Chapter 1 Health Education, Health Promotion, Health Education Specialists, and Program Planning. Flashcards
Explain the relationship among good health behavior, health education, and health promotion
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Explain the difference between health education and health promotion
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Write your own definition of health education
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Explain how a person becomes a Certified Health Education Specialist or a Master Certified Health Education Specialist
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Explain how the Competency-Based Framework for Health Education Specialist is used by colleges and universities, the National Commission for Health Education Credentialing, Inc. (NCHEC), the National Council for the Accreditation of Teacher Education (NCATE), and the SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC).
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Identify the assumptions upon which health education is based.
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Define the term Pre-planning
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Explain the role of the health educator as defined by the Role Delineation Project.
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What are the “Four Modifiable Risk Behaviors” that are responsible for much of the illness, suffering and early death due to chronic diseases in the U.S?
LEPT; Lack of physical activity, excessive alcohol consumption, poor nutrition, and tobacco usage.
Health behavior
Those behaviors that influence one’s health
What was the year that policy makers point to as the turning point of health promotion as a significant component of health care policy?
1974 ; Canada’s “A New Perspective on the Health of Canadians”
What document was important for raising health promotion awareness in the U.S
Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention 1979: important because it was simple, and summarized a lot of research
What document guides the U.S’ health policy and agenda?
Promoting Health/Preventing Disease: Objectives for the nation
Health education
any combination of planned learning experiences using evidence-based practices and/or sound theories that provide the opportunity to acquire knowledge, attitudes, and skills needed to adopt and maintain healthy behaviors.
Health promotion
Any planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, and communities. (Encompasses, but is different than health education, because it takes into account the aspects of environments)
Health Education Specialist
An individual who has met, at minimum, baccalaureate-level required health education academic preparation qualifications, who serves in a variety of settings, and is able to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities.
What are the three levels of prevention? How do they differ?
1) Primary prevention - Prevent or forestall the onset of illness or injury during the prepathogensis period. 2) Secondary prevention- preventive measures that lead to the early diagnosis and prompt treatment of a disease, illness, or injury to limit disability, impairment, or dependency and prevent more severe pathogenesis 3) Tertiary prevention - preventive measures aimed at rehabilitation following significant pathogenesis.
Role Delineation Project
(National Task Force on the Preparation and Practice of Health Educators) project helped define what a health care educator was and generated a curricula for educators (1979)
Framework
Two Documents: 1) A Framework for the Development of Competency-Based Curricula for Entry Level Health Educators (NCHEC,1985) and its revised document 2) A Competency Based Framework for the Professional Development of Certified Health Education Specialists. The framework, comprised of the seven major areas of responsibility , which defined the scope of practice, and several different competencies, which further delineated the practice.
CUP
Competencies Update Project; re-verified the entry-level health educator responsibilities, competencies, and sub-competencies. 10 entry level, 3; advanced competencies. Three tiered system: Entry, Advanced-level-1/Advanced-level 2
Why is the Framework important?
1) helps colleges guide curricula, 2) aids in the development of criteria for certifying bodies 3) review of college education programs
Assumptions of health promotion
- Health Status can be changed 2. Health and disease are determined by dynamic interactions among biological, psychological, behavioral, and social factors 3. Disease occurrence theories and principles can be understood 4. Appropriate prevention strategies can be developed to deal with the identified health problems. 5. Behavior can be change and those changes can influence health 6. Individual behavior, family interactions, community and workplace relationships and resources, and public policy all contribute to health and influence behavior change 7. Initiating and maintaining a behavior change is difficult. 8. Individual responsibility should not be viewed as victim blaming, yet the importance of health behaviors to health status must be understood. 9. For health behavior change to be permanent, an individual must be motivated and ready to change.
Why is systematic planning important?
- helps to avoid future problems by thinking through details 2. Helps to make programs transparent and keeps people informed 3. Planning empowers individuals 4. Planning helps align ideas and people.
Pre-planning
occurs before the planning of a program, occurs when a group of core group members gather answers to key questions that are critical to the planning project before the actual planning process begins. Provides clarity.
Priority Population
Those for whom the program is intended to serve and the environment in which the program would exist
Generalized Model
General understanding of what it takes to create a health promotion program. ASIDE 1. Assessing needs 2. Setting goals and objectives 3. implementing the intervention 4. Developing an intervention 5. Evaluating the results.
