Social Work Students’ Interest in Working with Persons with Serious Mental Illness

Educating and recruiting practitioners to work in community-based settings with persons with serious mental illness has become a national health issue, particularly in underserved rural areas. To inform curriculum development and recruitment efforts, the authors conducted a needs assessment. Graduate and undergraduate social work students in a rural New England state university were surveyed about their interest, perceived competence, and perceived training needs in working with persons with serious mental illness. The findings indicated that almost half of the students expressed an interest in working with this population. The extent and nature of previous work with this population and educational level were shown to be related to students’ responses, in areas including interest in work with persons with serious mental illness and the perceived ability to handle a psychiatric crisis. The findings suggest important implications for the social work curriculum, additional needs assessment, and recruitment activity.     

Interprofessional education for community mental health: Attitudes to community care and professional stereotypes

Social workers are considered key members of community mental health teams, yet difficulties in interprofessional collaboration between social workers and health care professionals, particularly psychiatrists and nurses, have been reported. This paper examines some sources of these difficulties in terms of perceived differences in models of mental illness, attitudes and values, including stereotyping, professional identification and role clarity. Interprofessional education (IPE) may diminish negative stereotypes and promote multidisciplinary teamwork. A theoretical framework is described and findings from the evaluation of a 1-year programme of interprofessional education for community mental health are presented. These findings suggest that attitudes and values concerning community care for people with mental health problems are largely shared by different professions, but they do confirm the existence of interprofessional stereotypes and of perceived status differences. In contrast to previous research, there was no evidence of changes in stereotypes. These findings are discussed in terms of the theoretical framework and the design of the programme.     

Evaluation of targeted human papillomavirus vaccination education among undergraduate college students

Abstract

Objective: To design and evaluate pharmacy student-led educational sessions to improve health beliefs about the HPV vaccine in college-aged students. Participants: Students aged 18–26 attending a large, urban university, including 545 respondents to a December 2014 needs assessment survey about HPV-related health beliefs, 131 students participating in educational sessions during 2015–2016 (intervention group), and 369 undergraduate respondents completing the needs assessment survey (control group). Methods: A needs assessment survey was conducted to inform design and implementation of pharmacy student-led educational sessions. A similar survey was administered to students after attending educational sessions. Health beliefs were compared for the intervention versus control group. Results: The intervention group was less likely to report high perceived barriers to HPV vaccination and more likely to report high perceived benefits and intention to vaccinate (if previously unvaccinated). Conclusions: Pharmacy student-led, health belief-based educational sessions were associated with improved health beliefs about HPV vaccination.     

Educational differences in age-related patterns of disease: reconsidering the cumulative disadvantage and age-as-leveler hypotheses

Some studies suggest that the relationship between education and health strengthens with age (cumulative disadvantage hypothesis), while other studies find that it weakens (age-as-leveler hypothesis). This research addresses this inconsistency by differentiating individual-level changes in health from those occurring at the aggregate level due to selective mortality. Using retrospective and prospective data from a nationally representative sample of US. adults, I examine educational differences in age-specific rates of disease prevalence, incidence, and survival. At the aggregate level, I find that educational differences in disease prevalence are largest at mid-life and then decline. At the individual level, however, disease incidence and mortality increase with age at a greater rate for less-educated persons compared to the well educated. These findings suggest that the cumulative disadvantage hypothesis explains how education affects the health of individuals with increasing age, whereas the leveling hypothesis describes the aggregated by-product of these educational disparities in health decline.     

Evaluating the complex interactions between malaria and cholera prevalence,neglected tropical disease comorbidities,and community perception of health risks of climate change

The burgeoning literature on the climate change–human health nexus has focused almost exclusively on the health impacts of climate change with little attention to how ill-health and disease influence public perception of the health risks of climate change. Based on a cross-sectional survey of 1,253 individuals, linear regression was used to examine the independent effects of malaria and cholera prevalence, and neglected tropical disease comorbidities on perceived health risks of climate change. Individuals who reported more comorbidities had higher scores on perceived health risks of climate change compared with those who did not report any comorbidities. Unexpectedly, at the multivariate level, there were no statistically significant relationships between age of respondents, gender, and educational attainment on the one hand, and perceived health risks of climate change on the other hand. Individuals who were diagnosed with cholera in the past 12 months had higher scores on perceived health risks of climate change but there was no relationship between diagnosis with malaria in the past 12 months and perceived health risks. Individuals who had attained secondary education had lower scores on perceived health risks of climate change compared with those without any formal education. Given that this relationship did not exist at the bivariate level, it indicates that biosocial and sociocultural factors suppressed the relationship between secondary education attainment and perceived health risks of climate change. The findings underscore the complex relationship between perceived health risks of climate change and infectious disease, comorbidities, compositional, and contextual factors at the multivariate level.     

Educating back-injured workers: What should we be teaching?

OBJECTIVE: The purpose of this study was to identify what information people with acute and chronic back pain, health care practitioners, employers and case managers felt should be included in an educational brochure for recently back-injured workers. STUDY DESIGN: Four focus groups were convened, each comprising several representatives from one of the four constituencies. Participants rated 32 information items regarding their inclusion in an educational brochure. Ratings were tabulated for ranking and for group comparisons. RESULTS: While consensus was strong for most information items, there were apparent differences between the groups for several items relating to work resumption, medical attention, and legal or compensation consultation. CONCLUSIONS: Perceived educational needs of back-injured workers may differ from those of their health care practitioners and from their employers or insurers. Future efforts to prevent back disability through education should include evaluation of the informational needs of injured workers.     

Perceived Continuing Education Needs of Licensed Clinical Social Workers

Abstract

Although recent studies have explored various aspects of licensed practice in social work, there is little information about the current continuing education activities and needs of professionals involved in such practice. This paper describes a 1992 survey of a random sample of 421 licensed clinical social workers in Virginia to assess their perceived educational needs. Overall, practice theories and practitioner roles were most often identified as areas in which training is needed. Private practitioners wished for training in object relations theory more often—and training in supervision and cognitive theory less often—than their agency-based colleagues. The implications of these findings for continuing social work education and for the profession are discussed.     

Variables Affecting Patient Satisfaction with Health Care Services in the College Health Setting

Abstract

Patient satisfaction with health care services is an important factor in health care delivery. It will significantly influence whether or not a patient seeks medical care, complies with prescribed treatment, and/or maintains a continuing relationship with a medical practitioner.

A survey questionnaire, relating patient satisfaction with a number of variables identified through a literature review, was mailed to a random sample of 500 students utilizing Student Health Service (SHS) at Kent State University (KSU) during the five week study period. The data obtained would be utilized to help with planning future health care services and staff inservice education programs.

The findings of this survey indicate that patient satisfaction has a statistically significant correlation with perceived technical competence of the practitioner and perceived adequacy of the interpersonal aspects of the practitioner-patient relationship. A significant relationship did not exist between satisfaction and expectations the patient holds of the practitioner's role performance. A statistically significant relationship was found to exist between receiving health information/education related to diagnosis, prognosis, and treatment plan and satisfaction with health care services. This relationship did not hold for health information/education related to activity restrictions or preventive measures. The study also revealed that time waited during the medical care encounter was inversely related to satisfaction. Last, stepwise regression found that perceived technical competence of the practitioner was the most important variable influencing patient satisfaction with health care services.

This study provides data about factors important to personal satisfaction with health care services for a selected group of college students.     

Perceived continuing education needs and job relevance of health education competencies among health education and promotion practitioners in college health settings

Objective and Participants: The author conducted this study to determine college health education and promotion practitioners' perceived continuing education needs and perceived job relevance in relation to national health education responsibilities and competencies. Methods: In Spring 2006, the author invited college health education and promotion professionals to participate in an online survey, using 3 listservs. Of 276 individuals visiting the Web site, 141 participants completed the survey (51%). Participants rated their perceived training needs and job relevance for the 35 National Commission for Health Education Credentialing (NCHEC) competencies as well as preferred training formats. Results: Participants identified the following competencies as those in which they needed additional training: designing data-collection instruments, securing fiscal resources, interpreting evaluation and research results, carrying out evaluation and research plans, and developing plans for evaluation and research. They identified the following competencies as being the most relevant to their jobs: demonstrating a variety of skills in delivering strategies, interventions, and programs; using a variety of methods to implement strategies, interventions, and programs; initiating a plan of action; and using health-related information resources. The most preferred methods of obtaining additional continuing education were attending the American College Health Association annual meeting (67%) and completing home self-study print materials (67%). Conclusions: Collegiate professional organizations should offer a variety of continuing education opportunities centering on NCHEC competencies, specifically those perceived as needed by study participants.     

Perceived Continuing Education Needs and Job Relevance of Health Education Competencies Among Health Education and Promotion Practitioners in College Health Settings

Objective and Participants: The author conducted this study to determine college health education and promotion practitioners' perceived continuing education needs and perceived job relevance in relation to national health education responsibilities and competencies. Methods: In Spring 2006, the author invited college health education and promotion professionals to participate in an online survey, using 3 listservs. Of 276 individuals visiting the Web site, 141 participants completed the survey (51%). Participants rated their perceived training needs and job relevance for the 35 National Commission for Health Education Credentialing (NCHEC) competencies as well as preferred training formats. Results: Participants identified the following competencies as those in which they needed additional training: designing data-collection instruments, securing fiscal resources, interpreting evaluation and research results, carrying out evaluation and research plans, and developing plans for evaluation and research. They identified the following competencies as being the most relevant to their jobs: demonstrating a variety of skills in delivering strategies, interventions, and programs; using a variety of methods to implement strategies, interventions, and programs; initiating a plan of action; and using health-related information resources. The most preferred methods of obtaining additional continuing education were attending the American College Health Association annual meeting (67%) and completing home self-study print materials (67%). Conclusions: Collegiate professional organizations should offer a variety of continuing education opportunities centering on NCHEC competencies, specifically those perceived as needed by study participants.     

Truth or Consequences: Dishonesty in Dating and HIV/AIDS-Related Issues in a College-Age Population

Abstract

This article examines the issue of dishonesty in dating among college students as it relates to the HIV/AIDS epidemic in the United States. The authors surveyed 171 undergraduates at a large midwestern university in January 1991. They conducted an analysis by gender and found significant differences in responses of male and female students. Of those students involved in monogamous relationships, 36% of the men and 21% of the women reported being sexually unfaithful to their current partner or to any of their previous partners. A greater percentage of women than of men inquired about past sexual histories before engaging in sexual activity. In addition, men admitted they had lied to their sexual partner or partners more often than did women. Because a large portion of HIV/AIDS and STD education involves teaching students to inquire about previous sexual histories, the results of this study should influence the direction and content of behaviorally focused educational programs. The authors also address implications for health educators and clinicians.     

Understanding end-user perspectives to enhance perceived value uptake of harm-minimization tools: considering gambler’s views of a pre-commitment system

Harm-minimization strategies reduce the experience of gambling-related harms for individuals and those close to them. Most policies and particularly discussions of tool design and implementation fail to involve end users and consider their concerns and needs. This study aimed to investigate the best way to introduce a harm-minimization tool for electronic gaming machines (EGMs) that will maximize the perceived value and subsequent uptake by the intended audience of gamblers. Focus groups were conducted with 31 Australian regular EGM gamblers experiencing a range of gambling problems. Participants were asked their perspectives of a pre-commitment system (features including accessing activity statements, setting limits, viewing dynamic messages, taking breaks), including concerns, and how to enhance perceived value and usefulness. Positive attitudes about the system were expressed; however, many gamblers saw the tool as relevant only for problem gamblers. Participants indicated that value could be enhanced by making the system flexible and customizable, but still easy to use. Design and implementation strategies such as incorporating flexibility in features, ease of use, appropriate terminology, and educational efforts may address gamblers’ concerns, particularly regarding privacy and potential stigma. This would enhance user perception of harm-minimization tools as relevant and may subsequently enhance effectiveness.     

Teaching ergonomics to undergraduate physical therapy students: new methodologies and impressions of a Brazilian experience

Being ergonomics a scientific discipline based on knowledge of several areas, it is important to use education methodologies that promote critical thinking and reflective during the educational process. The article discusses the importance of interdisciplinarity in undergraduate courses in health care in particular in disciplines that address the ergonomics issue. The aspects of the introduction of new education methodologies, as well as case studies in undergraduate courses in Brazil, are discussed in this study. Based on the literature review conducted, some proposals for action in the interdisciplinary teaching of ergonomics in Physiotherapy courses are presented.     

A single-subject design of ergonomic intervention effectiveness for university employees in a new facility

As clinicians are searching for evidence to support their practice interventions, it is sometimes hard to find the "real-world" studies that incorporate the complexities of actual practice. Following calls in the public health, nursing and medical literature for clinicians to participate in practice-based evidence, this pilot study explores the effectiveness of a single-subject design for practice-based evidence. Twenty-five "well" university employees participated in an ergonomic intervention over the course of one academic semester that consisted of a 15 min ergonomic intake session, a 45 min group hands-on ergonomic educational session and a 15 min individual ergonomic consult in their offices. Participants were sent postural comfort surveys weekly and their subjective ratings were analyzed to determine the effectiveness of the intervention to decrease their perceived postural discomfort at a computer work station. Twenty-one of the twenty-five participants reported an improvement in postural comfort over the course of the study. This pilot study suggests that further investigation needs to be conducted to determine the effectiveness of hands-on ergonomic education and consultation for well populations working at computer workstations.     

Student mental health needs: survey results and implications for service.

In preparation for planning counseling and mental health services at Columbia University, the authors conducted a mental health needs assessment survey that sampled representative numbers of students. Respondents were most concerned about academic and school-related issues, followed by concerns in the area of love relationships. Multiple regression analysis revealed certain subgroups that were more likely to have these concerns and certain health and mental health problems that were significantly associated with these concerns. The study identified serious psychological problems, including suicidal/homicidal thoughts and sexual abuse, and surveyed respondents' treatment preferences. Finally, the authors discuss how the study findings contributed to sharpening and expanding focus on different aspects of program development in the collaboration between mental health and health education.     

Viewing Adolescents' Career Futures Through the Lenses of Socioeconomic Status and Social Class

This study examined socioeconomic status (SES) and perceived social class as predictors of educational and occupational aspirations and expectations in a sample of 100 high school students from 2 midwestern high schools. SES was measured using caregivers' occupation and education, and subjective social status was assessed using the MacArthur Scale of Subjective Social Status–Youth Version (Goodman et al., 2001 SES and perceived social class made independent contributions to educational aspirations, whereas SES made an independent contribution to occupational aspirations and expectations. The authors discuss the importance of SES and social class in career development theory and research and provide practical implications based on the present findings. Overall, this study highlights the importance of measuring SES and social class as distinct constructs and the need for future work to identify the unique impacts of these variables.     

Importance of tobacco cessation services at higher education public institutions in Texas

While rates of tobacco use on university campuses rose over the past decade, little is known about what institutions are doing to address this rising concern. Health center directors at public institutions of higher education across the state of Texas were surveyed (n = 42) regarding the perceived importance of smoking cessation, prevalence of interventions on their campuses, and perceived success of intervening efforts. While most health center directors regarded smoking cessation as important, over half of the directors indicated that their sites did not offer tobacco cessation services of any kind. Furthermore, of those offering smoking cessation, most believed that their smoking cessation programs were only somewhat or not at all effective. Findings revealed that there is a noticeable gap between perceived importance and actual implementation of smoking cessation programs within university-based health centers. Recommendations include implementing innovative cessation methods, such as those that are Web-based and highly accessible to students.     

Parental Divorce and Children From Diverse Backgrounds: Multidisciplinary Perspectives on Mental Health,Parent–Child Relationships,and Educational Experiences

This article utilizes multidisciplinary perspectives to examine the developmental outcomes of divorce for children from diverse racial and ethnic backgrounds. The authors present a literature review on the outcomes of divorce in terms of mental health, family relationships, and educational achievement for children by focusing on discipline-specific aspects of divorce in sociology, education, and family studies. Furthermore, this study builds on previous literature by examining parental divorce among children with special needs. A discussion of changes in family structure and child outcomes concludes this study with implications for policy and practice to support current population.