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PubMed2004

Advocacy 101: getting started in health education advocacy.

Advocacy for the public's health and for the profession are widely recognized as responsibilities of health educators. Increasing emphasis on advocacy by professional organizations has peaked the interest of health educators, yet knowing where to begin as an advocate is, to many, a mystifying process. This article provides basic advocacy terminology, dispels concerns about participating in advocacy activities, and provides a practical and stepped approach to becoming an effective advocate. A tiered approach is used in relation to the advocacy strategies of voting behavior, electioneering, direct lobbying, grassroots lobbying, Internet use, and media advocacy to help individuals in their quest to begin or enhance their engagement in advocacy. A compendium of highly accessible resources is also provided. Finally, this article provides motivation for the beginning advocate.

Consumer Advocacy↗
PubMed2003

A preliminary survey of health education in Indiana home schools.

The total US school enrollment of 52.7 million students in 1998 excluded an estimated 1.2 million students educated in their homes. In 1989, some 1,148 home school families enrolled with the Indiana Department of Education. Just over a decade later, some 18,260 home school families had registered, and this number continues to increase. Despite knowledge about the growing numbers of families choosing to home school, limited empirical data exists of how health education is presented in home schools or the needs of home school educators who teach health education. This preliminary study examined health education content areas taught by home school educators in Indiana. An instrument was developed, piloted, and administered to a random sample of 600 home school educators. Results indicated most home school educators taught a variety of health education topics. Three topics--first aid, physical activity and fitness, and nutrition and diet--were taught most frequently in the health curriculum of home schools. Violence prevention, suicide prevention, and consumer health were covered less frequently in the health curriculum. Health was typically taught in a nonstructured, teachable moment format. Implications for coordinated school health programs and suggestions for further research are discussed.

Health Education↗
PubMed1976

Preparation of manpower for health education: a comparative view.

Differences between various models in the organization of health education services are explored. New developments in health education approaches used in training, career structures, and job definitions in some European countries are summarized. Problem areas have been defined and recommendations have been produced by numerous activities of the World Health Organization in recent years. At a 1974 symposium, it became obvious that no planned manpower development is feasible without a job definition of the health educator as an educational product. The need to specify the aims of future developments requires taking a critical view of past developments and spelling out existing differences.

Europe↗
PubMed2004

Health promotion and health education about diabetes mellitus.

Diabetes mellitus, especially if poorly controlled, is a major contributory cause for blindness, heart attacks, amputations, strokes, kidney failure and impotence. The prevalence of diabetes is increasing globally. Fortunately there is compelling evidence from clinical trials that lifestyle modifications and education can minimise the risk of diabetes, and new treatments can reduce the burden of morbidity and mortality. We now have modified insulin, infusion pumps, dialysis, kidney and pancreas transplants, and effective therapies for reducing lipids and blood pressure. However, important as these advances are, diabetes and its complications can be prevented, or delayed, by modifying risk factors. Persons with diabetes must understand their disease and be empowered to avoid obesity, smoking and unhealthy diets, and encouraged to exercise, and control blood glucose. Good health education, health promotion and access to professional care are essential for persons with diabetes mellitus. Valuable health information is available from Diabetes UK and the Internet.

Diabetes Complications↗
PubMed1978

Progressive health education through community organization: a case study.

Successful health education programs should be based on well-integrated community systems and networks. A health educator encountering community disintegration assumes a responsibility for taking a community organization effort. A case study of such an effort, based on Rothman's locality development model, is described. Community diagnosis and program development stages are detailed. Community health projects were among the outcomes attributed to this project.

Community Health Services↗
PubMed1995

The effects of health education on patients' subsequent dental visits: a practice-based research in health promotions.

We conducted a practice-based research project on health education (discharge counselling) in Gallatin, TN involving 280 patients for more than two and one-half years. Half of the patients were randomly assigned to a "discharge counsellor" after receiving treatment from the dentist. A non-dentist office staff provided the discharge counselling. Patient compliance with treatment modalities and after-treatment dental instruction was the key element of this study. This study confirms that health education (discharge counselling) was effective in reducing the number of patients in this project who would revisit the dentists for (1) emergency treatment, (2) the same complaint as their initial complaint, (3) pain management, and (4) prescription refills. In this study, gender difference was not revealed as a factor, but racial difference might be a factor.

Adult↗
PubMed2001

The evaluation of the effectiveness of health education interventions in clinical practice: a continuing methodological challenge.

AIM: This paper examines the methodological issues arising from an evaluation of the effectiveness of a health education project undertaken to increase Hong Kong Chinese women's knowledge of the prevention of cervical cancer and the uptake of screening. BACKGROUND: The significance of health promotion to the prevention of diseases currently affecting contemporary society has become increasingly recognized. Within the context of health promotion health education continues to provide an important preventive strategy. Indeed the leading causes of mortality such as coronary heart disease and cancer lend themselves well to health education interventions. However the evaluation of the effectiveness of health education remains complex and raises some important methodological issues. DESIGN: The project used a health education intervention as the major preventive strategy and employed multiple methods of evaluation to assess its effectiveness. Outcome evaluation consisted of a confidential questionnaire administered at two points in time to measure changes in health-related behaviour and knowledge. It also included the collection of data from service providers to assess changes in the uptake of cervical cancer screening. Process evaluation involved the use of focus groups with randomly selected groups of women who had participated in the health education intervention and a diary kept by the project nurse. FINDINGS: Methodological issues identified in the evaluation of the project included the extent to which changes in health-related knowledge and behaviour could be attributed to the intervention, the sensitivity of outcome measures and challenges in developing methods of process evaluation appropriate to the target population. CONCLUSIONS: The findings highlight the complexity of designing effective evaluation strategies for health education and the need to consider these issues in the development of both process and outcome evaluation.

Attitude to Health↗