scholarly journals An Assessment of Faculty Usage of YouTube as a Teaching Resource

2009 ◽  
Author(s):  
Sloane Burke ◽  
Shonna Snyder ◽  
Robin Rager
Keyword(s):  
Pilot Study ◽  
Health Education ◽  
Online Survey ◽  
Human Performance ◽  
Faculty Perceptions ◽  
Full Time ◽  
Future Health ◽  
Convenience Sample ◽  
Innovative Teaching ◽  
Teaching Resource

Creative classroom techniques incorporating technology promote a more productive and enriched learning environment. Preparing future health educators in today’s technology-driven society requires faculty to adopt new teaching strategies which motivate and engage the new tech-savvy Web 2.0 generation. YouTube® is a popular online video-sharing web site for both scholarly and non-scholarly communication. Currently, there are no published studies on the quantitative assessment of faculty utilization of YouTube in the health education classroom. The purpose of this pilot study was to 1) determine faculty’s current and potential utilization of YouTube in their classes; 2) identify faculty perceptions of the benefits of YouTube as a health education resource for in-class and online courses; and 3) identify potential limitations and challenges of this online resource. Using an online survey instrument developed by the researchers and provided via a secured website, data were collected from a non-randomized convenience sample of 24 faculty members, obtained from a population of 59 full-time tenure-track and fixed-term health and human performance faculty teaching at a mid-size university in the southeastern U.S. The results indicated that, overall, the faculty who use YouTube in their courses consider it to be an effective teaching resource for enhancing their health education course material. In addition, the non-user faculty expressed interest in learning more about the potential application of YouTube as an instructional tool for their classes. While further research is necessary, this pilot study suggests that YouTube may be a viable, innovative teaching resource for use by university faculty in health education and other disciplines.

scholarly journals A Pilot Study of Clinicians' Perceptions of Feasibility, Client-Centeredness, and Usability of the Systematic Tailored Assessment for Responding to Suicidality Protocol

Crisis ◽  
2021 ◽  
Author(s):  
Jacinta Hawgood ◽  
Tamara Ownsworth ◽  
Helen Mason ◽  
Susan H. Spence ◽  
Ella Arensman ◽  
...  
Keyword(s):  
Pilot Study ◽  
Online Survey ◽  
Community Setting ◽  
Ease Of Use ◽  
Diverse Populations ◽  
Semistructured Interview ◽  
Psychosocial Needs ◽  
Convenience Sample ◽  
Training Requirements ◽  
Assessment Protocol

Abstract. Background: The Systematic Tailored Assessment for Responding to Suicidality (STARS) is a client-centered, psychosocial needs-based assessment protocol. This semistructured interview obtains client prioritized indicators that contribute to suicidality and informs commensurate care responses for preventing suicide. Aim: To pilot the feasibility, client-centeredness, and usability of the STARS protocol, including clinicians' perceptions of ease of use; content validity; and administration within the community setting. Method: A convenience sample of clinicians who undertook assessment and/or intervention with suicidal persons and had used STARS between mid-2016 and early 2017 completed an online survey assessing feasibility, client-centeredness, and usability of STARS. Results: Of the 51 clinicians who entered the survey, 42 (82.3%; aged 25–74; 69% female) completed it. Overall, perceptions of feasibility and usability of STARS were positive, particularly regarding client-centeredness of the protocol and confidence in information obtained for screening suicidality and informing needs-based priority responses. Limitations: The pilot findings are limited by the use of a small convenience sample and the low completion rate of clinicians with STARS training. Conclusion: STARS was perceived as a feasible and useful psychosocial needs-based assessment protocol. Suggestions for improving STARS, training requirements, and application to diverse populations are outlined.

scholarly journals Comparative Study Of Childrens Current Health Conditions And Health Education In New Zealand And Japan

2015 ◽  
Vol 8 (2) ◽  
pp. 117-122
Author(s):  
Kanae Watanabe ◽  
Annette Dickinson
Keyword(s):  
New Zealand ◽  
Health Education ◽  
Health Needs ◽  
Health Issues ◽  
Future Health ◽  
Innovative Teaching ◽  
Primary School Teachers ◽  
Health And Physical Education ◽  
Current Health ◽  
The Government

In New Zealand (NZ) and Japan, despite comprehensive national health and physical education (HPE) curriculums which guide teachers in delivering health education to children in schools, there continue to be significant health issues for children. A qualitative interpretative descriptive research method was used to compare how primary school teachers (5 New Zealanders, 5 Japanese) in both countries delivered HPE and the influence they believed their teaching had on the childrens health. The major child health issue identified by teachers in NZ was obesity/overweightness, while in Japan teachers identified insufficient sleep, inadequate food intake and the polarization between unfit and fit. In New Zealand, there is some freedom in relation to how the school interprets and delivers HPE that enables the schools to address the specific health needs of their community. However, there is disparity in how the curriculum is delivered, particularly between schools in low and high socio-economic areas. In Japan, the government directs what, when, and how HPE is delivered using government-designated textbooks. Therefore, while there is no disparity in the delivery between schools, teachers cannot customize health education according to their students needs. The flexibility of HPE in NZ is both an advantage in that it enables a creative and innovative teaching approach customized to the community in which the school is situated and a disadvantage in that often health education is decided on not according to the needs of the children but according to the available financial resources and teachers enthusiasm. It appears that even low-quality educational lessons could meet the curriculum standards. In Japan, while children do receive education on health issues that may be useful for the future, the HPE curriculum does not address the current health issues the children face. Moreover, it is difficult to teach all the content within the government-designed HPE textbook because of Japans official time designations for health education. This studys results suggest that both countries need to review the delivery and resourcing of their HPE to ensure that children receive education that addresses their current and future health needs and those of their families.

scholarly journals Spatial Design Makes a Difference in Student Academic Engagement Levels: A Pilot Study for Grades 9-12

2017 ◽  
Vol 13 (16) ◽  
pp. 5 ◽  
Author(s):  
Lennie Scott-Webber ◽  
Roger Konyndyk ◽  
Raechel French ◽  
Jason Lembke ◽  
Taryn Kinney
Keyword(s):  
Pilot Study ◽  
Built Environment ◽  
Academic Engagement ◽  
Online Survey ◽  
Research Question ◽  
Design Solution ◽  
Convenience Sample ◽  
Spatial Design ◽  
High Level ◽  
K 12

Our research question was, ‘Can we demonstrate that the design of the built environment for grades 9-12 impacts student academic engagement levels?’ A pilot study was conducted using a convenience sample, a high school (grades 9-12) in the USA’s mid-west with a four-year old design solution. To answer the question we designed two online survey instruments, one for students and one for educators, enabling us to construct engagement indexes for each. We then correlated the level of self-reported engagement, as measured by our indexes, with the perceptions of the built environment. A mixed-methodology research technique was used for this research project. Focused interviews used K-12 architects (n=6), administrators (n=3), teachers (n=35), students (n=25). A fifteen (15) question ‘Alpha’/pilot survey was then designed, developed, pre-tested and then submitted to the full membership of the school. Findings revealed that both students and educators agreed that the design of the built environment makes a difference relative to their engagement at both the macro (i.e., Overall) and micro (i.e., Classrooms) at a high level of significance (p<.0001); spatial design makes a difference. The survey proved to be both reliable and valid. Finally, we pay particular attention to questions relating to “movement” and learning.

Workplace romances: examining attitudes experience, conscientiousness, and policies

2015 ◽  
Vol 30 (4) ◽  
pp. 439-453 ◽  
Author(s):  
Jessica L. Doll ◽  
Patrick J. Rosopa
Keyword(s):  
Online Survey ◽  
Employee Attitudes ◽  
Full Time ◽  
Convenience Sample ◽  
Content Type ◽  
Organizational Policies ◽  
Personality Variables ◽  
Workplace Romance ◽  
Employee Characteristics ◽  
Willingness To Engage

Purpose – The purpose of this paper is to empirically investigate whether employee attitudes, prior engagement in workplace romances, conscientiousness, and organizational policies predicted the willingness to engage in workplace romances. Design/methodology/approach – In total, 148 full-time employees completed an online survey measuring antecedents of workplace romances. Participants were also randomly assigned to read vignettes that varied the strictness of organizational workplace romance policies. Then, participants completed measures of their willingness to engage in a workplace romance. Findings – Favorable attitudes about, and prior engagement in, workplace romances were positively related to the willingness to engage in a workplace romance. Prior engagement in workplace romances and conscientiousness were both related to attitudes about workplace romances. Additionally, the interaction between conscientiousness and organizational workplace romance policies significantly predicted the willingness to engage in a workplace romance. Research limitations/implications – The current study used hypothetical scenarios and a convenience sample to collect data, which may affect the study’s external validity. Practical implications – Organizations grappling with the issue of workplace romances should consider how employee characteristics may interact with policies regulating workplace romances. Originality/value – This study is the first to examine the links between both prior engagement in workplace romances and personality variables (i.e. conscientiousness) and their relation to the willingness to engage in workplace romances. In addition, this is the first experimental study to examine the interaction between personality (i.e. conscientiousness) and organizational policy in predicting the willingness to engage workplace romances.

Physical Education Teachers’ Perceptions of School Health Education and Social Support for It: Results of the Pilot Study

2018 ◽  
Vol 1 (80) ◽  
Author(s):  
Rasa Jankauskienė ◽  
Brigita Miežienė
Keyword(s):  
Social Support ◽  
Pilot Study ◽  
Physical Education ◽  
Health Education ◽  
School Health ◽  
Physical Education Teachers ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
School Health Education ◽  
School Network

Research background and hypothesis. Health education (HE) is integrated in various modules especially in biology and physical education (PE). Therefore the quality and effectiveness of integrated health education should be analyzed systematically. Research aim. The aim of the study was to examine PE teachers’ perception of health education and social support for HE at their schools. Research methods. The data of convenience sample consisting of 70 physical education teachers (62% were women) from one of the largest Lithuanian cities were analyzed. Respondents ranged in age from 25 to 69 years, average age was 45 ± 11 years. 44.8 percent of participants indicated that they work at school which belongs to the SHE (School for Health in Europe) network. Anonymous questionnaire was developed to assess PE teachers’ health education perceptions and attitudes towards HE. Research results. Only one of ten physical education teachers understood conception of HE and correctly defi ned its main goal. Neither teachers from schools within the SHE network, nor the ones who began their career after Independence fundamentally differed in their understanding and attitudes towards HE from teachers who did not belong to the SHE network or began their carrier before Independence. The fi ndings of the current study demonstrated that in this sample PE teachers’ behavior change – related competencies were not well-developed for the implementation of effective and safe HE.  Discussion and conclusions. This pilot study showed that HE perception of PE teachers’ was incorrect and their attitude towards health education should be optimized. No important differences were observed between HE perceptions of teachers in regard of school belonging to SHE network. PE teachers working in SHE school network reported higher social support for HE activities.Keywords: health education, physical education, instrumental competencies.

scholarly journals Differences in Faculty Approaches to Plagiarism Deterrence are an Opportunity for Increased Collaboration in Information Literacy Instruction

2020 ◽  
Vol 15 (1) ◽  
pp. 233-235
Author(s):  
Sarah Schroeder
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Online Survey ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Full Time ◽  
Source Attribution ◽  
Moderate Amount ◽  
Information Literacy Instruction ◽  
Definition Of

A Review of: Michalak, R., Rysavy, M., Hunt, K., Worden, J., & Smith, B. (2018). Faculty perceptions of plagiarism: Insight for librarians’ information literacy programs. College and Research Libraries, 79(6), 747-767. https://doi.org/10.5860/crl.79.6.747   Abstract Objective – To learn how faculty members define plagiarism and what actions (if any) they are taking in their classes to educate students about plagiarism. Design – Online survey. Setting – A small private college in the Northeastern United States of America. Subjects – A total of 79 full-time and adjunct faculty members in arts and business. Methods – Participants completed an online survey, modified from a survey in The Plagiarism Handbook, in which they provided their definition of plagiarism. They then answered yes/no questions regarding their knowledge levels and methods of plagiarism instruction used in class.  The authors collected data on the faculty members’ age, discipline, years of experience, and their status as either adjunct or full-time faculty. After analyzing the results independently, the authors later collaborated to discuss codes and identify clear themes in the list of definitions. Main Results – An analysis of faculty members’ plagiarism definitions determined that most define plagiarism in a way that roughly aligns with the university’s definition, but identified inconsistencies regarding severity, student knowledge, the role of intent, and the necessity of a source attribution when determining what constitutes plagiarism. The themes in their responses clearly illustrate the major differences in approaches to plagiarism. The authors also found that while 87% of respondents reported discussing plagiarism in their classes, they usually did so only “a little” or “a moderate amount.” Furthermore, just over 53% of respondents did not provide their students with materials on plagiarism, though 55% reported including a definition of plagiarism in their course syllabi. Researchers also asked whether or not faculty members had invited a librarian to speak to their class about plagiarism, to which 74% of faculty members responded no. Conclusion – This study suggested that librarians should consider differing perspectives on plagiarism when collaborating with faculty members and that librarian-faculty collaboration on information literacy instruction can help to mitigate the effects of inconsistent practices regarding plagiarism. The study’s authors are integrating their research findings into anti-plagiarism training modules for students at the institution where this study was conducted. Future studies based on this research are planned to further explore the intersections of plagiarism and information literacy.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

Childhood Weight Management for School Health Nurses and School Children in Malaysia: A conceptual framework

2019 ◽  
Vol 4 (13) ◽  
pp. 14-26
Author(s):  
Norimah Said ◽  
Norazmir Md Nor ◽  
Siti Sabariah Buhari ◽  
Siti Khuzaimah Ahmad Sharoni
Keyword(s):  
Health Education ◽  
Conceptual Framework ◽  
Weight Management ◽  
School Children ◽  
School Health ◽  
Cognitive Theory ◽  
Publishing House ◽  
Future Health ◽  
Childhood Weight

In developing an effective Chidhood weight management, it needs to be based on a theory. The Social Cognitive theory (SCT) and Urie Bronfenbrenner model with integrated Kolb's model of Learning Styles and Experiential Learning is used in this study to modify and make changes to the personal factor influences such as knowledge, attitude and expectations, behavior modification and environmental influences among overweight and obese school children. The aim of this study is to provide a new model for the professional development role of the nurses in the School Health Program (SHP) and health education promotion towards obese school children to improve their quality of life. Furthermore, in this study SHP and future health education and promotion are integrated with the role of SHN to facilitate the effective management of childhood obesity. Keywords: obesity; school children; school nurses; conceptual framework;weight management eISSN 2514-7528 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/jabs.v4i13.331

Effects of Teaching Resourcefulness in Patients with Coronary Heart Disease

2021 ◽  
pp. 019394592110207
Author(s):  
Min Wen ◽  
Yaqin Liang ◽  
Qianqian Shen ◽  
Juping Yu ◽  
Pingping He ◽  
...  
Keyword(s):  
Coronary Heart Disease ◽  
Heart Disease ◽  
Health Education ◽  
Controlled Trial ◽  
Coping Styles ◽  
Intervention Group ◽  
Control Group ◽  
Convenience Sample ◽  
Cluster Randomized ◽  
And Coping

This cluster randomized controlled trial aimed to investigate the effects of an intervention to teach resourcefulness on depression and coping style of patients with coronary heart disease (CHD). A convenience sample of 72 patients in community settings took part. Participants in the intervention group (n = 36) received an 8-week intervention based on the concept of resourcefulness, plus routine health education. Participants in the control group (n = 36) received routine health education only. After the intervention, participants in the intervention group had significantly higher scores on resourcefulness and coping styles, and lower scores on depression than those in the control group (both ps < .001). The findings suggest that a well-developed intervention to teach resourcefulness could help patients with CHD to be more resourceful, improve their level of depression, and choose more effective strategies to cope with stress.

scholarly journals Beyond the high: Mapping patterns of use and motives for use of cannabis as medicine

2021 ◽  
pp. 145507252098596
Author(s):  
Sinikka L. Kvamme ◽  
Michael M. Pedersen ◽  
Sagi Alagem-Iversen ◽  
Birgitte Thylstrup
Keyword(s):  
Mental Health ◽  
Side Effects ◽  
Sleep Disturbances ◽  
Online Survey ◽  
Cannabis Use ◽  
Health Conditions ◽  
Convenience Sample ◽  
Mental Health Conditions ◽  
Patient Organisations ◽  
Patterns Of Use

Background: In Denmark the boundaries between cannabis as an illicit drug and licit medicine have shifted rapidly in recent years, affecting also policy. However, the vast majority of Danes, who use cannabis as medicine (CaM) continue to rely on the unregulated market for supply. This study explores patterns of use and motives for use of CaM in Denmark. Methods: An anonymous online survey was made available to a convenience sample of users of CaM from July 14, 2018 to November 1, 2018. Participants were recruited through patient organisations, social and public media, and the illegal open cannabis market. Results: Of the final sample ( n = 3,021), a majority were women (62.6%) and the mean age was 49 years. Most had no prescription for CaM (90.9%), a majority had no or limited previous experience with recreational cannabis use (63.9%), and had used CaM for two years or less (65.0%). The most common form of intake was oil (56.8%) followed by smoke (24.0%). CBD oil (65.0%) was used more than hash, pot or skunk (36.2%). Most frequent conditions treated were chronic pain (32.0%), sleep disturbances (27.5%), stress (23.7%), osteoarthritis (22.7%), anxiety (19.6%), and depression (19.6%). Overall, users experienced CaM to be effective in managing somatic and mental health conditions and reported relatively few side-effects. CBD oil only users were more likely to be women, older, have limited recreational experience and have initiated use recently. Conclusions: A new user group has emerged in Denmark that, for the most part, use illegally sourced CaM to treat a broad range of somatic and mental health conditions, often with experienced effect and relatively low level of side-effects. The prevalent use of low-potency CBD oil indicates an interest in effects beyond the high normally associated with cannabis use. More clinical research into the effects and side-effects of CaM is needed to draw the boundaries of the medical utility of cannabis.

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