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At least 883 records · Page 49Linked to original sources
PubMed1998

Evaluation of a sustained 7-year health education campaign on leprosy in Rufiji District, Tanzania.

To assess the impact of a 7-year intensive health education campaign about leprosy delivered by workers of the Kindwitwi Leprosy Trust to schoolchildren and general public in Rufiji District. Knowledge, attitude and beliefs towards leprosy were measured in Rufiji and compared to neighbouring Kisarawe District as control. Lessons learned from this analysis may be useful for the planning and evaluating of health education campaigns. Interview of schoolchildren, general public, community leaders, traditional healers and medical staff in both districts. A stratified randomized sampling scheme was used, with stratification for urban and rural settings. A representative sample of schoolchildren, general public, community leaders, traditional healers and medical staff in Rufiji District and in the control area of Kisarawe District was interviewed. The interviews were partly structured and partly open. The results of the interviews were analysed in the context of epidemiological leprosy data from 1985 till 1995, and demographic data of both districts. Data entry and statistical analysis was done using FileMaker Pro, Stata and Excel computer packages. We did not observe positive effects of the health education campaign on the indicators regarding early diagnosis of leprosy with less disability. Leprosy case detection was declining in both districts. We found that the campaign had a favourable impact on the knowledge and the attitude of schoolchildren in Rufiji District. We could demonstrate a relationship between increased knowledge of leprosy and a positive, less stigmatizing attitude. Knowledge of leprosy was better in Rufiji as compared to Kisarawe, but only among schoolchildren. We found indications that low level of education, rural residence, older age, female gender and Moslem religion were associated with stigmatizing attitudes and beliefs towards leprosy. Knowledge about leprosy reactions among medical staff interviewed was not optimal. The exact outcome of the sustained campaign in Rufiji District was difficult to assess because no comparison could be made with the situation prior to the campaign. However, the health education campaign was associated with increased knowledge and diminished tendency to stigmatize leprosy among schoolchildren. Health education campaigns have to be sustained and have to cover a broad sector of the society in order to induce behavioural changes in the community. The focus of health education should be rural communities and schools, and pay special attention to women, religious leaders and traditional healers. Awareness of diagnosis and treatment of leprosy reactions among medical staff should be improved.

Adolescent↗
PubMed1999

Effective health education in rural Gambia.

We aimed to measure the impact of a structured health education programme on the incidence of infectious disease in young children of a rural Gambian village. In a prospective intervention study, mothers of children under 3 years living in a rural West African village without running water (population 1600) were divided into two groups by site of residence. Group 1 (n = 70) received a fortnightly education talk on hand-washing and skin hygiene, and group 2 (n = 84) on family planning. The incidence of infectious skin and diarrhoeal, eye, and respiratory diseases were recorded at the clinics attended by all children. The mean incidence of skin infections in the children of mothers of group 1 (1.07) was significantly lower (p < 0.05) than that of group 2 (1.59) during the rainy season. Between 1981 and 1994 the incidence of skin, diarrhoeal, and eye disease showed a statistically significant (p < 0.0001) decline following the implementation of the health education programme. There was no statistical significance in the trend for respiratory disease, the incidence of which would not be expected to be affected by hygiene education. Focused health education had a sustained beneficial effect on the health of young children living in conditions where infectious diseases and poor hygiene are common.

Child, Preschool↗
PubMed1997

The limitations of well men clinics for health education.

In seeking to change health-related behaviour, such as smoking and poor diet, well mer clinics may be asking too much of their clients. This article explores the conflict between male socialisation and health education against a background of male mortality and morbidity. To achieve health gain for men, the author suggests a shift in emphasis is required from individual behavioural factors to wider socio-structural change.

Ambulatory Care Facilities↗
PubMed1991

[Experience in organizing competition of school health education teams].

One of the main tasks of Soviet medicine--the healthy lifestyle formation among population can be accomplished with the help of school health education teams. The training of school health education teams is one of the forms of out-of-school hours activities in hygienic education and training of pupils and can easily be accomplished through organizational plans of activities at any school or industrial training school. The organization of school health education teams should unite the efforts of teachers, specialists from the service of healthy lifestyle formation, cultural institutions, young communist league and youth organizations and other departments and public agencies concerned. Using various active publicity media school health education teams should become active healthy lifestyle promotion organizations and their performance can be conducted before any audiences. The working experience of school health education teams is in need of investigation, improvement and dissemination.

Health Education↗
PubMed1998

Psychology as a theoretical foundation for health education in nursing: empowerment or social control?

This article explores the relationship between psychology and health education and illustrates how ostensibly 'neutral' models and theories of psychology can be used by conflicting health education philosophies and ideologies. We contend both that health education is an intrinsic element of nursing (which, for the purpose of this article, also includes health visiting and midwifery) and that psychology legitimately underpins practice. Our concern in this article is in the potential application of models and theories of health-related behaviour such as the health belief model (Rosenstock et al 1988), the theory of reasoned action (Fishbein & Ajzen 1985) and the stages of change model (Prochaska & DiClemente 1982) to the health education elements of nursing practice without an awareness and scrutiny of their particular ideological standpoint, and contrasting relationships to power, and thus an understanding of the potential ambiguity regarding their role and function.

Health Education↗
PubMed1999

Health communication and professional preparation: health educator credibility, message learning, and behavior change.

Health education graduate students were surveyed to assess perceptions of their professional responsibility to be role models of healthy behaviors, characteristics of a professional role model, and related socializing experiences during professional preparation. A total of 233 randomly selected health education graduate students participated in this study nationwide. Significant inverse associations were found between students' year in graduate school and sense of excellence as a role model, graduate program satisfaction, and professional commitment (all ps < 0.05). Students' sense of professional marketability and competence to role model were statistically significant in predicting their perception that role modeling healthy behaviors is a professional responsibility, F(2, 215) = 110.25, p = 0.00001. Positive associations also were found between students' desire to improve fitness behavior, nutrition, and weight and/or body fat ratio with self-ratings as role models (all ps < 0.05). Implications for the profession and preparation are provided.

Adult↗
PubMed1982

Health education in baccalaureate nursing curriculum: myth or reality?

This survey of baccalaureate nursing curricula was conducted to identify content and methods being used to help students develop beginning competence in health education. Catalogs from 200 schools revealed only minimal explicit attention to the teaching role of nurses. The 36 schools which gave evidence of health education and sent course materials showed little agreement on what health education encompassed or what reasonable expectations were for the baccalaureate nursing student. While there can be no generalization of these findings to baccalaureate nursing education, serious questions are raised concerning the thoroughness with which nursing educators are treating the health education component of the baccalaureate curriculum. Given the centrality of health education to prevention, health promotion, greater client control over his own health, reduced anxiety and more appropriate utilization, it would appear that health education is scarcely an area to be dealt with superficially in baccalaureate nursing education.

Curriculum↗
PubMed1984

A statewide approach to health care personnel maldistribution. The California Area Health Education Center System.

An Area Health Education Center (AHEC) system has been established in California to address the maldistribution of physicians and other health care professionals. The AHEC program uses educational incentives to recruit and retain health care personnel in underserved areas by linking the academic resources of university health science centers with local educational and clinical facilities. The medical schools, working in partnership with urban or rural AHECs throughout the state, are implementing educational programs to attract trainees and licensed professionals to work in underserved communities. The California AHEC project entered its fifth year in October of 1983 with the participation of all eight medical schools and the Charles Drew Postgraduate School of Medicine, 35 other health professions schools, 17 independent AHECs and more than 400 clinical training sites. Educational programs are reaching more than 22,000 students and practicing health professionals throughout California. We review the current status of the California AHEC system and use the AHEC programs at Loma Linda University to illustrate the effect this intervention is having.

Area Health Education Centers↗
PubMed1996

Expressed health education needs of black adults living in Ivory Park (Gauteng).

The overall aim of this study was to ascertain African male and female expressed needs for health education programmes. A random sample of 599 adults (229 males and 370 females over 15 years of age) from an informal settlement area (Ivory Park, Gauteng) was interviewed. Out of the 599 respondents, 467 (78%) said that they had received health education, usually through the radio or at a clinic/hospital. Ninety three per cent stated that they would like to receive health education; 52 topics were mentioned. Responses were grouped into six categories: AIDS (32%); Specific Diseases (31%); Child Health (13%); Family Planning (12%); General Health (10%); and Other (2%). Gender and age group were not related to health education category. Doctors and nurses were the preferred presenters of health education at a hospital, clinic or community health centre, through a talk or TV/Video. It was concluded that: (1) there was a definite need for health education, with a focus on AIDS, tuberculosis, child health and family planning; (2) men wanted to be involved in health education programmes; and (3) innovative delivery options need to be developed.

Adolescent↗
PubMed2000

Health education, recent and future trends.

During the past, Health Education has been taking place in a variety of ways: prevention, monitoring and control of potentially epidemic diseases. New trends have been arising (such as 'health corners', interdisciplinary activities, exhibit, 'mini-university' for children, etc.). But it is important to discuss what 'Health Education' means, and define 'health' and rethink educational strategies. Several evaluations have highlighted the limited impact that communication activities, or one-off awareness campaigns, may have.

Adult↗
PubMedDate not supplied

The purpose of health fairs as perceived by university-based health educators.

The purpose of this study was to assess the attitudes of university-based health educators on the role of health fairs. Ninety-nine health educators from throughout the country completed a three-part survey requesting information regarding local health fairs, demographics of the respondent, and a series of Likert-type questions regarding the role and function of health fairs. Results indicate that one's level of training and level of involvement played a significant role in determining attitudes regarding the purpose of health fairs. Health educators with doctoral training, when compared to individuals with master's-level training, were less likely to approve of health fairs.

Attitude↗
PubMed1998

Making media messages more suitable for health education in the African context.

The design of appropriate health education messages and materials is not an easy task, because a complex range of interrelated variables determine the level of message appropriateness. This article focuses on the socio-cultural dimension of health education message design. Messages that are perceived as culturally inappropriate could lose credibility among certain audiences and could even lead to polarization of health beliefs and reinforce high risk behaviour in some communities. Apart from theoretical viewpoints and principles, the article presents examples of appropriate visuals and text within the African context. Practical guidelines are offered to improve the appropriateness of media messages for health education in Africa.

Africa↗
PubMedDate not supplied

Adult clients' recall of oral health education services received in private practice.

PURPOSE: The purpose of this study was to determine adult clients' recall of oral health education services they received in private practice settings. METHODS: A written questionnaire was completed by a convenience sample of 199 adult clients who each had an appointment at a university dental hygiene clinic. Responses were statistically analyzed to generate frequency distributions of recall of oral health education services received in private practice and to determine if statistical differences existed in the number of services recalled according to selected client characteristics. RESULTS: The results indicated that 14 of the 22 oral health education services included on the questionnaire were reported to have been provided to fewer than half of the study participants when they were treated in their private dental care setting. The subjects were most likely to recall they were given a toothbrush. Chi-square analysis of selected client characteristic variables indicated that only four of the services were statistically significant between the reported frequencies and client age and periodontal health status. The differences between the reported frequency of services for females and males were not statistically significant. Subjects recalled that more oral health education services had been provided in conjunction with a prophylaxis by a dental hygienist; the differences in the reported frequencies for 16 of the 22 services were statistically significant. (p < or = .05) CONCLUSIONS: The convenience sample and data constraints, which depended on the clients' recall of services received in a private practice setting, must be considered in interpreting the results. Even though dental hygienists provide more oral health education services than other oral healthcare practitioners, the generally low frequencies of adult client recall of oral health education services received in private practice settings indicate that oral healthcare providers may not incorporate effective learning strategies into their health education programs.

Adult↗
PubMed1991

Nurses as role models and health educators.

This paper focuses on the role of the nurse as both a role model and as a health educator and examines some key areas where tension between these two appear to exist. The context is the changing British National Health Service and the expectations of both the providers of the care and the consumers. The concept of the nurse as a role model for health is explored: the use of the term 'role' and its implications for nurses; what being a role model might mean for nurses and some of the stresses which living up to these role models might impose; the extra burden of an implied healthy role model and the expectations which are placed on nurses from both within and outwith the profession. Communication theory and the view of the nurse as a 'credible source' may add to these pressures and this paper tries to offer to nurses an alternative standpoint from which they may begin to tackle their health promotion/education activities. The traditional role of the nurse as a health educator is examined and a variety of options are offered to encourage nurses to consider their approach to dealing with clients within the context of health education. Some different models of education which are more suitable for the flexible approach which is required for health education are outlined. The paper closes with some discussion points which suggest that self-awareness and personal developments may be among the most important qualities which nurses need to be effective health educators.

Choice Behavior↗
PubMedDate not supplied

Results of a rural breast health education demonstration project.

The Healthy People 2000-National Health Promotion and Disease Prevention Objectives call for an increase in breast health education to the public to increase women's knowledge about breast cancer and the benefits of screening. A breast health outreach education intervention for community health professionals was designed, implemented, and evaluated. The barriers to continuing education of health professionals of rural areas were addressed. Low-cost, county-based seminars using a comprehensive breast health education curriculum were provided for community health professionals. The intervention demonstrated an increase in a professional's knowledge about breast cancer and breast cancer screening, and an increase in their breast self-examination skills. Six months after intervention, community health professionals reported an increase in the frequency of their breast self-examination performance.

Adult↗
PubMed1989

A descriptive analysis of activity structures in high school health education classes.

The extent of use of activity structures in high school health education classes was examined. Twenty health educators from high schools in a large southwestern city agreed to have their classes observed on four separate occasions. Trained individuals observed, coded, and timed various classroom activities using a standardized coding form. Across all 80 observations, most classroom time was spent in Teacher Presentation of Content (23.4%), Seatwork (23.1%), or Media Presentation (15.6%). Little classroom time was used in Student Presentation (.3%) or Behavioral Presentation (.02%). The project goal was to provide baseline observational data into health education classroom activities. From this initial quantitative description of activity structures, correlational and experimental studies can be designed to link these activity patterns with student outcomes in health instruction.

Adolescent↗
PubMed1996

Pregnancy, alcohol use and the effectiveness of written health education materials.

This study was conducted to determine whether health education materials were more effective when written at a lower rather than a higher reading level. Women (n = 252) who visited public health maternity clinics selected either English- or Spanish-language health designed to discourage alcohol use, depending on whether the women preferred to read English or Spanish. The materials were written on the third and the 10th-grade reading levels. The women were randomly assigned to receive materials written on one of the two levels. Then participants completed the pre-test, read the health education material and were post-tested immediately. Among English-speaking participants, the material written at the lower reading level was shown to be more effective. Whereas among Spanish-speaking participants, test scores were unchanged after reading either health education material. Overall, we recommend that health care providers design or purchase materials that are easy-to-read and provide face-to-face counseling about abstaining from alcohol. Providers should not rely on written materials to communicate important messages when working with pregnant women.

Adult↗