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The Effects of Preventive Intervention for Betel Nut Chewing in School

Abstract

Purpose: This study was to explore the effect of preventive health education intervention in the knowledge, attitude, practice of betel nut chewing, and self-efficacy of anti-betel nut chewing for adolescent students.

Methods: One hundred eighty-six indigenous samples were recruited, and divided into experimental and control groups. The experimental group underwent fourteen-week classes regarding the prevention of betel nut chewing. Both groups took post-tests immediately after intervention in order to evaluate the instant effect of the teaching program. The follow-up (post-post-test) evaluated the instant improvement at the 28th week (14 weeks after the end of the class).

Results: There was no difference in knowledge of the hazards of betel nut chewing among pre-tests, post-tests, and post-post-test in the experimental group. The attitude, practice of betel nut chewing and self-efficacy of anti-betel nut chewing aspects was significantly different among pre-tests, post-tests, and post-post-test after intervention. There was a significantly immediate and instant improvement after health education intervention.

Conclusion: Health education enables students to better resist the use of betel nuts. This study confirmed the importance of health education programs in dealing with the health risks of betel nut chewing for the risk group Students.     

Making space: Integrating meaningful interprofessional experiences into an existing curriculum

Many health professional education programs have instituted, or are in the process of developing, structures for implementing interprofessional education (IPE). Professional organizations are also adopting IP competencies for their respective memberships and accreditations. Our IPE design and educational framework was informed by evidence gathered from professional organizations; the students' lived experience with traditional approaches and evolving IPE designs and data from our school's longitudinal curriculum evaluation study. This paper briefly describes the evolution and design of an embedded IPE program within an existing master's level curriculum – which meets not only curriculum competencies but also nationally recognizes IPE competencies. In addition, the embedded program articulates with a mandatory faculty-wide IPE initiative. The creation of embedded IPE within existing courses allowed for enriched learning opportunities for both discipline-specific and IPE knowledge without changing the overall curriculum structure.     

Enigma variations: Unraveling interprofessional education in time and place

Abstract

Designing the learning environment for the health care professionals of tomorrow is less than complete unless and until it includes interprofessional education (IPE). Progress depends on establishing a shared understanding of IPE between architects and teachers as the dialogue between them during the forum confirmed. My brief presentation provided no more than the catalyst. This paper goes further. It locates IPE within a coherent, consistent and pervasive rationale distilled over time from its roots in different countries and fields of practice, including the formulation of objectives, the adaptation of a repertoire of learning methods, the adoption of a definition and values and the framing of principle and competency-based outcomes, before alerting readers to some of the many complexities during the planning process.     

阶段性健康教育在S3～5双开门手术入路行骶前病变手术患者的应用

目的:探讨阶段性健康教育在S3～5双开门手术入路行骶前病变手术患者护理中的应用效果.方法:将28例骶前病变患者随机分为2组,其中:观察组18例,对照组10例.对照组采用常规健康教育方法,针对患者现有和潜在的健康问题给予健康指导；观察组实施阶段性健康教育处方,在入院时、术前、术后及出院前,针对患者不同时期的不同需要,采取阶段性、目的明确且持续的健康教育方法.结果:观察组患者对健康教育知晓率明显高于对照组(P＜0.01),满意度高于对照组(P＜0.05).结论:阶段性健康教育可强化在S3～5双开门手术入路行骶前病变手术患者的遵医行为,建立良好的护患关系,提高患者对健康教育知晓率和满意度,从而促进患者心理和机体功能的早日康复,减少并发症的发生.     

Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning

A need exists for measures to evaluate the impact of interprofessional education (IPE) interventions. We undertook development and evaluation of a scale to measure self-efficacy perceptions of pre-licensure students in medicine, dentistry and health professions. The scale was developed in the context of a project entitled, “Seamless Care: An Experiential Model of Interprofessional Education for Collaborative Patient-Centered Practice”. As self-efficacy perceptions are associated with the likelihood of taking on certain tasks, the difficulty of those tasks, and perseverance in the face of barriers, we reasoned that understanding changes in students' perceptions and their relation to other outcomes was important. A 16-item scale was developed from a conceptual analysis of relevant tasks and the existing literature. Content validity was assessed by six Canadian IPE experts. Pre-licensure students (n = 209) participated in a pilot test of the instrument. Content validity was rated highly by the six judges; internal consistency of the scale (Cronbach's α = 96) and subscales 1 (α = .94) and 2 (α = .93) were high. Principal components analysis resulted in identification of two factors, each accounting for 34% of the variance: interprofessional interaction, and interprofessional team evaluation and feedback. We conclude that this scale can be useful in evaluating IPE interventions.     

How to think about interprofessional competence: A metacognitive model

Phenomenological evidence describing life history patterns frequently occurring in cancer patients, typically involving bereavement or other separation, may be explicable in terms of behavioural conditioning. Emotional loss has been demonstrated to produce biochemical changes which have an adverse effect on immune function. The emotional loss may become a conditioned stimulus so that further loss will produce immunosuppression, possibly greater than in the first instance, as a result of a process of sensitization. The model proposes a number of testable hypotheses, and implies that behavioural and psychological techniques could become important factors in promoting an environment conducive to healthy immune function.