorate levels.

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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Combining Professional Interests and Travel: People to People Citizen Ambassador Program

Perspectives on Global Issues in Communication Sciences and Related Disorders ◽

10.1044/gics1.2.47 ◽

2011 ◽

Vol 1 (2) ◽

pp. 47-54

Author(s):

Alex Johnson ◽

Amanda Hitchins

Keyword(s):

South Africa ◽

Health Education ◽

Communication Disorders ◽

Social Conditions ◽

Speech Language Pathologists ◽

Exchange Program

Abstract This article summarizes a series of trips sponsored by People to People, a professional exchange program. The trips described in this report were led by the first author of this article and include trips to South Africa, Russia, Vietnam and Cambodia, and Israel. Each of these trips included delegations of 25 to 50 speech-language pathologists and audiologists who participated in professional visits to learn of the health, education, and social conditions in each country. Additionally, opportunities to meet with communication disorders professionals, students, and persons with speech, language, or hearing disabilities were included. People to People, partnered with the American Speech-Language-Hearing Association (ASHA), provides a meaningful and interesting way to learn and travel with colleagues.

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