This review explores the role of health promotion in the prevention of avoidable blindness in developing countries. Using examples from eye health and other health topics from developing countries, the review demonstrates that effective eye health promotion involves a combination of three components: health education directed at behaviour change to increase adoption of prevention behaviours and uptake of services; improvements in health services such as the strengthening of patient education and increased accessibility and acceptability; and advocacy for improved political support for blindness prevention policies. Current eye health promotion activities can benefit by drawing on experiences gained by health promotion activities in other health topics especially on the use of social research and behavioural models to understand factors determining health decision making and the appropriate choice of methods and settings. The challenge ahead is to put into practice what we know does work. An expansion of advocacy-the third and most undeveloped component of health promotion-is essential to convince governments to channel increased resources to eye health promotion and the goals of Vision 2020.

/pdf/eye-health-promotion-and-the-prevention-of-blindness-in-1z88le3fwq.pdf

Eye health promotion and the prevention of blindness in developing countries: critical issues.

Background Schools are an important setting for health promotion and teachers have an
 integral role to play in promoting children and young people’s health and
 well-being. Adequate initial teacher training (ITT) and continuing
 professional development in health is therefore important. Objectives To conduct a survey of initial teacher training providers in England and a
 systematic review of effectiveness to assess how health and well-being is
 covered on courses, and to identify barriers and facilitators to effective
 training. Methods Methods included an online questionnaire survey with a sample of 220 ITT
 course managers in England; interviews with a purposive sample of 19 of the
 course managers responding to the questionnaire; and a two-stage systematic
 review comprising a descriptive map of the characteristics of international
 research studies of health teacher training and a detailed synthesis of a
 subset of studies specifically on pre-service training. Databases (including
 MEDLINE, EMBASE, The Campbell Library and PsycINFO) were searched from the
 period of database inception up to May 2011. Results The overall response rate for the survey was 34%. The majority (89%) of
 respondents agreed that it was either important or very important to cover
 health within the ITT curriculum. The most commonly covered topics on
 courses were Every Child Matters (100%), child protection
 (100%), emotional health (99%) and antibullying (97%). Fewer course managers
 reported covering healthy eating (63%), sex and relationships (62%), drugs
 (56%), alcohol (41%) and smoking (34%). Many interviewees expressed a
 holistic view of education and believed that health was important in the ITT
 curriculum. However, there was variability in how health was addressed
 across and within institutions. Trainee teachers' experience of
 addressing child health on school placement was also variable. Facilitators
 to covering health included interests and backgrounds of ITT staff; staff
 health-related professional experience; availability of health expertise
 from external agencies; supportive government policy frameworks; and
 interprofessional and interdepartmental working. The main barriers were
 limited curriculum time; health being perceived to be a lower priority than
 other aspects of training; health no longer a high government priority in
 education; and lack of funding. A total of 170 studies met the eligibility
 criteria for the descriptive map. The majority covered teacher training in
 relation to sexual and reproductive health, drugs and alcohol or mental and
 emotional health. A total of 21 publications (20 studies) were prioritised
 for the synthesis. All were evaluations of health training for pre-service
 teachers, and just under half were from the UK. Twelve studies reported
 outcomes (impact of training on teachers, but not pupils), many of which
 were single cohort before-and-after studies. Sixteen studies reported
 processes. Following training there were some increases in trainee
 teachers' factual knowledge of health and a general increase in
 their confidence to address health issues. In general, training was
 acceptable and well received by trainees. Evidence suggested that effective
 training should include practical experience and skills and be personally
 relevant and take into account individual needs. Barriers to health training
 identified from the studies included lack of time, balancing breadth and
 depth, and variation in training provision. Conclusions Among those surveyed there appears to be general support for health and
 well-being in ITT. However, further research on the longer-term impact of
 ITT around health and well-being is needed, particularly in the early career
 period. The main limitation of this research was the low response rate (34%)
 to the survey. Study registration PROSPERO number CRD42012001977. Funding The National Institute for Health Research Public Health Research
 programme.

https://njl-admin.nihr.ac.uk/document/download/2001193

Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools: a survey of current practice and systematic review

This study assessed the effect of training programme on teachers' knowledge of and attitude towards reproductive health education /sexuality education [RHE/SE] in five randomly selected rural schools in Ife-North local government area [IFLGA], Southwest, Nigeria. All the 84 teachers in the selected schools in the LGA were recruited for the study. They [84 teachers] were all given training in RHE/SE for one month. Their knowledge and attitude towards RHE/SE were assessed pre-and post-training programme. The results show a significant increase in percentage of those who had good knowledge in general areas of RHE/SE at post-training assessment compared with pre-training assessment[from 14.3% to 53.6%, p=0.0001].Also, pre-post attitudinal disposition assessments show that there was an increase in percentage of those who were favourably disposed to the teaching of RHE/SE in Nigeria Schools at post-training assessment [from 17.9% to 45.2%, p=0.0011]. The study suggests that RHE/SE should be included and made compulsory in all training programme for all teachers in Nigeria.

/pdf/effect-of-training-programme-on-secondary-schools-teachers-3m65i2dcli.pdf

Effect of training programme on secondary schools teachers' knowledge and attitude towards reproductive health education in rural schools Ile-Ife, Nigeria.

Promoting Health in Low and Middle Income Countries: Achievements and Challenges

Background The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, nutrition and development screened annually In reality, especially in under-resourced areas such as the Eastern Cape, many learners with disabilities are not identified, with profound consequences for their ability to learn

Method This article describes a cost-effective and community-empowering solution, Learner-to-Learner Visual Acuity Screening, whereby secondary school learners were trained to conduct basic visual acuity (VA) eye screening for foundation-phase learners

Results Of a group of Grade R learners, 30% were identified as having impaired VA and referred for ophthalmic or optometric evaluation

Conclusions This project created greater awareness among learners, parents and teachers regarding abnormal VA and increased interaction between secondary and primary school learners This simple and cost-effective strategy could be easily and effectively replicated in other schools, helping to address the need for basic eye care

/pdf/learner-to-learner-visual-acuity-screening-a-solution-for-3af6w4odxt.pdf

Learner-to-learner visual acuity screening: a solution for early identification of visual acuity disabilities.

In developing countries childrens visual problems may remain undetected resulting in poor school performance. A pilot project conducted in a poor community in Ibadan Nigeria indicated that primary school teachers can be trained to conduct visual acuity screening. A total of 19 teachers from 10 schools in the Inalende-Bola community participated in a 15-hour in-service training course. The objectives of the training were to list correctly the major structures and functions of the eye demonstrate the steps for assessing visual acuity record correctly the results of visual assessments and identify pupils in need of referral. The average teacher knowledge score increased from 17.7% correct responses at pre-test to 75.8% correct responses after training. A follow-up survey conducted 6 months after the training indicated that 322 children had been screened 42 of whom had confirmed visual acuity problems. Teachers modified the classroom seating arrangements of these children and parents of half the children followed through on referrals for eye care. Both refresher training for skill retention and expansion of screening to other health concerns are recommended.

Improving primary school teachers' ability to promote visual health in ibadan, Nigeria.

The study presents eleven (11) simple descriptive approaches for searching and retrieving full-text articles from Online Access to Research in the Environment (OARE) databases. OARE is an Internet portal containing different full-text scholarly databases providing access to quality literature to facilitate and enhance research in environmental Sciences. The purpose of this study is to equip faculty with the necessary skills required to search and retrieve full-text journal articles from OARE databases much more precisely and efficiently. Various methods of searching and retrieving full-text articles using OARE databases were highlighted with practical examples. Single, multiple keywords, phrase, limiters, descriptors and Boolean operators were used to conduct searches. African Journal Online, Google Scholar and EBSCOhost databases were also used to conduct advanced searches. The methods highlighted above can be used by faculty in Life sciences to conduct searches and retrieve precise number of full-text articles from OARE databases without wasting time and losing important records

Effective methods for searching and retrieving full-text articles in life sciences from online access to research in the environment databases

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Improving primary school teachers' ability to promote visual health in ibadan, Nigeria.

Effective methods for searching and retrieving full-text articles in life sciences from online access to research in the environment databases