Degrees of Well-being: Research and Practice in Learning Environments at SFU
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This document discusses well-being in learning environments at Simon Fraser University. It notes that traditionally, student well-being has been addressed through residential halls, clinics, and counseling centers rather than in the classroom. The top academic impacts on students nationally are reported to be stress, anxiety, sleep difficulties, work, and illness. The presentation advocates for an ecological approach to well-being that fosters conditions for teaching and learning at the disciplinary, institutional, and individual levels. This includes leadership development, curriculum design, evaluation frameworks, and capacity building. It poses questions about supporting well-being in learning environments and creating conditions to do so.
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Assessment of the Existing School Health Promotion Program in a Selected Educ...
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.
Ecological Models in Environmental Health Applying Social Cognitive Theory to...
The document discusses applying an ecological model to evaluate the Welsh Network of Healthy School Schemes (WNHSS) using a case study approach. It analyzes the program at national, local, and school levels based on the three strategies of the Ottawa Charter: advocacy, mediation, and enablement. At the national level, the program adhered closely to the Charter and influenced lower levels. Local coordinators and partnerships strengthened implementation. Primary schools were more successful than secondary schools in embedding health-related changes.
Publish or Perish
1) The phrase "publish or perish" refers to the pressure on academics to continually publish research in scholarly journals in order to retain employment and get promoted.
2) This pressure comes from factors like recruitment criteria, institutional rankings, promotions, and funding that reward high publication output.
3) However, the pressure to publish has led to unintended consequences like declining research quality, misconduct, and stress for academics as it detracts from teaching duties. Possible remedies include balancing quality and quantity, fostering research integrity, and assessing journals' reputability.
EMR105 Assessment 2: Session 201590.
PowerPoint Presentation for EMR105 subject at Charles Sturt University Australia. PowerPoint discusses major health issues in Australian youth, how to achieve better health outcomes and strategies that schools can adopt to promote healthy living and exercising.
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This session was held as a Deep Dive Session at the 2016 Healthy Minds | Healthy Campuses Summit. Participants from SFU and UBC jointly facilitated the session that provided a venue to share approaches for engaging faculty members and institutional leadership in creating learning environments that better support student mental health. With the growing recognition of the importance of a systemic health promotion approach in higher education- one that aims to shift the academic culture to better promote student flourishing, positive mental health and resilience- the impact of the overall campus environment, including learning environments, is a critical area for research and innovation in practice.
Factors Affecting Work Productivity among the Female Faculty of Allied Medica...
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Programmatic_Efforts_at_the_National_Institutes_of.98493
The document summarizes key programs established by the National Institutes of Health (NIH) and NIH Office of Research on Women's Health (ORWH) to support the career development and advancement of women in biomedical sciences. It discusses two flagship programs - the Research Supplements to Promote Reentry into Biomedical and Behavioral Research Careers program which provides support for researchers returning to work after leaving, and the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) program which is a mentored career development program. It finds that these innovative NIH programs have helped support women professionally and personally, and have contributed to increasing women's representation in science by addressing issues such as family responsibilities and career interruptions.
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Supporting Minority Postdocs
A critical transition point for entry into the professoriate is a postdoctoral experience. In the STEM and biomedical science fields, one or more years of work as a postdoc are increasingly required for advancement into tenure-track faculty positions, but according to recent NSF data only 8.3 percent of postdoctoral scholars in those fields were from underrepresented backgrounds. Furthermore, underrepresented postdocs are not entering tenure-track faculty positions in sufficient numbers, especially at research-intensive institutions. During this webinar, we will explore known barriers to minority postdoc success as well as the efficacy of national programs designed to advance them to the professoriate (e.g. NIH IRACDA). Speakers will also highlight successful regional programs, such as the Carolina Postdoctoral Program for Faculty Diversity. The webinar will conclude with information about a proposed action item to partner with national stakeholders to evaluate the impact of diversity programs on postdoctoral scholars.
Fostering-a-research-culture-Dr-Dee-Drew-et-al
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Contents lists available at ScienceDirectJournal of Profes
Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎, Karen Desjardins, Judy Honig, Heidi Hahn-Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street, New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda forward for equitable care and universal health
coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by a program of global clinical experiences to
expand students' learning environments in global health. Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host sites expressed a commitment to have students
return in the next year, and all students stated that they would chose a global experience again. This innovation
provides a transformative addition to nursing education with a deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care around
the world. Their roles and responsibilities are substantial in advancing
the global mandate to provide health care for all and universal health
coverage. The health care environment has rapidly moved from a na-
tional to global focus, influenced by increased technological advances,
record migrations of people and increased disparities, necessitating a
framework for global equity. Nursing and midwifery education needs to
prepare students to assume broader roles in the global environment
with competencies that include a rigorous understanding of the orga-
nization of health systems and access to resources, leadership skills, and
advocacy for the most marginalized populations to ensure equitable
health care as a fundamental human right (Wilson et al., 2016). The
Global Strategic Directions for Nursing and Midwifery 2016–2020, re-
cently released by the World Health Organization, states: “Nurses… are
critical in achieving global mandates such as universal health coverage
and the Sustainable Development Goals. The mandates provide a
challenge as well as an opportuni ...
Kessler Research Issue Brief
The document discusses the role of school nurses in promoting student health and wellness. It begins by noting that many children today prioritize screen time over physical activity, exacerbating declining healthy habits. As a result, school nurses must take a leading role in developing and implementing strategies to improve student wellness. The document then defines school nursing as advancing student well-being, success, and lifelong achievement through facilitating positive development. It provides examples of school nurse responsibilities like promoting health, intervening in existing/potential issues, and building student/family self-management. Finally, it states that further research is needed on implementing wellness programs in Chinese schools, as existing research focuses primarily on Western cultures.
The effects of skipping breakfast on the academic performance
Abstract
This study investigates the effects of skipping breakfast on the academic performance among students in Centre for Foundation Studies, International Islamic University Malaysia (CFS IIUM). This study has provided the answers for the research question like, what is the importance of breakfast, what is the trend of skipping breakfast among students and what are the effects of skipping breakfast, what is the relationship of the effect skipping breakfast on the academic performance among student in CFS IIUM and do the students aware with the importance of breakfast. Primary data were collected by randomly distributing questionnaires to 20 students in CFS IIUM in the morning. A simple IQ test also attached in the questionnaire to test their focus and memory on the morning they answer the questionnaire. The result of this study is, 55% of the respondents skipped the breakfast and 20% from the breakfast skipper failed the test compare to breakfast eater, only 15%. Since the IQ test was about to examined their focus and memory, it can be analysed that breakfast skipper has lack focus and weak memory as many of them fail the test. As a conclusion, students who skip the breakfast tend to have a weak memory and lack focus. This can affect their academic performance as memory and focus is very important to excel in the study. Skipping breakfast gives negative effects to the academic performance.
Impacts 2016
The document summarizes accomplishments of the IU School of Health and Rehabilitation Sciences (SHRS) from 2008-2016 under Dean Agho's leadership. Key achievements include establishing new degree programs, increasing research funding and student enrollment, and ranking highly among similar programs. The school has experienced significant growth in academic offerings and research productivity over the past decade. SHRS students and faculty have also made impacts locally through clinics and globally through service. The school was recently awarded a federal grant to improve healthcare access and increase diversity within the health professions.
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Contents lists available at ScienceDirectJournal of Profes
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The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Degrees of Well-being: Research and Practice in Learning Environments at SFU
- 1. 6/23/2016 1 Degrees of Well-being: Research and Practice in Learning Environments at SFU Rosie Dhaliwal & Alisa Stanton | Health Promotion Barb Berry | Teaching and Learning Centre David Zandvliet | Faculty of Education @SFUhealth_promo @SFUteachlearn Well‐being in Learning Environments ‐ Examples from Professors at SFU
- 3. 6/23/2016 3 5 1. Stress (44.4%) 2. Anxiety (30.8%) 3. Sleep Difficulties (28.7%) 4. Work (24%) 5. Cold/Flu (23.8%) (ACHA, 2016) NATIONAL COLLEGE HEALTH ASSESSMENT Top Academic Impacts at SFU (2016) 6 “It is widely accepted that health and well‐being are essential elements for effective learning.” (El Ansari & Stock, 2010)
- 6. 6/23/2016 6 HEADER, IMAGE, COPY ‐ CENTRED PRESENTATION NAME I Sub header Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. JOIN THE NETWORK PRESENTATION NAME I Sub header Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Well‐being in Learning Environments Sub header Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Sub header Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.
- 7. 6/23/2016 7 Includes faculty members, teaching assistants, sessionals and staff Join the Network sfu.ca/healthycampuscommunity/learningenvironments Well‐being in Learning Environments Fostering Conditions for Teaching and Learning in the “Local” MacroMacro MesoMeso MicroMicro Disciplinary Level • Team Leadership Development • Scholarship Inquiry Circles • Curriculum Design Institution Level • Course Evaluation Framework ‐ pilot • Universal Instructional Design Policy Individual Level • Capacity Development • Design Consultation
- 11. 6/23/2016 11 sfu.ca/healthycampuscommunity/learningenviroments CONNECT WITH US Rosie Dhaliwal, MEd, RD rosie_dhaliwal@sfu.ca Alisa Stanton, MPH alisa_stanton@sfu.ca Barb Berry bberry@sfu.ca David Zandvliet dbz@sfu.ca @SFUhealth_promo