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Innovations in Ecological Public Health and Health Education

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A special issue of Healthcare (ISSN 2227-9032). This special issue belongs to the section "Environmental Factors and Global Health".

Deadline for manuscript submissions: closed (30 May 2022) | Viewed by 30529

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Special Issue Editors

Dr. Maya K. Gislason

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Guest Editor

Faculty of Health Sciences, Simon Fraser University, Burnaby, BC V5A 1S6, Canada
Interests: social inequities in health; ecosystem approaches to health; nature-health; intergenerational climate equity; womens and childrens health

Prof. Dr. José Carmelo Adsuar Sala

E-Mail Website
Guest Editor

Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain
Interests: health-related quality of life; health promotion; health education; physical and sports activities as a strategy to promote a healthy society; physical activity interventions; exercise training physical exercise; physical health; assessment of physical capacity; health; quality of life in groups of subjects and active lifestyle (elderly; children, type 2 diabetes, Parkinson’s, etc.); balance and muscle strength; rehabilitation; osteoporosis; fall prevention; validity and reliability of physical fitness testing; active tourism; outdoor behavioral healthcare; wilderness therapy; forest bathing; shinrin-yoku
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Special Issue Information

Dear Colleagues,

In this special issue we invite a range of perspectives on using asset- and strengths-based, decolonizing, anti-racist, and equity informed approaches to teaching and learning around the interconnection between human, animal and ecosystem health.

Ecological public health is an arena of scholarship and practice focused on the interrelationships between the health of humans, animals and ecosystems. Whether in public health, medicine or medical specialisms such as paediatrics, and across scales from rural through to global health, there is a growing call from students to learn more about human health in the context of the living world. Pandemics, not only COVID-19 but also Syndemics, illuminate the complex interplay between structural inequities and the disproportionate effects of ecological events on a range of equity deserving populations.

This special issue is intended to foreground and celebrate work that is advancing equity and diversity informed approaches to understanding the interplay between a range of determinants of health (social, environmental, ecological, planetary, Indigenous). Does your teaching help students process the enormity of the intergenerational climate justice issues they face? Has your curriculum brought Indigenous knowledge, knowledge holders and decolonizing approaches to teach about the interconnection between humans, animals and the earth? Have you developed educational frameworks or core competencies to guide a new generation of ecological public health work? What innovations in experiential education, and novel approaches to course delivery have you championed? How are you co-creating knowledge with students and colleagues? How are you evaluating the efficacy and learning outcomes of this innovative teaching and learning? How does our education help students understand and work with people in the context of their living realities? Are you working in the context of an education unit that does not embrace this work, what are your strategies for moving ahead in this innovative space?

Dr. Maya K. Gislason
Prof. Dr. José Carmelo Adsuar Sala
Guest Editors

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Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Healthcare is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2700 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

experiential education, eco-social health
health equity
social determinants of health
environmental determinants of health
ecological determinants of health
one Health
planetary Health
ecosystem Approaches to Health
ecohealth
teaching and learning
fieldschools
innovation
scholarship of teaching and learning
climate change
community engagement
participatory action research
pedagogy
curriculum
arts based methods
outdoor education
social justice
decolonizing practices
asset based
strengths based
public health
indigenous
indigenizing
epistemology
critical theory
intersectionality
interdisciplinarity
transdisciplinarity
two-eyed seeing

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Published Papers (9 papers)

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Research

10 pages, 253 KiB

Open AccessArticle

Students’ Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality

by Mu’taman Jarrar, Radwa Bakr Mohamed, Mohammad Al-Bsheish, Waleed Albaker, Arwa Alumran and Ammar K. Alomran

Healthcare 2022, 10(8), 1584; https://doi.org/10.3390/healthcare10081584 - 21 Aug 2022

Cited by 3 | Viewed by 2074

Abstract

Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students’ perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample t-test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, p ≤ 0.001) and process factors (t = 9.21, p ≤ 0.001) were associated with an increase in students’ reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

17 pages, 749 KiB

Open AccessArticle

Adaptability, Interdisciplinarity, Engageability: Critical Reflections on Green Social Work Teaching and Training

by Haorui Wu and Meredith Greig

Healthcare 2022, 10(7), 1245; https://doi.org/10.3390/healthcare10071245 - 4 Jul 2022

Cited by 7 | Viewed by 6345

Abstract

The upward tendencies of global climate change, disasters, and other diverse crises have been urgently calling for green social work (GSW) interventions which engage a holistic approach to explore diverse societal dimensions’ compounded influences on inhabitants’ individual and collective health and well-being in disaster settings. Though globally gaining more attention, GSW has been slow to develop in the Canadian social work curriculum and professional training. This deficit jeopardizes integrating environmental and climate justice and sustainability in social work research and practice in Canada. In response to this pedagogical inadequacy, this article employs a critical reflection approach to examine two authors’ two-academic-year teaching–learning and supervision-training experiences of GSW-specific in-class and field education in a Master of Social Work program. The content analysis illustrates three essential components for GSW-specific teaching and training, namely adaptability, interdisciplinarity, and engageability. These components enhance the prospective social workers’ micro-, mezzo-, and macro-level practices to better support individuals, families, and communities affected by extreme events and promote their health and well-being in disaster and non-disaster scenarios. These GSW-specific pedagogies shed light on the fact that integrading climate change, disasters, and diverse crises in pedagogical innovations should be encouraged beyond the social work profession. A multidisciplinary multi-stakeholder engagement approach would comprehensively investigate and evaluate the essential components and evidence-based strategies that better serve inhabitants and promote resilience and sustainability. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

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11 pages, 828 KiB

Open AccessArticle

Innovative Nutrition Education: A Color-Coded Tool for Individuals with Low Literacy Level

by Hiba Bawadi, Ghadir Fakhri Al-Jayyousi, Hala Shabana, Sana Boutefnouchet, Sereen Eljazzar and Shrooq Ismail

Healthcare 2022, 10(2), 272; https://doi.org/10.3390/healthcare10020272 - 30 Jan 2022

Cited by 4 | Viewed by 3204

Abstract

(1) Background: The food exchange system was developed to serve as an educational tool in helping individuals plan their own meals. This study aimed to develop a friendly-user food exchange list for individuals with a low literacy level; (2) Methods: A two-group, pre-test/post-test research study aimed to develop a friendly-user food exchange list for individuals with a low literacy level. Thirty female workers of low literacy were recruited. Participants were divided into two groups. Group one was taught how to use the standard exchange system, while group two was taught how to use the modified exchange system. Each participant was assigned a task of prepare a meal with a specified caloric content and macronutrient distribution. The task was assigned before and after the exchange list education session. Groups’ differences were tested using the chi-square test, and the analysis of variance (ANOVA); (3) Results: A higher percentage of participants in group two were able to plan daily diets that achieved the recommendations of fruits (p = 0.02), protein (p = 0.03), dairy (p < 0.001), carbohydrates (p < 0.001), and calories (p < 0.001). Moreover, diet plans prepared by group two had a higher healthy eating index (p < 0.001) when compared to diet plans prepared by group one. The modified exchange lists are a friendly-user tool that can be implemented for individuals with low literacy, since it relies on visual techniques. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

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12 pages, 318 KiB

Open AccessArticle

Depression and Exercise in Older Adults: Exercise Looks after You Program, User Profile

by Carmen Galán-Arroyo, Damián Pereira-Payo, Miguel Ángel Hernández-Mocholí, Eugenio Merellano-Navarro, Jorge Pérez-Gómez, Jorge Rojo-Ramos and Jose Carmelo Adsuar

Healthcare 2022, 10(2), 181; https://doi.org/10.3390/healthcare10020181 - 18 Jan 2022

Cited by 6 | Viewed by 3379

Abstract

Introduction: Depression is a challenge for public health policies, as it is the number one leading cause of disability in the world. In order to combat and prevent it, different social and health interventions are being developed to promote health through physical activity. Objective: Analyze and describe the user profile of the patients with depression from the Exercise Looks After You program, which is a physical activity program that works on improving public health and has an essential role preventing chronic diseases and improving the quality of life of the elderly in Extremadura. Design: Cross-sectional study. Participants: total sample of 1972 users (96.4% women, 3.6% men), of whom 724 (94.6% women, 5.4% men) suffer from depression. Results: It was observed that the dominant user profile of the patients with depression within the program is female, 71 years old, physically active, overweight, married, with low educational level, non-smoker, no alcohol consumption and below average physical fitness and health-related quality of life, which translates into a high incidence of primary care, nursing and prescription visits. Conclusions: This study presents the user profile of depressive versus non-depressive participants of the Exercise Looks After You physical activity program. This data could be meaningful in order to improve and optimize public health programs and resources. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

8 pages, 242 KiB

Open AccessArticle

Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

by Pablo A. Cantero-Garlito, Marta Rodríguez-Hernández, Esther Moraleda-Sepúlveda, Begoña Polonio-López and Félix Marcos-Tejedor

Healthcare 2021, 9(12), 1621; https://doi.org/10.3390/healthcare9121621 - 24 Nov 2021

Cited by 5 | Viewed by 2536

Abstract

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

12 pages, 1956 KiB

Open AccessArticle

Engagement of Nepalese High-School Students in Cancer Awareness Using a Photovoice Based on the Health Belief Model

by Kritika Poudel and Naomi Sumi

Healthcare 2021, 9(10), 1283; https://doi.org/10.3390/healthcare9101283 - 28 Sep 2021

Cited by 2 | Viewed by 2732

Abstract

Delivering cancer education is one of the strategies for implementing health promotion and disease prevention programs. Moreover, cancer education can help people understand the risks related to specific behaviors that can trigger cancer during later life stages. This study examines the cancer perception of high school students (median age: 14 years) using a photovoice based on the health belief model. Students were requested to take photographs to answer the framework question: “How is cancer present in your surrounding?” A theoretical thematic analysis was conducted to develop codes, and the narratives completed by the participants on the SHOWED checklist were used to create contextualization. With the use of the health belief model, the following factors were determined: risk factors and environmental pollution (perceived susceptibility), symptoms (perceived severity), prevention and screening (benefits), ignorance and poverty, and ineffective laws and regulations (perceived barriers). Linked to these themes, students’ narration demonstrated the risk of developing cancer if the same environment and inadequate regulations persisted. This study highlights the need to incorporate the participation of adolescents in the design, implementation, and monitoring of several community issues to help address several unanswered questions. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

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14 pages, 259 KiB

Open AccessArticle

The Perception of Rural Medical Students Regarding the Future of General Medicine: A Thematic Analysis

by Kasumi Nishikawa, Ryuichi Ohta and Chiaki Sano

Healthcare 2021, 9(10), 1256; https://doi.org/10.3390/healthcare9101256 - 24 Sep 2021

Cited by 11 | Viewed by 3021

Abstract

Although the demand for general physicians has increased in Japan because of its aging population, medical universities primarily provide organ-based education; thus, medical students do not receive sufficient general medical education. The number of residents focusing on general medicine remains low; therefore, to understand the present situation regarding general medicine education, we attempted to clarify the views of medical students and the factors influencing them. In this qualitative study, semi-structured interviews were conducted in 12 medical students at Shimane University, and the results were analyzed through thematic analysis. The results indicated the emergence of three themes and 14 concepts. The three overarching themes were as follows: hopes for the field of general medicine, gaps between ideal and reality of general medicine, and factors affecting students’ motivation for specialization in general medicine. Medical students had a positive impression of general medicine and believed that it has potential for further development; however, they felt a gap between their ideals and reality (i.e., unclear expertise). Factors creating this gap included poorly developed education and medical policies. We need to restructure general medicine education based on the participants’ perceptions by establishing collaborative curricula between universities and community hospitals and by increasing students’ exposure to general medicine. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

11 pages, 608 KiB

Open AccessArticle

Actual and Perceived Level of Scientific English across Italian Physiotherapy Courses: A Cross-Sectional Study

by Raffaele Cutolo, Simone Battista and Marco Testa

Healthcare 2021, 9(9), 1135; https://doi.org/10.3390/healthcare9091135 - 31 Aug 2021

Cited by 10 | Viewed by 2330

Abstract

The knowledge of the English language is fundamental for the application of evidence-based practice. Hence, this study explores, through an online survey, the (1) perceived and (2) actual level of Scientific English among Italian undergraduate (UGs) and postgraduate (PGs) physiotherapists. As for (1), the participants expressed their agreement with 10 statements regarding the attitude towards Scientific English through a 1–4 Likert-type scale, with consensus set at ≥70%. As for (2), an ad-hoc 10-point questionnaire was developed through a Delphi procedure, with a pass score set at ≥60%. The survey was completed by 421 participants (UG: 47%; PG: 53%). As for (1), consensus was achieved in both groups in 4 out of 10 statements, specifically the ones addressing the capability to fully understand a scientific paper and physiotherapy-specific language in English. As for (2), the mean score reached by both groups was below 60%. The participants who had studied or were studying at a university in southern Italy presented 2.56 [1.54; 4.24] times higher odds to fail the test. New strategies to bridge the gap in the knowledge of Scientific English in Italy should be developed, through the creation of a unique syllabus tailored to the needs of future physiotherapists. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

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9 pages, 418 KiB

Open AccessFeature PaperArticle

Knowledge, Perception, and Performance of Hand Hygiene and Their Correlation among Nursing Students in Republic of Korea

by Hyang Soon Oh

Healthcare 2021, 9(7), 913; https://doi.org/10.3390/healthcare9070913 - 19 Jul 2021

Cited by 5 | Viewed by 3206

Abstract

Recently, various outbreaks of newly emerging or reemerging diseases are expected more frequently and regularly. The importance of hand hygiene (HH) competency of nursing students (NS) is further required as a crucial learning objective of nursing education in universities. Purpose: This study aimed to investigate knowledge, perception, and performance of HH among NS and analyze their correlation. Methods: A cross-sectional questionnaire (modified from a World Health Organization questionnaire) was conducted from 23 November to 22 December 2019; 233 responses were used for the final analysis. Results: The average scores (mean ± standard deviation (range)) for knowledge, perception, and performance of HH were 17.82 ± 2.15 (0–25), 77.24 ± 10.78 (15–96), and 67.42 ± 23.10 (0–100), respectively. No significant variables were discovered to the knowledge of HH. Grade, university-affiliated hospitals, and the most recent healthcare institute of clinical practice nursing course significantly affected perceptions of HH (p < 0.039, p = 044, p < 0.001). Knowledge of HH was positively correlated with performance of HH (p = 0.002). The perception and the performance of HH of NS were positively correlated with HH performance of healthcare workers (HCWs); p < 0.001, p = 0.002. Conclusion: HH education for NS is crucial for improving the performance and the knowledge of HH. Good HH performance of healthcare workers (HCWs) can contribute to increased perception and performance of HH among NS. The cooperation of nursing education in a university and clinical practice with competent HCWs in healthcare institutions may create an effective education program for good HH performance of NS, who will be nurses during unpredictable pandemics. Full article

(This article belongs to the Special Issue Innovations in Ecological Public Health and Health Education)

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