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PubMed2006

[Individualized health education with sports gym use and dietary advice for overweight and obese persons in a community. Kokuho Health-up model Program in Chikusei-shi (former Kyowa town)].

OBJECTIVE: We aimed to evaluate the effect of a community-based health educational program for overweight or obesity persons, as the Kokuho Health-up model Program in Kyowa area of Chikusei-shi. METHODS: The subjects were men and women aged 35 to 60 years who participated in annual health check-ups from 1998 to 2003 and were living in Chikusei-shi (Former Kyowa town) Ibaraki prefecture, had a body mass index > or = 25.0 kg/m2 at baseline, and agreed to a 6-month intervention. The participants were divided into 59 persons for the intense intervention group (health checkups, dietary advice, monthly individual health education, and exercise in sports facilities three times/ week), 62 persons for the moderate intervention group (health checkups, dietary advice, monthly individual health education, and exercise in sports facilities or at home once/week), and 34 persons for the control group (only health checkups). Criteria for the metabolic syndrome were those published by the Japanese 8 committee. RESULT: During the 6-month intervention, the follow-up rate was 86%. At the baseline, there were no differences in physical status or lifestyles among the intervention and control groups. The frequency of use of sports facilities was 6.4 times/month for the intense intervention group and 1.9 times/month for the moderate intervention group. Mean body weight did not change in the control group (70.6 kg to 70.9 kg, P = 0.84) but decreased in the intense intervention group (71.4 kg to 69.5 kg, P < 0.001) and moderate intervention group (69.5 kg to 66.7 kg, P < 0.001). Mean abdominal circumference increased in the control group (91.0 cm to 93.9 cm, P = 0.001) but did not change in intense intervention group (90.1 cm to 90.0 cm, P = 0.29) or moderate intervention group (90.4 cm to 88.7 cm, P = 0.39). The prevalence of metabolic syndrome increased in the control group (18.2% to 40.0%, P = 0.01) but did not change in either of the intervention groups. CONCLUSIONS: We found a significant reduction of body weight and an attenuation of the increase of metabolic syndrome in both intensive and moderate intervention groups. The present community-based educational program may be effective for health promotion with overweight or obese middle-aged adults.

Adult↗
PubMed1993

Health education poster: a teaching model for clinical medical students.

The teaching of health education or health promotion to medical students is often difficult because they have little experience on which to base their learning. They have limited clinical knowledge and in particular their awareness of the value of and the opportunities for health promotion in general practice is limited. The problem-oriented teaching method described here attempts to make the subject interesting and relevant by asking students, while in their practice attachments, to identify areas of need for health promotion or health education and then to prepare a poster, with supportive background and research, to satisfy that need for display in their given practice.

Education, Medical, Undergraduate↗
PubMed1985

School Health Education Evaluation. Methodological and substantive significance.

As two of the consultants on the team that advised on design and execution of the School Health Education Evaluation (SHEE), the authors offer retrospective comments on the accomplishments and significance of the study. Comments are divided into three parts. First, the authors point out why many evaluators would argue a priori that the design of the study would not be feasible. Second, the authors discuss why the study did work and what makes it exemplary. Finally, the authors point out the several substantive findings of the study that have broad significance in education beyond health education alone.

Child↗
PubMedDate not supplied

Incorporating a behavioral model in health education.

Understanding the concept of behavior formation is vital in facilitating health education effectively in any setting. Traditionally, the health education process was predicated on the cognitive domain. Consequently, other behavioral influences such as attitudes and intentions were not respectively addressed. Several multidimensional behavior models have been used by health educators to favorably influence human behavior. One specific model, based on one's knowledge (beliefs), attitudes, and intentions is particularly suited for educational settings. This model can be used to assess the validity of individual beliefs, nature of attitude, specificity of intentions and associated personal health behaviors. This assessment can serve as a major motivating factor to encourage persons to identify the quality of their current lifestyle and assume personal responsibility for their welfare.

Attitude to Health↗
PubMed1995

A health education booklet for young families--its need, use and effect.

The objective was to describe the effect of a mailed health education booklet for families with children in relation to parents' need for health education. It was a randomized controlled trial. The parents' anxiety and use of doctors were registered in a questionnaire, together with selected psychosocial conditions, during a retrospective period of six months. An age-stratified random sample of 3913 families--1953 study families and 1960 control families was drawn in the county of Ringkjøbing, Denmark. The booklet was used a lot; it reduced parents' anxiety and use of doctors in children's illnesses. The effect was most pronounced in those parents who had least need for health education. This method of health education was not very efficient. The possibilities and value of combining written health education with personal individual instruction by the general practitioner are discussed.

Anxiety↗
PubMedDate not supplied

The status of health fairs: perspectives from the health education profession.

This study examined the current status of health fairs throughout the United States. Surveys were sent to all program heads of University Health Education Departments identified in the Eta Sigma Gamma Directory 1985. Information such as number of participating agencies, location of health fairs, and the goals of the health fairs was requested. The results identified 89 health fairs. The majority were held in shopping malls (57%), with schools hosting approximately 21%. The average number of participants consisted of 31 agencies, and the average number of individuals from the community attending the fair was 3000. The average length of health fairs was 1.5 days, with over 88% of identified fairs being held annually. Providing accurate health information and health screenings were ranked as the most important goals for health fairs. Health educators need to become involved with health fairs if such goals are to be realized.

Data Collection↗
PubMed1999

Holistic approach to health education on AIDS.

OBJECTIVE: To identify a method for health education using the example of an educational seminar on AIDS prevention and control at Hebei Medical University in China, 1994. METHODS: Our goal is the theoretical formulation of a unified community approach for problem solving through the combination of the self regulative approach and the case analytical approach. "Quality improvement", "essential quality" and "human ecosystems" provide the basic ideas for better understanding the integration of culture, science and technology within the "cultural norm". RESULTS: The present seminar was successfully organized for Chinese medical students based on the theme of "living with AIDS". Through this program, we identified that self regulative and case analytical approach were major issues for holistic approach to health education. We also identified that a community approach provides the scientific basis for health education in the community. CONCLUSIONS: The present paper generates a healthcare paradigm for surveillance in health/medical education. Through a better understanding of community approach, we related "community care" (emphasizing self, mutual, professional and institutional care) to the "practical norm"; and "preventive epidemiology" (emphasizing the unification of quality and quantity, as well as systems and population) to the "research norm".

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

Training lay health educators to conduct a church-based weight-loss program for African American women.

PURPOSE: Community-based lay health educators have been utilized in a range of settings and with a variety of health issues. However, little has been published about the specifics of training lay health educators to effectively deliver community-based programs. This paper describes the training used to prepare volunteer, church-based lay health educators to conduct a community-based weight-loss program, and the evaluation of that training. METHODS: After recruitment through their respective churches, volunteer lay health educators were given structured training in how to conduct the PATHWAYS weight-loss program. Program sessions were observed to monitor program delivery, and participation rates and weight loss were evaluated. RESULTS: The lay health educators were highly consistent in their delivery of the program content. Participant attendance was high and virtually all of the participants completed the program. Participant weight loss averaged 8.3 pounds, which correlated with session attendance. CONCLUSIONS: Given training appropriate to the structure of the program and specific to the targeted health behavior, lay health educators can reliably and effectively administer even rather complex programs.

Black or African American↗
PubMed1999

Role modeling: an opportunity for the health education specialist.

It is the responsibility of the profession to determine what is right, reasonable, and ethical health education practice. Opportunities within the profession abound to deliberate about the responsibility of health education specialists to role model positive health behaviors. Davis summarized the espoused perspectives nicely: We owe it to our profession and to our students to personally travel as far on the wellness continuum as behavioral choices will permit.... Health educators do have a special responsibility to be positive health role models by fulfilling their health potential and modeling the healthiest behaviors of which they are capable. All health educators need to accept for themselves the responsibilities that we assign to others.

Education, Professional↗
PubMed1995

The health education section: 38 years of growth.

The author traces the growth of ACHA's Health Education Section from its beginnings with a handful of members in the late 1950s to its position of increasing leadership in the organization. She describes the growth of innovative programs the section's more than 300 health educators developed as they expanded the concept of health education and promotion beyond the walls of traditional health centers into the broader university community. College health educators must participate in efforts to establish accountability for prevention and promotion strategies that include community health as well as clinical preventive services.

Health Education↗
PubMed1999

Health education as education of the oppressed.

Paolo Freire's theory of critical thinking shows remarkable similarities to the principles supported by health education. In his capacity as Brazilian educationalist, Freire emphasized man's active participation in his own development. Without this active involvement, growth and development become quite impossible to attain. Freire's theory is therefore generally well suited for use by those supporters of the currently emphasised actions of community empowerment and community involvement. Health education, and more particularly successful health education, is nothing more than community empowerment. It enables each individual, within a community, to take control of his/her own life and well-being. The health care professional cannot assign power and control to the individual; it can only be assumed by each individual within the community. In this regard it becomes evident that passive conveyance of the health care message, albeit from health care professional to individual recipient (in this instance to the patient), is of no use to the community, whereas active involvement of the individual displays greater success. According to Paolo Freire, health education should focus on collective knowledge, the latter being the result of the group dynamics, produced by discussion on past experiences, and the analyses there-of. The professional guides these dynamic processes, not only to identify needs regarding health education, but also to assist in making decisions on health. Ultimately each individual will then experience the responsibility for his/her own health. A discussion of the use of the theory of critical thinking, as well as the implementation there-of in practice, is provided.

Community Participation↗
PubMed1985

Design of the School Health Education Evaluation.

The Center for Health Promotion and Education, Centers for Disease Control, and the Office of Disease Prevention and Health Promotion, US Dept. of Health and Human Services, contracted with Abt Associates, Inc., to evaluate the School Health Curriculum Project as compared with three other approaches to school health education. Background on the reasons for initiating this project, a summary of the original design, and highlights of the main features of the actual implementation of the School Health Education Evaluation (SHEE) are detailed.

Adolescent↗
PubMed1994

Health education interventions among Native Americans: a review and analysis.

Relatively few health education interventions directed at preventive health behaviors and management of chronic illness among Native Americans have been reported in the literature. This article provides a selective review of health education interventions among Native Americans that address the prevention and management of chronic illnesses/conditions as well as preventive health behaviors. For each intervention included in the review, a description of its cultural relevance, sample, design, and evaluation is provided. Limitations are noted, as well as implications for research and practice.

Adolescent↗