Educating the nurse-community health educator to educate.
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Community Health Nursing↗
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Educating health professionals: a hepatitis C educational program in a health maintenance organization.
OBJECTIVE: To describe the components of and staff reaction to an educational outreach program about hepatitis C (HCV) at a managed care organization in Minnesota. PROJECT PROTOCOL: Educational programs for primary care clinicians consisted of lunch-and-learn sessions conducted in 2 phases. In phase 1 (1997-1998), educational programs were offered in 4 clinics; in phase 2 (1999), these programs were offered to a larger number of clinics. There was a structured, 2-stage recruitment process, and the protocol included multiple contacts that involved sending educational materials to participants several weeks before the program. A development team, comprised of key health maintenance organization (HMO) stakeholders, provided consultation. EVALUATION: The initiative reached more than 1000 healthcare professionals, including 150 physicians. The educational programs received very high ratings, and pre- and posttests documented significant improvement in knowledge about HCV. CONCLUSIONS: This successful educational initiative had 5 key elements: (1) value to healthcare staff (i.e., importance of the topic and quality of the programs); (2) incentives (i.e., convenience, free lunch, and continuing medical education/continuing education unit credits); (3) repeated exposures (i.e., multiple opportunities for learning, both oral and written); (4) commitment by key stakeholders at the HMO and the clinics; and (5) an exceptionally well-organized implementation plan.
Attitude of Health Personnel↗
A client-held health record in a health education curriculum.
A pilot health education project stressing prevention and individual responsibility was developed and presented at two high schools. The health record, maintained by the individual, focuses on health maintenance and illness prevention; although it allows for recording illnesses as well. Preliminary results are encouraging. Students were interested in the course and the record and indicated their intent to continue using the record. The article describes the health record, the educational process used and directions for future research.
Attitude to Health↗
The professional health educator in HMOs: implications for training and our future in medical care.
Health Educators who work in HMOs face most of the problems and predicaments of their colleagues in medical care as well as some additional challenges. In keeping with the national interest in role definitions for health educators in various settings, this paper examines the role, functions, and skills of health educators in medical care, with special attention and case examples in HMOs. Several key issues, in role definition, are identified: 1) the lack of standards for training health educators in medical care; 2) the lack of agreement on health education roles and functions; and 3) the lack of reality-based training for health educators in medical care settings. The one hopeful note for the future is that current efforts at role definition are by and large efforts of the health education profession to set its own standards. Countering that note are directions that the profession is moving that jeopardize its effectiveness and future in medical care. This paper recommends that health educators from academia and practice work collaboratively on role definition, as well as standards for training.
California↗
Diffusion of an integrated health education program in an urban school system: planet health.
OBJECTIVE: Assessed the feasibility, acceptability, and sustainability of Planet Health, an interdisciplinary, integrated health education curriculum implemented in six public middle schools. METHODS: Workshops on Planet Health implementation were attended by 129 teachers (language arts, math, science, and social studies) over three school years (1999-2000, 2000-2001, and 2001-2002). Questionnaires were administered post-implementation and in the fall and spring of each year. Outcomes were dose, acceptability, feasibility, and intent to continue use. RESULTS: The average number of lessons taught per teacher per year was 1.7 to 3.1, compared to a goal of 2 to 3. Each year, teachers reported high acceptability and perceived feasibility of the intervention, and the majority indicated they intended to continue using the curriculum. CONCLUSIONS: Planet Health was feasible and acceptable in a participatory research model involving a public school-university partnership, and it was also sustainable independent of the research effort.
Boston↗
Alcohol education: a campaign by the Health Education Council.
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Alcoholism↗
Health education for children in the control of schistosomiasis.
Health education for children is an important measure in the control of schistosomiasis especially considering the characteristics of the disease during childhood, such as high prevalence, high percent of treatment resistance, high rates of egg elimination and high level of reinfection, as reported in studies conducted in endemic areas. All of these facts indicate that children play a role in the maintenance and transmission of schistosomiasis. Historically in Brazil, Health Education concerning the major Brazilian endemies consists of a kind of vertical, interventionist and temporary action. An alternative would be to create a permanent health education process by assigning health education teachers to elementary schools. This would require expansion and improvement of teacher training and the development of programs taking into account: 1) the cognitive aspects of the child, the child's perception of reality and of the health/illness process; 2) the adaptation of instruction means and materials to the age group; 3) a "pedagogy of liberation" approach emphasizing the possibility of transforming life conditions since schistosomiasis is related to the lack of public services such as basic sanitation and clean domestic water supply.
Brazil↗
The challenge of health education for nurses in the 1980s.
As nurses are the largest group of health workers, it is argued that their potential for influence, so far as health education is concerned, is very great. The health problems associated with demographic changes in British society, smoking, alcohol, road accidents, dental decay, mental health and the sexual revolution are focused on; and the health education contribution that nurses (and other health workers) can make to alleviate and prevent these problems is discussed. The important role of 'significant others' is also stressed. Problems associated with general lack of basic biological and health information, and with the physically handicapped, and immigrant groups are also noted with concern and are considered to be particular challenges to nurses. Nurses are urged to develop their social skills, to constantly update their knowledge about British society, and to commit themselves to the aims of health education. It is also argued that they need missionary zeal so that they will take health education to the people in the community at large. The basic tenet of the paper is that health education is part and parcel of the nursing process and, therefore, greater involvement of nurses in health education is a logical and rational extension of their role.
Alcoholism↗
Critical pedagogy and its application to health education: a critical appraisal of the Casa en Casa model.
Casa en Casa is a popular education project of the community health education section of La Clínica de la Raza, a community-based health clinic in Oakland, California. The author examines the Casa en Casa model for its contributions to furthering health education practitioners' understanding of critical pedagogy and community organizing and their relationship to health education. A description of the project's achievements and the obstacles faced in reaching its goals of community empowerment is followed by an analysis of the weaknesses in the project that may undermine its effectiveness. Recommendations are made as to the importance of linking theory to practice and practice to a long-term vision of social change.
California↗
The limitations and promise of health education in managed care.
Managed care has become the predominant form of health insurance in the United States. With its features of capitation, provider monetary risk, and population perspective, managed care represents a huge growth opportunity for advocates of disease prevention and health promotion, including those in the field of health education. In reality, however, health education's role has fallen far short of expectations. This article is presented to initiate a dialogue on the role of health education and its subset, worksite health promotion, within managed care. The worksite is emphasized because of its attractiveness as a site in delivering population-based medicine. Furthermore, employers exercise considerable influence in shaping the health care marketplace. A list of recommendations is presented, offering suggestions on what health education needs to do to increase its impact in the managed care movement. These arguments are posed to better position this profession in a changing health care environment.
Benchmarking↗
Health education for youth.
Recent surveys monitoring health behavior in children and adolescents in Europe, Canada and the USA are reporting worrisome data in terms of health-risk behavior. Childhood and adolescence are critical periods in life for taking preventive measures, since this is the time when health-related behavior and lifestyles have their beginnings. The present paper attempts to introduce the art and science of health education with the ultimate goal of stressing the fact that health and education are strongly associated. Approaches to health education, models of intervention and recommendations by leading authors in the field are presented. Suggestions for sex education in children and adolescents are provided.
Adolescent↗
Health education intervention strategies: recommendations for future research.
While the ultimate goal of health education interventions is to positively influence health status, more proximal indicators of success are changes in intermediate outcomes, or impact. Because health education interventions work through intermediate outcomes, the linkage to health status is often assumed to be at a conceptual or theoretical level. The term health education intervention strategy is a heuristic device used to conceptualize and organize a large variety of activities. There is a wide range of studies and reports in the literature that either test specific intervention strategies or report on larger health education efforts combining several strategies. This article organizes the discussion to focus on individual-, community-, and policy-level interventions. Mass communications are also considered, and the authors comment on program planning issues that cut across specific interventions at the individual, community, and policy levels. Eleven recommendations are offered for future health education intervention research.
Community Health Services↗
[Health education in the family and schools].
1. Health education or--more concisely, education which is closely connected to health--implies all kinds of process, circumstances, and structures causing either healthy or unhealthy behavior. Support or prevention of health is on the one hand dependent on how conscious educators or superiors are of the health education and, on the other hand, what possibilities they have to act. The decisive question therefore is how that can be influenced. 2. Health education implies all which supports life, growth, and incentivates the flowing of vitality, also all which helps to overcome both rigidity and unbalanced situations. The requirements are met by basic material, social and psychic supply. In that case, health education means to stimulate life (the joy of life), keep up the feeling of what is good for oneself, to train in particular the ability to communicate and to face conflicts, and impart the necessary knowledge. 3. Health education is primarily useful to educators who teach healthy behavior. They need to be offered the opportunity of reflecting on situations of every-day life and on situations related to their work as well as having the ability of exchanging and discussing their experience. A chance is given them to stimulate healthy behavior successfully in practical life by being able to join guidance groups accompanying their professional work that do not demand troublesome application for entrance.
Adolescent↗
Microcomputer applications in allied health education: some new alternatives.
Allied health educators should consider that today low-cost microcomputer hardware and software that can significantly enhance the efficiency and effectiveness of teaching are available. These alternative educational applications of microcomputer technology in allied health can be developed by faculty themselves without programming or reliance on computing experts. Such applications include word-processing software for creation and revision of syllabi, exams, and handouts; data base management software for creation of large sets of bibliographic references, storage and retrieval of data on student admissions and matriculation, and management of clinical affiliations; spreadsheet software for preparation of budgets, calculation of student grades and test item analyses, and demonstration of physiologic and biologic phenomena; and graphics software for production of graphs and charts and printing of graphic images. These instructional support uses of microcomputers hold the greatest promise for near-term cost benefit in allied health education.
Audiovisual Aids↗
Assessment of the training needs of Kentucky public health educators.
A survey to identify the training needs of Kentucky public health educators was conducted during the spring of 2001. Questionnaire items assessed respondents' job title, years of experience in public health education, percentage of work time doing public health education, and educational background. Respondents were asked to rate their perceived level of mastery of 50 public health educator competencies and skills, desire for additional training in each of the competencies and skills, and preferred format for training. Surveys were mailed to 699 health department employees across the commonwealth. A total of 366 questionnaires were completed and returned. Results provide a descriptive profile of Kentucky public health educators and pinpoint competency deficiencies. Grant writing, budgeting, evaluation, managing controversy, and multicultural understanding were identified most frequently as competencies in which more training was needed. An overview of survey results and recommendations regarding the training of Kentucky public health educators is provided.
Adult↗
Overview: the HMO environment in the eighties and related issues in health education.
Solid, though unspectacular, growth of the HMO concept and its concomitant health education components is noted in the 1970s. This trend is expected to continue through the 80s. The overarching priority concern in this decade is cost containment. Two strategies for containment, competition and regulation, are examined for their health education implications. The growth of IPA's brings forth problems in the delivery of health education services within that type of HMO. Other implications and issues within health education practice are identified. These include multiple definitions of health education, the interactive behavioral model, incongruent values among professionals, the relationship of patient education to the quality of care, the marginality of health education, financing, and consumer rights. Realistic, immediate expectations coupled with strong vision of the future potential for health education is urged.
Cost Control↗
The 'other' sexually transmitted diseases: a case for public health education.
Generally, people tend to associate the phrase 'sexually transmitted diseases' (STDs) with only gonorrhoea and syphilis. This paper highlights the prevalence of other diseases such as herpes simplex, trichomoniasis and candidiasis which are also sexually transmitted. It is shown that, although they are rarely discussed and reported, various estimates, particularly in the developed countries where statistics are available, indicate that their incidence rates are rapidly rising to epidemic proportions and, in certain instances, have surpassed the annual cases of syphilis and gonorrhoea. Their causative organisms, mode of spread, signs and symptoms, complications, prevention and control are presented. Although knowledge of the above are important, it is emphasised that it is much more desirable to focus on prevention through public health education. Health education strategies such as avoiding sexual exposure with infectees, personal hygiene, simulation, role-play and unemotional discussion in schools and the use of mass media in disseminating information to the public regarding prevention, control and how to seek for treatment are elaborated upon.
Attitude to Health↗
Ethical issues in health education.
Moral dilemmas abound during health education practice and ethical decisions have to be made. This article examines the contribution of the four guiding ethical principles (respect for autonomy, beneficence, non-maleficence and justice) to nurse decision making. Multidisciplinary ethical guidelines to assist health educators to serve the best interests of patients and clients are suggested.
Beneficence↗