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PubMedDate not supplied

Preparing health educators for the workplace: a university-health insurance company alliance.

The workplace is a relatively recent and an increasingly recognized setting for health education. In this article, philosophical and economic reasons for this movement of health education in the workplace are cited. Currently the workplace is one of the fastest growing markets for health education. In most institutions, preparing health educators for the workplace has not been adequately addressed. Consequently, an experimental course entitled "Health Promotion and Educational Strategies for the Workplace" was developed and taught at The Ohio State University in the summer of 1981. Besides an extensive reading list and lively class discussions, the course was team-taught primarily by a health education faculty member and a health insurance program manager/health educator.

Health Education↗
PubMed2001

Continuing-education needs of the currently employed public health education workforce.

OBJECTIVES: This study examined the continuing-education needs of the currently employed public health education workforce. METHODS: A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively. RESULTS: Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence. CONCLUSIONS: Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.

Credentialing↗
PubMed2001

Coverage of adolescent substance use prevention in state frameworks for health education.

Ten secondary health education state curriculum frameworks were reviewed for their inclusion of 12 mediators commonly used to prevent adolescent substance use. Specific aims of the investigation were: a) to identify the extent to which the 12 mediators were found in each framework; and b) to identify those frameworks that included Alcohol, Tobacco, and Other Drugs (ATOD) sections and determine to what extent the 12 mediators were found in those sections. A panel of three researchers independently reviewed each framework. Beliefs about consequences, decision-making skills, and stress management skills were identified most often while commitment, lifestyle incongruence, and normative beliefs were identified least often. Among states that included ATOD sections, beliefs about consequences and resistance skills were the most commonly identified mediators. Commitment, goal setting, and normative beliefs were not identified in any ATOD sections. Research in prevention and implications for health education are discussed.

Adolescent↗
PubMed1992

[Health education in pregnant women].

Health education and information in pregnancy must be a priority, despite the lack of instruments to evaluate the effectiveness of the education and the fact that positive results can not be guaranteed. During research done for a Masters degree on the utilization of antenatal services by high risk primigravidae at the Tygerberg hospital, patients were interviewed on various aspects that are important during pregnancy, like family planning, breastfeeding, smoking and danger signs that may occur during pregnancy. It was found that education on smoking and alcohol had little impact. However, more patients felt positive about breastfeeding and family planning after they received information about it. A disturbing finding was that patients had very little knowledge about the danger signs that may occur during pregnancy. They did not know the reasons for the examinations and tests performed during pregnancy, although it probably had no negative effect on the attendance of the antenatal clinics. Most of the patients preferred a doctor rather than a nurse to give education and information. It is recommended that health education be looked at critically to ensure that it satisfies the needs of the patients and that the patients' pre-existing knowledge and their educational abilities are taken into consideration. Essential knowledge like the danger signs must be repeated at every visit and the patient's comprehension of it, must be evaluated. It is further not only important to extend the knowledge of nurses on health education, but also to evaluate their competence in giving health education.

Adolescent↗
PubMed1982

Health education for social change: a strategy for public health in the US.

Health education aimed mainly at changing individual behaviour and lifestyle faces growing challenges. Recent research suggests that broader economic, social and environmental forces are the determinants of many diseases and of behaviours that contribute to ill health. Furthermore, health education programmes seeking only to change behaviour have not been particularly effective in making significant improvements in morbidity or mortality. Finally, behavior change strategies locate the problem within the individual, leading to a tendency to blame the victim for the disease. This paper offers an alternative approach to health education, an approach which seeks to involve citizens in identifying and addressing social and environmental threats to health. From the practices of the women's health movement, the movement for occupational safety and health and the environmental movement in the United States in the last decade, an expanded foundation for health education is suggested. The following principles are illustrated: 1. Health education programmes must include informational, behavioural, political, legal and economic components; 2. Health education for social change recognizes the political character of health and disease; 3. Health education efforts can be rooted in popular struggles for a more just and humane society. 4. Health education activities should address people's day-to-day concerns about their lives and their health. The paper concludes with some specific recommendations on how health educators can include action for social change in their practice.

Behavior↗
PubMed1977

The role of the community health education specialist in the delivery of health care.

This paper seeks to define a "model" role for a community health education specialist having due regard to the dictates of professionalism and to the potential of education and the behavioural sciences for increasing effectiveness in the delivery of health care. It subsequently examines the "goodness of fit" between existing health education services and the "model" role by matching this latter with data from a postal survey of 152 health education officers collected just prior to the reorganisation of the NHS in April 1974.

Administrative Personnel↗
PubMed1980

Concepts and trends in the preparation of health educators in the US.

Traditionally, health educators in the United States were categorized as either school or community-based and were prepared separately in two kinds of institutions: schools of education and schools of public health. The standards for the two kinds of health education preparation were established by two separate agencies: State Education Departments and the American Public Health Association. In the past decade, schools of education have begun to offer training for community health educators as well as for teachers of health. Where this has occurred, programmes have many similarities, but the field work differs. Also a new type of health education specialist has emerged: one who works with patients. The field work for this category of health educator is usually in a health care institution. This situation has made it important to develop standards for professional preparation and practice that can be applied to all types of health educators. A group of professionals have reached agreement that a common core curriculum should be established for the entry level, and guidelines developed for specialized preparation at the advanced levels. A national study is underway to delineate roles of health educators. The future will probably bring competency-based curricula with unified standards for the profession as a whole. There will be more institutions of higher education offering community health education programmes and they can be expected to develop concentrations on special topics such as occupational health or patient education according to their resources. A viable accrediting system can be expected to be developed and widely used. However, the number of students will remain stable until the job market for health educators expands.

Education↗
PubMedDate not supplied

[Health and health education in Baden-Württemberg].

Health is not only a physical state. Health has much to do with emotions and happiness. It is the foundation of vitality and vivacity. Health is not only a state but also an attitude. Health education aims at promoting a health-conscious attitude and a health-supportive live style. The aim of health education is not only to prevent disease and to reduce individual risk factors; it hopes to provide new options for a different life style. Health education is, therefore, more than mere prevention. Health education means more than a cognitive process. It has--like any educational process--much to do with emotions and personality. It is accomplished via trained persons acting as mediators, or "multipliers". Health Education must be part of the development of a personality. This means a comprehensive approach which has to cover all functions of everyday life. It must take into account all intellectual and physical abilities as well as the emotional and social aspects. In the Land Baden-Württemberg, healthy life styles are promoted by the State Association for Health Education (Landesarbeitsgemeinschaft für Gesundheitserziehung). It is the umbrella organisation for 115 institutions and associations. At the regional level (Kreis) there are 37 Regional Associations for Health Education centered around the local health authorities (Gesundheitsämter).

Attitude to Health↗
PubMed1983

Nonverbal teaching behavior and the health educator.

The role of the health educator is rapidly changing. With this change comes the need to analyze the teaching techniques used by the health educator to disseminate health information. There is very little research to date in health education dealing with the issue of teacher-learner interaction. Because of the unique issues raised in this domain, research designs used in other areas of education do not meet the specific needs of health education. The study was designed initially to determine if nonverbal teaching behavior of health educators would be different if they were exposed to a systematic self-analysis process. Utilizing health educators in 28 secondary schools in central New York State, the subjects were videotaped and their behavior analyzed with a self-analysis instrument. The results of the study showed a need for written and oral feedback if health educators are to become aware of their teaching behavior. On-going self-analysis, too, appeared essential in changing teaching behavior as did the use of videotaping. Duplicate studies in this area are essential in determining whether teacher behavior can be altered in a positive direction.

Feedback↗
PubMed1985

Selecting and recruiting health programs for the School Health Education Evaluation.

The School Health Curriculum Project (SHCP) and three promising health education approaches, Project Prevention, 3 Rs and High Blood Pressure (HBP), and Health Education Curriculum Guide, were the curricula used in the School Health Education Evaluation (SHEE) project. This paper contains program descriptions of each, and a brief description of the process that led to their selection. Inclusion of the School Health Curriculum Project (SHCP) was mandated by the use of government funds to support the SHEE. The three alternative curricula, Project Prevention, 3 Rs and High Blood Pressure, and Health Education Curriculum Guide, were selected on the basis of a protocol devised jointly by contractors, government project officers, and the project advisory panel.

Attitude to Health↗
PubMed1983

Breast-feeding - evaluation of a health education programme.

A health education programme which had the objective of increasing the practice of breast-feeding is evaluated. Women provided with health education are shown to have greater knowledge of the advantages of breast-feeding but unchanged behaviour as regards breast-feeding practice. A plea is made for a nation-wide effort to promote breast-feeding.

Breast Feeding↗
PubMed2004

Health education on self-management and seeking health care in older adults: a randomised trial.

The aim of this randomised trial was to determine the effects of a health education strategy for older adults living at home on GP attendance. The health education comprised a written booklet on five frequently by GP unnoticed, highly prevalent and potentially treatable health problems: hearing impairment, visual impairment, urinary incontinence, depression and Lower Urinary Tract Symptoms (LUTS). The information comprised structured guidance to enhance decision-making on seeking health care by their GP and contained advice on self-management. The control group did not receive any intervention. Primary outcome was GP attendance of patients regarding the five health problems within 3 months. At this point we expected an increase of GP attendance. Six hundred and eighty-seven subjects completed the study. We can conclude that the health education strategy did not change the GP attendance of older adults. The results suggest that the health education was being appreciated as being useful and informative.

Activities of Daily Living↗