Subject: A nutrition education program combining environmental support to distribute vegetable juice, installation of a skin carotenoid measuring device, motivation for vegetable intake through e-learning, and applications to facilitate self-monitoring was implemented in working people to evaluate its impact on vegetable intake.

Methods: A randomized parallel-group study was conducted on 285 healthy working adults (mean age: 44 years). The participants were divided into three groups with equal age and sex distributions. The control group was provided with environmental support, including vegetable juice and a skin carotenoid-measuring device. Intervention group I received e-learning, in addition to the environmental support and a skin carotenoid measuring device. Intervention group II used an app that facilitated self-monitoring of vegetable intake. The change in vegetable intake before and after the intervention, changes in the behavioral change stage, and frequency of self-monitoring were compared between the groups.

Results: Groups I and II, which included e-learning, made more progress in the transtheoretical model stage than did the control group, and environmental support was also utilized. Self-monitoring was significantly more frequent in the group II than in other groups. The mean increase in vegetable intake was the highest in group II, and was significantly higher than that in the control group.

Conclusion: Providing an e-learning program to motivate vegetable intake and an application to encourage self-monitoring increased the consumption of vegetable beverages provided as environmental support for vegetable intake as well as the frequency of self-monitoring, leading to an increase in vegetable intake among the workers.

Objective: To improve the nutrition and dietary questionnaire for athletes competing at the National Athletic Meet, we identified learning factors associated with eating a balanced diet comprising staple foods, main dishes, and side dishes and validated questions that can be used as targets and evaluation indicators in nutrition education.

Activities: The participants were 181 individuals (147 aged 14–18 years and 34 aged 19–28 years) who responded to a questionnaire survey for the first time between 2016 and 2020 with an enhanced designation. The items analyzed were attributes, health status, health behaviors, frequency of intake of staple foods, main dishes, and side dishes, eating behaviors, learning factors, and environmental factors (23 items excluding attributes). Binomial logistic regression analysis was used to examine the relationship between learning (outcome expectancy [OE] and self-efficacy [SE]) and environmental factors, with meals comprising staple foods, main dishes, and side dishes as the dependent variable.

Activity evaluations: One hundred seven respondents (59.1%) ate a balanced diet comprising staple foods, main dishes, and side dishes at least twice daily. The OEs and SEs significantly associated with this eating behavior were “eat a full staple meal (rice),” “eat a complete meal comprising staple food, main dish, and side dish at every meal,” and “eat a side dish at every meal.” The number of questions was reduced to eight, excluding items that were not related to the frequency of intake of a balanced diet or skewed the distribution of responses.

Conclusions: By clarifying the learning factors associated with eating behaviors, we created a questionnaire that could be used to target and evaluate subsequent nutrition education. Future studies should verify the practicality and usefulness of this questionnaire in nutrition education.

Objective: This study aimed to clarify the feasibility of a non-face-to-face cooking program to enhance junior high school students’ cooking skills and confidence.

Methods: This research used a before-and-after comparative design. Five sessions (once a week) were conducted during summer vacation in 26 first- and second-year junior high school students. The participants watched a cooking video and cooked at home instead of receiving face-to-face instructions. The cooking operations included cutting food using a knife, stir-frying, and boiling. In each session, the participants were provided free foodstuffs. After each cooking session, the participants submitted a reflection sheet and a message was sent to them by the researcher. For the process evaluation, the participants were asked about their degree of difficulty and enjoyment after each session. For the impact evaluation, changes in cooking skills and confidence were evaluated before and after participation in the program.

Activity evaluations: The frequency that the participants worked on the cooking process for five, four times, and three times were 22, three, and one, respectively. The process evaluation results were generally favorable. The mean (standard deviation) of cooking skills and confidence significantly improved from 3.3 (1.0) to 4.4 (0.9) and 17.5 (6.1) to 21.9 (3.9), respectively, after participation (P＜0.001).

Conclusion: This program was confirmed to be feasible. The effectiveness of the program must be verified using a control group.

Objective: The Consolidated Framework for Implementation Research (CFIR) identifies the factors influencing implementation in implementation science that bridge the know-do gap. However, many constructs and abstract explanations hinder their use in research and practice. This report presents the results of an evaluation of the conduct and objectives of a workshop on the use of CFIR by researchers and healthcare professionals. It also provides recommendations for future expansion of CFIR utilization in research and practice.

Activities: The workshop was held as part of the 9th Annual Meeting of the Research Association for Dissemination and Implementation Science in Health (RADISH) and was attended by 69 participants. The workshop program comprised three parts: 1) lectures, 2) group work in three settings (workplace, hospital, and community), and 3) presentations and general discussions. In the group work, facilitators and barriers to implementation were identified for each CFIR construct using interview transcripts.

Activities evaluations: In a questionnaire administered at the end of the workshop (49 respondents, 71.0% response rate), approximately 70% of the participants answered that they could understand more than half of the CFIR. Further, approximately 60% thought that the CFIR could be used in their own research or field. Furthermore, approximately 10% thought that it was useful to discuss the CFIR from different perspectives.

Conclusions: The following three recommendations were made for the future: 1) hold workshops as needed, 2) train facilitators, and 3) develop practical tools for CFIR. It will be essential to gather examples of human resource development that align with the needs of researchers and practitioners.

Objective: To report on classes aimed at the learning of “skills” in coping with stress in the health education of junior high school.

Activities: A three-hour class on coping with stress was conducted in each class in December 2023 for a total of 102 students in three classes of first graders at a public junior high school. Classes were developed with a focus on group discussions and practical exercises so that students could exchange opinions with their peers based on their own life experiences and so that they could develop their “knowledge” and “skills.”

Assessments: Pre- and post-surveys were conducted in each class the week before the first period and the week after the third period, respectively, using a before-and-after comparative research design. The percentage of correct responses to the knowledge test questions about coping with stress was significantly higher in the postsurvey for one of the five questions. Scores on the self-efficacy scale for stress management were not significantly different between the pre- and post-surveys. The percentage of respondents who were “currently stress-free” was lower in the postsurvey than in the presurvey.

Recommendations for future activities: To develop “skills” in stress management, it is necessary to further improve the teaching methods that lead to the effective learning of “skills” even in a limited time by providing feedback among teachers and students on the activities in the practical training and by actively using team-teaching from the viewpoint of individualized teaching.

The theme of the 32nd Annual Conference of the Japanese Society for Health Education and Promotion was “Developing Comprehensive Health Promotion through a Life Course Approach.” The role of communities in health promotion is crucial. This event aimed to provide a forum for discussing health promotion among diverse groups by integrating perspectives such as the life course approach, health behavior theory, advocacy, environmental improvement, health literacy, nudging, and action research. A total of 407 participants attended the conference, including 208 regular members, 109 non-members, and 90 students. The program featured a plenary lecture, a special lecture, two educational lectures, three symposia, and a public lecture. Additionally, three presentations were organized by the Young Scientists’ Group, Health Literacy Study Group, and International School Health Group, while two lectures were delivered in conjunction with the Society’s Encouragement Award. In total, 96 general presentations and 11 roundtable presentations were conducted. The Society President’s Award was presented to six presentations selected from among the 42 general submission, all of which required the first author to be under 40 years old. The post-conference survey indicated a high level of satisfaction with the event, which was attended by many students and young researchers and practitioners, who appreciated the face-to-face discussions and communication. We hope this conference contributes to the further development of each participant’s practice and research.

As part of the 32nd Annual Meeting, we invited Mr. Shigeru Sumitani, Chairman of the Board of Directors of the Social Welfare Corporation Saiseikai Onshi Foundation, to give a lecture on the theme of “Toward the Realization of an Inclusive Society Where No One is Left Behind.” An “inclusive society” is one where the entire community, including people with disabilities, the elderly, single-parent households, and others in various, is connected to “people” and “society” through purposeful initiatives. This concept is closely related to the pursuit of “health promotion that leaves no one behind,” as outlined in “Health Japan 21 (Third Phase)” which aims to extend healthy life expectancy and reduce health disparities. In Japan today, the need for an inclusive society stems from the social issue of “people who are isolated and excluded from society,” such as people with disabilities, the elderly, and single-parent households. These social challenges intersect with the health issues faced by those targeted for support in health education. Assessments and interventions aimed at promoting community health are expected to create opportunities for individuals to connect with society through health initiatives, ultimately contributing to the realization of an inclusive society.

Objective: To summarize and share the findings of case studies of highly competitive para-athletes that includes a presentation of their condition, discussion of their applicability, and opportunities to broaden the perspective of future rehabilitation and health education/promotion for those in need.

Case examples: Activation of the ipsilateral motor cortex in a track and field athlete with a prosthetic leg, disappearance of spasticity in water in a swimmer with cerebral palsy, hyperdevelopment of upper limb function in a person with spinal cord injury, and formation of specific dominant brain regions in an athlete with congenital limb loss.

Applicability: The presented cases report suggest the significance and potential of rehabilitation using exercise and sports as a mechanism of functional recovery and may also be applicable to the maintenance and promotion of physical function in elderly individuals.

Conclusion: The search for common principles underlying the unique brain reorganization of para-athletes has deepened our understanding of the essential mechanisms of human motor control and is expected to lead to the development of new neurorehabilitation and sports skill training as well as to applications in health education and health promotion aimed at improving the QOL of people in need of care, including the elderly. We expect that our findings will catalyze the development of new neurorehabilitation and sports training techniques and have applications in health education and health promotion aimed at improving quality of life.

Purpose: The symposium was planned and conducted to understand what kind of research and practical activities are being conducted in various fields as approaches to health promotion, including health education and environmental improvement in childhood, foreseeing the future, and to explore the direction of health promotion targeting children in the future. This report aims to provide an overview of the symposium, “Health promotion in childhood foreseeing the future,” and contribute to future practice and research.

Contents: Three symposiasts involved in research and practical activities in the fields of nutrition and diet, physical activity, and media provided the presentation. The topics were “Environment for building rich dietary experiences in childhood contributing to the future,” “Comprehensive school physical activity promotion program based on WHO Health Promoting School Framework,” and “Utilizing health information on the Internet: Necessity of digital health literacy education from adolescents.”

Conclusion: The need for multiple perspectives, including a life course approach, educational efforts, and environmental support, was reaffirmed to promote the health of children foreseeing the future.

In 2022, the Japanese Society for Health Education and Promotion established a study group to create a healthier environment. This group suggested logic models and action plans to support the goals of Health Japan 21 (the third term) focusing on nutrition, physical activity, and tobacco use, culminating in the publication of a special issue in 2024. The group hosted a symposium during the 32nd annual conference of the Japan Society for Health Education and Promotion. This symposium featured presentations on Health Japan 21, the proposed logic models, action plans, and field-specific suggestions. Additionally, a question-and-answer and discussion session encouraged diverse inquiries and perspectives. The presenters and chairman emphasized the importance of promoting training sessions and providing support for local governments to effectively implement and utilize the developed logic models and action plans.

Older adults hope to promote good health and extend their longevity, which will contribute to a better-aging society. The 32nd Annual Meeting of the Japanese Society for Health Education and Promotion held a symposium titled “Sustainability of Community-based Practical Research toward Extending Healthy Life Expectancy.” The aim of this symposium was to introduce several studies conducted in community-based practical settings to examine efforts for promoting health and extending longevity among older adults. After a brief introduction by the chairperson, three speakers (Dr. Uemura, Dr. Saito, and Dr. Harada) presented their own researches. Dr. Uemura proposed that health education through active learning (e.g., in-class group work, out-of-class homework and practice) could promote health behavior change and prevent frailty among older adults. Dr. Saito presented a multi-strategic community-wide intervention (e.g., distributing information, providing educational lectures and classes, supporting exercise communities) implemented in collaborations with a local municipal office, university, and local healthcare foundation that could elevate physical activity levels among adults of all ages, including older adults, in a community. Dr. Harada showed that a university-led event-based community program could increase neighborhood social networks; further, an increase in social networks could have a desirable influence on mental well-being among older adults. As the designated speaker, Dr. Oguma referred to the importance of a systems approach for the sustainability of community-based practical research.

Objective: This article summarizes the “Our Need for an Implementation Science Mindset” session presented by the Young Division at the 32nd Annual Conference of the Japanese Society of Health Education and Promotion.

Contents: Dr. Haruhiko Imamura delivered a 40-minute lecture outlining the fundamentals of implementation science and the mindset essential for conducting research and practice. Following the lecture, we engaged in a 15-minute group work session focused on the theme of “implementation science ideas from our surroundings.” This was followed by a 10-minute session to share the group’s ideas and a 5-minute Q&A segment.

Evaluations: A total of 61 individuals participated in the study. Results from a questionnaire survey (N=41) showed that 100.0% of respondents answered that they were “very satisfied” or “somewhat satisfied,” indicating a high level of satisfaction. The reasons cited for this include understanding of the theories of implementation science. Regarding the intention to incorporate implementation science into future research and practice, 100.0% of the respondents expressed a positive outlook, answering “strongly agree” or “somewhat agree.” However, challenges and requests have also been noted for researchers and practitioners collaborating to conduct implementation research.

Conclusion: Through the lectures by the instructors and group work among participants, the program received positive feedback regarding their understanding of implementation science and the incorporation of its principles into their own research and practice. We would like to continue actively creating opportunities for researchers and practitioners from different fields to learn together and exchange ideas.

In this workshop, four researchers who conduct field research in Asian and African countries reported their activities as case study. Before beginning the session, Dr. Tomokawa, who served as the moderator, explained that the case reports would be presented from the following four perspectives: (1) details of research activities, (2) background of the research and necessary preparation for research activities, (3) advantages and attractions of overseas field research, and (4) tips and challenges for success in overseas field research. Firstly, Ms. Shibuya reported on her research in Southeast Asia and Micronesia as Case 1. Next, Dr. Hitachi reported Case 2: a research in East and West Africa. After that, Dr. Akiyama reported on his research in Guatemala, Thai-Myanmar border, Kenya, Philippines and Laos as Case 3, and then, Dr. Yamakawa reported on her research in India as Case 4. Presenters emphasized the importance of close communication and trust building with local people involved such as co-researchers and collaborators. Presenters also put emphasis on the need for careful preparation, health care, and security considerations. In addition, they reported that deepening cross-cultural understanding, interacting with diverse people, and gaining new research perspectives are the real pleasures of overseas field research. Prof. Kobayashi, the designated commentator, commented on the significance of understanding relevant policies and curriculums in the target countries, understanding the role of counterpart organizations, and inviting counterparts to Japan. Finally, participants asked about the benefits of overseas counterparts, how to apply ethics and find counterparts, and how to overcome language issues.

Practitioner and peer-based empowerment evaluation (PBEE) is a formative program evaluation aimed at enhancing evidence-based practice in health education and its promotion. This review examines PBEE’s purpose, methodology, and adoptability. PBEE is an evaluation method that could be introduced to practitioners and consumers who daily interacted with the social programs. PBEE aims to encourage them to participate positively and independently in their evaluation activities and to cooperate to improve the outcomes of the programs. Herein, we offer perspectives into applying PBEE to develop effective program models goals that achieve consumer aspirations in health education and inform its promotion, particularly in self-management initiatives for individuals with chronic illnesses.

The significance of qualitative data in health education and promotion research has been gaining a lot of recognition. While the utility of qualitative research is widely acknowledged, many individuals hesitate to engage with it due to the wide array of analytical methods and the absence of clear guidelines on specific analytical approaches. This paper provides an overview of the various approaches and methods used in qualitative data analysis, categorizing them by their distinctive characteristics. It details the process of qualitative data analysis, with a particular emphasis on coding, which serves as the foundation for most qualitative methods. Additionally, examples of qualitative analysis using computer software-assisted techniques are presented. Although analyzing qualitative data entails substantial time and effort, careful attention to the data can lead to deeper interpretations and offer fresh and valuable insights into the health challenges faced by individuals and society.