Transitions in health care and the increasing pace at which technological innovations emerge, have led to new professional approach at the crossroads of health care and technology. In order to adequately deal with these transition processes and challenges before future professionals access the labour market, Fontys University of Applied Sciences is in a transition to combining education with interdisciplinary practice-based research. Fontys UAS is launching a new centre of expertise in Health Care and Technology, which is a new approach compared to existing educational structures. The new centre is presented as an example of how new initiatives in the field of education and research at the intersection of care and technology can be shaped.
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People are designed to movePhysical activity, including regular exercise, leisure-time physical activity, active transport and regular sports activity, is the best way of staying physically and mentally fit and healthy, helps to tackle weight and obesity issues. In contrast, too much sitting and being physical inactivity is unnatural behaviour and harmful to someone’s health in many ways: physically, socially and mentally. Despite this clear message, still a substantial part of the children and adolescents demonstrate physically inactive or even sedentary behaviour.Importance of sport sector in changing behaviourThe sport sector can play a positive and major role in stimulating children, youngsters and adolescents in raising awareness and changing behaviour into a more active and healthy lifestyle. Through sport professionals like physical education teachers and sport coaches many people can be reached. Being active in sport is beneficial for health but additional favourable effects occur when other forms of physical activity like walking, cycling, playing are promoted. To support the physical education teachers and sport coaches in their role of promotor of an active and healthy lifestyle, the SPEACH project was developed.SPEACH-projectGoal of SPEACH is to increase awareness and behavioural change in sport professionals and European citizens toward an active and healthy lifestyle. For that, five so called HEPA-modules were developed which can be offered by physical education teachers and sport coaches during their sport sessions with pupils. The modules focus on several important themes, target group, types of behaviour and generic competences which help sport professionals in promoting HEPA. On this website, further details of the following HEPA-modules are described:• Stimulate sport and physical activities for children with special needs towards a bright future;• Promoting HEPA among children and youth;• Healthy Lifestyle for the whole family!• Nutrition, digital technology and HEPA for adults;• Influencing & monitoring behaviour towards HEPA.
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Main goal of the Sport Physical Education And Coaching in Health Project (SPEACH/Erasmus+ sport 557083-EPP-1-2014-1-NL-SPO-SCP) is to increase awareness and behavioural change in sport professionals and European citizens towards an active and healthy lifestyle. Sedentariness and physical inactivity are a cross-national problem. Therefore, the project builds upon a strong collaborative-partnership to contribute in solving this problem on the European level and to increase sport and physical activity participation.
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Objective: to analyze the experience of the family health team in resignifying the way to develop educational groups. Method: groups of discussion, with twenty-six biweekly group meetings conducted, with an average of fifteen professionals from the family health team, during the year 2009. The empirical material consisted of the transcription of the groups, on which thematic analysis was performed. Results: two themes were developed and explored from the collective discussions with the team: "The experience and coordination of the groups" and "The work process and educational groups in a service-school". Conclusions: continuing Education in Health developed with the team, not only permitted learning about the educational groups that comprised the population, but also contributed to the team's analysis of its own relationships and its work process that is traversed by institutions. This study contributed to the advancement of scientific knowledge about the process of continuing health education as well as educational groups with the population. Also noteworthy is the research design used, providing reflexivity and critical analysis on the part of the team about the group process experienced in the meetings, appropriating knowledge in a meaningful and transformative manner.
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Introduction: Patient education is a relatively new science within the field of health care. In the past it consisted mainly of the transfer of knowledge and mostly biomedically based advice. Research has shown this to not be effective and sometimes counterproductive. As health care has moved away from applying a traditional paternalistic approach of ‘doctor knows best’ to a patient-centered care approach, patient education must be tailored to meet persons' individual needs. Purpose: The purpose of this master paper is to increase awareness of patients' health literacy levels. Health literacy is linked to literacy and entails people's knowledge, motivation and competences to access, understand, appraise and apply health information in order to make judgments and take decisions in everyday life concerning health care, disease prevention and health promotion to maintain or improve quality of life during the life course. Many patients have low health literacy skills, and have difficulty with reading, writing, numeracy, communication, and, increasingly, the use of electronic technology, which impede access to and understanding of health care information. Implications: Multiple professional organizations recommend using universal health literacy precautions to provide understandable and accessible information to all patients, regardless of their literacy or education levels. This includes avoiding medical jargon, breaking down information or instructions into small concrete steps, limiting the focus of a visit to three key points or tasks, and assessing for comprehension by using the teach back cycle. Printed information should be written at or below sixth-grade reading level. Visual aids can enhance patient understanding.
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There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students’ and educators’ perspective. This study examined students’ opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the ‘family planning’ sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students’ eagerness to learn, and the feeling that the SRH programme really benefited students’ lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana. Artikel is te lezen mddels aankooplink: http://www.tandfonline.com/doi/abs/10.1080/14681811.2014.968771#.VLU_FlRgXcs
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
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Founded in 2004, the Games for Health Project supports community, knowledge and business development efforts to use cutting-edge games and game technologies to improve health and health care. The Games for Health Conference brings together researchers, medical professionals and game developers to share information about the impact of games, playful interaction and game technologies on health, health care and policy. Over two days, more than 400 attendees participate in over 60 sessions provided by an international array of 80+ speakers, cutting across a wide range of activities in health and health care. Topics include exergaming, physical therapy, disease management, health behavior change, biofeedback, rehab, epidemiology, training, cognitive health, nutrition and health education.
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Het doel van dit proefschrift betrof het verkennen van attituden en afwegingen rond taakherschikking tussen tandartsen en mondhygiënisten. Daarnaast werd nagegaan welke sociale kenmerken studenten toeschrijven aan elkaar, zichzelf en beide beroepsgroepen. Vervolgens werd het effect van een psychologische interventie in een onderwijssetting onderzocht op interprofessionele communicatie en percepties ten aanzien van interprofessionele taakverdeling. Tandartsen en mondhygiënisten hebben verschillende attituden ten opzichte van taakherschikking, vooral wat betreft de vrijgevestigde praktijk van mondhygiënisten. Dit laatste wordt het minst gewenst door tandartsen. Tandartsen en mondhygiënisten hebben verschillende afwegingen wanneer men een voor- of tegenstander is van dit beleid. De interprofessionele relatie tussen tandartsen en mondhygiënisten komt tot uiting in de attributie van specifieke sociale kenmerken. Tandheelkunde en mondzorgkunde studenten zijn beide de mening toegedaan dat tandartsen meer dominant zijn dan mondhygiënisten. Het faciliteren van interprofessionele groepsvorming kan zowel interprofessionele hiërarchie als tandarts-gecentreerde taakverdeling reduceren. Tijdens het eerste onderzoek (Hoofdstuk 2) werden verschillen tussen tandartsen en mondhygiënisten ontdekt ten aanzien van de taakuitbreiding van de mondhygiënist. De helft van alle tandartsen en de meeste mondhygiënisten hebben hierover een positieve attitude. Een interprofessionele kloof werd gevonden ten aanzien van de zelfstandige praktijkvoering van mondhygiënisten. Een minderheid van alle tandartsen heeft hierover een positieve attitude vergeleken met een meerderheid van alle mondhygiënisten. Dit suggereert dat de acceptatie van een zelfstandige mondhygiënist een groot obstakel is wanneer men taakherschikking wil implementeren. Tandartsen willen controle over de mondhygiënist behouden, daarom is het waarschijnlijk dat taakdelegatie boven taaksubstitutie wordt verkozen. Dit laatste betreft taakherschikking met professionele autonomie.
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