Health Teaching in Schools.

1966 ◽  
Vol 7 (1) ◽  
pp. 72
Author(s):  
Warren H. Southworth ◽  
Ruth E. Grout
Keyword(s):  
Health Teaching

Adapting to Teaching During a Pandemic: Pedagogical Adjustments for the Next Semester of Teaching During COVID-19 and Future Online Learning

2021 ◽  
pp. 237337992098726
Author(s):  
Siobhan Hickling ◽  
Alexandra Bhatti ◽  
Gina Arena ◽  
James Kite ◽  
Justin Denny ◽  
...  
Keyword(s):  
Public Health ◽  
Transformative Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Great Majority ◽  
The United States ◽  
Teaching Philosophies ◽  
The Public ◽  
Video Meeting ◽  
Health Teaching

COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future changes to pedagogy in response to the pandemic. A survey was developed to examine changes that academics had made to their teaching in response to COVID-19. Responses were received from 63 public health teaching academics from five universities in Australia, the United States, and Canada. Public health teaching academics rapidly implemented a number of changes to their teaching, including alterations that enabled online teaching. The great majority of changes to teaching were related to tools or techniques, such as synchronous tutorials delivered in a video meeting room. There remains further work for the public health pedagogy community in reevaluating teaching aims and teaching philosophies in light of the COVID-19 pandemic. This could include examination of the weighting of different topics, including communicable diseases, in curricula. A series of questions to assist academics reformulating their curricula is provided. Public health teaching evolved rapidly to meet the challenges of COVID-19; however, ongoing adaptation is necessary to further enhance pedagogy.

Barriers Identified by Swedish School Nurses in Giving Information about Testicular Cancer and Testicular Self-Examination to Adolescent Males

2005 ◽  
Vol 21 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Lennart Rudberg ◽  
Sten Nilsson ◽  
Karin Wikblad ◽  
Marianne Carlsson
Keyword(s):  
Testicular Cancer ◽  
Young Men ◽  
School Nurses ◽  
Adolescent Males ◽  
The Subject ◽  
Self Examination ◽  
Swedish School ◽  
Insufficient Knowledge ◽  
Health Teaching

The purpose of this study was to investigate to what extent school nurses in Sweden inform adolescent men about testicular cancer (TC) and testicular self-examination (TSE). A questionnaire was completed by 129 school nurses from 29 randomly selected municipalities. All respondents were women, with a mean age of 42 years. The results showed that about 6% of the school nurses had provided information on TC and 9% on TSE; however, the majority was open to presenting such information. The major reason reported for not providing this guidance was insufficient knowledge about the subject. The nurses who had given information were knowledgeable about both TC and TSE and more often informed young men about TC and TSE, whereas those who had only received information about TC were not as likely to provide information about TC or TSE. The results of this study highlight the need to educate school nurses about TC and TSE so they can include this information in their health teaching to adolescent males.

Transformation Through Health Teaching for Adults with Intellectual and Developmental Disabilities: A Qualitative Study

2012 ◽  
Vol 50 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Ginny Focht-New
Keyword(s):  
Developmental Disabilities ◽  
Qualitative Study ◽  
Registered Nurses ◽  
Developmental Process ◽  
Comparative Method ◽  
Intellectual And Developmental Disabilities ◽  
Naturalistic Inquiry ◽  
Teaching Activities ◽  
Increased Risk ◽  
Health Teaching

Abstract Adults with intellectual and developmental disabilities have medical conditions similar to those among the general population but with more complex presentation, a extended life expectancy, and increased risk of morbidity and mortality. These adults' health education has been inadequate. In this qualitative study, the author describes the experiences of 23 registered nurses who provide health teaching to adults with intellectual and developmental disabilities, selection of and health topics taught, and teaching activities put into practice. The author used a rigorous descriptive, naturalistic inquiry design with purposive (n  =  22) and snowball (n  =  1) sampling. Data were gathered through individual interviews, focus groups, and nonparticipant observations, and analyzed with a constant comparative method. Findings concerned the educators' developmental process, use of a social context to teach, and health-teaching activities. Registered nurses s described their transformation from insecure, novice health educators to confident and passionate educators of adults with intellectual and developmental disabilities. Findings apply to multiple disciplines.

scholarly journals Development of a Global Health Teaching Fellowship for Global Health Care Capacity Building

2015 ◽  
Vol 81 (2) ◽  
pp. 298 ◽  
Author(s):  
Kathryn Mimno ◽  
Natasha Anushri Anandaraja ◽  
Sigrid Hahn
Keyword(s):  
Health Care ◽  
Global Health ◽  
Capacity Building ◽  
Global Health Care ◽  
Care Capacity ◽  
Health Teaching

scholarly journals Health Teaching in the University

Nature ◽  
1950 ◽  
Vol 166 (4209) ◽  
pp. 24-24
Keyword(s):  
The University ◽  
Health Teaching

scholarly journals Back to what? What STEM and Health teaching academics learnt from COVID-19

2021 ◽  
Author(s):  
Christopher Bridge ◽  
Birgit Loch ◽  
Dell Horey ◽  
Brianna Julien ◽  
Belinda Thompson ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning And Teaching ◽  
Online Activities ◽  
Innovation In Higher Education ◽  
Future Learning ◽  
Health Teaching

The COVID-19 pandemic brought about an era of innovation in higher education that was extraordinary both in its scale and suddenness. Our study, carried out in STEM and Health disciplines of a multicampus Victorian university, asked the teaching academics in the eye of this storm to reflect on what they had learnt from this experience. In particular, we asked what had worked, what had not worked, what they planned to retain in their teaching post-COVID-19, and what they would be relieved to discard. Above all, we found the experience of COVID-19 learning and teaching to be highly variegated. Academics reported some online activities which were predominantly successful, others which were predominantly unsuccessful, and still others for which the experience was quite different, depending on the context. Our data suggest that future learning and teaching policy should allow for discipline and cohort nuances and cannot be one-size-fits-all.

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