Interdisciplinary Health Promotion Education for Low Income Older Adults

Cornely, Helen; Elfenbein, Pamela; Macias-Moriarity, Lilia Z.

doi:10.1097/00001416-200104000-00008

Cited by 4 publications

(2 citation statements)

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“…Primary Areas of Level of focus secondary impact focus* (Kirkpatrick hierarchy) Alsop (2007) Teaching 3,4 Beck and Barnes (2007) Teaching 3,4,5 Beer et al (2005) Learning environment 1,2,3 Bender and Randall (2005) Teaching 2,3,6 Bennett (2001) Teaching 3 Benson and Hansen (2007) Teaching 2,3,4,5 Block et al (2005) Student 1,2 Borcherding and Baldwin (2001) Student 1,2,4,6 Braveman et al (2001) Curriculum 1,3,4 Breines (2002) Curriculum 1,3 Carbonaro et al (2008) Teaching 2,3,4,5 1, 2a, 2b Carnduff (2005) Curriculum 1,5 Chapman et al (2006) Student 1,2,6 Chung 2001Teaching 2,3,5 1, 2a, 2b, 3 Ciaravino (2006) Teaching 3,5 Coolen et al 2004Student 1,2 2b Cooper and Spencer-Dawe (2006) Teaching 3 2a, 2b, 3 Cooper et al (2005) Curriculum 1,3,5,6 Cope 2001Teaching 2,3 Coppard and Dickerson 2007Curriculum Cornely et al (2001) Curriculum 1,3,4 Davys and Pope (2006) Teaching 2,3,4 Dieruf 2004Student 1,2 Donohue 2001Teaching 2,3,4,6 Emery and Kalscheur (2000) Teaching 2,3,5 Esdaile and Roth (2000) Teaching 2,3,5 Fidler (2001) Teaching 2,3,4,5 Fieldhouse (2008) Faculty 1,3,5 Foreman et al (2005) Student 1,2,4,5 Forwell et al (2001) Student 1,2,4,5 Friedland et al (2000) Curriculum 1,3,4,5 Furze et al (2008) Student 1,2,4 2a Gallew (2004) Learning environment 1,2,3,5,6 Gallew (2005) Teaching 2,3 Gifford (2001) Teaching 3 Gitlow and Flecky (2005) Teaching 2,3,4,5 Goldreich (2004) Teaching 2,3,4,5,6 …”

Section: Authormentioning

confidence: 99%

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

Hooper

King²,

Wood

et al. 2013

British Journal of Occupational Therapy

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Introduction: Scholars have long examined educational approaches and teaching methods in occupational therapy, producing a wide range of educational scholarship. Yet the scope of the scholarship has not been systematically categorised and described, leaving the field without a baseline and guide for its educational science.Method: A systematic mapping review identified topics, research designs, levels of impact and themes across educational scholarship. Through comprehensive database searches and inclusion and exclusion coding, 129 articles published between 2000 and 2009 were studied. Data were collected using a data extraction tool modified from Best Evidence Medical Education, entered into Microsoft Access and analysed using queries.Findings: Conceptual/descriptive papers (n = 76) represented the primary form of inquiry. Research papers (n = 53) used qualitative designs slightly more than quantitative or mixed methods. Educational interventions (n = 22) targeted students' skills, knowledge, attitudes and perceptions, but not their behaviours, organisational change or impact on clients. Prominent themes included integrative learning, learning paradigm, complexities of practice, student reasoning and calls for reforming occupational therapy education.Conclusion: Priorities for educational research include deepen and diversify studies of local learning situations, develop profession-specific conceptual frameworks for learning and measure outcomes beyond student views of the learning activity.

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Section: Authormentioning

confidence: 99%

An International Systematic Mapping Review of Educational Approaches and Teaching Methods in Occupational Therapy

Hooper

King²,

Wood

et al. 2013

British Journal of Occupational Therapy

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“…N ational health initiatives, such as "Healthy People 2010" (U.S. Department of Health and Human Services, 2000), have highlighted the importance of maintaining the health and function of well older adults through prevention of diseases and chronic illnesses (Belza & Baker, 2000;Haber, 2003;Miller, 2004). Multidisciplinary models of health promotion and disease prevention that address the complex health care needs and practices of older adults have been found to be effective among communitydwelling older adults (Buijs, Ross-Kerr, Cousins, & Wilson, 2003;Cornely, Elfenbein, & Macias-Moriarity, 2001;Huang, Chen, Yu, Chen, & Lin, 2002;Nunez, Armbruster, Phillips, & Gale, 2003;Parker, et al, 2002). According to Dossey and Guzzetta (2000), the most comprehensive health care model is the biopsycho-social-spiritual model.…”

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confidence: 99%

Self-Care Activities Captured Through Discussion Among Community-Dwelling Older Adults

Dunn

Riley-Doucet

2007

J Holist Nurs

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Four separate focus group sessions were conducted in the Detroit metropolitan area to invite vital elders to speak freely about their health, health problems, health practices, and how they maintain their bio-psycho-social and spiritual well-being. Twenty-eight participants were interviewed. The majority were African American, female, widowed, Protestant, and had achieved a high school or greater educational level. Field notes and taped interviews were transcribed for data analysis. Together, two raters completed data reduction and coding for theme identification and categorization. A holistic nursing model was used to guide the content analysis. Five themes were revealed that described the context of well-being for community-dwelling elders: faith ways, positive energy, support systems, wellness activities, and affirmative self-appraisal. Well-being depended on an awareness of how lifestyle impacted the physical, psychological, social, and spiritual health of each individual. This study lends credence to interventions aimed at promoting holistic health care for community-dwelling elders.

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