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The vote was unanimous. The Senate's Health, Education, Labor and Pensions Committee last week approved Richard Carmona (left) as U.S. surgeon general, with the full Senate expected to confirm him in the coming weeks. Carmona is among three Bush administration nominees to key public health posts.
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Health educators who interact directly with the people they serve must be able to establish effective relationships. Helping relationships are effective if they facilitate clients' progress toward health-promoting goals. Health educators are usually well versed in learning activities and spend a significant proportion of their time interacting with clients. However, many health educators have never received explicit training in how to establish effective formal helping relationships. Research on social influence processes has provided a set of empirical findings that suggest interpersonal behaviors that are likely to maximize the effectiveness of formal helping relationships. This literature indicates that formal helping relationships characterized by interpersonal behaviors that enhance client self-esteem and feelings of control are most effective in helping clients achieve specific goals. Interestingly, enhancement of self-esteem and feelings of control are consistent with many definitions of personal empowerment. Since the social influence and empowerment literatures come from very different intellectual roots and have different approaches to power and influence, their convergence is especially notable. These literatures combine to establish the bases for proposing two essential components of effective helping relationships: (1) providing unconditional acceptance and positive regard for clients, and (2) sharing power and control through participatory processes.
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While health education has always been seen as a major component of the district nurse's role, recent studies show that district nurses spend less time on health education than other community nurses. How should district nurses reinforce their role as health educators?
Health education may be defined as a process that seeks to achieve voluntary changes in behavior conducive to health. Systematic program planning, based on an extensive investigation of the needs of a specific population is essential if health education is to attain validity in the eyes of the public, health professionals and policy makers who assess its value. In addition, unless educational programs have clearly defined and measurable objectives, health education will continue to be an area that uses the measurement of activities, rather than the measurement of changes in behavior and health status, as its ultimate goal. The PRECEDE model, presented here, offers a quantifiable means of conducting an educational diagnosis in health, behavioral and cognitive, attitudinal and organizational terms before the development of an educational program. The process allows the practitioner to define objectives, which form the basis for subsequent analyses of the effectiveness of the program.
Because health education is aimed at influencing behavior capable of affecting health and disease, patient education is a important constituent of health education. Patient education should demonstrably lead to increased self-assurance, reduced anxiety, better insight into one's ailments, more knowledge about the effects of medicines administered, greater self-acceptance after surgery, and improved social contacts among the chronically ill. It well deserves a place in primary health care. Patient education is not widely practiced in the Netherlands. Small-scale experiments are needed to establish effective modes of intervention.
This paper describes key developments in the national validation of certificate courses, and the setting up of a network of co-operative curriculum development projects between the Health Education Council, local health education services and their officers, and colleges and their tutors. These developments are encompassed in a centre-periphery interactional model which, when projected into the future, displays continued active development. This model for the training and role development of health educators has considerable adaptability for use in other situations.
Health educators often are faced with the job of selecting a new program to meet particular objectives. When one or more options is available, the selection process may involve the application of rather sophisticated evaluation skills whether or not the health educator is aware of the fact. By consciously applying evaluation techniques, health educators can increase the likelihood that a new program will meet their needs. The article provides guidelines for choosing an effective program by posing questions that normally are raised at the end of a program during the summative evaluation but are equally relevant at its beginning during the program selection stage. Seeking the answers to these questions before a program is implemented can contribute much toward ensuring the desired outcomes will be achieved.
A study to determine the impact that the Area Health Education Center type of programs may have on health science libraries was conducted by the Extramural Programs, National Library of Medicine, in conjunction with a contract awarded by the Bureau of Health Manpower, Health Resources Administration, to develop an inventory of the AHEC type of projects in the United States. Specific study tasks included a review of these programs as they relate to library and information activities, on-site surveys on the programs to define their needs for library services and information, and a categorization of library activities. A major finding was that health science libraries and information services are generally not included in AHEC program planning and development, although information and information exchange is a fundamental part of the AHEC type of programs. This study suggests that library inadequacies are basically the result of this planning failure and of a lack of financial resources; however, many other factors may be contributory. The design and value of library activities for these programs needs explication.
To determine if there is a body of essential content that should be common to master's-level home care programs, a purposive sample of 200 nurses involved in home health or community health nursing was selected. The respondents (N = 118), including faculty and educational administrators (N = 61) and supervisors and administrators of home health agencies (N = 57), were asked their perceptions of the knowledge needed and their priorities for curriculum content for master's-prepared home care specialists in both clinical and administrative roles. There was agreement in most content areas, but significant differences were found between faculty and agency personnel in their priorities for community health concepts, and in their evaluation of nursing theory and epidemiology as essential content in both roles. We believe these results have important implications for nurse educators. As schools prepare students for leadership roles in today's home care environment, it is critical that pertinent content be well integrated into the curriculum.
In January 1989, the Johannesburg City Health Department developed an AIDS education poster. The poster was adapted from a cartoon in the Sowetan newspaper and was formally evaluated before its final production. As a result of this evaluation further editing and restructuring of the poster proved necessary. The methodology used in the evaluation is outlined, and some of the findings that emerged during the evaluation are discussed, since few formal evaluations of health education material seem to have been documented in South Africa. This study highlights the importance of formative evaluation of printed health educational media by a sample of the target audience before production and distribution.
Tasks, contents and organisation forms of prophylaxis and prevention in the Public Health services of the former GDR are described, with particular reference to the development and organisation of health education. The specific role of the German "Hygiene Museum" is underlined. Health prevention was a major task of consultation offices of the Public Health service. With regard to the scientific basis for a complete prophylaxis, reference is made to a study that included renowned researches and experts with great practical experience.
This study evaluated the health knowledge of a selected population of 12th grade students. A random selection of 30% of the total senior population from 7 public high schools was obtained. The Kilander-Leach Health Knowledge test was used. An analysis of variance was performed by sex and by health area. The FLSD multiple range test was utilized where significance was found among groups. The findings revealed that students' health knowledge was weak; moderate strength was indicated in the area of chronic disease; no significant differences were observed between males and females on the total test; there was significant differences in health knowledge on the total test among the schools.
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This study examined whether receiving preservice instruction in health education methods affects the health instruction provided by elementary classroom teachers. Using a researcher-constructed self-report questionnaire, 800 third-, fourth-, and fifth-grade teachers in Indiana were randomly selected to complete the questionnaire. Returns included 366 usable responses from an effective sample of 772, for an overall response rate of 48.06%. Analysis of variance indicated a statistically significant difference among respondents in the mean number of 10 health content areas taught, the depth of coverage of all content areas except Community and Environmental Health, the mean number of health lessons taught per week, and the minutes spent teaching health per week. Pairwise comparisons indicated respondents who completed both a health education methods course and a physical education methods course taught a greater number of health content areas, and taught more topics in eight of the 10 health content areas, than did respondents who did not complete preservice instruction in health education methods.
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