Untitled Quiz

Introduction to Health Education and Health Promotion (HEHP)

• Health education and health promotion are closely related concepts, often confused due to their interconnectedness.
• Health education focuses on educating and informing people about health issues.
• Health promotion is broader, encompassing government policy and wider societal factors to promote health and prevent illness.

Health Education (HE)

• Health education is specifically concerned with educating and informing people about health issues.
• It is one aspect of promoting a healthy lifestyle, linked to health promotion.
• The aims of health education are to inform people about health and health issues.

History of Health Education

• The origins of health education lie in the 19th century's response to epidemics in overcrowded industrial towns.
• In the US, public health schools emerged between 1914 and 1939, with the Johns Hopkins University School of Hygiene and Public Health being a key example.
• Public health officers disseminated everyday health advice related to contagion prevention.

Development of Health Education

• The public health movement fostered the idea of educating the public for better health.
• Medical officers of health spread daily health advice regarding disease prevention.

People Involved in Health Education

• Health educators work in various settings: schools, the community, and government agencies and non-profit organizations.
• University lecturers and school teachers offer health and nutrition courses.
• Parents play an essential role in educating children about hygiene to prevent disease.

Examples of Health Education

• Professionals create courses, lectures, seminars, webinars, and pamphlets.
• Schools and colleges provide health courses (e.g., nursing, nutrition, physical therapy).

Examples of Health Education (cont.)

• Health education can be confused with health promotion as educating assumes healthier decisions.
• However, health promotion includes government policy.

Health Promotion (HP)

• Health promotion is concerned with promoting a healthy lifestyle and preventing illness.
• Health promotion involves social, psychological, political, and educational factors
• It aims to improve persons' health via education, considering psychological, cultural, social and political factors

Definition of Health Promotion

• Health promotion incorporates aspects, such as education, a consideration of psychological, political, and social factors to improve people's health.
• Health promotion can prevent disease by encouraging healthy choices and creating supportive policies/programs.

History of Health Promotion

• The World Health Organization (WHO) convened the first formal health promotion conference in Ottawa in 1986.
• WHO created and still produces guidelines for health promotion.

History (cont.)

• Health promotion was formalized by the WHO in 1986.
• Health education gained prominence earlier, with the establishment of public health schools between 1914 and 1939.

Health Promotion Theory

• Understanding health promotion theory is key for effective practice, avoiding harm.
• The theory underpinning health promotion should be understood and explored.

Philosophy and Theory of Health Promotion

• Health promotion is an ethical, effective, efficient, and sustainable way to achieve good health.
• The World Health Organization initially defined health promotion in 1986, but it has since been revised to adjust to new health challenges.

People Involved in Health Promotion

• Government agencies (such as the WHO and CDC), community leaders, and non-governmental organizations are directly involved in health promotion.
• Agencies like the CDC educate the public, conduct disease surveillance and research, and manage outbreaks and epidemics.
• Health educators contribute to health promotion by educating individuals.

Forms of Health Promotion

• Health promotion involves developing policies for improving health and educating individuals about disease prevention and improvement.
• It encompasses a range of factors like cultural aspects and social issues.

Social and Political Factors in Health Promotion

• Recent emphasis has been on social and political factors impacting health promotion.
• There's no shift in political/social emphasis in health education, but rather on health promotion as a whole.

Government Policy in Health

• Government policy is a key component of health promotion.
• Government policy is not part of health education but part of wider health promotion.

Health Promotion Action Means

• The Ottawa Charter outlines five major areas in health promotion:

1. Build Healthy Public Policy
2. Create Supportive Environments
3. Strengthen Community Action
4. Develop Personal Skills
5. Reorient Health Services

Healthy Public Policy (HPP)

• Essential for successful health promotion.
• Emphasizes health and equity, responsible for health impact.
• Policy-makers should prioritize health in all sectors, considering health consequences of decisions.

Create Supportive Environments

• Essential for health, encompassing physical, social, economic, and political aspects from where people live, work, and socialize.
• Everyone has a role to create supportive environments for health.

Strengthen Community Action: Community Participation

• Health promotion works with community action to achieve better health by including:
• Setting priorities, making decisions, planning strategies and implementing them.
• Consideration of geography, culture, and social stratification to define community.

Develop Personal Skills

• Empowerment helps people recognize their needs, improve their skills, and be confident to implement their goals.
• This also includes education, access to resources, and support.

Reorient Health Services

• Shift the emphasis from curative interventions toward equitable, client-centered health care.
• Organizational/structural changes are required, especially in areas of professional development, training, management, recruitment, deployment of health personnel, and planning, development, & delivery of services.

Summary of Health Education & Health Promotion

• Health education is focused on informing and providing knowledge on health.
• Health promotion is a larger scope, broader area that encompasses government policy, social, cultural and political factors.

Overview of Health: Health Promotion & Disease Prevention - Learning Objectives

1. Define population health
2. Define health promotion
3. Define disease prevention
4. Differentiate between the three levels of disease prevention (system, community, individual).

Population-Based Health & Interventions

• Population-based health and intervention aim at disease prevention and health promotion.
• Interventions affect an entire or at-risk population, targeting underlying risks and environmental factors.
• Levels include: systems (government and organizations), community (subgroups), individuals and families.

Levels of Population-Based Interventions (systems):

• Large-scale actions to change organizations, policies, laws, & structures to address a public health problem.
• This approach creates long-lasting changes and impacts on individuals.
• Example: smoking laws.

Levels of Population-Based Interventions (community):

• Focuses on groups or entire communities.
• Forms community partnerships and changes community-level norms, attitudes, practices, and behaviors.
• Example: a social stigma campaign for a particular disease.

Levels of Population-Based Interventions (individual and families):

• Focuses on individual or at-risk family members.
• Aims to protect communities from threats to health caused by individuals and influence changes.
• Examples: promoting breastfeeding, and creating a COVID-19 prevention program.

Population-Based Interventions: Categorization

1. Evidence-based practices
2. Best practices
3. Promising practices

Public Health Interventions - Types

• A graphical presentation of types of interventions for public health.

Core Functions and 10 Essential Public Health Services

• Diagram of core functions and essential public health services.

Core Function 1: Assessment

• Monitor health status to identify and solve community health problems.
• Diagnose and investigate health problems and health hazards.

Healthiest Health Focus Areas

• Focus on areas such as nutrition, adequate food, alcohol and drug abuse prevention, chronic diseases, communicable diseases, environmental factors, occupational health, and injury, violence.

Healthy Priorities

• Alcohol, nutrition and physical activity, opioids, suicide, tobacco.

Core Function 2: Policy Development

• Inform, educate, and empower people about health issues.
• Mobilize community partnerships and action to identify and solve health problems.
• Develop policies and plans to support individual and community health.

Policy Development: Big "P" and Little "P" Policies

• Categorization of policies, e.g., affordable care act (Big P), and smoke-free city ordinances (Little P).

Core Function 3: Assurance

• Enforce laws and regulations that protect health and assure safety.
• Link people to needed personal health services.
• Assure competent public and personal healthcare workforce.
• Evaluate effectiveness, accessibility, and quality of personal and population-based health services.

Core Function 4: System Management

• Research new insights and innovative solutions to health problems.

National Public Health Performance Standards

• Four concepts:

1. Based on the 10 Essential Public Health Services
2. Focuses on the overall public health system.
3. Describes an optimal level of performance.
4. Supports a process of continuous quality improvement.

What is Public Health Accreditation?

• Measurement of health department performance against nationally recognized, practice-focused, and evidence-based standards.

Local Health Department

• Diagram of the local health department and its components.

Overview of Education in Health Care (1)

• Recognizes trends and the significance of patient education within health care.
• Compares patient education to health education and highlights the educator's role.
• Discusses barriers and obstacles to teaching and learning.

Overview of Education in Health Care (2)

• Explains health education as a teaching and learning process, focusing on wellness, disease prevention, and health promotion.
• Aims at societal health behavior change.
• Involves continuous interaction between healthcare professionals, patient and/or patient's family.

Health Education at Home/Schools

• Education about health is crucial for the family and in the schools.

ASSURE Model

• A teaching plan/paradigm for organizing and executing the educational process. Steps Include: Analyze the learner, State the objectives, Select instructional methods, Use the methods, Require learner performance, Evaluate/revise as needed.

Barriers to Teaching

• Factors which prevent healthcare professionals from teaching effectively.
• Time constraints, lack of teaching skills, budget limitations, personal issues, lack of a supportive learning environment, and absence of reimbursement.

Obstacles to Learning

• Factors which prevent learners from learning effectively.
• Time constraints, stress of illness, sensory deficits, personal learner traits and circumstances, and lack of support.

State of the Evidence (Learning)

• Examines existing literature and resources related to teaching.
• Points to a gap in the literature focused on chronic health issues of learners.

State of Evidence (cont.)

• Further research is needed regarding the cost-effectiveness of educational efforts; topics like gender issues, behavioral outcomes, educational interventions' impact, theoretical basis in practice, and cost effectiveness are areas for research.

Determinants of Learning (1/2)

• Examines the factors that influence how well learners learn.
• Components Include: Learning Needs (What), Readiness to Learn (When), and Learning Style (How).

Readiness to Learn

• Readiness to learn is the opportune time when a learner demonstrates interest and is receptive to learning.
• Readiness occurs when a learner is receptive, willing, and able to participate fully.

The Four Types of Readiness to Learn

• Physical readiness (learners' capacity to complete the tasks)
• Emotional readiness (psychological readiness)
• Experiential readiness (experience-based knowledge)
• Knowledge readiness (learners' current knowledge base).

Methods to Assess Learning Needs

• Techniques include informal conversations, structured interviews, focus groups, self-administered questionnaires, tests, and observations, along with reviewing documentation.

Application (Group Work) - Healthcare Education Association

• A scenario-based exercise requiring groups to determine patient learning needs based on their conditions.

Behavioral Objectives (1/2)

• Explains the differences compared to goals. Goals encompass broad, long-term aspirations, whereas objectives reflect specific, attainable actions to achieve those goals within short-term sessions.

Behavioral Objectives (2/2)

• Defines and provides examples of characteristics for writing effective objectives by demonstrating (P), condition (C), criterion (Cr), and learners (Lr) involved in the process. Exemplar objectives are provided to show specific structure (e.g. learning specific techniques to reduce stress) and to illustrate appropriate form.

Writing Behavioral Objectives... (and general guidelines)

• Clear and Concise Language. Specific Action Verbs. Acceptable SMART Criteria (Specific, Measurable, Achievable, Realistic, and Time-bound/Timely). Avoidance of Implicit or General Verbs.

Taxonomy of Behavioral Objectives

• Bloom's Taxonomy categorizes learning into three domains:

1. Cognitive (Knowledge).
2. Affective (Attitudes, values).
3. Psychomotor (Skills).

Learning Components

• A clear understanding and evaluation of the learning process, including knowledge, skill development, and attitude formation.

The Cognitive Domain

• Focuses on knowledge acquisition and the learner's intellectual processes and thinking ability when learning.

The Affective Domain

• Concerned with emotions, interests, beliefs, values, and appreciations in attitude development and overall learning process.

The Psychomotor Domain

• Learning involving physical movement and coordination that is observable and measurable. Includes performing, implementing, and applying tasks, or skill development process.

Instructional Methods & Settings (1/2)

• Focus on defining and examining various teaching methods (e.g. lecture, group discussion), describing how those methods are effectively used, discussing variables affecting selection, and recognizing teaching techniques, and classifying educational settings (e.g. healthcare, healthcare related, and others).

Instructional Methods & Settings (2/2)

• Discusses specific instructional methods including methods like game-based learning activities, simulation, one-to-one teaching, demonstrations, and self-instruction and their implementation within various instructional settings.

Gaming

• Defines gaming as a teaching method using competitive activities with preset rules to meet educational objectives.
• Discusses usage benefits and limitations.

Simulation

• Defines simulation as an effective instructional method that uses artificial experiences mirroring real-life conditions. Includes benefits and limitations.

Role Play

• Defines role-play as a technique where learners explore real-life scenarios, interacting with others to develop experience.
• Discusses learner and teacher roles, and advantages/disadvantages.

Role Modeling

• Describes role modeling as a method entailing learners using experience gained from observations and learning new behaviors to avoid trial-and-error.

Self-Instruction

• Defines self-instruction as a technique involving learner-directed behavior modification via self-talk or self-statements.
• Outlines the steps and benefits of self-instruction, highlighting its efficiency and the learner's control and autonomy.

Instructional Materials

• Categorizes and explores printed, audio-visual, and demonstration materials as well as their overall purpose and role in learning.

Evaluation in Healthcare Education

• Explains evaluation as the systematic procedure that justifies the worth of specific teaching/learning experiences; distinguishing between formative and summative evaluations, determining effectiveness based on established benchmarks. Evaluations focus on a specific learning experience.
• Steps in Evaluation include Focus, Design, Conduct, Analyze, Interpret, Report, and Use.