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At least 37 records · Page 2Linked to original sources
PubMed1988

Evaluation of continuing education in health education: the Society for Public Health Education's 1983, 1984 and 1985 mid-year scientific symposia.

The Society for Public Health Education's (SOPHE) first three mid-year scientific symposia were evaluated three months after each meeting with questionnaires mailed to all national SOPHE members who attended and a 10% sample of members who did not attend. 3% of SOPHE members attended the first meeting, rising to 7% and 12% in subsequent years. Persons spending their time in direct education and program planning/development and persons less active in health education professional organizations were under-represented at the meetings. About 90% of those who attended the meetings learned something that they had applied to their health education work. A third to a half had made contact with another health educator on health education business, and about one fifth had increased their participation in SOPHE affairs due to the meeting. Those who attended the mid-year meetings were significantly more likely to plan attendance at the next annual meeting than those who did not attend. Over half of those polled felt that SOPHE should continue to hold mid-year meetings; most of the rest were not sure. Strengths and weaknesses of the individual meetings are discussed, as well as suggestions for improvement, topics and forums for future meetings.

Congresses as Topic↗
PubMed2005

Assessment of public health educator practice: health educator responsibilities.

This study presents a method for better understanding how practicing health educators in local health departments spend their time. The purpose of this study was to document the daily practice of health educators in the 10 areas of responsibility as defined by a competency-based framework for graduate-level health educators. The results of the current study present the average percentage of time health educators spent carrying out each area of responsibility and the percentage of health educators that did not carry out activities related to a specific area of responsibility. For example, the greatest percentage of time was spent implementing programs (21.2%), and approximately 60% of the health educators in the sample did not conduct research nor did they participate in activities to advance the profession. These findings have implications for the professional preparation of health educators and for their continuing education. The current study contains several suggestions for future research in this area.

Analysis of Variance↗
PubMed1978

[Communication theory and health education].

Health Education can be understood as a communication process, in which a communicator gives a message to receivers through a certain channel with a specific destination. The application of the results of communication research to problems of Health Education is difficult since, on the one hand, communication research does not sufficiently relate to the problems of Health Education and, on the other, the Health Educators often ignore the results of empirical research. Moreover, it is inherent in communication theory to overstimate knowledge as a vehicle of behavior change. The norms, laws and institutions of society often limit the possibilities of Health Education. Another limitation consists in the lack of information concerning many of the factors which cause health damaging behavior. The consequences of these considerations are that efficient Health Education has to be carried out not only on the personal but also on the societal level and that knowledge about the causes of health-injuring behavior must be improved. A model of integrated Health Education is presented.

Communication↗
PubMed1992

HIV education and health education in the United States: a national survey of local school district policies and practices.

To determine the extent to which HIV education and health education policies and practices are required by school districts in the United States, a national probability sample of public school districts was surveyed by mail in 1990. Of 2,150 districts selected, 78.1% responded. HIV education was required by 66.9% of districts. Of these, the percentage requiring HIV education increased by grade level from 29.7% in kindergarten to 82.3% in 7th grade, then declined to 37.3% by 12th grade. Districts that required HIV education most often addressed HIV-related prevention skills in the upper grade levels. Similar to requirements for HIV education, health education requirements also declined from 7th to 12th grade, reaching even lower levels than HIV education by the last two years of high school. These declines are of particular concern given that students are most likely to engage in risk behaviors when HIV and health education is least likely to be required. Other practices and policies that support HIV and health education also were lacking in many districts.

Acquired Immunodeficiency Syndrome↗
PubMed1982

Some challenges in the management of community health education.

Health Educators are often expected to fill managerial roles yet are not always trained in management skills. The Health Educator's role is constantly changing but training has not always kept up, especially in the area of management. Job descriptions are often less than adequate and coordination between the jobs and the training institution could be better. Health Educators, due to frustration caused by inadequate role definition, may choose administration as a career as it is easier identified. Barriers to successful management can also be frustrating for the Health Educator, i.e., political constraints, lack of skills, etc. Planning should be a major activity of any Health Education program in order to ensure a successfully managed Health Education project.

Health Education↗
PubMed1994

From personal health into community action: another step forward in peer health education.

Health education as a field is turning from its individualist roots in which behavior change is viewed as an isolated phenomenon that occurs within an individual to a new contextual framework in which behavior change occurs within a complex ecology of individuals interacting with and influenced by other people, cultural norms, access to healthcare, affiliation with community--the entire environment of a person's life. This article focuses on the "how to's" of translating this shift in the field of health education into a practical and replicable action step forward in peer health education. The author first examines four assumptions implicit in many current peer health education training and program delivery models. She then describes a training curriculum that helps reshape the philosophy and activity of peer health education programs from an individualist paradigm grounded in information to a community-oriented model grounded in service. This training model, entitled From Personal Health Into Community Action, is intentionally designed to facilitate students' understanding of the connections between their personal health and the health of the community.

Community Participation↗
PubMed1976

Foundations of health education.

Health education is "the process of providing or utilizing experiences for favorably influencing understanding, attitudes, and practices relating to individual, family, and community health. As an applied science it draws its content from a variety of sources. The paradigm which depicts the foundations of health education can be visualized as five vertical pillars consisting of sociocultural, educational, psycho-behavioral, legal, and scientific foundations supporting the work of the health educator. While the components within each pillar may be altered with new developments and advances over time, the model is broad enough in scope to incorporate the changes without altering its purpose. The foundations of health viewed in this light can easily display the depth of the health education profession and will serve to orient the novice and future health educators of the underpinnings of their profession. This framework could easily be adapted for study on the college level and should serve as an orientation to those students planning to major in health.

Behavior↗
PubMedDate not supplied

Working model of patient-health education.

Health education and patient education have become an integral part of health promotion in the health-care system. Allied health-care professionals as health-team members need to become aware of health education. A health education model is presented to help provide some of the needed understanding.

Awareness↗
PubMed1989

[Public and non-public--opposing or complementary aspects in health education?].

Health education is presently undergoing renaissance in times of an increasing incidence of non-communicable diseases and especially of AIDS and environmental problems. In respect of health education measures, children play a very prominent role. Hence, both on non-governmental and governmental levels--represented in this synopsis by the Federal German Association for Health Education and the Dortmund Public Health Service--model initiatives for the intensification of health education are translated into reality. In this context, coordination and co-operation are essential factors.

Child↗