The change in policy that allowed Supplemental Nutrition Assistance Program recipients to redeem their benefits online during the coronavirus disease 2019 pandemic highlighted the potential role of nutrition education programs in facilitating the purchase of healthy, economical food online. The objective of this exploratory qualitative study was to understand the education provided by nutrition educators on online grocery shopping and educators\' perspectives on education needs and ways that healthy purchases can be encouraged online. Interviews revealed topics that can be included in in-person education on online shopping, insights for online nutrition education, and promotion strategies for encouraging healthy purchases by low-income shoppers online.

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BACKGROUND: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video.
OBJECTIVE: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video.
METHODS: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz.
RESULTS: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations.
CONCLUSIONS: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.

Fluorides are contaminants that occur frequently and, generally, naturally in groundwater, affecting countries that depend on these waters for irrigation and human consumption. Chronic exposure to fluorides generates various health effects; therefore, this research was based on education and risk communication to contribute to the resolution of the problem of fluoride exposure in the population. The objective was to develop the capacity to design risk communication programs for personnel involved in the response and management of environmental health risks, with emphasis on fluoride exposure. An online pilot training course on risk communication and fluoride exposure was designed and implemented. For the analysis of the risk perception and knowledge of the participants, before and after the course, a questionnaire was applied and a focus group was conducted. In addition, the participants carried out a series of activities and designed a risk communication program to assess the degree to which the capacity to develop risk communication programs was achieved. To improve the pilot course, two satisfaction surveys were designed and implemented, and a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis was conducted. The results showed an increase in the level of knowledge and changes in the participants\' perception; regarding the ability to design risk communication programs, two participants were able to design them excellently. Previous experience, motivation, commitment to learn and the feedback provided during the course influenced the development of this ability.
Los fluoruros son contaminantes presentes con frecuencia y generalmente de forma natural en aguas subterráneas, y afectan a países que dependen de estas aguas para el riego y el consumo humano. La exposición crónica a fluoruros genera diversos efectos a la salud; por lo anterior, esta investigación se basó en la educación y la comunicación de riesgos para contribuir a la resolución del problema de exposición a fluoruros en la población. El objetivo fue desarrollar la capacidad de diseñar programas de comunicación de riesgos del personal involucrado en la respuesta y manejo de los riesgos ambientales para la salud, con énfasis en la exposición a fluoruros. Se diseñó e implementó un curso piloto de formación en línea sobre comunicación de riesgos y exposición a fluoruros. Para el análisis de la percepción de riesgos y conocimientos de los participantes, antes y después del curso, se aplicó un cuestionario y se llevó a cabo un grupo focal. Además, los asistentes realizaron una serie de actividades y diseñaron un programa de comunicación de riesgos con el que se valoró el grado en que se alcanzó la capacidad de desarrollar programas de comunicación de riesgos. Para mejorar el curso piloto se diseñaron y aplicaron dos encuestas de satisfacción y se realizó un análisis FODA (Fortalezas, Oportunidades, Debilidades, Amenazas). Los resultados mostraron un incremento en el nivel de conocimientos y cambios en la percepción de los participantes; en cuanto a la capacidad de diseñar programas de comunicación de riesgos, dos participantes lograron diseñarlo de manera excelente. La experiencia previa, la motivación, el compromiso para aprender y la retroalimentación brindada durante el curso, influyeron en el desarrollo de esta capacidad.
Os fluoretos são contaminantes que ocorrem com frequência e, geralmente, de forma natural nas águas subterrâneas, afetando os países que dependem dessas águas para irrigação e consumo humano. A exposição crônica aos fluoretos gera vários efeitos à saúde; portanto, esta pesquisa baseou-se na educação e na comunicação de riscos para contribuir com a solução do problema da exposição ao fluoreto na população. O objetivo foi desenvolver a capacidade de elaborar programas de comunicação de risco para o pessoal envolvido na resposta e no gerenciamento de riscos ambientais à saúde, com ênfase na exposição à fluoretos. Foi elaborado e implementado um curso piloto de treinamento online sobre comunicação de riscos e exposição. Para a análise da percepção de risco e do conhecimento dos participantes antes e depois do curso, foi aplicado um questionário e aplicado um grupo de foco. Além disso, os participantes realizaram uma série de atividades e elaboraram um programa de comunicação de riscos para avaliar até que ponto a capacidade de desenvolver programas de comunicação de riscos foi alcançada. Para aprimorar o curso piloto, foram duas pesquisas de satisfação foram desenvolvidas e implementadas e uma análise FOFA (Forças, Oportunidades, Fraquezas e Ameaças) foi aplicada. Os resultados mostraram um aumento no nível de conhecimento e mudanças nas percepções dos participantes; em termos da capacidade de elaborar programas de comunicação de riscos, dois participantes conseguiram elaborar excelentes programas de comunicação de riscos. A experiência prévia, a motivação, o compromisso com o aprendizado e o feedback fornecido durante o curso influenciaram o desenvolvimento dessa capacidade.

Teachers play a crucial role in students\' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers\' self-evaluation.

This study aimed to analyze the communication process of healthcare professionals for the promotion of health literacy. It is a qualitative study that utilized individual online interviews with 46 healthcare professionals working in Brazil. The thematic content analysis technique proposed by Bardin was employed, and Atlas Ti software assisted in the assessment and interpretation of the texts. Content categorization revealed 26 sub-themes, and the coding of these identified nine themes and three categories. The communication process in health literacy education was composed of a set of interdependent and interrelated variables termed emotions, professional preparedness, interprofessional collaboration, patient needs assessment, building rapport, family inclusion in the educational process, environmental aspects, strategies, and resources for teaching and learning. These data may support the analysis of health communication in healthcare services, the creation of data collection instruments, and the development of training programs to enhance skills within the context of the identified variables.

OBJECTIVE: To describe and analyze how Extension nutrition educators in one state system transitioned from primarily face-to-face to virtual nutrition education programming.
METHODS: This exploratory case study gathered data through nutrition educator interviews, virtual program delivery guides, and nutrition educators\' program impact statements.
METHODS: Southeastern State Extension system in late 2022.
METHODS: The sample included 15 participant interviews, multiple virtual program delivery guides, and 43 program impact summaries.
METHODS: The use of Cultural Historical Activity Theory as a framework to explore educators\' learning process with virtual program delivery and how this learning influenced community nutrition program delivery choices.
METHODS: Qualitative data was analyzed with ATLAS.ti using a priori coding.
RESULTS: Two key findings emerged from the data: educators were more likely to deliver programs in a virtual setting when the programs aligned with their values and skills, and educators preferred flexible program curricula and delivery guides because it allowed them to address their community\'s specific needs.
CONCLUSIONS: Educators plan to continue to deliver certain community nutrition programs virtually. Future research is needed to explore additional perspectives on virtual delivery, such as program participants and state program managers.

BACKGROUND: Patient engagement as partners in diabetes prevention for family members/close relatives is a novel and underexplored approach. This paper aims to assess patients\' willingness and confidence in their ability to succeed as health educators for their family members and investigate the influencing factors.
METHODS: A cross-sectional descriptive study was conducted between January 2023 and April 2023. A newly developed and validated self-reported questionnaire, based on the Health Belief Model (HBM) and previous research, was administered to a convenient sample of 134 adult participants diagnosed with diabetes. These participants sought care at primary healthcare clinics at King Abdul-Aziz Medical City, Ministry of National Guard Health Affairs in Riyadh and Jeddah (MNGHA). The data was examined using statistical methods including descriptive analysis, ANOVA, Tukey\'s HSD (Honestly Significant Difference) Post Hoc tests, and Pearson\'s correlation coefficients.
RESULTS: The majority of participants expressed a willingness to assume the role of health educators for their family members (n = 117, 87.31%) and reported a high level of willingness and confidence, as indicated by self-efficacy scores ranging from 12.00 to 25.00, with a mean of 21.12 (SD = 2.76). Participants\' willingness to be health educators exhibited positive correlations with their perceptions of diabetes severity and susceptibility (r = .433, p < .01), perceived benefits and barriers (r = .451, p < .01), cues to action (r = .520, p < .01), self-efficacy (r = .789, p < .01), and the total score of the questionnaire (r = .640, p < .01).
CONCLUSIONS: The majority of participants expressed their willingness to assume the role of health educators for their family members, and a significant portion reported confidence in their capacity to accomplish this objective. Healthcare providers should emphasize the importance of equipping patients with the skills and knowledge necessary to effectively convey health messages and serve as health educators within their communities. This expansion of the approach holds the potential to have a significant impact on public health strategies for diabetes prevention.

UNASSIGNED: Infection Prevention and Control (IPC) practices during nursing students\' clinical training are based on standardized precautions. However, the spread of COVID-19 raised the need to revise these practices. We aimed in this study to assess nurse educators\' agreement on items that represent precautionary guidelines, which enhance safety during clinical training of students. It aimed to reach an agreement among nurse educators on IPC practices to ensure safe clinical training.
UNASSIGNED: This descriptive explorative, cross-sectional study included 243 Jordanian and Omani educators. The study questionnaire was based mainly on evidence reported in the literature. The study questionnaire comprised items for trainers to practice and items to supervise students. It was developed based on available evidence and recommended training practices during COVID-19 suggested by the WHO and the literature. Both the face and content validity processes were adopted to validate the study questionnaire. The final version was composed of 26 items for trainers and 20 items for students subsumed in the following themes: protecting self, protecting others, and essential training needs.
UNASSIGNED: All questionnaire items were rated above the midpoint indicating agreement among participants on including the new IPC practices. All suggested practices (26 items for the trainers and 20 items for the students) were supported by the study participants.
UNASSIGNED: Clinical training is an important component of nursing students\' preparation. Findings suggest the importance of adding new IPC practices to improve student IPC practices, protect themselves and others, minimize cross-infections, and enhance students\' training within a safe clinical environment.

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.