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The Healthy Cities Project: a challenge for health education.

The World Health Organization Healthy Cities Project assists participating cities in developing and implementing plans to create health promoting policies, programs, and environmental conditions. The project, which has its origins in the strategy of Health for All by Year 2000, seeks to bring the rhetoric down to earth and ground it in policy and practice. So far the project has been very successful in interesting and involving people at the local level. What began as a small European project in 1986 has become part of a global movement four years later. This movement is based on a recognition of the ecological context of health and the need to reconcile human lifestyles with their environmental and planetary impact. In the process of involving many people from nonmedical sectors in urban health promotion, the continuing relevance of health education to public health is becoming apparent. The challenge to Health Education is to broaden its perspective from the individual and biological, to the social and environmental if it is to play a full part in tackling the ecological crises which confront us.

Global Health↗

Guidelines for health education in maternal and child health.

Guidelines are presented for specifying objectives, identifying resources, selecting methods and evaluating the health education component for maternal and child health programmes. Examples of the application of the principles are integrated with the Guidelines. Diagnostic, planning, organizational, administrative and evaluative procedures are presented around a model of health education which emphasizes: a) the careful delineation of the health problem; b) the specification of behaviours influencing the health problem; c) setting priorities among target behaviours on the basis of their relative epidemiological importance and their changeability; and d) the identification of factors that predispose, enable and reinforce the behaviour.

Child↗

Evaluating educational preparation for a health education role in practice: the case of medication education.

Current health care policy and practice contexts in the UK point to the importance of nurses' ability to make an effective contribution to educating patients about medication, as part of their role in health education and health promotion. Nurses' potential contribution to this important activity will inevitably be dependent on knowledge and skills acquired during preregistration and postregistration programmes of education. Against this backdrop, changes in pre and postregistration nurse education in the UK in the past decade highlight the importance and timeliness of evaluating the adequacy of educational preparation for a medication role. This paper reports on the findings from an evaluation of UK educational preparation for a medication education role in practice. A case study design was used to investigate current educational preparation at three education institutions. Multiple methods of data collection at each site involved focus group discussions with lecturers and practitioners, individual interviews with key personnel, nonparticipant observation of teaching sessions, postobservation interviews with students and curriculum analysis. Findings highlighted the importance of a number of dimensions of preparation for practice of such a role: the need for sufficient taught pharmacology; opportunities for application and integration of prerequisite knowledge and skills; the importance of practice-based learning; the need for an evidence-based curriculum, and the importance of clarifying outcomes and competencies required for a medication education role within pre and postregistration curricula. The paper concludes with a discussion and implications of the findings.

Attitude of Health Personnel↗

Health education in medical group practices: promoting health or business?

This article attempts to explain differences in the health education activities of medical group practices. Potential explanatory factors examined include: providing prepaid care, group ownership, group size, and specialty composition and mechanism for making group policy. The data used in this analysis were collected by the American Medical Association through the 1986 National Survey of Medical Groups. Results indicate that the conduct of a variety of health education activities was determined primarily by the group's policy mechanism. That groups with more formal policy mechanisms are more likely to conduct health education activities suggests that the provision of health education is a business decision rather than a medical one. Some implications for health educators of the use of health education to promote a practice are discussed.

Group Practice↗

[Concepts of prevention and health education].

Prevention and health education are usual words in the health area. But these words need to be explained, because they reflect a very complicated reality. Health education may be considered as one of the methods of prevention, to prepare, for example, water fluoridation or lawful prohibitions. But health education may also be considered as another way to live, to cure and die...

Health Education↗

[Examples of migrant-related health education. Experiences in the development of materials by the German Federal Centre of Health Education].

Migrants in Germany are a very heterogeneous population. This has to be taken into account when developing and distributing materials. Linguistic and cultural barriers lead to the conclusion that personal communication is the best way to approach some of the migrant groups--especially in sensitive fields like HIV and other sexually transmitted infections. The German Federal Centre of Health Education (BZgA) supports multipliers with special material for prevention and counselling. New methods for translation and distribution were developed for a family planning brochure in Turkish. Furthermore, a newsletter provides a forum for exchange of information and experiences among those working in the field of migration and health.

Adult↗

[Continuing education. Menopause, 2. Health education in menopause].

This is the second part of the article published in the preceding magazine issue. "Revista ROL de Enfermería Number 230:72-77". This section presents a number of adequate preventative measures so that a woman may live through her climacteric period in as healthy a way as possible.

Female↗

Health promotion and health education: advancing the concepts.

BACKGROUND: Health education and health promotion activities are a fundamental requirement for all health professionals. These two paradigms are closely related but are not inter-dependent. Despite this, it is known that many nurses confuse the terms and use them interchangeably. With this in mind, it is necessary to re-conceptualize the terms in an attempt to bring them to a current form of 'maturity'. AIM: The aim of the paper is to provide an up-to-date analysis of health promotion and health education that serves as a conceptual and operational foundation for clinicians and researchers. METHOD: A concept analysis following the criterion-based methods described by Morse and her colleagues was applied to the terms health education and health promotion, using generic and nursing-related literature. RESULTS: The conceptual literature on health education is consistent between generic and nursing-related sources. On the contrary, earlier nursing literature on health promotion is now at odds with more recent socio-political and community action models of health promotion, in that it focuses on individualistic and behavioural forms of 'health promotion'. A significant proportion of later nursing-related literature, however, suggests a maturing of the concept that brings it further in line with a socio-political health promotion agenda. CONCLUSION: While the theoretical and conceptual literature surrounding health education has remained relatively constant and unchanged over the last decade or so, the same cannot be said for the health promotion literature. The evolving dominance of socio-political action in health promotion has overtaken individualistic and behaviourally-related forms. While the recent nursing literature addresses and acknowledges the place of socio-political activity as the mainstay of health promotion interventions, this is largely from a theoretical stance and is not applied in practice.

Concept Formation↗