A method of allocating resources for health education services by the Indian Health Service.
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Community Health Services↗
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[Health education in developing countries--Indian health promoters in a tuberculosis prevention program in the Chaco region of Paraguay].
Several characteristics obstacles exist in developing countries in respect of implementation or realisation of health programmes. The following article, however, shows how effective preventive health and health care measures can be made possible even in the face of seemingly insurmountable difficulties. The only presently existing model basing on many years of experience, consequent development and documented success in the targeted prophylaxis of tuberculosis, is that of the Latin American Indian health promoters in the Chaco of Paraguay. The article discusses the results of the authors' own investigations regarding the training curriculum for the job of a "health promoter", delegation and distribution of tasks and success of the programme (incidence of tuberculosis and death rates). These are discussed in respect of general consequences for a concept of health training in developing countries.
Cause of Death↗
[Health education. Function of teachers and health personnel].
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Health Education↗
A study of the impact of health education inparted to school children on their knowledge, attitude and practice in regard to personal hygiene.
Education concerning prevailing health problems and the method of preventing and controlling them was considered to be one of the first eight essential activities in primary health care. Hence this study was attempted to assess the impact of health education on the knowledge, attitude and practices of school children aged 10-14 years in two secondary schools situated in Burdwan District of West Bengal. For this purpose health education was imparted by a team consisting of Medical Officer and Paramedical staff. Education was given on personnel hygiene. The entire education programme was arranged in such a way that the course could be completed in six months time. The knowledge, attitude and practice status of the students was assessed before imparting training, twice during the training period at an interval of three months and finally after 9 months from the start of training. The evaluation was done with the help of scoring. The results indicated that the health knowledge of the student significantly improved after education. Attitude of the students towards personal hygiene also improved significantly after education. The practice of personal hygiene improved significantly as well. The present study also revealed that the improvement in health practice was not commensurating with the improvement of knowledge and attitude after education.
Adolescent↗
[Continung results of the Berlin morbidity study 1972. 4. DMF index, educational status and stomatological health education].
The general educational level and the dental health knowledge are negatively correlated with the DMF index and its M component. They are positively correlated with the number of primarily sound teeth. No correlations could be established between the aforementioned criteria and the D component.
Berlin↗
Health education--quo vadis?
Various implications for health education in relation to current approaches to community medicine are reviewed. Health education activities and needs in the Republic of South Africa are surveyed. Suggested solutions to existing problems include the development of more co-ordinated planning and implementation and evaluation of health education programmes. The urgent need for both undergraduate and postgraduate teaching facilities is stressed. It is suggested that the role and services of the South African National Council for Health Education should be reviewed, so that the Council's resources can in future be better utilized.
Health Education↗
Planning and evaluation of cross-cultural health education activities.
This paper was written to assist health professionals who are or who are planning to undertake health education activities with people of a different culture. The focus is on the educative function of health promotion. A short summary of relevant learning theory is presented. Some obstacles (pitfalls) encountered in cross-cultural transfer of information, knowledge and skills are presented and the effects of this learning process on the learner and teacher are explored. Examples of possible conflict situations drawn from the author's experiences and research are presented. Variables which influence planning and implementation of health education in cross-cultural settings are examined. A cyclical model which identifies critical questions to be asked and decisions to be made in a four-phased process of assessment, planning, implementation and evaluation is described for the use of health educators in transcultural settings. The need for systematic cultural assessment prior to planning is stressed to ensure relevancy, acceptance and positive outcome of programmes. Cooperative efforts of health educators with existing systems and traditional teachers and involvement of clients during all phases of the decision making process are suggested.
Canada↗
Health education: an important role for school nurses.
Health education is an important, yet challenging and time-consuming, nursing intervention. It is one of the most important tools school nurses have in teaching students, families, and staff about health. To be effective health educators, nurses need skills in planning and implementing attractive and effective programs to students. They also need to develop skills in evaluating the effectiveness of their efforts to emphasize the impact school nursing can have on the health of children. This editorial highlights the school nurse's role in health education in schools and gives a brief overview of the health education process. Health education provides many opportunities for school nurses to reach out in new and creative ways to students in their quest to promote health and success in the school environment.
Adolescent↗
Facing visual illiteracy in South African health education: a pilot study.
Medical and health educators in South Africa are facing many problems. These are caused by the diverse communication characteristics and socioeconomic, as well as educational, differences of its communities. Visual literacy is often ignored when audiovisual media are used in medical and health education. Consequently, communication and education fail because some target groups, e.g. illiterate patients from rural areas, are unable to interpret visual messages correctly. This study determined to what extent illiterate female patients were able to interpret instructional illustrations on breast feeding. Findings indicate that visual literacy is a key factor in effective medical and health education. There was a distinct variation in the visual literacy skills of this particular target group. The implication is that extreme care must be taken when visual materials are designed for health education in South Africa.
Adolescent↗
[Health education programs: elements of critiquing].
Health education programs don't always meet expectations. This article analyzes the factors that contribute to their failure, including complexity or underutilization of theoretical models, and poor articulation of research. Another factor is the disparity in approaches to understanding and intervening in the health experiences of the public. The author briefly describes three main approaches to health education--the individual, the ecological and the interactional--to suggest new avenues for work, deliberation and assessment. Also discussed is the need to clarify limits, foundations and objectives of health education. Finally, the role of the nurse in practical and research activities is examined. These activities are challenging and demanding and require informed, determined commitment.
Health Education↗
The Health-Grant University: a comprehensive national health education plan.
Although the need for universal and better health education has been recognized, no nationwide comprehensive program has been established. Consequently, we are proposing founding a national program of statewide health education networks, comparable in some ways to the Cooperative Extension Services of Land-Grant and Sea-Grant Universities. One institution in each state would qualify for designation as the State Health-Grant University, and all other public and private colleges located throughout the state would be encouraged to appoint one faculty member to serve as the health educator for the corresponding service area. Each health educator would receive an adjunct appointment at the health-grant university and would be required to participate in special training sessions and to master progressive health education strategies. The health educator would link the academic world and the community, educating the community about health and disease prevention and the significance of lifestyle. By catalyzing and coordinating efforts with teachers, ministers, nurses, physicians, business leaders, and others, the health educator would make an important contribution to the community. By addressing disease prevention and health maintenance, the Health-Grant University Program would strive to motivate the community to achieve greater individual health initiatives, while helping develop skills for personal health management and providing access to needed health services. Federal legislation would be required to create a national commission to coordinate the program, but community volunteers would make the program cost-effective and self-sustaining.
Health Education↗
[Limits of preventive health care and health education].
The terms "limit", "health", "preventive care" and "education" are explained. The inherent limits of the contents of these terms are shown. A decisive fact in health education is that educational work relies heavily on the person of the educator; his personality is decisive as to whether the information and explanations given by him and the resulting motivation and exercising of new behaviour patterns will ultimately produce a permanent change in the patient's attitude. However, one must always bear in mind that health education is restricted by limitations, no matter how vigorously health education and preventive care are propagated. Offering health education so to say "from above", i.e. via an authority, by compulsory education or via official festive events on a communal plane, will be less successful than a personal relationship established by a motivated health educator. Regional working groups for health education have been created in the Land of Baden-Württemberg to coordinate as far as possible all health programmes and to make them topical wherever required. The limits are demonstrated by the description of 3 health projects: participants came mainly from the middle class of the population who merely wanted a confirmation of what they already knew.
Adolescent↗
Availability and acceptance of health education among socially 'at risk' pregnant women attending health centres in Belfast.
This study highlights the large number of pregnant women in Belfast who fall into the 'at risk' category based on socioeconomic factors and suggests a need for greater emphasis on health education by professionals in both the fields of health and education in order to improve the knowledge and change the attitudes and behaviour of pregnant women; this could play an important part in reducing infant mortality and handicap in our society. The study showed that neither patients nor health care teams see health education as an integral part of antenatal and postnatal care and that little impact has been made in encouraging patients to plan their pregnancies, stop smoking and eat a more balanced diet.
Adolescent↗
The role of the health educator.
This article describes the role of health education and the health educator. The development of this field is explored from the point of view of government involvement, insurance requirements, and the Patient Self-Determination Act. The ever increasing importance of the health educator in hospitals is discussed along with preferred methods of patient education. Specific roles within an ophthalmic setting are described and include the educator's work with both a "well" and a "sick" population.
Health Education↗
[Health education in the Spanish school manuals].
BACKGROUND: The school manual or textbook is the educational tool most used by the teaching staff. This study is aimed as ascertaining how Education for Health is dealt with in Primary and Secondary school textbooks, which is of utmost importance as regards finding out how they are implemented in the classroom, as well as setting out some points for thought for the authors and editors of these texts and for the teaching staff and healthcare personnel providing assistance to the schools. METHOD: A total of 297 textbooks were analyzed, 123 of which were used at the Primary level, 149 at the Compulsory Secondary level and 25 at the Higher Secondary level. This study deals with five aspects: 1) Presence or absence of Education for Health 2) Health-related topics included 3) Degree of health covered 4) Included in the subject or dealt with on a transversal basis and 5) Methodological aspects. A number of criteria for analysis have been defined for each one of these aspects which will make it possible to consider the degree to which they are covered. RESULTS: Sixty-three percent of the books analyzed included topics related to Education for Health. The topics dealt with most were related to matters of hygiene (39.5%), followed by eating (26.5%). The health-related concept most often dealt with is that of being disease-free (36.9%) and a state of well-being (20%). Somewhat over half of the textbooks dealing with health provide learning activities, although only in certain isolated cases (57.7%). The methodology most often used is informative explanation (32.4%) without dealing with the procedure-related contents or attitude-related criteria. CONCLUSIONS: The current school manuals are not sufficient either as a point of reference or as an adequate resource in order for the teaching staff to provide Education for Health in the classroom, as they do not place sufficient emphasis thereon despite its being considered a transversal subject, and when they indeed do so, the way in which they are oriented does not set attitudes or behaviors into motion.
Health Education↗
[Health education in St. Gall schools: experiences from a 6-year project].
In 1982 a general concept for comprehensive health education in schools worked out by an interdisciplinary project team was introduced by the Educational Council. Health education is postulated primarily as an educational principle, but in addition to this general principle 13 distinctive content areas are put forward. In a second phase special project teams for each type of school had to transform the general concept into their own specific needs for the age groups concerned. The most important experiences from this phase can be summarized as follows: Concepts for health education in schools have to be worked out by interdisciplinary teams coordinated by an expert belonging to the educational (not the medical) system. Planning and introduction of health education has to be accompanied by changes in attitudes on all levels; the need for time must therefore not be underestimated. The project team has to discuss its results repeatedly with local educational authorities and teachers in order to ensure practicability and acceptance of its proposals. The cross-curricular nature of health education has to be stressed and to be demonstrated by working out and applying practicable models. Teachers have to be carefully prepared for their task not only by providing them with adequate material but above all by including health education as a priority in the training period as well as in postgraduate courses.
Child↗
Overview of the National Health Educator Competencies Update Project, 1998-2004.
The National Health Educator Competencies Update Project (CUP), conducted during 1998-2004, addressed what health educators currently do in practice, the degree to which the role definition of the entry-level health educator is still up-to-date, and the validation of advanced-level competencies. A 19-page questionnaire was sent to a representative sample of health educators in recognized practice settings in all states and the District of Columbia. A total of 4,030 health educators participated in the research (70.6% adjusted response rate) resulting in the largest national data set of its kind, with 1.6 million data points. The model derived from the research was hierarchical (7 areas of responsibility, 35 competencies, and 163 subcompetencies), with three levels of practice (Entry, Advanced 1, and Advanced 2) differentiated by degrees earned and years of experience. The findings affect professional preparation, credentialing, and professional development.
Advisory Committees↗
Health education: can the reformers be reformed?
Health educators have created a new professional role that emphasizes the changing of individuals rather than their social conditions. The article shows how historical roots, ideological perspectives, and structural constraints have combined to create an ambiguous, generally conservative role for the health education profession. Epidemiological evidence is presented that contradicts many implicit notions of disease etiology that underlie health education approaches. Finally, the authors suggest an "ecological" model of health education that takes account of the multiple causes of disease and is committed to progressive social change.
Community Participation↗