health and education project

Health and Education

Climate and social systems are profoundly connected, and those connections open up solutions that are often overlooked. Some initiatives, designed first and foremost to ensure fundamental human rights and foster equality, also have cascading long-term benefits for climate change. These include rights-based, voluntary family planning and high-quality, inclusive primary and secondary education. Family planning and education are not in themselves climate mitigation solutions. Rather, one outcome of family planning and education, slower global population growth, can contribute to reduced carbon emissions over time. It is important to note that family planning is only one part of a comprehensive suite of sexual and reproductive health services. Such services are embedded in the advancement of the human right to good health and universal health care, and work toward strengthening health systems.

How many people might call this planet home in 2050 or 2100? That will depend, in large part, on fertility rates and the headway we make on securing bodily autonomy and gender equality and advancing human well-being. When levels of education rise (in particular for girls and young women); knowledge of, access to, and use of contraception increase; and women’s political, social, and economic empowerment expand, fertility typically falls . Across the world and over time, this impacts population at a global level. Education, particularly around science, technology, engineering, mathematics, climate solutions, and sustainable consumption can help to strengthen the capacity of communities to support the growth of jobs centered on low-carbon technology and mitigate future emissions. 

Our model reflects changes in future population growth scenarios based on the UN’s 2019 population projections. Currently, we humans number 7.9 billion, and the UN estimates the human family will grow to between 9.4 billion and 10.1 billion in 2050 . While unsustainable consumption (particularly in high-income countries) and fossil fuel use remain the primary drivers of climate change, the number of people on our planet also matters and is a key variable in climate models.

It’s critical to note the vast disparities between emissions from high-income countries and those from low- and middle- income countries, and between the wealthiest individuals and those who have the least access to financial and other resources For example, just 10 percent of people globally generate almost half of consumption-related emissions, whereas the entire African continent has historically emitted less than four percent of global emissions .  

The topic of population also brings up a troubling, often racist, classist, and coercive, past. People’s choices about having children—whether, when, with whom, and how many —should be theirs alone. It is critical that human rights and full bodily autonomy are always centered, that gender equality is the aim, and that benefits to the planet are understood as positive ripple effects of access and agency.

In its 2019 report on world population prospects , the UN reiterated that the international community has committed to ensuring that all people have access to family planning, should they wish to use it, and the ability to decide whether and when to have children. Reducing unsustainable consumption and ensuring that all people have access to high-quality education and voluntary family planning are steps on the path to a more just and equitable future. Living up to those commitments will be a major determinant for which possible trajectory becomes our path forward.

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12 Grab & Go Projects for Health

• June 11, 2016

https://thehealthteacher.com/the-blue-zones-project/ * this post originally appeared on Choices.Scholastic.com

Many schools are shifting their curriculum to include project-based learning (PBL), but in the life of a teacher, project planning time is always tight.

As a head start, use any of these 12 ready-to-go projects and adapt them to your class as needed. Just click on the project title for a step-by-step outline.

1. The Blue Zones Project: Cultivating Healthier, Happier Student Lifestyles

Students research The Blue Zones, five areas of the world where people are most likely to live to be over 100. After learning about the healthy behaviors that lead to longevity, students set “Blue Zone” goals to implement within their homes and communities.

2. The Energy Bar Project: Part 1  &  Part 2

Students analyze food packaging health claims by making a trip to the grocery store, taste-testing energy bars, then creating and marketing their own healthy bars, complete with product boxes and a commercial. (This is a new project I tried this year, and my students absolutely loved it!)

3.  Exploring Dietary Guidelines Around the World (and at Home)

Let’s be real: The FDA’s new dietary guidelines are more confusing than ever. To learn to love real food, rather than fear food data, students will research dietary guidelines from around the world and create a set of guidelines for your school, using journalist  Michael Pollan’s Food Rules as an aid.

4.  A Nutrition PBL That Can Lead to Healthier School Lunch

After watching an inspirational documentary about a group of kids who bettered the lunch options in their school’s cafeteria, students work to make change in their own school with the help of an awesome advocacy kit from  DoSomething.org .

5. The Family Values Project

Family values play a key role in the decision-making process, and as teens gain more freedom, sticking to those values will help keep them safe from high-risk behaviors. In this project, students have a conversation with their parents to create a list of core values and a mission statement for their family.

6. The Alcohol Research Lab

Research on the impact of alcohol and the teenage brain is updated almost constantly. Rather than give the students the facts, let them find out for themselves as they dig up the latest details on the risks of underage drinking.

7. Teaching Kids About E-Cigarettes

Using resources provided as a launching point, students will create their own inquiry-based project to learn more about e-cigarettes.

8. An Advocacy Project to Help Kids Learn About the Benefits of Sleep

Today’s teens are horribly sleep deprived, and many of them don’t understand all of the ways that it’s negatively impacting their health. In this project, they’ll research the benefits of sleep and create an advocacy campaign to convince their classmates to get more shut-eye.

9. Stress Management for Teens

This unit plan ends on a positive note, with students making videos of their favorite healthy coping skills and stress busters. (This one is always a highlight for my sixth grade students.)

10. Positive Peer Pressure to Help Stop Bullying

Rather than take the anti-bullying angle, this project has students use a medium of their choice to encourage and support others via positive prevention methods.

11. Advocacy Through Art

In this cross-curricular project, health classes and art classes team up to create a public service announcement and a logo for an advocacy campaign of their conception.

12. Using Social Media to Teach Advocacy

So often we focus on the negative when talking to kids about social media, but in reality, they’re using social media to do amazing things to bring about positive social change. In this project, students find an advocacy group on social media that inspires them and present what they learned to the class.

Don’t have enough time to fit in a full project with your class? Team up with a colleague from another subject and check out these ideas for cross-curricular learning .

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Health Class Summer School Survival Kit

This post originally appeared on Choices.Scholastic.com My first experience as a health teacher was during summer school. I was only 24 years old, at the

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Hey 8th graders, Now that we’ve watched Fed Up, get ready to really analyze how the food industry is working to rope you in by checking

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Planning and Conducting Health Education for Community Members

Health education is any combination of learning experiences designed to help individuals and communities improve their environmental health literacy. The goals of health education are to increase awareness of local environmental conditions, potential exposures, and the impacts of exposures on individual and public health. Health education can also prepare community members to receive and better understand the findings of your public health work.

Some health education takes the form of shorter, one-on-one, or small group conversations with community members, state, territorial, local, and tribal (STLT) partners, and stakeholders. In the beginning of your public health work, you may need to constantly educate community members about exposure sources and exposure pathways –that is, how they may encounter harmful substances.

Later in your public health work, you may want to do a full community workshop or participate in existing community events to increase understanding about specific exposures related to the chemical of concern. Be sure to address how the harmful substance may be encountered, levels of exposure, and ways community members can prevent, reduce, or eliminate exposure. There may be other concerns that are not chemical-specific, such as environmental odors and community stress.

Health education is a professional discipline with unique graduate-level training and credentialing. Health educators are critical partners that advise in the development and implementation of health education programs. Public health work benefits from the skills that a health educator can provide. (See resource: What Is a Health Education Specialist? external icon ) If you don’t have this training, see what you can do to build your skills and improve your one-on-one and small group educational conversations. Health educators may also work with other public health professionals such as health communication specialists. Health communication specialists develop communication strategies to inform and influence individual and community decisions that enhance health.

• Assess individual and community needs for health education. (See activity: Developing a Community Profile )
• Ask community members about factors that directly or indirectly increase the degree of exposure to environmental contamination. Factors may include community members accessing a hazardous site or the presence of lead in house paint, soil, or water.
• Develop a health education plan.
• Listen for opportunities to provide health education throughout your community engagement work.

Despite nearby mines being shut down, a tribal nation continued to face risks of exposure to uranium and radon. To help the community better understand how to reduce the risk of exposure, a group of federal and tribal agencies developed a uranium education workshop. The agencies established a vision and a set of strategies to ensure the workshop was technically-sound and culturally appropriate.

The agencies ensured that they

• Offered the workshop in English and tribal languages,
• Developed materials at the average US reading level for broad accessibility,
• Invited all local tribal families to participate, and
• Piloted the workshop with three communities before finalizing the content.

Before the first pilot workshop, the agencies sought feedback on content, tone, and complexity from community health representatives from the tribe’s department of health. The community health representatives provided many suggestions to tailor the presentation for tribal community audiences.

The workshop content was further refined after each pilot presentation. Working with local professionals and offering workshops as pilot sessions enabled the agencies to tailor content to the needs, preferences, and beliefs of local community members.

CDC’s National Center for Environmental Health (NCEH) and ATSDR have many existing materials to help educate community members about specific chemicals. ATSDR’s Toxicological  Profiles and Tox FAQs provide a comprehensive summary and interpretation of available toxicological and epidemiological information on a substance. ATSDR’s Choose Safe Places for Early Care and Education Program  provides a framework and practices to make sure early care and education sites are located away from chemical hazards. Consider leveraging or adapting these resources, as well as the following chemical-specific websites and interventions, when developing health education activities for your community, such as

• NCEH’s Childhood Lead Poisoning Prevention Program Website
• ATSDR’s soilSHOP Toolkit —A toolkit to help people learn if their soil is contaminated with lead
• ATSDR’s Don’t Mess with Mercury  — Mercury spill prevention materials for schools

Per-and Polyfluoroalkyl Substances (PFAS):

• ATSDR’s PFAS Website

As noted above there may be other concerns that are not chemical-specific, such as environmental odors and community stress. Some helpful resources to address these concerns can be found here:

• ATSDR Environmental Odors
• ATSDR Community Stress Resource Center

Develop health education materials that are culturally appropriate, with community input.

Be aware that your health education messages may be received by the community differently than you intend. Consider testing your messages with community counterparts before you use them widely. Be aware of community beliefs about health and the environment, so that you can develop culturally appropriate health education materials. Your awareness will help you design, plan, and implement activities that are protective of health and respectful of community beliefs. (See callout box: Cultural Awareness )

Avoid stigmatizing (devaluing) communities living in “contaminated” areas [ ATSDR 2020 ].

• CDC Learning Connection  (CDC). A source for information about public health training.
• Characteristics of an Effective Health Education Curriculum  (CDC). A list of characteristics that you can use to develop an effective health education curriculum.
• Community Environmental Health Education Presentations  (ATSDR). A collection of presentations designed for health educators to use in face-to-face sessions with community members to increase environmental health literacy.
• Promoting Environmental Health in Communities (ATSDR). A guide that includes talking points, PowerPoint presentations, and covers the basic concepts of the environment, toxicology, and health.
• What is a Health Education Specialist? external icon (Society for Public Health Education – SOPHE): A description of a health education specialist including areas of responsibility and competency.

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Health education and global health: Practices, applications, and future research

Daliya s. rizvi.

Sindh Institute of Urology and Transplantation in Karachi, Pakistan

Health education is a crucial consideration in the healthcare system and has the potential to improve global health. Recently, researchers have expressed interest in streamlining health education, utilizing digital tools and flexible curriculums to make it more accessible, and expanding beyond disease and substance abuse prevention. They have also expressed interest in promoting global health through health and safety promotion programs. Amidst the COVID-19 pandemic, climate change, the refugee crisis, and overpopulation, healthcare crises are erupting all over the world. A lack of health education has and will continue to have a profound impact on community healthcare indicators, particularly in low-income nations. Current priorities within the health education sector include digitization, equity, and infectious disease prevention. Studies and data from university journals and other academic databases were analyzed in a literature review. Health education programs have a significant positive impact on attitudes and behaviors regarding global health. Improving upon these programs by digitizing them and expanding upon the scope of health education will help ensure that such interventions and programs make a significant difference.

Introduction

Health education is a social science that draws from a multitude of fields, often taking a biopsychosocial approach towards promoting health and preventing disease. It can encompass instruction in hygiene, reproductive health, nutrition, and more, and help address global healthcare crises by giving community members the tools necessary to engage in preventative care measures.

The majority of health education programs are school or organization based and are taught in standardized curriculums with the common goals of preventing substance abuse, the spread of disease, and premature pregnancy. However, recently, there has been a shift in health education towards a more creative and digital approach, and towards an expansion to mental health, preventative care, and more.

This paper discusses current health education program types and studies, along with the future of health education, up-and-coming methods for health promotion, and suggestions for future research within the field.

Materials and Methods

Studies and data from PubMed and Medline, as well as university journals and other academic databases, were analyzed in a literature review encompassing current innovations in health education. The criteria for the studies used were as follows: studies had to (1) be published in English; (2) focus on implementing health education programs and interventions or designing them; (3) be published in or after 1990 to ensure relevance; and (4) be relevant to emerging research in the field of health education. Findings were synthesized into suggestions for future studies in particularly pressing areas.

Past progress and the current situation

The positive impact of health education on physical and mental health is measurable. Meheba Refugee Settlement in Zambia was established in 1971 and hosts tens of thousands of refugees. In the early 2000s, the United Nations High Commissioner for Refugees (UNHCR) implemented a health education initiative in the camp with a focus on preventing the spread of HIV. The UNHCR volunteers engaged with the local community, provided refugees with resources, and taught them how to take advantage of what was available to them to prevent the spread of HIV. Participants were also encouraged to educate others about the dangers of HIV and help teach those around them about potential prevention strategies. These efforts reduced levels of HIV infection; now, the camp has far lower HIV infection rates than the surrounding areas of Zambia, proving the effectiveness of the program[ 1 ] . Similar results were observed in schoolchildren in Thailand who engaged in a health education program to prevent the instance of head lice[ 2 ] . Six schools were selected for participation in the study, and children (who were all females) were divided into control groups and intervention groups [ Figure 1 ]. Baseline data on the presence of head lice was collected. After two months, the intervention group had significantly higher scores on a KAP (knowledge, attitudes, and practice) test, and the percentage of those with pediculosis (caused by a lice infestation) decreased from 59% to 44%. The control group, however, experienced no significant changes.

Maatai women participate in a health education program created by the Unite the World with Africa Foundation, focused on sanitation, family planning, nutrition, HIV/AIDS, and more[ 3 ]

A recent study conducted by an epidemiologist at the Global Disease Detection and Response Program and supported by the United States Centers for Disease Control and Prevention (CDC) focused on studying the effects of a hand hygiene–based health education program on influenza and influenza-related disease rates among schoolchildren in Cairo, Egypt.[ 4 ] The control group of students did not receive a health education program. The intervention group received a program that consisted of hand-washing requirements and educational activities related to hygiene. The program was taught in a creative and engaging manner to hold the attention of students and educate them about the importance of preventative hand washing and general cleanliness to combat germs. At the end of the study, school absences caused by influenza were reduced by 50% in the intervention group when compared with the control group,[ 4 ] illustrating the effectiveness of a well-implemented health education program on community health.

Health education programs are beneficial for more than preventing the spread of disease. They can be used to maintain health, improve cognitive functioning, and increase healthy behaviors. In Iran, a study was conducted to determine the effects of a health education program on the overall health and glycemic control of patients with type 2 diabetes. The study found that all clinical measures and lifestyle factors that were evaluated improved in the health education group when compared with the control group.[ 5 ] These findings were crucial because they established that rehospitalizations and complications arising from chronic conditions were not necessarily hindrances for patients. Similar programs could reduce strain on the healthcare system and are discussed in detail below. Another study evaluated the effects of a health education program in improving the cognitive capabilities of elderly participants in a University of the Third Age (U3A) program. The study found that health education program participants had significantly improved their cognitive examination and memory domain scores when compared with control group participants.[ 6 ] These results suggest that health education can expand beyond its traditional uses. The use of cognitive health education to improve the cognitive functioning of older adults could be used to combat the adverse effects aging has on memory, fluid intelligence, learning, and problem-solving, which is extremely promising. Cognitive health education programs are an important consideration for future health education research.

The International Journal of Dental Hygiene published a 2017 study that described the efficacy of oral health education programs among varying age groups. After conducting a systematic review and meta-analysis of 11 studies on the subject, it was apparent that oral health education programs and interventions led to increases in dental visits and improvements in brushing and flossing. These effects were often observed in children but were also observed in adults.[ 7 ] It is clear that health education programs lead to an increase in knowledge and behavior alike, changing the perceptions and practices of patients. They can be used to increase healthy behaviors in even skeptical or reserved patients.

Health education programs can also be utilized to prevent chronic illnesses, improve overall population health, and reduce the burden conditions like obesity and osteoporosis can place on underfunded healthcare systems. A 2017 study researched the impact of a targeted health education program on the lifestyle habits of middle-aged women at risk of osteoporosis.[ 8 ] The study concluded that the women in the intervention group who received a health education program had increased levels of physical activity, an increased daily calcium intake, and increased levels of general knowledge of osteoporosis. Although the progress of the study participants was not tracked in the long term, it is plausible that these changes in lifestyle habits could have delayed or even prevented the onset of osteoporosis in some of these women. Engaging citizens with predispositions to such diseases using programs for diabetes, obesity, and even cancers could be extremely beneficial in both the short and long term.

A 2019 review analyzed studies focused on health education programs designed to promote maternal and child health.[ 9 ] The study focused on 23 articles on various educational methodologies or program designs and technologies. Educational programs focused on various topics, including breastfeeding and pediatric dentistry. The programs yielded an abundance of positive results, including increased confidence, increased birth weight and gestational age at birth, increased prenatal visits to ensure fetus health, and higher rates of safe behaviors during pregnancy (avoiding alcohol, nicotine, drugs, etc.). The review concluded that continued health education programs led to improved outcomes for both the mother and child.[ 9 ]

Poor menstrual hygiene, caused by period poverty, can lead to a variety of negative effects on one's physical health, including urinary tract infection (UTIs) and issues with the reproductive system (UNICEF). In areas where girls are already marginalized in schools, and where many young women skip classes when they menstruate, infections caused by unhygienic practices can take a significant toll on both a young woman's education and her daily life. Many poverty-stricken areas do not have resources such as transportation, pharmacies, and healthcare infrastructure, and home remedies can often be more harmful than helpful. Thus, eradicating dangerous practices like poor menstrual hygiene is imperative. In 2007, a study measured the impact of a community-based health education program on the menstrual hygiene practices of adolescent girls in India. The researchers found that the health education program increased awareness of menstruation and led to a 28% decrease in the unhygienic reuse of cloth and menstrual products,[ 10 ] which in turn improved the reproductive health of adolescent girls in 23 villages.

Health education has been associated with a reduction in risky behaviors and an increase in academic achievement.[ 11 ] Additionally, it can help change the attitudes citizens have towards infectious diseases. Between 2012 and 2013, a study conducted in Gansu, China, recorded differences in knowledge of the spread of infectious diseases between two groups of high school students.[ 12 ] Although education level, income, and gender also affected the results, education had the most significant impact. Those in the intervention group exhibited more cautious behaviors after a health education program.

Among older students, health education programs can improve sexual health and reduce instances of violence and the abuse of certain substances. Often, these programs can involve more than classroom instruction. Programs with multiple components, including parental and community involvement and changes in school policy,[ 13 ] can have a positive effect on sexual safety, nicotine abuse, and bullying in school. Evidence suggests that when compared to other measures such as anti-smoking policies and a targeted approach towards 'at-risk’ students, school-based health interventions and education programs have a greater positive impact on student health.[ 13 ] Similarly, a Japanese study with the goal of measuring the effect of a comprehensive alcohol-focused health education program on alcohol abuse among junior college students found that the program reduced instances of alcohol abuse among the primarily female study group, despite limitations to the research.[ 14 ] Combating risky behaviors through education rather than the systematic targeting of students who are perceived to be at risk is a more beneficial approach.

At times, health education programs can encompass education in nutrition, particularly in areas where it is difficult to control one's meals and readily obtain foods that provide the variety and nutrition that characterizes a healthy diet. Exploring the impact of health education on food sourcing behaviors is a key step when determining how to best combat the obesity epidemic through the people suffering from it. A 2015 study measured the effects of a nutritional health education program on the knowledge and behavior of primary school students regarding nutrition in two low-income counties in China.[ 15 ] Students in the intervention group had increased behavior and knowledge scores, suggesting that the health education program had an impact on the way they approached food and food safety. Attitude scores, however, stayed relatively consistent.[ 15 ] In Spain, researchers found that physical activity and nutrition education programs yielded positive results and increased acquisition of healthy behaviors.[ 16 ]

Evidence has suggested that health education can become a vital aspect of therapy and recovery for patients with physical and mental conditions. A review examining the effects of health education programs on treatment outcomes in patients with heart failure analyzed several studies on the subject.[ 17 ] The studies that were analyzed measured a variety of variables, including the impact of health education on the quality of life of the patient, the patient's knowledge of their disease, the patient's level of self-care, and the patient's adherence to any pharmaceutical prescriptions recommended by their physician.[ 17 ] Data suggests that health education increased patient knowledge about heart failure, and had a significant impact on the patient's adherence to medications.[ 17 ] This suggests that health education programs could be used further to influence lifestyle changes in patients suffering from chronic illnesses. These programs would reduce rehospitalizations and patient health, thereby preserving healthcare resources.

The world is also currently facing a mental health crisis, with levels of anxiety and depression skyrocketing among groups of all ages, and particularly among young people.[ 18 ] Mental health awareness and education programs have the potential to reduce the stigma around mental illnesses and improve the overall mental health of students. Health education programs can also reduce risk factors of mental illnesses. For example, they have been utilized to combat drug addiction[ 19 ] and teen pregnancy: factors with a significant impact on the mental health of young adults. Although many of these programs are in their early stages, they could have a positive impact on the mental and physical health of young people by reducing stigma and rates of anxiety and depression.

Modern students live in a technological era in which cell phones, tablets, computers, and video games are core elements of daily life.[ 20 ] Thus, it is necessary to digitize programs that focus on student mental health and wellbeing. Digital programs and educational games could increase student health by presenting material in a more engaging, relatable, and convenient way. A 2019 review evaluated the impact of digital mental health interventions (internet resources and apps focused on educating users about mental health maintenance) on the psychological wellbeing of college students.[ 21 ] The review analyzed approximately 89 studies and recorded a common trend of improvement in symptoms of anxiety and depression, as well as improvement in the overall mental health among students. However, researchers noted that more rigorous studies were needed to fully measure the impact of these programs.[ 21 ] Making digital health education programs free and widely available is necessary. Ensuring that these programs meet established standards and are scientifically accurate is a significant challenge that must be met with extensive research.

The shift towards digitized health education has given rise to methods intended to educate students more creatively. Researchers designed a sexual health education game-based program for adolescents. The goal of the program was to combat unhealthy sexual behaviors, educate young people about safety and prevention practices, and encourage young people to discuss sexual health matters.[ 22 ] The game program was anonymous, allowing students to learn topics without fear of social pressures or stigma.[ 22 ] Programs like this emphasize learning through interactive activities and educate students free from the biases and reservations that traditional sex education teachers may have. They can also be utilized in areas where levels of STIs (the most common being HIV and chlamydia) are high to educate adolescents about safe practices.

The path forward: Suggestions for future work in health education and health promotion

Many educational institutions have implemented education and prevention programs for students that are intended to curb the usage of drugs and alcohol. Although similar programs focused on nicotine have been successful, programs that target 'at-risk’ students and focus on drugs have largely been unsuccessful. Genetics play a large role in the susceptibility of many to drug and alcohol abuse. Current health education programs do not account for this fact and are not tailored to each student's needs, background, and learning style. Research exploring the nuances of health education relating to the prevention of substance abuse is necessary.

Health education can play a major role in reducing stigma around conditions such as mental illness and AIDS, thereby reducing reservations among patients who avoid seeking care due to the judgment they could face from their peers. Research on widespread health education campaigns has occurred; however, their efficacy must be further investigated. Navigating cultural and social barriers could serve as significant challenges for such programs; thus, prevention strategies must be researched as well. The implementation of stigma reduction programs would likely improve the standard of care for marginalized patients, thus positively impacting global health.

There are multiple health education models that must also be taken into consideration. Thus far, the rational model is the most promoted of the available models. Focusing on presenting unbiased information, this model is based on the belief that becoming educated on a subject will change a person's behavior. However, this is not always the case. The health belief model emphasizes the fact that people often make irrational decisions when it comes to their healthcare, regardless of the educational resources available to them; many prefer to live in blissful ignorance rather than face the fact that one has a terminal illness. Hypochondria, low self-efficacy, and perceived obstacles can serve as barriers to healthcare. The extended parallel processing model takes a more biased and emotionally charged approach to health education in order to strongly persuade people to take charge of their own health and practice better prevention strategies. These theories are crucial for the development of a health education program that balances science and education, with successful management of the often erratic and unpredictable behavior of patients. Future studies must consider which combination between the available models is the most effective, both in the short and long term.[ 23 ]

Behavioral theories have been helpful to psychologists and sociologists when determining the best methods of education and persuasion for the general public. Social learning theory describes the idea that people are disproportionately impacted by their environments. This is crucial to note; health education programs must vary depending on the area and the cultural background of the people partaking in the program. Different strategies will work in different populations, and future studies must take this into account.[ 24 ]

Currently, citizens with disabilities (physical and intellectual alike) are discriminated against in the workforce. In fact, the unemployment rate for those with disabilities is over two times that of those without disabilities.[ 25 ] Health education programs can be utilized for sensitivity and diversity training in various corporations to emphasize the importance of reducing discrimination against potential employees with disabilities. Establishing mandatory programs focused on educating company employees about common disabilities such as autism and Down's Syndrome, for example, could increase levels of understanding and empathy, and lead to a more inclusive work environment. Studies have repeatedly correlated employment and reemployment with better physical health.[ 26 ] Those who are employed have higher levels of security and better mental health because of the lack of stress caused by financial instability. Thus, employing more citizens with disabilities would likely have a positive impact on global health by increasing the physical and mental well-being of a marginalized population.[ 27 ]

The United States and other nations are suffering from epidemics of obesity, heart disease, cancers, and diabetes. The onset of such diseases can be prevented by a reduction in inflammation and the maintenance of a healthy bodyweight and diet, along with stress management techniques. These lifestyle factors can be instilled into students at a young age, thereby vastly improving global health. Currently, most school-based health education programs are limited to substance abuse prevention and family life education or sex education. Health education programs in mindfulness, nutrition, and effective exercise routines can help improve the overall health of student populations. Current literature has suggested that theory-based interventions could reduce the risk of those who are predisposed to cardiovascular diseases.[ 27 ] Because such programs have not been implemented in most public-school systems, research into the nuances and standardization of this type of curriculum is crucial.

Health education programs must be used to empower patients to make their own decisions about their healthcare. Thus, tailoring programs according to the type of intervention and end goal is necessary, as differing program formats can yield different outcomes.[ 28 ] The same is true for the type of theory used.[ 29 ]

This study conducted a systematic search of PubMed and Medline databases to identify 42 studies that were published after 1990 in English, and that focused on implementing novel health education programs. Priority was given to studies that had digital components, focused on cognitive science, or focused on rehabilitation and recovery rather than disease prevention (although some studies discussed also focused on disease prevention). Many of the studies used were discussed in an in-depth literature review, and findings were synthesized into suggestions for future work to streamline, modernize, and greatly improve health education practices.

This study is novel as it evaluates varying types of health education programs as they relate to health promotion beyond the widely known scope of health education. By discussing the relation of health education to mental health, cognitive functioning, digital healthcare, and supplemental care, this study places an emphasis on future research and discovery and provides valuable insights into a rapidly approaching era of health education rather than simply summarizing what is already known. Additionally, this study provides concrete, implementable suggestions for future research into a variety of aspects in health education.

Despite this, the study also has its limitations. There is a lack of adequate research regarding the potential cognitive benefits of health education programs, as the concept is relatively new. Additionally, relevant research studies may have been omitted from the paper as a result of gaps in literature-searching practices.

Health education programs and advocates can help change the way we approach healthcare by championing preventative care to minimize the risk of chronic illnesses, outpatient care, and infections. They can also help reverse some of the negative effects associated with addiction and aging. Digitizing programs and utilizing flexible curriculums is particularly beneficial. As the world recovers from the COVID-19 pandemic and the current healthcare system is reevaluated, health education programs are a crucial consideration that can have a tremendous positive impact on the lives of citizens around the world.

Ethical approval

Financial support and sponsorship, conflicts of interest.

The author declares no conflict of interest.

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Home » Blog » List of Interesting Health and Physical Education Project Topics & Ideas for Beginners

List of Interesting Health and Physical Education Project Topics & Ideas for Beginners

Health and physical education project topics & ideas.

Health and Physical Education — We have developed a compelling list of interesting Health and Physical Education research project topics. These topics, when adequately executed, are guaranteed to get you a good grade in your final year project.

1. Patterns of Health-Related Work-Family Conflict and Intervention Strategies among Commercial Bank Employees in Enugu State.

2. Knowledge, Attitude and Practice Regarding Food and Personal Hygiene among Restaurant Food Handlers in Bauchi Local Government Area, Bauchi State.

3. Demographic Determinants of Risky Sexual Behaviour among In-School Adolescents in Wukari Local Government Area, Taraba State Nigeria.

4. Socio-Demographic Correlates and Preventive Measures of Elder Abuse in Imo East Senatorial District of Imo State.

5. Prevalence and Preventive Measures for Gestational Diabetes among Childbearing Mothers in Owerri North Local Government Area of Imo State.

6. Stress Management Practices and Sources among Academic Staff of Tertiary Institutions in Adamawa State.

7. Morbidity and Mortality Prevalence of Six Killer Diseases Among Fewer than Five Children in Enugu East Local Government Area of Enugu State.

8. Maternal Perception Of Gastrointestinal Problems Arising From Complementary Feeding Of Children In Owerri West Local Government Area Of Imo State, Nigeria.

9. Knowledge and Practice of Safe Motherhood Initiative Among Childbearing Mothers Attending Mch Clinics in Nsukka Health District.

10. Extent of Drug Abuse Among Secondary School Students in Ezza North LGA., Ebonyi State.

11. Tobacco Use Knowledge, Attitude and Practice Among Students in Tertiary Institutions in Kogi State, Nigeria.

12. Socio-Demographic Correlates of Stigmatization of Psychiatric Patients Among Health Care Workers in Neuropsychiatric Hospital, Enugu.

13. Availability and Strategies for Improving Resources for Inclusion of Students with Special Needs in Secondary Schools in Enugu State.

14. Nutritional Status of Primary School Children in Enugu South Local Government Area, Enugu State.

15. Prevalence of Pregnancy-Related Illnesses of Women Attending Antenatal Clinic at Owerri West Local Government Area of Imo State.

16. Health Needs and Health Problems of Child Bearing Women in Ayamelum LGA of Anambra.

17. Community Involvement in Health Care Programmes in Umunze Orumba South Local Government Area Anambra State.

18. Perceived Influence of Electronic Media on Sports Development in Anambra State, Nigeria.

19. Knowledge of Hypertension among Adults in Owerri Senatorial zone of Imo state, Nigeria.

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Health promotion

“Health promotion is the process of enabling people to increase control over, and to improve their health.” Health Promotion Glossary, 1998

 A brief history of Health Promotion

The first International Conference on Health Promotion was held in Ottawa in 1986, and was primarily a response to growing expectations for a new public health movement around the world. It launched a series of actions among international organizations, national governments and local communities to achieve the goal of "Health For All" by the year 2000 and beyond. The basic strategies for health promotion identified in the Ottawa Charter were: advocate (to boost the factors which encourage health), enable (allowing all people to achieve health equity) and mediate (through collaboration across all sectors).

Since then, the WHO Global Health Promotion Conferences have established and developed the global principles and action areas for health promotion. Most recently, the 9th global conference (Shanghai 2016), titled ‘Promoting health in the Sustainable Development Goals: Health for all and all for health’, highlighted the critical links between promoting health and the 2030 Agenda for Sustainable Development. Whilst calling for bold political interventions to accelerate country action on the SDGs, the Shanghai Declaration provides a framework through which governments can utilize the transformational potential of health promotion.

Promoting Healthier Populations 

 The Sustainable Development Goals (SDGs) provides a bold and ambitious agenda for the future. WHO is committed to helping the world meet the SDGs by championing health across all the goals. WHO’s core mission is to promote health, alongside keeping the world safe and serving the vulnerable. Beyond fighting disease, we will work to ensure healthy lives and promote well-being for all at all ages, leaving no-one behind.

Our target is 1 billion more people enjoying better health and well-being by 2023. 

• Good Governance

Strengthen governance and policies to make healthy choices accessible and affordable to all, and create sustainable systems that make whole-of-society collaboration real. This approach is based on the rationale that health is determined by multiple factors outside the direct control of the health sector (e.g. education, income, and individual living conditions) and that decisions made in other sectors can affect the health of individuals and shape patterns of disease distribution and mortality.

• Health Literacy

Improving health literacy in populations provides the foundation on which citizens are enabled to play an active role in improving their own health, engage successfully with community action for health, and push governments to meet their responsibilities in addressing health and health equity.

• Healthy Settings

The settings approach has roots in the WHO Health for All strategy and, more specifically, the Ottawa Charter for Health Promotion. Healthy Settings key principles include community participation, partnership, empowerment and equity. The Healthy Cities programme is the best-known example of a successful Healthy Settings programme.

• Social mobilization

Bringing together all societal and personal influences to raise awareness of and demand for health care, assist in the delivery of resources and services, and cultivate sustainable individual and community involvement.

• What is health promotion?
• Initiative on urban governance for health and well-being
• Achieving well-being: a draft global framework for integrating well-being into public health utilizing a health promotion approach (WHA 76/A76/7 Add.2)
• Well-being and health promotion (WHA75.19)
• Contributing to social and economic development: sustainable action across sectors to improve health and health equity (WHA 67)
• Reducing health inequities through action on the social determinants of health (WHA 62.14)
• Contributing to social and economic development: sustainable action across sectors to improve health and health equity (follow-up of the 8th Global Conference on Health Promotion) (EB134)
• Health Promotion  

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Top 100 Public Health Project Topics [Revised]

• Post author By admin
• May 15, 2024

Public health is all about ensuring that everyone has the opportunity to live a healthy life. It’s not just about treating diseases but preventing them and promoting well-being across communities. Public health projects are really important because they help make people healthier. They look at different parts of health and come up with ways to make sure everyone stays well. In this blog, we’ll delve into some fascinating public health project topics that are making a real difference in communities around the world.

Table of Contents

What Is An Example Of Public Health Research?

An example of public health research could be a study investigating the effectiveness of a community-based intervention program aimed at reducing childhood obesity rates through dietary education and increased physical activity. This research would involve collecting data on participants’ eating habits, physical activity levels, and weight changes over time to assess the program’s impact on improving overall health outcomes within the community.

What Are The Biggest Public Health Issues?

The biggest public health issues can vary depending on factors like geographic location, socioeconomic status, and cultural influences. However, some global public health issues that consistently rank among the most significant include:

• Infectious Diseases: Sicknesses like HIV/AIDS, malaria, and tuberculosis, as well as new diseases, are big problems for everyone’s health.
• Non-communicable Diseases (NCDs): Health issues like heart disease, cancer, and diabetes are causing many deaths worldwide and are hard on healthcare systems.
• Mental Health: Feeling sad, worried, or using drugs affects a lot of people around the world. Sometimes, people have a hard time getting help because they’re embarrassed or can’t find it.
• Access to Healthcare: Some people have a tough time getting medical help when they need it, especially in places where there isn’t much money or where certain groups of people are left out.
• Environmental Health: Pollution, climate change, and not having clean water or good bathrooms make people sick with breathing problems, diseases, and not getting enough to eat.
• Maternal and Child Health: Pregnancy-related complications, neonatal disorders, and preventable childhood diseases continue to affect maternal and child health outcomes, particularly in resource-limited settings.

100 Public Health Project Topics: Category Wise

Epidemiology and disease control.

• Surveillance and control of infectious diseases in urban areas.
• Outbreak investigation of foodborne illnesses.
• Mapping the spread of vector-borne diseases like Zika virus.
• Infectious Diseases: Checking how well vaccination programs help lower how many people get sick.
• Antibiotic Resistance: Studying why some germs become stronger against medicine in places like hospitals.
• Health Disparities: Looking at why some groups of people get sicker than others and what causes it.
• Disease Outbreaks: Seeing if tracing who sick people were in contact with helps stop diseases from spreading.
• Aging and Diseases: Understanding why older people get certain illnesses more often.
• Wildlife Diseases: Keeping an eye on new sicknesses that animals might pass on to people.
• Social Distancing: Checking if staying far apart helps stop diseases from spreading during big outbreaks.
• Assessing the effectiveness of contactless health screening methods in preventing infectious disease spread.
• Analyzing the prevalence and risk factors of vaccine hesitancy in diverse communities.
• Studying the role of animal reservoirs in the transmission of zoonotic diseases to humans.
• Implementing targeted interventions to reduce healthcare-associated infections in hospitals.

Health Promotion and Education

• Developing a community-based smoking cessation program.
• Promoting physical activity and healthy lifestyles among adolescents.
• Educating pregnant women about the importance of prenatal care.
• Implementing nutrition education programs in schools.
• Designing workplace wellness initiatives to reduce stress.
• Creating mental health awareness campaigns for college students.
• Promoting safe driving habits and preventing accidents.
• Educating communities about the dangers of substance abuse.
• Implementing HIV/AIDS prevention programs in high-risk populations.
• Training community health workers to deliver health education in rural areas.
• Developing culturally tailored nutrition education programs for immigrant and refugee communities.
• Promoting mental health literacy and self-care practices among college students.
• Implementing peer-led sexual health education programs for adolescents.
• Designing multimedia campaigns to promote healthy behaviors during public health emergencies.
• Evaluating the impact of social media influencers on health-related attitudes and behaviors among youth.

Environmental Health

• Assessing air quality and its impact on respiratory health in urban neighborhoods.
• Implementing water purification systems in rural communities.
• Investigating the health effects of exposure to indoor air pollution.
• Monitoring and controlling lead exposure in drinking water.
• Promoting waste reduction and recycling programs in urban areas.
• Evaluating the health impacts of climate change on vulnerable populations.
• Implementing food safety regulations in local restaurants.
• Assessing the health risks of pesticide exposure in agricultural communities.
• Promoting sustainable transportation options to reduce air pollution.
• Investigating the health effects of noise pollution in urban environments.

Maternal and Child Health

• Implementing breastfeeding support programs in hospitals and communities.
• Improving access to prenatal care for underserved populations.
• Assessing the impact of early childhood education programs on health outcomes.
• Preventing mother-to-child transmission of HIV.
• Implementing childhood immunization campaigns in rural areas.
• Promoting safe sleep practices to reduce the risk of Sudden Infant Death Syndrome (SIDS).
• Investigating disparities in access to pediatric healthcare services.
• Addressing adolescent reproductive health issues through comprehensive education programs.
• Developing interventions to reduce infant mortality rates in developing countries.
• Promoting healthy eating habits and physical activity in schools to prevent childhood obesity.

Mental Health

• Setting up tests for mental health in doctors’ offices.
• Helping people with mental illness move from jail back to regular life.
• Spreading the word about mental health and making it okay to talk about at work.
• Starting programs to stop people from hurting themselves in schools and neighborhoods.
• Giving advice and help to people who have been through tough times.
• Addressing mental health needs among veterans and active-duty military personnel.
• Promoting resilience and coping skills in adolescents.
• Providing culturally sensitive mental health services for immigrant and refugee populations.
• Implementing peer support programs for individuals living with mental illness.
• Integrating mental health services into primary care settings to improve access and reduce disparities.

Occupational Health

• Assessing workplace hazards and implementing safety protocols.
• Promoting ergonomic workplace design to prevent musculoskeletal injuries.
• Investigating the health effects of shift work and irregular schedules.
• Implementing workplace wellness programs to reduce stress and promote healthy lifestyles.
• Addressing occupational health disparities among migrant workers.
• Evaluating the effectiveness of workplace smoking cessation programs.
• Promoting mental health awareness and resilience in high-stress occupations.
• Assessing the impact of technology on workplace health and safety.
• Investigating the health effects of exposure to hazardous chemicals in the workplace.
• Implementing workplace violence prevention programs in healthcare settings.

Healthcare Access and Equity

• Assessing barriers to healthcare access among underserved populations.
• Implementing telehealth services to improve access to care in rural areas.
• Promoting culturally competent care for diverse patient populations.
• Addressing healthcare disparities among racial and ethnic minorities.
• Evaluating the impact of health insurance coverage expansion on healthcare access.
• Implementing community health worker programs to improve access to care.
• Assessing the impact of transportation barriers on healthcare access.
• Promoting language access services for individuals with limited English proficiency.
• Addressing healthcare disparities among LGBTQ+ populations.
• Implementing mobile healthcare clinics to reach underserved communities.

Global Health

• Implementing vaccination campaigns to eradicate polio in endemic countries.
• Helping people in poor countries get enough food and avoid hunger.
• Making sure everyone has clean water and bathrooms in areas that don’t have them.
• Doing things to stop malaria in places where it’s common.
• Giving support to communities hit by big problems like floods or wars.
• Dealing with sicknesses that aren’t talked about much but affect a lot of people.
• Making sure moms and kids in places with few resources get good healthcare.
• Doing things to stop HIV and help people who have it in countries in Africa below the Sahara Desert.
• Addressing the global tobacco epidemic through tobacco control policies.
• Promoting access to essential medicines and vaccines in low-income countries.

Emerging Health Issues

• Developing pandemic preparedness plans for novel infectious diseases.
• Assessing the health impacts of climate change and implementing adaptation strategies.
• Investigating the health effects of emerging technologies, such as e-cigarettes.
• Addressing the opioid epidemic through prevention and treatment initiatives.
• Promoting antimicrobial stewardship to combat antibiotic resistance.
• Addressing the health impacts of social isolation and loneliness in aging populations.
• Investigating the health effects of screen time and digital media use.
• Promoting sleep health and addressing sleep disorders.
• Implementing interventions to address the health impacts of wildfire smoke exposure.
• Addressing the health impacts of emerging infectious diseases, such as COVID-19.

Public health projects cover a wide range of topics, all aimed at improving health outcomes and promoting well-being in communities.

From epidemiology to environmental health to mental health, these public health project topics are making a real difference in the lives of people around the world.

By addressing the root causes of health problems and implementing evidence-based interventions, public health practitioners are helping to create healthier, happier communities for everyone.

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Project AWARE

The purpose of the Project AWARE (Advancing Wellness and Resiliency in Education) program is to develop a sustainable infrastructure for school-based mental health programs and services. AWARE grantees build collaborative partnerships with the State Education Agency (SEA), Local Education Agency (LEA), Tribal Education Agency (TEA), the State Mental Health Agency (SMHA), community-based providers of behavioral health care services, school personnel, community organizations, families, and school-aged youth.

Grantees leverage partnerships to implement mental health-related promotion, awareness, prevention, intervention, and resilience activities to ensure that school-aged youth have access and are connected to appropriate and effective behavioral health services. With this program, SAMHSA aims to promote the healthy social and emotional development of school-aged youth and prevent youth violence in school settings.

The program has increased mental health literacy among the schools and communities, removed barriers to find care, and ensured cultural relevance for all school programs. With the continuous support from SAMHSA, Project AWARE proceeds to focus on improving school climate and trauma informed programming to improve the care for school-aged youth.

Current Grantees

• List of current AWARE grantees

Successes of AWARE from 2018 - 2023

• 2,661 organizations entered into formal written agreements to improve mental health-related practices, coordinate services, provide additional support, and strengthen partnerships
• 1,117 policy changes have occurred at the state and local levels to improve mental health related programs and services as a result of the grant
• 979,316 mental health professionals, first responders, teachers, school staff, administrators, families, community members and others have participated in mental health related trainings
• 351,414 students have been referred for mental health or related services

Point of Contact

Jennifer Treger, M.S., AWARE Program Coordinator,  [email protected] Nancy Kelly, M.S., Ed., Branch Chief, Mental Health Promotion Branch,  [email protected]

Health Education: Volume 120 Issue 1

Table of contents, predictors of mothers’ performance in daily use of five servings of fruit and vegetables by rural preschoolers: precede model application.

Using the PRECEDE model, the purpose of this paper is to determine the predictors of mothers’ performance in daily consumption of fruit and vegetables (FV) in rural preschoolers.

Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools

The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.

Mental fitness in higher education: Intervention Mapping programme design

Higher Education Institutions observe that many students are experiencing mental health issues, such as high levels of anxiety and stress. Young adults are recognised as a…

What do parents believe are the causes of their Type 1 diabetic child's condition?

This paper aims to investigate parents' beliefs about the causes of their child's Type 1 diabetes to understand if this affects the way diagnosis is processed and if this impacts…

Sexual and reproductive health in schools in Fiji: a qualitative study of teachers' perceptions

Teachers are a key to success for school-based sex health education programmes; however, they may not be able to consistently implement it due to a myriad of reasons. This study…

Community-based occupational health promotion programme: an initiative project for Indonesian agricultural farmers

Occupational health promotion programmes targeting the Indonesian agricultural farmers (AFs) are limited. This action research aimed to involve the AFs in the research and…

Food and cultural norms: rural mothers' selection of nutrition intake for their young children

This study aimed at exploring food related cultural norms that influence rural mothers' food selection for their primary school aged children (aged 4–7 years).

Malaria classroom corner: a school-based intervention to promote basic malaria awareness and common control practices among school-age children

This study assessed the effectiveness of malaria classroom corner (MCC), school-based intervention in the promotion of basic malaria awareness and common control practices among…

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A Three-in-one Project to Foster Human Capital Development in Burundi

WASHINGTON, July 30, 2024 — With a focus on nutrition, healthcare and education, a new World Bank-financed project will empower boys and girls through improved access to quality nutrition, healthcare, and basic education services in Burundi. The project is expected to benefit an estimated of 13.2 million people over the five years including 1.9 million refugees and host communities.

The project will significantly improve the supply and access to education and health services across the country, leading to better outcomes for children and contributing to a healthier, more educated workforce.

The project features cross-cutting interventions. These will leverage technology to strengthen the implementation and monitoring of project activities, promote citizen engagement, and adopt a multidimensional approach to closing the gender gap. Key activities will be jointly implemented by the health and education sectors, following principles of co-location (same settings), co-action (same course of action), and co-utilization (same tools). These initiatives will include best practices in early childhood development, health team interventions in schools, targeting vulnerable populations, and expanding and sustaining performance-based financing in education.

“ The project supports the government's development plans, aligns with global climate goals, and addresses the needs of underserved populations and vulnerable learners including refugees. By investing in human capital, the project will foster economic stability and social cohesion, driving long-term development and resilience in Burundi, ” says Hawa Wagué, World Bank Country Manager for Burundi . 

Additionally, the project will improve governance and management in the health and education sectors through technical assistance, resource pooling, and universal health coverage. The investment in education signals higher returns and better employment opportunities, with an additional year of schooling increasing income by 15 % and higher levels of education offering even greater economic returns. Education also strengthens societies by improving the next generation's human capital, empowering women, and potentially reducing fertility rates, thereby enabling greater investment in each child's health and education, leading to better human development outcomes in Burundi.

As a first human capital project with a record $227.6 million in funding for Burundi ($200 million in the form of an IDA grant and $27.6 in funding from Global Partnership for Education trust fund), the project will build on the achievements of recent years’ health and education projects.

* The World Bank’s International Development Association (IDA), established in 1960, helps the world’s low-income countries by providing grants and low to zero-interest loans for projects and programs that boost economic growth, reduce poverty, and improve people’s lives. IDA is one of the largest sources of assistance for its 75 client countries, 39 of which are in Africa. Since 1960, IDA has provided $552 billion to 115 countries. Annual commitments have averaged about $36 billion over the last three years (FY21-FY23), with about 75% going to Africa. Learn more online: https://ida.worldbank.org #IDAworks. 

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NIH Launches Community-Led Research Program to Advance Health Equity

Awards to community organizations will enable examination of structural drivers of health

September 28, 2023 • Press Release

The National Institutes of Health is funding a first-of-its-kind community-led research program to study ways to address the underlying structural factors within communities that affect health, such as access to safe spaces, healthy food, employment opportunities, transportation, and quality health care. Through the NIH Common Fund Community Partnerships to Advance Science for Society (ComPASS) program, NIH made 26 awards to community organizations and a coordinating center, totaling approximately $171 million over five years, pending the availability of funds. Through these awards, ComPASS will enable research into sustainable solutions that promote health equity to create lasting change in communities across the nation.

NIH is directly funding research projects led by community organizations. Leaders from the organizations will work in collaboration with their research partners at academic institutions and other organizations in all phases of the research process. ComPASS projects study social determinants of health — the social, physical, and economic conditions where people are born, grow, live, work, age, and play — that contribute to health inequities.

"The ComPASS research model harnesses diverse perspectives and expertise to examine systemic factors that impact the health of individuals, communities, and populations," said NIH Acting Director Lawrence Tabak, D.D.S., Ph.D. “We are excited to see how results from these awards exemplify the transformative power of community-driven research."

The projects  will examine underlying conditions and environments that influence health outcomes by enabling the development, implementation, and assessment of structural interventions. Structural interventions are meant to alter social determinants of health by changing factors that create differences in opportunities to achieve optimal health.

Each award will foster the design of strategies to improve health outcomes through innovative structural interventions to address community concerns, such as economic development, social and community context, neighborhood characteristics, health care access and quality, and nutrition and food environment. Community organizations and their research partners will work together to develop a structural intervention, launch it within their communities, and then assess whether the intervention improves health outcomes. Several examples of ComPASS-supported research projects, which focus on populations that experience health disparities  , include:

• Supporting access to healthy food in underserved rural communities through the delivery of food boxes to local stores and individuals, and facilitating local food harvesting, processing, and distribution in the community. The project will measure whether these interventions reduce hunger, improve diet quality, promote healthy weight, and protect people against chronic diseases such as diabetes and cardiovascular disease.
• Assessing whether early childcare strategies improve mental health for children and their parents and guardians. This project will develop and examine community strategies that increase access to public early childcare, education, and programming to support young children and families in areas with limited access to childcare.
• Enhancing access to health care through individualized travel information and resources along with a transportation stipend for health care and related trips. The project will assess whether improved transportation access can reduce emergency department readmissions and secondary infections, decrease hospital costs, and improve disease management.
• Improving access to quality health care for older adults from sexual and gender minority populations by creating culturally appropriate and inclusive protocols in the local health system. The project will measure how these changes in the local health system affect overall physical and mental health.
• Assessing whether enhancing telehealth models in rural communities can improve preventative screening and disease management for cancer, depression, diabetes, high blood pressure, and other chronic diseases among agricultural workers. The project will improve telehealth by transforming the workers' access to affordable, reliable high-speed broadband internet.

NIH will gain valuable experience and insight into how to support successful future community-led health research. Each project will also contribute valuable data to a growing body of knowledge about social determinants of health and structural inequities.

The ComPASS program is funded by the NIH Common Fund and managed collaboratively by NIH staff from the Common Fund; National Cancer Institute; National Institute of Mental Health; National Institute on Minority Health and Health Disparities; National Institute of Nursing Research; National Heart, Lung, and Blood Institute; and NIH Office of Research on Women's Health, with many of the NIH Institutes Centers and Offices providing input and participating in program development and management. More information is available on the ComPASS program website: https://commonfund.nih.gov/compass  .

To learn more about ComPASS, watch this brief video   :

About the NIH Common Fund: The NIH Common Fund encourages collaboration and supports a series of exceptionally high-impact, NIH-wide programs. Common Fund programs are managed by the Office of Strategic Coordination in the Division of Program Coordination, Planning, and Strategic Initiatives in the NIH Office of the Director in partnership with the NIH Institutes, Centers, and Offices. More information is available at the Common Fund website: https://commonfund.nih.gov  .

About the National Institute of Mental Health (NIMH): The mission of the NIMH  is to transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery and cure. For more information, visit the NIMH website .

About the National Institutes of Health (NIH) : NIH, the nation's medical research agency, includes 27 Institutes and Centers and is a component of the U.S. Department of Health and Human Services. NIH is the primary federal agency conducting and supporting basic, clinical, and translational medical research, and is investigating the causes, treatments, and cures for both common and rare diseases. For more information about NIH  and its programs, visit the NIH website  .

NIH…Turning Discovery Into Health ®

An innovative hub for nursing education

Back when Nancy Kertz was interviewing for the role of UNI’s chief academic nursing administrator, she toured several buildings identified as potential homes for UNI’s dedicated Bachelor of Science in Nursing program. She toured the Innovative Teaching and Technology Center (ITTC) first.

“I remember saying to one of the UNI folks who was giving the tour, ‘This is a great space. This could work,’” said Kertz.

When architects brought forward plans based on what nursing education typically looks like, Kertz knew it wasn’t quite what she’d envisioned. So she sketched her own design.

“When I think of competency-based delivery, it's important to think about what skills students need to master,” said Kertz. “How do we get them from the novice early learning stages up to a very high level of proficiency? What I knew didn't work was the traditional classroom style where students would go into a classroom and hear the lecture. Maybe another day or time, they would go into a setting and practice the skills. Then another day, they would have some simulation practice or go to clinicals. It was all very disjointed, in my opinion.”

“The idea was to create much more intensive, experiential learning environments where the students combine lecture, practice and then execution all in one seamless environment,” said Phil Simpson, UNI’s project manager for the renovation.

A three-phase project

RDG Planning & Design is bringing Kertz’s vision to life through a three-phase renovation within the ITTC. The first phase is complete, and work on the second phase has just begun.  Fundraising efforts for the third phase and other components to support the nursing program is ongoing. Each phase represents about a year of renovation.

“The first cohort will have brand-new facilities going forward,” said Simpson. “It’s the top-of-the-line, best that we can offer, and that's going to be great for their future learning experience.”

Builders created two basic classrooms in Phase I, alongside a health assessment skills lab, foundation skills lab and simulation suites. Students will have the opportunity to work with lifelike models to practice administering IVs, checking vital signs, conducting CPR and more. Manikins within the simulation suites are more advanced, including a computer, microphones and speakers to simulate scenarios nurses might encounter with future patients. Students can also gain experience with live participants in the health assessment skills lab.

This first completed phase of the project is the result of a nearly $5 million investment, funded through a combination of gifts, grants and donations supported by university funds. 

“We were very careful to save money on the facility renovation to create the space, so we could spend it on the equipment,” said Simpson. “The students are getting the top-of-the-line, brand-new stuff — nothing worn out or old — because we really value the student experience. We only bought the best to give them what they need to be proficient.”

“Our hallmark is we want our graduates to be practice ready,” said Kertz. “What that means is when they walk out the door, they're still newly-prepared nurses, but they can critically think, take care of multiple patients and have a higher level of function once they graduate than we typically see.”

The plan for Phase II is to build a medical-surgical lab with two simulation suites. This will help students understand more high-intensity situations in nursing, such as patients coming in from an accident or recovering from surgery.

 A third phase will likely house a small apartment to simulate in-home care as well as a labor and delivery suite with a simulator that can deliver a baby.

“We don't really know what that third phase is going to completely look like, but the idea is that instead of it being like walking into a hospital ward where you have 12 beds, it'd be more like walking into a hospital floor where there'll be a nurse's station and rooms off of it where different things happen, and you'll be going in and out,” said Simpson. “It'll be much more like simulating the modern hospital environment.” 

It took about two years to complete the Phase I building project in the ITTC. Simpson says a project of this size and scope would typically take an additional year.

“This is actually probably the fastest project that I've ever worked on in 30 years,” he said. “But everybody working on the project was aligned and understood this is an important project that needed to happen for its impact on our institution through enrollment and then long-term benefits to the state as well.” 

With the exception of some furniture additions and unpacking, the space was ready for nursing students to tour during summer orientation.

“They hadn't seen the structure before they came in for this nursing student orientation,” said Kertz. “So they were trusting us, trusting UNI, to have a facility that could help them achieve their educational goals. So it was really fun and exciting to see their response.”

Students and their parents both expressed excitement over the nursing space.

Preserving history

As one of the oldest buildings on campus and the former Women’s Gymnasium, preserving the history of the ITTC in the midst of these renovations has been vital. The nursing students will still be able to see old relics of the gym peaking through in the form of trusses.

“We just felt like the history of the building was very unique, and we wanted to preserve that,” said Simpson. “We wanted to showcase in the upper levels the trusses of the old gym and bring that sort of history back together. There's a juxtaposition there between the old and the new below the trusses. It's all brand-new, state-of-the-art, balanced with the history of the exposed architecture. It's almost as if the ghosts of the past are looking in on our new nursing program, supporting it and taking care of it as the building goes in a new direction.”

Additional media coverage

KCRG: University of Northern Iowa unveils new nursing program

KGAN: University of Northern Iowa launches new nursing program this fall

The Courier: University of Northern Iowa ready for first wave of nursing students

UNI launches second year of TC’s Tee campaign to support student scholarships

Young Family Foundation’s $400,000 gift leads way on UNI wrestling training facility fundraising

Poe family announces major gift to UNI-Dome renovation

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10 Ways to Be More Inclusive and Learn About Diversity Within Disability

For Disability Pride Month, The Trevor Project is proud to partner with Easterseals, one of the nation’s leading providers of life-changing disability and community services for over 100 years. Easterseals actively lobbied for the passage of the Americans with Disabilities Act in 1990, which expanded protections to people with disabilities to prohibit discrimination in everyday activities like employment, transportation, education, and recreation.  

Disability Pride Month started in 1990 following this landmark legislation and continues to celebrate the milestones toward equity within the disability community — it’s also a month that challenges the outdated and harmful idea that people with disabilities do not belong in society.  

Disability Pride Month is not about loving your specific disability and its symptoms all the time. Disability Pride is about accepting that you are not “less than” because of your disability. Celebrating Pride is about sharing stories and perspectives within the community, which helps to create a space where we can exist without shame. 

How can we all celebrate Disability Pride Month? A great starting point is self-education, even if you’re disabled. Consider these ten ways to be more inclusive and learn about diversity within disability. 

• 1. Seek out authentic disabled voices in media, whether it’s reading Eddie Ndopu’s Sipping Dom Perignon Through a Straw , or watching disabled content creators on YouTube, like Squirmy and Grubs or Roll with Cole and Charisma .
• 2. Remember that when you meet one person with a disability, you’ve met one person with a disability. Identity is not a monolith! 
• 3. Recognize that disabled people lead full lives and can be in romantic relationships, pursue higher education, or live interdependently. Having high support needs does not disqualify you from any of the above. The Easterseals podcast Everything You Know About Disability is Wrong highlights the everyday lives of disabled people.
• 4. Understand intersectional identities exist within disability, like being BIPOC or queer, which can impact individual needs and experiences. Understanding intersectionality can lead to more inclusive spaces.
• 5. Know that disability is different for everyone. Not every wheelchair user is unable to walk. Someone with a mental illness may not have an apparent disability. Two people who both have Cerebral Palsy may have very different presentations of their disability.   
• 6. How someone relates to their disability is also different for everyone. Some folks may use “person with a disability” to describe themselves, while others might prefer “disabled person.” And some people don’t have a preference! To be an ally requires respect and curiosity about how someone wants to refer to themselves.
• 7. Believe that disabled people are experts in their own experiences and needs. Listen to disabled people when they share new information and avoid offering uninvited suggestions for managing someone else’s disability. 
• 8. Be open to a person’s disability and how their accessibility needs can change over time. Disability is not static, and making space for someone’s needs at any time can be a powerful way to demonstrate inclusion and respect. 
• 9. Know that much of what has been presented in the media and on screen about disability is not correct. Take interest in understanding disabled people in your everyday life rather than focusing on stereotypes in the media. 
• 10. Ask your friends about their disability and their disability pride! Create a space where disability can be talked about without judgment or shame. Let your disabled friends know you care to understand their identity. 

The Trevor Project’s Guide to Supporting LGBTQ+ Young People with Disabilities is an additional resource that offers ways to further that self education and foster inclusion. Remember that education is not a destination, but a practice we can continue to build on indefinitely. 

Happy Disability Pride Month!

If you or someone you know needs help or support, The Trevor Project’s trained crisis counselors are available 24/7 at 1-866-488-7386, via chat at  TheTrevorProject.org/Get-Help , or by texting START to 678678.

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