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Context: The theory of whiteness in medical education has largely been ignored, yet its power continues to influence learners within our medical curricula and our patients and trainees within our health systems. Its influence is even more powerful given the fact that society maintains a 'possessive investment' in its presence. In combination, these (in)visible forces create environments that favour White individuals at the exclusion of all others, and as health professions educators and researchers, we have the responsibility to uncover how and why these influences continue to pervade medical education. Proposal To better understand how whiteness and the possessive investment in its presence create (in)visible hierarchies, we define and explore the origin of whiteness by examining whiteness studies and how we have come to have a possessive investment in its presence. Next, we provide ways in which whiteness can be studied in medical education so that it can be disruptive. Conclusion: We encourage health profession educators and researchers to collectively 'make strange' our current hierarchical system by not just recognising the privileges afforded to those who are White but also recognising how these privileges are invested in and maintained. As a community, we must develop and resist established power structures to transform the current hierarchy into a more equitable system that supports everyone, not just those who are White. @zareenmd et al. describe how whiteness theory allows researchers to interrogate the structures that produce white privilege and allow white perspectives to take hold. [ABSTRACT FROM AUTHOR]

Technology-based instruction provided during the covid-19 pandemic demonstrated the importance of teachers' technology integration knowledge. This study examines the impact of a technology-based course offered remotely during the covid-19 pandemic on preservice teachers' technology integration knowledge development. It provides a new way to conceptualize and measure preservice teachers' technology integration knowledge growth in context. Multilevel modeling analysis was conducted to analyze the data gathered from 53 preservice teachers over two-time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants' main TPACK knowledge domains were more stable than their integrated knowledge domains. It was also found that the technological knowledge (TK) domain played a more significant role in explaining the development of teachers' TPACK. TK is critical for developing pre-service teachers' TPACK integrated knowledge domains, which can explain why some preservice teachers achieve a high level of Technological Content Knowledge (TCK) and Technological Pedagogical knowledge (TPK) at each time point while others do not. The findings and their implications provide guidance for the development of preservice teachers' technological knowledge that facilitates technology-supported learning environments. [ABSTRACT FROM AUTHOR]

A practice-based approach to teacher education programs is fundamental to preparing preservice teachers (PSTs) for in-service teacher roles. Although many studies have explored the impact of field experience on PSTs' perceptions and attitudes toward diverse students, few have examined PSTs' self-efficacy in hybrid environments that require both F2F (face-to-face) and synchronous online field practicum. This study explored Korean PSTs' self-efficacy changes regarding instructional strategies, classroom management, and student engagement through hybrid field experiences. The data was collected from a teacher education program in Korea in the 2021 spring semester from April to July. This study used the Ohio State teacher efficacy scale (Tschannen-Moran & Hoy, 2001) to measure teacher self-efficacy. As a result, 133 pre-survey and post-survey comparisons were used. After the survey, seven volunteered preservice teachers were interviewed individually. By using a mixed-method design, study results showed that field experience in hybrid environments significantly increases PSTs' instructional strategies (d = 0.58), classroom management (d = 0.47), and student engagement (d = 0.48). This study suggests PSTs' self-efficacy changes through a hybrid field experience in a teacher education program. [ABSTRACT FROM AUTHOR]

Currently, the use of social networks is part of the daily life of young people in Spain and they are at the service of interaction within a group. The main objective of this work is to analyze the activities designed by pre-service teachers for learning in Primary Education in which mathematical notions are involved through the use of social networks. The sample consisted of 148 pre-service teachers in the 3rd year of the Primary Education Degree. They were asked to design an activity focused on students aged 10-11 years in which the material was extracted exclusively from social networks. From a frequency and reticular analysis, we obtain the results that there is a greater frequency of use of the social network Twitter and the absence of specific educational social networks. Likewise, the mathematical contents that predominate in the proposals are statistics and probability. It can be affirmed that the use of the proposals with social networks is not appropriate for the educational level for which it is intended. In addition, the high frequency of content on statistics and probability is attributed to their own shortcomings in previous educational levels. These results will make it possible to adapt the training of pre-service teachers, both in relation to mathematical content and to the possible social networks to be used. [ABSTRACT FROM AUTHOR]

During the 2020 calendar year, teacher education programs were forced to transition courses online because of Covid-19. This situation necessitated the redesign of teacher education programs that used micro-teaching activities to scaffold experiences for pre-service teachers (PSTs). This study focused on how two different delivery designs for online micro-teaching affected PSTs' self-efficacy, outcome expectancy, technology integration knowledge, and reflections. The course format was guided by flipped learning model. A total of 134 pre-survey and post-survey comparisons were used. In addition, 10 participants voluntarily agreed to participate in the interviews at the end of the semester. By implementing a mixed-methods approach, survey and interview data indicate that online delivery does not improve self-efficacy but significantly enhances outcome expectancy, contrary to the literature on face-to-face delivery. In addition, qualitative data revealed that the micro-teaching experience boosted PSTs' knowledge and the future need for technology integration through critical reflection. Finally, several suggestions are provided for effective online micro-teaching activities in the teacher education program. [ABSTRACT FROM AUTHOR]

This study examines the importance of integration of pedagogy and technology in secondary science classroom of India in light of the COVID-19 pandemic. The researchers in this study focused on four types schools. Twenty-two teachers and eighty students have taken part in this research. Looking to the COVID-19 situation data is generated through telephonic contacts, e-mails and Google meets. Researchers used a mixed method and followed qualitative as well as quantitative data analysis. According to teachers from all four kinds of schools, technology is a necessary instrument for advancing education in the COVID-19 period. According to the study, factors influencing effective pedagogy and technology integration include necessary infrastructure, technical support, teacher training, supportive school management, skilled and motivated teachers etc. Integration of ICT with pedagogy makes learning engaging and entertaining. It encourages inquiry-based learning, cooperative learning, creative and critical thinking among students. It provides opportunity for students to receive materials in multiple formats like videos audio recordings, text materials etc. Though it facilitates individualized student paced learning, satisfying needs of diverse learners, but still not every sort of school uses the same technology. Poor attendance, face to face interaction, poor interconnectivity, health problems for teachers and students, are some of the obstacles encountered during online classes. In the light of 4th generation industrial revolution education system is going to be changed to adapt technological interventions in education. So, the educators and teachers need to be fully prepared to accept, learn and adapt the upcoming technological advancements. [ABSTRACT FROM AUTHOR]

Background: High-intensity interval training (HIIT) interventions are becoming more common in schools. However, limited input has been sought from end-users, which can help design interventions that are more engaging and context appropriate, therefore increasing their potential for successful implementation. One method of engaging end-users is co-design, which involves an active collaboration to design solutions to pre-specified problems. This paper aimed to: (1) describe the methodology and results of the co-design process in Making a HIIT to develop HIIT workouts for a school-based intervention; and (2) evaluate the feasibility and impact of co-designing HIIT workouts with students and teachers within the health and physical education (HPE) curriculum. Methods: The development of the HIIT workouts occurred during obligatory HPE lessons with year seven and eight students. The co-design process included: (1) identifying barriers and facilitators to exercise to create evaluation criteria for creating the HIIT workouts; (2) exploring HIIT; (3) defining HIIT parameters (intensity and interval length); (4) creating HIIT workouts using the parameters and evaluation criteria; (5) trialling and modifying the HIIT workouts based on class feedback and intensity data. To evaluate the feasibility and impact of the co-design process, a thematic analysis was completed using teacher interviews, student discussions, and student surveys. Results: Five classes comprised of 121 students (12–14 years; 49% female) and five teachers were involved in the co-design process across three schools in Queensland, Australia. A total of 33 HIIT workouts were created aimed at satisfying the HIIT parameters and variations of the following evaluation criteria: (1) fun; (2) social; (3) achievable skill level; (4) feeling accomplished; and (5) beneficial for health. From the thematic analysis, three themes (acceptability; implementation; integration) and 12 codes contributed to the overarching understanding of the feasibility of the lessons within the curriculum and a further three themes (perceived changes to lessons; educative outcomes; personal and social capabilities) and three codes contributed towards understanding their impact. Conclusion: Overall, co-designing HIIT workouts was feasible within the HPE curriculum and may have contributed to positive educative outcomes. Using this methodology could improve the implementation of HIIT interventions within HPE while supporting educative benefits. [ABSTRACT FROM AUTHOR]

Background: This study investigated the acceptance and use of massive open online courses (MOOCs) among health informatics educators and students in Saudi Arabian academic institutions. A theoretical model based on the unified theory of acceptance and use of technology (UTAUT), self-determination theory (SDT), and channel expansion theory (CET) was used to identify factors that affect MOOC adoption in health informatics education. Methods: A survey research design was employed, and cross-sectional data were collected from health informatics instructors and students in academic institutions in Saudi Arabia. A total of 145 completed responses were used in the final analysis of the data. Results: The findings indicated that performance and effort expectancy were important factors that could predict the acceptance and use of MOOCs among health informatics instructors and students. Additionally, perceived media richness affected the actual use of health informatics MOOCs among students and instructors in Saudi Arabian academic institutions. The results of this study show that autonomy, relatedness, and competence must be considered in the design of health informatics MOOCs. Conclusions: A combination of these models can effectively explain the adoption and use of MOOCs in emerging fields such as health informatics. [ABSTRACT FROM AUTHOR]

Despite the high risk for sexual assault among adolescents, few sexual assault prevention programs designed for implementation in high schools have sustained rigorous evaluation. The present study sought to better understand the factors that influenced the implementation of Your Voice Your View (YVYV), a four‐session sexual assault prevention program for 10th grade students, which includes a teacher "Lunch and Learn" training as well as a 4‐week school‐specific social norms poster campaign. Following program implementation, eight school partners (i.e., health teachers, guidance counselors, teachers, and principals) participated in an interview to provide feedback on the process of program implementation. The Consolidated Framework for Implementation Research was utilized to examine site‐specific determinants of program implementation. Participants discussed the importance of the design quality and packaging of the program, as well as the relative advantage of offering students a violence prevention program led by an outside team, as opposed to teachers in the school. School partners highlighted the importance of intensive preplanning before implementation, clear communication between staff, the utility of engaging a specific champion to coordinate programming, and the utility of offering incentives for participation. Having resources to support implementation, a desire to address sexual violence in the school, and a positive classroom climate in which to administer the small‐group sessions were seen as school‐specific facilitators of program implementation. These findings can help to support the subsequent implementation of the YVYV program, as well as other sexual assault prevention programs in high schools. [ABSTRACT FROM AUTHOR]

In this study, we aimed to examine pre-service teachers' attitudes toward reading books and their technology addictions. We used a correlational survey model. The sample of this study consisted of a Turkish pre-service teachers group studying at the Department of Turkish Education in the education faculty of a state university in Turkey. Our research used the "Attitude Scale Towards Reading" and "Technology Addiction Scale" as data collection tools. As a result of the study, we determined that the attitudes towards reading of pre-service teachers were positive. Furthermore, there was a significant difference in favor of female pre-service teachers in the sub-dimensions of book-reading love, reluctance to read, and stress. The significant difference in the online game-playing sub-dimension of technology addiction favored male pre-service teachers. On the other hand, we found a negative meaningful relationship between pre-service teachers' technology addiction and their attitudes toward reading. [ABSTRACT FROM AUTHOR]

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais 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.)

Education has been one of the fields most affected by Covid-19 and the problems related to it are widely discussed in scientific papers. The majority of researchers, interested in the higher education, study students’ mental health, while a smaller number that of university teachers The aim of this article is to suggest a set of approaches to psychosocial support (PSS) for university teachers in a crisis context. The combination of quantitative and qualitative methods will help identify main issues that affect the life and work of university educators. Based on the significant topics and experiences revealed by the focus groups, a stress-reducing, psychosocial training will be applied. This study will contribute by combining phenomenological analysis with training groups. Thus, it will help create a PSS model applicable in future crisis contexts and integrated in an effective prevention strategy to protect university teachers’ health. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

Research in physical education often focuses on how to improve the education of teachers and the achievement of students, based on an assumption of a relatively stable teacher identity. The focus of this study is to unsettle this perspective, drawing on complexity thinking and the concept of becoming to reconceptualize teacher identity as a fluid, dynamic identity performance that depends on multiple levels of interacting elements in teachers' contexts, and significantly challenges the concept of being embedded in ideas of "best practice." The results of an in‐depth qualitative study with seven health and physical education teachers showed that each teacher performed an adaptive multiplicity of self that responded to constraints in each moment of context‐specific teaching. The results suggest the need for a reconceptualization of teacher identity that understands it as comprised of many different performances of "teacher" and expressed in context‐specific moments of teacher becoming. [ABSTRACT FROM AUTHOR]

The editorial in the Clinical Teacher journal reflects on the lessons learned from ASM 2024 to enhance opportunities for learners, researchers, and teachers in health professions education. The ASME Gold Medal was awarded to Professor Kevin Eva, who emphasized the complexity of educational innovations and the importance of understanding their contexts. The ASME Weather Forecast highlighted the positive aspects of the conference, such as inspiration and collaboration, as well as areas for improvement, like operational issues. The overall goal is to create environments that foster growth, innovation, and excellence for learners, researchers, and teachers in the field of medical education. [Extracted from the article]

The September issue of Pedagogy in Health Promotion focuses on the future of teaching and learning in an evolving digital world. The papers in this issue address the challenges posed by advances in artificial intelligence and online communication. One set of papers discusses the need for educators to equip students with skills to navigate the widespread misinformation and disinformation in public health. Another set of papers explores the use of artificial intelligence in teaching and learning, highlighting its benefits and ethical considerations. The issue also emphasizes the importance of providing faculty with training in online pedagogy. Overall, the journal aims to encourage further exploration of how pedagogy in health promotion is adapting to the digital world. [Extracted from the article]

Purpose: Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers' perceptions of the value of using Twitter for health and physical education teacher education. Methods: Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results: Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter's public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions: The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers' learning needs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how the challenges and systemic supports perceived by teachers during the COVID-19 pandemic were associated with their mental health and workplace well-being. This cross-sectional, survey-based study was conducted in February 2021, just prior to the third wave of the pandemic in British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined the associations between teachers' pandemic-related challenges (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students' needs), systemic supports (education system mental health and well-being support), and four mental health (psychological distress, and quality of life) and workplace well-being outcomes (job-related positive affect, turnover intentions), adjusting for sociodemographic and school characteristics. The Pratt index (d) was used to assess the relative importance of each predictor. A thematic qualitative analysis was conducted on teachers' open-ended responses. Teachers' workplace well-being (job-related positive affect and turnover intentions) was predominantly associated with their perceptions of education system support for their mental health and well-being (d = 46%, d = 41%, respectively). The most important predictor of general mental health (psychological distress and quality of life) was the number of COVID-19 related personal stressors teachers reported (d = 64%, d = 43%, respectively). The qualitative analyses corroborated and expanded upon the quantitative findings. Understanding pandemic-related challenges and supports impacting teacher mental health and workplace well-being equips us to make evidence-informed policy decisions to support teachers now and in future school disruptions. [ABSTRACT FROM AUTHOR]

Background: Worm infections are among the most prevalent neglected tropical diseases worldwide. Schistosomiasis and soil-transmitted helminths infections, most common worm infections affecting Rwandan school-aged children, are addressed by the national deworming program since 2014. To date, no published studies have assessed the knowledge, attitudes, and practices of the key implementers of the national deworming program conducted at village and school level in Rwanda. This study aimed to assess key stakeholders' knowledge, attitudes, practices, and perspectives about the decentralized national deworming program. Methods/Principal findings: We carried out a quantitative, cross-sectional study with complementary in-depth interviews in two districts of Rwanda in June 2021. From the 852 surveyed community health workers and teachers, 54.1% had a knowledge score considered good (≥80%). The mean knowledge score was 78.04%. From the multivariate analysis, lack of training was shown to increase the odds of having poor knowledge (OR 0.487, 95% CI: 0.328–0.722, p <0.001). The in-depths interviews revealed poor water access and hesitance from caregivers as perceived challenges to the success of the deworming program. Conclusion: Our findings demonstrate the importance of training community health workers and schoolteachers on worm infections as they are the key implementers of the deworming program. This would enhance their capacity to provide health education and sensitization on misconceptions and misinformation towards deworming. Moreover, research is needed to assess the impact of poor access to water, sanitation and hygiene facilities on the prevalence of worm infections in Rwanda. Author summary: Worm infections affect over 2 billion people worldwide, and the most common are schistosomiasis and soil-transmitted helminth infections. In Rwanda, the prevalence of soil-transmitted helminth infections can be as high as 45%, while the prevalence of schistosomiasis is 2.7% among school-aged children. The government of Rwanda continues to develop initiatives to eliminate worm infection, among which, the national decentralized deworming program, implemented at village and school level. In this program, community health workers collaborate with teachers and local leaders to administer deworming tablets, community sensitization and health education. To date, no published studies have been conducted to understand the experiences and perspectives of key stakeholders in the national deworming program in Rwanda. We conducted a quantitative analysis of the Knowledge, Attitudes and Practices (KAP) of teachers and community health workers, and a qualitative assessment of the perspectives of local leaders in two of the most food insecure districts of Rwanda. The results show a gap in the knowledge of community health workers and teachers on worm infections. The study also revealed that there were some misconceptions about deworming tablets, which highlights the need to train key implementers of the program for them to transfer their knowledge to the broader community. [ABSTRACT FROM AUTHOR]

The authors collaborated closely with elders, knowledge keepers and indigenous community members to design an online training intervention to educate public health staff in indigenous protocols and cultural safety protocols. User-centred design was utilized in every stage of the design process to better understand and assess user needs and to adapt the design to these needs. [Extracted from the article]

This article reports on teachers' perceptions of how ADHD may influence learners' career choices. Purposive selection was used to identify six high school teachers who cater specifically for learners with Attention-Deficit/Hyperactivity Disorder (ADHD). An exploratory case study design and a qualitative approach were adopted. Data was gathered using an audio-recorded semi-structured focus group interview, and analysed and interpreted using inductive thematic analysis. Findings suggest teachers believe that ADHD affects parents, schooling, and the school environment from an early age, that taking medication for ADHD from an early age may positively and negatively influence affect learners' career choices, and that intervention to address the longer-term impact of ADHD on learners' career choices is essential. Moreover, teachers believe that parents play a powerful role in the career choice of learners with ADHD. Future research should include early childhood carers, teachers and other health professionals, and include larger and more diverse groups of participants. [ABSTRACT FROM AUTHOR]

Background: Teachers in high-stress roles face increasing psychological distress such as anxiety and depression, underscoring the need for validated assessment instruments. Given the current absence of a comprehensive, designated, and time-efficient scale capable of evaluating depression, anxiety, and stress among the teacher population, the Depression, Anxiety, and Stress Scale-21 (DASS-21) presents itself as a promising alternative. Despite the widespread application of the DASS-21 for assessing psychological distress across various populations, its validity among teachers, along with questions about its factor structure and its potential property of time equivalence, remain unverified. This study endeavors to address these considerations by investigating the psychometric properties of the DASS-21 specifically within the population of Chinese primary and middle school teachers. Methods: Cross-sectional (n = 9,030) and longitudinal surveys (n = 1,642) were conducted using a non-probability sampling method. In addition to the DASS-21, the Chinese version of Chinese Teachers' Job Burnout Questionnaire (CTJBO) was utilized to evaluate the criterion validity of this scale. Three different approaches, namely confirmatory factor analysis, Rasch analysis, and network analysis, were employed to evaluate internal reliability, construct validity, as well as time invariance of the DASS-21. Results: The DASS-21 demonstrated a high degree of internal consistency (Cronbach's α > 0.85) as well as excellent convergent validity, despite poor discriminant validity as determined by average variance extracted. Confirmatory factor analysis and network analysis further supported convergent validity. The three-factor structure outperformed one- and two-factor alternatives, establishing time invariance. Rasch analysis at the item level identified six inappropriate items within the anxiety and stress subscales, which were subsequently removed. Network analysis presented a better revised network. Regression analysis with emotional exhaustion as the criterion provided logical and accurate results. Conclusion: The DASS-21 was found to be a reliable and valid tool for measuring the mental health of teachers over time. To assess the instrument's psychometric properties, a combination of confirmatory factor analysis, Rasch analysis, and network analysis was utilized, which proved effective and is recommended for evaluating contentious instruments. Based on the results of the study, researchers and healthcare professionals are recommended to use the DASS-21 for assessing teachers' psychological distress. However, certain items identified in the study may need to be removed to enhance the instrument's appropriateness for this specific population. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to quantify the factors that disrupt the mental health of kindergarten (KG) teachers. For this, the researchers conducted an electronic survey of preschool teachers (n = 587) on a popular educational platform with the Symptom Checklist-90-R and content analysis of interviews in practicing KG teachers (n = 105) with an open discussion of the main stressors during professional activities. Self-reports indicated that depression, interpersonal sensitivity, and anxiety were the main mental health symptoms. ANOVA has revealed that total teaching experience is a statistically significant factor for the mental health of KG teachers: F(2.60) = 5.99. According to respondents, the main stressors included concern for the children’s health, fear of injuries, and difficulties in communicating with parents. The synthesis of results allowed for proposing six specific steps for mental health care in KG teachers. The findings are important for administrators and officials of preschool education. The proposed approach can become a theoretical basis for finding ways of mental health care for practicing teachers in further research. [ABSTRACT FROM AUTHOR]

This research aims to fill the need to provide writing education to preservice teachers by using web-based instruction. The novel contribution of this work lies in the consideration of beliefs as a methodological prerequisite when measuring the effects of a web-based program. For this purpose, latent profile analysis was conducted to explore unique profiles of preservice teachers' beliefs about writing before the web-based instruction. Participants were classified into three profiles: eclectic profile (n = 129), socio-cultural profile (n = 85), and person-environment profile (n = 105). Linear mixed-effects models were employed to assess if belief profiles experienced changes in beliefs and knowledge after the training. Results showed that belief profiles differed from each other in the degree of attribution of the different beliefs but remarkably all of them experienced significant differences in content knowledge acquisition. Finally, educational implications for preservice teachers' education are highlighted. [ABSTRACT FROM AUTHOR]

To examine how screening, brief intervention and referral to treatment (SBIRT) influenced nurses' knowledge, attitude, responsibility and confidence when caring for college students using electronic cigarettes (EC). Nurses (n = 8) in an urban university campus in the US. Training sessions included classroom instruction on SBIRT and EC, and practice with a standardized patient. Surveys administered pre and post training, and at conclusion. Measurement included nurse's knowledge of SBIRT and EC; and attitude, confidence and responsibility when using SBIRT. Students with past 90-day EC use were administered SBIRT by nurses and referred to health educator on request. Over 6 weeks, 103 students reported EC use, 80 received SBIRT and 36 were referred to health educator. Nurses gained knowledge, supported using SBIRT, and reported that skills increased. SBIRT is a motivational interviewing skill that nurses can learn to use to engage with college students who use EC. [ABSTRACT FROM AUTHOR]

Climate change has meant that many schools in hot and dry areas are increasingly experiencing water shortages. This can affect the health of students and teachers, disrupt education and in the worst case, lead to school closures. Rainwater harvesting can help address water shortages by providing a safe alternative source of water. However, there is limited guidance on how rainwater harvesting systems can be applied to schools resulting in schools not being aware of the potential of rainwater harvesting systems. There is a need, therefore, for a simple tool that can be used by schools to understand rainwater harvesting systems. This study aims to address this gap by developing and testing a simple modelling tool called the School Water and Rainwater Use Modeller (SWARUM). The tool is presented and applied to case study schools in water-scarce areas of Southern Africa and the findings are critically evaluated. The study finds that the modeller can be used to support decision-making about rainwater harvesting systems at schools and makes recommendations for the improvement of the tool. [ABSTRACT FROM AUTHOR]

Adolescents are in a dynamic period of cognitive, emotional, and behavioral development. School-based interventions that focus on social-emotional learning, including the development of self-regulation skills, have been shown to have positive impacts on students' mental health and academic achievement. In this qualitative study, we examine health education teachers' and school counselors' views of their students' challenges and their strategies for supporting students' social and emotional development. We conducted 16 focus groups and interviews with 24 educators: 16 middle level health education teachers and eight school counselors. Our qualitative analysis of the transcripts indicated that both teachers and counselors described the contexts for students' challenges as related to academic/school pressures, social media, peer relationships, and home influences. Educators also identified students' challenges as being related to their developmental stage, challenges with impulsive behaviors, and difficulty regulating emotions. Strategies for supporting students' self-regulation included day-to-day interactions, skills instruction and practice, positive teacher-student relationships, and a structured classroom environment. Implications for professional development for middle level educators and the implementation of preventive interventions are discussed. [ABSTRACT FROM AUTHOR]

Health care education is facing common challenges of the education sector, such as ageing staff, time pressures, digitalization, and the COVID-19 pandemic. This study is part of a larger participatory international action research titled Developing Occupational Well-Being of Health Care Teachers in Estonia, 2021-2023. The objective of the study is to describe and evaluate health care teachers' occupational well-being at the pretest phase of the action research project, as well as to describe the occupational well-being development plan and related development activities at Tallinn Health Care College. The data were collected from health care teachers by an electronical survey (n = 46, response rate 46%). The quantitative data were analysed by statistical methods and qualitative data by deductive-inductive analysis. In general, the teachers were satisfied with their physical environment. Many considered their work important, and they were also satisfied with working time arrangements. Based on the pretest results, an occupational well-being development plan was created. Improving communication and ergonomics were established as the main objectives in the development strategy. These improvement activities will be part of the college's new development plan. Various activities have been planned to promote occupational well-being. These activities have already begun as seminars on communication, bullying, and ergonomics in the workplace and home office. The information can be utilized to develop long-term occupational wellbeing at Tallinn Health Care College. The results and good practices can enhance decision-making and education at local, regional, national, and international levels. [ABSTRACT FROM AUTHOR]

Concerns about the disconnect between what goes on in teacher preparation programs and school classrooms have led to a greater emphasis on opportunities for preservice teachers to engage in the practice of teaching during their teacher education programs. Pedagogies of enactment have been shown to provide opportunities for preservice teachers to enact teaching practices and to learn from that enactment. However, little is known about how preservice teachers learn from pedagogies of enactment. This study examines how preservice teachers learn through the implementation of a pedagogy of enactment, the Bellringer Sequence, in the context of a middle school mathematics methods course. The results of the study show that preservice teacher learning takes place through rich generative conversation centered on preservice teachers' contributions and collaboratively negotiated interactions with those contributions. The study identified communication that prompted learning (learning prompts), 16 speech events that characterized conversation in the learning prompts, and three stages of learning in the learning prompts—Initiation, Precisification, and Equilibration. The study provides insight into how preservice teacher learning can be supported through intentional use of pedagogies of enactment. [ABSTRACT FROM AUTHOR]

Health encompasses subjective aspects, such as physical, mental and social well-being, determined by the human being's capacity to function and adapt, which enable a good experiential relationship. In this sense, a study was carried out with the objective of determining the risk factors that affect the physical and mental health of nursing teachers. An Action-Research-Participation methodology was used, which allowed a diagnosis of the needs and problems in the daily spaces of their activity as participants. The problems were listed and defined according to magnitude, transcendence, seriousness, impact and finally prioritized, emphasizing causes, effects, and consequences. Subsequently, an action plan was drawn up within an FCI project. The population was confirmed by 10 teachers of nursing of the university of Guayaquil, who have been working for more than 2 years in the career and lived the experience of assuming the telework in pandemic. It is concluded that the risk factors that affect the physical and mental health of the teachers of nursing of the University of Guayaquil are related to the excess of activities that they must realize in front of a computer, the same ones that alter patterns life of each one of those involved. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista 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.)

Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers' transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process—disorientation, exploring new roles, and reflection—are also identified in the data. These three elements of the transformative learning process influence pre-service teachers' perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning. [ABSTRACT FROM AUTHOR]

Copyright of Prometeo Conocimiento Científico is the property of Puerto Madero Editorial Academica 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.)

Aim: The study describes the fidelity of implementing a competency‐based nursing education (CBNE) programme during the COVID‐19 pandemic in a low‐resource setting. Design: A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framework was applied to assess teaching, learning and assessment during the COVID‐19 pandemic. Methods: A survey, focus group and document analysis were applied to collect data from 16 educators, 128 students and eight administrators of a nursing education institution and accessing institutional documents. Data were analysed through descriptive statistics and deductive content analysis and packaging the outcome of the study according to the five elements related to the fidelity of implementation framework. Results: The fidelity of implementing the CBNE programme was satisfactorily maintained as described in the fidelity of implementation framework. However, sequenced progression and programmatic assessments were not aligned with a CBNE programme within the context of the COVID‐19 pandemic. Patient or Public Contribution: This paper proposes strategies to enhance the fidelity of implementing competency‐based education during educational disruptions. [ABSTRACT FROM AUTHOR]

Despite the emerging attention on the impact of the COVID-19 on adverse psychological outcomes, limited studies have focused on bidimensional mental health (i.e., well-being aspects and negative emotional states) among teachers in developing nations. This study examined the impact of the different types of social support (i.e., receiving and giving emotional and instrumental support) on the bidimensional mental health of teachers in the Philippines during the COVID-19 crisis. Using a cross-sectional survey, this study recruited 180 primary-level teachers teaching in online distance learning settings. Sequential regression analyses revealed that receiving emotional and instrumental social support predicted more significant levels of psychological well-being. Moreover, receiving instrumental support predicted lower levels of perceived stress. However, giving emotional and instrumental social support was not associated with psychological well-being and perceived stress. These findings remained true above and beyond COVID-19 infection in the family and awareness of COVID-19 cases in the community. This study highlighted that, compared with giving, receiving emotional and instrumental social support were more salient antecedents of teachers' bidimensional mental health during the COVID-19 crisis in the Philippines. Limitations and implications for the promotion of teachers' mental health during a global health crisis were discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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.)

Purpose: The purpose of this study explores the perspective of key informants (educators, preceptors and former students) of the Kintampo Project, on the perceived effectiveness, gains and challenges in delivering this large-scale training innovation in Ghana. The problem of mental health care neglect in Ghana is gradually improving. The Kintampo Project which trained mental health workers in Ghana has played a critical role in increasing access to mental health care. Design/methodology/approach: This qualitative study explored participants' perspectives on the Kintampo Project in three broad areas: perceived effectiveness, gains and challenges. In all, 17 interviews were conducted with former students, preceptors and educators from the project. The interviews were digitally audio-recorded, transcribed, coded and analysed using deductive and thematic methods. Findings: The participants perceived the project to have been successful in increasing the number of mental health workers in Ghana. The project provided a route for career progression for those involved. However, the Kintampo Project faced accreditation issues, low recognition, improper integration and remuneration of trained staff in the Ghana Health Service. This study points to the fact that the sustainability of mental health training in Ghana can be obstructed, because of this career path being less attractive. Further research is needed to explore how best to achieve sustainability of similar mental health innovations. Originality/value: This paper shares the views of participants in the Kintampo Project. [ABSTRACT FROM AUTHOR]

The research sought to determine the prevalence of Burnout Syndrome in health teachers at a university in north-eastern Peru. The universe was made up of 69 teachers, and 41 responded to the self-administered instrument called Maslach Burnout Inventory. The results show that 14.6% present this syndrome. The highest indicator was personal fulfillment, while depersonalization and emotional exhaustion were low. According to gender, in both it was similar. According to age group, it had a greater effect in ages between 36 and 51 years. Marital status was more prevalent in singles. We conclude that the prevalence of Burnout Syndrome was low. [ABSTRACT FROM AUTHOR]

With the development of digital technology, digital health tools connect individuals with vast health resources and empower individuals to participate in health management. In this paper, based on the KAP theoretical model and the theory of comprehensive human development, we combine the framework of China's health literacy system to construct a health literacy index system for rural physical education teachers. Based on the digital empowerment concept, digital technologies such as big data, mobile internet and artificial intelligence are used to empower physical education teachers so that physical education teachers in rural areas promote health literacy and teaching ability. Finally, through the results of promoting health literacy competence of physical education teachers in the tested rural areas under digital empowerment, we learned that the chain mediated effect value of digital health empowerment on physical education teachers' health literacy effect was 0.715, accounting for 35.82% of the total effect, and the mediated effect enhanced the total effect by 23.12%. It shows that digital health empowerment effectively enhances rural physical education teachers' and students' health literacy competence and promotes the overall development of student's physical and mental health with an important guiding role. [ABSTRACT FROM AUTHOR]

This article discusses the concept of merit in the selection process for educational leaders in Queensland schools. The author argues that the current selection process, which prioritizes the "best fit" for the school, may not align with the principles of merit selection. The author suggests that a return to objective merit selection is necessary to ensure that the most qualified and competent individuals are appointed as leaders in schools. The article also highlights the need for diversity and equality in leadership positions to promote different perspectives and understanding of different cultures and lifestyles. [Extracted from the article]

Integrating health and physical education in teacher education programs has garnered significant attention recently, driven by the potential to enhance students' overall well-being and instil enduring healthy habits. The study's foremost objectives were to identify health and physical education content within the teacher education curriculum and suggest some guidelines for integrating health and physical education content in the teacher education curriculum. The research was qualitative and a narrative design was used. The research was done using document analysis of teacher education programs. Based on this, findings and conclusions were drawn, and recommendations for further study in the field were suggested. Research findings indicate that the curriculum and content in the teacher education programs have sufficient portions that may help prospective teachers to enable them to handle health and education activities at schools if needed. Teacher education programs are intended to enhance the future teacher's ability to promote pupils' health and physical education. [ABSTRACT FROM AUTHOR]

Background: The diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One's ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them. Methods: Twenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach. Results: Identified themes demonstrate a process of the evolvement of clinical teachers' self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy. Conclusions: The study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers' work seems necessary to quantitatively evaluate their sense of self-efficacy. [ABSTRACT FROM AUTHOR]

The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher's actions at the preschool. It also contributes to the understanding of the teacher's practices in fostering healthy habits in a healthy learning environment. [ABSTRACT FROM AUTHOR]

This study assessed the Human Kinetics and Health Education pre-service teachers' attitude towards using social media platform for instructional delivery in schools. The study was a descriptive study. The target population for this study were all the Human Kinetics and Health Education pre-service teachers at the Federal University Dutsin-ma, Katsina State. Simple random sampling technique was used to select one hundred (100) Human Kinetics and Health Education pre-service teachers among 485 in the school. Questionnaire was the instrument used in this study and two research questions and one research hypothesis were used to guide the conduct of the study. The reliability of the instrument after subjecting it to Cronbach alpha was 0.82. was established. The results of the findings revealed that, Human Kinetics and Health Education preservice teachers have positive attitude towards using social media for learning in school, and there was no significant difference in the attitude of both male and female towards using social media for learning in school. Based on this, it was recommended that, the school authority should encourage the use of social media for learning curriculum content in school. [ABSTRACT FROM AUTHOR]

Introduction. The individual’s ability to understand medical information is part of health literacy, along with the ability to use it properly in order to obtain and maintain good health. Materials and method. A descriptive crosssectional pilot study was carried out on a group of 50 adult patients from Bucharest. To assess the level of understanding of medical information, the shortened version of the test measuring the degree of health literacy in adults – Short Test of Functional Health Literacy in Adults (S-TOFHLA) – was used. Results. The mean value of the score for the S-TOFHLA test was 25.7 (±7.83). The level of health literacy was high for 62% of patients, about a third had a moderate level (28%), and for 10% was limited. Conclusions. The results show that the level of health literacy is related with the education, socioeconomic status, age, medical attendance and self-perception of health status. Patients with increased level of education and higher socioeconomic status have a higher level of health literacy, as do adults compared to the elderly. There is a need to identify patients with low health literacy and tailor information according to their ability to understand healthcare concepts. [ABSTRACT FROM AUTHOR]

This study aims to associate vulnerabilities and health care actions with the workload and length of service of public school teachers in basic education in the state of Piauí. This is a documentary study. Analysis of the documents in the database of the School Management and Inspection Unit (UGIE) of the State Department of Education (SEDUC) was carried out. The 5141 registration documents of the 21 Regional Education Departments / GRE in the state of Piauí were analyzed. The data were analyzed using the statistical package, using descriptive analysis and the chi-square test, which were organized in tables. The results show that the use of alcohol and tobacco prevails in teachers with a higher workload and longer service time. Teachers with the most health insurance are also those with the highest weekly hours and the longest period of service. However, there is little incidence of teachers who use health services, the specialty most sought after is endocrinology and the least sought after is psychiatry. It is hoped that the results may assist expanded health promotion, politicization for self-care in health, training of care groups. Promotion of practices in conjunction with intersectoral public policies, reflections on the need for greater links between education and health, between the school, the community and health and care devices, independent and in addition to specific policies for this purpose. [ABSTRACT FROM AUTHOR]

Limited health literacy has previously been associated with increased health care utilization, worse general health status and self-reported health, and increased mortality. Identifying and accommodating patients with limited health literacy may offer an avenue towards mitigating adverse health outcomes and reduce unnecessary health care expenditure. Due to the challenges associated with implementation of lengthy health literacy assessments, the Brief Health Literacy Screening Instrument was developed. However, to our knowledge, there are no reports on the accuracy of this screening questionnaire, with or without the inclusion of sociodemographic characteristics, when predicting limited health literacy in orthopaedic spine patients. To evaluate the reliability and predictive accuracy of self-reported health literacy screening questions with and without the inclusion of sociodemographic variables in orthopaedic spine patients. Cross-sectional. Patients seen at a tertiary urban academic hospital-based multi-surgeon spine center Brief Health Literacy Screening Instrument (BRIEF), and the Newest Vital Sign (NVS) health literacy assessment tool. Between December 2021 and February 2022, consecutive English-speaking patients over the age of 18 presenting as new patients to an urban, hospital-based outpatient spine clinic were approached for participation. A sociodemographic survey, the BRIEF, and the NVS Health Literacy Assessment Tool were administered verbally. Simple and multivariable logistic regression was utilized to assess the accuracy of each BRIEF question individually, and collectively, at predicting limited health literacy as defined by the NVS. Further regression analysis included sociodemographic variables (age, body mass index, race, ethnicity, highest educational degree, employment status, marital status, annual household income, insurance status, and self-reported health. A total of 262 patients [mean age (years), 57 ± 17] were included in this study. One hundred thirty-four (51%) were male, 223 (85%) were White, and 151 (58%) were married. Patient BRIEF scores were as follows: 23 (9%) limited, 43 (16%) marginal, and 196 (75%) adequate. NVS scores identified 87 (33%) patients with possible limited health literacy. BRIEF items collectively demonstrated fair accuracy in the prediction of limited health literacy (area under the receiver operating characteristic curve, 0.76; 95% CI, 0.70−0.82). Individually, the fourth BRIEF item ("How confident are you in filling out medical forms by yourself?") was the best predictor of limited health literacy (area under the receiver operating characteristic curve, 0.67; 95% CI, 0.60−0.73). The predictive accuracy of the BRIEF items, both individually and collectively, increased with the inclusion of sociodemographic variables within the logistic regression. Specific characteristics independently associated with limited health literacy were self-identified Black race, retired or disabled employment status, single or divorced marital status, high school education or below, and self-reported "poor" health. Limited health literacy has implications for patient outcomes and health care costs. Our results show that the BRIEF questionnaire is a low-cost screening tool that demonstrates fair predictability in determining limited health literacy within a population of spine patients. Self-reported health literacy assessments may be more feasible in daily practice and easier to implement into clinical workflow. [ABSTRACT FROM AUTHOR]

Introduction: Teaching professionalization is an entity of educational sphere which has gained a strong role among researchers in this area of knowledge from the end of the 20th century. Objective: To assess the current state of evaluation of Nursing and Health Technology careers teachers’ professionalization. Methods: An observational and descriptive investigation was carried out, during the year 2021, of the 144 teachers of Faculty of Nursing and Health Technology from Santiago de Cuba province, for which 6 variables were analyzed: teaching activity, scientific-investigative activity, care activity, management activity, bioethical activity and professional performance; as well as a total of 21 indicators, in correspondence with the current demands in medical education. Results: The methodological triangulation of the applied instruments was 6.7, estimated as a low level of development, which allowed corroborating that the evaluation of the teachers’ professionalization was affected in that period. Conclusions: The problems and potentialities identified endorse the need to develop the evaluation of the teachers’ professionalization in this Faculty. [ABSTRACT FROM AUTHOR]

Autistic children are less likely to be jointly engaged with a play partner than nonautistic children, negatively impacting social communication development. Promoting joint engagement during play can be an important target for educators of autistic students, but educator perceptions of autistic students may affect their interactions with students. This secondary data analysis investigated educator perceptions of the behaviors of their autistic students, their relationship on educator behavior, and their relationship on the implementation of an intervention promoting joint engagement. Participants included 66 autistic preschool students, and twelve educators from six preschools. Schools were randomized to educator training or a waitlist. Before training, educators rated their students' controllability over autism related behaviors. To observe educator behavior, they were filmed playing for ten minutes with students, before and after receiving training. Ratings of controllability were positively correlated with cognitive scores, and negatively correlated with ADOS (Autism Diagnostic Observation Schedule) comparison scores. Furthermore, educator ratings of controllability predicted joint engagement strategies used by educators during play. Educators tended to use strategies promoting joint engagement for students perceived as more able to control their autism spectrum disorder behavior. Among educators that received JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) training, ratings of controllability did not predict changes in strategy scores after training. Educators were able to learn and implement new joint engagement strategies despite their initial perceptions. [ABSTRACT FROM AUTHOR]