Health education and multimedia learning: connecting theory and practice (Part 2)

Part 1 of this article reviewed the contributions of educational psychology to the early development of health behavior theory and the difficulties faced by health education in adopting some of the perspectives that today guide multimedia learning. Whereas Part 1 involved discussion at the theoretical level, the purpose of Part 2 is to connect theory and practice by describing the most relevant multimedia learning theories and by providing recommendations for developing multimedia health education programs. It also provides practitioners with specific examples of the features that may make computer-based interventions more attractive to their particular audiences.     

Preschool health education program (PHEP): analysis of educational and behavioral outcome

A health education curriculum structured around age-appropriate types of behavior that enable children to assume more responsibility for their own health was developed, taught, and evaluated in an early childhood learning center. The curriculum was then field-tested and evaluated in several additional preschools utilizing a design which included comparable nonintervention preschools. The findings indicate that the curriculum contributed to learning and suggest that it has some potential in influencing health related behavior. It is not possible to determine from the findings the precise contribution of the curriculum to the observed changes in children's learning outcomes and health behavior. It is likely that the curriculum and the children's general maturation and development all contributed to the changes observed. The studies demonstrated that the curriculum was effectively structured to be appropriate for the targeted age group, acceptable for use by preschool staff and easily implemented into a variety of preschool settings.     

Multimedia for occupational safety and health training: a pilot study examining a multimedia learning theory

Occupational diseases are a significant problem affecting public health. Safety training is an important method of preventing occupational illness. Training is increasingly being delivered by computer although theories of learning from computer-based multimedia have been tested almost entirely on college students. This study was designed to determine whether these theories might also be applied to safety training applications for working adults. Participants viewed either computer-based multimedia respirator use training with concurrent narration, narration prior to the animation, or unrelated safety training. Participants then took a five-item transfer test which measured their ability to use their knowledge in new and creative ways. Participants who viewed the computer-based multimedia trainings both did significantly better than the control group on the transfer test. The results of this pilot study suggest that design guidelines developed for younger learners may be effective for training workers in occupational safety and health although more investigation is needed.     

Ambulatory Health Centres (Part 1): A Typology

The authors examine the possible forms that an ambulatory care centre associated with a university hospital system — created through a merger of several independent hospitals — might assume. Part 1 describes potential models; part 2 estimates the plausible performance of each of these potential models using the Parsonian approach to social systems.     

北京市常住居民健康生活方式与行为素养水平影响因素理论验证分析

目的了解北京市居民健康生活方式与行为影响因素,尝试验证理论。方法采用多阶段分层整群随机抽样的方法,对北京市2030名15～69岁常住居民进行问卷调查,包括一般情况、知识、行为和技能等。健康素养资料采用单因素分析和多因素非条件Logistic回归分析。结果北京市常住居民健康生活方式与行为素养具备率为53.4%。多因素分析结果显示：女性（OR=1.865）、年龄较大（OR值分别为1.253、2.041、1.477和1.478）、文化程度较高（OR值分别为1.332和1.734）、月收入较高（OR=1.864）、具备健康基本知识和理念素养（OR=4.349）、具备健康基本技能素养（OR=2.159）是具备健康生活方式与行为素养的保护因素。结论拓宽健康行为研究视野,重视多学科的方法,加强行为问题理论研究,积极开发有效的干预措施,促进北京市居民健康生活方式与行为的全面提高。     

医院多媒体健康教育的建设和探讨

<正>多媒体技术是信息处理、传播、反馈最直观、最有力的支持,是一种现代的高效的教育方法[1]。本文从整合医院的有线电视资源,利用多媒体技术,以院内就诊患者为中心,以传播健康教育知识和技能及提高居民健康素养为目的,通过医院健康教育部门的组织和管理,使用多媒体的健康教育手段,形成科学性、系统性的医院多媒体健康教育模式。1以健康教育为出发点,建造有线电视健康教育多媒体平台1.1宣教平台基本概况电视宣教系统,是指将     

Health education and marketing processes: 2 related methods for achieving health behavior change

Objective: To make salient the striking similarities between the program planning processes used in both health education and contemporary marketing. Method: Through a discussion of the analogous nature of both processes and a review of the literature, the authors (1) illustrate why marketing principles should be embraced and (2) suggest how marketing strategies can be integrated into health education needs assessments. Results: Core health-marketing concepts are proposed along with 4 recommendations for future marketing activities in health education. Conclusion: To facilitate an advance in health education process and practice, scholars and practitioners should adopt a more consumer-centered, marketing mind-set.     

中医辩证施治改善溃疡性结肠炎患者心理及行为的效果观察

目的研究中医辩证施治对改善溃疡性结肠炎患者焦虑抑郁情绪,促进健康行为形成的效果,为开展同类患者健康教育提供依据。方法将180例溃疡性结肠炎住院患者随机分为试验组与对照组,试验组在常规健康教育基础上进行针对性中医辩证施治。分别对两组患者在入院2天内和出院前1日进行焦虑和抑郁自评测试,并分别于入院2日内和出院30天后进行问卷调查,比较干预前后效果。结果干预组患者入院2天内的焦虑抑郁评分分别为（57.2±4.1）分和（52.1±3.6）分,对照组分别为（53.5±2.5）分和（59.6±4.6）分,差异无统计学意义（P〉0.05）,但与国内常模相比明显高于常模。出院前1日实验组的焦虑抑郁评分为（32.1±3.2）分和（41.7±2.4）分,低于对照组,差异有统计学意义（P〈0.01）。30天随访结果显示,两组患者情绪和行为均有改善,但试验组改善明显,除按时服药外,定期复查、合理饮食、规律作息等生活方式,两组差异有统计学意义（P〈0.01）。结论中医辩证施治利于促进患者建立良好的遵医用药行为和生活习惯,减轻焦虑抑郁,促进患者康复。     

Health communication and professional preparation: health educator credibility, message learning, and behavior change.

Health education graduate students were surveyed to assess perceptions of their professional responsibility to be role models of healthy behaviors, characteristics of a professional role model, and related socializing experiences during professional preparation. A total of 233 randomly selected health education graduate students participated in this study nationwide. Significant inverse associations were found between students' year in graduate school and sense of excellence as a role model, graduate program satisfaction, and professional commitment (all ps < 0.05). Students' sense of professional marketability and competence to role model were statistically significant in predicting their perception that role modeling healthy behaviors is a professional responsibility, F(2, 215) = 110.25, p = 0.00001. Positive associations also were found between students' desire to improve fitness behavior, nutrition, and weight and/or body fat ratio with self-ratings as role models (all ps < 0.05). Implications for the profession and preparation are provided.     

Applying the theory of constraints in health care: Part 1--The philosophy

The imperative to improve both technical and service quality while simultaneously reducing costs is quite clear. The Theory of Constraints (TOC) is an emerging philosophy that rests on two assumptions: (1) systems thinking and (2) if a constraint "is anything that limits a system from achieving higher performance versus its goal," then every system must have at least one (and at most no more than a few) constraints or limiting factors. A constraint is neither good nor bad in itself. Rather, it just is. In fact, recognition of the existence of constraints represents an excellent opportunity for improvement because it allows one to focus ones efforts in the most productive area--identifying and managing the constraints. This is accomplished by using the five focusing steps of TOC: (1) identify the system's constraint; (2) decide how to exploit it; (3) subordinate/synchronize everything else to the above decisions; (4) elevate the system's constraint; and (5) if the constraint has shifted in the above steps, go back to step 1. Do not allow inertia to become the system's constraint. TOC also refers to a series of tools termed "thinking processes" and the sequence in which they are used.