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Intimate partner violence is highly prevalent in Asian region. It is largely committed by male against their female intimate partner. This is often associated with the region's unique social and cultural norms which subordinate women throughout their lives. IPV is an ongoing concern in Bhutan. The country's age-old traditions and customs are closely related to culture of silence among women experiencing IPV. This study examined women's responses to intimate partner violence (IPV) in Bhutan. Semi-structured interviews were conducted to explore sensitising concepts such as how and when women recognised IPV and how they responded to it. Fifteen women who had sought supportive services at the institution 'RENEW' (Respect, Educate, Nurture, Empower Women) as a result of IPV participated in the interview. The Trans-theoretical model of behaviour change (TTM) was used as a theoretical framework to understand women's cognitive, affective and behavioural change processes. The interviews were audio-recorded and transcribed. Thematic analysis was used to identify the patterns of women's responses. From the analysis, women's experiences of IPV and their responses were located within the four stages of change, including contemplation, preparation, action and maintenance. Women used nine traditional processes of change among which consciousness raising and helping relationships were critical and appeared across all four stages of change. This study provides important insights of Bhutanese women's cognitive and behavioural responses to IPV. The appearance of consciousness raising and helping relationships across all the stages of change represents a potential opportunity for intervention to initiate and promote changes in women's response to IPV in the early stages. [ABSTRACT FROM AUTHOR]

Consequently, it is bequest us all to ensure health promotion and public health pedagogy is embedded in learning and teaching theories and frameworks. Teaching behavior change theory in Canada: Establishing consensus on behavior change theories that are recommended to Be taught to undergraduate students in courses addressing health behavior change. Advancing pedagogy in health promotion: Innovations in student participation, place-based pedagogy, and service learning. Historically, the work of Scholarship of Teaching and Learning (SoTL) scholars has been grounded in multi-disciplinary connections to educational psychology and pedagogical research. [Extracted from the article]

The article focuses on a study on school nurses' experience of health education in Queensland. It informs about three issues that had negative impact on their experience of health education. It states that the issues were feeling unwanted by the school, not supported by the school hierarchy and a lack of role definition. It mentions that the nurses had positive experiences including the ability to participate in teaching along with the teachers and engaging the students in health education.

The year 2020 highlighted significant health disparities in global population outcomes and forces a critical evaluation of learning and teaching in health promotion. This new understanding ensures health promotion educators reevaluate how health promotion graduates acquire knowledge about, for example, social and humanitarian movements and apply global perspectives in real-world, local contexts ([1]). The constant evaluation of health promotion pedagogies, responsive courses, and new-world graduate capabilities is prima facie to a competent health promotion workforce which can transcend global boundaries, enrich lives, and make the world a better place. [Extracted from the article]