Using self-reported data from children at age 10–11 years in 2008 and at age 12–13 years in 2010 ( n = 113), this study examines bedtime habits, parental permissiveness about television viewing and the most-viewed television programmes. Later bedtimes (both during the week and at the weekend) were reported in 2010 and were related to reported parental permission to watch television freely. Parental attitudes towards television viewing were reported as having become more permissive over time. The Finnish soap opera Salatut elämät and the American animated sitcom The Simpsons were the most popular programmes. The findings are discussed in relation to health.
Purpose This study aims to explore the perceptions of quality of life among older Thai adults with hypertension.
Design/methodology/approach A descriptive qualitative design was used. Semistructured interviews were conducted with 40 older adults. Thematic analysis was used to analyze the data.
Findings The analyses were divided into six major themes: happiness in life; health and functionality; activity in social relationships; religion anchor; autonomy to manage their own life; and security in finances and environment.
Practical implications The findings can guide health care professionals and policymakers when planning and implementing interventions and policies for improving the quality of life of older adults, particularly that of rural older adults with low incomes.
Originality/value The findings showed minor differences between urban and rural older adults in financial security, where the rural participants expressed greater financial insecurity than the urban counterparts. However, no other major differences emerged.
This study undertaken as part of the project AHIC (Addressing Challenging Health Inequalities of Children and Youth between two Karelias 2013-2014), aimed to explore the interaction between home and school from a cross-cultural perspective. The study sample comprised 60 parents and 18 teachers from two schools in North Karelia, Finland, and 154 parents and 51 teachers from two schools in the Republic of Karelia, Russia, in May 2013 using questionnaires. The results indicated that teachers on both sides of the border had quite similar views about the interaction between home and school. Parents' views, instead, differed more between the countries, since Finnish parents viewed the characteristics of home-school collaboration more positively than Russian parents did. Comparisons within the countries reveal that parents and teachers in both countries held several contradictory views about home-school collaboration, mainly in the areas of communication and parents' participation (Finland), and in the areas of parents' role and participation in the school community (Russia). The findings underline that in-service training for teachers is recommended to help them recognise the different characteristics for efficient home-school collaboration and include them into their everyday work. School procedures involving parents in the school community needs to be clarified.
Abstract
Purpose Early detection and timely treatment of child psychiatric problems require multi-professional collaboration and interaction between primary and specialized health care. The "eHealth Services for Child and Adolescent Psychiatry (eCAP), 2015-2018" project aims at improving child psychiatric services in peripheral areas by developing eHealth tools facilitating better cooperation between professionals working with children with mental health problems.
Methods The online booking system allows the primary healthcare professionals in Pohjois-Savo region to book a video conference (VC) with experts in child psychiatry for consultation, supervision or follow-up of care. Background information gathered from the parents, teacher and the child by online forms helps the consult to prepare for the meeting, which can be carried out on computer, laptop, table or smartphone. The developed services will be evaluated based on the log data and user experiences from the pilot phase.
Results The services will improve the quality, availability and cost-effectiveness of child psychiatric outpatient services in the region. Increased multi-professional collaboration among professionals will support preventive work, early identification and treatment in natural developmental environments of children. The travel needs for families are expected to decrease.
Conclusions eHealth can help to meet the global challenge of providing sufficient, timely child psychiatric services in remote, sparsely populated areas with limited resources, but information security and compatibility of different technical applications require innovative solutions. Furthermore, the people-related factors are crucial in introducing a sustainable change: the users must understand the benefits and receive training to adopt the new tools and routines for their work.
Purpose The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools. Design/methodology/approach The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement. Findings The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action. Originality/value The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept. ; published version ; peerReviewed
The purpose of this pilot study was to explore connection of an educational intervention on the competence of health care educators and educator candidates (n=11) in digital pedagogy as a part of national TerOpe project. An educational intervention, Basics of Digital Pedagogy was developed by the TerOpe project's experts. The participating educators and educator candidates of the educational intervention were recruited from the universities and university of applied sciences, which were involved in TerOpe project. All the participants of the educational interventions were invited to take part in this study. The educational intervention was conducted during spring 2019. Pre- and post-tests were implemented digitally by using an Educators' and Educator Candidates' Competence in Digital Pedagogy self-assessment instrument (OODI), which was developed for this study. The OODI includes 32 items divided in six digital competence areas professional engagement, digital resources, teaching and learning, assessment, empowering learners and facilitating learners' digital competence. The data was analysed statistically. The self-assessed level of overall competence in digital pedagogy and competence in all competence areas of digital pedagogy increased statistically significantly during the intervention. The educational intervention used in this study seems to increase educators' self-assessed competence in digital pedagogy. We recommend that all educators be encouraged to conduct continuous education on the basics of digital pedagogy.
Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence. ; peerReviewed
