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At least 199 records · Page 11Linked to original sources
PubMed2004

Comparing need between health occupation and health education schools: which students benefit most from the school health education program.

Comparing need between Health Occupation and Health Education Schools: Which students benefit most from the School Health Education Program? First-year medical students taught general health topics at public high schools. Pre-test and post-tests were given for each presentation. Health Education students had lower pre-test scores but showed greater improvement. With greater need and fewer resources, Health Education students benefit most.

Adolescent↗
PubMed1980

Analysis of health education sections of health systems plans.

Health Systems Agencies are required by federal guidelines to plan for and provide educational opportunities for residents of their health service areas. A study was conducted of 9 health education components of health systems plans developed by HSAs in Region III. The health education plans were analyzed and scored using the "Health Education Plan Scorecard" developed by Sullivan and adapted by the present authors. Specifically this modified scorecard consists of eight dimensions of the health education planning process: Involvement, Principles and Practice of Health Education, Defining Problems, Setting Goals and Objectives, Recommending Actions, Obtaining Resources, Planning for Implementation, and Planning for Evaluation. Ratings were generally higher on the first five dimensions of the scorecard. The last three dimensions produced lower scores. The overall average score was 41 points out of a possible 100. Thus indicating the general overall low scores received by the plans. The paper includes 18 recommendations to HSAs for improving the quality of health education plans. A key recommendation is that the Health Education Plan Scorecard should be used as a guide and check list during the plan development process.

Evaluation Studies as Topic↗
PubMedDate not supplied

An adaptation of Bigge's classification of learning theories to health education and an analysis of theory underlying recent health education programs.

This paper attempts to examine the practice of health education from the perspective of learning theory. Examples of recent health education programs are discussed in this context. It is suggested that, in general, health education and program rationales are firmly rooted in learning theory, but that goals, educational interventions, and evaluation methods are not always consistent with the learning theory apparently underlying the program. Furthermore, it is suggested that such inconsistencies are relevant to many controversial issues in health education and may have considerable impact on policy development.

Behavior Therapy↗
PubMed1989

Intergenerational Health Education. The Adults Health and Development Programme.

The AHDP concept is seen as an action-approach to improving the quality of individual and global health. With its emphasis on friendship, the saliency of health, reinforcement of self-efficacy and control over one's health, health education, the ecological nature of health, and the need to preserve the quality of the future for children and grandchildren, the AHDP model has national and international implications.

Aged↗
PubMed1995

Help wanted. Nurse or health educator?

Although health education may be considered a component of nursing, trained professionals exist whose sole focus is health education. For optimal results, these health education specialists, not nurses, are the ones hospitals and healthcare organizations should seek out when staffing their departments of health education.

Activities of Daily Living↗
PubMed1983

Historical trends in the use of television in health education.

Although health education is a relatively new professional discipline, health educators have actively utilized television for informational and persuasive purposes since its inception as a public mass medium. Informational messages have been developed for classroom and public television, while persuasive messages have been developed for commercial television. With the current health education emphasis on developing and maintaining behaviors conductive to health, the school health educator can blend both informational and persuasive methods to create a more dynamic classroom teaching environment.

Curriculum↗
PubMedDate not supplied

Continuing-education needs of public health educators: their perspectives.

The objective of the study described in this article was to determine the perceived continuing-education needs of employed public health educators. A three-wave mailing of a questionnaire was sent to a national sample of 500 public health educators who were asked to rate their preparation on 41 subcompetencies. Of 299 returned surveys (63%), 149 indicated that they were not currently practicing public health educators. Thus, analysis was based on 150 respondents. Six subcompetencies were perceived by 25% or more of the respondents as topics in which they needed more training. Health educators reported a need for continuing education, focused primarily on administration and evaluation of programs and applying appropriate research principles. Furthermore, the public health educators overwhelmingly preferred to attend a conference or workshop (85%) as their method of obtaining further continuing education. Health education programs and professional organizations need to take note of the identified continuing-education needs when developing future educational programs to adequately update health educators.

Adult↗
PubMed1997

Teenage health education: a public health approach.

This article describes a public health nursing initiative to deal with teenage health issues. The Teenage Health Club project in Alexandria, near Glasgow, provides a health education service for local teenagers. The approach allowed health professionals to develop a strategic response to the increasing problems of this client group.

Adolescent↗
PubMed1983

Challenges in health education practice.

Health education (patient education and health promotion) as an integral part of medical care is in its adolescence. This paper clarifies current definitions in health education in order to emphasize the increases in sophistication and accountability that characterize the state of the art. The trends and pitfalls that are representative of current practices are reported, in order to challenge practitioners to move forward. This paper was a keynote address to the Third National Conference on Patient Education on March 31, 1982 in Pensacola, Florida.

Attitude of Health Personnel↗
PubMed1991

Health education in England: a five-year strategy for the Health Education Authority.

The Health Education Authority in England has published its first Strategic Plan, covering the years 1990-1995. The origins and functions of the Authority are described, as are the various factors contributing to the Plan. The strategic objective is defined as being "to ensure that by the year 2,000 the people of England are more knowledgeable, better motivated, and more able to acquire and maintain good health," as suggested by six criteria for program effectiveness. Selected programs include HIV/AIDS, coronary heart disease, cancer, smoking, alcohol, nutrition, and family and child health. Complementary delivery methods are examined, such as use of the mass media, the National Health Service, schools and colleges, and the workplace, utilizing partnerships with health, education, and other agencies, promoting professional development, and dissemination of research and local initiative results.

Aged↗
PubMedDate not supplied

Death education coverage in selected health education books and periodicals.

This article represents an attempt to ascertain the quantity of death and dying literature within selected health education periodicals and introductory health education books during the past 7 years. The study is part of an ongoing effort by the author to determine relationships between health education and death education. Approximately two-thirds of the general health education books reviewed now include chapters or sections on death-related phenomena. Four nationally refereed periodicals, viewed by the author as most useful to the health educator, have also been publishing a considerable number of death education pieces in recent years. Involvement by health educators, via the publication of death and dying information, should be viewed as a positive gesture toward achieving multidisciplinary goals within death education.

Attitude to Death↗
PubMed2006

[Health education, prevention and/or health promotion].

Multilevel school interventions on its social environment have demonstrated their efficacy for the prevention of health risk behaviours. Emotional well-being, sense of security, trust and belonging to a community, participation to the functioning and rules of the school, positive and interactive communication, constitute efficient protective factors against substance use in particular. Health education in a traditional way as well as focused specific preventives actions fail to achieve their objectives when not included as part of an active school policy promoting a good climate in social relationships. Health professionals and teaching staff must work together with the pupils in linking their responsibilities towards the everyday life and events of their school.

Adolescent↗