Journal de recherche et de développement en éducation à la santé

Hypertension is a major risk factor for Cardiovascular Disease (CVD) with complications such as stroke and heart failure. Knowledge and attitude about hypertension have been indicated to influence practice of healthy lifestyle which has implications for hypertension prevention and control. There are anecdotal reports of sudden death and stroke in Isunjaba. However, there is no documentation about their lifestyle practices relating to hypertension. Health information given by nurses may positively influence healthy behaviours such as exercise, weight control, appropriate nutrition and regular Blood Pressure (BP) checks. This study was designed to assess the effects of a Community Health Nursing Intervention (CHNI) on knowledge, attitude and lifestyles relating to hypertension among residents of Isunjaba, Imo State, having the economic advantage of population-focus study in mind. There was significant difference in knowledge, attitude, and lifestyle of the two groups after intervention, P value<0.05. Health Education about hypertension to improve knowledge, attitude as well as positive lifestyles among populations should be supported by nurses, agencies and the Government.

Health psychology has two main topics in educating Health professionals. First, an obvious goal is to increase the ability of health professionals to provide health knowledge to their patients and improve their ability to become or stay healthy. Second, health psychology should help health professionals to cope with their numerous challenges on their work place. Stressful events, difficult interaction with patients and colleagues and often tough working environment increase the chance for stress-related disorder.

Surgical skills simulation (SSS) tests the application of factual knowledge and shows how knowledge is applied, representing the second and third levels of Miller’s Pyramid of Learning. SSS permits high-stakes scenario testing in safe environments. Therefore, SSS incorporation into initial specialty certification began in 2002 in Australia and New Zealand. The United States began SSS incorporation into specialty certification in 2008. This paper will determine where the United States stands in the process of SSS incorporation into specialty certification. Google scholar Internet and PubMed searches phrased “medical board certification surgical skills simulation”, performed on September 1, 2016 yielded 16 relevant articles. Hand search on September 1, 2016 yielded 7 additional articles. In 2008, cardiac catheterization simulation was required for interventional cardiology maintenance of certification (MOC). In 2010 the American Board of Anesthesiology (ABA) required SSS as part of the MOC program. In 2014, the summative assessment, Colorectal Objective Assessment of Technical Skills became part of the American Board of Colon and Rectal Surgery certification. In 2017, SSS will be added to the ABA initial certification examination. The United States has been slow to incorporate SSS into initial certification and MOC. Assessment validation, capital and recurring costs, personnel, physical facility and time requirements are barriers limiting SSS expansion into specialty certification processes. As SSS allows rapid technical skill assessment, without posing a threat to patients, expansion of SSS into initial certification and MOC programs represents non-maleficence and beneficence, and should be encouraged.

Context: The purpose of this study is to review the studies that have used educational intervention in the field of emerging infectious diseases, based on methods, application of models, and theories of health education and health promotion and the effect of interventions on prevention and reducing the incidence of these diseases. Evidence acquisition: Electronic search of databases was performed using the key words in English and Persian. Databases reviewed were, Scientific Information Database (SID), Iran Medex, PubMed, Ebsco, Scopus, Index Copernicus and Cochrane. The databases search was conducted from October 2016 to July 2017. Results: Interventions to Emerging diseases were divided into two types based on use of models and theories of health education and without use of models and theories of health education. In the 16 articles reviewed, 7 studies were conducted based on theories and models of health education, and 9 studies did not use theories and models of health education. Conclusion: Training in the community setting to the analogous groups, time, place, length of intervention and use of modern methods of training, are effective in order to decrease morbidity. Overall, health education, combined with health improvement approaches have a greater impact, in prevention and reducing the incidence of emerging diseases.

Background Breast cancer mortality rate is increasing among women in developing countries a condition that might be brought about by lack of knowledge of fundamental elements necessary for cancer prevention. Purpose To ascertain level of breast cancer knowledge across some socio-demographic variables among women in Ebonyi State Nigeria Method A total sample of 1,845 women was used for the study selected through multistage sampling technique. A 40- items questionnaire eliciting answers on knowledge of cancer symptoms, risk factors, prevention methods and cancer treatment options was used for the study. Descriptive statistics of frequency and percentage were used to answer the research question while Chi-square statistic was used to test the hypotheses at an alpha level of 0.05. Results Knowledge of breast cancer was found to be on the average (48.72%); differed by age with younger women (35-44 yrs/56.43%) displayed higher knowledge of breast cancer than the older ones (45-54/46.03%); women with post-secondary education (67.66%) had higher knowledge than those with secondary (60.16%), primary (49.03%) and non-formal education (39.01%); urban women (55.61%) were more knowledgeable than rural women (47.81%). Chi-square analysis indicated that difference in knowledge was significant for educational attainment, age and location of residence. Conclusion Breast cancer knowledge of women in Ebonyi State is on the average and differed significantly by education, age and location of women. Consequent it is recommended that breast cancer education should be used to improve their knowledge of the disease, especially for those with non-formal education, older women and those in the rural areas through interventions by government and non-governmental agencies and through curriculum revision for schools.