Engaging an African American Church-based Community in Developing a Technology-focused Virtual Reality Hypertension Program.

BACKGROUND: African Americans are disproportionately affected by cardiovascular disease and hypertension. To address this, we partnered with local church leaders in developing a virtual reality (VR) hypertension reduction program. OBJECTIVES: A community-based participatory research approach was adopted to develop a hypertension education program using VR, incorporating feedback from the African American church congregation members. METHODS: Using a qualitative approach, a modified Delphi exercise, and member checking, the research team collaborated with congregation members who provided feedback and assisted in the development of the intervention. LESSONS LEARNED: Incorporating feedback from church members significantly impacted the educational platform. Encouraged by the reverend, church members were engaged and participated in the 12-week program designed to reduce blood pressure. Novel approaches like VR may need more time to pilot to achieve desired results, particularly with vulnerable populations. CONCLUSIONS: This participatory research platform highlights the importance of incorporating external stakeholders throughout the research process in order to develop a meaningful health intervention using new technology that is tailored to the church members.

Effectiveness of Group Health Education on "Perceived Stress" among High-School Children of Kolar: A Cluster Randomized Controlled Trial.

BACKGROUND: Adolescents are exposed to various psycho-physiological stressors due to rapid changes in their bodies along with increased academic pressure, peer pressure, and pressures from other sources of society. Group health education sessions in schools could have a positive outcome in not only the way they perceive stress but also tackle it efficiently. OBJECTIVE: The objective of the study was to assess the effectiveness of group health education intervention on "perceived stress" among the high school children of Kolar. MATERIALS AND METHODS: An open-label cluster randomized controlled trial was conducted among high school students (8th, 9th, and 10th standard) in selected English Medium Schools of Kolar Taluk. The study was conducted in three phases spanning 5 months of duration. Phase I included baseline data collection wherein "perceived stress" level was captured using the Perceived Stress Scale (PSS) 10 questionnaire. Phase II was the interventional phase in the form of group health education sessions. Phase III was end-line assessment. RESULTS: Before the intervention, 6.2%, 92.4%, and 1.5% of the students had mild, moderate, and severe stress, respectively, in the intervention group. After the intervention in the intervention group, about 57.9% had mild stress, 42.1% had moderate stress, and none had severe stress. The difference in difference analysis (DID) showed that the mean PSS scores in the intervention group changed by -8.84 while in the control group by 0.40. CONCLUSION: Group health education delivered was effective in reducing the perceived stress levels among high school children and it is a feasible and acceptable intervention for stress in school-going adolescent children.

Quality of Health Education Teacher Preparation Program Curricula Throughout the United States.

BACKGROUND: Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K-12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. METHODS: A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre-service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. RESULTS: Findings indicated program type influenced course offerings, with stand-alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. CONCLUSION: This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills-based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation.

Engaging School Champions in the Implementation of a Research Study in Historically Marginalized School Communities.

Community engagement in research improves uptake of health interventions and health outcomes among marginalized populations. Researchers from school-based health centers serving marginalized communities in Miami, Florida fostered community engagement in COVID-19 research and health education through collaboration with school staff and student "champions" from June 2021 to June 2023. Evaluations completed by champions assessed acceptability, feasibility, and recommendations for improvements. Overall satisfaction was high among champions. We elaborate on lessons learned and future directions for this type of research collaboration. (Am J Public Health. 2024;114(8):789-793. https://doi.org/10.2105/AJPH.2024.307711).

Evidence-based screening, clinical care and health education recommendations for Alaska Native peoples with prediabetes living in southcentral Alaska: findings from the Alaska EARTH follow-up study.

Pre-diabetes (pre-DM) is a strong predictor of diabetes (DM) over time. This study investigated how much of the recent increase in pre-DM identified among Alaska Native (AN) peoples living in urban southcentral Alaska may be due to changes in diagnostic methods. We used clinical and demographic data collected at baseline between 2004 and 2006 and at follow-up collected between 2015 and 2017 from the urban southcentral Alaska Education and Research Towards Health (EARTH) cohort. We used descriptive statistics and logistic regression to explore differences in demographic and clinical variables among the identified pre-DM groups. Of 388 participants in the follow-up study, 243 had A1c levels indicating pre-DM with only 20 demonstrating pre-DM also by fasting blood glucose (FBG). Current smoking was the sole predictor for pre-DM by A1c alone while abdominal obesity and elevated FBG-predicted pre-DM by A1c+FBG. No participants had an elevated FBG without an A1c elevation. A substantial portion of the rise in pre-DM found among urban southcentral AN peoples in the EARTH follow-up study was due to the addition of A1c testing. Pre-DM by A1c alone should be used to motivate behavioural changes that address modifiable risk factors, including smoking cessation, physical activity and weight management.

Navigating Challenges and Seizing Opportunities in China's Era of Online Health Education.

The rapid growth of internet users in China presents opportunities for advancing the "Healthy China 2030" initiative through online health education. Platforms like "Shanghai Health Cloud" and "National Health Information Platform" improve health literacy and management, enhancing overall public health. However, challenges such as the digital divide and the spread of unverified health information hinder progress. Addressing these issues requires enhancing digital infrastructure, employing advanced technologies for information validation, and setting high standards for online health services. Integrated efforts from various sectors are essential to maximize the benefits of online health education in China.

Mindfulness-based intervention for depression and insulin resistance in adolescents: Protocol for BREATHE, a multisite, pilot and feasibility randomized controlled trial.

BACKGROUND: Elevated depression symptoms have been associated with higher insulin resistance in adolescents, and consequently, greater risk for type 2 diabetes (T2D). Mindfulness-based intervention (MBI) may be suited for adolescents at risk for T2D given its potential to decrease depression and improve stress-related behavior/physiology underpinning insulin resistance. To prepare for a future multisite efficacy randomized controlled trial, a rigorous, multisite, pilot and feasibility study is needed to test this approach. The current paper describes the design and protocol for a multisite, pilot and feasibility randomized controlled trial of six-week MBI, cognitive-behavioral therapy (CBT), and health education (HealthEd) group interventions, to assess multisite fidelity, feasibility, and acceptability. METHODS: Participants are N = 120 adolescents ages 12-17, with body mass index (BMI) ≥85th percentile, elevated depression symptoms (20-item Center for Epidemiologic Studies-Depression Scale total score > 20), and family history of diabetes. Enrollment occurs across four United States (US) sites, two in Colorado, one in Washington, D·C., and one in Maryland. Group interventions are delivered virtually by trained psychologists and co-facilitators. Assessments occur at baseline, six-week follow-up, and one-year follow-up. RESULTS: Primary outcomes are intervention implementation fidelity, based upon expert ratings of audio-recorded sessions (≥80% adherence/competence), and recruitment feasibility, based upon percentage enrollment of eligible youth (≥80%). Secondary outcomes are intervention training fidelity/feasibility/acceptability, recruitment timeframe, and retention/assessment feasibility. CONCLUSION: Findings will inform optimization of training, recruitment, intervention delivery, retention, and assessment protocols for a multisite, efficacy randomized controlled trial evaluating MBI for decreasing depression and improving insulin resistance in adolescents at risk for developing T2D.

Effectiveness of a Health Belief Model-Based Education Program on Self-Efficacy and Preparedness for Infectious Disasters in Rural Populations.

BACKGROUND: Health education programs can enhance self-efficacy and disaster preparedness. However, research incorporating the Health Belief Model (HBM) in education for infectious disasters is lacking. AIMS: Examine the effectiveness of an HBM-based education program on self-reported self-efficacy and self-reported preparedness for infectious disasters in rural populations. METHODS: In total, 109 eligible participants were allocated to two groups: participants who received HBM-based education (n = 55) or regular education (n = 54), presented at in-person meetings, with individual follow-up conducted on WhatsApp. Self-reported self-efficacy and preparedness for infectious disasters in both groups were measured at 4 and 8 weeks. FINDINGS: Participants showed a significant interaction between groups and in time to increase in self-reported self-efficacy and self-reported preparedness to deal with infectious disasters. After 4 and 8 weeks, the groups had statistically significant differences (p≤.001) in all outcome measures. CONCLUSION: HBM-based education was associated with increased self-reported self-efficacy and self-reported infectious disaster preparedness among the rural population. Follow-up by nurses is essential to implementing continuing health belief education programs to enhance rural populations' self-efficacy and infectious disaster preparedness.

Protocol for a cluster-randomized trial of a school-based skin cancer preventive intervention for adolescents.

BACKGROUND: Adolescents infrequently use sun protection and engage in intentional tanning more frequently compared to other age groups, leading to increased ultraviolet radiation (UVR) exposure that heightens skin cancer risk across the lifespan. High schools are therefore an ideal setting for offering skin cancer preventive interventions. Yet, there are limited UVR protection interventions for high school students, especially those that are personalized, tested using randomized designs, and include long-term outcome assessment to determine the durability of intervention effects. METHOD: The Sun-safe Habits Intervention and Education (SHINE) cluster-randomized trial will test a novel, personalized intervention that targets high school adolescents' sun protection and tanning behaviors, and tracks their outcomes for up to one year following intervention. Enrolled high schools will be randomized to receive either the personalized SHINE intervention, which includes facial UVR photographs and sun protection action planning, or standard education using publicly available materials. Students in both conditions will receive information about skin cancer, sun protection, and skin self-examination. Outcome variables will include students' sun protection and tanning behaviors and sunburn occurrence. Potential moderators (e.g., race/ethnicity) and mediators (e.g., self-efficacy) will also be assessed and tested. CONCLUSIONS: This trial examines the efficacy of a personalized intervention targeting sun protection and tanning of high school students. The project will lead to new scientific understanding of the theoretical mechanisms underlying outcomes and moderators of the intervention effects, which will inform future intervention tailoring to meet the needs of vulnerable subgroups.

The Future of School Health Education in the United States: An Ontology.

BACKGROUND: As summarized in this article, the widespread implementation of modern school health education (SHE) could become one of the most effective means available to improve the well-being of people in the United States and in other nations. However, the development and evolution of SHE largely remains unorganized, underdeveloped, and neglected by health and education agencies, policymakers, and the public. METHODS: Essential to the development of any scientific discipline, scientists today use the word ontology to refer to efforts to organize knowledge in particular domains. A useful working definition of a scientific ontology is an explicit, formal specification of a shared conceptualization-a systematic set of shared terms and an explication of their interrelationships. Nine interdependent questions are outlined to help guide the development of an initial, broad, and actionable scientific ontology for SHE. RESULTS: Whether and how we respond to these questions arguably will determine the future of SHE research, policy, practice, and equity in the United States. CONCLUSIONS: An initial ontology might help conceptualize, inform, and facilitate more systematic and strategic local, state, national, and international deliberations and actions to improve SHE.

Síntesis Rápida de Evidencia: ¿Cuál es el efecto de la actividad docente asistencial en establecimientos formadores en comparación con establecimientos no formadores sobre la productividad asistencial y la satisfacción usuaria? / Rapid Summary of Evidence: What is the effect of teaching assistance activity in training establishments in comparison with establishments in non-training establishments on care productivity and user satisfaction?

INTRODUCCIÓN: Los centros asistenciales docentes cumplen un rol relevante en los sistemas de salud, aportando experticia a los cuidados clínicos a través de la educación y la investigación (2). En Chile, la relación asistencial docente (RAD) se encuentra regulada por la Norma Técnica General N°254 (1). La RAD es un vínculo estratégico y de largo plazo que une al sector público de salud con centros formadores, que tiene como objetivo formar y disponer de profesionales y técnicos competentes para satisfacer las necesidades de salud de la población, generando un beneficio sobre la calidad de atención que reciben los usuarios del SNSS (1). En este sentido, la formación de profesionales y técnicos del sector salud constituye un eje estratégico en el desarrollo del sistema. Esta norma detalla el alcance de los centros formadores y docentes, y de las actividades de colaboración entre profesionales y estudiantes (1). En este sentido, en la literatura se ha reportado el posible impacto que pudiera tener este tipo de relación en el tiempo de espera, calidad de la atención, satisfacción usuaria y otros temas relacionados en la atención a personas en contextos hospitalarios y ambulatorios, tanto para usuarios, estudiantes e instituciones asistenciales (hospitales, clínicas o centros ambulatorios docentes) que se vinculan con centros formadores (3­7). En este contexto, y con el objetivo de entregar justificación actualizada y relevante para el proyecto de ley que regula la RAD, la Jefatura del Dpto. de Formación, Capacitación y Educación Continua, junto con la Oficina del Gabinete de la Subsecretaría de Redes Asistenciales, han solicitado una síntesis rápida de la evidencia sobre el efecto de la formación académica en establecimientos asistenciales de estudiantes de pre y postgrado, en la productividad asistencial. METODOLOGIA: Se identificaron inicialmente 634 revisiones sistemáticas (RS). De éstas, se excluyeron 632 por disenso o duplicados, y se utilizaron 2 RS (3,4) publicadas en 2002 y 2015. A los estudios primarios incluidos en las RS utilizadas, se les aplicaron los mismos criterios de inclusión y exclusión que los aplicados en las RS (cuadro de metodología). Con estos criterios, se consideraron finalmente 10 estudios primarios, la totalidad de ellos fueron de tipo observacional (8­17). Para estimar el efecto de los hallazgos de esta SRE, se utilizaron los 10 estudios referidos en las 2 RS (3,4), en los cuales la comparación se realizó con centros asistenciales no docentes. RESULTADOS: Los hallazgos aquí presentados se han separado de acuerdo a tres desenlaces de interés: 1. Productividad clínica medida como tiempo de atención (8,10,11,13); 2. Productividad clínica medida como la cantidad de tareas realizadas por rango de tiempo (número de usuarios o trámites administrativos)(8,9,11­13) y 3. Satisfacción Usuaria (14­17). Cada hallazgo contiene además una tabla resumen con los resultados, mostrando la certeza en la evidencia de cada uno de los desenlaces reportados. CONSIDERACIONES DE IMPLEMENTACIÓN: Para el análisis de las consideraciones de implementación, durante la selección de títulos, resúmenes y texto completo de esta síntesis, se realizó una selección de revisiones sistemáticas que pudieran entregar antecedentes para el análisis de la aplicabilidad de la evidencia al contexto local, consideraciones económicas, equidad y de monitoreo y evaluación.

Creating More Effective Vape Education Campaigns: Qualitative Feedback from Teens in Nine U.S. States.

Background: Successful media campaigns to reduce teen cigarette smoking indicate a similar approach may work for vaping, though message testing research is necessary to identify effective topics and approaches. Leveraging data from message testing studies across nine U.S. states, we identify promising topics and approaches and explore how the COVID-19 pandemic affected teens' reactions to vape education commercials. Methods: Teens ages 13-18 (N = 337) who vaped or were susceptible nonusers participated in focus groups and interviews (2018-2021) to review 35 creative concepts and commercials for Behind the Haze (BTH), a vaping education campaign. After viewing each video, participants assessed its perceived effectiveness (PE) and discussed their reactions. We conducted a reflexive thematic analysis of transcripts to identify crosscutting themes and compared PE scores for each video. Results: Key features of effective commercials included detailed facts accompanied by explanatory visuals, metaphors, and empathy. Promising topics included chemicals, physical consequences, and mental health, while addiction and industry deception messages were less impactful. The pandemic drew attention to mental health and immunity messages. Impact of one's vaping on friends emerged as a promising topic. Conclusions: While some tactics from successful cigarette prevention campaigns apply to vaping, others like anti-industry messaging do not. Fact-focused messaging on chemicals, physical consequences, and mental health accompanied by impactful graphics and attention-grabbing twists should be the focus of vape education campaigns. Frequent message testing research such as that conducted to inform BTH is necessary to identify promising and sometimes unexpected messaging approaches for timely and relevant teen vaping education materials.

The Implementation of Evidence-Based Obesity Education Curricula to Prevent Cancer in a Predominantly Mexican-American Community on the U.S.-Mexico Border.

Although cancer is the leading cause of death among Mexican-Americans, few community-based programs target obesity reduction as a way to reduce the prevalence of obesity-related cancer in underserved populations. Evidence suggests that obesity correlates with 13 types of cancer. The objective is to provide an overview of evaluation and selection of evidence-based content; details of the implementation process; modifications needed to tailor education programs to specific needs of different target audiences; and demonstrate challenges of implementing a community-based prevention program intended to reduce cancer incidence and mortality in Mexican-Americans. We used the Social Cognitive Theory (SCT) to develop a 10-topic menu of educational classes using elements of multiple evidence-based curricula. Outcome measures for physical activity and nutrition were determined using the International Physical Activity Questionnaire (IPAQ) and the Dietary Screener Questionnaire (DSQ). Weight status was determined using weight, body fat, and body mass index (BMI). To date, 2845 adults received wellness education from our program. Multiple delivery models were used to reach a larger audience; they included a 4-week model, 5-week model, employer model, low-income housing, 1- and 2-h sessions, and clinic encounters. Individuals were given education at multiple community locations including senior centers (14%), churches (0.6%), employers (17.6%), low-income housing (8.2%), community centers (16.6%), clinics (11.5%), and schools (32.5%). Our study indicates that our delivery model is feasible and can disseminate evidence-based obesity education. Further investigation is necessary to assess long-term behavioral change and to assess the most effective model for delivery.

Percurso formativo e necessidades de aprendizagem de trabalhadores de um serviço de atendimento móvel de urgência / Training path and learning needs of workers of a mobile emergency care service

INTRODUÇÃO: No Brasil, a formação de recursos humanos para o Sistema Único de Saúde (SUS) tem avançado na última década com a disseminação da Política Nacional de Educação Permanente em Saúde (PNEPS). Neste contexto, está inserido o Serviço de Atendimento Móvel de Urgência (SAMU), tendo em vista que a qualificação de suas ações depende de uma equipe que aprimora suas competências técnicas baseada nas evidências da literatura e consciente de suas responsabilidades ético-sociais. Um dos desafios da gestão do SAMU é a implantação de um processo de trabalho que possa integrar no seu cotidiano atividades de educação, que favoreçam as mudanças da prática profissional que se fizerem necessárias frente aos problemas identificados. Atividades que deverão ser construídas por meio do diálogo democrático entre os profissionais, gestores e usuários a partir de problemas identificados, bem como de necessidades de aprendizagem da equipe. OBJETIVO: Analisar o percurso formativo de trabalhadores de um Serviço de Atendimento Móvel de Urgência e suas percepções sobre as necessidades de aprendizagem para qualificação do seu processo de trabalho na unidade. MÉTODO: Trata-se de uma pesquisa descritiva de caráter qualitativo realizada com trabalhadores de saúde do Serviço de Atendimento Móvel de Urgência de um município do interior do Estado de São Paulo à luz da Política Nacional de Educação Permanente em Saúde e o referencial teórico-metodológico de Paulo Freire; a coleta de dados foi realizada a partir de encontros dialógicos on-line com 20 trabalhadores do local pesquisado (4 técnicos de enfermagem, 4 enfermeiros, 4 médicos, 3 técnicos auxiliares de regulação médica [TARM] e 3 condutores), que foram transcritos e analisados segundo a temática dos conteúdos identificados. RESULTADOS: Participaram deste estudo: seis (37,5%) técnicos em enfermagem, quatro (80%) enfermeiros, quatro (21,05%) médicos, três (13,04%) condutores e três (13,63%) TARM. No mapa temático construído as principais categorias dos assuntos trazidos pelos participantes foram as seguintes: a formação dos trabalhadores e a necessidade do conhecimento teórico-prático no Atendimento Pré-Hospitalar (APH); a necessidade de atualização do conhecimento teórico-prático e a compreensão da Educação Permanente em Saúde no APH; a internet enquanto ferramenta na busca de informações atualizadas e a necessidade do diálogo na construção coletiva do conhecimento; a necessidade de atualização do conhecimento técnico-científico na pandemia e a conscientização sobre a importância das normas regulamentadoras; a percepção do processo de trabalho e a necessidade de compreensão do trabalho de equipe. CONSIDERAÇÕES FINAIS: Os profissionais do SAMU enfrentam grandes dificuldades com os processos formativos. Apesar da heterogeneidade da formação inicial e os cursos que foram desenvolvidos, as iniciativas foram interrompidas ou suprimidas e, atualmente, ocorrem de forma assistemática e pontual. Constata-se também que há a necessidade de aprimorar as estratégias de aprendizado para essa população e que os Núcleos de Educação Permanente, fundamentados pelos círculos de cultura, podem contribuir para favorecer tal prática. Além disso, a pandemia da COVID-19 dificultou ainda mais o trabalho desses profissionais

BACKGROUND: In Brazil, the training of human resources for the Unified Health System (SUS) has advanced, in the last decade, with the dissemination of the National Policy for Permanent Education in Health (PNEPS). The Mobile Emergency Care Service (SAMU) is inserted in this context, considering that the qualification of its actions depends on a team that improves its technical competencies based on the evidence of the literature and awareness of its ethical-social responsibilities. One of the challenges of SAMU management is the implementation of a work process that could integrate into their daily lives educational activities, which could favor the changes in professional practice that are necessary to face the problems identified. These activities should be built from the democratic dialogue between professionals, managers and users based on identified problems, as well as on the learning needs of the team. OBJECTIVE: To analyze the training path of workers of a mobile emergency care service and their perceptions about the learning needs for qualification of their work process in the unit. METHOD: This is a descriptive research study of qualitative nature carried out with health workers of mobile emergency care service of a municipality in the Northeast region of the state of São Paulo in the light of the National Policy of Permanent Education in Health and the theoretical-methodological framework of Paulo Freire; data collection was performed through online meetings with 20 workers from the researched site (4 nursing technicians, 4 nurses, 4 physicians, 3 auxiliary technicians of medical regulation [TARM], and 3 drivers), meetings were transcribed and analyzed according to the theme. RESULTS: In the research context, according to professional categories, participated in this study: six (37.5%) nursing technicians, four (80%) nurses, four (21.05%) physicians, three (13.04%) drivers, and three (13.63%) TARMs. As a result, a thematic map was obtained containing the main categories of the themes brought by participants; training of workers and the need for theoretical and practical knowledge in Pre-Hospital Care (PHC); need to update theoretical and practical knowledge and understanding of Permanent Education in Health in PHC; internet as a tool in the search for updated information and the need for dialogue in the collective construction of knowledge; need to update technical-scientific knowledge in the pandemic and raise awareness of the importance of regulatory standards; perception of the work process and the need to understand teamwork. CONCLUSION: Through this research, it is possible to observe that SAMU professionals face great difficulties with the educational processes, it also points out that, despite the heterogeneity of initial training and the courses that were developed, the initiatives were interrupted or suppressed, and they currently occur in an unsystematic and punctual way. It is also noticed that there is a need to improve the forms of learning strategies for this population, and that the Permanent Education Centers based on cultural circles contribute to favor this practice. In addition, the COVID-19 pandemic has made the work of these professionals even more difficult

Dismantling Structural Stigma Related to Mental Health and Substance Use: An Educational Framework.

Stigma related to mental health and substance use (MHSU) is a well-established construct that describes how inequitable health outcomes can result from prejudice, discrimination, and marginalization. Although there is a body of literature on educational approaches to reduce stigma, antistigma education for MHSU has primarily focused on stigma at the social, interpersonal/public, and personal (self-stigma) levels, with little attention to the problem of structural stigma. Structural stigma refers to how inequity is manifested through rules, policies, and procedures embedded within organizations and society at large. Structural stigma is also prominent within clinical learning environments and can be transmitted through role modeling, resulting in inequitable treatment of vulnerable patient populations. Addressing structural stigma through education, therefore, has the potential to improve equity and enhance care. A promising educational approach for addressing structural stigma is structural competency, which aims to enhance health professionals' ability to recognize and respond to social and structural determinants that produce or maintain health disparities. In this article, the authors propose a framework for addressing structural MHSU stigma in health professions education that has 4 key components and is rooted in structural humility: recognizing structural forms of stigma; reflecting critically on one's own assumptions, values, and biases; reframing language away from stereotyping toward empathic terms; and responding with actions that actively dismantle structural MHSU stigma. The authors propose evidence-informed and practical suggestions on how structural competency may be applied within clinical learning environments to dismantle structural MHSU stigma in organizations and society at large.

Efectos en adultos mayores de su participación en un proyecto comunitario basado en activos para la salud / Effects on older adults of their participation in a community project based on health assets

Introducción: el envejecimiento poblacional y el incremento de las enfermedades crónicas no transmisibles están generando un gran impacto en los sistemas de salud a nivel mundial. Articular el sistema de salud con los recursos comunitarios es fundamental para poder coordinar la atención sociosanitaria, descomplejizar la atención de los adultos mayores y promover el envejecimiento activo. Nuestro objetivo fue analizar la relación entre la participación de adultos mayores en un proyecto de mapeo de activos para la salud y los efectos percibidos en esta experiencia. Métodos: la intervención consistió en un taller de seis encuentros semanales donde se aprendió a reconocer activos para la salud. Estos fueron volcados en un mapa virtual de acceso libre y gratuito para ser compartido con toda la sociedad. En el taller también se reforzó la importancia de la relación entre los participantes para mejorar los apoyos sociales. Utilizamos un diseño cualitativo de tipo interactivo con una estructura interconectada y flexible de los componentes de la investigación. Se observaron las interacciones y diálogos que se produjeron entre moderadoras-participantes y participantes entre sí, y se incluyeron los registros del cuaderno de campo de las moderadoras. Al finalizar el último encuentro, y cumplidos tres meses, se realizaron entrevistas en profundidad a quienes asistieron, al menos, a la mitad de los encuentros. Se utilizó una guía con preguntas abiertas, para conocer la perspectiva de los participantes acerca de eventuales cambios percibidos a partir de la experiencia vivida en el taller. Los datos se categorizaron y, posteriormente, se triangularon para garantizar la validez del análisis. Resultados: se identificaron las siguientes categorías que sitúan las experiencias de los participantes en relación con su paso por el proyecto: la generación de vínculos entre pares, los vínculos con las moderadoras, la dinámica de taller, la sustentabilidad del proyecto y la resignificación del barrio. Conclusión: es factible generar cambios positivos en la salud de los adultos mayores, potenciar los espacios de socialización y contribuir satisfactoriamente en la resignificación de los barrios a través del mapeo de activos para la salud. (AU)

Introduction: population ageing and the increase in chronic non-communicable diseases are having a major impact on health systems worldwide. Linking the health system with community resources is essential in order to coordinate social and health care, decomplexify the care of older adults and promote active ageing. Our objective was to analyse the relationship between the participation of older adults in a health asset mapping project and the perceived effects of this experience. Methods: the intervention consisted of a workshop of six weekly meetings where participants learned to recognise health assets from the perspective of each participant. These were then uploaded onto a virtual map that could be accessed free of charge and shared with the whole of society. The workshop also reinforced the importance of the relationship between participants to improve social support.We used an interactive qualitative design with an interconnected and flexible structure between the research components. The interactions and dialogues that took place between moderators-participants and participants with each other were observed, and the field notebook records of the moderators were included. At the end of the last meeting, and after three months, in-depth interviews were conducted with those who attended at least half of the meetings. A guide with open-ended questions was used to find out the participants perspective on possible changes perceived as a result of the workshop experience. The data were categorised and then triangulated to ensure the validity of the analysis. Results: the following categories were identified that situate the participants experiences in relation to their time in the project: the generation of links between peers, the links with the moderators, the workshop dynamics, the sustainability of the project and the re-signification of the neighbourhood. Conclusion: it is feasible to generate positive changes in the health of older adults, to strengthen the spaces for socialisation and to successfully contribute to the resignification of the neighbourhoods through the mapping of assets for health. (AU)

Assessing the Feasibility of an Online Module for Promoting Cancer Prevention Measures.

OBJECTIVES: The aims of this pilot study were (1) to develop a cancer prevention module consisting of an animated video and a short questionnaire, (2) to assess new knowledge gained by the participants, and (3) to solicit feedback for improving the cancer prevention module. METHODS: Volunteers who previously agreed to be contacted regarding research studies were approached via email. After completing the cancer prevention module, a list of cancer prevention recommendations was provided. Newly gained knowledge was assessed, and feedback was solicited. RESULTS: Overall, 290 of 3165 individuals contacted completed the online module (9.2%), and 38.6% of the participants indicated that they learned something new about cancer prevention measures. A similar proportion, 41.4%, mentioned that they learned about measures that were recommended and due. Paradoxically, response rate was the lowest in the ≥50 year old age group although this group reported the highest rate of learning about new cancer prevention measures. Feedback was favorable in that 70.7% mentioned that the recommendations were helpful to them personally, 69.3% felt motivated to take action to reduce their risk of cancers, and 67% would recommend the online module to their friends and family. CONCLUSION: We developed an online cancer prevention module which seems to be suitable for promoting cancer prevention measures as feedback was favorable, and new knowledge was gained. Future efforts will focus on using the module to promote cancer prevention measures to the general public particularly for the ≥50 year age group.

Cost-effectiveness analysis of an intervention project engaging Traditional and Religious Leaders to improve uptake of childhood immunization in southern Nigeria.

Vaccination is a cost-effective public health intervention, yet evidence abounds that vaccination uptake is still poor in many low- and middle-income countries. Traditional and Religious Leaders play a substantial role in improving the uptake of health services such as immunization. However, there is paucity of evidence on the cost-effectiveness of using such strategies. This study aimed to assess the cost-effectiveness of using a multi-faceted intervention that included traditional and religious leaders for community engagement to improve uptake of routine immunisation services in communities in Cross River State, Southern Nigeria. The target population for the intervention was traditional and religious leaders in randomly selected communities in Cross River State. The impact of the intervention on the uptake of routine vaccination among children 0 to 23 months was assessed using a cluster randomized trials. Outcome assessments were performed at the end of the project (36 months).The cost of the intervention was obtained from the accounting records for expenditures incurred in the course of implementing the intervention. Costs were assessed from the health provider perspective. The cost-effectiveness analysis showed that the incremental cost of the initial implementation of the intervention was US$19,357and that the incremental effect was 323 measles cases averted, resulting in an incremental cost-effectiveness ratio (ICER) of US$60/measles case averted. However, for subsequent scale-up of the interventions to new areas not requiring a repeat expenditure of some of the initial capital expenditure the ICER was estimated to be US$34 per measles case averted. Involving the traditional and religious leaders in vaccination is a cost-effective strategy for improving the uptake of childhood routine vaccinations.

Period of Purple Crying Program for the Prevention of Abusive Head Trauma/Shaken Baby Syndrome.

The Period of PURPLE Crying Program is an educational program delivered to parents of newborn children that aims to reduce the incidence of abusive head trauma/shaken baby syndrome1. The program was developed by a research-based, non-profit organisation and has already been implemented in many countries around the world. It educates parents on what to expect during the first few months of their newborn infant's life, allowing parents to become more informed and better prepared to care for their child. The recent surge in the number of cases of abusive head trauma in children during the COVID-19 pandemic has highlighted the need for greater resources being made available to parents. The Period of PURPLE Crying Program is one such resource that could be implemented in Ireland.