Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This studyused quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decisionmaking ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.
Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This studyused quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decisionmaking ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
To achieve the goal of Health Equity we need changes principles and values in healthcare and healthcare education, changes in systems for health and the use of patient driven data (Big Data) in order to develop a learning healthcare system.
A person who has completed a basic nursing education programmed and is licensed in his\her country to practice professional nursing is a professional nurse. This paper aims to identify public perception of nursing as a profession. Method: A comprehensive systematic search of published literature and journal articles from PubMed and EBSCOHOST databases was done. Search strategy specific to each database was used. During initial search 1642 titles were retrieved and after screening 11 articles were selected for full text screening. Finally 5 research articles were selected based on the inclusion criteria. Result: Out of 5 articles, 3 research studies finding showed positiveperception of nursing as a profession. Almost all of participant in these study perceived nursing as anopportunity to serve humanity; Participants agreed that our prejudice society has great influence on nursing students in choosing nursing profession as their career. Conclusion: The social media having an impact over imageof nursing as a profession. As several study findings showedthatnursing career is not respected career, society have negative view to the nursing profession. Because of this image students don’t want to choose nursing as their profession. On other hand some study results says that nursing students are motivated by extrinsic factor such as good salary, stability and low stress.
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
To achieve the goal of Health Equity we need changes principles and values in healthcare and healthcare education, changes in systems for health and the use of patient driven data (Big Data) in order to develop a learning healthcare system.
A person who has completed a basic nursing education programmed and is licensed in his\her country to practice professional nursing is a professional nurse. This paper aims to identify public perception of nursing as a profession. Method: A comprehensive systematic search of published literature and journal articles from PubMed and EBSCOHOST databases was done. Search strategy specific to each database was used. During initial search 1642 titles were retrieved and after screening 11 articles were selected for full text screening. Finally 5 research articles were selected based on the inclusion criteria. Result: Out of 5 articles, 3 research studies finding showed positiveperception of nursing as a profession. Almost all of participant in these study perceived nursing as anopportunity to serve humanity; Participants agreed that our prejudice society has great influence on nursing students in choosing nursing profession as their career. Conclusion: The social media having an impact over imageof nursing as a profession. As several study findings showedthatnursing career is not respected career, society have negative view to the nursing profession. Because of this image students don’t want to choose nursing as their profession. On other hand some study results says that nursing students are motivated by extrinsic factor such as good salary, stability and low stress.
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
A guide to create a simple Java application and upload it to the Google Cloud Platform with Google App Engine. This presentation covers usage of persistence API with both Google Cloud SQL and Google Cloud Datastore.
Google App Engine is a platform as a service (PaaS) cloud computing platform for developing and hosting web applications in Google-managed data centers.
Discussion 1 Marlon RodriguezPopulation and Community Health ProVinaOconner450
Discussion 1 Marlon Rodriguez
Population and Community Health Promotion
Health practitioners and the general public play a competitive role in population health prevention and promotion. Health care providers such as nurses and doctors sometimes have multifaceted roles as holistic healthcare providers to promote community health. They can organize public outreach programs and coordinate health education to enlighten the community about well-being. The paper explores specific actions health providers can take regardless of their professional practices to promote community health.
Health Education and Promotion Programs
Health education is an everyday social science used by health providers to promote health behaviors and well-being in the community. Health education initiatives focus on providing essential knowledge and information to the community members and practical skills that enable the public to adopt healthy behaviors (Whitehead, 2018). Health education increases health knowledge and influences the health attitudes of individuals. For instance, nurses can educate the public about the benefits of child immunization in preventing diseases and boosting immunity. Knowledge of immunization can influence individuals who have specific attitudes toward vaccination to seek these services, thus promoting the well-being of children. Health promotion is much broader since it is done by professionals while responding to health developments. It helps address concerns related to health inequities and access within the communities.
Community Assessment and Intervention Planning
Community diagnosis or assessment is an action that health practitioners conduct to identify factors that promote the health of a community and develop strategies to improve them. Health practitioners then design specific goals and programs that help solve particular health concerns identified (Lee et al., 2017). The nurse collaborates with community members to conduct a community assessment and diagnosis processes to help them plan community programs. A nurse must perform a community diagnosis for them to implement a nursing intervention that helps solve the problem. Nurses conduct the diagnosis process to ensure the interventions’ efficiency, promote standardization, and conduct follow-up activities, monitoring, and evaluation while assessing if they have achieved their goals. A nurse can also plan health activities and programs that entail fundamental behavior changes. For example, nurses can coordinate nutritional assessment or diagnosis to prevent concerns of being underweight, malnutrition, or overweight in the community.
Advocate Social Change
Social change initiatives focus on the interaction of humans and the transformation of institutions and functions. Nurses can promote social change by advocating for better policies that solve health inequities. Professional advocacy that orients towards better policies can address social conditions an ...
Sec. S-i. Med. Vol. 38, No. 2, pp. 205-215, 1994 Printed in .docxbagotjesusa
Sec. S-i. Med. Vol. 38, No. 2, pp. 205-215, 1994
Printed in Great Britain.
THE HOUSEHOLD PRODUCTION
0277.9536/94 $6.00 + 0.00
Pergamon Press Ltd
OF HEALTH:
INTEGRATING SOCIAL SCIENCE PERSPECTIVES ON
MICRO-LEVEL HEALTH DETERMINANTS
PETER BERMAN’, CARL KENDALL’ and KARABI BHATTACHARYYA’
‘Department of Population and International Health, Harvard School of Public Health , 665 Huntington
Avenue, Boston, MA 02115 and ‘Department of International Health, School of Hygiene and Public
Health. The Johns Hopkins University, 615 N. Wolfe Street, Baltimore, MD 21205, U.S.A.
Abstract-Efforts to control disease and improve health in developing countries require increasing
collaboration between social and medical scientists. This collaboration should extend from the early stages
of technology development to the evaluation and improvement of population-wide interventions. This
paper provides an integrating framework for social science research on health producing processes at the
household level, drawing on recent work in economics, anthropology, and public health. Further
development of theory and methods in this area would benefit from interdisciplinary research in categories
as defined by social and behavioral science in addition to those related to specific diseases and intervention
programs.
Key words-health, development, social science methods. household economics
The natural locus of disease is the natural locus of life - the
family: gentle, spontaneous care, expressive of love and a
common desire for a cure, assists nature in its struggle
against the illness, and allows the illness itself to attain its
own truth [I, p.171.
lNTRODUCTION
In medicine and public health in developing
countries, technology has captured center stage. Oral
rehydration therapy, vitamin supplements, recombi-
nant vaccines-these are the vanguard of the ‘revolu-
tion’ in child survival. Whereas once the eradication
of a single disease was a dream, today elimination of
a host of killers is deemed a likelihood.
While technology can certainly hasten public
health improvements, historical experience suggests
that other factors are also needed. As is well known,
major health improvements in the West preceded
rather than accompanied the advent of antibiotics
and most vaccines [2]. Some low income countries
and regions have achieved levels of infant mortality
below those of some American cities with low cost,
decentralized systems of primary health care [3].
There is reason to believe that such successes of
health development depend on a combination of
appropriate technology, sound health care delivery,
and social and economic changes affecting house-
holds and communities. Where health care provision
of adequate quality or related social advances are
absent or lagging, simple mass extension of clinically
efficacious medical techniques, such as promotion of
oral rehydration may exhibit high initial rates of
success and r.
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
Assignment 2 Health Policy Proposal Analysis (Policy Brief).docxannrodgerson
Assignment 2: Health Policy Proposal Analysis (Policy Brief)
Nurses engaged in the policy arena often are asked to provide information on a health care topic of interest to policy makers. This is frequently accomplished through developing a policy brief. A policy brief advocates for a particular recommendation (prior to the enactment of a policy). Learning how to write a policy brief in a clear, succinct, scholarly, and professional manner is an essential skill for advanced practice nurses.
For this Assignment, you will assess one of the recommendations from the Institute of Medicine’s
The Future of Nursing: Leading Change, Advancing Health: Report Recommendations.
You will then develop a policy brief to advocate for this recommendation (the written policy brief is due in Week 7).
To prepare:
Review the Lavis et al. article on preparing and writing policy briefs provided in the Learning Resources
(See attached file).
Select one of the recommendations within the
IOM The Future of Nursing: Leading Change, Advancing Health: Report Recommendations
to focus on for this assignment.
Research the history of the problem behind the recommendation and what has been done to try to solve the problem.
What does the recommendation say should be done? Are there any groups, nursing and others, currently supporting work to implement the recommendation (e.g., Kaiser Family Foundation, professional organizations)? Does the recommendation suggest specific groups that should be involved in the implementation? Think critically about how the recommendation should be implemented – did the IOM get it right? What other strategies are possible to consider?
By Thursday 04/12/2018 3pm,
To complete:
Develop a scholarly and professionally written 2- to 3-page single-spaced policy brief on the recommendation you selected from the IOM report following
the format presented in the Lavis et al. article.
(See attached file for the article). Include the following:
Short introduction with statement of the problem.
The selected recommendation (from the IOM Report)
Background
Current characteristics
The impact of the recommendation from the perspective of consumers, nurses, other health professionals, and additional stakeholders
Current solutions
Current status in the health policy arena
Final conclusions
Resources used to create the policy brief
Required Readings
Hyder, A., Syed, S., Puvanachandra, P., Bloom, G., Sundaram, S., Mahmood, S., ... Peters, D. (2010). Stakeholder analysis for health research: case studies from low- and middle-income countries. Public Health, 124(3), 159–166.
This study demonstrates how the engagement of stakeholders in research and policy making can assist in the successful implementation of policy proposals. The authors propose that by engaging stakeholders, resea ...
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use.docxAASTHA76
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use Only - see specific sponsoringTitle:Union County of Georgia cancer prevention programagency for the proper forms)Date:12-May-17RFA no.PI:Project Period:2017/2018Budget Period:2017-2018Year 1Field researchResearch assitants( Salaries & benefits)250,000Transport120,000Research tools( questionaires and interviews)50,000420,000Screening actvitiesLocal hospital staff service fees80,000Electricity consumed by equipment20,000Maintenace expenses40,000140,000MarketingNutrionists service fees150,000Local gym service15,000Formation of chamber fo commerce180,000Education workshops ( schools and community centers)50,000395,000
pasterme:
rate as of 7/1/05
subject to change
confirm with the SPH
Business Office
pasterme:
part-time student rate as of 7/1/04 subject to change confirm with the SPH Business Office
pasterme:
rate subject to change Please review all budgets with the SPH
Business Office.
Running head: COMMUNITY COALITION 1
COMMUNITY COALITION 3
Community Coalition
Kimberly Crawford
Kaplan University
January 8, 2018
Community Coalition
1. Choose 5 partnerships to engage and explain why you would invite each of these people//organizations to be a part of the coalition.
The creation of community health promotion and education programs takes into consideration several agencies or parties who help in the achievement of the desired health goals. Each of the partners will address its roles using different approaches depending on their area of expertise. This is an important factor to consider as different institutions address health promotion using different approaches and perspectives. The overall outcome from the contribution of every partner should be able to restore and promote the physical, emotional, spiritual, psychological, and social wellness of the community in relation to the health issue being suffered (Minelli, & Breckon, 2009). Chronic diseases are currently the leading causes of death in the community due to their complexity and the severe effects on human health. The community health promotion and education program will be provided by the ‘Health Concerns Coalition’ which will be made up of the following partners; community religious groups, Cancer Supportive Care Foundation, an association of cancer-survivor patients, nutritional organizations, and the local authority.
1. Cancer Supportive Care Foundation – This is an important part of the coalition as it will offer technical expertise in education and diagnosis of chronic diseases. The foundation team will include medical experts who will diagnose the community members of any chronic illnesses. Examinations for diseases such as breast cancer, prostate cancer, diabetes and blood pressure will be conducted by this partner as they will provide modern machines needed for the diagnosis of chronic illnesses.
2. Community religious groups – Community religious groups ca ...
Running Head DIET AND PHYSICAL ACTIVITY.Diet and Physical Act.docxtodd271
Running Head: DIET AND PHYSICAL ACTIVITY.
Diet and Physical Activity.
Diet and Physical Activity.
04/11/2019
Diet and Physical Activity.
The body requires a healthy diet and once at a time physical activity to ensure healthy lives, but contrary to that unhealthy diets and inactivity contribute to chronic diseases such as diabetes, cancer or cardiovascular diseases. Improving diets and physical activity will actually reduce disease and deaths on the target community that is currently is something World Health Organization started an initiative for member states to adopt diet, physical activity, and disease prevention.
This health promotion activity is directed towards the local community and specifically the elderly, mainly because they are the section of the population that is likely to be attacked by such diseases, but also the other population section is affected. So, the focus will be on the physicians and nutritionists who will come in and help with this campaign. This is because the younger population like the millennials mostly focus on healthy living with going vegan or regularly visiting the gym in the pursuit of following trends. This will not be a problem for this age group.
The possible stakeholders will be both the government and the private sectors, in the sense that other workplaces have policies in place that support physical activity and proper diet for their workers for the sole purpose of productivity in the workplace. They initiatives in place that include: maybe having walking meetings, provide healthy diet solutions at the workplace by inviting nutritionists and many other ways. The expected results include a healthy community, and maybe possibly pass the message wide enough that it can be a worldwide movement that is of course after ensuring the point is taken in this local community. Hence this is the best health promotion activity for this target population because I believe knowledge is power whereby it acts as prevention, which will bring the collaboration of various professions in the clinical practice.
References
Diet and Physical Activity: a public health priority, retrieved from https://www.who.int/dietphysicalactivity/public-health-priority/en/
4/26/19, 8*54 PMRubric Assessment - NSG6002 Health Policy and Health Promotion in Advanced Nursing Practice FL01 - South University
Page 1 of 4https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_resu…&viewTypeId=3&rubricId=98837&groupId=0&d2l_body_type=5&closeButton=1&showRubricHeadings=0
Criteria
No Evidence
0 points
Unsa!sfactory
51 points
Sa!sfactory
59 points
Proficient
66 points
Exemplary
75 points
Health Topic
Describe a single
health
promo!on/disease
preven!on
problem from the
Healthy People
2020 Objec!ves
Introduc!on to
popula!on or
problem Describe
incidence,
prevalence,
epidemiology, cost
burden etc.,
Student did not
submit assignment
Work minimally
meets assignment
expect.
Assessment of the Existing School Health Promotion Program in a Selected Educ...AnuragSingh1049
The health promotion school program was designed to promote the wellbeing of school students. This concept was introduced during the 1980s by the World Health Organization (WHO). In Sri Lanka; it was initiated and implemented in 2008 targeting all government schools. The aim of the study was to assess the existing school health promotion program. The cross-sectional study was implemented in May 2018 with all secondary schools in a selected education zone in Sri Lanka which represent three types of schools, 1AB, 1C and type 2. The study participants were students and teachers. The newly developed tool (Health Promoting School Assessment Tool) was used to assess the existing school health promotion program under six main criteria. The nominal group technique was followed to fill the assessment tool designed in the study where a team of teachers and a team of students separately took part in the assessment. The findings of the study show that the existing health promotion school program is partially unsuccessful in the selected educational zone. The existing situation of the school health promotion program, according to the main six criteria of the Health Promotion School Assessment Tool, was not at a satisfactory level of the implementation (38.2%). Only three schools (N=23) scored more than 50% while other schools (n=20, N=23) were scored less than 50%. According to the assessment, for each group of an individual school, there was a difference between teachers’ assessment and students’ assessment of the overall health promotion program. It is important to conduct continuous monitoring and have an evaluation plan for the school health promotion program to acquire effective changes in school settings.
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Evaluation of antidepressant activity of clitoris ternatea in animals
11.[28 37]fostering a paradigm shift in the roles of health promotion education in southeast asia
1. Research on Humanities and Social Sciences www.iiste.org
ISSN 2224-5766(Paper) ISSN 2225-0484(Online)
Vol.2, No.3, 2012
Fostering a Paradigm Shift in the Roles of Health Promotion
Education in Southeast Asia
Marc Van der Putten (Corresponding author)
Faculty of Public Health, Thammasat University
Rangsit Campus, Klong Luang Piyachart Bld. 10th Fl. Pathumthani, 12121, Thailand
Tel: (+66-81-830 3864) E-mail: mvdp@tu.ac.th
Albert S. Makone
Faculty of Public Health, Thammasat University
Rangsit Campus, Klong Luang Piyachart Bld. 10th Fl. Pathumthani, 12121, Thailand
E-mail: albertmako@gmail.com
Ephraim T. Chiriseri
Faculty of Public Health, Thammasat University
Rangsit Campus, Klong Luang Piyachart Bld. 10th Fl. Pathumthani, 12121, Thailand
E-mail: ephraimtc@gmail.com
Nuntavarn Vichit-Vadakan
Faculty of Public Health, Thammasat University
Rangsit Campus, Klong Luang Piyachart Bld. 10th Fl. Pathumthani, 12121, Thailand
E-mail: nuntavarn@tu.ac.th
The enquiry was financed by World Health Organization SEARO No .ICP-FFA 001
Abstract
In the context of an evolving domain and the complexity globalization adds to the situation, health
promotion practice in Southeast Asia face challenges posed by the growing gaps between practice
needs, human resource development needs, and educational program development needs. One of the
challenges is how to foster a much needed paradigm shift among those responsible for workforce
production in health promotion. In this paper, we provide practical proposals for action that provide
leverage in thinking differently about health promotion practice. These proposals reflect the authors’
perspectives and experiences in competencies relevant to health promotion key action areas:
empowerment, health services, partnerships and alliances, environments, and health and policy. We
first describe the developments in the health promotion domain; summarize competency frameworks
for health promotion; to arrive at a comparison of Southeast Asia education programs for health
promotion with programs in socio-economic advanced regions. We suggest proposals on the way
forward aimed at fueling the required paradigm shift in capacity building for health promotion in
Southeast Asia; and conclude by considering the role national and international alliances can play in
implementing these proposals and improving workforce production for health promotion in Southeast
Asia.
Keywords: Southeast Asia, health promotion, challenge, education
1. Introduction
The evolving domain of health promotion has been facing challenging obstacles for decades to move
beyond behavior change models by complementing professional competencies with a whole new set of
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responses to create social conditions favorable for health.
It is assumed that most, if not all, of the education programs in health promotion in Southeast Asia
reflect the struggles as pointed out and the consequences this brings to curriculum development.
Although, agents of change in health promotion capacity building seem to situate in socio-economic
advanced countries; it remains unclear to what extent their vision has been adopted by education
programs in these regions.
The Southeast Asian region offers a kaleidoscope of socio-economic development however various
countries in the region experience steady change shaping the societal context which fuels the need for a
paradigm shift in promoting health. The World Health Organization-Southeast Asian Regional Office
(WHO-SEARO) and the South East Asian Public Health Educational Institutes Network (SEAPHEIN)
foster desired change in health promotion workforce production through advocacy, network
development, and support mechanisms.
Therefore, it was of interest to review in addition to health promotion programs in Southeast Asia those
programs of leading institutes in socio-economic advanced countries within the development spectrum
(e.g. Australia, Canada, Europe, USA) to explore the key question: “to what extent do curricula
respond to or ignore the paradigm shift in health promotion?”.
By addressing this question our analysis aimed to provide input to the process of change in health
promotion capacity building within Southeast Asia. In this paper, we provide practical policy proposals
on ways schools of public health can respond to the paradigm shift in health promotion. These
proposals reflect the authors’ perspectives and experiences in disciplines relevant to the evolving
domain of health promotion.
2. The evolving domain of health promotion
The Canadian Lalonde Report (1974) and McKeown’s study (1976) were the onset to a paradigm shift
in public health calling for a “new public health”, moving away from the narrow biomedical view to a
holistic and systemic view on people’s health. As a result the traditional behavior change models were
no longer sufficient and needed to be complemented with a whole new set of responses not to educate
but to promote and create social conditions favorable for health.
It took about a decade to organize the 1st Global Conference on Health Promotion at Ottawa (WHO
1986) and adopt a consensus that we needed to shift from individual foci to social determinants in
public health. Notwithstanding situational changes in terms of socio-economic conditions across
regions and their impacts on health driving the need for paradigm shift; and three decades after Lalonde
(1974) and McKeown (1976); including Szreter (2002) the latter’s more recent critic who actually
reinforces the social determinant view; we still struggle to get away from the stereotype deep-rooted
mental models in many public health circles (WHO 2005).
However, today there is a global consensus on the need to go beyond the health sector. All sectors need
to advocate (complementing health policy with health in all policies), invest (provide the means to act
upon policies), build capacity (empower), regulate and legislate (enforce policies), and partner and
build alliances (enhance public health practice).
Given the above aim and scope, health promotion is reaching far beyond the health sector and our
traditional understandings and call for a whole set of new competencies. The evolution of health
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promotion has progressed to extent that it now deals with social development as a health promoting
intervention. However, in spite of this understanding, the theoretical bases of the discipline are still
being established and building consensus on strategic orientations has faced tenacious resistance in the
past decades (Nyamwaya 1997). An integrated approach to health promotion requires bringing diverse
disciplines and sectors together to address health promotion challenges. Integrated planning and
networking are mandatory in this context. Health promoters need to acquire competencies which go
beyond the traditional health disciplines and extent to include media and communication skills,
counseling skills, networking and partnerships skills, advocacy and activism skills which are necessary
tools of the trade for today’s professional in promoting social conditions favorable for population
health.
As discussed by Rafael (2008) decades of efforts to introduce and advocate for health promotion
concepts, implementation of these concepts in the service of public health has always been far from
common practice. The longstanding biomedical and epidemiological traditions in public health policy
added to inhibit health promotion approaches that incorporate the principles and themes of the Ottawa
Charter (WHO 1986). Although there is increasing interest in the social determinants of health concept,
yet education programs, governments’ spending, media attention, and health sector activities lavished
on lifestyle approaches to health promotion, while addressing root determinants of population health
across sectors remain underserved.
Health promotion effectiveness depends on a workforce that is equipped with the core skills to
implement current knowledge, yet flexible and adaptable to change (Barry 2008). The International
Union for Health Promotion and Education (IUHPE) has identified workforce development and
training as a key priority; and was the driving force to a consensus conference in Galway, Ireland to
explore opportunities for collaboration in the areas of competency development, accreditation and
training (Barry et al. 2009; Allegrante et al. 2009). There have been efforts to establish credentialing of
practitioners in health promotion and credentialing of courses in health promotion, as well as, the
identification of health promotion competencies in Australia, Canada, Scotland, UK, Estonia and The
Netherlands (Shilton 2009; Morales et al. 2009). While significant challenges are encountered in terms
of educational, practice, political, and resource contexts, it also creates an opportunity to build a
flexible, relevant and comprehensive capacity building framework encompassing all those who
contribute to health promotion.
3. Core competencies for health promotion
A comparison of various health promotion competency frameworks to date; which included the
Australian Health Promotion Association Model (Shilton et al.2001; Shilton 2009), the European
Competency Model (ASPHER 2010), the Galway Model (IUHPE 2009; Battel-Kirk et al. 2009;
Dempsey et al. 2011), the Health Promotion Ontario Model (Hyndman 2007; Hyndman 2009), the
NHS Scotland Health Model (Health Scotland 2003), the USA-based Health Educator Competencies
Model (Gilmore 2005; AAHE 2006), the WHO-SEARO Model (WHO 2001), and the USA-based
Public Health Core Competencies Model (CLAPHP 2010) shows notable differences between sets of
competency frameworks. These differences may be attributable to differences in purposes, intended
audiences, as well as contextual factors shaping the nature of health promotion practice. The
“international” Galway model emphasizes following health promotion core competencies: (1)
Catalyzing change through empowerment skills, (2) leadership skills, (3) assessment skills, (4)
planning skills, (5) implementation skills, (6) evaluation skills, (7) advocacy skills, and (8) partnership
skills. Not surprisingly showed the Australian and European models perfect alignment with the Galway
model considering that the driving forces behind the Galway Conference reside in those regions. It is of
interest that the WHO-SEARO model not only mirrors the “Galway model”, it goes beyond the Galway
consensus by including communication skills, social marketing skills, health promotion knowledge
skills, and technological skills. Whereas the USA model did not include empowerment and partnership
skills, and the Canadian model did not include evaluation and advocacy skills.
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Further it is of interest to note that competencies in “theoretical foundations of health promotion” and
competencies in “communication”, although recognized by various other regional frameworks, were
not included in the Galway consensus. However, all frameworks embrace the definition of health
promotion embedded in the Ottawa Charter (WHO 1986) as both the conceptual basis for and the
desired outcome of health promotion practice.
Finally, the comparison revealed that the international consensus on health promotion competencies
seem not to distinguish themselves from the widely recognized core public health competencies
(CLAPHP 2010) except for the advocacy domain which is commonly recognized as a weakness among
public health professionals (Chapman 2001).
However, caution needs to be observed in comparing these frameworks because competency domains
consist of specific sets of skills and classification of these skills might differ across frameworks,
therefore eventually resulting in the absorption, or the creation of, or overlap across domains.
Unfortunately various competency framework models are still under development and a detailed
account on specific skill sets are not available for several of them, thus preventing exploration of what
makes health promotion competency domains distinct from corresponding public health competency
domains.
4. Education in health promotion
Rivers et al. (1998) reviewed trends in professional preparation for health promotion and concluded:
“In none of the fields of professional education, continuous development, validation and
accreditation, and evaluation were there a significant literature based on systematic
evaluation, but weaknesses in practice were identified. A number of specific recommendations
relating to the education and training of health professionals included: the importance of
conceptual development and the capacity to reflect critically on practice; the value of efforts
to bridge theory and practice; and the need to specify more clearly the health promotion role
of professionals so as to facilitate the development of appropriate education and training” (p
260).
Given the controversy on the practice of health promotion, it is not surprising that education programs
often continue to emphasize behavior change approaches to health promotion. Our underlying
assumption in this paper, that there is scope for enhancing development of education programs to
improve relevance of health promotion education programs to the need for health promotion practice,
seems to be vindicated by the World Health Organization’s (WHO 2005, 2001, 2009) and the Institute
of Medicine’s (IOM 2002) calling upon academia to develop education programs that formulate more
extensive approaches to education that encompass the full scope of public health and health promotion
practice.
Earlier work on public health curricula (de Leeuw 1997) established globally a strong correlation
between the profile of those in charge and the characteristics of public health education programs. The
question is pertinent though: “who is teaching in health promotion programs?”, and might provide an
explanation as to why little progress has been made in the development of human resources with
competencies relevant to current needs in health promotion practice. We can only underscore the
importance of the argument put forward by Heward et al. (2007) that (education) institutional change is
an essential but under-recognized function for capacity-building frameworks.
The internationally consented health promotion framework allows, to some extent, linking health
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promotion functions, with tasks (action areas) and practice levels, it is acknowledged that health
promotion tasks and practice levels are broadly defined and lines of distinction between them are not
always clear. However, categories should allow for flexibility and be adaptable to a profession, which
is still evolving and attempting to adapt to changing needs. At the same time, health promotion tasks
need to be further clarified in terms of the skills required to undertake tasks, which then could inform
enhancement of competency domains that are highly relevant to and distinct for health promotion
practice.
Education programs in health promotion may vary in target groups, program levels (technical,
undergraduate, graduate and continuous education programs) and the philosophy applied, assumable
based on national identified needs. Therefore preparing professionals that might concentrate on
behavior change or in contrast social change, while others would produce a workforce that could be
employed across the spectrum of health promotion action areas. Recent work (Vichit-Vadakan & Van
der Putten 2011), using the framework of health promotion action areas to assess curricula, shed some
light on the current situation in workforce production (Figure-1) and seems to confirm earlier work
(CLAPHP 2010; Wise & Signal 2000; Heward et al. 2007) pointing to the continued challenges faced
in workforce development.
Figure 1. Distribution of Courses within Graduate Programs by Health Promotion Action Area and by
Region
Figure 1 reveals that across regions emphasis in health promotion education programs remains on
empowerment of individuals and communities, whereas reorienting health services, partnerships,
supportive environments, and health policy received varyingly less attention. Further, among all
regions, Southeast Asian programs exposed weakest attention for healthy public policy. Clearly,
workforce development for health education and promotion in Southeast Asia (WHO region) remains
heavily geared towards behavior change approaches. Similar patterns are observed in health education
and promotion programs offered in socio-economic advanced countries. Southeast Asia was subject to
profound contextual changes during the past decade in terms of social-political and economic
transformations including multilateral efforts to strengthen the region at the global stage. Health
inequities shaped by social determinants and enhanced by the challenges put forward by socio-political
and economic change and globalization call for thinking differently about promoting health.
Health promotion remains an ill-defined domain for which it continues challenging to define a clear
professional identity (ASPHER 2010; WHO 2009). Earlier discussions and viewpoints (WHO 2009,
2008, 2005; Chapman 2001; River et al. 1998) highlight that the key in creating leverage for a
paradigm shift in educational institutes and their education programs is re-orientation and continuous
capacity building among academia, since existing resource persons were perceived not to possess the
required expertise. It is overdue for departments of health education and health promotion to become
truly inter-disciplinary by opening the door for all relevant disciplines outside the realm of health
sciences. The complexities faced in promoting health require thinking differently about preparing
health promotion practitioners.
In summary, defining the concept of health promotion in ways that enable human resource
development to develop a relevant competency framework remains a challenge. Overall various
consultations did not succeed in creating a clear distinction for health promotion compared with
general public health. In addition, academia involved in health promotion workforce development lack
the expertise to fuel the needed paradigm shift. As a result health promotion education in South East
Asia as well as socio-economic advanced countries remains heavily geared towards individual behavior
change. WHO should continue to advocate for a paradigm shift and assist education institutes in
exploring venues to enhance multidisciplinary faculty for health promotion.
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5. The way forward
Development of organizational capability begins with those leading and populating these educational
organizations. Earlier attempts by WHO-SEARO to boost health promotion education at national levels
proved disappointing in moving away from the traditional mental models (WHO 2009). Sri-Lanka and
Thailand stand out within the region both in terms of workforce production as well as health promotion
practice, while Indonesia, although facing complex challenges, indicates potentials in settings-based
health promotion (WHO 2009, 2001). WHO-SEARO has a pivotal role in fostering and guiding the
ongoing dialogue within the region. An inter-institutional and interdisciplinary strategy would be
worthwhile for WHO-SEAERO exploring to create a focal point within the region providing the critical
mass required in fuelling the paradigm shift. Following suggestions can be made to bring about change:
a. Adopt a consensually agreed framework that allow for linking health promotion functions, tasks,
levels of practice, and the competencies involved. It is of importance to extent consultations
beyond the traditional public health academia and professionals. So far, previous efforts focused
on consulting only those actively involved in health promotion education. Ironically many experts
represent the outdated paradigm and therefore might impede moving forward. To break through it
will be needed to include experts from all relevant disciplines e.g. commerce and marketing,
economics, law, mass communication, political science, social sciences, urban planning.
b. Consider the degree to which consensus can be sought from a diverse group of respondents;
relevant to health promotion goals, strategies, and action areas; while maintaining ethically sound
and meaningful competencies.
c. Based on identified core competencies, develop model curricula in health promotion for micro and
macro level professionals in the South East Asian region; and re-orient fellowship programs with
the aim to enhance efficiency and effectiveness in supporting capacity-building efforts.
d. Education institutes and their departments with health promotion programs need to become truly
multidisciplinary by involving discipline experts relevant to the paradigm shift in curriculum
development and program delivery. A paradigm shift on education in health promotion could be
fostered by carefully designed continuous education opportunities for academia involved in health
promotion workforce production.
In absence of a single South East Asian education institute capable to implement the needed change, an
inter-disciplinary and inter-institutional strategy coupled with a re-orientation of fellowship programs
should be considered to foster desired development. Thailand; with its National Health Assembly
providing a forum for dialogue among state and civil society agencies, its National Health Commission
Office fostering healthy public policy, its Health Promotion Foundation funded by taxation policy, its
National Health Security Office overseeing universal health coverage, its Health Systems Research
Institute fostering evidence-informed policy decision-making; seems to offer an innovative professional
context within the region for such strategy. Further, within Thailand few academic initiatives seem
promising for following reasons: (a) openness to disciplines highly relevant to social determinants of
population well-being; (b) the availability of international education programs; (c) the multidisciplinary
and inter-institutional perspectives towards research; and (d) the development of these initiatives in
absence of traditional departmentalization confining the domain. In addition, inter-regional strategies
could be explored especially with the WHO Western-Pacific Region (WPR) with significant literature
being generated from WPR, especially Australia. Therefore, mechanisms should be explored to
stimulate and support those educational institutes motivated to develop and manage the desired change
to arrive at relevant education in health promotion.
6. Conclusion
Behavior change models are no longer sufficient and need to be complemented with a whole new set of
responses; including advocacy, partnership and policy development skills; to promote and create social
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conditions favorable for health. This calls for reorienting the practice of health promotion, which in
turn creates the need for enhanced professional competencies, and finally points to the development of
education programs relevant to the need for health promotion practice. This poses challenges for
educational organizations however these can be conquered if interdisciplinary and inter-sector dialogue
is fostered.
Although these recommendations are aimed at enhancing health promotion in Southeast Asia, given the
indications on the global situation in workforce production for health promotion, they may well be
relevant to other regions facing similar challenges in boosting a much needed paradigm shift.
Investment in improved workforce production and health promotion practice could reduce competition
for resources and provide return on investment over time. National and international alliances have a
key role to play in mobilizing resources for both: competent human resources as well as effective
health promotion practice in responding to today’s public health challenges.
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