Evaluating Pre-Service Teacher Workforce: Environmental Health Knowledge, Attitude, and Behavior

Abstract Research has shown that personal health behaviors and actions established early in life are often carried through adulthood. Thus, working with children to increase environmental health literacy may improve the environmental health literacy of future adults, potentially improving the health of the Nation. Given the amount of time children spend in school, this setting could be an ideal place to address environmental health with children. According to social cognitive theory, observation is one way in which learning takes place. Consequently, the environmental behaviors and attitudes modeled by teachers would likely impact the environmental behaviors and attitudes learned by students. A research study including 101 pre-service teachers from a large Midwestern university was conducted to determine participants’ knowledge, attitudes, and behaviors regarding environmental health. Results indicated major deficiencies in basic knowledge as well as many unfavorable environmental behaviors. On average, participants answered only 49.7% of knowledge items correctly. Less than half (46.0%) recycle bottles or cans “often” or “almost always.” Given these results, pre-service teachers are likely ill-prepared to address environmental health literacy in their classrooms. Teacher education programs need to address this deficiency in pre-service teachers through the implementation of new courses focused on environmental health or the redesign of current courses to include environmental health content

An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping skills, interpersonal skills, intrapersonal skills, or judgment skills; 11 health risk behaviors, and college grade point average (GPA). Descriptive statistics, correlations, and multiple regression analyses were calculated to determine relationships among these variables. Thirteen statistically significant correlations were found among personal and social competence constructs and health risk behaviors. Health risk behaviors statistically significantly correlated with one or more constructs of personal and social competence included: frequency of marijuana use, number of days cigarettes were smoked, number of days alcohol was consumed, incidences of binge drinking, incidences of driving and drinking alcohol, alcohol or drug use prior to last incidence of sexual intercourse, non-use of condoms during sexual intercourse, feelings of sadness or hopelessness for two weeks or more that resulted in ceasing some usual activities, and number of physically inactive days. Statistically significant correlations were found most often among perceived judgment skills and health risk behaviors and perceived intrapersonal skills and health risk behaviors. Variance in academic success due to perceived personal and social competence and health risk behaviors was limited. Only a small percentage of variance in self-reported, college GPA could be attributed to perceived coping skills and judgment skills, while no variance could be attributed to perceived intrapersonal skills or interpersonal personal skills. Also, few health risk behaviors accounted for any variance in self-reported, college GPA. Results suggest strategies to improve undergraduates\u27 personal and social skills may reduce engagement in some health risk behaviors

Interpersonal skills and Facebook use among college students

The use of Facebook® among college students is prevalent, and its relationship with interpersonal skills is unknown. A cross-sectional design study using a convenience sample of undergraduate students enrolled in one of four sections of an upper-level nutrition course at a Northeastern, public university was conducted to investigate this relationship. Participants completed a paper survey containing items that assessed interpersonal skills, Facebook® use, and demographics. Data from 136 participants were analyzed to determine what, if any, relationship exists between Facebook® use and interpersonal skills. A statistically significant relationship was found between three pairs of variables: the Bergen Facebook® Addiction Scale total scores and a communication subscale, r(127) = -0.29, p \u3c0.01; the Bergen Facebook® Addiction Scale total scores and a conflict resolution subscale, r(127) = -0.34, p \u3c0.01; and the Bergen Facebook® Addiction Scale total scores and a total Interpersonal Skills Scale, r(127) = -0.25, p \u3c0.01. Given the inverse relationship of these variables, health educators may need to emphasize interpersonal skills to a greater extent than in the past; however, further research investigating Facebook® use and interpersonal skills should be conducted to better understand this relationship and determine whether or not it is a causal relationship

A community-led intervention to support elementary social-emotional skill development: An exploratory study

School-based social-emotional learning programs have shown promising results for student academic and social achievement; however, it is recommended that more studies be implemented in the afterschool setting. Afterschool programs are out-of-school time strategies that allow students opportunities to reinforce academic and other skills learned during the school day. An afterschool program of a rural, Midwest US school district had no formal, elementary-level, social-emotional learning curriculum. A community-based, youth-serving organization, therefore, implemented a traditional school-based social-emotional learning intervention with full curricular units into the district’s afterschool program. The purpose of this exploratory study was to examine elementary student participant social-emotional knowledge and observed social-emotional behaviors before and after the community-led intervention in this school district’s afterschool program. Once each week for six weeks, student participants were instructed in 45 minute-long interactive social-emotional learning lessons that used streaming video to teach pro-social knowledge and skills. Student participants’ social-emotional knowledge (measured by Knowledge Assessment accompanying the program) as well as frequency of observed sharing and befriending pro-social behaviors (measured by Child Social Behavior Questionnaire/Teacher-Rating Version) significantly increased pre-post program. However, frequency of observed physical and psychological abuse (negative social behaviors) as well bullying victimization were not significantly decreased. If results of this exploratory study are confirmed in future, larger studies, social-emotional learning programs can be effective additions to afterschool programs to enhance school-based outcomes

Patient and health professions student team perceptions of patient-centeredness in an inter-professional education home-visit program: An exploratory study

The purpose of this study was to compare patient and health professions student team perceptions of patient-centeredness in an inter-professional clinical education home-visit program. Following an inter-professional clinical education home-visit program, patient and health professions student team perceptions of patient-centeredness were compared using a modified version of the Patient Perception of Patient Centeredness Questionnaire. The results showed both patient and student team participants perceived that student teams focused on how much they cared about the patient as a person and the opportunity to discuss any questions. Patients, however, reported significantly higher levels of patient-centered clinical method used during the visits than did health professions and osteopathic medical/dental student participants. The study reveals more practice and focus on patient feedback and the patient’s central role in their healthcare decisions is recommended for this inter-professional clinical education program as well as for any program that includes team-based care. Patient-centeredness also requires instruction to the patient about their role in their own healthcare. Health and medical professions educators need to continue to motivate students through inter-professional education programs and activities to adopt a more patient-centered practice. For future research as a follow-up study, adding independent observations of the home visit interactions may allow for a better understanding of which specific behaviors contribute the most to the experienced patient-centeredness

Tobacco Prevention Using Social Skills Education and Puppet Scripts in an After-School Program

The purpose of this study was to explore the feasibility of implementing a tobacco use prevention intervention using social skills education and puppet scripts in an afterschool program. A total of 75 K-2 students attending an afterschool program in a rural Midwest area participated in a 4-lesson youth development tobacco prevention curriculum and completed a pre-post tobacco knowledge quiz. Additionally, 10 program mentors completed a pre-post program strengths and difficulties (SDQ) questionnaire on their assigned students. A series of t-tests were computed to examine differences in the pre and post scores of participants on the SDQ subscales, and total scales and descriptive statistics were computed on the tobacco knowledge quiz. Statistically significant differences were noted on 4 pre–post subscales scores of the SDQ and the total SDQ. Use of youth development curriculum using interactive puppet-based strategies implemented in afterschool settings may be a feasible health education strategy

Expression analysis onto microarrays of randomly selected cDNA clones highlights HOXB13 as a marker of human prostate cancer

In a strategy aimed at identifying novel markers of human prostate cancer, we performed expression analysis using microarrays of clones randomly selected from a cDNA library prepared from the LNCaP prostate cancer cell line. Comparisons of expression profiles in primary human prostate cancer, adjacent normal prostate tissue, and a selection of other (nonprostate) normal human tissues, led to the identification of a set of clones that were judged as the best candidate markers of normal and/or malignant prostate tissue. DNA sequencing of the selected clones revealed that they included 10 genes that had previously been established as prostate markers: NKX3.1, KLK2, KLK3 (PSA), FOLH1 (PSMA), STEAP2, PSGR, PRAC, RDH11, Prostein and FASN. Following analysis of the expression patterns of all selected and sequenced genes through interrogation of SAGE databases, a further three genes from our clone set, HOXB13, SPON2 and NCAM2, emerged as additional candidate markers of human prostate cancer. Quantitative RT–PCR demonstrated the specificity of expression of HOXB13 in prostate tissue and revealed its ubiquitous expression in a series of 37 primary prostate cancers and 20 normal prostates. These results demonstrate the utility of this expression-microarray approach in hunting for new markers of individual human cancer types

Perceived Personal and Social Competence: Development of Valid and Reliable Measures

During the last 20 years, youth programming has shifted from risk reduction to youth development. While numerous instruments exist to measure selected individual characteristics/competencies among youth, a comprehensive instrument to measure four constructs of personal and social skills could not be identified. The purpose of this study was to develop four assessment instruments to measure perceived personal/social competence. Specifically, this study focused on identifying items to measure: (a) intrapersonal skills, (b) interpersonal skills, (c) coping skills, and (d) judgment skills. A Delphi panel of nine professionals in health education, youth development programming, and instrument development established content validity. Readability of the four scales ranged from 3.82 to 6.43 using the Gunning Fog Index. Internal consistency reliability was calculated for intrapersonal skills (α=.96), interpersonal skills (α=.91), coping skills (α=.89), and judgment skills (α=.91). Program planners and evaluators could use one or all four scales (i.e., intrapersonal, interpersonal, coping, judgment skills) to assess short-term impact of their youth development programs

Employee Perceptions of Their Organization's Level of Emergency Preparedness Following a Brief Workplace Emergency Planning Educational Presentation

A brief emergency planning educational presentation was taught during work hours to a convenience sample of employees of various workplaces in Northern Missouri, USA. Participants were familiarized with details about how an emergency plan is prepared by management and implemented by management-employee crisis management teams – focusing on both employee and management roles. They then applied the presentation information to assess their own organization’s emergency preparedness level. Participants possessed significantly (p < 0.05) higher perceptions of their organization’s level of emergency preparedness than non-participants. It is recommended that an assessment of organizational preparedness level supplement emergency planning educational presentations in order to immediately apply the material covered and encourage employees to become more involved in their organization’s emergency planning and response. Educational strategies that involve management-employee collaboration in activities tailored to each workplace’s operations and risk level for emergencies should be implemented