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International Journal of Environmental... Aug 2022Cognitive skills are relevant predictors of academic achievement, employability, socioeconomic success, health, and longevity [...].
Cognitive skills are relevant predictors of academic achievement, employability, socioeconomic success, health, and longevity [...].
Topics: Academic Success; Achievement; Cognition; Educational Status; Exercise
PubMed: 35954921
DOI: 10.3390/ijerph19159564 -
Human Vaccines & Immunotherapeutics Dec 2023To address vaccine hesitancy, specific self-rated tools have been developed to assess vaccine literacy (VL) related to COVID-19, including additional variables, such as... (Review)
Review
To address vaccine hesitancy, specific self-rated tools have been developed to assess vaccine literacy (VL) related to COVID-19, including additional variables, such as beliefs, behavior, and willingness to be vaccinated. To explore the recent literature a search was performed selecting articles published between January 2020 and October 2022: 26 papers were identified using these tools in the context of COVID-19. Descriptive analysis showed that the levels of VL observed in the studies were generally in agreement, with functional VL score often lower than the interactive-critical dimension, as if the latter was stimulated by the COVID-19-related infodemic. Factors associated with VL included vaccination status, age, educational level, and, possibly, gender. Effective communication based on VL when promoting vaccination is critical to sustaining immunization against COVID-19 and other communicable diseases. The VL scales developed to date have shown good consistency. However, further research is needed to improve these tools and develop new ones.
Topics: Humans; COVID-19 Vaccines; Literacy; COVID-19; Educational Status; Vaccination
PubMed: 36794338
DOI: 10.1080/21645515.2023.2176083 -
The Journal of Nutrition, Health & Aging Jan 2024While the implementation of these initiatives varies globally and continues to face low uptake in the global south, it is crucial to underscore key ongoing efforts,... (Review)
Review
While the implementation of these initiatives varies globally and continues to face low uptake in the global south, it is crucial to underscore key ongoing efforts, particularly in developing nations. This allows us to have knowledge about progress and identify areas that require more effective strategies to advance the cause of global healthy aging. The aim of this mini-review was to describe some of the key age-friendly initiatives made in Mexico through Governmental and Non-Governmental entities to promote healthy aging, at different levels of health and social institutions, covering the healthcare systems, community, and education.
Topics: Humans; Mexico; Educational Status; Healthy Aging
PubMed: 38267158
DOI: 10.1016/j.jnha.2023.100007 -
International Journal of... Jul 2021There is a pressing need for resources to train the next generation of psychophysiologists. Psychophysiology, and especially the subfield of cognitive electrophysiology,... (Review)
Review
There is a pressing need for resources to train the next generation of psychophysiologists. Psychophysiology, and especially the subfield of cognitive electrophysiology, poses challenges for educators because it requires an understanding of complex concepts and experimental design, advanced analysis and programming skills, and access to specialized software and equipment. These challenges are common to other STEM fields as well. We present PURSUE (Preparing Undergraduates for Research in STEM Using Electrophysiology - www.PursueERP.com) as an example initiative that engages open educational practices to create and share freely available electrophysiology training materials. This model uses evidence-based pedagogy to create accessible and flexible materials, an open database with supporting lab-based training resources, and also provides instructor support during implementation. This model can be used for other areas within STEM. We review benefits and challenges of using open science research and publishing practices for training. Open science resources have benefits for both course-based undergraduate research experiences and other types of training by increasing access to publications, software, and code for conducting experiments and analyses, as well as access to data for those who do not have access to research equipment. Further, we argue that coordinated open educational practices are necessary to take full advantage of open science resources for training students. Open educational practices such as open educational resources, collaborative course building, and implementation support greatly enhance the ability to incorporate these open science resources into a curriculum.
Topics: Curriculum; Educational Status; Humans; Students
PubMed: 33865900
DOI: 10.1016/j.ijpsycho.2021.04.001 -
Journal of Physiotherapy Apr 2022
Topics: Educational Status; Humans; Pain
PubMed: 35400609
DOI: 10.1016/j.jphys.2022.03.006 -
Annals of Surgical Oncology Apr 2022
Topics: Educational Status; Healthcare Disparities; Humans; Neoplasms
PubMed: 35099656
DOI: 10.1245/s10434-021-11095-7 -
International Journal of Environmental... Aug 2023A social prescribing (SP) link worker (LW) is responsible for enabling and supporting individuals, by assessing their personal goals and co-producing solutions to make...
BACKGROUND
A social prescribing (SP) link worker (LW) is responsible for enabling and supporting individuals, by assessing their personal goals and co-producing solutions to make use of appropriate local non-clinical resources or interventions. As an emerging new role, LWs are not regulated by professional bodies associated with SP. Therefore, currently there is no standardised training for LWs who are from varied backgrounds. As such, LWs have varying knowledge about how to deal with individuals with complex needs, which can impact on their decision-making capabilities to seek solutions and navigate complex systems. The purpose of the research was to explore LWs' level of education, past and current training requirements as well as elicit how much LWs were willing to pay (WTP) to access and undertake training to improve their skill set.
METHODS
A rigorous mixed method research design was employed which included semi-structured interviews with key stakeholders and quantitative questionnaires including contingent valuation (CV) questions to a population of LWs across Wales from March to June 2020. Qualitative interviews with key stakeholders who commission and deliver social prescribing interventions employing LWs identified perceived link worker qualities and requirements for LW roles. Purposive sampling was used to identify and select individuals that have experience in managing LWs. Due to the COVID-19 pandemic, interviews were carried out exclusively online. LWs self-selected to complete the online questionnaires. Questionnaires gathered data on LW qualifications and demographic information with the CV questions gathering data on the value LW placed on accessing training in SP. Thematic narrative analysis was applied to interpret the data from the semi-structured interviews. Descriptive frequency analysis was conducted on the quantitative data generated from the online questionnaire.
FINDINGS
SP coordinators ( = 6) reported that 'personal skills' are the most essential skills required by LWs in SP intervention. Training is available for LWs; however, the training undertaken varies depending on the type of intervention delivered, with 70% of LWs previously undertaking training to facilitate their development as an LW. The results from the contingent valuation questionnaire ( = 54) indicated that 100% of the respondents would avail of training. LWs were asked how much they were willing to pay as a single payment for professional training; on average, LWs were WTP GBP 58 from their personal funds to access training and the associated benefits to enhance their skills and knowledge.
INTERPRETATION
The semi-structured interviews conducted with the key SP stakeholders yielded rich information and novel insight into LW training. External funding for the salary of the LW is an obstacle for LW development through training. In addition, the questionnaire results regarding stated preference techniques demonstrate that LWs place value on their professional development and would be willing to spend their own money on training to improve their knowledge and skills.
Topics: Humans; Pandemics; COVID-19; Educational Status; Data Accuracy; Workforce
PubMed: 37623135
DOI: 10.3390/ijerph20166549 -
BMC Medical Education May 2022Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health...
BACKGROUND
Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries.
METHODS
The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised.
RESULTS
Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues' modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described.
CONCLUSION
Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice.
Topics: Allied Health Personnel; Clinical Competence; Delivery of Health Care; Educational Status; Humans
PubMed: 35590359
DOI: 10.1186/s12909-022-03406-7 -
Journal of Cancer Survivorship :... Apr 2022To identify published literature regarding cancer survivorship education programs for primary care providers (PCPs) and assess their outcomes. (Review)
Review
PURPOSE
To identify published literature regarding cancer survivorship education programs for primary care providers (PCPs) and assess their outcomes.
METHODS
PubMed, Embase, and CINAHL databases were searched between January 2005 and September 2020. The Quality of Cancer Survivorship Care Framework and Kirkpatrick's 4-level evaluation model were used to summarize program content and outcomes, respectively. Data extraction and critical appraisal were conducted by two authors.
RESULTS
Twenty-one studies were included, describing self-directed online courses (n=4), presentations (n=2), workshops and training sessions (n=6), placement programs (n=3), a live webinar, a fellowship program, a referral program, a survivorship conference, a dual in-person workshop and webinar, and an in-person seminar and online webinar series. Eight studies described the use of a learner framework or theory to guide program development. All 21 programs were generally beneficial to PCP learners (e.g., increased confidence, knowledge, behavior change); however, methodological bias suggests caution in accepting claims. Three studies reported positive outcomes at the patient level (i.e., satisfaction with care) and organizational level (i.e., increased screening referrals, changes to institution practice standards).
CONCLUSIONS
A range of cancer survivorship PCP education programs exist. Evidence for clinical effectiveness was rarely reported. Future educational programs should be tailored to PCPs, utilize an evidence-based survivorship framework, and evaluate patient- and system-level outcomes.
IMPLICATIONS FOR CANCER SURVIVORS
PCPs have an important role in addressing the diverse health care needs of cancer survivors. Improving the content, approach, and evaluation of PCP-focused cancer survivorship education programs could have a positive impact on health outcomes among cancer survivors.
Topics: Cancer Survivors; Educational Status; Humans; Neoplasms; Primary Health Care; Survivorship
PubMed: 33763806
DOI: 10.1007/s11764-021-01018-6 -
Indian Pediatrics Sep 2020
Topics: Child; Child Development; Child, Preschool; Consensus; Educational Status; Humans; Pediatrics
PubMed: 32999106
DOI: No ID Found