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PubMed1994

[Evaluation of health education in health care services for the aged].

Evaluative classifications and rating scales as presently applied to health education were reviewed and summarized. In addition, evaluative activities and research directions in health education conducted as part of health care services for the aged were reviewed, and future challenges surveyed. 1. Evaluative classifications were divided according to the time of application between: A) evaluation of performance and B) evaluation of results. 2. Evaluative scales for Category A) were classified as: (1)quantitative volume of performance; (2)process; (3)fundamental supportive systems. Those for Category B) were classified as: (1)changes in knowledge, attitude, behavior; (2)objective state of health; (3)financial aspects; (4)subjective state of health, QOL; (5)social support. 3. On the basis of the previous studies, evaluative activities and research directions were examined in light of: evaluation of performance; evaluation of results; correspondence of performance to results; accuracy of evaluative scales; evaluative activities in practice. 4. In view of the foregoing findings, it appears that more efforts should be directed in the future to the study of "process" and "fundamental supportive systems" for Category A) and "subjective health, QOL" and "social support" for Category B). In addition, it is necessary to develop evaluative scales for assessing subjective changes and changes in knowledge, attitude, and behavior. Assessment of the validity of various scales is also required.

Aged↗
PubMed1987

An examination of role identification by students in health education and health services administration.

This research was designed to test the extent to which health education and health services administration students' perceptions of their roles as professionals matched the expectations of professional faculty. These perceptions were found to match in general. However, doubt was cast on the extent to which internships or practicums contributed to this result, since there was no change in student responses between the beginning of the junior year and end of the senior year, a period which includes fieldwork and most of the professional coursework presumed to influence professional development. Additional research is required to test this result with other student populations in other health professions and identify the point at which professional role and task definitions are amenable to change.

Faculty↗
PubMed1990

The impact of health education on health status: an experimental program for elderly women in the community.

Until recently, little research has been conducted on the effect of health education and promotion programs on older adults. As the number of older adults increase and costs for health care skyrocket, educational efforts aimed at delaying the negative effects of chronic illness will become increasingly important. In this study, a pretest-posttest design was used with a 3-month follow-up assessment to determine whether participation in a teacher-directed or learner-paced health education program was related to changes in health-risk status, cholesterol levels, blood pressure readings, or life satisfaction. The program, sponsored by a community health department, enrolled 78 women with a mean age of 71 living in the suburban areas of a large metropolitan county. Women who were randomly assigned to one of the intervention groups were more likely to reduce their stress levels, decrease salt consumption, and decrease their systolic blood pressure.

Aged↗
PubMedDate not supplied

[Educational and health dimensions of health education at school: a participative total experience in 2 health regions of Murcia].

BACKGROUND: The results of and experience on School Health Education during two years and in two health areas, which intends to promote solid contacts between all people interested in carrying out activities included in daily work, and, this way, to improve the schoolchildren habits are shown. METHODS: The activity is situated in the Investigation Action paradigm. Quantitative and qualitative methods are used in the process and product evaluation. RESULTS: The programme has had an statistically significant effect on the habits considered to be of interest (dental hygiene and physical exercise) and no effects on those habits on which no work was done. There have been 13 Educational Centers, 2 Health Centers and the Faculty of Medicine Sociosanitary Sciences Department. Collaboration, among all interested people, has been increasing, although there have been found difficulties and giving up. CONCLUSIONS: Our opinion is that the role to be played by the Health Councils and the School Councils is essential to develop the recent ministerial dispositions on the matter, within the scope of health areas.

Adolescent↗
PubMed1998

Environmental health education for health professionals and communities. Using a train the trainer approach.

1. AAOHN is implementing a 3 year environmental health education grant to enhance the environmental health knowledge of nursing faculty and nurses practicing in community health settings, as well as the citizens in their communities. 2. The process for implementation of the cooperative agreement with ASTDR involves collaboration with ATSDR, EPA, and other agencies who have responsibilities for informing, educating, and encouraging participation of community members in the agencies' work at hazardous waste sites. 3. Through a train the trainer approach, nurses serving populations near selected hazardous waste sites will receive education and technical support. In turn, they will act as resources for community education and health promotion. 4. AAOHN will evaluate the impact of the education on the communities and on the practice of the nurses who participate in the education, disseminating the results of the project at a future American Occupational Health conference and through other means, such as the Internet.

Community Health Nursing↗
PubMed2005

[Health education and health training with osteoarthritis].

Osteoarthrosis is one of the most prevalent diseases in orthopedics. Its impact for the individual patient as well as for the socio-economic system is enormous. An increasing loss of function and pain progress of disease leads to chronic handicap, which severely restricts freedom of a self-determined life and reduces quality of life. Besides conservative and later surgical treatment, health-inducing offers to patients with arthrosis deformans have gained more importance in the process of coping with the illness similar to other chronic diseases. Health education and exercise are supposed to help patients gain more theoretical and practical knowledge of the disease and foster a more positive attitude in order to improve self management. The effect of patient educating programs with respect to self-help activities and socio-economic savings (return to work, days of hospital treatment) could be verified during recent years in many cases of chronic disease, such as rheumatic disease, diabetes and asthma through prospective multicenter studies. Whether special health training in osteoarthrosis leads to similar effects is subject of current studies.

Clinical Trials as Topic↗
PubMed1985

Summary of findings of the School Health Education Evaluation: health promotion effectiveness, implementation, and costs.

A summary of important findings from the School Health Education Evaluation (SHEE) are reported. This paper focuses on the four principal outcome scores of Overall Knowledge, Attitude, Practice, and Program-Specific Knowledge. The relationship of those scores to measures of program implementation and cost also is described. A consistent pattern of findings emerged across the participating health instruction programs, suggesting that health instruction was effective in meeting program objectives as taught in the study classrooms, and that school health program effectiveness was strongly related to the level of implementation. Significant increases in Overall Knowledge and Program-Specific Knowledge were found for treatment classrooms when compared with control classrooms. Smaller, yet statistically significant, increases were found for attitudes and self-reported practices. Curriculum implementation measures were related to program effectiveness. A higher level of program implementation produced greater increases in all scores, but was most strongly related to improvement in attitudes and self-reported practices. Analysis of cost data revealed wide variation across the program. Implementation costs (those associated directly with the number of classroom instruction hours) accounted for more than 90% of the total costs and were, in turn, related to program effectiveness. Analysis of effects-to-classroom hours revealed that, while relatively few hours of instruction can produce large effects for knowledge, more hours are required for the development of attitude and practice effects, and that stable effects are established for all three domains at about 40-50 classroom hours.

Attitude to Health↗
PubMed1997

Effectiveness of health education and health promotion: meta-analyses of effect studies and determinants of effectiveness.

Interventions to promote health that have been developed over the last 20 years in the relatively new scientific health education tradition, have often been evaluated for their effectiveness. Meta-analyses of effect studies on various subfields, show that these interventions generally have quite substantial effects (mean effect sizes, ES, of 0.46 for primary prevention and 0.49 for secondary prevention and patient education). A planned and systematic application of social science theory in intervention development is a strong determinant of effectiveness. However, learning principles such as rewards and feedback, that have been shown to increase effectiveness, are often not or not adequately applied. Also, too few interventions focus on possibilities to facilitate the desired behavior (such as reminders, financial stimuli, and skills improvement). The potential effectiveness of interventions in practice may be increased by systematic development of adoption and implementation strategies, including the creation of 'linkage systems' between intervention developers and representatives of the target and user systems.

Health Behavior↗
PubMed1990

Are health educators being prepared to provide HIV/AIDS education?: A survey of selected health education professional preparation programs.

Health education professional preparation programs were surveyed to determine the extent of HIV/AIDS education health educators are receiving. The survey also addressed content areas, skills being developed or enhanced, areas of deficiency in preparation programs, and areas in which national professional associations may assist in the preparation of AIDS educators. One hundred eight-three surveys were mailed; 114 (68%) were completed and returned. Twenty-one institutions reported planning a separate course on HIV/AIDS. Most were designing general service courses to reach a broad cross-section of students. Twenty-five institutions (23.8%) reported previously offering or currently offering a specific course on AIDS. One hundred two (89.5%) respondents reported HIV/AIDS warranted the attention and funding it had received. Thirty-seven (35.2%) respondents reported AIDS education was of sufficient importance to influence hiring of faculty members in their departments. Survey findings demonstrate that current AIDS education courses targeted to the general student population may not be adequate in meeting the professional preparation needs of health educators charged to provide AIDS education.

Acquired Immunodeficiency Syndrome↗
PubMed1984

Health education in the National Health Service: the differing perceptions of community physicians and health education officers.

Community physicians and health education officers (HEOs) are the two key health professionals with a particular responsibility for the delivery of health education services to the community. For this reason it is important that they achieve some measure of consensus in terms of the aims, objectives and methods employed by such a service. The results of a study based on a questionnaire and detailed interviews with both groups, indicate that this consensus is rarely achieved. It shows that community physicians and HEOs have important differences of opinion in a number of key areas, including both the level of intervention and methods employed in health education.

Attitude of Health Personnel↗
PubMed1998

Characteristics of health education among secondary schools--School Health Education Profiles, 1996.

PROBLEM/CONDITION: School health education (e.g., classroom training) is an essential component of school health programs; such education promotes the health of youth and improves overall public health. REPORTING PERIOD: February-May 1996. DESCRIPTION OF SYSTEM: The School Health Education Profiles monitor characteristics of health education in middle or junior high schools and senior high schools. The Profiles are school-based surveys conducted by state and local education agencies. This report summarizes results from 35 state surveys and 13 local surveys conducted among representative samples of school principals and lead health education teachers. The lead health education teacher is the person who coordinates health education policies and programs within a middle or junior high school and senior high school. RESULTS: During the study period, almost all schools in states and cities required health education in grades 6-12; of these, a median of 87.6% of states and 75.8% of cities taught a separate health education course. The median percentage of schools that tried to increase student knowledge on certain topics (i.e., prevention of tobacco use, alcohol and other drug use, pregnancy, human immunodeficiency virus [HIV] infection, other sexually transmitted diseases, violence, or suicide; dietary behaviors and nutrition; and physical activity and fitness) was > 72% for each of these topics. The median percentage of schools that tried to improve certain student skills (i.e., communication, decision making, goal setting, resisting social pressures, nonviolent conflict resolution, stress management, and analysis of media messages) was > 69% for each of these skills. The median percentage of schools that had a health education teacher coordinate health education was 33.0% across states and 26.8% across cities. Almost all schools taught HIV education as part of a required health education course (state median: 94.3%; local median: 98.1%), and more than half (state median: 69.5%; local median: 82.5%) had a written policy on HIV infection among students and school staff. A median of 41.0% of schools across states and a median of 25.8% of schools across cities had a lead health education teacher with professional preparation in health and physical education, and < 25% of schools across states or cities had a lead health education teacher with professional preparation in health education only. Across states, the median percentage of schools, whose lead health education teacher had received in-service training on certain health education topics, ranged from 15.6% for suicide prevention to 51.4% for HIV prevention; across cities, the median percentage ranged from 26.2% for suicide prevention to 76.1% for HIV prevention. A median of 19.7% of schools across states and 18.1% of schools across cities had a school health advisory council. Of the schools that received parental feedback (state median: 59.1%; local median: 54.2%), > 78% reported receiving positive feedback. INTERPRETATION: More than 75% of schools have a required course in health education to help provide students with the knowledge and skills they need to adopt healthy lifestyles. ACTIONS TAKEN: The School Health Education Profiles data are being used by state and local education officials to improve school health education and HIV education.

Adolescent↗