Suchergebnisse

Part 1: Health promotion fundamentals -- Chapter 1: Influences on health -- Chapter 2: Health promotion theories and models -- Chapter 3: Communication in health settings -- Part 4: Effective communication -- Chapter 4: Ethics, risk and health promotion -- Chapter 5: Influencing factors and empowering decision-making -- Chapter 6: Components of effective communication -- Chapter 7: Understanding and using media in health promotion -- Chapter 8: Evaluation -- how to measure what works -- Part 3: Global health into the future -- Chapter 9: Health promotion needs and challenges -- Chapter 10: Global case studies.

AbstractThis paper explores the range of initiatives offered across Australia to support the attraction, retention and progression of girls and women to science, technology, engineering and mathematics (STEM) studies and careers. A mapping exercise, conducted by the author as part of the development of the Decadal Plan for Women in STEM for the Australian Academy of Science, provided an overview of 337 programmes and initiatives offered nationally, the majority of which were university scholarships. Academia, industry and government are the main providers of these initiatives, with collaborations common between all the different stakeholder groups identified. Of all the initiatives mapped, only seven had publicly facing evaluation data, of which one went beyond self‐reports of satisfaction and enjoyment. The myriad initiatives show a concerted effort to engage girls and women in STEM, but the absence of any meaningful evidence of impact means we simply do not know whether these initiatives are benefiting girls and women and achieving the desired policy outcomes or not.

Background: The rate of notifications of sexually transmissible infections (STIs) in Australians has increased dramatically, especially in those aged 16–30 years. This age bracket, typical of university students, is the most likely to report multiple sexual partners in the previous year. Individuals who have sex with multiple partners in a year have a significantly increased chance of contracting an STI, making them an important audience for sexual health promotion. This study aimed to determine how university sexual health promotion events can better reach this higher-risk subset of the population. Methods: Two anonymous cross-sectional surveys were used to understand current and ideal sexual health promotion events through the perspectives of student leaders (n = 62) and general university students (n = 502). Results: Students who had more than one sexual partner in the previous year (the higher-risk group) made up 22.7% of the students sampled. Higher-risk students differed substantially from lower-risk students in terms of preferred event types, incentives and topics to be covered, often prioritising those rarely used in current university sexual health events. Conclusion: While current university sexual health events include some features that align with student priorities, elements beyond sexual health information, such as social activity, alcohol incentives and on-site sexual health testing, can be helpful tools to attract students with higher numbers of sexual partners. ; This research was supported by an Australian Government Research Training Program (RTP) Scholarship

Engaging public audiences with population health science necessarily requires a society level perspective; however, many existing communication strategies and programs tend to focus at the individual level. This paper describes a novel approach to engaging community members with the social determinants of health outcomes using an interactive exhibit within a science centre. The exhibit was capable of supporting understanding about social determinants of health in adults and children under the age of 15 within an average three-minute interaction. The presence of a facilitator who guided and supported discussions about the exhibit and its concepts with the visitors was also key to sustaining visitor engagement. These exploratory findings suggest the use of informal learning settings, such as science centres and museums, may provide a means to communicate population health and improve discourse about public health policy. ; The work was funded by the National Health and Medical Research Council of Australia (NHMRC) through its Partnership Centre grant scheme [grant number GNT9100001]. NSW Health, ACT Health, the Australian Government Department of Health, the Hospitals Contribution Fund of Australia, and the HCF Research Foundation have contributed funds to support this work as part of the NHMRC Partnership Centre grant scheme.

This paper discusses Australia's oldest and largest undergraduate science communication program: that offered at the Centre for the Public Awareness of Science at the Australian National University. We outline the history of the program, and explain the pedagogy that drove its development. In particular, we address the assessment of student learning, which focuses on 'real-world' tasks. The four main assessment approaches discussed are 1) online blogs and opinion pieces; 2) a student conference, 3) research publication, and 4) work-integrated learning. These assessment approaches specifically target skills required by graduates to achieve both within the university and professionally. The different approaches require students to employ diverse communication techniques and strategies appropriate to their chosen audience. Students also gain practical experience outside of the university context, allowing them to recognise the relevance of their studies within an industry, private or government environment. Although these assessment practices are embedded in a specific science communication curriculum, we suggest that they can be incorporated within any science discipline major.

This paper discusses Australia's oldest and largest undergraduate science communication program: that offered at the Centre for the Public Awareness of Science at the Australian National University. We outline the history of the program, and explain the pedagogy that drove its development. In particular, we address the assessment of student learning, which focuses on 'real-world' tasks. The four main assessment approaches discussed are 1) online blogs and opinion pieces; 2) a student conference, 3) research publication, and 4) work-integrated learning. These assessment approaches specifically target skills required by graduates to achieve both within the university and professionally. The different approaches require students to employ diverse communication techniques and strategies appropriate to their chosen audience. Students also gain practical experience outside of the university context, allowing them to recognise the relevance of their studies within an industry, private or government environment. Although these assessment practices are embedded in a specific science communication curriculum, we suggest that they can be incorporated within any science discipline major.