healthy people 2020 - Society for Public Health Education

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✯ Poster Abstracts ✯ thursday – saturday | november 4-6 1. Celebrating 60 Years of SOPHE Excellence M. Elaine Auld, MPH, CHES, CEO of SOPHE; Jean Breny Bontempi, PhD, MPH, Chair, SOPHE 60th Anniversary Task Force, Southern Connecticut State University; and John P. Allegrante, PhD, SOPHE Past President and Historian, Teachers College, Columbia University The Society of Public Health Educators (SOPHE) was established in 1950 when Clair E. Turner and an interim commission of 17 health educators convened in a St. Louis hotel meeting room. Membership required that the individual hold a graduate degree from a school of public health accredited by SOPHE and 2 years of experience; dues were set at $5. Over the next decade, SOPHE broadened its membership criteria and grew to be home to some 375 members; chapters proliferated; the first SOPHE journal (Health Education Monographs) was published; a code of ethics was adopted; and standards were promulgated for professional preparation in the field. SOPHE moved its offices from New York to Berkeley, California and changed its name to the Society for Public Health Education to confirm its mission of serving the public. The 1980s and 1990s saw the first SOPHE Midyear Conference in Puerto Rico; exploration of unification with other health education professional groups; relocation of the National office to Washington, DC and the appointment of a full-time Executive Director; and the establishment of SOPHE’s 21st Century endowment campaign. Today, SOPHE thrives with 2,000 members, 20 chapters, 15 staff, 5 cooperative agreements, 2 bimonthly peer-reviewed journals, 2 national conferences, 11communities of practice, a dynamic website, and a continued commitment to seeking Dorothy Nyswander’s vision of “an Open and Just Society.” 2. Celebrating SOPHE Chapters. Karen Spiller, Speaker, SOPHE House of Delegates; SOPHE’s 20 Chapter presidents and delegates SOPHE’s 20 chapters represent some 2,000 health educators residing in more than 35 states and regions of the United States, western Canada, and northern Mexico. Since the first chapter (San Francisco Bay Area - now Northern California) was recognized in 1962, chapters have expanded to provide vital services through networking, continuing education, advocacy, leadership development, community service, awards, and partnerships with state/local public and private agencies. SOPHE chapters must meet certain requirements for National SOPHE recognition, but maintain their own independent governing boards, member dues, programs and benefits structure. Many attract and serve a vibrant student population and offer scholarships and mentoring programs. This poster highlights chapter accomplishments, hailed as part of National SOPHE’s Chapter Appreciation Month in September. Find out how you can become involved and grow personally and professionally by being involved in your local SOPHE chapter. 3. Using Digital Storytelling Projects to Promote Health Behaviors to College Students Marylen Rimando, MPH, CHES, University of Georgia College of Public Health background: The use of technology has been on the rise in public health research and also is commonly used among today’s college students. While many universities offer health promotion and wellness services at a university health center or counseling center, many students may lack knowledge and awareness of these services on campus and health education in general. Thus, it is imperative to integrate technology in the college classroom for the purpose of promoting health and wellness on college campuses. 42 sophe conference ✯ november 4-6, 2010 thursday – friday | april 8-9 objective: To understand the purpose and components of a digital storytelling project to promote health and wellness to college students. procedure: In each of the last three semesters of an undergraduate introductory health and wellness course at the University of Georgia, a digital storytelling project has been assigned to enrolled students. Students work in small groups and choose a health promotion topic of their interest. Previous topics included obesity prevention, teen pregnancy prevention, HIV prevention, time management, promoting nutrition and exercise, prescription drug abuse prevention, binge drinking prevention, body image, promoting health and nutrition in athletes, heart disease prevention in women, breast cancer prevention, and emergency preparedness. For the project, students create a hypothetical story or tell a real-life situation to discuss the impact of their public health problem today. To help build and illustrate their story, students may use photos, diagrams, news headlines, facts, statistics, video clips, and music. Most students use either iMovie or Windows Movie Maker to create their projects. Finally, students discuss current public health programs, initiatives, or awareness campaigns to prevent their problem and promote health and wellness to college students. Students have designed their own strategies, programs, and awareness campaigns to promote their health issue on campus. results: Students produced high-quality projects which can be utilized to teach topics in a health and wellness college class. Students provided overall strong positive feedback on their experiences with the projects. Students reported enjoying the creative aspect of this project and learning how to use iMovie and Movie Maker. Students have also found statistics and facts which they were previously unaware of which they can use for their benefit in the future. This project showed college students of a variety of majors, particularly those not majoring in health promotion and public health, about the importance of prevention and wellness in their daily lives. 4. Programs for Safer Sex Behaviors Among College Students. Amar Kanekar, MBBS, MPH, CHES, CPH, PhD, East Stroudsburg University of Pennsylvania; Manoj Sharma, MBBS, PhD, University of Cincinnati background: The HIV/AIDS epidemic has grown to alarming proportions. Consistent and correct usage of condoms along with monogamous relationships are two important aspects of HIV/AIDS prevention. At the start of 2010, there were an estimated 59 million HIV/AIDS cases in 194 reporting countries and territories. Of the 35 million living with HIV infection worldwide, about 3% live in the United States. Young adults continue to be a vulnerable population affected by HIV/AIDS. In 2009, about 22,000 adolescents aged 13-24 became infected with the HIV virus. The purpose of this analysis is to present studies addressing programs for safer sex behaviors among college students. Methods: In order to collect materials for this review a detailed search of CINAHL, MEDLINE, ERIC, Academic search premier, scopus, web of science and social sciences citation index databases was carried out for the time period between 1990-and February 2010. A Boolean search strategy was used to retrieve programs related to safer sex behaviors. results: A total of 11 studies related to programs for safer sex behaviors were extracted. Information-motivation-behavioral skills model was commonly used for programs promoting safer sex .This model has been well validated over 15 years of research with diverse populations and cross – cultural settings. It has also shown promise in adults where it builds skills for risk reduction along with lower rates of unprotected intercourse and fewer sexually transmitted infections. conclusions: There was a dearth of intervention literature for safer sex promotion in college students. Knowledge-behavior gap seems to be an
✯ Poster Abstracts ✯ thursday – saturday | november 4-6 important component to be addressed when researchers plan to devise a safer sex intervention. Implications for practice: Using a theoretical framework is essential to promote increased condom usage and to develop monogamous relationships. Recommendations for conducting programs which change attitudes and behaviors of college students are elaborated. 5. Monitoring Health People 2010 Arthritis Management Objectives: Changes in Prevalence of Self-Management Education and Provider Counseling for Weight Loss Exercise Barbara Do, MSPH, APTR fellow, Centers for Disease Control and Prevention background: Three Healthy People 2010 objectives encourage selfmanagement education (CLASS) and provider counseling for weight loss (WT) and physical activity (PA) among adults with doctor-diagnosed arthritis (DrDxA). objective: To monitor the progress of these evidence-based arthritis management objectives at both the national and state levels. methods: Using identical questions in the 2002 and 2006 National Health Interview Survey (NHIS) data for national estimates and 2003 and 2007 Behavioral Risk Factor Surveillance System (BRFSS) data for state-specific estimates, we estimated the change in overall prevalence for the CLASS, WT, and PA objectives among adults > 18 years with DrDxA. Statistical weights accounted for the complex survey design; statistical significance was determined by non-overlapping confidence intervals (CI). results: Nationally, the prevalence of overweight/obese adults with DrDxA that were counseled to lose weight increased significantly from 35.0% (95% CI: 32.8-37.2) to 41.3% (95% CI: 38.7-44.0); there was no change in the prevalence of adults with DrDxA who had ever taken a self-management education class (~11%) or had been advised to engage in physical activity (~52%). Seventeen states asked the arthritis management objectives in both 2003 and 2007; twelve of these states reported a significant increase for the WT objective (change in median from 30.9% to 42.3%), 2 reported significant increases for the PA objective (change in median from 49.4% to 54.3%), and only 1 state reported a significant increase for the CLASS objective (median ~11%). conclusions: Significant progress has been made for weight counseling among adults with DrDxA but is not being repeated for the other 2 arthritis management objectives. This discrepancy may indicate a missed opportunity to influence providers and a target for future intervention efforts. 6. A Decade of Achievement: Health Education and Promotion in a Multidisciplinary Home Visitation Program - Changing Lives One Family At A Time Annemarie Martinez, RN, Palomar Pomerado Health Maternal Infant Home Care Division and Clinical Outreach Services; Cindy Linder, RN, Palomar Pomerado Health Welcome Home Baby Fist 5 Healthy Development Services Program, North Inland Region, San Diego County Health education in the context of Home Visitation Programs is a wave moving across the country as a best practice for targeting hard to reach populations and reducing health disparities. The goal of the renowned San Diego County Welcome Home Baby (WHB) Home Visitation Program is to improve the health and well-being of all children 0-5 and their families and that children enter school ready to learn. This presentation will share information about WHB’s theoretical background, funding sources, program model including screenings and treatment services, health education and promotion services, evidence-based tools, and objectives and outcomes, including how we meet and exceed Healthy People 2010 objectives. Home visiting, case management, and parent education and support services include evidence-based developmental, physical, and psycho-social screening and assessment of the mother and infant, appropriate intervention and support, and health education and promotion. The health educator (HE) provides a series of health, developmental, and safety education visits with the family. A curriculum, approved by a panel of pediatricians, covers significant and common health and developmental issues. The HE increases a family’s appreciation for the importance of early reading and literacy. HEs provide a packet of literacy materials including age-appropriate books in English and Spanish, and teach parents how to access libraries in their area. During the home visits, the HE further assesses the family’s needs and makes appropriate community referrals; the visits increase awareness and utilization of existing community resources. Welcome Home Baby multidisciplinary visits promote prevention and provide early intervention, reaching diverse populations through bilingual bicultural competence and strength-based relationship building. WHB, established in 2000, has served over 27,438 families with over 64,000 home visits. WHB collects, analyzes and reports on a significant amount of outcome data. This presentation will share outcomes related to these and other objectives: - Reduce infant emergency department visits - Reduce infant hospital admissions - Increase breastfeeding longevity (based on AAP recommendations) - 90% infants are current with immunizations through twelve months of age - 100% infants are linked with a medical home - Increase parents’ knowledge of community resources and parenting skills - Increase early, age-appropriate literacy development - Increase teen commitment to stay enrolled in high school and to return to school if dropped out - Reduce infant exposure to second hand smoke Welcome Home Baby health education and multidisciplinary services produce measurable results that are changing lives one child and one family at a time. 7. Using the PEN-3 Cultural Model to Understand Child Febrile Illness in Southwest Nigeria Juliet Iwelunmor, BS, Doctoral Candidate, Penn State University; Collins Airhihenbuwa, PhD, Penn State University It is well recognized that maternal perceptions surrounding child febrile illness is integral with patterns of treatment seeking behaviors for child malaria. However, little is known about the positive, existential (unique) or negative responses that influence decisions surrounding malaria management and control. Drawing upon data collected through in-depth interviews and using the PEN-3 cultural model, this study explores maternal responses when faced with fever in a child. The results indicate that the use of appropriate treatment coupled with the role of doctors in health care facilities were important in generating positive responses to child febrile illness. In addition, existential beliefs related to teething patterns were critical in revealing the full extent of cultural values and perceptions towards child febrile illness in this setting. Finally, the belief that febrile illness is not all that severe despite noticeable signs and symptoms was a common negative perceptions shared by some mothers in this study. The implications of the findings and the use of PEN-3 cultural model in highlighting responses that are positive, acknowledging unique responses, while discouraging response that are known to be harmful to health are discussed. sophe conference ✯ november 4-6, 2010 43
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