Predictors of oral health promotion behaviors among elementary school children: Examination of an extended social cognitive theory

2020 ◽  
Author(s):  
Saeed Bashirian ◽  
Shabnam Seyedzadeh‐Sabounchi ◽  
Samane Shirahmadi ◽  
Akram Karimi‐Shahanjarini ◽  
Ali Reza Soltanian ◽  
...  
Keyword(s):  
Health Promotion ◽  
Elementary School ◽  
Oral Health ◽  
Social Cognitive Theory ◽  
School Children ◽  
Elementary School Children ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Oral Health Promotion ◽  
Health Promotion Behaviors

scholarly journals Effectiveness of the novel teledentistry “HI BOGI” an android-based oral health application in increasing oral health knowledge of elementary school children

2021 ◽  
Vol 33 (3) ◽  
pp. 243
Author(s):  
Rina Putri Noer Fadilah ◽  
Ari Prayogo Pribadi ◽  
Rizki Wisnu Aji ◽  
Ramadani Kusaeri
Keyword(s):  
Health Promotion ◽  
Elementary School ◽  
Oral Health ◽  
School Children ◽  
Elementary School Children ◽  
Health Knowledge ◽  
Wilcoxon Test ◽  
Dental Disease ◽  
Oral Health Knowledge ◽  
Health Application

Introduction: Knowledge is the domain of behaviour. A person's good oral health behaviour must meet the elements of good oral health knowledge. Lack of oral health knowledge is one of the causes of oral dental disease. The most common oral dental disease, particularly in elementary school, is dental caries. One of the efforts to improve oral health knowledge is to be obtained from health promotion. The COVID-19 pandemic has led to many online health promotion media. One of the health promotion media is an Android-based oral health application. The purpose of this study was to determine the effectiveness of the application of oral health on knowledge of oral health in elementary school children during the COVID-19 pandemic. Methods: Using an observational analytic method with a cross-sectional design. The sampling technique used is simple random sampling. The research instrument is a questionnaire via google form and the HI BOGI application. Analysis of the data used is the Wilcoxon test. Results: The study was conducted on 143 elementary school students in Cimahi City. 55.2% are female, and 36.4% are 12 years old. The level of knowledge of oral health before downloading the HI BOGI application was in the moderate category and became good after downloading the application. There was a significant value of knowledge before and after downloading the HI BOGI application with a significant value p<0,0000. Conclusion: There is an effect of HI BOGI to increase oral health knowledge in elementary school children.

scholarly journals The development of a national oral health promotion programme for pre-school children in England

2001 ◽  
Vol 51 (5) ◽  
pp. 334-338 ◽  
Author(s):  
Richard G. Watt ◽  
C. Stillman-Lowe ◽  
P. Munday ◽  
W. Plimley ◽  
S. S. Fuller
Keyword(s):  
Health Promotion ◽  
Oral Health ◽  
School Children ◽  
Oral Health Promotion ◽  
Health Promotion Programme ◽  
Promotion Programme

scholarly journals Implementing HEM in the assessment of oral health promotion to families in underserved areas

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
K Wretlind ◽  
M Magnusson ◽  
M Hallmyr
Keyword(s):  
Health Promotion ◽  
Oral Health ◽  
Low Socioeconomic Status ◽  
Cognitive Theory ◽  
Health Determinants ◽  
Oral Health Promotion ◽  
Team Members ◽  
Low Socioeconomic ◽  
Self Confidence ◽  
Health Promoting

Abstract The aim was to, in an oral health promoting setting in low socioeconomic areas, implement a method aiming at improving quality of work by assessing both formative and summative results. The overall aim is to decrease health inequity. Methods Five teams of dental hygienists (n = 5) and dental nurses (n = 3), who operated in socioeconomic low-status areas, participated. The teams were performing health promoting activities on arenas as for example family-centrals. These teams were introduced on how to report health promoting activities according to the Health Equilibrium Methodology (HEM), which is based on Social Cognitive Theory. Following questions were put and answered in every report: Which health determinants were targeted? Did any person seem to perceive him-/herself excluded? Did anything unexpected happen? What to think about next time? Quantitative data were also documented: Almost six-hundred individuals were included in a total of 36 reports. Of these 50% were adults/parents and the rest children, most of them between 1-6 years old. The reports were written directly into a database after every activity and then processed by a facilitator and later discussed with the teams in workshops every third month. Results Analysis of the reports shows that the implementation of health promoting activities according to HEM included the following: -Identification of important health determinants. - Attention on how to get everyone involved and if anything unexpected happened. - Suggestions for change for the next time. Throughout the workshops the team-members exchanged experiences. Conclusions The HEM-method facilitates depicting and discussing the process of health promotion with focus on health equity. Thereby the method has a potential to support development of high-quality health-promoting activities in populations with low socioeconomic status. It may also lead to a better professional self-confidence.

Training teachers to implement physical activity: Applying social cognitive theory

2019 ◽  
Vol 78 (4) ◽  
pp. 464-475 ◽  
Author(s):  
Elizabeth A Hivner ◽  
Alicia M Hoke ◽  
Erica B Francis ◽  
Erik B Lehman ◽  
Grace W Hwang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Teacher Training ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Classroom ◽  
Teacher Self Efficacy ◽  
The Impact

Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers ( n = 41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes. Results: Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge ( p < .01 and p < .01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using). Conclusion: The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation.

Sign in / Sign up

Export Citation Format

Share Document