BACKGROUND: Despite suboptimal level of the utilization of student-centered pedagogy, multidimensional, modifiable factors associated with the utilization have been rarely examined among nurse educators.
OBJECTIVE: The aim of this study was to examine the utilization status of student-centered pedagogy and factors associated with the utilization by nurse educators.
METHODS: Data on student-centered pedagogy utilization, knowledge, beliefs in effectiveness, stress, coping, support, degree earned, teaching experiences, and other demographic characteristics were analyzed using multiple regression analyses.
RESULTS: The status of the student-centered pedagogy utilization was moderate, and knowledge was consistently associated with the utilization in the total sample (N = 108) and in both subgroups (≤50 vs. >50 years old). Beliefs in effectiveness were associated with the utilization only in the age > 50 years old group.
CONCLUSIONS: Nurse educators need to develop and deliver interventions to facilitate the utilization of student-centered pedagogy through increase in knowledge and beliefs in effectiveness of student-centered pedagogy.

Health educators in schools are a very important part of the education system. Considering the significant prevalence of vitamin D deficiency in the Kingdom of Saudi Arabia, it is important to investigate the knowledge of and attitude towards vitamin D among health educators. This study aims to examine the knowledge of and attitude towards vitamin D among health educators in public schools in Jeddah as well as to identify the associated sociodemographic factors. A cross-sectional study was conducted between May and December 2021 among 231 health educators. Data were collected via a self-administered online questionnaire. The results revealed that only 45% of health educators had good knowledge of vitamin D, and approximately 43% had a positive attitude towards vitamin D. Additionally, those who had good knowledge of vitamin D were males (58.7%) (p = 0.005) and had a bachelor\'s degree (74%) (p = 0.01). Moreover, male health educators aged 45-54 years had a positive attitude towards vitamin D (3.8 ± 0.7) (p = 0.007). In addition, female health educators who were divorced (3.8 ± 0.7) and widowed (3.6 ± 0.5) (p = 0.04) and those who were administrators (3.3 ± 0.7) (p = 0.01) had a positive attitude towards vitamin D. The Ministry of Education (MOE) in the Kingdom must educate health educators through educational programmes that aim to increase the knowledge of and develop a positive attitude towards vitamin D intake.

OBJECTIVE: This study reports outcomes from initial steps taken to promote cultural proficiency among our next generation, nonclinical health workforce, including addressing any tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula.
METHODS: This qualitative study involved purposive sampling of undergraduate students enrolled in a final-year health promotion unit (subject), as well as staff within the Faculty of Health. Thematic analysis was applied to two datasets: (i) outcomes from a staff survey examining insights and reactions to delivering Indigenous content (n = 16) and (ii) a collection of online student posts describing their observations and reflections during delivery of an Indigenous health module (n = 91).
RESULTS: Staff survey data highlighted the need for targeted professional development and support. Findings from student data emphasised the need to embed course content that has the capacity to (i) help students understand health within an equity, social justice and human rights context and (ii) encourage students to self-identify any conscious and unconscious biases that work against these principles in the workplace.
CONCLUSIONS: This study demonstrates the usefulness of conducting a preliminary analysis prior to initiating changes to curriculum design and delivery. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff. Similarly, there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course.
UNASSIGNED: Lack of knowledge and confidence among staff can negatively impact content and delivery, and ultimately, student learning outcomes. However, this was balanced by an appetite for collaboration and guidance. Findings contribute to current discourses exploring effective approaches to Indigenising discrete unit and course-wide curricula and provide a useful template for others seeking evidence-based approaches and ideas when aiming to improve cultural proficiency.

Although frailty has detrimental physical and psychological effects on elderly people, it is potentially reversible. In this study, we aim to evaluate the effectiveness of a pilot frailty education program implemented through barbershops/salons in Japan. In January 2018, we selected five barbershops/salons in Japan where customers were educated on frailty, which was classified as \"normal,\" \"prefrail,\" and \"frail.\" We developed a web-based assessment tool to reduce the workload for barbers/stylists. Participants included 45 customers (82% women), with a median (interquartile range) age of 53.0 (47.5-57.5) years, and a mean ± SD BMI of 22.3 ± 2.7. Frailty scores indicated that 35% of participants were normal, 58% were prefrail, and 7% were frail. Frailty status scores reflected no significant differences after the intervention. Customers classified as frail were advised to visit the regional comprehensive support center for further professional frailty assessment. Participants, especially those aged over 65 years, found the web-based assessment difficult to use. In conclusion, a frailty education program implemented through barbershops/salons is possible because barbers/stylists can provide information on and assessment of frailty. Females and highly educated customers are more likely to be interested in participating. Nevertheless, a simple intervention is essential to expand the program nationwide.

UNASSIGNED: The present trial aimed to assess the effectiveness of the structured Information, Education, and Communication provided by trained health educators at primary care on the mean body mass index, waist circumference, fasting blood glucose, and the level of blood pressure, among patients with type 2 diabetes mellitus.
UNASSIGNED: This was a 12-month pragmatic clustered randomized trial where 180 patients with type 2 diabetes mellitus were enrolled in 2020. Five primary health care centres were randomly allocated to either the intervention or control arm.
UNASSIGNED: There was a comparable significant reduction in the mean scores of waist circumference among participants in the intervention versus control arm over 12 months: I =108.7:C = 85.8 cm (P value = 0.001), I = 109.2:C = 86.02 cm (P value = 0.001), and I = 105.6:C = 87.2 cm (P value = 0.001) in the first, sixth, and twelfth months, respectively. A significant reduction in the mean scores of body mass index in the intervention versus control arm only in the first month: I =31.7:C = 26.5 cm (P value = 0.001). However, there was a comparable significant reduction in the mean scores of fasting blood glucose in the intervention versus control arm over 12 months: I =2016.5:C = 185.3 mmol/l (P value = 0.011), I = 207.4:C = 168.04 mmol/l (P value = 0.002), and I = 2012.7:C = 158.6 mmol/l (P value = 0.001) in the first, sixth, and twelfth months, respectively.
UNASSIGNED: The delivery of structured diabetes self-care education for diabetics by trained health educators at primary health care has a beneficiary effect on reducing the mean body mass index, waist circumference, and blood glucose. Similarly, it decreases high blood pressure.

BACKGROUND: In the last decade, the use of technology-based sexual health education has increased. Multiple studies have shown the feasibility of technology-based interventions, while a subset has also shown efficacy in improving youths\' sexual health outcomes such as increased condom use and knowledge. However, little is known about health educators\' experiences in integrating technology to augment sexual health curricula.
OBJECTIVE: The purpose of this study was to assess the perceptions and experiences of health educators regarding the incorporation of technology into a sexual health education program designed for underserved youth in Fresno County, California, and to identify facilitators and challenges to incorporating technology into the in-person curriculum.
METHODS: This implementation study used data collected as part of a cluster randomized controlled trial to evaluate In the Know (ITK), an in-person sexual health education curriculum that includes technology-based content, such as a resource locator, videos, and games, which can be accessed through a mobile app or website. Data from implementation logs from each cohort (n=51) and annual interviews (n=8) with health educators were analyzed to assess the health educators\' experiences using the technology and adaptations made during the implementation.
RESULTS: The health educators reported that technological issues affected implementation to some degree: 87% of the time in the first year, which decreased to 47% in the third year as health educators\' familiarity with the app increased and functionality improved. Technology issues were also more common in non-school settings. Successes and challenges in 3 domains emerged: managing technology, usability of the ITK app, and youth engagement. The health educators generally had positive comments about the app and youth engagement with the technology-based content and activities; however, they also noted certain barriers to adolescents\' use of the mobile app including limited data storage and battery life on mobile phones.
CONCLUSIONS: Health educators require training and support to optimize technology as a resource for engaging with youth and providing sensitive information. Although technology is often presented as a solution to reach underserved populations, educational programs should consider the technological needs and limitations of the participants, educators, and settings.
UNASSIGNED: RR2-10.2196/18060.

BACKGROUND: The purpose of this systematic review is to summarize what is known about health-related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition) and physical activity among homeschool youth. Findings from this study have implications for all American youth as they return to public school from mandated schooling at home during the COVID-19 pandemic.
METHODS: Database engines identified over 22,000 articles with 82 abstracts screened for further review. Of these, 18 full-text articles were additionally screened with 10 cross-sectional articles included in the final review. Articles were condensed into a standard review template and findings were summarized by topic.
RESULTS: Cardiovascular endurance findings were inconsistent. Abdominal, but not upper body, muscular strength and endurance were significantly lower in homeschool students. There were no reports on flexibility. Body composition was generally healthy in homeschool students and no differences in physical activity were seen.
CONCLUSIONS: Research on health-related physical fitness in homeschool youth is limited and descriptive. Further testing and potential remediation may be needed for cardiovascular endurance, muscular strength and endurance, and flexibility in homeschool youth and their public school counterparts as they return to campus. However, existing literature supports healthy body composition and physical activity in this population.

BACKGROUND: The aim of comprehensive multidisciplinary care (MDC) by the chronic kidney disease (CKD) team is not only to prevent worsening renal function, but also provide education on the selection of renal replacement therapy (RRT) by shared decision making (SDM). The purpose of this study was to examine the effects of MDC for predialysis outpatients on dialysis therapy, especially with regard to peritoneal dialysis (PD).
METHODS: This study evaluated 112 CKD patients who underwent dialysis at our hospital starting from 2012, with 53 outpatients receiving MDC from the CKD team and 59 outpatients not receiving MDC. Annual decreases in the estimated glomerular filtration rates (ΔeGFR), the duration from the time of intervention to dialysis initiation, the urgent dialysis rate using a temporary catheter, and the PD selection rate were compared and examined between the two groups. The ΔeGFR, the duration from intervention to PD initiation, and the PD retention rate were compared between 18 PD patients in the MDC group and 10 PD patients in the non-MDC group.
RESULTS: The MDC group had a significantly lower ΔeGFR, significantly longer duration, and a significantly lower urgent dialysis initiation rate versus the non-MDC group. Moreover, there was a significantly higher PD selection rate, significantly prolonged duration, and significantly higher PD retention rate.
CONCLUSIONS: Multidisciplinary CKD team care for outpatients is effective in delaying the progression of CKD and avoiding the initiation of urgent dialysis; contributing to improved PD selectivity and continuity by SDM.

This study aimed to develop a professional competency inventory for integrated school health teachers in the Chinese schooling system. It generated initial competency items through conducting job task analyses, group interviews, and expert consultations, which proposed 75 items in the following fields: general quality, basic health service, school health education, and school health management. A total of 312 school health administrators/instructors, principals, in-service health teachers, and preservice health teachers were surveyed during 2018-2019. Respondents valued aspects of health teacher\'s professional competency differently. Exploratory factor analyses finally extracted 9 domains, and 70 competency standards were retained. The Cronbach\'s α level was .983, with value for each domain ranging from .855 to .955. The final competency inventory for school health teachers contained 4 fields, 9 domains with 70 competencies. It provided a reliable framework for specialized training, evaluation, and professional development for school health teachers. The study also interpreted the differences in importance perception of competencies among stakeholders, provided across cultural views for elaborating values and meanings of school health personnel all over the world.

Education dedicated to the health needs of pupils disabled because of chronic diseases in Poland remains an empty term, a chair without a backrest. In this article, suggestions of changes in the educational system are presented. These suggestions, thanks to support from interested therapeutic teams, have a chance to fulfil the educational gap in the area of chronic diseases and proceeding with disabled pu-pils at universal teaching institutions in Poland due to the introduction of health educators. A health educator is a person suffering from type 1 diabetes, educated during specialised postgraduate studies conducted at the Medical University of Lodz. The aim of this article is to show the importance of the health educator\'s role in the education process of children and youths disabled because of chronic diseases, at educational institutions of the Polish system of universal education.
Edukacja ukierunkowana na potrzeby zdrowotne uczniów niepełnosprawnych w wyniku choroby przewlekłej w Polsce pozostaje pu-stym wyrażeniem, krzesłem bez oparcia. Niniejszy artykuł zawiera propozycję zmian w szkolnictwie, które dzięki poparciu zaintereso-wanych zespołów terapeutycznych mają szansę wypełnić lukę edukacyjną w zakresie chorób przewlekłych i postępowania z uczniem niepełnosprawnym w placówkach nauczania powszechnego w Polsce poprzez wprowadzenie funkcji edukatora zdrowotnego. Edukator zdrowotny to osoba chorująca na cukrzycę typu 1, wykształcona podczas specjalistycznych studiów podyplomowych prowa-dzonych na Wydziale Promocji Zdrowia Uniwersytetu Medycznego w Łodzi. Celem artykułu jest wykazanie, jak ważną rolę odgrywa edukator zdrowotny w procesie edukacyjnym dzieci i młodzieży niepełnosprawnych w wyniku chorób przewlekłych w placówkach oświatowych polskiego systemu edukacji powszechnej.