<p style="text-align: justify;">There have been increasing demands for innovative learning and teaching approaches in higher education. Many educators in various fields of study have been teaching their students using deliberate and careful combination of face to face and online leaning processes or blended learning. However, in the field of public health, the use of the blended learning seems to be fewer. For public health educators and trainers to maximize the potential of this approach, it could be significant to consider the broad and increasingly expanding scope of public health. Furthemore, studies should be done to identify the factors that drive the achievement of educational outcomes in this field.p>
Health Educators ; Public Health ; Health Education ; Learning

Purpose: This study was conducted to bring together studies on the common nursing interventions for postpartum depression (PPD) and their outcomes. It aims to provide interpretation of relevant findings to help further enhance the nursing care of patients with postpartum depression. Design and Methods: A systematic literature review (SLR) approach was utilized to synthesize studies related to the management of postpartum depression and its outcomes. One hundred five studies (105) were initially retrieved from three online databases. Eventually, fifteen studies were included in this review after the screening process on quality and risk of bias assessments. Codes were identified from the included studies and were clustered into themes. A thematic map was formulated to visualize the interconnections of the nursing interventions for postpartum depression and its outcomes. Findings: Nurses caring for patients with postpartum depression usually practice PPD education, perinatal assessment, PPD counseling, nurse-delivered psychotherapy, providing social support, drug administration, complementary and alternative therapy combined with conventional management, and patient referral. These nursing practices for postpartum depression yielded the following outcomes: (1) symptom alleviation, (2) empowerment, (3) positive feedback, and (4) negative outcomes. Conclusions and Recommendations There is a range of nursing interventions for postpartum depression. This review highlights the significant roles of PPD education and nursing assessment and emphasizes these interventions to be practiced not only after childbirth but also during the prenatal period to identify at-risk patients and provide early intervention. This review also emphasizes the need for more coordinated care and a multidisciplinary approach, including patient referral, to achieve better outcomes in the care of postpartum depression patients. This relates to the acknowledgment of the various factors contributing to the development of postpartum depression and its lack of clear etiology.
Depression, Postpartum

Background: The effects of community immersion programs and other forms of community-based medical education on students have been highlighted in the literature. However, the driving factors that generate these outcomes are not emphasized by many authors. Objective: This study aimed to identify and explain the important contextual factors and mechanisms considered as driving factors of the outcomes of community immersion programs. Methodology: An exploratory qualitative inquiry that employed focus group discussions, in-depth interviews, and reflection papers was utilized. The realist approach provided the structure in eliciting and analyzing medical students’ perspectives on the driving factors of the program outcomes of community immersion. Data were analyzed through thematic analysis. Results: The outcomes generated by the community immersion program are consistent with the literature as well as relevant to the course and social outcomes as identified by De La Salle Medical and Health Sciences Institute. Uncovered major driving factors for these program outcomes include: “perceiving things from a different perspective”, and “positive attitude towards community health”. Various contextual factors that trigger these driving factors were further unpacked that provide a backdrop to the community immersion program. Conclusion Factors that bring about the program outcomes of community immersion are evident in the experiences of medical students. Focusing on these factors may allow community preceptors and administrators to have clearer perspectives on the factors to focus on in teaching community medicine through community immersion. It is recommended that preceptors and administrators consider and nurture these factors during community immersion to be effective in teaching medical students in the community setting and in the provision of primary health services to communities.