Our aim is to alleviate human suffering related to diabetes and its complications among those least able to withstand the burden of the disease. From 2002 to March 2017, the World Diabetes Foundation provided USD 130 million in funding to 511 projects in 115 countries.
For every dollar spent, the Foundation raises approximately 2 dollars in cash or as in-kind donations from other sources.
The total value of the WDF project portfolio reached USD 377 million, excluding WDF’s own advocacy and strategic platforms.
The document discusses the evolution of health education from a crisis-oriented approach focused on epidemics to a preventive model emphasizing students' health attitudes and behaviors. It also defines key terms like health, health education, and outlines the roles and responsibilities of teachers in developing and implementing comprehensive school health programs and instruction, including addressing controversial topics.
The document summarizes a presentation about a study on the effects of mindfulness on math problem-solving. The study taught 8th grade students mindfulness techniques over 8 weeks using the MindUp curriculum. It found that students showed reduced math anxiety and off-task behavior, and below-grade-level students improved their scores on math assessments after learning mindfulness skills. The presentation concluded that mindfulness helps students reduce stress and anxiety, allowing them to focus better and extend their problem-solving abilities.
Information, education and communicationNidhi Chauhan
1) Information, Education and Communication (IEC) aims to empower people to make informed decisions and change behaviors through educational processes.
2) IEC in health programs seeks to increase awareness and shift attitudes in ways that promote health.
3) The major components of an IEC strategy include developing activities, identifying barriers and resources, establishing evaluation plans, and implementing through supporting community leaders, involving audiences, and using interpersonal and mass media channels.
This chapter discusses several learning theories - behaviorist, cognitive, social learning, psychodynamic, humanistic, and motor learning theory - and their application to healthcare practice. The key points are:
1) Learning theories provide frameworks to guide teaching and learning in healthcare settings by explaining how people learn.
2) Different theories emphasize different aspects of learning such as behavior, cognition, social factors, and psychodynamics.
3) Common principles for promoting effective learning include relating to the learner's experience, using meaningful practice and feedback, and ensuring learning transfers to new situations.
Mental health and psychosocial support to teachers during the pandemic [autos...RhyslynRufin1
The document discusses Philippine initiatives to implement the Mental Health Law of 2018 in light of the COVID-19 pandemic. It describes how the Department of Education (DepEd) has launched mental health and psychosocial support services (MHPSS) for education personnel and learners and their parents. These services include online training on psychological first aid and parenting webinars. The objective is to help teachers, staff and parents monitor their well-being and fulfill their duties during remote learning.
The document discusses the key components and principles of effective health communication. It outlines the communication process, including sender, message, channels, and feedback. It describes different types of communication like one-way, two-way, verbal, and non-verbal. The functions and methods of health communication are to provide information, education, motivation, and counseling to promote health. The principles of health education emphasize generating interest, ensuring participation and comprehension, providing motivation and reinforcement, and using community leaders.
The document discusses the evolution of health education from a crisis-oriented approach focused on epidemics to a preventive model emphasizing students' health attitudes and behaviors. It also defines key terms like health, health education, and outlines the roles and responsibilities of teachers in developing and implementing comprehensive school health programs and instruction, including addressing controversial topics.
The document summarizes a presentation about a study on the effects of mindfulness on math problem-solving. The study taught 8th grade students mindfulness techniques over 8 weeks using the MindUp curriculum. It found that students showed reduced math anxiety and off-task behavior, and below-grade-level students improved their scores on math assessments after learning mindfulness skills. The presentation concluded that mindfulness helps students reduce stress and anxiety, allowing them to focus better and extend their problem-solving abilities.
Information, education and communicationNidhi Chauhan
1) Information, Education and Communication (IEC) aims to empower people to make informed decisions and change behaviors through educational processes.
2) IEC in health programs seeks to increase awareness and shift attitudes in ways that promote health.
3) The major components of an IEC strategy include developing activities, identifying barriers and resources, establishing evaluation plans, and implementing through supporting community leaders, involving audiences, and using interpersonal and mass media channels.
This chapter discusses several learning theories - behaviorist, cognitive, social learning, psychodynamic, humanistic, and motor learning theory - and their application to healthcare practice. The key points are:
1) Learning theories provide frameworks to guide teaching and learning in healthcare settings by explaining how people learn.
2) Different theories emphasize different aspects of learning such as behavior, cognition, social factors, and psychodynamics.
3) Common principles for promoting effective learning include relating to the learner's experience, using meaningful practice and feedback, and ensuring learning transfers to new situations.
Mental health and psychosocial support to teachers during the pandemic [autos...RhyslynRufin1
The document discusses Philippine initiatives to implement the Mental Health Law of 2018 in light of the COVID-19 pandemic. It describes how the Department of Education (DepEd) has launched mental health and psychosocial support services (MHPSS) for education personnel and learners and their parents. These services include online training on psychological first aid and parenting webinars. The objective is to help teachers, staff and parents monitor their well-being and fulfill their duties during remote learning.
The document discusses the key components and principles of effective health communication. It outlines the communication process, including sender, message, channels, and feedback. It describes different types of communication like one-way, two-way, verbal, and non-verbal. The functions and methods of health communication are to provide information, education, motivation, and counseling to promote health. The principles of health education emphasize generating interest, ensuring participation and comprehension, providing motivation and reinforcement, and using community leaders.
Mindfulness and Heartfulness Skills for Educators and StudentsErin Sharaf
Mindfulness can improve focus and decrease stress. Heartfulness can promote altruistic behaviors and increase happiness. Together these two practices are powerful complements to traditional learning.
The document provides information on health education. It defines health education and outlines its objectives, which include cultivating healthy practices and attitudes. It discusses various principles of health education, such as using interest and participation to motivate learning. It also describes different methods of delivering health education, including individual approaches like interviews and group approaches like lectures, demonstrations, and discussions.
This powerpoint was presented by WSP Senior Sanitation and Hygiene Specialist, Yolande Coombes,during AfricaSan 3 (Kigali, Rwanda - 2011) under the "Making "What Works" Work: Changing Behavior in Sanitation and Hygiene" session.
This session covered a wide range of aspects of behavior change: from the individual’s decision to pick up a bar of soap, to the collective decision of a community to stop open defecation, to the design of national policy that can positively shift social norms.
Clinical psychologists consulting in india: Thriving In AdversityGreenWood Mentors Ltd
The document discusses the use of a Life Skills Assessment Scale (LSAS) to measure outcomes of programs run by Dream A Dream (DaD), a non-profit organization in India. It describes the development of the LSAS, which involved defining life skills domains to measure, creating observational items, collecting data from over 1,200 children, and establishing the scale's reliability and validity. The LSAS provides a standardized way to quantify life skills development, evaluate program performance, compare different programs, and inform funding and program development decisions. Its publication in a peer-reviewed journal established it as a valid tool for measuring life skills in children experiencing adversity globally.
This document provides an overview of a health education course offered at Roosevelt College. The 3-unit, 54-hour course is taught over the summer term to 2nd year Bachelor of Science in Nursing students. The course aims to teach students concepts, principles, and strategies for clinical and classroom teaching. It also helps students develop skills in designing teaching plans using the nursing process framework. The document further provides details on course objectives, content, and theories that will be covered, including perspectives on teaching and learning in healthcare.
This document discusses the school counseling case of a 9-year-old elementary student named Sally who is exhibiting signs of depression. Standardized tests and assessments, including the Children's Depression Inventory and Beck Depression Inventory, indicate Sally is suffering from depression. The counselor's recommended intervention plan includes collaboration with parents and educators, individual and group counseling sessions, cognitive behavioral therapy techniques, and monitoring Sally's progress over 6 months to improve her symptoms and teach coping skills. The goal is for Sally to increase engagement in activities, accept her parents' divorce, and strengthen her mental wellbeing through the counseling process.
An overview of how the Flinders model works and its challenges and benefits. This presentation was given at the AFAO Positive Services Forum in June 2009.
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
This document discusses key concepts in health education and community mobilization. It defines health education as a planned opportunity for people to learn about health and make behavioral changes. The goals of health education include increasing health awareness and knowledge, changing attitudes and social norms, and promoting behavior change. Effective health education programs involve assessing community needs, setting objectives, planning content and evaluation methods, implementing activities, and monitoring outcomes. Community participation is important for ensuring programs address local needs and empower communities to solve their own health problems.
This document summarizes a webinar on trauma-informed social-emotional learning in schools. It discusses key concepts like adverse childhood experiences (ACEs) and trauma-informed approaches. It provides strategies for educators to support students experiencing trauma, such as creating predictable routines, building strong relationships, empowering student agency, and supporting self-regulation. The document also discusses implementing trauma-informed practices at the district-level and navigating challenges during COVID-19, including tips for maintaining connections with students during distance learning.
Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.
Behaviour change is a complex process influenced by numerous factors at the individual and societal levels. There are several key stages in the process:
1) Knowledge and awareness of the issue and potential solutions.
2) Developing positive attitudes and intentions to change behaviour.
3) Translating intentions into action through skills development and addressing environmental barriers.
4) Maintaining changed behaviours over time with support.
Successful behaviour change interventions identify relevant target populations, goals, and influencing factors to design strategies addressing where individuals and groups are along the continuum from unaware to actively maintaining new behaviours.
The document discusses wellness interventions and their importance for mental health. It describes wellness interventions as focusing on increasing positive emotions rather than decreasing negative ones. Wellness interventions are needed to prevent mental health issues, reduce symptoms, and promote well-being. Current standards require interventions to demonstrate actual impact through dimensional assessments of ill-being and well-being, and behavioral measures. To be effective in applied settings, interventions need motivation-enhancing techniques and to gradually increase difficulty while tracking progress over time through diverse assessments.
life skills interventions for coping with stress (b.ed notes)Namrata Saxena
The document discusses interventions for developing life skills in coping with stress among children. It defines key life skills including problem solving, decision making, and coping with stress. It recommends several interventions teachers can use such as helping children develop awareness of stress signs, preparing them for stressful situations, building self-esteem, providing support, teaching relaxation techniques, and encouraging exercise. The overall goal is to equip children with skills to effectively manage stress from an early age.
Self Management Presentation - Patient Centered Medical Home 2011pedenton
This document discusses patient self-management support, which involves helping patients manage their chronic conditions through education, goal-setting, and developing self-management skills. It describes strategies for supporting self-management, including assessing patient needs and barriers, collaborative goal-setting, enhancing problem-solving skills, and arranging follow-up care. The document also outlines how practices can meet NCQA standards for self-management support and provides resources for implementing self-management programs.
This document provides an overview of health education, including its definition, goals, concepts, levels, dimensions, and program planning. Some key points:
- Health education aims to raise awareness, provide information to motivate behavior change, and equip people with skills to change attitudes and decisions regarding health. Goals range from knowledge to social change.
- It addresses the whole person, is a lifelong process, and targets individuals, families, groups and communities. Programs help make healthy choices easier.
- Planning involves situational analysis, identifying needs and priorities, setting goals and objectives, and assessing resources. Implementation considers the educator-client relationship, communication styles, and potential barriers.
- Evaluation examines the program
Theories of Health Communication and their conceptual models.
These can be used to design health communication program to ensure some behavioral changes. Tells about stages of behavior change, types of audience and their perceptions.
Self-management refers to the actions a person with a chronic condition takes to cope with their condition, such as monitoring symptoms and adhering to treatment. Self-management support describes help from others like health professionals and family to assist with self-management. A good self-manager engages in health-promoting activities, monitors and manages symptoms, deals with the impacts on daily life, emotions and relationships, and follows their treatment plan.
This document provides an overview of guidance and counseling. It defines guidance as assistance provided by a competent counselor to help individuals direct their own lives, develop their point of view, and make their own decisions. The purposes of guidance and counseling are to provide needed information and help individuals make wise choices and adjust to changes. Counseling involves a series of direct contacts to offer assistance in changing attitudes and behaviors. The document outlines the principles, types, qualities, and phases of counseling. It also discusses the need for guidance and counseling in nursing education and provides tips for managing crises.
The document discusses facilitating behavior change using the Transtheoretical Model of Behavior Change and Motivational Interviewing. It defines the 5 stages of change in the Transtheoretical Model and describes how Motivational Interviewing uses person-centered counseling skills to help patients resolve ambivalence and increase intrinsic motivation for behavior change. Key principles of Motivational Interviewing include expressing empathy, developing discrepancies between current behaviors and goals, rolling with resistance, and supporting self-efficacy. The document provides examples of reflective listening, open-ended questions, summarizing, and assessing readiness to change using tools like importance and confidence rulers.
Mindfulness and Heartfulness Skills for Educators and StudentsErin Sharaf
Mindfulness can improve focus and decrease stress. Heartfulness can promote altruistic behaviors and increase happiness. Together these two practices are powerful complements to traditional learning.
The document provides information on health education. It defines health education and outlines its objectives, which include cultivating healthy practices and attitudes. It discusses various principles of health education, such as using interest and participation to motivate learning. It also describes different methods of delivering health education, including individual approaches like interviews and group approaches like lectures, demonstrations, and discussions.
This powerpoint was presented by WSP Senior Sanitation and Hygiene Specialist, Yolande Coombes,during AfricaSan 3 (Kigali, Rwanda - 2011) under the "Making "What Works" Work: Changing Behavior in Sanitation and Hygiene" session.
This session covered a wide range of aspects of behavior change: from the individual’s decision to pick up a bar of soap, to the collective decision of a community to stop open defecation, to the design of national policy that can positively shift social norms.
Clinical psychologists consulting in india: Thriving In AdversityGreenWood Mentors Ltd
The document discusses the use of a Life Skills Assessment Scale (LSAS) to measure outcomes of programs run by Dream A Dream (DaD), a non-profit organization in India. It describes the development of the LSAS, which involved defining life skills domains to measure, creating observational items, collecting data from over 1,200 children, and establishing the scale's reliability and validity. The LSAS provides a standardized way to quantify life skills development, evaluate program performance, compare different programs, and inform funding and program development decisions. Its publication in a peer-reviewed journal established it as a valid tool for measuring life skills in children experiencing adversity globally.
This document provides an overview of a health education course offered at Roosevelt College. The 3-unit, 54-hour course is taught over the summer term to 2nd year Bachelor of Science in Nursing students. The course aims to teach students concepts, principles, and strategies for clinical and classroom teaching. It also helps students develop skills in designing teaching plans using the nursing process framework. The document further provides details on course objectives, content, and theories that will be covered, including perspectives on teaching and learning in healthcare.
This document discusses the school counseling case of a 9-year-old elementary student named Sally who is exhibiting signs of depression. Standardized tests and assessments, including the Children's Depression Inventory and Beck Depression Inventory, indicate Sally is suffering from depression. The counselor's recommended intervention plan includes collaboration with parents and educators, individual and group counseling sessions, cognitive behavioral therapy techniques, and monitoring Sally's progress over 6 months to improve her symptoms and teach coping skills. The goal is for Sally to increase engagement in activities, accept her parents' divorce, and strengthen her mental wellbeing through the counseling process.
An overview of how the Flinders model works and its challenges and benefits. This presentation was given at the AFAO Positive Services Forum in June 2009.
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
This document discusses key concepts in health education and community mobilization. It defines health education as a planned opportunity for people to learn about health and make behavioral changes. The goals of health education include increasing health awareness and knowledge, changing attitudes and social norms, and promoting behavior change. Effective health education programs involve assessing community needs, setting objectives, planning content and evaluation methods, implementing activities, and monitoring outcomes. Community participation is important for ensuring programs address local needs and empower communities to solve their own health problems.
This document summarizes a webinar on trauma-informed social-emotional learning in schools. It discusses key concepts like adverse childhood experiences (ACEs) and trauma-informed approaches. It provides strategies for educators to support students experiencing trauma, such as creating predictable routines, building strong relationships, empowering student agency, and supporting self-regulation. The document also discusses implementing trauma-informed practices at the district-level and navigating challenges during COVID-19, including tips for maintaining connections with students during distance learning.
Providing Social and Emotional Support to High Need, Urban Students. Special emphasis on Restorative Justice Techniques. Presented by AmeriCorps CCPA Member Stephanie Fong. May 3, 2013.
Behaviour change is a complex process influenced by numerous factors at the individual and societal levels. There are several key stages in the process:
1) Knowledge and awareness of the issue and potential solutions.
2) Developing positive attitudes and intentions to change behaviour.
3) Translating intentions into action through skills development and addressing environmental barriers.
4) Maintaining changed behaviours over time with support.
Successful behaviour change interventions identify relevant target populations, goals, and influencing factors to design strategies addressing where individuals and groups are along the continuum from unaware to actively maintaining new behaviours.
The document discusses wellness interventions and their importance for mental health. It describes wellness interventions as focusing on increasing positive emotions rather than decreasing negative ones. Wellness interventions are needed to prevent mental health issues, reduce symptoms, and promote well-being. Current standards require interventions to demonstrate actual impact through dimensional assessments of ill-being and well-being, and behavioral measures. To be effective in applied settings, interventions need motivation-enhancing techniques and to gradually increase difficulty while tracking progress over time through diverse assessments.
life skills interventions for coping with stress (b.ed notes)Namrata Saxena
The document discusses interventions for developing life skills in coping with stress among children. It defines key life skills including problem solving, decision making, and coping with stress. It recommends several interventions teachers can use such as helping children develop awareness of stress signs, preparing them for stressful situations, building self-esteem, providing support, teaching relaxation techniques, and encouraging exercise. The overall goal is to equip children with skills to effectively manage stress from an early age.
Self Management Presentation - Patient Centered Medical Home 2011pedenton
This document discusses patient self-management support, which involves helping patients manage their chronic conditions through education, goal-setting, and developing self-management skills. It describes strategies for supporting self-management, including assessing patient needs and barriers, collaborative goal-setting, enhancing problem-solving skills, and arranging follow-up care. The document also outlines how practices can meet NCQA standards for self-management support and provides resources for implementing self-management programs.
This document provides an overview of health education, including its definition, goals, concepts, levels, dimensions, and program planning. Some key points:
- Health education aims to raise awareness, provide information to motivate behavior change, and equip people with skills to change attitudes and decisions regarding health. Goals range from knowledge to social change.
- It addresses the whole person, is a lifelong process, and targets individuals, families, groups and communities. Programs help make healthy choices easier.
- Planning involves situational analysis, identifying needs and priorities, setting goals and objectives, and assessing resources. Implementation considers the educator-client relationship, communication styles, and potential barriers.
- Evaluation examines the program
Theories of Health Communication and their conceptual models.
These can be used to design health communication program to ensure some behavioral changes. Tells about stages of behavior change, types of audience and their perceptions.
Self-management refers to the actions a person with a chronic condition takes to cope with their condition, such as monitoring symptoms and adhering to treatment. Self-management support describes help from others like health professionals and family to assist with self-management. A good self-manager engages in health-promoting activities, monitors and manages symptoms, deals with the impacts on daily life, emotions and relationships, and follows their treatment plan.
This document provides an overview of guidance and counseling. It defines guidance as assistance provided by a competent counselor to help individuals direct their own lives, develop their point of view, and make their own decisions. The purposes of guidance and counseling are to provide needed information and help individuals make wise choices and adjust to changes. Counseling involves a series of direct contacts to offer assistance in changing attitudes and behaviors. The document outlines the principles, types, qualities, and phases of counseling. It also discusses the need for guidance and counseling in nursing education and provides tips for managing crises.
The document discusses facilitating behavior change using the Transtheoretical Model of Behavior Change and Motivational Interviewing. It defines the 5 stages of change in the Transtheoretical Model and describes how Motivational Interviewing uses person-centered counseling skills to help patients resolve ambivalence and increase intrinsic motivation for behavior change. Key principles of Motivational Interviewing include expressing empathy, developing discrepancies between current behaviors and goals, rolling with resistance, and supporting self-efficacy. The document provides examples of reflective listening, open-ended questions, summarizing, and assessing readiness to change using tools like importance and confidence rulers.
The document summarizes the proceedings of the FIRST PWS CARETAKERS’ CONFERENCE held in Herne, Germany in 2008. Over 150 participants from 17 countries attended. There were lectures and workshops on topics related to caring for individuals with Prader-Willi syndrome (PWS) such as nutrition management, behavior management, health issues, and creating supportive environments. The workshops identified challenges individuals with PWS face and best practices for caretakers, including the need for structured support, communication strategies, and informed care providers.
The document summarizes the proceedings of the FIRST PWS CARETAKERS’ CONFERENCE held in Herne, Germany in 2008. Over 150 participants from 17 countries attended. There were lectures and workshops on various topics related to caring for individuals with Prader-Willi syndrome (PWS) including nutrition management, behavior management, health issues, and creating supportive environments. The workshops identified challenges individuals with PWS face and best practice guidelines for caretakers, families, and support systems. Effective communication between all parties and comprehensive, lifelong support were emphasized as key to helping those with PWS lead healthy lives.
The health coach focused on validating the mother's concerns, showing empathy, and asking open-ended questions to engage her in problem-solving. This helped reduce the mother's defensiveness from prior judgment. The mother admitted her daughter's weight was a problem and, in response to questions, identified unhealthy eating habits and potential solutions like reducing chips/pop and portion sizes, showing her growing commitment to change. The coach reflected this change talk to affirm and support the mother.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
Chapter one introduction to health educationhajji abdiqani
The document outlines an introductory course on health education, defining key terms like health, health education, and the various approaches used. It describes health as a state of complete physical, mental, and social well-being, and defines health education as experiences designed to facilitate voluntary actions for health. The document also discusses the basic principles of health education, including that it should be needs-based and aim to change behaviors through effective communication strategies.
This document outlines a lesson plan on making informed choices for a PSHE class of students ages 9-11. The key learning outcomes are for students to understand what informed choices are, identify the steps to make them, and describe choices that positively impact health. The lesson plan involves an introduction where the teacher elicits students' prior knowledge of choices and consequences. Students then participate in a discussion about health choices prompted by the teacher's questions. To wrap up, the teacher asks recall questions and students summarize what was discussed. The lesson aims to help students make informed decisions about their health and well-being.
This document provides an overview of health education, including definitions, principles, approaches, and roles. It defines key terms like health education, health promotion, and health literacy. It describes different models of health education and discusses the roles of health educators as well as organizations involved in health education like the Central Health Education Bureau. Specific methods of health education are also outlined such as group discussions, counseling, and the use of mass communication channels.
Chapter one introduction to health education slide sharetimacade
This document outlines the introduction to a course on health education, defining key terms like health, health education, settings for health education, and principles of health education. The course will cover topics such as health and human behavior, working with communities, health communication, and planning health education programs. The document provides learning objectives and instructional methods for the course.
Nature of Learning
Behavioural Theories
Behavioural Models
1. Cognitive model
2. Social cognitive model
3. Theory of Reasoned Action
4. Theory of Planned Behaviour
5. Trans- Theoretical Model
6. Health Belief Model
7. Health Promotion Model
8. Self Care Motivation Model
9. Locus Of Control
10. Sense of Coherence
11. Precede- Proceed Model
12. The Precaution Adoption Process Model
13. Behavioural Learning Model
Bright IDEAS : Reducing emotional distress in mothers of Children recently diagnosed with cancer
Présentation de O.J. Sahler au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
Patient Education in Nursing Foundation.pptxBinal Joshi
The document provides information on patient education for nurses. It discusses the importance of patient education, the nurse's role in teaching patients, and integrating the nursing process into patient education. The purposes of patient education are to promote health, restore health, help patients cope with illness, and prevent disease. Effective patient education requires assessing learning needs, developing teaching plans, using appropriate teaching methods, and evaluating learning.
Our overall health is impacted by a huge range of components. Personal health knowledge starts with small ways. Len Mistretta guide Highly Delicate People how to get over stress.
On March 31st 2014 - following the inaugural World Bipolar Day - Dr. Erin Michalak, Associate Professor of Psychiatry, hosted a live webinar to explore findings from CREST.BD's current Delphi Self-Management study. During the webinar Dr. Michalak discussed the study's participatory methods, shared some of the demographic data and research findings from Phase 1 of the study, as well as discussed the team's experiences with using Delphi Consensus methods. We've recently launched Round 2 of our Delphi study to our 150 survey panel members. In this 30 minute webinar you'll learn more about the findings of this unique international study, how the findings will be used to improve wellness in bipolar disorder, and how to get involved in CREST.BD's community-engaged research.
Don't forget to check out the Storify from our World Bipolar Day #bipolarchat on March 30th 2014! http://sfy.co/tSZU
This document discusses health education and promotion. It defines key terms like health, disease, illness, and wellness. It outlines the aims, principles, and methods of health education, including individual methods like counseling and interviews, and group methods like discussions, role-plays, and brainstorming. It describes the roles of health educators in communicating, assessing needs, planning and implementing strategies, and conducting research. The document emphasizes that health education aims to enable behavior and lifestyle changes conducive to health promotion.
The document discusses the Personal Development, Health and Physical Education (PDHPE) syllabus in NSW primary schools. PDHPE teaches students about both physical and mental health, encouraging healthy lifestyles. It aims to help students lead active, fulfilling lives and take responsible roles in society. Through PDHPE, students learn skills like communication, decision making, problem solving, and interacting with others that benefit them for life. They are less likely to experience issues like bullying, obesity, or nutrition deficiencies as a result of the knowledge and skills gained in PDHPE classes.
This document discusses shared decision-making between patients and clinicians. It defines shared decision-making as a process where patients are active partners in choosing medical options. The document outlines how to encourage patient participation, assess a patient's desire and capacity for decision-making, discuss treatment preferences, develop treatment plans, address barriers to adherence, and support self-management. The goal is to empower patients and improve outcomes through open communication and providing resources.
This document provides information on health promotion and education for dental hygienists. It discusses the responsibility of dental hygienists to educate patients on oral health. It also covers principles of learning, motivation, and behavior change theories like the health belief model and transtheoretical model. Examples of effective teaching tools and therapeutic communication techniques are presented. Throughout the document, there is an emphasis on meeting patients where they are at and facilitating behavior change through education and empowerment.
This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
Get Covid Testing at Fit to Fly PCR TestNX Healthcare
A Fit-to-Fly PCR Test is a crucial service for travelers needing to meet the entry requirements of various countries or airlines. This test involves a polymerase chain reaction (PCR) test for COVID-19, which is considered the gold standard for detecting active infections. At our travel clinic in Leeds, we offer fast and reliable Fit to Fly PCR testing, providing you with an official certificate verifying your negative COVID-19 status. Our process is designed for convenience and accuracy, with quick turnaround times to ensure you receive your results and certificate in time for your departure. Trust our professional and experienced medical team to help you travel safely and compliantly, giving you peace of mind for your journey.
This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is a summary of Pneumothorax:
Pneumothorax, also known as a collapsed lung, is a condition that occurs when air leaks into the space between the lung and chest wall. This air buildup puts pressure on the lung, preventing it from expanding fully when you breathe. A pneumothorax can cause a complete or partial collapse of the lung.
Exploring the Benefits of Binaural Hearing: Why Two Hearing Aids Are Better T...Ear Solutions (ESPL)
Binaural hearing using two hearing aids instead of one offers numerous advantages, including improved sound localization, enhanced sound quality, better speech understanding in noise, reduced listening effort, and greater overall satisfaction. By leveraging the brain’s natural ability to process sound from both ears, binaural hearing aids provide a more balanced, clear, and comfortable hearing experience. If you or a loved one is considering hearing aids, consult with a hearing care professional at Ear Solutions hearing aid clinic in Mumbai to explore the benefits of binaural hearing and determine the best solution for your hearing needs. Embracing binaural hearing can lead to a richer, more engaging auditory experience and significantly improve your quality of life.
Letter to MREC - application to conduct studyAzreen Aj
Application to conduct study on research title 'Awareness and knowledge of oral cancer and precancer among dental outpatient in Klinik Pergigian Merlimau, Melaka'
Comprehensive Rainy Season Advisory: Safety and Preparedness Tips.pdfDr Rachana Gujar
The "Comprehensive Rainy Season Advisory: Safety and Preparedness Tips" offers essential guidance for navigating rainy weather conditions. It covers strategies for staying safe during storms, flood prevention measures, and advice on preparing for inclement weather. This advisory aims to ensure individuals are equipped with the knowledge and resources to handle the challenges of the rainy season effectively, emphasizing safety, preparedness, and resilience.
As Mumbai's premier kidney transplant and donation center, L H Hiranandani Hospital Powai is not just a medical facility; it's a beacon of hope where cutting-edge science meets compassionate care, transforming lives and redefining the standards of kidney health in India.
Chandrima Spa Ajman is one of the leading Massage Center in Ajman, which is open 24 hours exclusively for men. Being one of the most affordable Spa in Ajman, we offer Body to Body massage, Kerala Massage, Malayali Massage, Indian Massage, Pakistani Massage Russian massage, Thai massage, Swedish massage, Hot Stone Massage, Deep Tissue Massage, and many more. Indulge in the ultimate massage experience and book your appointment today. We are confident that you will leave our Massage spa feeling refreshed, rejuvenated, and ready to take on the world.
Visit : https://massagespaajman.com/
Call : 052 987 1315
2024 HIPAA Compliance Training Guide to the Compliance OfficersConference Panel
Join us for a comprehensive 90-minute lesson designed specifically for Compliance Officers and Practice/Business Managers. This 2024 HIPAA Training session will guide you through the critical steps needed to ensure your practice is fully prepared for upcoming audits. Key updates and significant changes under the Omnibus Rule will be covered, along with the latest applicable updates for 2024.
Key Areas Covered:
Texting and Email Communication: Understand the compliance requirements for electronic communication.
Encryption Standards: Learn what is necessary and what is overhyped.
Medical Messaging and Voice Data: Ensure secure handling of sensitive information.
IT Risk Factors: Identify and mitigate risks related to your IT infrastructure.
Why Attend:
Expert Instructor: Brian Tuttle, with over 20 years in Health IT and Compliance Consulting, brings invaluable experience and knowledge, including insights from over 1000 risk assessments and direct dealings with Office of Civil Rights HIPAA auditors.
Actionable Insights: Receive practical advice on preparing for audits and avoiding common mistakes.
Clarity on Compliance: Clear up misconceptions and understand the reality of HIPAA regulations.
Ensure your compliance strategy is up-to-date and effective. Enroll now and be prepared for the 2024 HIPAA audits.
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2. Objectives
After completing this module the participant
will be able to
Discuss the value of education in helping women have
healthy pregnancies
Implement all components of the teaching process, that
is assessment, planning, implementation and evaluation
Discuss ways to make communication more effective
Define what is meant by a patient centered approach to
care.
Discuss the impact of gestational diabetes and
psychological needs of women and their families
2
3. Diabetes Self-Management Education
Purpose
To prepare those affected by GDM to
Make informed decisions
Cope with the demands of a pregnancy complicated by
GDM
Make changes in their behaviour that support their
self-management efforts
3
4. Evidence for diabetes education
Traditional knowledge-based diabetes
education is essential but not sufficient for
sustained behaviour change.
While no single strategy or programme shows
any clear advantage, interventions that
incorporate behavioural and affective
components are more effective.
4
(Piette, Weinberger, McPhee, 2000)
Barlow, Wright, Sheasby, Turner, Hainsworth, 2002
Roter, Hall, Merisca, Nordstrom, Cretin, Svarstad, 1998
5. Evidence for diabetes education
Diabetes self-management education (DSME)
is effective for improving psychosocial and
health outcomes, particularly in the short-term.
On-going support is critical to sustain
progress made by participants during the
DSME program.
5
Norris, Lau, Smith, Schmid, Engelgau, 2002
Skinner, Cradock, Arundel, Graham, 2003
Barlow, Wright, Sheasby, Turner, Hainsworth, 2002
Brown, 1999
Norris, Lau, Smith, Schmid, Engelgau, 2002
Roter, Hall, Merisca, Nordstrom, Cretin, Svarstard, 1998
6. Why is self-management important?
People want to be healthy and have healthy babies.
Gestational diabetes needs to be self-managed.
Person is responsible for their day-to-day care.
24-hours-a-day management is necessary.
Active, informed self-management leads to better long-term
outcomes.
6
Funnell, Brown, Childs, Haas, Hosey, Jensen, et al., 2007
Norris, Lau, Smith, 2002
Gary, Genkinger, Guallar, Peyrot, Brancati, 2003
Duncan, Birkmeyer, Coughlin, Ouijan, Sherr, Boren, 2009
7. What do people need to understand?
Their own personal goals, values and feelings
Diabetes care and treatment (advantages/
disadvantages)
Behaviour change and problem-solving strategies
Who is the decision-maker – the woman, the
husband, the mother-in-law?
How to assume day-to-day responsibility
7
Funnell, Anderson, 2004
8. Self-management abilities
The ability to self-manage is enhanced by
Considering the individual’s need(s)
Teaching skills to optimise outcomes
Facilitating behaviour change
Providing emotional support
8
Von Kroff, Gruman, Schaefer, 1997
Fisher, Brownson, O’Toole, Shetty, et al., 2005
9. A change in philosophy
9
Didactive
Collaborative
Teacher and patient learn and
work together
Teacher knows all, makes
decisions
10. So what should we do?
10
Medical
Model
Self-
Management
Education
Tell the person
Cover the basics
Judge compliance
Teach to the person
Patient centered
Ask the person
Learn with the person
Partnership approach
11. Reframe our attitudes and behaviours
Educate for informed, self-directed decisions
and problem-solving
Ask questions
Identify problems
Address concerns
11
18. Communicating feelings or attitudes
Verbal 7%
Vocal 38%
Visual 55%
18
Mehrabian, 1999
"What you do speaks so loudly that I cannot hear
what you say."
Ralph Waldo Emerson
19. Watch your body language!
Avoid looking like a school teacher!
19
20. Tips for plain speaking
Introduce your subject and state a purpose
Paint a picture, make it visual
Keep it organised
Move from simple to complex
Repetition is important – three times
Summarise
Evaluate
20
Belton, Simpson, 2010
21. Tips for plain speaking
Use the active voice
The person should be the subject of the
message
You may require medication to achieve target
blood glucose levels
Vs
Some women may require medication to
achieve target blood glucose levels
21
23. Develop listening skills
You can’t talk when you listen
Listen – don’t plan your response
Give the person your full attention
Paraphrase and ask if you heard correctly
So, you are saying….
It sounds like…..
You are wondering if....
I hear you saying….
23
26. Assessment
Goals
Establish trust
Determine priorities
Assess current health status, knowledge and self-
care practices
Determine family role or other support
Identify available resources
Identify barriers to learning and self-management
26
27. There is a difference
Health professionals and women with GDM
may have different opinions on what is
important
Ask the woman what is important to her.
27
Suhonen, Nenonen, Laukka, Valimaki, 2005
Timmins, 2005
28. Giving the diagnosis
Will my baby be ok? – 1st question often asked
Is this temporary? – 2nd question
Questions provide an opportunity for teaching
Must answer truthfully
Must convey importance of management during
pregnancy for healthy outcome but also for future
health of baby and mother
Risk of type 2
Risk of obesity
29. Assessment
Considerations
Should be non-threatening and non-judgemental
Consider the cultural and health beliefs of the
person
Consider physical environment
Building rapport takes time
29
30. Planning
Develop together
What do you want to know?
What must you know?
Offer choices
Individual
Classes
Write learning objectives together
30
31. Planning
Objectives for each topic
Reviewed and updated regularly
Objectives should be
Measurable
Timely
Specific
Mutually agreed
31
32. Implementation
Communication is the key
Simple words
Open-ended questions
Encouragement
Positive feedback
Positive, caring attitude
Active listening
Repetition
32
Belton, Simpson, 2010
33. Implementation
Determine priorities
Begin with the learner’s wishes
Most important topics first and last
Conducive environment
Simple to complex
Be specific
Repeat! Repeat! Repeat!
33
Belton, Simpson, 2010
34. Evaluation
Integral part of programme management
Through all phases
Plans should include how and when to
evaluate
Not an afterthought!
34
36. Evaluation
Individual evaluation
Have objectives been met?
Open-ended questions
How are skills used?
“Do you understand?” is not a valid question
Ask the person with diabetes to explain information to
you – “teach-back”
36
Belton, Simpson, 2010
37. 5 steps to self directed goal
setting for behaviour change
1. Identify the problem
2. Explore feelings
3. Set goals
4. Make a plan
5. Evaluate the results
37
Funnell, Anderson, 2004
38. What is the problem?
What do you find the easiest thing to manage
in your diabetes?
What is the most difficult/worst thing about
caring for your diabetes?
What are your greatest concerns/fears/
worries?
What makes this so hard for you?
Why is that happening?
38
Funnell, Anderson, 2004
39. How do you feel?
What are your thoughts and feelings about?
How will you feel if this doesn’t change?
Do you feel ________ about _______?
39
Funnell, Anderson, 2004
40. What do you want?
How does this need to change for you to feel
better about it?
What will you gain/give-up?
What can you do?
What do you want to do?
On a scale of 1-10, how important is this?
40
Funnell, Anderson, 2004
41. What will you do?
Can you/do you want to/will you?
What might work?
What has/hasn’t worked?
What do you need to do to get started?
What one step can you take this week?
41
Funnell, Anderson, 2004
42. SMART behavioural goals
Eat three meals
I will eat three meals every day starting tomorrow.
I will walk more
I will walk for 10 minutes at my lunch hour for four days
next week
42
Funnell, Anderson, 2004
43. How did it work?
What did you learn?
What barriers did you encounter?
What support did you have?
What did you learn about yourself?
What would you do the same or differently next
time?
43
Funnell, Anderson, 2004
44. How to respond?
Avoid judgments
Avoid minimising negative experiences
Celebrate with - not for
Repeat process
44
45. Patient-Centered education
Interventions are more effective when
Tailored to individual preferences
Tailored to the person’s social/cultural environment
Actively engage the person in goal-setting
Incorporate coping skills
Provide follow-up support
45
Piette, Weinberger, McPhee, 2000
46. Activity
Imagine you have just been told you have
gestational diabetes
Think of three things you would need to
change to manage your diabetes
Then ask yourself
What would be easiest for you?
What would be hardest?
46
47. Activity
What do you feel is supportive behaviour from
close family, friends, or the health professional?
What is not supportive?
If you had gestational diabetes, what would you
expect from the people listed above?
47
49. References (1 of 2)
Anderson, R.M., Funnell, M.M., Arnold, M.S). Using the empowerment approach to help patients change behavior. In Anderson, B.J., Rubin,
R.R., eds. Practical Psychology for Diabetes Clinicians, 2nd edition. Alexandria: American Diabetes Association; 2002.
Anderson, R.M., Funnell, M.M. The Art of Empowerment: Stories and Strategies for Diabetes Educators. 2nd ed. Alexandria: American
Diabetes Association; 2005.
Bastable, S. Nurse as Educator. 3rd ed. Sudbury, MA: Jones & Bartlett Publishers; 2008.
Barlow J, Wright C, Sheasby J, Turner A, Hainsworth J. Self-management approaches for people with chronic conditions: a review. Patient
Educ Couns 2002 (48) : 17787.
Belton AB, Simpson N. The How To of Patient Education. 2nd Ed. Streetsville, ON: RJ & Associates; 2010.
Brown SA. Interventions to promote diabetes self-management: State of the science. Diabetes Educ, 25(Suppl) 1999: 52–61.
Canadian Diabetes Association Clinical Practice Guidelines Expert Committee. 2008 Clinical Practice Guidelines for the Prevention and
Management of Diabetes in Canada. Can J Diab. 32,(suppl 1); 2008 :S82-83.
Duncan, I., Birkmeyer, C., Coughlin, S., Qijuan, (E)L., Sherr, D., & Boren, S. Assessing the value of diabetes education. The Diabetes Educator
2009; 35: 752-760.
Fisher EB, Brownson CA, O’Toole ML, Shetty G et al. Ecological Approaches to Self-Management: The Case of Diabetes, Am J Public Health
2005; 95:1523–1535.
Funnell MM, Anderson RM. Patient empowerment: A look back, a look ahead. Diabetes Educ, 2003; 29: 454-64.
Funnell MM, Anderson RM, Arnold MS, Barr PA, Donnelly MB, Johnson PD, Taylor-Moon D, White NH. (1991). Empowerment: An idea whose
time has come in diabetes patient education. Diabetes Educ 1991; 17: 37-41.
Funnell MM, Anderson RM. Empowerment and self-management education. Clinical Diabetes 2004 ; 22:123-127.
Funnell, M.M., Brown, T.L., Childs, B.P., Haas, L.B., Hosey, G.M., Jensen, B., Maryniuk, M., Peyrot, M., Piette, J.D., Reader, D., Siminerio,
L.M., Weinger, K. and Weiss M.A. National Standards for Diabetes Self-management Education. Diabetes Care 2007; 30:1630-1637.
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50. References (2 of 2)
Gary, T.L., Genkinger, J.M., Guallar, E., Peyrot, M. & Brancati, F.L. Meta-analysis of randomized educational and behavioral interventions in
type 2 diabetes. The Diabetes Educator 2003;29:488-501.
Harvey, J.N., Lawson, V. L. The importance of health belief models in determining self-care behaviour in diabetes, Diabetic Medicine
2009;26:5–13.
International Diabetes Federation. Standards for Diabetes Education, 4th ed. Brussels: IDF; 2009.
International Diabetes Federation. Diabetes Atlas, 3rd ed. Brussels: IDF; 2009.
Knowles, M. The Adult Learner: a neglected species. Houston, Gulf Publishing Co; 1984.
Mehrabian, A. In P. Bender. Secrets of Power Presentations. Webcom: Toronto The Achievement Group;1999.
Norris, S.L., Lau, J., Smith, S.J., Schmid, C.H., Engelgau, M.M. Self-management education for adults with type 2 diabetes: A meta-analysis on
the effect on glycemic control. Diabetes Care 2002;25:115971.
Piette, J.D., Glasgow, R.E. Education and self-monitoring of blood glucose. In Gerstein HC, Haynes RB, eds. Evidence-based diabetes care.
Hamilton: B.C. Decker, Inc. 2001.
Piette, J.D., Weinberger, M., McPhee, S.J. The effect of automated calls with telephone nurse follow-up on patient-centered outcomes of
diabetes care: a randomized, controlled trial. Medical Care 2000;38:21830.
Roter, D.L., Hall, J.A., Merisca, R., Nordstrom, B., Cretin, D., Svarstad, B. Effectiveness of interventions to improve patient compliance: A meta-
analysis. Medical Care 1998;36:113861.
Simmons, David. Personal barriers to diabetes care: Is it me, them or us? Diabetes Spectrum 2001:10-12.
Skinner, T.C., Cradock, S., Arundel, F., Graham, W. Four theories and a philosophy: self-management education for individuals newly
diagnosed with type 2 diabetes. Diabetes Spectrum 2003;16:75-80.
Suhonen, R., Nenonen, H., Laukka, A., Valimaki, M. Patients’ informational needs and information received in hospital. J Clin Nursing 2005;
14(10):1167-76.
Timmins, F. Contemporary issue in coronary care nursing. New York: Routledge; 2005.
Von Kroff, M., Gruman, J., Schaefer, J., et al. Collaborative management of chronic illness. Ann Intern Med 1997;127(12):1097-102.
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