Background In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process. Methods The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Results Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). Conclusions To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines.

Background The COVID-19 pandemic has resulted in unprecedented disruptions, restrictions, and concerns about physical and mental health. Emerging adulthood, including the first year of college, is associated with declines in healthy eating and physical activity, as well as possible heightened distress. The impact of COVID-19 may exacerbate these concerns. Purpose The purpose of this study was to examine changes in health behaviors and perceived stress in emerging adults over the first year of college and to determine whether prepandemic health behaviors were protective for mental health and stress during the initial changes after the COVID-19 pandemic. Methods First-year college students (N = 234, 58.6% female) completed three surveys during their first year of school, the third being after the onset of COVID-19 and during a stay-at-home order. At Time 3, we also assessed symptoms of anxiety and depression. Results Using linear mixed modeling, sedentary time increased and physical activity decreased over time, but 20%–35% of students reported improvements in these behaviors. Dietary changes appeared mixed, with some improvements noted early during COVID-19. Perceived stress increased over time. Multiple regression indicated that of the health behaviors examined for protective effects on mental health and stress during the pandemic, only diet quality emerged as a significant predictor. Conclusions Although notable declines in some health habits were observed over time, including following COVID-19 disruptions, some students reported improved health behaviors. Efforts should be directed at identifying and intervening with students most at risk for poor functioning.

The purpose of this study was to evaluate a teen parent program designed to increase parents' self‐esteem, improve parenting skills, and increase parental knowledge about child development. Subjects (n= 30) in the program were referred from public health services. Control subjects (n= 30) were served by a local health department. Subjects were tested before and on completion of the program (or 6‐9 months later for controls) using the Coopersmith Self‐Esteem Inventory (SEI), the Inventory of Parents' Experiences (IPE), and the Denver Developmental Screening Test (DDST). Findings included (a) intervention subjects scored lower than control subjects on the pretesting in self‐esteem (p < 0.05), parental role satisfaction (p < 0.05), and community support (p < 0.0001); (b) control subjects scored lower on satisfaction with intimate relationships (p < 0.0001); (c) at post‐test, there were no statistically significant differences, and intervention subjects recorded self‐esteem scores had increased to control levels; and (d) no developmental delays were detected in newborns at either pre‐ or post‐testing. Implications of this study include (a) data support effectiveness of the program in enhancing self‐esteem, maintaining satisfaction in parental role, and increasing community support for teen parents; and (b) evaluation of teen parent programs' effects should be done every 3‐6 months to reduce subject attrition.

The purpose of this study was to assess changes in parenting attitudes among high school students as an effect of a child abuse prevention unit taught in a required health class. Attitudes were measured using the Adult-Adolescent Parenting Inventory (AAPI), which was administered as a pretest-posttest. This was a primary prevention approach targeting students before they become parents. The unit consisted of an overview of child abuse, normal developmental expectations of children, anger management, and positive parenting techniques. Students from 4 schools participated in the study, and most students in the sample (N = 585) demonstrated healthy parenting attitudes. Low scores on multiple scales at pretest were recorded for 3.6% of the sample. Effect of intervention was measured using paired t tests, and a positive and statistically significant effect of intervention was noted, especially in 2 of 4 schools. Low-scoring students increased scores significantly although not up to mean pretest levels for the whole sample. Recommendations for further community health nursing research and educational initiatives are supported by these findings.

We investigated how different types of feedback in multiple-choice testing influence long-term retention. Participants completed an initial multiple-choice test on general-knowledge questions. Then, they were randomly placed into one of the following four conditions: feedback displaying the original question and four alternative options including the correct answer (Feedback 1); feedback displaying the original question and the correct answer (Feedback 2); feedback displaying only the correct answer (Feedback 3); and no feedback (Control). On the final test two days later, participants in the feedback conditions showed improved retention-even participants who received Feedback 3 outperformed the control group, regardless of whether feedback followed correct or incorrect responses. There was no difference between the feedback conditions when feedback followed correct responses, but Feedback 1 was superior to Feedback 3 when feedback followed incorrect responses. The function of feedback in multiple-choice testing is to maintain correct responses and to correct erroneous responses.