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Prevention, Health Promotion and Wel...

Damaschke, Jeffrey A.

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Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students./
作者:	Damaschke, Jeffrey A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	254 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112525
ISBN:	9781339756790

Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students.
Damaschke, Jeffrey A.

Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 254 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2016.

In health professions educational programs most of the learning is focused on disease diagnosis and treatment of ill patients with very little time spent on the topics of prevention, health promotion and wellness (PHPW). This mixed methods sequential design study investigated if health professional students are acquiring general PHPW knowledge and how on-campus experiences influence the acquisition of knowledge. The following research questions guided the study:

ISBN: 9781339756790Subjects--Topical Terms:

641065
Higher education.

Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students.
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245 1 0 $a Prevention, Health Promotion and Wellness (PHPW) Knowledge of Graduate Health Profession Students.
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300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
500 $a Adviser: Carroll Bronson.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2016.
520 $a In health professions educational programs most of the learning is focused on disease diagnosis and treatment of ill patients with very little time spent on the topics of prevention, health promotion and wellness (PHPW). This mixed methods sequential design study investigated if health professional students are acquiring general PHPW knowledge and how on-campus experiences influence the acquisition of knowledge. The following research questions guided the study:
520 $a 1. What was the level of PHPW knowledge of Medical Doctor (MD), Physician Assistant (PA), and Doctor of Physical Therapy (DPT) students as measured by the PHPW knowledge assessment?
520 $a 2. What was the difference of PHPW knowledge between MD, PA and DPT students?
520 $a 3. How did on-campus educational experiences influence PHPW knowledge acquisition?
520 $a Data collection and analysis occurred in two phases. In the first phase, quantitative data was collected and analyzed from the PHPW knowledge assessment. In phase two, qualitative data from focus groups was analyzed to clarify quantitative data.
520 $a Findings suggest that students did not perform well as a combined group and in each program on the knowledge assessment. The students had difficulty with topics related to general PHPW, physical activity and general nutrition. When comparing groups, the PA and DPT students performed significantly better on the PHPW knowledge assessment than did the MD students. All three groups had difficulty with items found in the general PHPW section; the MD and PA groups had more difficulty with the physical activity section than did the DPT group; and the MD and DPT groups had more difficulty with the general nutrition section than did the PA group. Focus group participants noted that on-campus learning experiences were limited; however, despite poor performance on the assessment, the students affirmed that learning PHPW is important for future clinical practice.
520 $a The significance of the research demonstrates that the students in this study did not possess basic PHPW knowledge despite existing policy recommendations and curricular guidelines. University leadership should thoroughly examine their PHPW curriculum; improve PHPW on-campus learning experiences; and support faculty that teach PHPW to improve students' acquisition of PHPW knowledge.
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