Darson Rhodes

Influence of Professional Preparation and Class Structure on Sexuality Topics Taught in Middle and High Schools

BACKGROUND This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. METHODS Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. RESULTS Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. CONCLUSIONS This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses.

Influence of professional preparation and class structure on HIV, STD, and pregnancy prevention education

Objective: The purpose of this study was to determine if education about human immunodeficiency virus (HIV)/sexually transmitted disease (STD) and pregnancy prevention is dependent on professional preparation and/or class structure. Design: A secondary data analysis of the 2006 School Health Policies and Programmes Study (SHPPS) was conducted. Setting: Data were obtained from the health education classroom level questionnaire of the 2006 SHPPS. Methods: A series of multivariable logistic regression models (N = 34) were computed to determine if instruction of HIV/STD and/or pregnancy prevention content was dependent on professional preparation and/or class structure. Results: Professionally prepared health educators were found to be significantly more likely than their counterparts to teach about teenage age pregnancy risks, teenage pregnancy impacts, finding information/services related to pregnancy, finding information/services related to HIV, and HIV diagnosis/treatment. These topics and three others (methods of contraception, signs/symptoms of HIV and compassion for persons with HIV/AIDS) were significantly more likely to be taught in health-only classes versus combination classes. Conclusion: Findings from the current study support the need for professionally prepared educators and stand-alone class structure in terms of providing the most effective sexual health education.

The Role of the Liberal Arts in Preparing Health Education Specialists

Purpose. Exposure to a liberal education or a set of liberal courses or curriculum is an approach to college learning that empowers individuals and prepares them to deal with complexity, diversity, and change in a competitive global economy. Public health education is a diverse, ever-changing field composed of complex challenges. Undergraduate student preparation for entry-level public health education specialists requires the mastery of the National Commission for Health Education Credentialing’s Health Education Specialist’s seven Areas of Responsibility. Due to the overlap in the Health Education Specialist Practice Analysis (HESPA) Areas of Responsibilities and the Liberal Arts (LA) guiding principles (three pillars) and Liberal Education and America’s Promise (LEAP) learning essential outcomes, liberal arts universities are uniquely positioned to offer undergraduate public health education programs. Method. Health education specialist competencies and subcompetencies were mapped onto liberal arts pillars and LEAP learning essential outcomes. Public health education course activities from two public liberal arts universities were used to demonstrate the application of health education competencies between the LA pillars and LEAP learning essential outcomes. Results. LEAP essential learning outcome Domains 1 through 3 provide a foundation for and the development of HESPA Areas I, IV, VI, and VII. A fourth domain addresses Areas III and V. Conclusion. Liberal arts universities are uniquely positioned to provide students with an undergraduate degree in the increasingly popular public health education major due to the established parallels between liberal education and health education specialist learning outcomes.

Public Health and School Nurses’ Perceptions of Barriers to HPV Vaccination in Missouri

ABSTRACT Human Papilloma Virus (HPV) is associated with various forms of cancer and is preventable with vaccination. Nurses are in a unique position to directly influence a person’s decision to receive the HPV vaccine. A statewide sample of both school and public health nurses was used to assess knowledge and attitudes related to the HPV vaccine as well as nurse’s behaviors and behavioral intentions toward educating parents and recommending the vaccine. Positive attitudes and adequate knowledge levels were found, however, the majority of school nurses did not provide information and resources to parents. Targeted health promotion programs for school nurses are recommended.

Practices and Attitudes of Missouri School Nurses Regarding Immunization Records and Select Immunizations of Graduating High School Seniors

School nurses play a key role in maintaining a healthy student population, and one of their roles includes maintaining vaccination records. Further, they can play an important role in advocating for human papillomavirus (HPV) and meningococcal vaccination for students. All Missouri public high school nurses were sent an electronic survey addressing the knowledge, attitudes, and practices regarding immunization records and HPV and meningococcal vaccination of high school seniors. Approximately 75% of nurses reported their schools did not have or they did not know if the school had a written policy regarding the release of vaccination records. Approximately 1/2 and 1/3 of nurses do not communicate with parents/students about HPV or meningococcal vaccines, respectively. Although most favorable toward meningococcal, nurses had positive attitudes toward both vaccines. Recommendations include establishment of written policies regarding vaccination record release, and future research should focus on evaluating school nurses’ communication methods regarding HPV and meningococcal vaccination.

Effects of an Online Educational Module on School Nurses' Knowledge of HPV Vaccination

BACKGROUND Results of a previous state-wide survey revealed generally low knowledge levels about HPV vaccination among school nurses in Missouri. A short, online educational module targeted to address the specific low-scoring items was then created. METHOD All 440 lead school nurses in Missouri were invited by e-mail to participate in an online HPV educational module and study. The e-mail contained a link to the module that included a consent form, a test, and a downloadable completion certificate. The test consisted of 12 multiple choice and true-or-false items based directly on the content contained in the module. An independent samples t test was used to determine pre-post differences in mean test scores. RESULTS Scores improved significantly (p < .05) pre-post intervention; however, surveillance or epidemiology-related questions were still commonly missed. CONCLUSION Using brief, targeted, online trainings to improve knowledge of specific health-related content may be a practical option for busy school nurses. J Contin Educ Nurs. 2017;48(9):431-436.

Effectiveness of an Afterschool-Based Aggression Management Program for Elementary Students.

A school-community partnership team implemented an aggression management curriculum in an afterschool program as an early-intervention strategy at the upper elementary level. Although statistically significant differences in physical or psychological aggression were not found, the partnership team gained a better understanding of evidence-based programs and collaborative interventions. This article presents implications for school counselors, community partners, and the health/social services team. It also offers program improvements and other approaches for addressing bullying.

Attitudes toward Healthcare Teamwork between Osteopathic Medical Students in an Interprofessional or Intraprofessional Clinical Education Program

INTRODUCTION Interprofessional education has attempted to positively impact and prepare students for future practice of collaboration among healthcare providers. However, few studies have assessed if short-term positive impacts on attitudes toward interprofessional collaboration can be sustained long-term. Comparing the current attitudes toward health care teams between osteopathic physicians who participated as medical students in an interprofessional clinical education program and those who participated in a similar medical student-only clinical education program, but without instruction in interprofessional education competencies, can help determine if sustained change is possible. METHODS Surveys evaluating the attitude toward interprofessional teamwork of 23 osteopathic physician students who participated in an interprofessional clinical education program and 88 osteopathic physicians who participated in a medical student-only education program between 2003 and 2007 were completed and compared. RESUlTS An independent samples t test was conducted on subscales of physicians’ attitude toward team value, team efficiency, physicians’ shared role, as well as physicians’ rating of their current proficiency level of interprofessional teamwork skills. The results revealed no statistically significant differences among respondents from the interprofessional program and respondents from the intraprofessional program. DISCUSSION Results of this study point to generally favorable attitudes toward interprofessional collaboration for both groups. It seems that regardless of pre-professional training, over time, a favorable attitude toward interprofessional collaboration is acquired. CONClUSION Future directions for research should continue to be focused on the long-term effect of interprofessional education on interprofessional practice as well as attitudes toward interprofessional teamwork and knowledge of interprofessionalism. Received: 09/09/2014 Accepted: 03/08/2015 Published: 04/08/2015