Academic literature on the topic 'Health Education Impact Questionnaire (heiQ)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Health Education Impact Questionnaire (heiQ).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Health Education Impact Questionnaire (heiQ)":
1
Debussche, Xavier. "Le questionnaire heiQ : un outil d’intelligibilité de l’impact de l’éducation thérapeutique dans les maladies chroniques." Education Thérapeutique du Patient - Therapeutic Patient Education 10, no. 1 (June 2018): 10205. http://dx.doi.org/10.1051/tpe/2018009.
Abstract:
Introduction : L’évaluation de l’impact des programmes d’éducation thérapeutique du patient (ETP) dans les maladies chroniques est complexe, et manque d’indicateurs de résultats intermédiaires pertinents et fiables en dehors des indicateurs médicaux spécifiques à chaque maladie.Objectifs :Questionner de façon multidimensionnelleviale heiQ (health education impact questionnaire) 8 domaines d’impact de l’ETP dans la gestion et le parcours de la maladie chronique.Méthodes :Le questionnaire heiQ, traduit et validé en Français, a été administré à 53 patients diabétiques avant et 6 mois après (4 à 9 mois) un programme d’éducation thérapeutique. Les scores moyens et la taille d’effet ont été calculés pour chacun des 8 domaines du questionnaire.Résultats :À 6 mois, les scores étaient nettement améliorés pour 2 domaines, de façon modérée pour 5 autres domaines avec des évolutions individuelles différenciées.Discussion :Le questionnaire heiQ s’est révélé sensible, d’utilisation simple, permettant d’aborder « en vraie vie » l’impact de l’ETP sur des indicateurs intermédiaires correspondant à des objectifs pertinents dans le cadre du parcours de la maladie chronique.Conclusion :Le questionnaire heiQ permet une analyse fine de l’impact d’un programme d’éducation de façon globale, mais aussi individuelle. Au niveau institutionnel, il permet une évaluation objective de différents programmes.
2
Brunet, Jennifer, Sophie Lauzier, H. Sharon Campbell, Lise Fillion, Richard H. Osborne, and Elizabeth Maunsell. "Measurement invariance of English and French Health Education Impact Questionnaire (heiQ) empowerment scales validated for cancer." Quality of Life Research 24, no. 10 (March 27, 2015): 2375–84. http://dx.doi.org/10.1007/s11136-015-0972-0.
3
Maunsell, E., S. Lauzier, J. Brunet, S. Campbell, G. Elsworth, and R. H. Osborne. "PCN119 VALIDATION OF A NEW MEASURE OF PATIENT EMPOWERMENT IN ONCOLOGY: FIVE HEALTH EDUCATION IMPACT QUESTIONNAIRE (HEIQ) SCALES." Value in Health 14, no. 3 (May 2011): A176. http://dx.doi.org/10.1016/j.jval.2011.02.973.
4
Wahl, Astrid K., Richard H. Osborne, Eva Langeland, Tore Wentzel-Larsen, Anne Marit Mengshoel, Lis Ribu, Kari Peersen, Gerald R. Elsworth, and Sandra Nolte. "Making robust decisions about the impact of health education programs: Psychometric evaluation of the Health Education Impact Questionnaire (heiQ) in diverse patient groups in Norway." Patient Education and Counseling 99, no. 10 (October 2016): 1733–38. http://dx.doi.org/10.1016/j.pec.2016.05.001.
5
Pozza, Andrea, Richard H. Osborne, Gerald R. Elsworth, Giacomo Gualtieri, Fabio Ferretti, and Anna Coluccia. "Evaluation of the Health Education Impact Questionnaire (heiQ), a Self-Management Skill Assessment Tool, in Italian Chronic Patients." Psychology Research and Behavior Management Volume 13 (May 2020): 459–71. http://dx.doi.org/10.2147/prbm.s245063.
6
Schwarze, Monika, Roland Kirchhof, Michael Schuler, Gunda Musekamp, Inge Ehlebracht-König, and Christoph Gutenbrunner. "Evaluation of the Impact of Patient Education for People with Chronic Conditions: Translation and Adaptation of the Health Education Impact Questionnaire (heiQ) in Germany." International Journal of Rehabilitation Research 32 (August 2009): s20. http://dx.doi.org/10.1097/00004356-200908001-00027.
7
Schuler, Michael, Gunda Musekamp, Jürgen Bengel, Sandra Nolte, Richard H. Osborne, and Hermann Faller. "Measurement invariance across chronic conditions: a systematic review and an empirical investigation of the Health Education Impact Questionnaire (heiQ™)." Health and Quality of Life Outcomes 12, no. 1 (2014): 56. http://dx.doi.org/10.1186/1477-7525-12-56.
8
Osborne, Richard H., Gerald R. Elsworth, and Kathryn Whitfield. "The Health Education Impact Questionnaire (heiQ): An outcomes and evaluation measure for patient education and self-management interventions for people with chronic conditions." Patient Education and Counseling 66, no. 2 (May 2007): 192–201. http://dx.doi.org/10.1016/j.pec.2006.12.002.
9
Morita, Rie, Mikako Arakida, Richard H. Osborne, Sandra Nolte, Gerald R. Elsworth, and Hiroshi Mikami. "Adaptation and validation of the Japanese version of the Health Education Impact Questionnaire (heiQ-J) for the evaluation of self-management education interventions." Japan Journal of Nursing Science 10, no. 2 (August 31, 2012): 255–66. http://dx.doi.org/10.1111/j.1742-7924.2012.00224.x.
10
Hudon, Catherine. "The Self-Efficacy for Managing Chronic Disease Scale – French version: A validation study in primary care." European Journal for Person Centered Healthcare 2, no. 4 (October 13, 2014): 533. http://dx.doi.org/10.5750/ejpch.v2i4.843.
Abstract:
Rationale and objectiveThe evaluation of patient self-efficacy for managing chronic diseases is important in self-management education programs. A valid instrument to evaluate self-efficacy exists: the Self-Efficacy for Managing Chronic Disease 6-Item Scale (SEM-CD). The purpose of this study was to assess the psychometric properties of a French version of the instrument (SEM-CD Fv) in a primary health care context.MethodThe French translation of the questionnaire was obtained through a rigorous translation-back-translation process. Cronbach’s alpha, test-retest reliability (intra-class correlation coefficient, ICC), concurrent validity with the Skill and Technique Acquisition domain of the Health Education Impact Questionnaire (Heiq) and exploratory factor analysis were used to assess the psychometric properties of the SEM-CD Fv.ResultsWe analysed data from 326 primary care patients. The Cronbach alpha of the instrument was 0.93 (95% CI: 0.92 – 0.94). The ICC between the two administrations of the questionnaire (two-week interval) was 0.82 (95% CI: 0.69 – 0.90, p < 0.001). Concurrent validity of the SEM-CD Fv with the Skill and Technique Acquisition domain of the HeiQ showed a correlation coefficient of 0.49 (95% CI: 0.40 – 0.58, p < 0.001). Factor analysis for the SEM-CD Fv resulted in a one-factor solution that explained 73.8% of the variance.ConclusionThe SEM-CD Fv is a valid and reliable instrument to measure self-efficacy for managing chronic diseases in primary care patients.
Dissertations / Theses on the topic "Health Education Impact Questionnaire (heiQ)":
1
Nolte, Sandra, and sandra nolte@mh org au. "Approaches to the measurement of outcomes of chronic disease self-management interventions using a self-report inventory." RMIT University. Global Studies, Social Science & Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080822.151606.
Abstract:
Background Health education programs that are aimed at improving individuals' skills to self-manage are increasingly recognised as a critical component of chronic disease management. Despite the apparent need for such interventions, current studies show inconsistent results regarding program effectiveness, with meta-analyses indicating only marginal effects for some disease groups. A closer examination of these studies however suggests that the magnitude and inconsistency of the findings may be related to the types of outcomes that were assessed rather than specific disease groups. Where self-report measures were used, results tended to be smaller and inconsistent. It is therefore possible that current studies do not adequately reflect program effects because self-report outcomes have a high risk to be confounded by a range of potential biases. Objective The aim of this thesis was to identify and quantify the potential influence of biases in the measurement of change in chronic disease self-management interventions using self-report. Methods The research design targeted the processes that individuals undergo when filling out questionnaires and whether this has an influence on their self-report outcomes. This was achieved by developing a three-group research design. The Health Education Impact Questionnaire (heiQ) was used to collect outcomes data. While pretest questionnaires were identical across groups, three questionnaire versions were randomly distributed at posttest. One of the groups filled out traditional posttest questions (n=331), whereas the other two groups were asked to provide data in addition to posttest questions, with one group providing transition questions (n=304) and one providing retrospective pretest data (n=314). Resulting datasets were further examined for possible confounding effects through response shift and social desirability bias. Through the random allocation of the heiQs it was ensured that data were not influenced by potential intra-group effects. Results The thesis revealed that the design of the posttest questionnaire significantly influenced people's ratings of their posttest levels. In particular, when participants were asked to provide ratings of their retrospective pretest levels in addition to their posttest levels, the latter scores were significantly higher than those of participants who did not perform this additional task. Subsequent analyses however suggested that these differences could neither be explained by response shift nor by social desirability bias. Conclusions This research has provided important insight into the measurement of outcomes of chronic disease self-management interventions. While the threat to the validity of traditional pretest-posttest data due to confounding effects through response shift and social desirability biases could not be supported, the thesis has highlighted that the cognitive task that subjects are asked to perform when providing data at posttest significantly influenced their self-reported outcomes. Given that previous research has predominantly focused on other aspects of validity - such as applying control group designs to circumvent common threats to internal and external validity - this study suggests that more attention must be paid to the design of questionnaires. The thesis concludes that further research, in particular into the influence of cognitive tasks on obtained scores, is important to improve the interpretation of self-report outcomes data derived from participants of self-management interventions.
2
Bélanger, Anne. "Validation française du Health Education Impact Questionnaire (HEIQ) auprès d'une clientèle avec maladies chroniques en soins de première ligne." Thèse, 2015. http://constellation.uqac.ca/2971/1/BxE9langer_uqac_0862N_10047.pdf.
Abstract:
Ce mémoire présente les résultats d’une recherche portant sur la traduction transculturelle québécoise française de l’instrument de mesure Health Education Impact Questionnaire (heiQ) développé par Osborne et son équipe en Australie (2007). Cet instrument de mesure vise à évaluer les effets d’un programme en autogestion et en empowerment pour la clientèle avec maladies chroniques. Un processus de traduction rigoureux a été utilisé afin de préserver la validité du heiQ. Premièrement, deux traductrices indépendantes ont fait une traduction du questionnaire de l’anglais vers le français puis du français vers l’anglais. Ensuite, un comité formé de chercheurs et de professionnels de la santé experts dans le domaine des maladies chroniques a révisé la version traduite en français.
En troisième étape, dix personnes représentant la clientèle visée par le heiQ ont été interpelées afin de vérifier la validité apparente de l’instrument traduit. Finalement, la version française du heiQ a été administrée à 332 personnes pour examiner ses qualités métrologiques, plus précisément sa consistance interne, sa stabilité temporelle et sa validité concomitante.
La version française obtenue du heiQ a démontré de très bonnes qualités métrologiques. Il pourra donc être utilisé dans d’autres recherches ayant besoin d’un questionnaire français validé en contexte québécois pour évaluer l’effet d’interventions auprès de la clientèle ayant des maladies chroniques en première ligne.
Book chapters on the topic "Health Education Impact Questionnaire (heiQ)":
1
Al-Jenaibi, Badreya Nasser, and Alyazi Almansoori. "Impact of the Evolution of Smart Phones in Education Technology?" In Advances in Social Networking and Online Communities, 28–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7764-6.ch002.
Abstract:
In this chapter, the researchers investigate the different effects of smartphones on the youth of the United Arab Emirates through an integrated questionnaire among 12 doctors that were randomly sampled and selected about the smartphone use of the youth in the country. Through a qualitative research design by using structured questionnaires, the researcher found out that smartphone usage affects the youth in UAE both in a positive and negative way. Despite the developments posited in the adoption of smart phones including data-driven solutions and education, the smart phones have been related to negative impacts on mental health and physical connection through the youth in the society. Moreover, smartphone usage may lead to negative health issues among the youth including obesity. Additionally, parents present a fear of extreme exposure and cultural deterioration in the presence of these phones. Also, it was concluded that parents should play a role in limiting the number of hours that youth should use their smartphones to a maximum of 3 hours a day.
Conference papers on the topic "Health Education Impact Questionnaire (heiQ)":
1
Yoo, In Young. "Development of the Health Education Impact Questionnaire - Korean version (heiQ-K)." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.61.12.
2
Angraini, Dian Isti, Bagus Pratama, and Dwita Oktaria. "The Effectiveness of Health Education on Mother's Knowledge and Food Intake among Stunting Childrean in South Lampung, Lampung." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.07.
Abstract:
ABSTRACT Background: Short stature (stunting) is a condition of chronic nutritional problems that results in failure of growth in children under five who only appear after the age of 24 months. This condition is caused by a lack of nutritional intake for a long time and a lack of knowledge of the mother so that the golden period is not realized in children at the age of 0-24 months. Health education as a prevention effort has a positive impact on changes in maternal knowledge and children’s food intake (energy and protein). This study aimed to analyze the effectiveness of health education on mother’s knowledge and food intake among stunting children in South Lampung, Lampung. Subjects and Method: This was an experimental study using a one group pretest-posttest design. This study was conducted in the working area of Sukadami community health center, South Lampung, from August to November 2019. The sample was 52 mothers who had stunted children aged 2-5 years and lived together. The dependent variables were maternal knowledge and food intake (energy and protein). The independent variable was maternal education. Maternal knowledge data was measured using a questionnaire and data on children’s food intake was measured using a 24 hours food recall questionnaire. Data were analyzed using the Wilcoxon test. Results: Health education was improving maternal knowledge (Mean= 15.6; p<0.001); increasing energy intake (Mean= 13.2; p <0.001), and increasing protein intake (Mean= 21.5; p<0.001), and they were statistically significant. Conclusion: Health education is proven to have an effect on maternal knowledge and food intake (energy and protein) of stunting children in the working area of Sukadami community health center, South Lampung. Keywords: health education, stunting, food intake, maternal knowledge Correspondence: Dian Isti Angraini. Faculty of Medicine Universitas Lampung, Bandar Lampung, Indonesia. DOI: https://doi.org/10.26911/the7thicph.03.07
3
"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
Abstract:
Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
4
Setya W, Diadjeng, Miftahul Jannah, and Rismaina Putri. "Antenatal Care Quality by Midwives as A Stunting Prevention Effort in Malang, East Java: A Comparative Study." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.06.
Abstract:
ABSTRACT Background: Fulfilment of nutrition in the first 1000 days of life greatly affects the development of a child’s brain and body. If the nutritional intake is not fulfilled, the impact on children’s development will be permanent, one of which is stunting. This study aimed to compare the quality of antenatal care (ANC) by midwives in the stunting locus and not the stunting locus village. Subjects and Method: This was a comparative analytic with cross-sectional study conducted in stunting locus and not stunting locus village in Malang Regency from August-December 2019. A total of 84 midwives were enrolled in this study by purposive sampling. The data were collected by questionnaire. Data were analyzed using a multiple linear regression. Results: Quality of ANC in stunting locus and not stunting locus village were not showing good results. The most dominant influence on the quality of ANC midwives in the stunting locus was the length of work of the midwives. Meanwhile, the most dominant influence on the quality of ANC midwives in non-stunting locus was the latest education. Conclusion: Quality of ANC in stunting locus and not stunting locus village are not yet showing good results. Keywords: stunting, quality, antenatal care, midwives Correspondence: Diadjeng Setya Wardani. Faculty of Medicine, Universitas Brawijaya. Jl. Veteran Malang, East Java, Indonesia. diadjeng_wardani@ub.ac.id.085755540404 DOI: https://doi.org/10.26911/the7thicph.03.06
5
"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
Abstract:
[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
6
Nurvitasari, Rahsunji Intan, Didik Gunawan Tamtomo, and Yulia Lanti Retno Dewi. "Biopsychosocial and Economic Factors Affecting the Quality of Life in Patients with Type II Diabetes Mellitus." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.65.
Abstract:
Background: Type 2 diabetes mellitus (DM) is a chronic metabolic disease that has a major impact on the quality of life (QoL). The type 2 DM patients to know their capacity to manage the disease and maintain their health and well-being. This study aims to determine biological, psychological, social and economic factors on the quality of life in type 2 DM patients. Subjects and Method: A cross-sectional study was conducted in Surakarta, Central Java. A sample of 100 type 2 DM patients was selected by purposive random sampling. The dependent variable was quality of life. The independent variables were quality of life (QoL). The independent variables were body mass index (BMI), HbA1C, occupation, education, physical activity, and family support. The data were obtained from medical record and questionnaire. The data were analyzed by a multiple logistic regression. Results: Quality of life in type 2 DM patients increased with high physical activity (OR= 6.33; 95% CI= 1.92 to 20.87; p= 0.002), strong family support (OR= 3.94; 95% CI= 1.21 to 12.78; p= 0.023), employed (OR= 4.17; 95% CI= 1.15 to 15.19; p= 0.030), and high education (OR= 4.37; 95% CI= 1.49 to 12.76; p= 0.007). Quality of life in type 2 DM patients decreased with obesity (OR= 0.37; 95% CI= 0.12 to 1.20; p= 0.099) and HbA1c (OR= 0.16; 95%= 0.05 to 0.53; p= 0.003). Conclusion: Quality of life in type 2 DM patients increases with high physical activity, strong family support, employed, and high education. Quality of life in type 2 DM patients decreases with obesity and HbA1c. Keywords: quality of life, type 2 diabetes melitus, biopsychosocial Correspondence: Rahsunji Intan Nurvitasari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: intan.nurvitasari@gmail.com. Mobile: +6281232599161.
7
Latifah, Leny, Yusi Dwi Nurcahyani, Suryati Kumorowulan, and Diah Yunitawati. "Iodine Deficiency Associated with Adolescent Cognitive Performance in Endemic Iodine Deficiency Endemic Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.24.
Abstract:
ABSTRACT Background: Iodine deficiency is one of the most important public health problems in the world today, especially among children and pregnant women who are considered to be the highest-risk groups. These diseases hinder the socio-economic development of the affected areas. This study aimed to determine iodine deficiency associated with adolescent cognitive performance in endemic iodine deficiency endemic area. Subjects and Method: This is a cross-sectional study conducted in Bulu district, Temanggung. A sample of 120 adolescents range age 11-14 years old was selected by cluster sampling. The dependent variable was Cognitive performance. The independent variable was Iodine deficiency. The data were collected by questionnaire, measurement and assessment. This study was analyzed by multiple logistic regression. Results: On cognitive performance. Adolescent IQs are below average (69.2%), mathematics tests (64.2%), and Indonesian language tests are below average (47.5%). A total of (30.8%) adolescents showed insufficient iodine intake, goiter enlargement (30.2%), stunting (35%), and anemia (20.8%). The linear regression model on IQ showed goiter enlargement as a factor associated with decreased IQ, even after accounting for confounding factors (p = 0.013; R2 = 0.07). Subjects with goiter enlargement had lower mean IQ (Mean = 10.32). IQ was related to Indonesian achievement (p = 0.031; R2 = 0.13), while UIE (p = 0.031), father’s education (p = 0.011), and IQ (p <0.001) were identified as factors related to math test scores (R2 = 0.23). after accounting for confounding factors. Conclusion: Iodine deficiency is negatively associated with cognitive performance in areas of endemic infested iodine deficiency. Goiter enlargement, which is an indicator of long-term iodine deficiency status, correlates with IQ. UIE, which reflects current indicators of iodine deficiency status, affects academic achievement. The cognitive impact of iodine deficiency lasts into adolescence. Therefore, ensuring adequate iodine intake in adolescents is essential to optimize their cognitive performance. Keywords: cognitive performance, iodine deficiency, early adolescence, nutrition, nutrition Correspondence: Leny Latifah. Research and Development Center for Health, Magelang, Central Java, Indonesia. Email: lenylatifah1@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.24
8
"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
Abstract:
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
9
Maia Bragança, Beatriz, and Chesil Batista Silva. "The impact of the anchoring heuristic on the financial decision-making process of elderly people in relation to the acquisition of payroll-deductible loans." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212426.
Abstract:
This research aims to investigate whether the financial decision-making process of elderly people in the acquisition of payroll loans is influenced by the anchoring heuristic. In the Anchorage heuristic, individuals focus their attention on recently received information and use it as a reference to make a decision, or itcan also be the result of a partial or incomplete analysis of the received information, which often happens with elderly people. As the financial decision-making process is somewhat complex, the use of mental shortcuts (Heuristics) to facilitate decisionscould lead to catastrophic long-term indebtedness situations, especially in elderly people in a situation of gradual decline in physical and psychological health. This is a qualitative, quantitative, exploratory, descriptive and survey research, the data collection instrument used refers to the adaptation of a questionnaire that aims to seek answers for possible effects and/or relationships between anchoring and financial decision making, using as a measurement and analysis parameter the method proposed byJacowitz & Kahneman (1995). Expected with this research to measure the impact of the anchoring heuristic in the financial decision-making process of elderly citizens, retirees and/or INSS beneficiaries in the acquisition of payroll-deductible loans. In this way, if the bias hypothesis is confirmed, strategies to support financial education may be implemented as an initiative to minimize the heuristic effects, culminating in a better quality of life for the elderly class, with effects on the general population.
10
Duygulu, Serap, and Zeliha Hepkon. "Technological Addiction or Technological Competence? Investigation of Young People's Approaches to Technology Use in the Context of Increasing Screen Time Due to the Covid-19 Pandemic." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.029.
Abstract:
Due to Covid-19 disease, which has an increasing negative impact on the world day by day and has been classified as a pandemic by the World Health Organization, continuing education remotely at various levels has brought with it very important discussions. Perhaps, one of the most crucial of these is the increased screen usage times. The intensive use of digital media in all areas of our social life has brought to mind the frequent handling of the time spent by children and young people in front of the screen in the pre-pandemic period by academia and nonacademies. However, with the pandemic, the education process is carried out entirely in distance; in addition to that, with the elimination of the need for socialization, entertainment and information due to screens, which became the sole medium for socialization, entertainment and information, has further increased the importance of studies that reveal the effect of screen usage time on children and young people. From this perspective, our study is based on Sonia Livingstone's approach to addressing screen use not only through "risks" but also through "opportunities". When it comes to screen use and "screen time", parents and teachers evaluate screen time within the framework of technological addiction; they did not focus on the nature of screen use and how to convert it into technological competence. The main purpose of this study is to reveal the approaches of parents and teachers regarding screen times of high school students. In this context, the literature within the framework of "screen time", "technological addiction" and "technological competence" has been scanned for the research part of the study, in-depth interviews were conducted with the parents and teachers of students of different types of high schools throughout Istanbul. Due to the pandemic conditions during our time, the interviews were conducted digitally through a questionnaire; different questionnaire have been prepared for teachers and families. The findings obtained as a result of in-depth interviews were evaluated with six main headings. Headings are as foolows: screen times of young people, risks that young people may face during media use, parents' perception of technological proficiency, teachers' perception of technological proficiency, parents' approaches to screen time of young people and teachers' approaches to screen time. It is hoped that the study will contribute to the literature on the axis of digital technologies and education.