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PubMed1983

Cost-benefit analysis of a school health education program: one method.

Health education professionals within the school setting must respond to the increasing challenge of satisfying the popular question of program accountability. The purpose of this paper is to suggest a method by which school health education programs can be evaluated in cost-benefit terms. The methodology presented utilizes a cost-effective model that has been altered so that monetary values can be assigned to health outcomes or benefits. The procedure is demonstrated to show that school health education programs can be shown to have a positive cost benefit ratio. The model can be used in any school health setting.

Child↗
PubMed1985

Some notions about assumptions underlying health education.

By definition, the objective of health education is to change health behavior. One assumption underlying this objective is that changed health behaviors will result in improved health status. Both the objective and its assumption are based largely on experience with acute health problems. However, health education is now changing its focus towards chronic diseases. This paper examines a number of chronic disease health education studies. Investigation reveals that although there is often an improvement in health status, the associations between changed health behaviors and improved health status are not clear and at times do not appear to exist. In light of this evidence, the authors suggest that there is, in some cases, a need to reevaluate the assumptions that underlie health education and a need in health education programs to study factors other than, or in addition to, behavior change as mediators of health status.

Behavior↗
PubMed1995

Who teaches health education in Texas secondary schools?

Although school health education now is seen as a national priority, little descriptive data on teachers responsible for delivering school health education have been collected. This survey provided baseline data on secondary health educators in Texas that, in turn, can be used to compare with data from other states. Questionnaires were received from 205 randomly selected secondary health educators in Texas. Subjects were sorted into two groups, full-time health educators or part-time health educators, based on the number of hours/classes spent teaching health education. Less than 50% of respondents held a degree in health education, 30% did not have a teaching certification in health education, and 10% had no academic background in health education. Those with no background in health education showed significantly less confidence and competence in their teaching ability than those with some background in health education. Almost all felt health education was as important as other courses, but slightly more than one-half felt their administration shared that view. Less than 36% felt other faculty members viewed health education as important as other courses.

Educational Status↗
PubMed1999

The Health Education Authority's health and lifestyle survey 1993: who are the low fruit and vegetable consumers?

STUDY OBJECTIVE: Firstly, to determine the demographic and behavioural characteristics of low fruit and vegetable consumers. Secondly, to investigate whether knowledge and attitudes are barriers to consumption of fruit and vegetables. DESIGN: Cross sectional survey: an interviewer administrated questionnaire was used to assess the demographic, knowledge, attitude, and behavioural characteristics of the respondents. SETTING: England. PARTICIPANTS: Random sample of 5553 men and women aged between 16 and 74 years. Response rate 70%. MAIN RESULTS: The main demographic characteristics of the respondents identified as low consumers of fruit and vegetables (less than daily consumption of either fruit or vegetables) were age, sex, and smoking status. The adjusted odds ratios were 2.59 for those aged 16-24 years compared with those aged 45-74 years, 2.17 for men compared with women, and 1.77 for current smokers compared with never smokers. The most important knowledge and attitude statements after adjusting for the demographic variables were disagreeing with the statement "healthy foods are enjoyable" (odds ratio 1.90) and agreeing with the statement "I don't really care what I eat" (odds ratio 1.76). The impact of knowledge seemed less important than attitudes about a healthy diet in characterising a low fruit and vegetable consumer. CONCLUSIONS: These findings are relevant to future strategies for improving intake of fruit and vegetables, but demonstrate the complexity of interventions required, and the dangers inherent in assuming simplistic relations between psychosocial factors and behaviour.

Adolescent↗
PubMed1992

Health education and the immigrant Haitian mother: cultural insights for community health nurses.

Lack of information about health education from the perspective of immigrants was the basis of a descriptive survey of 30 Haitian mothers in southeast Florida. Subjects were interviewed regarding the value of health education received while seeking preventive health care for infants and preschool children in community health settings, their access to other sources of health education, and their perceptions of what community health care providers could do to assist them in improving child health. Ninety-seven percent took children for well-child care to medical facilities, and 66% received health education during the visits. Seventy percent had access to health-education programs through clinics or the media. Impediments to effective health education were lack of providers who speak Haitian Creole, need for more nurses, and long clinic waiting periods. Nurses were considered the best persons to do health teaching; radio and clinic lectures were the preferred media. Teaching was valuable if it was understandable and practical, reinforced parenting abilities, and allowed time for questions. Results are related to socioeconomic and political factors, traditional Haitian health culture, and cultural views of the cognitive development in children. Culture-specific strategies related to the modes and foci of health education are discussed.

Community Health Nursing↗
PubMedDate not supplied

School-based health education: what works?

Increasingly, health care reform efforts are focusing on interdisciplinary, comprehensive approaches to health care delivery. I argue that school health education is a vital part of improving the health of this nation's citizens and that effective school-based education must be comprehensive, continuous, and interdisciplinary and must offer information, motivation, and skills. The National Center for Health Education, the nation's leading private organization focusing solely on comprehensive health education, has developed Growing Healthy, a comprehensive school-based curriculum aimed at promoting healthy lifestyle choices for children in grades kindergarten through six, now in over 9,000 elementary schools in 42 states. Students participating in the Growing Healthy program showed greater benefits in their health knowledge, attitudes, and behaviors than participants in three targeted, one-shot (health education) programs. Further studies have shown that school-based health education programs that start early and continue through several grades provide significant and sustained effects on overall health knowledge, attitudes, and practices.

Adolescent↗
PubMed1989

[Preparation of medical students and physicians teaching health education].

In the sphere of health protection we witness at present the increasing role of the human factor, of the individual factor, and of its active involvement in health protection of the whole society. These facts call for intensified activities in health education, concerning particularly health workers who have to stimulate and guide the population to better health protection. To achieve this, greater attention has to be focused on methodological questions of health education as well as on intensive undergraduate and postgraduate training of physicians. The present scope, content and orientation of this training at both levels requires innovations reflecting the tasks and goals created by present-day conditions. The authors analyze some topical questions concerning the training of undergraduates and of postgraduates specially involved in health education. (Ref. 3.).

Czechoslovakia↗
PubMedDate not supplied

[Health education and people's participation in health in Nicaragua: research on the profile, role and function of the "brigadistas populares" in health].

The Nicaraguan democratic government has been building, since the defeat of somozism in 1979, a very extensive and uniform health system in the whole country, giving special attention to the problems of prevention and health education, promoting and utilizing a wide participation of the population. The most emblematic representative of the Nicaraguan model of participation is the Brigadista Popular en Salud, a voluntary figure in urban and rural areas, working along side the Sole National Health System. The work and role of the Brigadista is integrated in a health education action defined "Educaciòn Popular en Salud", intended as a dialogue through which the educator and educated, beginning with the specific political and economical social reality, accomplish work of observation, analysis and syntesis of the different phenomena that deal with health-sickness. The Brigadista is a member of the community that works voluntarily for the community to carry out health actions, in coordination with the "Puesto de Salud" of the community. The authors refer to a research study done in the field in 1987, geared to study the profile, role and activities of the Brigadista. The research was done in the "Las Segovias" Region, in the Northern part of the country, in two Health Areas, involving three urban centers and six rural communities: 73 Brigadistas were interviewed, of which 50 (predetermined) of urban centers and 23 (total population) in rural communities. The article represents in a comparative manner the operative Brigadista respectively, in urban areas on the one hand and in rural areas on the other. The article examines: sex; age; schooling; work activity; social-cultural background; collective systems background; participation in Literacy Campaigns; motivation; length and continuity of activities; relationship with the territory; activities done. The Brigadista that works in rural areas seems actually to be more attached, even to the formal image of his role, that the urban Brigadista. This is shown by the reduced turn-over, the wider span of functions, the closer relationship with collective systems that represent categories, a more intense relationship with colleagues of the health system as well as with other Brigadistas, the operative reference to specificity defined territories, more continuity in the functions of the Brigadista Popular en Salud.

Adult↗
PubMed2003

Health education: a case for resuscitation.

Health education is the component of health promotion designed to achieve learning related to health or illness. While often described by other names, an educational element features in nearly all health promotion activities. Unlike most other public health actions, it focuses on voluntarism and frequently on the individual. Health education and the resources devoted to it grew rapidly in the latter half of the 20th century. However, in the 1970s, many health educators started to question its value. They criticized it as being excessively concerned with disease, victim blaming, politically naive and increasing health inequalities. While promoting knowledge and skills for health was included as one of the five principles of health promotion in the World Health Organization's Ottawa charter, it received much less attention than the other four principles. Health education was also criticized as being ineffective. Methods for evaluating health education are hotly contested but there is evidence that some education interventions are effective. Current health strategies continue to advocate prevention through health education, and workers in many different settings are expected to ensure that health education is provided. These front-line educators should be able to look to those who specialize in health promotion to support their educational activities. This paper argues that the worth of health education compared with other forms of health promotion has been grossly underestimated and it is time to re-assert its importance.

England↗
PubMed1994

What changes in health behaviour might nurses logically expect from their health education work?

This paper examines nurses' health education work from a philosophical perspective. Two key concepts, choice and autonomy, are explored by analysing examples of the health education work of the practice nurse and the health visitor. As a result, the question, 'what changes in health behaviour might nurses logically expect from their health education work?' is considered. The individualistic assumption within nurses' health education work, that individual patients and clients face certain choices and are able to exert some control over their health status, is reviewed. Choices related to healthy eating, for example, are recognized to be constrained by issues such as finance, time and social circumstances. The choice not to smoke is similarly constrained, for example, by social deprivation, cultural patterns and advertising. The paper both rejects an overly determined conception of patients and clients where they are viewed as unable to make any choices, but also cautions against the danger of victim-blaming. Constraints on patients' and clients' autonomy in health education by nurses are also considered. These limitations on health education work include, for example, a lack of scientific knowledge related to an individual's propensity to develop disease. In contrast, health education work within nursing may also be seen as enabling people to be more autonomous in relation to their health by imparting knowledge about health risks. Health education work by nurses thus emerges from the analysis as a constrained but valuable activity.

Choice Behavior↗
PubMed2003

Health promotion and health education viewed as symbiotic paradigms: bridging the theory and practice gap between them.

A recognized 'paradigm war' exists between the two distinct approaches of health education and health promotion practice. This tension is both unhealthy and unhelpful and is known to have a profound effect on nursing activity. Leading health promotionalists have begun to acknowledge the futility of the stated paradigm tension, realizing that health education and health promotion interventions are not that dissimilar in their origins and intentions. Progressive health education and health promotion programmes acknowledge the interrelatedness of both approaches and seek to incorporate favourable aspects of the two. The aim of this article is to present arguments and stances that help to diffuse/avoid the stated paradigm conflict, as a basis for health education and health promotion reform in nursing. It also seeks to clarify the nature of both health education and health promotion practice so as to avoid contextual confusion. In doing so, this article draws significantly from the author's previous work. This article concludes that the constructive review of any intended health education/health promotion programme lies in the consideration of each approach according to its own relative merits, what is required of the programme, and the nature of the setting in which the intervention takes place.

Attitude of Health Personnel↗
PubMed2004

[Evaluation of quality and accessibility of health education materials. I. The opinion of health personnel].

The study concerning quality and accessibility of educational materials for health workers was taken up in 2003 in Health Promotion Department of the National Institute of Hygiene and Mazovian Centre of Public Health. Two questionnaires were elaborated: a) for physicians, b) for social-and-familial nurses. The questionnaire for physicians contains demographic data and questions about health education materials (accessibility, sufficiency, themes of received materials, and expectations concerning themes and forms). The questionnaire for social-and-familial nurses consists of demographic data and questions about health education materials (sources of materials, patients' concern with materials, adequacy for patients' interest, and needs concerning themes and forms). Data were obtained from 112 nurses (110 females and 2 males) working in Warsaw hospitals (37.6%), regional dispensaries (33.0%), specific dispensaries (11.9%) and other health services (19.5%). Majority of physicians (82.7%) answered that they received health education materials, but only 32.9% assessed the number as sufficient. More then seventy percents of physicians assessed, that materials in high degree concern advertising of pharmaceutical drugs and other commercial products, while only 11.3%--health promotion and healthy lifestyle, and 5%--disease prevention. One from three physicians needed educational materials for patients to give them during visits in high degree. As regards to themes, physicians most frequently mentioned disease prevention (41.1%), health promotion and healthy lifestyle (37.7%), treatment (34.9%), diet and nutrition (20.7%). Booklets, leaflets and posters were the forms of health education materials, which physicians noticed most frequently. Regarding social-and-familial nurses, almost all (95%) received health materials from pharmaceutical and other commercial institutions, 68.5% from public institutions and 26.6% from foundations. Only one from five of the nurses assessed, that materials captured high interest of the patients, and 13.6% of the nurses stated, that received health education materials were adequate to health information needs of patients in high degree. Nearly the same percentage of nurses as physicians (41.4%) mentioned disease prevention as most desirable theme of health education materials, lower percentage mentioned treatment (29.5%) and health promotion and healthy lifestyle (19.8%). Our findings showed that most of health materials were received from pharmaceutical and other commercial institutions. Moreover, the interest to have educational materials concerning health promotion and healthy lifestyle is low, especially among social-and-familial nurses.

Adult↗
PubMed1981

Development of clinical education sites in an area health education system.

In 1974 the University of Kentucky was faced with two problems: 1) overburdening of local clinical facilities by students and 2) a large exodus of graduates from the state. The advent of the Area Health Education System offered the opportunity for the clinical education program to develop nontraditional clinical sites across the state. The development and use of these nontraditional sites in predominantly rural areas has become an integral part of the clinical education program. Local facilities are no longer inundated with students. The retention rate of graduates has improved in the seven years of the program from 36 percent to 1972 to 81 percent in 1979.

Area Health Education Centers↗
PubMed1994

Planning a continuing education program: the model for health education planning.

1. Development of CE programs for occupational health nurses is integral to professional development. Occupational health nurses are constantly being required to increase and upgrade skills. 2. Evolving issues in health care reform reflect an emphasis on the cost effective, quality care provided by well prepared occupational health nurses. Thus, the need for providing high quality programs and resources for occupational health nurses becomes a challenge for CE providers. 3. The Model for Health Education Planning (MHEP) is used to describe the development of a program. The MHEP includes six phases: initiation, needs assessment, goal setting, planning/programming, implementation, and evaluation. 4. Use of the MHEP ensures that the program planning process is achieved in an appropriate manner. The focus is on meeting the needs of the learner.

Education, Nursing, Continuing↗