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PubMed1977

[Health education. Educational approach to change].

There is currently a widespread interest in health education and a need to better understand the bases of the educational approach to health problems. This paper examines therefore some concepts and methods underlying health education work. It is important that health education objectives are closely related to the effects of human behaviour (what people do for their health) on health outcomes. One can, for example, identify health behaviours which are consequential to health promotion, disease prevention and health care utilization. They provide a focus for educational interventions. Secondly, the strategy of health education is based on the assumption that health practices (or their underlying factors) are subject to change through educational and information methods. This health education is essentially a process of change through education and may involve a more general process of educating the public for health, or a more specific attempt at modifying particular health practices. Applying health education to health problems requires an understanding of the communication process and its components. A number of characteristics which may facilitate or hinder communication are discussed. Finally, health education is more than a services of unstructured influences on people's behaviour. It is a planned strategy involving several stages of change. Also, to be fully effective, health education interventions should be integrated in health programmes and services together with other public health mesures.

Adolescent↗
PubMed1992

The evaluation of medical college students' preparation to propagate health education.

The propagation of health education is within the range of nurses' professional duties. It necessitates the use of specific methods and techniques of work. "Inasmuch as the doctor treats, it is the nurse who creates best possible conditions for recovering and keeping health conditions permitting treatment or prevention" (3, 12). The increased level of general education among people and changes in modern nursing make the nurse face new tasks in her work. Nurse must be qualified in the field of health education if she works in the out-patient medical service as well as in hospital. She must be able to convince people about the necessity of changing life style, harmful and improper habits. The fulfillment of this difficult, yet important task may change patient's and his family's health habits and behaviour. So, nowadays the nurse must combine two functions: health-nursing called health-missioner's work with sick-nursing (1, 4, 9). Work in the field of health education requires high level of professional knowledge, skills, methods, recognition of educational and sanitary needs of a social group, personal direct influence based on proper social attitude, which is very important (10, 11). Health education is best and most effectively propagated in situations of individual contact with the patient (7). Patients seeking help in medical service institutions are interested in their health and want to do something in the field (8). The analysis of nurse's and midwife's positions shows that work in out-patient health service and in hospital offers a close contact with the patient and his environment.(ABSTRACT TRUNCATED AT 250 WORDS)

Curriculum↗
PubMed1985

Quality assurance, standards and criteria in health education: a review.

The necessity for health-education program development and implementation to follow principles of quality assurance is discussed. Sound principles of health education practice need to be followed for delivery of quality health education services. The integration of health education and quality assurance in medical care is promoted as an example of activities that may be interdependent with greater relevance together than either approach alone. Examples of standards and criteria for health education are provided. A case is made for the promotion of quality assurance activities for health education practice.

Health Education↗
PubMed1976

The effects of study abroad on health educators' attitudes toward international health efforts.

The major hypothesis of this study was that graduate level course work about internationl health matters carried out in an international setting would reduce hostility and increase cooperativeness in attitudes toward international relations. An eight week program of this type was executed and a comparison of pre- and post-program measurements of these attitudes confirmed the hypotheses. However, it was noted even though statistically significant shifts occured, there were many students who reported negative changes or no change at all. It was also found there were moderately strong correlations between hostility and cooperation. The implications of these findings are that programs of this nature can have a positive impact on attitudes such as these, but that there may be mediating variables tied closely to participant receptiveness to the message of the program; variables which might be important to consider in selection and screening. However, if this were true, it might also be true that those individuals capable of greatest gains may be in least need of such a program and vice versa.

Attitude↗
PubMed1985

Hypertension and health education intervention in the Caribbean: a public health appraisal.

Epidemiologic data on morbidity and mortality have established hypertension and its related diseases as posing a public health problem for the developing world.In the case of the Caribbean region, the increasing magnitude of the hypertension problem is complicated further by the region's fiscal crisis-its low cash availability for health expenditures and the concomitant experience in infectious diseases. Given these problems, it is reasoned that health education as an intervention approach is the only practical method to employ to address the problem of improved control of hypertension. The success of any such health education program will depend on, among other things, the framework used to guide the program, the population targeted on the basis of defined levels of arterial blood pressure and at-risk characteristics, and the specifics (ie, cultural, pharmacological, nonpharmacological, and motivational) of the message to be disseminated.

Developing Countries↗
PubMed1994

A model for health education.

A model for health education has been devised in Egypt on the basis of studies made in two villages. Its purpose is to contribute to the solution of environmental health problems by using locally available resources. Present indications are that the model will be applicable not only to the different sectors of the population, e.g., women and children, but also to many other villages throughout the country.

Adult↗
PubMed1998

The learning curve: health education in STI clinics in South Africa.

This qualitative study aims to assess health education practice in sexually transmitted infection (STI) clinics in South Africa with a view to develop improved health education programs in such clinics. Health workers' knowledge of and attitudes towards health education practice, their perceived health education skills, the content of health education in STI clinics and the organizational structure as context for health education were investigated. In-depth interviews were conducted with 18 health care workers practicing in the area of STI control. A lack in knowledge and skills required for effective health education practice was reported. The constraints posed by health workers' current knowledge and skills around health education and the organizational structure in terms of the absence of policy and protocols to govern health education, limited time, space and resources, impede on the actual practice of health education. It seems that these obstacles to health education facilitate a biomedical approach to STI management. This approach is further portrayed in the power dynamics between the health workers as well as between health workers and patients. The data suggest that a health education intervention needs to be directed at an individual level namely at health workers and at the organizational level, i.e. the clinic that provides the context for health education. The newly adopted district health system which equally embraces medical care and health promotion augers well for a holistic management of STIs in South Africa. This would ensure the recognition of all categories of health workers' contributions to health education within their own functions, strengths and time limitations.

Community Health Services↗
PubMed1982

Solvent abuse from a health education perspective.

1 The development of health education and preventive strategies for solvent abuse requires the adaptation of findings and data from other fields and other countries. Experience with illicit drugs suggests that simply denying access to a particularly abused substance may only serve to shift abusers towards other substances. It is, therefore, necessary to acquire evidence on which to judge the relative harmfulness of different substances. Data from the USA on the overall mortality from solvent abuse and on the relative involvement of different solvents is summarized. 2 Findings from health education researches lead to the conclusion that (a) health education is not an effective way of preventing experimentation with solvents, but (b) health education can be effective in modifying abusers' choices of substance and styles of use. 3 Combining these different types of information led to the production of a leaflet suggesting health education strategies that might reduce the likelihood of physical harm befalling solvent abusers. 4 Finally, a plea is made for reports of toxic effects from abused substances to include the kind of data that would assist the development of preventive strategies.

Health Education↗
PubMed1993

School health education in the European Community.

The School Health Education Commission of the European Community is making efforts to improve school health education in the European Community countries. While past efforts have involved single issue causes, current activities emphasize a holistic perception of school health education. Radical education reforms throughout the European Community advocate improved health education. The movement toward quality health education in the European Community countries uses a model called the Health Promoting School, a cooperative effort involving schools, families, and communities. The model is being promoted through three stages: 1) national conferences held in each European Community country, 2) summer schools to provide teacher training, and 3) national projects, supported by the World Health Organization, agreement conducted to determine the efficacy of the Health Promoting School Model.

Europe↗
PubMed1985

[Health education and population participation].

Health education involves far more than the mere transmission of a message or the sharing of information. It aims at modifying the behaviour which one seeks to obtain and concerns the participation of the people in the planning process, the installation, the usage, the maintenance and the repairs of a piped water system, and in sanitation. To obtain such a participation, one must know the population concerned and respect its beliefs and traditions. Knowing the people and respecting their beliefs is a first step before one tries to introduce the strategies on which health education is based: organization, training, transmission of messages. The people are divided in groups according to their preparedness to participate. The regional allocation of resources by the central authorities will determine the possibility to implement these strategies. It is always easier to begin in a community which has already had some successful experience in participation.

Communication↗
PubMed2004

[Control effect of health education on body mass index of community population].

OBJECTIVE: To examine the effect of community-based health education and health promotion on body mass index (BMI), overweight and obesity. METHODS: We separately selected 100,000 population in Beijing, Shanghai and Changsha Cities during 1991-2000. Each of the cities was then randomly separated intervention and control community of 500,000 population. In the intervention community various kinds of health education and health promotion had been carried out. The level of knowledge, attitude and behavior (KAB) and body mass index (BMI) were evaluated. RESULTS: The net increases of KAB level and regularly exercising rate in three city and different target population were statistically differences in comparison with baseline survey of 1992, and the net decreases of the BMI, overweight rate and obesity rate of the whole population were statistically differences. CONCLUSION: Health education and health promotion can effectively control the rising of population BMI, and have great meaningful for population preventing from cardio-cerebro-vascular diseases.

Body Mass Index↗