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The centralized health education department at Lexington County Hospital, a 250-bed community hospital in West Columbia, S.C. started with one full-time and two part-time employees. Today, there are 14 employees, two volunteers, and usually five graduate students from the University of South Carolina who are successfully carrying out the program design presented here.
Schoolchildren health education should begin as early as possible. The objective of this study is to show that to develop health education early in the lifetime is feasible by using the tale/psychodrama as tool for making class explanations more useful. An intervention study was carried out with all the children attending course level 1 of Basic General Education (BGE) in four schools, two from the city of Granada (urban) and two from two surrounding municipalities (semi-urban). They were randomly divided in two groups in order to compare the efficacy of two different health education interventions on taking care of pets: formal explanations at the classroom vs listen to a tale. Evaluation was assessed by a simple 15 yes/no items questionnaire which was administered before and after the intervention. Both interventions resulted in important improvements of children responses. The tale was clearly better than class formal explanations, the differences being statistically significant for 8 of the questions. We conclude that health education is feasible early in childhood and that tales can be more efficient than class explanations.
1. Community health nurses address a wide variety of environmental issues, including problems with air and water quality, hazardous waste, and pesticide exposure. 2. Many community health nurses do not feel competent in identifying resources among health professionals and regulatory agencies to address environmental health issues. 3. Most community health nurses (79%) are interested in learning more about environmental health issues, with continuing education as the preferred format. 4. Major conceptual areas of occupational health and environmental health overlap, and qualified occupational health nurses may serve as resources in these particular areas.
During the 1975-85 decade, health education has taken on a new dimension, particularly after the Alma-Ata conference on primary health care (PHC). The enlarged concept of PHC has contributed to the evolution of the policy of the International Union for Health Education (IUHE). The IUHE has today five main objectives: 1) assert the role of health education in the socio-economic development of communities; 2) facilitate, by organizing lectures, seminars and working groups, exchanges between those responsible for the sanitary aspects of socio-economic development; 3) take part in increasing the knowledge concerning the role of education in the promotion, protection and recovery of health; 4) ensure the international circulation of publications and research pertaining to health education; 5) develop working relations with international organizations as well as NGOs and governments. The policy of the IUHE has evolved together with the concept of health education and this has meant structural changes: involving the regionalization of its activities through five regional offices. The IUHE services its members today through five regional offices: the one for Africa, operational since 1976; the one for North America, created in 1977; the South East Asian regional bureau, founded in 1983; the European bureau which was opened in 1968; and the bureau for the Northern part of Western Pacific which is only one year old and has its headquarters in Seoul (Republic of Korea). This new structure has enabled the IUHE to considerably develop its activities throughout the world.(ABSTRACT TRUNCATED AT 250 WORDS)
Health educators should view policy development as a unit of professional practice analogous to the individual, the small group, the community, and the organization. The impact of policy on other units of practice and on people served by health educators is too great and the competition for scarce resources for health and human services is too keen to be disregarded. An increasingly active role in the policy process is, therefore, vital to the profession. Unfortunately, many health educators find an active role strange and lack guidelines for effective policy intervention. This paper attempts to mediate that situation. First a conceptual framework is offered. Operational definitions of important terms are given, including policy, public policy, social policy, health policy, and health education policy. A model of the policy development process is presented, detailing the purpose and dynamics of several steps: establishing problem awareness, setting goals and objectives, selecting a course of action, designing alternative courses of action, analyzing policy, assigning implementation responsibility, implementing, and evaluating. Then five categories of intervention strategies encompassing 16 individual suggested roles ranging from indirect influence to direct political involvement are presented. The categories are: acting as a source of policy information, providing technical assistance, organizing, influencing policymakers, and taking direct political action.
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The task of health education is to develop health-promoting attitudes. The training of neurological patients and their families on how to care for own health and cope with the disease is a primary task of a nurse. The aim of the study, carried out among neurological patients, was to evaluate the effectiveness of health education. The study covered 60 patients. The following components of health education were examined: life style, the technique of the measurement selected variables of arterial blood pressure, calculation of the BMI index, determination of the lipids level, demand for calories, control of life functions of the body, procedures in selected pathological symptoms in order to reduce their consequences and prevent complications. Health education activities resulted in a considerable improvement in the patients' state of knowledge and skills. In general, the percentage of patients who represented the proper level of health education was 26.5% during the first stage of the study, and 64.2% during the second stage, i.e. a two-fold increase was observed.
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Health education is a major tool in the implementation of any dynamic health promotion policy. In the author's view, its conventional role, the improvement of health by bringing about behavioural changes is today subject to controversy. He identifies five key approaches in health education: the traditional approach, characterized by three features: the didactic provision of information, the use of fear as an educational technique, and the appeal to the individual's sense of responsibility for his own health. the media approach, which uses marketing methods to promote health, with a tendency to resort to positive humorous messages. the socio-political approach, which questions the very purpose of health education. According to those who hold this view, wide-scale educational campaigns would only increase social and health inequalities and would be quite ineffective in fighting the powerful economic interests that control most of our habits. The health educator's real role would be to raise the people's political awareness. the epidemiological approach, which aims at great soundness through precise planning by objectives. It is based on the so-called exact sciences such as epidemiology and its aim is to study needs and assess actions. It incorporates the classical concept according to which a change in knowledge leads to a change in behaviour and habits and thus induces health improvement. Its very elaborate character accounts for both its strength and its weakness. In fact, it takes little account of the complexity of the educational process. the community approach fills some of these gaps by stressing the participation of individuals and institutions at all programming levels. For this purpose, it uses techniques designed to ensure consensus. In conclusion, the author recommends that active research in health education be undertaken in order to clarify more adequately these approaches with a view to improving the effectiveness of preventive work.
Massachusetts ranks 10th in the nation in numbers of reported AIDS cases. The state had 3,877 AIDS cases reported through June 1991. The Southeastern Massachusetts region consisting of 70 cities and towns totaling approximately 1,735 square miles has the second highest incidence of HIV infection of regions in the state. Total cumulative cases of full-blown AIDS in the region have numbered 406, approximately 14 percent of the state total. This article describes the experience of Southeastern Massachusetts Area Health Education Center, Inc. (SMAHEC) in implementing AIDS educational efforts.
Women's Health Queensland Wide, a non-government education and information organisation funded by Queensland Health, used videoconferencing to present a public education seminar on menopausal health to women health consumers across south-west Queensland. A panel of speakers addressed a live audience in a provincial city, with a further 10 sites participating remotely via videoconferencing, each with a local health worker supporting the seminar. Both local and remote audience members were given opportunities to ask questions of the speakers. Audience members were asked to complete feedback forms and their responses are presented. Overall, audience members were very positive about both the content of the event and its method of delivery. They also provided comments relating to the structure of the program, the difficulties of running a live and distant seminar and the needs of remote audiences. Based on this information, Women's Health Queensland Wide has adapted future videoconference seminars to better meet the needs of rural and remote women.
Research in health communication has shown that individually tailored health education materials are more effective than traditional or generic materials in producing changes in health-related behaviors. However, tailored materials have not been equally effective for all individuals. Because locus of control affects behavioral outcomes in other self-change interventions, its effect on individuals' responses to tailored messages is of particular interest. The present study examined differences in cognitive responses to tailored and non-tailored weight loss materials among 198 overweight individuals. Weight locus of control significantly interacted with study group (who received either tailored or non-tailored materials), suggesting that externals may respond to tailored health education materials with counter-arguments. Implications for the development and application of tailored health communication materials are discussed.
In 1996, the American Association for Health Education and the Society for Public Health Education developed new Standards for the Preparation of Graduate Level Health Educators. Learning to work effectively with communities is an essential part of graduate level health education. This article provides an overview of the community diagnosis (CD) class, a component of the Master's in Public Health program in the Department of Health Behavior and Health Education, School of Public Health, University of North Carolina. CD is a required two-semester class in which student teams work with preceptors to define a client community, assess its needs and strengths, and establish a foundation of quantitative and qualitative data for future community action. This experience provides a strong foundation for development of graduate level competencies and fosters an appreciation for the complexity of partnerships with communities.
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A national network of health education information officers was established at the end of 2001. The aim and objective of this group is "to contribute to the development of a solid, coherent documentation service delivery for the health education field in France." The professionals decided to commence by undertaking an assessment of the documentation activities in both the regional and departmental health education committees in order to establish sub-working groups which would collaborate to better achieve this goal. The survey's results have shown that there are existing skills and competencies available within the different committees in spite of current gaps between the various regions and department in terms of their levels of qualifications, resources and information activities and practices. It is for this reason that the national network of health education information officers designed and implemented the smaller working groups in order to gradually enable them to solidify and strengthen the network to ensure that they have the capacity to meet the stated objectives. This approach could constitute the basis for a national health education documentation network as described and called for by the law delineating the missions of the French Institute for Prevention and Health Education (Inpes).