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At least 919 records · Page 51Linked to original sources
PubMed1991

Use of lay health educators for smoking cessation in a hard-to-reach urban community.

A description of the use of indigenous lay health educators as they participated in the implementation of a community-based smoking cessation program is provided. The target population was young black women who resided in several urban public housing developments. The intervention, which was conducted in tandem with a larger televised smoking cessation program, consisted of either class sessions conducted by or reminder visits from community lay health educators. The lay health educators were successful in organizing this population, often viewed as difficult to reach, to become more aware of the dangers of smoking and to become more interested in participating in a structured smoking cessation program. They motivated 235 individuals to sign up for the program; of these, 141 attended at least one class session or accepted at least an initial reminder visit. The results suggest that lay health educators may be able to mobilize this population to participate in health promotion programs. However, due to differences in this population related to smoking, the findings indicate that new methods must be developed for sustaining their involvement after they have been reached.

Adolescent↗
PubMed1994

Understanding volunteer peer health educators' motivations: applying social learning theory.

We conducted focus group interviews with students who were current peer health educators at a mid-sized university to determine what factors motivate individuals to volunteer for a peer health education program. Specifically, we asked the participants questions designed to explore their life experiences, their expectations of the peer education program, and their motivations. Constructs from social learning theory were used to categorize and contribute to our understanding of the responses. Many participants specified experiences with family members or friends, such as alcoholism or other illnesses, that had influenced their decisions. Participants' expectation of the program varied greatly and did not indicate a strong link to the decision to volunteer. The peer health educators' motivations for volunteering were altruistic, such as wanting to help others; egotistic, such as wanting job training; or related to self-efficacy beliefs, such as satisfying a personal need for health education. This study indicated that life experiences, a belief in the effectiveness of peer health education programs, and positive reinforcement to join influence the decision to volunteer. Implications for coordinating peer education programs are discussed.

Adolescent↗
PubMed1999

[Health education Chinese school in late 19th century and early 20th century].

At the early stage of modern Chinese new - style schools, there appeared the embryonic form of health school. In the 1920s, the term health education had already been commonly applied, and health education in the school was developed gradually in large and medium - sized cities, with the establishment of health educational institutions successively. In 1931, a professional school for training teachers of health education was established in Central University, and the 20s and 30s saw the inspiring developing stage of health education in Chinese schools.

China↗
PubMed1977

Environmental health education: a different orientation.

The indiviual behaviour, group habits and corporate activities that are the keys to environmental prevention are markedly different in character from the personal hygiene and illness behaviours of primary care and patient education. Education for personal care is oriented towards the educatee's own future behaviour and related to the internal processes of his or her physiological organism. It is learning that is aimed both at children and adults. In contrast, in environmental prevention, education is oriented to changing present behaviour related to external stressers and feedbacks. In most programmes this learning is aimed at adults. The health education impact on environmental risks differs in three distinct types of environmental programmes i.e.: (1) when control applies cost-effective technological advances (sewer systems, etc.) which usually bring about behaviour change with little educational effort; (2) when the programme aims at correcting infectious or injurious conditions which require adequate motivation on the part of the people; and (3) when the focus is on social stressers and behaviours, on the reduction of chronic diseases and mental disorders, an area where education and community organization have then a major role to play. Do techniques that effectively develop awareness, communicate information, develop individual or group know-how, and thus lead to preventive action differ between patient behaviour education and environmental health education? The answer must be a partial but important "yes". In environmental prevention programmes the motivating appeal has to be more altruistic, more "other" oriented, and the programme has to be group involving. The behaviours to be changed are not one's own alone, but those common among individuals or corporate bodies around one. In fact, health education faces five challenging problems in the area of environmental risk prevention. First, how do we most quickly and effectively communicate our concern about some stresser or behavioural matter to a specific population? Second, how can we keep voluntary community organizations, which we have helped to develop, from faltering or expiring after three or four years of useful endeavour? Third, how do we reach the populations typified by anomic personalities--the withdrawn, disillusioned or apathetic? Fourth, how do we identify key influential people and interest them in becoming involved in our environmental programmes, in participating in the setting of priorities and contributing to their realization? And last but not least, how can we best ensure that health education services will be provided to community organizations long enough in order to obtain confirmation that the population's behaviour changes have become self-continuing habits or customs?

Ecology↗
PubMed2000

A low-cost approach to public health education using multimedia packages.

The effect of health education programmes depends on the number of people exposed to the messages, as well as the method and style in which the information is transmitted. We conducted a pilot project to encourage healthier lifestyles by presenting culturally sensitive information using a variety of media. Material intended to provoke discussion was shared with a range of audiences in Barbados and Montserrat in the West Indies by a series of lecture discussions, which were videorecorded for local television and sound recorded for local radio. The lecture was also disseminated by newspaper articles, a special magazine and by publication on the Internet. The aim of the project was to achieve maximum effect for minimum effort, thus making optimum use of resources. The feedback obtained at the lecture discussions and in response to the radio broadcasts and newspaper articles provided a needs assessment on which to base a definitive programme, and confirmed that radio and television are the most effective media for health education.

Barbados↗
PubMed2006

Gender as a health determinant and implications for health education.

Gender is a health determinant, but gender itself is influenced, in part, by biological and psychological variables. Understanding gender's influence on health therefore requires an understanding of the determinants of the construct gender. A review of certain gender determinants is presented. The authors consider the modifiability of these determinants and present recommendations about which of these determinants should be targeted for health promotion and policy creation activities. In concluding, they argue that gender is a multidetermined construct that encompasses many factors that may be modifiable through intervention, and consideration of all of these factors should be vigorously pursued.

Female↗
PubMed1995

Creating capacity through health education: what we know and what we don't.

Researchers in health education have rarely convened to outline research priorities in the field. This article discusses the results of a meeting to develop a research agenda aimed at creating capacity to promote and maintain health. Salient research findings related to individual and community health are summarized and priority issues for future research are presented.

Community Health Services↗
PubMed1981

Effective integration of health education into baccalaureate nursing curriculum.

Under the auspices of the Division of Health Education at the School of Hygiene and Public Health and in conjunction with George Mason University, Department of Nursing, a Project is underway to develop, implement and test a model which incorporates appropriate health education learning into baccalaureate nursing education. The underlying premise of the Project is that nurses who are able to formulate theoretically sound educational programs in conjunction with clients and fellow providers will be more effective in achieving health education outcomes. Our hope is that this will increase the competence and confidence nurses have in helping others cope productively with the real and potential health threats confronting them.

Curriculum↗
PubMed1991

A health education program for inner city high school youths: promoting positive health behaviors through intervention.

This descriptive study examined the influence of a 7-week Health Education Program (HEP) on the reported health behaviors of inner city high school youths. A convenience sample of 83 youths between the ages of 14 and 17 years was selected from a moderate size, metropolitan, midwestern high school. A 32-item Health Behaviors Survey (HBS), developed by the researcher, was administered to the youths before and after the completion of the HEP. Participants were classified by their health behaviors into high-, moderate-, or low-risk categories. In addition, the subjects completed a health diary that was discussed before the weekly presentations. Findings of the study revealed a positive shift in several reported health behaviors from high-risk to low-risk following completion of the HEP. The professional nurse is in an excellent position to develop nursing interventions and creative innovations including preventive measures to positively influence the health behaviors of young people.

Adolescent↗
PubMed2003

A survey of the emergency department population and their interest in preventive health education.

OBJECTIVE: To determine which preventive health information the emergency department (ED) population (patients and visitors) would be most interested in having available to them while they spend time in the waiting area. METHODS: This was a prospective survey of consecutive adults seated in the ED waiting area during a representative week on predetermined shifts. The survey asked them to indicate whether they would be interested in obtaining information about the following preventive health issues: breast cancer, prostate cancer, smoking, obesity, stress reduction, exercise programs, alcohol/drugs, HIV, blood pressure screening, immunizations, referrals to primary care physicians, Pap smears, car safety, smoke detectors, domestic and youth violence, depression, gun safety, and safe sex. RESULTS: Of the 1284 subjects approached, 878 (68%) made up the study group (56% female, mean age = 44 years, 60% white); 406 refused. The information people were most interested in obtaining was the following: 52% of the respondents were interested in referral to stress reduction programs, 51% in information about exercise programs, 42% in blood pressure screening, 40% in information about breast cancer screening, 33% in depression information/screening, 33% in prostate cancer screening, 26% in immunization against pneumococcus, 24% in immunization against tetanus, 26% in smoking cessation programs, and 26% in safe driving information. Women were most interested in breast cancer screening (64%); and men, in prostate cancer screening (55%). CONCLUSIONS: Of the 878 subjects in the study group, 96% were interested in obtaining information about one or more preventive health issues. An opportunity exists to respond to this interest by providing material for public health education in the waiting area of EDs.

Adult↗
PubMed1984

Training needs in school health education research.

The purpose of this paper is to review the history of professional preparation of health educators for the conduct of research, to present several major issues and problems related to school health education research, and to identify the characteristics of present training models. Despite the fact that health education can trace its origin to early in this century, it was not until 1953 that a formal statement on research competencies was formulated. Since that time, however, a great deal of activity has been identified. While several issues have been raised regarding research strategies and techniques used by health educators, current training models hold a great deal of promise for strengthening these efforts. The characteristics of such training models are described.

Adolescent↗
PubMed2005

Planning and the professional preparation of health educators: implications for teaching, research, and practice.

Planning skills are one of the seven essential responsibilities of health educators, according to the National Commission of Health Education Credentialing program; yet little information is available about who provides training in planning, what type of training is offered, and what planning models are taught. A survey of 253 accredited graduate and undergraduate health education programs (response rate = 56%) was undertaken to gather information about planning and the professional preparation of health educators. Results revealed that planning instructors were primarily full-time, experienced, and about one half were CHES certified. Overall, 88% (113/129) of respondents taught the PRECEDE-PROCEED model, and 62% (81/131) taught the planned approach to community health (PATCH) model. Few planning differences were found at the graduate and undergraduate levels. Content analysis of 56 course syllabi revealed that 80% (45/56) required students to complete a program plan proposal or document as the culminating project for the course. Implications for teaching, research, and practice are discussed.

Curriculum↗