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PERSONAL STATEMENT EXAMPLE Adult Nursing Personal Statement

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Adult Nursing Personal Statement

“My mission in life in life is not merely to survive but to thrive, and to do so with some passion, some compassion, some humour, and some style” this quote was written by Maya Angelou and what I believe to be my life quote.

Growing up in Nigeria and watching my mother nurse patients from poor health and the development of her career in many ways given me a passion for nursing, this was further enhanced after my first visit to a care home; in 2006 I undertook the NCS challenge, during this time my group was taken to visit Cherry Orchard Care Home, although it was for 4 days I became eager to pursue a career in which I will be able to help and care for people and I believe becoming a nurse will allow me to accomplish this ambition. This experience allowed me to be a part of a community as I got closer to the residents, witnessing the nurses and carers provide a seamless healthcare service, personalised for each resident was incredible, at the end of the week, having had such an effective experience I was influenced to take on a challenge consequently I organised to return and volunteer in the care home this was very valuable to me as it enabled me to interact with the nurses and shadow them carry out their work. During this time came to understand that nursing is a challenging career for dedicated and resolute people, one of the things that stood out during my time volunteering was the concept of the medication rounds, where a nurse gives each resident their medicated dose this wasn’t always easy because every resident was different and some didn’t want to take medication so the nurse would then have to add it to their meal or approach them in a composed welcoming manner where they are more enthusiastic to accept the medication; seeing the nurses deal with a resident by calm them down within a matter of minutes really emphasised the underlying importance of communication and confidence.

Whilst volunteering at the home I took the skills I had gained and put it towards other things, I made the decision to apply for In2sceince in order to get a work experience placement in Guys Hospital, successfully I was placed in the Hospital during the summer of 2017, and I worked in the dermatology department. Simply working in a Hospital taught me how to work well in a team with other professionals. During my time in the dermatology department began to investigate isolation RNA from whole blood using the tempus spin RNA isolation, this involved centrifuging lysate purifying RNA in spin columns, although this did not have a big on nursing specifically I enjoyed the challenge of working under pressure and it made me appreciate the importance following of instructions. During my lunch times and breaks I took the initiative to visit other departments with permission of course, in doing so I got the opportunity to shadow a nurse, whilst doing so I found another talent of nurses of providing reassurance to those feeling anxious or confused and I think this another important still to gain to be a nurse. During this placement I witnessed an emergency situation and it amazed me how the whole team came together to stabilise the patients.

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How to Write a Mature Student Nursing Personal Statement

Need some help with your mature student nursing personal statement? We’ve got you. Most nursing programs consider mature students (typically applicants who are 21 years of age or older) to be  non-traditional applicants , and although it is very common, applying for nursing school as a non-traditional applicant can quickly feel intimidating. However, with the right strategies, it is possible to create strong application components that will improve your chances of getting admitted, and one of the components you need to pay special attention to is your nursing personal statement. In this blog, we are going to tell you why your mature student nursing personal statement is so important, what you can do to strengthen your essay, and we’ll share some examples of  nursing school personal statements  that’ll inspire your own. So, keep reading to learn how to write a compelling mature student nursing personal statement.

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Article Contents 10 min read

What is the purpose of a nursing personal statement.

The nursing personal statement is a common admissions essay that is part of the application process to nursing school, studying nursing, and practicing nursing. Writing skills are essential for nurses since they need to be able to communicate, verbally and in written form, with their colleagues, patients, and the medical community at large. Your nursing personal statement gives the admissions committee one of it's few chances to evaluate your communication skills. 

It also gives you a chance to tell them why you are a good fit for the field of nursing and for their nursing program specifically. Your essay should essentially outline who you are and why you're applying to nursing school. It should give answers the question, " why do you want to be a nurse ". It should be noted that many nursing school applications include an essay component, but not all of them do. You should take the time to verify the specific requirements of your chosen school.

1. Answer the Question 'Why Now?'

As a mature student, it is essential that you show the admissions committee that you are not only interested but also committed to nursing. This is why we recommend that you spend a paragraph or a few short sentences answering the question 'why now?' Perhaps this was always part of the plan for you, or perhaps your current career made you realize that nursing was a better fit for you – whatever the case is, providing some context of your decision-making in your mature student nursing personal statement will help the admissions board get a picture of your commitment to and suitability for the field of nursing.

You should not spend your entire essay explaining why you've decided to change direction and apply to this program at this particular point in your life, but you should briefly discuss the experience or event that led to your decision. Take some time to reflect and really brainstorm before putting pen to paper on this one. Sometimes your reasons for applying to a nursing program as a mature applicant are straightforward - like perharps, you simply could not afford it, but other times they might be less tangible than merely training for a new career. Start by thinking about why you didn't choose to go into nursing immediately after high school or college, consider what has changed since then, and how those changes have affected your decision.

One of the most important essay writing strategies we can share with you is to show, not tell. The reality is that anyway can talk about their accomplishments and use buzzwords to make themselves sound like a strong candidate. The admissions committee doesn't just want to read about the qualities and traits that you think you possess, they want to know how you know you have those skills, how you developed them, and how you have used them.

This is why you want to use specific experiences and examples in your mature student nursing personal statement. That'll show the admissions board that you have the skills and abilities required to thrive in their program. It is also a great way to discuss the advantages that being a mature student can give you. You can provide more information about your experiences and how they have prepared you for this next chapter of your academic and professional career by giving you new skills. For example, if you have been working in customer service in the medical field, you can share a short anecdote highlighting your communication and interpersonal skills. 

Remember to avoid summarizing or merely listing facts about yourself. Instead, use short anecdotes and describe specific experiences because this will make your nursing personal statement more impactful. The aim is to show the admissions board that you can back up the claims you are making about yourself. Moreover, people are also more likely to remember a narrative than a list of traits or facts, making your essay more memorable.

Have you started preparing for your nursing school interviews? This infographic can help:

3. Get Help From the Experts

Considering the role that nursing school admission essays play in the admissions process, you need to do everything you can to make sure that you are submitting the best essays possible. You can do that by working with  nursing essay writing services . These services are offered by  nursing admission consultants  , who are trained to assist students and guide them through the complex world of nursing school admissions.

These experts can review your essays and give you personalized feedback to help you edit and polish them until they are ready for submission. Please note that these advisors will not write your essay for you. Actually, we'll just go ahead and warn you right now: stay away from "admission experts" who offer to write your mature student nursing personal statement for you. It is not only unethical, but if the nursing school you applied to ever finds out, it could cost you the acceptance that you were hoping for. 

Instead, consultants can give you additional nursing school essay tips and strategies to help you write a compelling personal statement. They also review your essay drafts and help you edit them to ensure that your final essay highlights your strengths, skills, and abilities in the best way possible. They are able to see little things that the untrained eye wouldn't notice, but that could make a big difference in the quality of your overall personal statement.

Mature Student Nursing Personal Statement Example #1

My first official job was with a Rent-A-Car service as an assistant manager. I started as an intern during college and continued after graduating from Fictional University with a Bachelor of Commerce in Business Administration. At that point, I had never really thought about a career path. I grew up in a family that struggled financially, and I was always focused on making enough money to help with the bills in the best way I could. This job allowed me to do that, and I believed it would lead to a successful career in the industry.

After several months with XYZ Rent-A-Car, I realized that this job was not what I had expected. My happiest moments were when I got to speak to customers directly and help them out of challenging situations or make a small change that would make someone's day a little easier. The sad reality of my position as an assistant manager is that those days were few and far between. Each morning, waking up to go to work became more and more difficult as I started craving a career that would allow me to interact with others and help them more often. 

One of my favorite memories from my time at XYZ Rent-A-Car was helping a single mother who was driving across the country to attend her oldest son's college graduation. It was the middle of the night, and we only had two small sedan cars left in the parking lot, but she needed an SUV because she was traveling with two kids, and one of them was in a wheelchair. I knew how important this was for her, so I spent almost an hour on the phone with other XYZ Rent-A-Car branches in the state, looking for a car that would fit her needs before driving her for 1 hour and 35 minutes across the state line to pick up a vehicle from a different branch. 

That experience was a pivotal moment in my career. First, it was special to me because I felt like I had gotten the customer out of a jam, and I got to do it while interacting with her two adorable children. However, what made it truly special is that she left a review on our website in which she explained how grateful she was for the patience I showed her son, and how comfortable I made her son feel when I was helping him out of his wheelchair and into the new car. She explained that he has cerebral palsy and often gets defensive with strangers but that he had taken a liking to me because of how I treated him.

I hadn't paid attention to that moment because it had come naturally to me, but the fact that she had noticed it and it had made a difference for them made me very happy. I wanted more of that in my career, and I decided to start thinking about the different career options that would allow me to do so. I wanted a job that would suit my compassion and innate desire to help people and that also had longevity and security. 

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After carefully researching different fields and career options, I realized that nursing was my best choice. I have always been curious about the field of medicine, but I never had any interest in becoming a doctor. Even as a child, I remember playing doctor and being more interested in helping my dolls manage their pain, ensuring they were clean, dressing their wounds, and making sure they felt cared for rather than curing them.

I knew that becoming a nurse would not be easy or cheap, so before embarking on this journey, I wanted to make sure that I was on the right path for me. I spent the following months talking to different nurses and researching the many roles nurses occupy depending on their credentials. 

I even spent three months shadowing a nurse practitioner who works as a travel nurse. During those three months, she was taking care of a terminal patient in their home, and I got the opportunity to learn so much about interacting with patients. I watched as she administered his medication with care, spoke with him, listened to him, made him laugh, and did many other little things to ensure he was as comfortable as possible. It helped me understand that a big part of being a great nurse is interacting with your patients and communicating with them, verbally or otherwise. 

I know I am finally on the right path for my career, and I look forward to learning more about all the other traits and competencies that make a great nurse. I am confident that my desire to care for others, commitment to nursing, and work ethic will make me a great student and, eventually, a great nurse.

My desire to become a nurse - a nurse for elderly patients in particular - has developed over the years. I have always believed that my fulfillment lies in serving those most vulnerable, but I was not sure which career path would allow me to do so and also suit my skills. After high school, I worked a number of different jobs. One of them was as a customer service representative for an insurance company, which enabled me to not only develop my communication skills but also understand that I wanted to play an active role in patient care. 

One of the companies that we represented was a nursing home, and I always felt a connection to many of the residents who called us. So when I started looking for a role that would allow me to actively interact with people in person, taking a job as a care assistant in that facility felt natural. That job helped me discover how satisfying such work could be and how it gave purpose to my life, both personally and professionally. 

I tended to the needs of several terminally ill patients. That experience taught me about the emotional demands of nursing while simultaneously helping me gain a deep sense of reward from feeling that I had contributed to their welfare during their final days. One of the patients I bonded with the most suffered from Alzheimer's, and I remember being especially touched by his frustration at being unable to communicate effectively. To make his life a bit easier, I helped him create infographics and write sticky notes that we strategically placed around the home so that he could be a bit more independent. To this day, it is one of the most rewarding experiences I have ever had. 

The next role I took - as an in-home healthcare assistant- gave me even more opportunities to gain experience with a wide variety of illnesses and a chance to observe nurses at work. For example, recently, I have been working with a patient with tetraplegia who suffers from emotional and cognitive disabilities, which sometimes manifest themselves in challenging behavior. With patience and clear communication, we have been able to build a mutually trusting relationship, thus helping him manage a degree of independent life. 

In addition to learning how to build trust and interact with even the most challenging patients, I have been learning many nursing skills - such as taking blood pressure, noting symptoms, as well as the administrative processes of nursing like keeping accurate notes, relaying information, and the like. 

Over the years, my experiences and the conversations I have had with other professionals in the industry have shown me that being an adult nurse is very demanding and calls for a greater level of personal commitment than many other occupations. That is part of what appeals to me. I genuinely believe that most of the best things in life require a great deal of commitment and hard work. I am prepared to take on this challenge. Additionally, my experiences have prepared me for nursing school and the nursing profession by sharpening my communication skills, attention to detail, sense of empathy, and work ethic. 

Now that I have found the right career path for me, I am ready to start my tertiary education and become a nurse. I took the time to research several institutions before deciding on which ones to apply to because it is important to me to study at a school that not only has an excellent curriculum and practicum opportunities but one that also values patient-centered care. 

So, as you read this essay and the rest of my application, I'd like you to know that I took the time to learn about myself, my chosen profession, and your school before making any commitments. I am indeed committed to becoming the best nurse that I can be, and I know that you can help me on that journey.

Nursing school acceptance rates in the US and Canada differ widely depending on your school and program of choice, but it is safe to say that nursing schools are pretty competitive, and most schools are highly selective.

Not necessarily. Most nursing schools have a written application component, such as a nursing personal statement or letter of intent. That said, different schools have their own admission requirements and process, so you will need to check the requirements of your school of choice.

Your nursing school personal statement is supposed to tell the admissions committee more about who you are, what will make you a good nursing school student, and eventually, a nurse.

Unless otherwise stated, your personal statement should be between 650 and 800 words. That said, verifying the requirements specified by the school you're actually applying to is important as some schools may require a longer or shorter essay.

As a mature nursing applicant, you should discuss your reasons for applying to nursing school at this stage of your life and the different experiences in your journey that have prepared you for nursing school and a career as a nurse. 

Essentially, it means that you should use specific examples and anecdotes to highlight the various qualities and traits that you want to showcase instead of simply telling them that you possess those qualities.

A strong mature nursing student personal statement should be concise, grammatically correct, have specific examples, address the 'why now' question, have a strong opening statement, and follow the instructions given by your chosen school. 

Writing a solid personal statement requires time. We recommend giving yourself at least six and eight weeks to work on your essay.

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

Health Education

ISSN : 0965-4283

Article publication date: 18 March 2020

Issue publication date: 4 June 2020

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

Design/methodology/approach

The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.

The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.

Originality/value

The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.

• Health Promoting Schools
• Social change
• Child and adolescent health
• School health promotion

Dadaczynski, K. , Jensen, B.B. , Viig, N.G. , Sormunen, M. , von Seelen, J. , Kuchma, V. and Vilaça, T. (2020), "Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools", Health Education , Vol. 120 No. 1, pp. 11-19. https://doi.org/10.1108/HE-12-2019-0058

Emerald Publishing Limited

Copyright © Kevin Dadaczynski, Bjarne Bruun Jensen, Nina Grieg Viig, Marjorita Sormunen, Jesper von Seelen, Vladislav Kuchma and Teresa Vilaça

Published in Health Education . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at: http://creativecommons.org/licences/by/4.0/legalcode

1. The Health Promoting Schools approach and its development

The Ottawa Charter, adopted in 1986, was a milestone in the development of a holistic and positive understanding of health that requires actions at different levels, from healthy public policy to the development of personal skills, using different strategies, such as enabling and advocacy approaches ( WHO, 1986 ). The charter can also be regarded as marking the birth of whole-school approaches to health that have been established in Europe and internationally under the term Health Promoting Schools ( Stewart Burgher et al. , 1999 ).

A Health Promoting Schools reflects a holistic approach that moves beyond individual behaviour change by also aiming at organisational change through strengthening the physical and social environment, including interpersonal relationships, school management, policy structures and teaching and learning conditions. This approach can be seen as the result of overcoming traditional health education at school, which aimed to influence students' knowledge, attitudes and behaviour ( Clift and Jensen, 2005 ). In accordance with a social-ecological perspective, health is considered to be the result of a complex interplay of individual, social, socio-economic and cultural factors ( Dahlgreen and Whitehead, 1991 ). Since the early 1990, actions on school health promotion have been coordinated in national networks and the European network on Health Promoting Schools as a WHO supported network. The current work on school health promotion on a European level is organised through the Schools for Health in Europe Network Foundation (SHE), with national representatives from 36 countries.

Values of the Health Promoting Schools approach

Health Promoting Schools ensure equal access for all to the full range of educational and health opportunities. This in the long term makes a significant impact in reducing inequalities in health and in improving the quality and availability of lifelong learning.

Sustainability

Health Promoting Schools acknowledge that health, education and development are closely linked. Schools act as places of academic learning. They support and develop a positive view of pupils' future role in society. Health Promoting Schools develop best when efforts and achievements are implemented in a systematic and continuous way. Desirable and sustainable health and educational outcomes occur mostly in the medium or long term.

Health Promoting Schools celebrate diversity and ensure that schools are communities of learning, where all feel trusted and respected. Good relationships among pupils, between pupils and school staff and between school, parents and the school community are important.

Empowerment

Health Promoting Schools enable children and young people, school staff and all members of the school community to be actively involved in setting health-related goals and in taking actions at school and community level to reach the goals.

Health Promoting Schools are based on democratic values and practise the exercising of rights and taking responsibility.

Pillars of the Health Promoting Schools approach

Whole-school approach to health

Taking a participatory and action-oriented approach to health education in the curriculum;

Taking into account the pupil's own concept of health and well-being;

Developing healthy school policies;

Developing the physical and social environment of the school;

Developing life competencies and health literacy;

Making effective links with home and the community; and

Making efficient use of health services.

Participation

A sense of ownership is fostered by pupils, staff and parents through participation and meaningful engagement, which is a prerequisite for the effectiveness of health-promoting activities in schools.

School quality

Health Promoting Schools support better teaching and learning processes. Healthy pupils learn better, and healthy staff work better and have greater job satisfaction. The school's main task is to maximise educational outcomes. Health Promoting Schools support schools in achieving their educational and social goals.

School health promotion in Europe is informed by existing and emerging research and evidence focused on effective approaches and practice in school health promotion, both on health topics (such as mental health, eating and substance use) and on the whole-school approach.

Schools and communities

Health Promoting Schools engage with the wider community. They endorse collaboration between the school and the community and are active agents in strengthening social capital and health literacy.

Since the establishment of the European network of Health Promoting Schools, four European conferences on Health Promoting Schools have been organised. The resolution of the first conference, held in Thessaloniki, Greece, in 1997, stated that every child and young person in Europe had the right to be educated in a Health Promoting Schools and urged governments in all European countries to adopt the Health Promoting Schools approach ( ENHPS, 1997 ). The Egmont Agenda was published in 2002 as a result of the Second European Conference on Health Promoting Schools in The Netherlands and emphasised conditions, programming and evaluation as being essential to developing and sustaining Health Promoting Schools ( ENHPS, 2002 ).

Seven years later, the Third European Conference on Health Promoting Schools was held in Vilnius, Lithuania ( SHE Network, 2009 ). The conference and its resolution marked an important milestone in the development of the Health Promoting Schools approach by highlighting that education and health have shared interests and complement each other. Based on this, joint actions beyond sectoral responsibilities were urged.

The Fourth European Conference was held in Odense, Denmark, in 2013 and resulted in The Odense Statement, which recognised the core values and pillars of school health promotion as a strong contributor to the aims and objectives of the WHO policy framework for health and well-being in Europe, Health 2020 and the EU2020 strategy for inclusive and sustainable growth ( SHE Network, 2013 ).

2. Recent societal challenges

Since the establishment of the Health Promoting School approach in the late 1980s, the world has seen constant societal change, with progressively faster dynamics during recent years. The changes have not only altered substantially the conditions in which people grow up and live, but have also affected behaviours in relation to health, social cohabitation, learning and working. Wars and violence, often rooted in cultural and religious differences or political and economic crisis, and climate change alter significantly the environmental and societal determinants of health ( Mucci et al. , 2016 ; Watts et al. , 2019 ).

Often, it is countries that already are experiencing political and socio-economic instability that feel the effects most ( Reibling et al. , 2017 ). An increase in international migration, commonly in perilous circumstances for migrants and refugees ( Silove et al. , 2017 ), is the consequence, raising social tensions and challenges in many countries, some of which are undergoing political developments characterised by protectionism and isolationism that can partly be seen as a countermovement to the idea, values and principles of Europe ( Harteveld et al. , 2018 ).

In many cases, uncertainty has replaced political, economic, social and individual stability, raising concern and anxiety about the future in young people and adults. This has led to an unprecedented social (grassroots) movement of participation, primarily driven by young people who are demanding social, political, ecological and economic change ( O'Brien, Selboe and Hayward, 2018 ).

These developments should not be seen as being separate from school health promotion, the aim of which is to support young people to develop healthy and self-determined lifestyles and enable them to co-create their social, physical and ecological environments and the determinants of health positively and sustainably ( Clift and Jensen, 2005 ; Simovska and McNamara, 2015 ). As the conditions for growing up and living together change, the question arises of how schools, as places for health-related teaching, learning and development, need to adapt.

Where does the Health Promoting School approach stand today, more than 30 years after the Ottawa Charter on health promotion? Can the Health Promoting School, with its holistic orientation, deliver on its promise of addressing health inequalities and improving children's and young people's health, well-being and academic achievement? To what extent can school health promotion be implemented systematically in schools and be linked to local communities?

These and more questions were raised and discussed during the Fifth European Conference on Health Promoting School, culminating in recommendations for the future development of the Health Promoting School approach.

3. The Fifth European Conference on Health Promoting Schools

The Fifth European Conference on Health Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries.

A range of topics was addressed through more than 160 contributions and nine keynote presentations focusing on conceptual aspects of the Health Promoting School approach, implementation and dissemination and current social change processes, such as digitisation and heterogeneity.

Holistic approaches to school-based health promotion and health education (such as organizational change and environmental approaches to school health promotion and strategies to promote individual and organizational health literacy in schools);

Implementation and dissemination of school-based health promotion and health education (facilitators and barriers to implementing interventions in school-based health promotion and professional development and capacity-building of, for example, teachers, non-teaching school staff, school health services, parents and external professionals);

Networking and intersectoral collaboration in school-based health promotion and health education (schools as part of the wider community, and multisectoral partnerships at local, national and international levels);

Innovative approaches to dealing with heterogeneity, inclusion and special needs (pupils' and teachers' health in inclusive schooling, school-based health promotion and education for refugees, students with special needs and innovative approaches to school-based health services); and

Digital media and information and communications technology (ICT) in school health promotion and health education (practical approaches to ICT use in school-based health promotion and digital devices and media as a target for interventions and a means to promote health and well-being).

4. Recommendations for action

Be based on democratic processes and foster equal access, active involvement and participation;

Take into account the needs and background of all young people regardless of their gender, geographical, cultural and social background or religious beliefs: in that sense, a Health Promoting School can be seen as an inclusive school that celebrates heterogeneity and diversity as an enriching dimension for mutual learning, respect and acceptance;

Reflect a whole-school approach addressing different target groups and combining classroom activities with development of school policies, the physical, social and cultural environment of the school and the necessary capacities needed: we welcome new and established concepts and approaches within school-based health promotion, such as health literacy, salutogenesis, action competence and life skills, which should complement each other and be integrated in the holistic framework of the Health Promoting School approach; and

Be systematically linked with educational goals and school quality as part of a so-called add-in approach: based on rich evidence, a Health Promoting School can be regarded as a school that not only promotes and maintains health, but also strives for successful learning for pupils and working conditions for teaching and non-teaching staff, and involves parents and families in the school's daily life.

Urge all stakeholders in health and climate/sustainability education to work together systematically to support young people to grow up and live healthily and sustainably;

Urge all stakeholders to support and empower young people to raise their voice and make a lasting contribution to shaping a healthy and sustainable future for themselves and their fellow human beings;

Call for actions to link planetary health and the Health Promoting School approach more explicitly by, for instance, integrating the impact of human action on the environment and its health consequences into school curricula and everyday life; and

Call for realignment of health-promotion research agendas to address environmental challenges in, with and through schools.

All actors to move from a single-setting approach to an integrated multi-setting approach that systematically links actions at school level with actions in the local community: these actions should not be implemented in isolation, but in a coordinated fashion to create synergies and avoid discontinuities;

Intersectoral collaboration among different actors and professions, such as teachers, school health services and social and youth-care services: this requires professional development, and that existing local networks and their leadership capacities be strengthened to align sectoral policies and enable the development of a common vision and language; and

All actors to strengthen links with existing national and regional cooperation mechanisms, such as Health Promoting School networks and healthy city or healthy region networks, by pursuing joint objectives and actions.

A resource-oriented intervention approach (as described in the SHE values and pillars) be taken to tackle NCDs rather than a traditional top-down and disease-oriented approach, which normally dominates interventions related to risk factors;

Young people be viewed as part of the solution and not only as part of the problem of NCDs – we need to work with young people as powerful agents of healthy change and not as victims and recipients of risk factors;

A school environment that promotes healthy practices in areas like healthy eating, physical activity, social and emotional well-being and good hygiene be created; and

Commercial determinants are addressed by empowering young people to become critical and responsible citizens who are able to understand and critically reflect on media advertising and market mechanisms through, for instance, consumer education.

Call for evaluation approaches that reflect the complexity of the Health Promoting School by, for example, applying mixed-methods designs and considering graded health and educational outcomes;

Demand that the available scientific evidence be reviewed and evaluated using existing tools and be translated into recommendations for practical action;

Urge that a one-sided focus on outcomes research be augmented by focusing also on implementation to identify the conditions under which interventions can be effective, systematically linking both research perspectives; and

Call for systematic and strong partnerships between researchers and practitioners who develop and implement innovative interventions in school health promotion and those who conduct empirical surveys on child and adolescent health (such as the Health Behaviour in School-aged Children (HBSC) study) and the health of teaching and non-teaching staff. By sharing available social-epidemiological data, previously untried evaluation potential can be exploited.

Call on all actors in school health promotion to use the possibilities of digital media in the context of research, development, implementation and exchange of innovative interventions and good practice;

Urge all actors to use digital media as a supplement to, and not as a substitute for, non-digital (face-to-face) school health-promotion actions;

Call on all actors to ensure that the use of digital media does not lead to a step back to individual and behavioural prevention, but rather is used at organisational level to, for instance, build capacity, communicate with partners outside the school and promote low-threshold participation in change processes within the school; and

Call for actions to empower individuals and whole-school systems to deal effectively with health information complexity, including its critical assessment, selection and use and to take responsibility for providing suitable and reliable health information.

The Health Promoting School approach

Buijs , G.J. ( 2009 ), “ Better schools through health: networking for health promoting schools in Europe ”, European Journal of Education , Vol. 44 No. 4 , pp. 507 - 520 .

Clift , S. and Jensen , B.B. ( 2005 ), The Health Promoting School: International Advances in Theory, Evaluation and Practice , Danish University of Education Press , Copenhagen .

Dahlgren , G. and Whitehead , M. ( 1981 ), Policies and Strategies to Promote Social Equality in Health , Institute of Future Studies , Stockholm .

European Network of Health Promoting Schools (ENHPS) ( 2002 ), The Egmond Agenda. A New Tool to Help Establish and Develop Health Promotion in Schools and Related Sectors across Europe , available at: https://tinyurl.com/y2py8wzr ( accessed 19 November 2019 ).

European Network of Health Promoting Schools (ENHPS) ( 1997 ), “ Conference resolution ”, available at: https://tinyurl.com/wcunrec ( accessed 19 November 2019 ).

Harteveld , E. , Schaper , J. , De Lange , S.L. and Van Der Brug , W. ( 2018 ), “ Blaming Brussels? the impact of (news about) the refugee crisis on attitudes towards the EU and national politics ”, JCMS: Journal of Common Market Studies , Vol. 56 No. 1 , pp. 157 - 177 .

Mucci , N. , Giorgi , G. , Roncaioli , M. , Perez , J.F. and Arcangeli , G. ( 2016 ), “ The correlation between stress and economic crisis: a systematic review ”, Neuropsychiatric Disease and Treatment , Vol. 12 , pp. 983 - 993 .

O'Brien , K. , Selboe , E. and Hayward , B. ( 2018 ), “ Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent ”, Ecology and Society , Vol. 23 No. 3 , p. 42 .

Reibling , N. , Beckfield , J. , Huijts , T. , Schmidt-Catran , A. , Thomson , K.H. and Wendt , C. ( 2017 ), “ Depressed during the depression: has the economic crisis affected mental health inequalities in Europe? findings from the European social survey (2014) special module on the determinants of health ”, The European Journal of Public Health , Vol. 27 Suppl 1 , pp. 47 - 54 .

Schools for Health in Europe (SHE) Network ( 2013 ), “ The Odense Statement. Our ABC for equity, education and health ”, available at: https://tinyurl.com/rk8rh5e ( accessed 19 November 2019 ).

Schools for Health in Europe (SHE) Network ( 2009 ), “ Better schools through health: the Third European Conference on Health Promoting Schools. Vilnius resolution ”, available at: https://tinyurl.com/qskr692 ( accessed 19 November 2019 ).

Silove , D. , Ventevogel , P. and Rees , S. ( 2017 ), “ The contemporary refugee crisis: an overview of mental health challenges ”, World Psychiatry , Vol. 16 No. 2 , pp. 130 - 139 .

Simovska , V. and McNamara , P. (Eds) ( 2015 ), Schools for Health and Sustainability , Springer , Dordrecht .

Stewart Burgher , M. , Barnekow , V. and Rivett , D. ( 1999 ), The European Network of Health Promoting Schools. The Alliance of Education and Health , WHO Regional Office for Europe , Copenhagen .

Watts , N. , Amann , M. , Arnell , N. , Ayeb-Karlsson , S. , Belesova , K. , Boykoff , M. , … and Chambers , J. ( 2019 ), “ The 2019 report of the Lancet Countdown on health and climate change: ensuring that the health of a child born today is not defined by a changing climate ”, The Lancet , Vol. 394 No. 10211 , pp. 1836 - 1878 .

WHO ( 2016 ), Declaration: Partnerships for the Health and Well-Being of Our Young and Future Generations. Working Together for Better Health and Well-Being: Promoting Intersectoral and Interagency Action for Health and Well-Being in the WHO European Region , WHO Regional Office for Europe , Copenhagen .

WHO ( 1986 ), “ Ottawa Charter for Health Promotion ”, available at: https://tinyurl.com/mohfbn6 ( accessed 19 November 2019 ).

Acknowledgements

This publication has received funding under an operating grant from the European Union's Health Programme.

Corresponding author

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Trump warns trouble brewing with strengthened Russia-China ties as he's stuck in 'icebox' courtroom

Former President Donald Trump warned that as he sits in the "icebox" Manhattan courtroom, China and Russia are strengthening their relationship, which he says poses danger to the U.S. and world. 

"President Xi of China, I know him well. President Putin of Russia, I know him well. They're right now together working on plans, where they combine — where they get together and do damage. Because that's ultimately what they're thinking about: doing damage," Trump said Thursday outside of the Manhattan courtroom . 

"And you take a look at what President Xi said today. He fully expects to take Taiwan. He made that statement today. That's a big statement and I'm sitting here in an icebox." 

Trump rattled off other issues causing him concern, including inflation, the economy and an electric vehicle mandate, but argued the China-Russia meeting was "maybe worse than anything." 

PUTIN AND XI REAFFIRM 'NO-LIMITS' PARTNERSHIP AS MOSCOW INTENSIFIES OFFENSIVE IN UKRAINE

"I'm sitting here listening to a case that even people from CNN and MSDNC say should never be brought. I've been sitting here for almost four weeks, and we still have a long way to go," Trump added. 

READ ON THE FOX NEWS APP

Russian President Vladimir Putin and Chinese leader Xi Jinping met in Beijing Thursday, where the two pledged to strengthen their countries' ties with one another. 

"This partnership is without a doubt exemplary for how the relationship between neighboring states should be," Putin said, according to Politico. "Our cooperation in global affairs today is one of the main stabilizing factors in the global arena." 

Xi said China is ready to "uphold fairness and justice in the world."

BIDEN DRIVING CHINA, RUSSIA INTO 'SHOCKING' PARTNERSHIP, EXPERT WARNS: 'BLUNDER OF THE HIGHEST ORDER'

"The China-Russia relationship today is hard-earned, and the two sides need to cherish and nurture it," Xi added. 

In a joint statement, the two leaders also condemned the U.S. for what they said was "hegemonic attempts" to "change the balance of power in Northeast Asia by building up military power and creating military blocs and coalitions."

TRUMP TRIAL VEEPSTAKES? TRUMP ALLIES SHOW UP IN FORCE AHEAD OF MICHAEL COHEN'S SECOND DAY OF TESTIMONY

The meeting came as Russia advanced on Ukraine's Kharkiv region in a war that has raged since February of 2022. As war rages in Ukraine and also Israel, the world has braced for China potentially invading Taiwan, which operates as an independent country separate from China. 

Trump's warning about China and Russia came as he wrapped up his 18th day in Manhattan court, where he is facing 34 counts of falsifying business records. 

JIM JORDAN DEMANDS NY AG HAND OVER DOCUMENTS RELATED TO FORMER DOJ OFFICIAL AT HEART OF NY V. TRUMP

Thursday's day in court heard continued cross-examination testimony from former Trump attorney Michael Cohen. The case focuses on the prosecution team working to prove Trump falsified business records 34 times to conceal a $130,000 payment to former pornography star Stormy Daniels ahead of the 2016 election to quiet her claims of an affair with Trump. 

Trump has pleaded not guilty in the case and has maintained his innocence. 

On Thursday, Trump's legal team peppered Cohen with questions regarding his history of lying under oath, dating back to 2017, including to Congress about a Trump Tower Moscow project and to federal investigators from special counsel Robert Mueller's office.

NY V TRUMP: HOUSE GOP FIREBRANDS FLANK TRUMP OUTSIDE MANHATTAN COURTROOM

Cohen’s testimony, which began Monday, has also included him describing that he used his personal funds to pay Daniels in 2016 through a home equity line of credit, which he concealed from his wife. Cohen testified he used his personal funds because Trump told him to "handle it" because the story could be damaging to the campaign. 

Cohen said he was "reimbursed $420,000" for the payment, a sum he said was "grossed up" to prevent loss of funds to taxes, and argued that Trump was aware of the details of the payments. The checks themselves were described as a "retainer," which Cohen said was a false description.

Cohen will resume his testimony Monday morning under cross-examination, though Trump's legal team said they expect to wrap up questioning early Monday morning. Closing arguments could begin as early as Tuesday. 

TRUMP PERMITTED TO ATTEND SON BARRON'S GRADUATION AFTER RIPPING TRIAL JUDGE FOR DELAYING DECISION

Court will not be held on Friday, as Trump is traveling to his home in Florida to attend his son Barron Trump's high school graduation. 

Trump said in his remarks to the media Thursday afternoon that the court is trying to "rush" the trial ahead of the 2024 election. 

"They're trying to rush to get it done before the election, so that they can harm me so they can hurt their political opponent," Trump said. 

Original article source: Trump warns trouble brewing with strengthened Russia-China ties as he's stuck in 'icebox' courtroom

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Trial witness bombshell 'directly implicated' Trump in scheme to lie to Congress: expert

Sarah K. Burris

Senior editor, sarah burris is a long-time veteran of political campaigns, having worked as a fundraiser and media director across the united states. she transitioned into reporting while working for rock the vote, future majority and wiretap magazine, covering the millennial generation's perspective during the presidential elections. as a political writer, burris has had bylines at cnn, salon.com, bnr, and alternet and serves as a senior digital editor for rawstory.com..

Women in Media Cente

The last case that former federal prosecutor Andrew Weissmann worked on involved a key piece of the Russia probe investigated by special counsel Robert Mueller and his team. Among the things that Weissmann sorted through was testimony and information about Donald Trump's possible deal with a Moscow project.

Speaking to MSNBC's Nicolle Wallace after the second day of cross-examination of Michael Cohen, Weissmann pointed out a bombshell comment that he says is very harmful to Trump in a different matter.

Wallace pointed out that Cohen stayed in the "fold" of the Trump world until 2018.

ALSO READ: Michael Cohen: Trump mastered the art of the dodge to avoid accountability — until now

Meanwhile, Trump's lawyer, Todd Blanche, seemed to be working an angle that Cohen and every other individual involved did the hush money deal behind his back. It's a theory Weissmann said won't hold up.

But that's when he asked Wallace for a point of clarification that proved to be a significant piece of previously unknown news.

When Cohen was testifying before Congress, he lied that he and Trump only spoke about Trump Tower Moscow three times and it wasn't during the campaign .

"And Todd Blanche goes to that, and says, 'You submitted a two-page document. This wasn't your spur-of-the-moment testimony. This is a two-page document that's false,'" Weissmann paraphrases. "And Michael Cohen, on the cross ... says, 'Yes, [but] that's not just my statement. That false statement that I admitted was perjury.'"

Weissmann said that Trump was the only person who would have benefited from that lie. Cohen, he explained, had "zero interest" in how many times they spoke about him having a development project in Russia.

Cohen later said that he had proof Trump thanked him for lying .

According to Cohen's testimony, however, Weissmann said the two-page document "was done by a joint defense committee that included the president of the United States' lawyer . That was like putting — if you want the Costello — what's happening behind the scenes, what are the lawyers doing. He just directly implicated Donald Trump in that scheme."

Weissmann told the group that one important thing defense lawyers know is "that you shouldn't bring out bad facts." But Blanche did just that in that line of questioning, according to the expert.

See the comments from Weissmann below or at the link here.

Stories Chosen For You

Should trump be allowed to run for office, trump accidentally admitted to part of alleged hush money scheme outside court: reporter.

Former President Donald Trump admitted that he was part of the non-disclosure agreement at the heart of his criminal trial for the first time publicly while standing outside the courtroom, MSNBC's Vaughn Hillyard reported Thursday.

The same observation was made by Allison Gill, who co-hosts the "Jack" podcast about the special counsel probe.

"Wow. In his daily courthouse remarks, Trump just admitted that he was part of the NDA with Stormy Daniels," Gill pointed out.

ALSO READ: Trump’s Manhattan trial could determine whether rule of law survives: criminologist

"I have the only illegal NDA," Trump said. Hillyard said he was reading from an article by Andrew McCarthy, a former prosecutor in the Southern District of New York, who wrote a column for the National Review , ranting that NDAs are legal for everyone else.

"Yet, Bragg alleges Trump’s was illegal … though he won’t exactly say why," McCarthy says.

So, Trump stands before the press and reads the comments from McCarthy, saying, "I have the only illegal NDA."

"Trump then stopped, looked up at the cameras, and added in his own words, 'I have the only illegal NDA.'"

Hillyard said that, as far as his notes, Trump has never admitted he had an NDA with actress and director Stormy Daniels. In 2019, Trump admitted that the NDA existed between Daniels, Cohen, and other parties .

He's admitted it in another court in California , but he's never confessed to it publicly.

Legal analyst Andrew Weissmann said that NDAs can be completely legal.

"There are components that actually — at this trial — there are components that probably aren't okay, which is Michael Cohen's provision that he added about the million dollar penalty. Keith Davidson said that it probably wouldn't hold up," Weissmann said, citing Daniels' former lawyer.

"There are lots and lots of things that Donald Trump has said that are completely inconsistent with a defense," Weissmann explained.

In the California NDA case , Trump admitted that he did reimburse Cohen for the hush money. When Trump's lawyer, Todd Blanche, gave his opening statement, he said that the evidence would show Trump never gave Cohen funds to reimburse Daniels.

See the full comments below or at the link.

'It's just silly!' Trump lawyer schooled on CNN for attacks on Michael Cohen's credibility

Former federal prosecutor Shan Wu clashed with former Trump payroll lawyer William Brennan on CNN Thursday, following a contentious day of cross-examination in which Trump attorney Todd Blanche raised possible discrepancies about the purpose of a phone call in 2016 that Michael Cohen had said was about hush payments to adult film star Stormy Daniels.

"I think it was a good cross-exam moment, but the mere fact that you scream at the witness doesn't mean that you've won the point on cross-examination," said Wu. "A lot of people mistake that as the dramatic moment, meaning that has some substance to it. It doesn't. I mean, this is something that could be quite easily addressed on redirect. From a jury standpoint, one thing to remember too, is the extent you see Cohen leaning back in the chair or thinking to himself, you know, not really sure. That's actually not the hallmark of a pathological liar. The pathological liar doesn't reconsider the accuracy. They just like totally lean into it. That may actually have the opposite effect on the jury. They may think he's actually thinking carefully. He is trying to be accurate."

"Shan, are you saying that the jury might — I don't know what's going to happen — the jury might take, years and years and years of documented lies, he lies, he lies about the lies he told, he lies some more, and because he leaned back in his chair and Blanche yelled at them, they may say, oh, we're going to wipe that away?" said Brennan. "I don't think so!"

ALSO READ: Delay, delay: Lauren Boebert keeping personal finances secret until after GOP primary

"Not because Blanche yelled at them," said Wu. "But this whole characterization of Cohen as being, like, the worst witness ever, it's just silly, Bill."

"Well, the worst liar ever," Brennan shot back.

"That's even sillier!" exclaimed Wu, laughing. "There's so many more people in court. How about an enforcer from the mob who's killed people?"

"Let's, let's use that," said Brennan. "Sammy Gravano ... he killed nineteen people. But he wasn't a liar. What he brought to the table was, I'm an enforcer, I'm a multi-murderer. This guy is a lying liar who just lies about everything he says, and credibility is the currency of a jury trial. And people don't like to be conned!"

Watch the video below or at the link here.

GOP lawmaker divorces wife after 12 years while cozying up with his colleague: report

After 12 years of marriage, Rep. Rich McCormick (R-GA) is calling it quits with his oncologist wife Dr. Debra Miller amid rumors he's been canoodling with a fellow lawmaker, according to The Daily Mail .

"I'm sure that he will not be forthcoming," Miller wrote in a text to the outlet.

Pressed about whether their fracture involved philandering, Miller responded: "You should ask Rich and his colleague."

A McCormick spokesperson responded to The Daily Mail's query suggesting the couple had already been living apart for a spell before making it official.

"Congressman McCormick and Dr. Miller have been separated for quite some time. He has kept that private and will continue to keep his personal life out of the media spotlight," the statement reads.

It was McCormick who filed for divorce on May 3, according to The Mail. The outlet also reported that the couple sought a mutual restraining order.

Miller is McCormick's second wife and the pair is raising seven children from their Suwanee, Georgia, abode.

The outlet learned from various Capitol Hill insiders claiming McCormick has been "holding hands under the table" with a female House Republican at the weekly Republican Study Committee lunch over a span of the last three to four months.

The two-decade Marine Corps and the Navy veteran and former E.R. doctor was also seen grabbing "the small of her back" on the House floor during various votes.

Two eyewitnesses say they have seen he and the colleague holding hands, with one witnessing it as the pair was leaving votes.

Another witness saw McCormick locking arms with the mystery lawmaker while stepping out of the Longworth Office building one late night.

McCormick was accused by fellow Georgia congresswoman Rep. Marjorie Taylor Greene of grabbing her shoulders and shaking her in a private meeting with House Speaker Mike Johnson back in December after the two disagreed over a censure resolution targeting Michigan Democratic Rep. Rashida Tlaib.

"I understand why there would be a lot of raw emotions following the censure vote given that her censure was tabled and mine passed," he said at the time, denying he became physically aggressive. "My intention was to encourage Rep. Greene by making a friendly gesture."

Democratic congressman commits massive stock law violation

Delay, delay: lauren boebert keeping personal finances secret until after gop primary, federal election commission kills anonymous donor proposal.

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