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PubMed2003

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Computers↗
PubMed1978

The ethics of health education as public health policy.

The concept of voluntariness is central to an understanding of ethical considerations in two aspects of public health education practice: (1) the selection of appropriate interventions, and (2) the selection of appropriate targets for such interventions. The position is taken that most mass communications programs in public health education are persuasive as well as informative in intent. It is argued that the impact of such programs on voluntariness can be analyzed with regard to the rationality and resistibility of the persuasive appeals involved. Considerations of justice, as well as voluntariness and liberty, are reviewed in the discussion of appropriate targets for intervention. The issue of victim-blaming in public health education is explored, and conditions under which behavioral public health programs may be morally justifiable are suggested.

Choice Behavior↗
PubMed2005

Developing and piloting an audit tool for mental health education and training: the National Mental Health Education Continuous Quality Improvement Tool.

It is clear from the international literature that education and training can play a crucial role in improving the quality of mental health service delivery. In the UK, post-qualification mental health education and training is not generally allied to the national policy agenda and there is a lack of service user and carer involvement in the design, development and delivery of educational curricula. The Department of Health in England has funded the development of a continuous quality improvement tool to address these important concerns and help commissioners of mental health education and training evaluate key aspects of courses. The design of the tool was informed by the literature and a series of semi-structured interviews and focus groups with key stakeholders. Subsequent drafts were refined through steering group consultation and the instrument was then piloted within a selected region in England. This has resulted in a brief, user-friendly tool that takes into account the views of all stakeholders in mental health education programmes, promotes dialogue and facilitates continuous quality improvement. The tool promotes self-assessment of: partnership arrangements; the relevance of the programme to the policy context; the extent to which service users and carers are involved in the design, delivery and evaluation of programmes; and the assessment of the impact of the programme. Results from the initial implementation project (to be reported separately) suggest that the tool is welcomed and can complement existing quality mechanisms.

Health Occupations↗
PubMed2004

[The effect of oral health education on oral health in kindergarten children].

PURPOSE: This study was performed to investigate the effects of oral health education on kindergarten children. METHOD: The study was designed as a quasi-experimental, nonequivalent control group pre -post test design. Data was collected from April 1st to November 30th, 2001. The total samples were sixty seven healthy kindergarten children; the experiment group consisted of thirty three and the control group was thirty four children. The experimental group received an oral health education program daily for 20 minutes for four weeks. RESULT: There was significant improvements on oral health behavior in the experimental group. Streptococcus mutans and lactobacilli of the salivary variables in the experimental group were significantly higher than the control group. The dmft was lower in the experimental group than the control group, but there was no significant difference between the two groups. However it was significantly lower in the experimental group than control group over time. CONCLUSION: Oral health education for kindergarten children showed an increase in the use of tooth paste and practicing correct tooth brush usage. Also, it decreased the rate of eating cariogenic food and had a positive effect on oral health through suppressing dental cavities.

Child, Preschool↗
PubMed1980

A framework for optimizing resource allocation for health education programs.

Health education programs conventionally are implemented in four sites: school, clinical, occupational, and community settings. One problem encountered by health education specialists, community health planners, and policy makers, is ascertaining the optimal allocation of health education resources to these four settings. This paper proposes a framework to assist in making this decision. The framework incorporates considerations of the target group, the health problem, the desired health behaviors, and administrative aspects of the program, which are broken down into 26 different "criteria", (e.g., age of target group, stage of disease intervention). Each of the 26 criteria has its respective "dimensions" (e.g., age of target group: preschool children, school children, and adults), and each dimension in turn suggests the optimal health education setting(s). An improved understanding of the advantages and disadvantages of implementing health education programs in the different sites will facilitate better coordination between practitioners in school, clinical, occupational, and community settings.

Child, Preschool↗
PubMedDate not supplied

Prevention and health education: how recent advances in the science and art of health education have been applied in practical ways within medical and other settings for prevention and public health.

The terms health education, patient education, self-care education, school health education, and health promotion are distinguished from each other as follows. Health education is a subset or strategy within each of these but is the primary and dominant strategy in health promotion. Health education occurs through the health care providers in various settings: worksites, medical, community agencies and schools. Nurses and midwives are the most important health care providers to train people for health promotion and cancer prevention. We appreciate the importance of the "Fight against Cancer" movement in the primary health care centre and its health care providers who inform people about cancer and its symptoms, how to find lesions and early stages, and how to avoid hazardous factors. This is as process of continuous information transfer by in-service education. Primary prevention should encompass all actions aimed to reducing the occurrence of cancer. In reviewing recent advances in science and how the art of health education has been applied in practical ways within medical and other settings for prevention and public health, we can point ot the necessity for facilities like an APOCP Training Centre as a venue for scientific courses.

Breast Neoplasms↗
PubMed2006

Reimbursement as a legitimizing strategy for health education.

The health education profession has made significant advances throughout the past few decades. However, health education is still described as an emerging profession. This article suggests strategies to move health education from its status as an emerging profession into that of an acknowledged profession. The authors assert that actively seeking direct third-party reimbursement will advance health education's emergence as a profession as well as increase its legitimacy in the eyes of other professions. The benefits of direct third-party reimbursement, experiences of the nursing profession's pursuit of direct third-party reimbursement, and the current status of health education are discussed. The article concludes by offering strategies for pursuing direct third-party reimbursement.

Credentialing↗
PubMed1986

Health education and public health policies for detection, prevention, and treatment of hypertension.

Health education and policy issues in high blood pressure concern concepts and actions for prevention, early detection, and long-term control. Complementary modes of dissemination of the health education message are a medical preventive ("high-risk") strategy and community-oriented programs ("population strategy"). Today, a clear preventive message can be given to the public to prevent and control high blood pressure in whole communities. Data from a Swiss health survey show avenues for future action. Although not only health information matters to the general population, but also easy access to services ("enabling factors"), factors such as health knowledge and attitudes and the presence of a supporting partner ("predisposing factors") are of additional importance for hypertensive patients. For future action, then, the health message should be intensified, and more research on the nature and kind of information is warranted.

Community Health Services↗
PubMed2001

Privatization of local health department services: effects on the practice of health education.

Local health departments (LHDs) are changing service delivery mechanisms to accommodate changes in health care financing and decreased public support for governmental services. This study examined the extent to which North Carolina LHDs privatized and contracted out services and the effects on the time spent on core functions of public health and activities of health educators. Questionnaires were mailed to the senior health educators in all LHDs. Sixty-nine responded, and 68% of LHDs had not privatized any services other than laboratory and home health. Clinical services were more commonly privatized than nonclinical services. Respondents perceived that privatization produces more time for LHDs to address the core public health functions and for health educators to engage in appropriate professional activities. Health educators in LHDs that had not privatized were more likely to be concerned about potential negative effects. This study suggests that privatization has generally had a positive effect on the roles of health educators in North Carolina LHDs.

Contract Services↗
PubMed1997

Health education in mental health services.

In the past few years, we have witnessed numerous efforts to develop health education in psychiatry. Many of them, however, were not successfully implemented. In the Netherlands, a health education method was developed in conjunction with seven mental health providers. The method promotes a more successful implementation.

Health Education↗
PubMed2001

Health educators' role in promoting health literacy and advocacy for the 21st century.

This article discusses the relationship between health literacy and advocacy for health and health education, cites achievement of advocacy as a critical outcome of health education, and identifies health advocacy competencies for both students and health educators. The paper also delineates a role for health education in developing health-literate citizens and in training health educators to advocate for health and health education. The article draws on recent initiatives in comprehensive school health education and coordinated school health programs to identify content and strategies for developing health advocacy skills among elementary, middle, and senior high school students. The article provides a variety of approaches and strategies for developing advocacy skills among preservice and inservice health educators.

Consumer Advocacy↗
PubMed1994

Relating health education research to health policy.

This paper argues that research in health education is being driven by a set of implicit values that emphasize formality, rigor and objectivity, and that relatively little attention is being paid to the ways in which research findings are subsequently used. A critique of a detached and formal research perspective is developed around the problems of 'pure' knowledge and the potential incompatibility between this and policy-making processes. In this light, it is suggested that the pursuit of academic research rigor at the expense of practical utility is hindering the development of a stronger research-policy link. The paper then goes on to suggest that in adopting a sharper political orientation, health education research could legitimately become less concerned with the restrictive nature of academic formalism with research. The nature of this type of research, the potential it has as well as its limitations are subsequently explored.

Health Education↗
PubMed1992

Evaluation of KAP of oral hygiene measures following oral health education through existing health and educational infrastructure.

This study is a part of a larger preventive oral health feasibility module embarked on a population of 120,000 of Raipurrani, district Ambala (Haryana). The KAP analysis of about 2000 individuals (including school children) on cross-sectional basis at baseline, one and two years after the implementation of knowledge about oral health measures to the community utilizing the existing health infrastructure at CHC, the Anganwadi workers (ICDS Scheme) and through school teachers in the schools revealed that at baseline datun was the most prevalent (63%) oral hygiene measure used in the community and students. After implementation, the practice of brushing thrice, twice and once daily increased but the most prevalent frequency remained once a day (39% out of 66 percent using brush in community and 37% out of 76 percent in students after 2 and 11/2 years of implementation respectively) followed by twice a day (23 & 31% respectively). A similar pattern of frequency was observed about datun users also, though the number using datun substantially declined from 62% to 33% in community and 63 to 23% in students after implementation.

Adolescent↗
PubMed2004

Toward a unified system of accreditation for professional preparation in health education: final report of the National Task Force on Accreditation in Health Education.

During the past 40 years, health education has taken significant steps toward improving quality assurance in professional preparation through individual certification and program approval and accreditation. Although the profession has begun to embrace individual certification, program accreditation in health education has been neither uniformly available nor universally accepted by institutions of higher education. To further strengthen professional preparation in health education, the Society for Public Health Education (SOPHE) and the American Association for Health Education (AAHE) established the National Task Force on Accreditation in Health Education in 2001. The 3-year Task Force was charged with developing a detailed plan for a coordinated accreditation system for undergraduate and graduate programs in health education. This article summarizes the Task Force's findings and recommendations, which have been approved by the SOPHE and AAHE boards, and, if implemented, promise to lay the foundation for the highest quality professional preparation and practice in health education.

Accreditation↗