Healthcare - Public Health Education Dissertations

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http://hdl.handle.net/20.500.12520/33

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    A Qualitative Study of Health Education Perceptions in the Construction Industry
    (2024-04-06) Fox, Michael Avery
    Health educators are essential in educating and promoting health in various settings, such as communities, workplaces, and schools. In 2021, the U.S. Bureau of Labor Statistics recorded 951 fatalities in the construction industry. The problem is there is a limited understanding of construction workers' perceptions of how health education plays a role in workplace fatalities. The purpose of this basic qualitative study was to understand the perceptions of construction workers in northern Texas on how public health education can reduce workplace fatalities. A gap in the literature exists in the analysis of worker perceptions of public health education as it relates to workplace fatalities. Community organization theory and social cognitive theory provided the theoretical framework for the study. The two research questions explored the experiences and perceptions of construction workers in northern Texas who have actively participated in the public health education and workplace safety and health programs available to them. Through a basic qualitative methodology, 15 construction workers who had worked in the construction industry for 3 years or more for a company operating for 5 years or more were interviewed. Interview answers were coded using a thematic framework and analysis. The shared experiences and perceptions were combined into five themes. Workplaces and communities can collaborate using these construction workers' experiences and perceived challenges to reduce workplace fatalities. A recommendation for future research might include construction workers from similar settings.
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    Interprofessional Education Perceptions in School Nursing and Teaching: A Basic Qualitative Study
    (2023-12) Baqi-Aziz, Michele
    The problem is professional preparation programs do not prepare school nurses and teachers to work together in a school setting. The purpose is to explore the perceptions of certified school nurses and licensed or certified K-1 2 teachers regarding interprofessional education and collaborative practice in their college or university programs. Certified school nurses and licensed-certified K-12 teachers frequently work with the same students, prompting the need for effective and frequent collaborative practice. However, interprofessional education is lacking in their respective curricula. The literature review clearly indicates a gap in interprofessional education (IPE) and collaborative practice (CP) research among students enrolled in school nurse certification and prelicensure K-12 teacher education programs. This study was conceptualized based on the World Health Organization's (2010) framework for IPE and CP. Two research questions explored certified school nurses' and licensed-certified K-12 teachers’ perceptions of IPE and the competencies each program needs to incorporate into program curriculums. A sample of 16 participants from a nursing organization, a teacher honor society, and participants from snowball sampling were selected for interviews. Using Microsoft Excel and NVivo software, data analysis identified common trends, patterns, and themes. Implementing IPE and CP in school nurse certification and K-12 teacher preparation programs can improve collaboration between school nurses and teachers and enhance learner academic and health outcomes. Resources for developing IPE and CP programs were identified for students, administrators, and faculty. The WHO framework and the results of this study are opportunities to improve student success significantly by establishing interdepartmental interprofessional education and courses to certify school nurses and prepare K-12 teachers.
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    Public Health Education About Holistic Medicine Options and Proper Use: A Phenomenological Study
    (2023) Portugal, Lisa Marie
    Understanding health from a holistic perspective is a principle needed by the public. The problem is the public may not be aware of the comprehensive benefits related to holistic healthcare options and the proper use of various forms of holistic medical treatments, yet there is rising popularity amongst the public to use holistic remedies for health preventative measures and health problems. A lack of health knowledge can be harmful. The purpose of the qualitative phenomenological study was to understand the lived experiences of holistic healthcare practitioners related to how they educate and inform the public about various forms of holistic medicine options and proper use. A gap in the literature exists regarding barriers to public health education, the proper understanding of holistic medicine options, and individuals wanting and needing holistic healthcare education. Social cognitive theory and terrain theory were the theoretical frameworks. Research questions examined lived experiences of holistic practitioners regarding barriers to the public understanding holistic medicine. Using a phenomenological design with purposeful sampling, 15 practitioners were selected from 319,493 holistic practitioners in the United States. Data collection instruments were semi-structured interviews and written notes. Zoom conferencing interviews were transcribed via Otter.ai electronic speech-to-text and thematically analyzed using NVivo12 by QSR. Key findings revealed industry regulation by pharmaceutical corporations controlling information and creating disadvantages in public education. Recommendations indicated a need for increased holistic education, support for non-corporate holistic practitioners, interdisciplinary collaboration, personalized approaches, and private memberships.