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PubMed1979

Vision health education: an idea whose time has come.

Health education has been a cornerstone of public health activities for over one hundred years, but recently it has received renewed interest as a method of promoting preventive health care and individual responsibility for one's own health status. While vision health education has not received the attention that other areas of health education have, the need for such information is apparent, and its anticipated effect upon the visual welfare of the population should be obvious. This paper accentuates some of the common objectives of doctors of optometry and health education specialists.

Delivery of Health Care↗
PubMed1989

Health educators in India--a profile.

While India has a long history of health education, its formal integration into health care services is just three decades old. In addition to providing health education through traditional or informal methods, the country has been stimulating the integration of health education through a professionally trained group of health workers, commonly called: "Health Educators". The impression remains, however, that "information giving" is the primary goal and function of a health educator, and, more often than not, his activities remain confined to publicity. This leads to a debate of the issue of: "who should conduct health education activities, a health education specialist or some other health worker"?

Health Education↗
PubMed2006

[Bologna process and higher health education in Europe].

AIM: Introduction of the two cycles (Bachelor/Master) system represents sensitive aspect of the implementation of the Bologna process into higher health education. The authors used the methods of evidence based medicine to analyse available documents on the implementation of the Bologna process into the education of health sciences. METHODS: Electronic search in the closed MEDLINE and open Internet databases. RESULTS: Electronic data collection resulted in so-called country reports (n=47) and in professional statements (n=7) of health education bodies. Majority of the country reports (n=26) did not mention at all the peculiar position of health education within the Bologna process. Many country reports stated with (n=8) or without (n=9) explanation that health sciences should be excluded from the introduction of the two educational cycles system. Only 4 country reports discussed future conditions and possibilities of introducing the two cycles system into higher health education; the German country report definitely declared that the two cycles educational system may be introduced also into health education. The seven statements of professional health educational bodies (including an ad hoc committee of the Hungarian medical faculties) did not support the introduction of the two cycles system into health education. The low demand for health professionals with Bachelor (i.e. unfinished) degree was repeatedly mentioned as strong argument for not introducing the two cycles system into health education. It should be noted, however, that the process of introducing the two cycles system has began: recent survey of EUA (European University Association) indicates that in three countries (Denmark, Flanders and Switzerland) the introduction in under current discussion. CONCLUSION: Among the principles of the Bologna process, the introduction of the two cycles system has not gain acceptance in the higher health education in Europe. However, most documents firmly support the introduction of other elements of the Bologna process (comparable degrees, system of credits, promotion of mobility of students and tutors, quality control, life long learning).

Education, Medical↗
PubMed1989

Difference in rural and urban mortality: implications for health education and promotion.

Rural health care delivery is often inferior to that of urban areas. Although health services do not have to be identical in the two settings, quality services appropriate for the needs of rural communities are imperative. Moreover, health education and promotion should be seen as an immediate and viable strategy for (a) reducing risk factors and health care needs, and (b) increasing the cost effectiveness of existing services. The appropriateness and prioritization of health care services and health education/promotion can only be realized if health professionals are aware of rural versus urban needs. To facilitate our knowledge of such differences, the mortality rates of the 10 leading causes of death were compared for each county in Ohio and differences between rural and urban mortality were analyzed. Counties were categorized according to "density" (persons per square mile) and "percent urban" (percent of county area classified as urban). The analysis demonstrated that there were no significant differences between rural and urban counties in mortality due to cancer, pulmonary disease, diabetes mellitus, atherosclerosis, and suicide. Mortality related to cardiovascular disease, cerebrovascular disease, accidents, and influenza/pneumonia was significantly higher in rural counties, while deaths due to chronic liver disease were significantly greater in urban counties.

Demography↗
PubMed1987

Focus group interview: an underutilized research technique for improving theory and practice in health education.

The purpose of this article is to increase awareness about and stimulate interest in using focus group interviews, a qualitative research technique, to advance the state-of-the-art of education and learning about health. After a brief discussion of small group process in health education, features of focus group interviews are presented, and a theoretical framework for planning a focus group study is summarized. Then, literature describing traditional and health-related applications of focus group interviews is reviewed and a synthesis of methodological limitations and advantages of this technique is presented. Implications are discussed regarding: need for more inductive qualitative research in health education; utility of focus group interviews for research and for formative and summative evaluation of health education programs; applicability of marketing research to understanding and influencing consumer behavior, despite notable distinctions between educational initiatives and marketing; and need for professional preparation faculty to consider increasing emphasis on qualitative research methods.

Adolescent↗
PubMed2003

Consumer-oriented evaluation of health education services.

The objective of this study was to evaluate the effect of the presence of formal health education units in health plans on the health education reported by the consumer. The research consisted of interviews with health educators in the Israeli health plans and a random sample of telephone interviews with 793 Israeli residents between the ages of 45 and 75. The interviews with consumers included measures of counseling on smoking, physical activity, weight reduction, hypertension and diabetes. Two of the four Israeli health plans have formal health education units. After adjustment for other variables, however, the quality and quantity of counseling reported by the consumers does not differ, in most subjects, between health plans with or without health education units. The presence of a health education unit within a health plan had little effect on the counseling reported by the consumer. The reasons for and implications of the results are discussed.

Aged↗
PubMed1991

Status of the general health education courses in U.S. colleges and universities.

The status of general health education courses was examined in 248 education programs. A general health education course was included in the curriculum of more than 85% of responding institutions. Thirty-five universities indicated the course is a graduation requirement for all undergraduate students. One hundred seventy-eight programs offer a general health education course to meet requirements for various majors including health education, physical education, elementary and secondary education, and athletic training. The average health education course enrolls slightly more than 46 students; more than 108,000 students enroll annually in a general health education course. Part-time faculty teach approximately 23% of the courses.

Curriculum↗
PubMed1976

[Aspects of health education connected with the process of preparing for old age (author's transl)].

The essential principles and content of health education and health propaganda connected with preparing production workers for an active old age were sketched. Certain conclusions were drawn for integrating this complex into general health education and health propaganda, which, in the future, must embrace people of all ages in order to prepare them for old age. On the other hand it is important at this point to give priority to health education and health propaganda for factory workers doing relatively hard work or exposed to environments prejudicial to health. The special purpose of our contribution was to deal with some specific aspects the problems considered here.

Aged↗
PubMed1989

AIDS education and risk reduction for homeless women and children: implications for health education.

The most preferable approach to implementing an AIDS education program among homeless women would be to establish a systematic comprehensive procedure addressing political, social, economic, and health concerns facing the ethnic minority community. A pragmatic approach would be to implement health education programs within the closed environment of homeless shelters. Such programs should incorporate distribution of materials which include specific information about how AIDS can be transmitted and prevented using simple and culturally relevant language. Health education interventions should use former homeless women in addition to health educators in development of exercises to improve self-esteem, communication, and decision making skills as related to negotiation of safe sex with their partners. Implementation of this process may help health educators make a meaningful contribution to the promotion of AIDS education and risk reduction for HIV infection within the growing population of homeless women and children in the United States.

Acquired Immunodeficiency Syndrome↗
PubMed1999

Preparing for the workplace: fostering generic attributes in allied health education programs.

Allied health curricula need to extend beyond the learning of discipline-specific skills to encompass broader learning goals. In particular, the acquisition of generic skills is necessary to enable graduates to function more competently and confidently within their rapidly changing work, professional, and societal environments. In health sciences education particularly, the rate of change in practice and education is rapid and unprecedented. If educators focus on components of the curriculum rather than the entire learning experience, they are likely to significantly limit the students' acquisition of such generic skills. To achieve the desired generic skills outcomes, an overarching, integrated, and consistently applied curriculum strategy is advocated. This article considers a number of such strategies relevant to allied health education.

Allied Health Personnel↗
PubMed1983

When and what if microcomputers invaded school health education?

Microcomputers could potentially represent the most exciting technological innovation in school health education. Both the technical capabilities and current constraints of microcomputer-based health education programs were reviewed. Based on this review the relatively economical, convenient, and educationally dynamic features of microcomputers were related to potential health education applications. However, current shortages in appropriate health education software limit the widespread utilization of microcomputers in the health education classroom. When microcomputer-based health education programs become more extensively available, the teaching of health can be revolutionized. Customized health education involving microcomputer-generated visual and auditory simulations and the dramatization of students' responses were envisioned. Furthermore, microcomputer-based health education programs that could be electronically transmitted to the 80% of American homes that will have microcomputers in 1990 will facilitate the provision of life-long and pervasive health education.

Computers↗
PubMed1979

Health education for kindergarten children.

A health education program for kindergarten children was jointly planned and conducted by health and education professionals. The program demonstrates an application of an approach based on skill development for health behavior. It is presented as an example of how a school district can take beginning steps in developing a foundation for teaching health skills. A unique activity of the program included medical students as a means of involving health care professionals as part of school health education.

Child, Preschool↗
PubMed1998

Public health and health education in faith communities.

This special issue of Health Education & Behavior is devoted to broadly examining the interconnections among public health, health education, and faith-based communities. In addition to a focus on questions related to the practice of public health and health education within religious settings (e.g., program development, implementation, and evaluation), the articles in this issue examine a broad range of both substantive and methodological questions and concerns. These articles include contributions that address (1) various theoretical and conceptual issues and frameworks explaining the relationships between religious involvement and health; (2) substantive reviews of current research in the area; (3) individual empirical studies exploring the associations between religious involvement and health attitudes, beliefs, and behaviors; (4) evaluations of health education programs in faith communities; and (5) religious institutions and their contributions to the development of health policy. The articles comprising the issue are selective in their coverage of the field and provide different and complementary perspectives on the connections between religious involvement and health. It is hoped that this approach will appeal to a broad audience of researchers, practitioners, policy makers, and others from health education, public health, and related social and behavioral science disciplines.

Community Health Services↗
PubMed1995

[Health education in school].

OBJECTIVES: To discover the contents of health education taught at present in the EGB (basic) schools of Castelldefels, the opinions of teachers on health education in schools, and to stimulate reflection among teachers and health-workers on health education at school. DESIGN: A crossover study using a self-administered questionnaire. SETTING: EGB schools in the town of Castelldefels. PARTICIPANTS: All the EGB teachers in Castelldefels (n = 261). MEASUREMENTS AND MAIN RESULTS: 148 teachers (57%) replied to the survey. Health education was considered necessary by 56.8% and essential by 33.1%. They needed technical support and adequate material to carry it through. Integration of health education into the teaching programmes of the school syllabus's different subjects was the best way of carrying it out, in the view of the majority. The advantage of different subjects coincided with those described in the "Health Plan for Catalonia". CONCLUSIONS: Given that we consider teachers to be the professionals best-placed to carry out health education at school, it is useful to confirm their awareness of its importance. As health education is also an objective of the primary care teams, these should be the reference and support point for teachers' demands for technical help.

Adult↗
PubMed1991

[The founding fathers of the International Union for Health Education].

At the Fourteenth World Conference on Health Education in Helsinki in June 1991, a special ceremony will celebrate the fortieth anniversary of the founding of the International Union for Health Education. The Union was created following studies and discussions among delegates from thirty-five countries and representatives from fifteen non-governmental organizations (NGO), and in the presence of observers from WHO and UNESCO. The document creating the Union was signed at the French Ministry of Foreign Affairs on May 30, 1951. This article evokes the memory of the pioneers under whose authority the Union was formed and has developed. The leading thinkers in health education were the creators of a work still referred to today when we examine the history and evolution of the IUHE. Our pioneers were Jacques Parisot and Lucien Bivorel in France, Clair E. Turner in the United States of America, and Giovanni Canaperia in Italy. An English translation of this homage to the founders of the international Union for Health Education will appear as a publication made available at the Fourteenth International Conference on Health Education in Helsinki. It will also be available from the IUHE's Headquarters.

Health Education↗
PubMedDate not supplied

Reflections on the medical model and the objectives of health education.

A recent article in the IJHE deals with the linkage of health education to a medical model philosophy and discusses the origins and consequences of medical dominance on health education practice (Vuori, 1980). This paper questions some of the observations and conclusions on which the medical dominance premise is based and argues that historical developments and the current state of affairs of health education do not fully support a medical dominance thesis. For example, there is a historical omission concerning the growth and influence of social and behavioural sciences on health education theory and practice. Also, current health education systems and services in European countries do not unequivocally support the medical influence premise, nor do training programmes and research. The paper further re-examines some statements about the possible consequences of medical dominance on current health education practice, especially as regards the usefulness of single-theme campaigns, the use of health services and the dissemination of medical knowledge. Opinions about the use of individual versus social means of action are discussed, as well as the need for health education to invest more energy in creating favourable attitudes towards the use of legislative and administrative measures. Finally, the discussion centres on the proposition that health education should be more concerned with the internalization of health values. It is argued that it would be useful to re-examine the conceptual base of health education in developmental terms and proposed that we reflect on the organization of health education activities and service around five sectors of socialization. These are interdependent, yet play a specific role in health education throughout the various stages of life.

Attitude to Health↗
PubMed1991

The AIDS Rapid Anthropological Assessment Procedures: a tool for health education planning and evaluation.

Health education is an essential part of efforts to limit and manage the current AIDS pandemic. The information needed to develop meaningful and culturally appropriate educational interventions is often difficult to obtain because topics related to the prevention and treatment of AIDS are invariably culturally and/or personally sensitive. This article describes the data collection guidelines of the HIV/AIDS Rapid Anthropological Assessment Procedures developed by the Social and Behavioural Research Unit of the World Health Organization's Global Programme on AIDS. The guidelines apply anthropological methods of observation, participant observation, informal and formal interviews, and focus group interviews to the collection of information on AIDS-related beliefs and behaviors. When researchers focus on specific issues in countries, cultures, and languages with which they are already familiar, relatively rapid assessments can be made with a high degree of validity. This article briefly discusses these methods and their application to AIDS-related topics, together with the validity and reliability of the various methodological tools available to social and behavioral scientists.

Acquired Immunodeficiency Syndrome↗