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Veteran access to sleep medicine is of paramount importance to the Veterans Health Administration (VA). To increase access, VA has created community referral policies and programs, as well as telehealth programs. In 2017, the Office of Rural Health (ORH) funded a TeleSleep initiative focused on reaching rural Veterans with unmet sleep needs. ORH provided 3-6 years of funding to help 19 hubs support 98 spoke sites serving rural Veterans. As ORH funding concluded, each hub identified its path to sustainment. This case study follows one TeleSleep hub in VA's western geographic region as it transitioned from ORH funding sustainment as a regional Sleep Clinical Resource Hub. This case study describes the real-world process of adaptation in care delivery strategies. One key area of adaptation revolved around whether to deliver care via the patient's home facility or the provider's home facility. In early 2021, the TeleSleep team implemented an innovative provider transfer model, where temporary reinforcements from the TeleSleep hub increased the workforce capacity of spoke sites, similar to the concept of locum tenens. In this provider transfer model, TeleSleep clinicians scheduled, documented, and billed for each encounter at the Veteran's home facility. Positioning TeleSleep clinicians as local providers facilitated communication and referrals and promoted continuity and quality of care for Veterans in their home facility. This provider transfer model reduced the administrative burden of providers and schedulers and supported patient-side-only documentation of care. While this mirrors current locum tenens practice, transferring providers did not fit VA's financial model as implemented by the western region's Sleep Clinical Resource Hub. Therefore, in December 2021, VA aligned TeleSleep with VA's preferred practice of patient rather than provider transfers. In the patient transfer model, providers schedule and document in both the provider and patient electronic health records, and bill in the provider's facility. However, reflecting on this period of innovation, TeleSleep team members concluded that the provider transfer model could improve patient safety and care coordination while reducing the administrative burden of frontline clinicians. Further research and development are needed to align the provider transfer model with VA's financial model. [ABSTRACT FROM AUTHOR]

The study's main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE's planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided. [ABSTRACT FROM AUTHOR]

This reaction begins by highlighting four strengths of the article: (a) the clear introduction of CIP codes and how they are utilized; (b) where the discipline of HRD fits with the CIP code system; (c) the illustration of how CIP data can be utilized in HRD research; (d) the call for faculty to become more aware or CIP codes and impacts of this system upon programs. This reaction will also present some challenges and highlight an important use of CIP codes that was not discussed in the article. This reaction will then present a case that demonstrates why we as HRD program leaders cannot ignore the importance of CIP codes. Finally, implications of CIP codes for HRD and the role of higher education faculty members will be presented. The Rose (2023) manuscript holds valuable information that can lead to better program data and possibly some new streams of HRD research. [ABSTRACT FROM AUTHOR]

The U.S. Department of Education utilizes a standard classification system for all post-secondary degree programs. This system, the Classification of Instructional Programs (CIP), is utilized in a multitude of ways to gather and report academic program data. These data can include degree completions, career prospects for graduates, and instructional salaries. Understanding what a program's CIP code is and how to obtain program data based on CIP code can help HRD faculty build and maintain quality academic programs as well as conduct research related to HRD education. In this article, I provide some background on CIP codes and several use cases that might be helpful for faculty and program leaders. [ABSTRACT FROM AUTHOR]

Self-determination theory (SDT) is an evidence-based approach to programs promoting behavioral change. Social work researchers are increasingly incorporating SDT into program planning and evaluation. Yet the theory itself, developed within the discipline of psychology, has not been fully evaluated for congruence with social work values and perspectives. We compare the core tenets of SDT to values found within the United States National Association of Social Workers Code of Ethics, and find that there is a significant overlap between SDT and social work values. Areas of congruence include autonomy, relatedness, and the importance of human relationships. There are some concepts within SDT that need special consideration when used by social workers, in particular competence and motivation. These constructs have been used to support narratives of individual responsibility in the face of problems caused by societal structures. Further, the theory's traditional framing of context has not explicitly highlighted social justice. SDT has been shown to be an effective strategy in supporting behavioral change. Social workers must be careful to include structural factors such as poverty and discrimination when applying SDT to planning and evaluating social work programs. With these considerations, we suggest that SDT can be a powerful tool for planning and evaluation of social interventions. [ABSTRACT FROM AUTHOR]

Responding to increases in overdose, addiction, and substance misuse, local public health experts need accurate data to plan and implement evidence-based prevention and treatment programs. In many countries, national data are the tool most readily available for these efforts. In the United States, the National Study on Drug Use and Health and the Treatment Episode Data Set are data sources used by states to determine the extent of addiction. This project sought to determine if these national data sources are applicable for local use in addiction prevention and program planning. NSDUH prevalence estimates from 2015 to 2019 were applied to the state population to determine the number of persons estimated to be substance users. The prevalence estimates were compared over time with the population data and substance use treatment admissions to assess the covariance and population change as an indicator of efficacy. The primary drivers of fatal overdose in Alaska are fentanyl, heroin, and methamphetamine. Fentanyl use was not assessed in either dataset. When applying the estimated use prevalence to the population, heroin users varied annually by 1777 persons and methamphetamine varied up to 2143 persons. These observed variances did not correspond with state population changes nor any trend in the persons seeking treatment for these substances. Our analyses do not support the use of NSDUH data for planning in rural and remote areas. The methods used in NSDUH data collection exclude ~ 20% of the state population, mostly Native persons, based on location and language. The annual prevalence estimates applied to the population did not correspond with changes in population nor changes in treatment. Fentanyl, which causes the most overdoses in Alaska and is of primary concern locally, was not assessed. [ABSTRACT FROM AUTHOR]

Background: Most rural adults do not meet current guidelines for physical activity (PA). A 12-week feasibility study tested the effectiveness of using the 5A's model for PA counseling on rural adults' PA behaviors. Methods: Inactive rural adults recruited from a primary care clinic were randomized to an intervention (n = 30) or control (n = 29) group. All subjects wore a Fitbit to track steps and active minutes. The intervention group completed action plans to improve self-regulatory PA strategies and received weekly motivational text messages to improve PA behaviors. Theory of planned behavior constructs and self-regulatory strategies of planning, goal setting, and tracking (steps and active minutes) were measured with both groups. The control group received the Fitbit only. Results: All individuals became more physically active; however, no significant differences between groups in active minutes or steps were found. All subjects, regardless of group, increased steps (P > .05). There were no statistically significant differences between groups on any of the theoretical variables. Conclusions: It is vitally important to continue to find ways to make PA a priority to improve the overall health and well-being of rural adults. Future research warrants adjusting the intervention dose and strategies to increase PA that can be maintained long term. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Community health workers (CHWs) experience higher than average risks for chronic diseases and poor health and are disproportionately affected by the COVID-19 pandemic due to being from historically marginalized populations. Despite limited literature, these factors indicate a need for CHW-specific support programming for wellness and self-care. Therefore, we conducted formative evaluation using virtual focus groups (N = 5) using descriptive and interpretive qualitative research methods to inform a program called "HANS KAI." Methods: The focus groups included CHWs (N = 35) and CHW supervisors (N = 5) to explore CHW-support programming needs and understand their perceptions of HANS KAI. Two moderators followed a semi-structured focus group guide with questions and prompts focused on 5 primary domains: (1) Intervention Initiation, (2) Impact of Agency Culture, (3) HANS KAI Meeting Details, (4) HANS KAI Meeting Topics, and (5) Intervention Incentives. Audio-transcribed data were aggregated and analyzed for each domain with inductive codes involving iterative cycles of descriptive and in vivo coding. Salient themes and sub-themes were developed based on the domains. Results: We developed 8 salient themes within the domains. Conclusion: Our findings reveal that CHW HANS KAI components reflect CHWs' needs, may benefit CHWs, and provide insights into CHW-specific programming. [ABSTRACT FROM AUTHOR]

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Tulane University School of Public Health and Tropical Medicine created a program planning course required for all master of public health (MPH) students to address the revised 2016 Council on Education for Public Health (CEPH) foundational competencies. The objective of this study was to examine students' feedback on this new class based on their reflective writing. Methods: Students across 3 class sections during 3 semesters (fall 2018, spring 2019, and fall 2019) wrote a reflection paper as a final assignment about their course experience (N = 102). We conducted a conventional qualitative content analysis of deidentified student responses to systematically examine themes in the overarching areas of what students found valuable about the course and what they would want to be improved. We calculated frequency counts of themes to further contextualize the findings. Results: Students found the following aspects of the course valuable: a positive perception shift toward program planning (93.1%), new transferable career skills (87.3%), the course format (77.5%), course content (69.6%), working in teams (52.0%), course assignments (47.1%), and the instructional team (31.4%). Critiques included the following: more support for course assignments (39.2%), challenges of working in teams (27.5%), aspects of the course format (25.5%), gaps in course content (19.6%), and wanting more consultations with the instructional team (5.9%). About 14% of students stated there was nothing or little they would change about the course. Conclusion: Overall, the course received positive feedback from students. They identified several valuable course components and areas that could be enhanced, which we have worked to improve. We offer the course as a potential model for how schools and programs of public health can meet the 2016 CEPH competencies. [ABSTRACT FROM AUTHOR]

In a practical context of construction management, a number of special contractors are selected to deliver a multiproject program in a definitive time frame. Research has yet to address how well contractors are matched to projects in scheduling and how to evaluate this criterion in scheduling optimization analysis. This research formulates a novel resource scheduling optimization problem termed multicontractor multiproject matching optimization problem (MCMPMO) based on the current practice of planning modular school development programs. The particular goal of MCMPMO is to determine which contractor is a better match for delivering which project in such a way that the program would be completed by available resources in time, resulting in the highest chances of completing the whole program to the satisfaction of all the stakeholders. A bi-objective optimization formulation for MCMPMO is proposed in the application context of planning modular school development programs. A computer program was prototyped to identify a Pareto front of the MCMPMO problem in a case study. [ABSTRACT FROM AUTHOR]

Background: Cancer screening is suboptimal in rural areas, and interventions are needed to improve uptake. The Consolidated Framework for Implementation Research (CFIR) is a widely-used implementation science framework to optimize planning and delivery of evidence-based interventions, which may be particularly useful for screening promotion in rural areas. We examined the discussion of CFIR-defined domains and constructs in programs to improve cancer screening in rural areas. Methods: We conducted a systematic search of research databases (e.g., Medline, CINAHL) to identify studies (published through November 2022) of cancer screening promotion programs delivered in rural areas in the United States. We identified 166 records, and 15 studies were included. Next, two reviewers used a standardized abstraction tool to conduct a critical scoping review of CFIR constructs in rural cancer screening promotion programs. Results: Each study reported at least some CFIR domains and constructs, but studies varied in how they were reported. Broadly, constructs from the domains of Process, Intervention, and Outer setting were commonly reported, but constructs from the domains of Inner setting and Individuals were less commonly reported. The most common constructs were planning (100% of studies reporting), followed by adaptability, cosmopolitanism, and reflecting and evaluating (86.7% for each). No studies reported tension for change, self-efficacy, or opinion leader. Conclusions: Leveraging CFIR in the planning and delivery of cancer screening promotion programs in rural areas can improve program implementation. Additional studies are needed to evaluate the impact of underutilized CFIR domains, i.e., Inner setting and Individuals, on cancer screening programs. [ABSTRACT FROM AUTHOR]

Copyright of Temida is the property of Victimology Society of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Collaborative approaches to supporting the health of refugees and other newcomer populations in their resettlement country are needed to address the complex medical and social challenges they may experience after arrival. Refugee health professionals within the Society of Refugee Healthcare Providers (SRHP)—the largest medical society dedicated to refugee health in North America—have expressed interest in greater research collaborations across SRHP membership and a need for guidance in conducting ethical research on refugee health. This article describes a logic model framework for planning the SRHP Research, Evaluation, and Ethics Committee. A logic model was developed to outline the priorities, inputs, outputs, outcomes, assumptions, external factors, and evaluation plan for the committee. The short-term outcomes include (1) establish professional standards in refugee health research, (2) support evaluation of existing refugee health structures and programs, and (3) establish and disseminate an ethical framework for refugee health research. The SRHP Research, Evaluation, and Ethics Committee found the logic model to be an effective planning tool. The model presented here could support the planning of other research committees aimed at helping to achieve health equity for resettled refugee populations. [ABSTRACT FROM AUTHOR]

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Despite the development of numerous evidence-based interventions (EBIs), many go unused in practice. Hesitations to use existing EBIs may be due to a lack of understanding about EBI components and what it would take to adapt it or implement it as designed. To improve the use of EBIs, program planners need to understand their goals, core components, and mechanisms of action. This paper presents EBI Mapping, a systematic approach based on Intervention Mapping, that can be used to understand and clearly describe EBIs, and help planners put them into practice.Methods: We describe EBI Mapping tasks and provide an example of the process. EBI Mapping uses principles from Intervention Mapping, a systematic framework for planning multilevel health promotion interventions. EBI Mapping applies the Intervention Mapping steps retrospectively to help planners understand an existing EBI (rather than plan a new one). We explain each EBI Mapping task and demonstrate the process using the VERB Summer Scorecard (VSS), a multi-level community-based intervention to improve youth physical activity.Results: EBI Mapping tasks are: 1) document EBI materials and activities, and their audiences, 2) identify the EBI goals, content, and mechanisms of action, 3) identify the theoretical change methods and practical applications of those methods, 4) describe design features and delivery channels, and 5) describe the implementers and their tasks, implementation strategies, and needed resources. By applying the EBI Mapping tasks, we created a logic model for the VSS intervention. The VSS logic model specifies the links between behavior change methods, practical applications, and determinants for both the at-risk population and environmental change agents. The logic model also links the respective determinants to the desired outcomes including the health behavior and environmental conditions to improve the health outcome in the at-risk population.Conclusions: EBI Mapping helps program planners understand the components and logic of an EBI. This information is important for selecting, adapting, and scaling-up EBIs. Accelerating and improving the use of existing EBIs can reduce the research-to-practice gap and improve population health. [ABSTRACT FROM AUTHOR]

Background: A school-based health centre (SBHC) in Toronto, Canada, supports students with academic, developmental, and behaviour-related challenges. The educators in this centre complete a referral form to provide information to the SBHC. The present study aimed to a) collaborate with the educators to co-design the existing SBHC referral form and b) provide the educators with a resource on a common pediatric disorder. Methods: The current quality improvement study was performed using a Plan-Do-Study-Act (PDSA) cycle. Data was collected from November 2020 to January 2021. Twenty-three educators rated their understanding of the original SBHC referral form using a 6-point Likert scale. The symptom descriptors flagged by >10% of the educators as unclear were updated and re-evaluated through a second survey. The educators voted on a common medical issue for which a pamphlet was created and evaluated for its effectiveness. Statistical analysis was performed using GraphPad Prism. Paired data were assessed by Wilcoxon rank-order test, unpaired data with Fischer's exact, and proportions via Chi-squared test. Results: The original referral form had 13/48 (27%) presenting symptoms identified for revision. After this revision, significantly fewer presenting symptoms met the criteria for revision (3/50, 6%; P<0.01). Most educators (10/23, 43%) requested an educational pamphlet on childhood anxiety. The majority of them (13/16, 81%) strongly agreed that they knew more about childhood anxiety after reviewing the resource and all of them (16/16, 100%) thought the resource would be helpful and could be shared with parents. Conclusion: Collaboration with the educators to co-design a SBHC referral form clarified its descriptors, enhancing the communication between the two parties in the referral process. Physician-created educational resource enhanced the educators' knowledge about anxiety. [ABSTRACT FROM AUTHOR]

Objective: In this study, we examined school and environmental factors associated with readiness to implement school-based wellness initiatives. Methods: We used an exploratory mixed methods design to assess facilitators and barriers to school wellness policy implementation. We conducted school site visits in 8 K-12 schools in one midwestern school district. We collected quantitative and qualitative data to measure school wellness environments and readiness for change. We used a one-way ANOVA to examine associations between readiness for change and school wellness environments. We analyzed qualitative data inductively; school- and district-level themes emerged. Results: One-way ANOVA results revealed schools in the high readiness (HR) group reported more active school wellness teams than those in the low readiness (LR) group (F(1,6) = 8.442, p = .03). Qualitative data indicated that establishing local school wellness committees was an area of growth needed for all schools. Areas of need in HR schools included enhancing school wellness policy communication, leadership, and staff wellness initiatives. Areas of need in LR schools focused on providing more physical activity and wellness opportunities for students. Conclusion: Readiness for change is a promising metric that could associate with more physical activity opportunities, better wellness team function, and perhaps, wellness policy implementation. [ABSTRACT FROM AUTHOR]

Introduction: This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods: This research used qualitative interviews with school administrators, staff members, and teachers at four schools for blind students in the United States. A constant comparison model was used to analyze common themes and trends within the data collected, allowing us to capture the voiced experiences of the interviewees. Results: All schools included in this research have built the capacity to serve a wide range of students with visual impairments through both on-campus programs and outreach services. To provide high-quality services, the on-campus programs and the outreach services embraced symbiosis with one another. In parallel to this effort, schools focused on building partnerships with districts and helped build capacity through indirect services. Discussion: Underlying ideologies within schools for blind students were the value of inclusion, belief in every student receiving a quality education, and aspiration towards schools for blind students to stay relevant in an era of inclusion. Schools were led by individuals who possessed inspirational and strategic thinking. Implications for Practitioners: This research documents the effective ways specialized schools for blind students are relevant in an era of inclusion, documenting the importance of creating new paths within traditional programs. This research outlines successful practices and ideologies that can be implemented by specialized schools, while acknowledging traditional on-campus programming combined with inclusive outreach models to create sustainable programming for all students with visual impairments throughout a state. [ABSTRACT FROM AUTHOR]

Background: Teen pregnancy prevention in the United States has traditionally focused on the development, testing, and subsequent implementation of a set of evidence-based programs (EBPs), recommended nationally. However, these existing EBPs often do not prioritize the most at-risk or vulnerable populations. Methods: The Innovative Teen Pregnancy Prevention Programs (iTP3) project was funded to facilitate the development of new, innovative programs to reach disparate populations. Through a mixed methods design, iTP3 evaluated the process and resulting innovative programs from five iterative cohorts of funded organizations, referred to as Innovators. iTP3 utilized both a traditional funding model with more traditional methods of capacity building assistance, but transitioned over time to a design-focused funding model in which organizations and individuals developed innovative programs through an intensive human centered design process. Results: Evaluation results showed that the resulting portfolio of programs had differences in the types of programs resulting from the differing funding models. Notable differences among programs from the two funding models include program length, along with personnel, time, and resources needed to develop and manage. Conclusion: Both traditional and design funding models led to innovative programs, with notable differences in the development process and resulting programs. [ABSTRACT FROM AUTHOR]

Copyright of Educational Policy Forum is the property of National Chi Nan University, Department of Education Policy & Administration and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BACKGROUND: There is evidence of school‐level variability in children's active behaviors. This study investigated the associations between school environments, policies and practices, and children's physical activity (PA) and active school transportation (AST), in a school ecology context. METHODS: We recruited children (N = 1699, age = 10.2 ± 1.0 years, 55.0% girls) in 37 schools from 3 diverse regions of Canada. We then collected data using questionnaires (child, parent) and pedometers. In each school, an official completed a School Health Environment Survey. Multilevel regression models were used to examine associations with children's daily steps, and frequency and volume (frequency*distance) of AST. RESULTS: Between‐school variation ranged from 4.7% to 22.2% demonstrating that school environments are associated with children's active behaviors. None of the school environment variables were significantly associated with children's PA or frequency of AST. Nevertheless, their inclusion improved the PA model. Children's volume of AST increased in schools that reported more initiatives to promote AST. CONCLUSIONS: Our findings suggest that multiple components are needed to effectively promote active behaviors in children. Schools should determine the areas in which they can improve and assess the feasibility of implementing measures to make their school environments, policies, and practices more conducive to PA and AST. [ABSTRACT FROM AUTHOR]

BACKGROUND Research suggests that a whole‐school approach to mental health promotion can be more effective than a compartmentalized approach. In particular, student‐led initiatives have demonstrated a positive impact on students' mental health, though not without systemic and individual barriers. Factors that lead to successful implementation and sustaining of student‐led initiatives are currently not well understood. METHODS: A case study is presented to demonstrate how a student‐led intervention came about, inspired changes in the school organization and members, and transformed the school's approach to mental health promotion. Analysis of in‐depth interviews with student leaders and adult advisors was informed by theories of innovation diffusion and human motivation. RESULTS: Key factors and mechanisms of change were identified for the initiation, transformation, and institutionalization stages of the student‐led initiative. Changes in students' identity and adult advisors' mindset were found to be integral to the successful conversion to a whole‐school approach in mental health promotion. CONCLUSIONS: This study confirms the value of mobilizing the student body as an active resource in promoting mental health in school and the importance of input from school management, advisors, and intervention expert. Recommendations on how to implement a student‐led initiative and sustain the positive changes are given. [ABSTRACT FROM AUTHOR]

Research has shown that service-learning can increase student-learning outcomes across various disciplines. Service-learning opportunities have been steadily increasing in college settings, especially in health-related fields. This evaluation of an undergraduate public health course at a mid-size, public university in New England sought to understand the impact of service-learning on material retention, internships, and post-graduation public health careers. A 25-item questionnaire was emailed to students who took the course between the Fall 2010 and Spring 2016 semesters with 75 completed (33.3% completion rate). More than half of the respondents noted that their participation in a service-learning project positively affected their internship experience, their first post-graduation job, and their overall career, while also helping them retain the course material after graduation. Open-ended responses provided insight to the qualitative responses. Respondents noted that in addition to having the understanding and ability to put on programs in their community, they also had more confidence in their abilities. The opportunity to practice public speaking skills as well as work collaboratively in group settings, were both noted as essential skills needed to succeed in the public health workforce. It was concluded the project had a positive impact on student's learning and retention in planning, implementing, and evaluating an actual health promotion program as well as how they were able to use those skills in their careers. [ABSTRACT FROM AUTHOR]

BACKGROUND In this paper, we describe the design, program details, and baseline demographics and oral health of participants in ForsythKids, a regional, comprehensive, school‐based mobile caries prevention program. METHODS: We solicited all Massachusetts elementary schools with greater than 50% of students receiving free or reduced‐price meals. Six schools initially elected to participate, ultimately followed by over 50 schools. Interventions were based on systematic reviews and randomized controlled caries prevention trials. Participating students received semiannual dental examinations, followed by comprehensive preventive care. Summary statistics regarding oral health indicators were derived from individual tooth‐ and surface‐level data. RESULTS: Over a 6‐year period, data were collected on 6927 children. The number of students per school ranged from 58 to 681. The overall participation rate was 15%, ranging from 10% to 29%. Overall, 57% of the children were younger than 8 years at baseline. Approximately, 54% of children experienced dental decay on any tooth at baseline; 32% had untreated decay on any tooth, 29% had untreated decay on primary teeth, and 10% untreated decay on permanent teeth. CONCLUSIONS: Untreated dental decay was double the national average, even in schools within several blocks of community dental clinics. These data demonstrate the need for caries prevention beyond the traditional dental practice. [ABSTRACT FROM AUTHOR]

Objective: Prevalence of obesity among youth has increased in the last several decades. Using schools as a place to collect data on childhood obesity is considered by many researchers to be an important component to combating the disease. In this paper, we present process data from the Texas School Physical Activity and Nutrition (SPAN) project, a statewide surveillance system to monitor the prevalence of Texas school-aged children who have overweight/obesity. Methods: We selected 3 Public Health Regions (PHRs), including 30 districts and 140 schools, to represent geographic variability of processes of conducting this surveillance system. We tracked and analyzed administrative and communicative processes to conduct the Texas SPAN in those districts/schools. Results: The results demonstrate significant procedural variability across and within PHRs in implementing Texas SPAN. These variations occurred and are presented at both the district and school levels and relate to parental consent, communication processes, and time lags involved in approval and measurement. Conclusions: Due to the variability in the process data observed across and within PHRs, we recommend researchers interested in establishing obesity surveillance systems work to create statewide and local partnerships, cultivate strong communication, and develop mechanisms for data management. [ABSTRACT FROM AUTHOR]

There have been recent concerns about the failure of several global health interventions. Interventions are considered to have failed when they are unable to achieve the intended results. Failure may be linked to how the intervention was designed (design failure) or how it was implemented (implementation failure). Recently, substantial efforts have been employed to improve the outcomes of health interventions. These efforts have led to the development of several theories, models, and frameworks in implementation science to improve the quality of implementation, bridging the divide between evidence and practice. But significant gaps still exist. Whereas much work has been done to develop frameworks and approaches to improve implementation fidelity, not as much effort has been done to guide the adherence of interventions to program theory during the design of the programs. Further, there have been concerns about the applicability of these frameworks in the real-world. This article uses examples to illustrate these gaps and further proposes a pragmatic framework to address identified gaps, thus aiding evidence-informed program design and implementation. The proposed Theory-Design-Implementation (TyDI) framework will support policymakers, program planners and implementers to address potential design and implementation failure, thus improving the fidelity of interventions. [ABSTRACT FROM AUTHOR]

Background: Poverty increases the risk of cardiac disease, while diminishing the resources available to mitigate that risk. Available prevention programs often require resources that low-income residents of urban areas do not possess, e.g. membership fees, resources to purchase healthy foods, and safe places for physical activity. The aim of this study is to obtain participant input in order to understand the health-related goals, barriers, and strengths as part of planning a program to reduce cardiovascular risk.Methods: In a mixed methods study, we used written surveys and focus groups as part of planning an intervention specifically designed to meet the needs of lower income individuals. Based on prior research, we used Self-Determination Theory (SDT) and its core constructs of autonomy, competence, and relatedness as the theoretical framework for analysis. The study collected information on the perspectives of low-income urban residents on their risks of cardiovascular disease, their barriers to and supports for addressing health needs, and how they addressed barriers and utilized supports. Focus group transcripts were analyzed using standard qualitative methods including paired coding and development of themes from identified codes.Results: Participants had health goals that aligned with accepted approaches to reducing their cardiovascular risks, however they lacked the resources to reach those goals. We found a lack of support for the three SDT core constructs. The barriers that participants reported suggested that these basic psychological needs were often thwarted by their environments.Conclusions: Substantial disparities in both access to health-promoting resources and in support for autonomy, competence, and relatedness must be addressed in order to design an effective intervention for a low-income population at cardiac risk. [ABSTRACT FROM AUTHOR]

Objective: LinkedUp is a multi-sector partnership focused on linking older teens (ages 17-19) to sexual and reproductive health (SRH) services at school-based health centers (SBHCs) in Mississippi. The purpose of this study was to examine key partnerships in LinkedUp development, focusing on community needs that initiated the formation of the partnership, and patterns of collaboration among these partners. Methods: In 2018, researchers conducted interviews (N = 3) and focus groups (N = 9) with Mississippi school administrators and high school and college students. In 2019, evaluators examined collaboration between these community partners (N = 6) using an interorganizational network analysis survey. Results: Thematic analyses of qualitative data indicated a need to commit to linking older teens to SRH services by increasing communication/ planning among community stakeholders. Network analysis scores included an average network density of 1, strength of tie of 3.04, and degree centrality of 4.6 (SD = 1.4) for partners. Conclusions: Our findings illustrate how community stakeholders inform the development of a public health program as critical partners during both needs assessment and program development phases. This information can be used by practitioners and policymakers interested in addressing complex, community-level health issues. [ABSTRACT FROM AUTHOR]

Objectives: Geovisualization and spatial analysis are valuable tools for exploring and evaluating the complex social, economic, and environmental interactions that lead to spatial inequalities in health. The objective of this study was to describe spatial patterns of infant mortality and preterm birth in Ohio by using interactive mapping and spatial analysis. Methods: We conducted a retrospective cohort study using Ohio vital statistics records from 2008-2015. We geocoded live births and infant deaths by using residential address at birth. We used multivariable logistic regression to adjust spatial and space–time cluster analyses that examined the geographic clustering of infant mortality and preterm birth and changes in spatial distribution over time. Results: The overall infant mortality rate in Ohio during the study period was 6.55 per 1000 births; of 1 097 507 births, 10.3% (n = 112 552) were preterm. We found significant geographic clustering of both infant mortality and preterm birth centered on large urban areas. However, when known demographic risk factors were taken into account, urban clusters disappeared and, for preterm birth, new rural clusters appeared. Conclusions: Although many public health agencies have the capacity to create maps of health outcomes, complex spatial analysis and geovisualization techniques are still challenging for public health practitioners to use and understand. We found that actively engaging policymakers in reviewing results of the cluster analysis improved understanding of the processes driving spatial patterns of birth outcomes in the state. [ABSTRACT FROM AUTHOR]

In this paper, we examine values selected by adolescents as part of a motivational interviewing (MI) weight loss intervention. Methods: During a values clarification activity, adolescents (N = 52; 75.0% girls; 78.4% African-American; mean age = 13.5 ± 1.8 years; mean body mass index (BMI) = 36.8 ± 6.4 kg/m2 ) selected their top 5 values. Using MI, interventionists explored selected values with adolescents and related them to target behaviors to develop discrepancy and enhance motivation for engagement in behavioral weight loss behaviors. Values were categorized using thematic analysis. Frequencies of value and theme selection were examined. Results: The majority of adolescents selected values in the Health (N = 38; 73.1%), Religion/Spirituality (N = 36; 69.2%), Personal Achievement (N = 31; 59.6%), Virtuous (N = 28; 53.8%), and Family (N = 27; 51.9%) categories. Conclusions: Values selected by adolescents with obesity can inform intervention development for this difficult to engage population. [ABSTRACT FROM AUTHOR]

Background: Sustaining health promotion programs (HPP) is critical to maintain their intended health benefits, community capacity, and to optimize resources and investment. However, not all programs are sustained beyond their initial implementation period. This is partly due to uncertainty regarding sustainability: lack of a clear definition; infrequent use of a sustainability framework; and lack of understanding of the factors that influence sustainability. The aim of this systematic review is to identify barriers and facilitators that promote or inhibit the sustainability of HPP, particularly those that can be considered in program planning.Methods: Two search strategies were used: 1) electronic database searching; and 2) grey literature searching. Inclusion criteria included papers published since 1998, in English, focusing on the sustainability of HPP that explicitly used a sustainability framework and specifically reported on facilitators and barriers to sustainability. Exclusion criteria included papers that addressed environmental, system or sector sustainability. Quality assessment was conducted on all included papers and a quality assessment tool was developed for grey literature. Data analysis included a thematic analysis, using an a priori framework to initially code barriers and facilitators, which were then grouped into factors for HPP sustainability. Factors were then analyzed for frequency, importance, and relevance, and categorized into one of three tiers.Results: Sixteen papers were included in this review. Eleven definitions of sustainability and 13 sustainability frameworks were used. A total of 83 barriers and 191 facilitators were identified and categorized into 14 factors: nine from the a priori framework, and five additional ones based on the results of our analysis. Tier 1 factors were the most important for sustainability with organizational capacity scoring the highest; tier 3, the least important.Conclusion: This review provides clarity regarding existing definitions of sustainability and sustainability frameworks. It identifies fourteen factors that influence program sustainability, which practitioners can consider when planning, developing and implementing HPP. In addition, it is important for practitioners to clearly articulate program elements that should be sustained, define sustainability as it relates to the context of their program, select a sustainability framework to guide their work, and consider these factors for sustainability. [ABSTRACT FROM AUTHOR]

Background: The community medicine department of our medical school, in addition to addressing its mandate to prepare undergraduate students for primary care and graduate students for careers in public health, administers several community-based interventions. An international organization involved with improving health of female factory workers globally invited us to partner in their efforts locally. We used the Precede-Proceed model to design an intervention to deliver the desired project outcomes. Activities: Recognizing that this partnership with industry would provide a learning opportunity to our Master's degree program students, we involved them in a needs assessment survey in order to make an educational diagnosis to identify the influencing and reinforcing factors. Our faculty and students interfaced with a multidisciplinary team including mid-level factory managers, health-care staff, and peer health educators within the textile industry. Outcomes: Through this industry-academia collaboration, our health professions training institution was able to provide supplementary experiential learning opportunities to students in our Master's degree in Community Medicine program by involving them in all the project stages from planning based on health needs assessment, to module design, implementation, and program evaluation along with interdisciplinary teams from the textile industry. Students then reflected on their learning experience using a modified Kolbe's experiential learning cycle to improve their performance when they replicated the intervention with the next factory under the same project. Conclusion: The use of PRECEDE-PROCEED model in the industry-academia collaboration and Kolb's framework provided supplementary experiential learning opportunities for deliberate practice, receiving feedback, and reflecting on their learning to our Master's in Community Medicine degree students. [ABSTRACT FROM AUTHOR]

Libraries are integral in relating current times to past events through their robust collections. One important tool used for collection development is the topical, annotated bibliography vetted by experts in the field. The centennial anniversaries of the Nineteenth Amendment provide an opportunity to strengthen existing collections for circulating and instructional items. An annotated bibliography of materials on women's suffrage and the passage of the Nineteenth Amendment will be a useful tool for collection development in libraries. The authors are recipients of the 2018 Carnegie Whitney Grant administered by the American Library Association, which provided funding for the creation of the bibliography on the Nineteenth Amendment. This article discusses the research process for locating items for inclusion and how the vetted print and non-print materials can contribute to collection development, program planning, and curriculum enhancement. [ABSTRACT FROM AUTHOR]

School health programs are united by their desire to promote health and health-related outcomes among youth. They are also united by the fact that their expected effects are contingent on successful program implementation, which is often impeded by a multitude of real-world barriers. Techniques used in management science may help optimize school-based programs by accounting for implementation barriers. In this exploratory study, we present a detailed example of the first known application of linear programming (LP), which is an optimization technique, to Positive Action (PA). PA is a social emotional and character development program that includes a six-unit, teacher-delivered, classroom curriculum. We specify how we used LP to calculate the optimal levels of program implementation needed to minimize substance use, subject to known levels of implementation barriers (e.g., disruptive behavior, teacher education, teacher attitudes towards character development, school resources, and school safety). We found that LP is a technique that can be applied to data from a school health program. Specifically, we were able to develop a model that calculated the number of lessons that should be taught to minimize a specific health-compromising behavior, given expected levels of predetermined implementation barriers. Our findings from this exploratory study support the utility of applying LP during the program planning and implementation processes of school health programs. [ABSTRACT FROM AUTHOR]

Nonprofit management students can learn a great deal about program design and evaluation from evidence-based program registries (EBPRs), such as the U.S. Department of Education's What Works Clearinghouse and the Department of Justice's CrimeSolutions.gov, which synthesize program evaluations and research about a wide range of types of programs that nonprofit organizations commonly operate. Nonprofit management educators and their students should use EBPRs with caution, though, as their research syntheses tend to prioritize internal validity over external validity. This article offers a pedagogical model useful for training students to critically consume and apply EBPR resources. Classroom-tested examples are provided to demonstrate the usefulness of this pedagogical model for preparing students to use EBPR resources independently in real-life settings. This pedagogical model is recommended for use in nonprofit management education more generally, as future nonprofit managers should be prepared to work effectively and independently in complex environments. [ABSTRACT FROM AUTHOR]

BACKGROUND: Employee health promotion in the elementary school setting can support students' health and academic success. School employees can serve as role models, yet evidence suggests poor health in this population. We identified factors that influence school employee health behaviors to inform subsequent development of employee wellness programs. METHODS: Focus groups (10 groups, total N = 62) and interviews (N = 5) were conducted with school employees. Participants were recruited from schools in socioeconomically disadvantaged, racially diverse districts in Massachusetts. We used a socioecological framework to identify multi‐level factors that influence employee health behaviors. Factors were characterized as supports (+) or barriers (−) to health‐promoting behaviors. RESULTS: Eight themes highlighted the importance of an organizational culture that sustains successful employee wellness programming. Intrapersonal themes included: High Stress (+/−), Desire to Adopt Healthy Behaviors (+), and Sufficient Health Knowledge (+). Interpersonal themes included: Strong Social Network (+) and a Desire to Role Model (+). Organizational themes included: Demanding Job (−), Lack of Wellness Culture (−), and Unhealthy Food (−). CONCLUSIONS: Our findings suggest that this population would be receptive to wellness programming. Promising strategies include supporting a dedicated wellness champion and creating recognizable top down wellness support for employees. [ABSTRACT FROM AUTHOR]

Background: This paper aimed to use the Delphi technique to develop a consensus framework for a multinational, workplace walking intervention. Methods: Ideas were gathered and ranked from eight recognized and emerging experts in the fields of physical activity and health, from universities in Australia, Canada, England, the Netherlands, Northern Ireland, and Spain. Members of the panel were asked to consider the key characteristics of a successful campus walking intervention. Consensus was reached by an inductive, content analytic approach, conducted through an anonymous, three-round, e-mail process. Results: The resulting framework consisted of three interlinking themes defined as "design, implementation, and evaluation." Top-ranked subitems in these themes included the need to generate research capacity (design), to respond to group needs through different walking approaches (implementation), and to undertake physical activity assessment (evaluation). Themes were set within an underpinning domain, referred to as the "institution" and sites are currently engaging with subitems in this domain, to provide sustainable interventions that reflect the practicalities of local contexts and needs. Conclusions: Findings provide a unique framework for designing, implementing, and evaluating walking projects in universities and highlight the value of adopting the Delphi technique for planning international, multisite health initiatives. [ABSTRACT FROM AUTHOR]

Culturally relevant health promotion is an opportunity to reduce health inequities in diseases with modifiable risks, such as cancer. Alaska Native people bear a disproportionate cancer burden, and Alaska's rural tribal health workers consequently requested cancer education accessible online. In response, the Alaska Native Tribal Health Consortium cancer education team sought to create a framework for culturally relevant online learning to inform the creation of distance-delivered cancer education. Guided by the principles of community-based participatory action research and grounded in empowerment theory, the project team conducted a focus group with 10 Alaska Native education experts, 12 culturally diverse key informant interviews, a key stakeholder survey of 62 Alaska Native tribal health workers and their instructors/supervisors, and a literature review on distance-delivered education with Alaska Native or American Indian people. Qualitative findings were analyzed in Atlas.ti, with common themes presented in this article as a framework for culturally relevant online education. This proposed framework includes four principles: collaborative development, interactive content delivery, contextualizing learning, and creating connection. As an Alaskan tribal health worker shared "we're all in this together. All about conversations, relationships. Always learn from you/with you, together what we know and understand from the center of our experience, our ways of knowing, being, caring." The proposed framework has been applied to support cancer education and promote cancer control with Alaska Native people and has motivated health behavior change to reduce cancer risk. This framework may be adaptable to other populations to guide effective and culturally relevant online interventions. [ABSTRACT FROM AUTHOR]

Copyright of Physical Education Journal is the property of National Society of Physical Education of the Republic of China and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Wellness programs traditionally focus on achieving outcomes such as health improvement, lowered health risks, decreased absenteeism, improved morale and decreased health care costs. Many programs emphasize physical wellness with more recent inclusion of social, emotional, and environmental dimensions. That change is referenced as the migration of wellness programs into well‐being efforts. Objective: Addressing all elements of well‐being is critical for effective wellness program delivery. Design: Recognition of the positive impact related to community well‐being is growing in the literature. When people connect with others at work and develop positive and effective relationships across boundaries, a culture of health grows within organizations. Results and Conclusions: This paper reviews three community well‐being initiatives implemented within one university worksite and describes the effectiveness of such programs in building community well‐being. [ABSTRACT FROM AUTHOR]

Introduction: North Carolina AHEC (NC AHEC) leadership recognized that continuing interprofessional education (CIPE) is vital for improving patient care and outcomes. Rather than train and educate in professional silos, interprofessional education presented an opportunity to reframe continuing education (CE) to improve the integration of care delivery and outcomes. Methods: In April 2014, two regional AHECs collaborated to design a statewide initiative for AHEC CE leaders, CE professionals, and CE faculty to learn about integrating interprofessional education into CE planning and implementation. The design of this innovative initiative develops a common knowledge base in CIPE, promotes collaboration, avoids duplication, and creates shared definitions and standards to advance CIPE across the NC AHEC program. Results: The NC AHEC CIPE Initiative drew participation from CE leaders, CE professionals, and CE faculty. Immediately after the completion of the Initiative, seven AHECs completed CIPE events. By June 2017, AHECs across the state had offered a total of 36 CIPE events. Discussion: The NC AHEC CIPE Initiative demonstrates that it is possible to implement CIPE programming in a regional CE context. The education model promoted changes in knowledge, competence, and performance of CE professionals and faculty. Critical success factors include leadership support, functioning as a community of practice, engaging experts to train CE professionals and faculty, and using technology to span geographic distance of learners. [ABSTRACT FROM AUTHOR]

ABSTRACT: BACKGROUND: Many Canadian schools offer breakfast programs; however, students' engagement in these programs is low, while breakfast skipping is highly prevalent among youth. This study examined whether the availability of breakfast programs supports adolescents' regular breakfast eating, and identified characteristics of breakfast skippers who are not using these programs. METHODS: Data from 30,771 secondary school students from Ontario and Alberta, Canada, participating in Year 3 (2014‐2015) of the COMPASS study were used for descriptive and logistic regression analyses. Participants were categorized by self‐reported breakfast eating and school breakfast program use. RESULTS: Sixteen percent of participants reported using school breakfast programs. Breakfast skipping was highly prevalent among participants, regardless of their breakfast program use. Characteristics significantly associated with program use included traveling to school via public transit or a school bus, being a bullying victim, and having a high school connectedness score. A desire to lose weight and non‐involvement in school sports were significantly associated with being a “breakfast skipper/nonprogram user.” CONCLUSIONS: School breakfast programs do not consistently support regular breakfast eating, even among adolescents actively engaged in these programs. Future research should identify and evaluate practices to bolster participation in breakfast programs and promote regular breakfast eating among adolescents. [ABSTRACT FROM AUTHOR]

Purpose - This chapter serves to address the need for teaching/ instruction courses in Master of Library and Information Science (MLIS) programs. Design/Methodology/Approach - This chapter includes testimony from current Library and Information Science (LIS) professionals, an analysis of the myriad types of job postings for information professionals, and a review of specializations and course offerings at the 59 American Library Association-accredited programs in the United States. Findings - This chapter shows a gross lack of opportunity for library school students to learn and practice teaching, course or program design, and assessment of user behavior or response, even though those working and hiring in the field of information are expected to plan lessons or programs, teach or train others, and assess or evaluate those programs and fellow practitioners. [ABSTRACT FROM AUTHOR]

Popular education programs allow for collective agenda setting and flexibility, and also to carefully and respectfully design activities that bring in all voices and level the power in the room. Popular education methods help to raise awareness and engage with stakeholders to support topics, such as social justice, human rights, collective power, and nonviolent responses. This study examines the explicit and implicit intentions and expectations of participants who have engaged in popular education workshops related to authentic leadership. This instrumental case study examines the reflective writing of 13 participants from two popular education workshops. To analyze the 26 reflections, the co-researchers individually coded a set of four reflections and then worked with a partner to compare their coding results. Themes were developed from the coded data. The themes included the Center as a destination, seeking renewal and inspiration, personal growth and learning gained from the experience, open minded and flexible expectations, interest in the topic, and professional and academic growth and networking. We suggest ways to build in components of a popular education program to other settings, such as building community, storytelling and sharing, and establishing group norms. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Peer harassment can have serious implications for students' success and well-being, and prevention programs need to consider the school context. This study aimed to: (1) identify groups of similar schools based on their risk and protective factors and demographic characteristics and (2) examine associations between school profiles and students' bullying involvement. METHODS Data came from 505 schools and 122,106 students who completed the 2013 Minnesota Student Survey. School-level risk and protective factors and demographic characteristics were included in a latent profile analysis ( LPA) to identify profiles of schools. Multilevel logistic regression was used to assess associations between school profiles and peer harassment. RESULTS Six qualitatively different school profiles were identified. Unadjusted models showed that schools with higher levels of risk had greater odds of peer harassment. However, after controlling for student-level risk and protection, regardless of school-level risk, students in metro-area schools with a more diverse student body reported lower odds of bullying involvement. CONCLUSIONS These findings highlight the importance of the social environment into peer harassment. In addition to addressing student-level risk and protection, larger community factors and norms also need to be taken into account for developing, selecting, and implementing the most effective approaches to bullying prevention. [ABSTRACT FROM AUTHOR]

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Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)