Chapter 1 Health Education, Health Promotion, Health Education Specialists, and Program Planning.

Question 1

Explain the relationship among good health behavior, health education, and health promotion

Answer 1

-

Question 2

Explain the difference between health education and health promotion

Answer 2

-

Question 3

Write your own definition of health education

Answer 3

-

Question 4

Explain how a person becomes a Certified Health Education Specialist or a Master Certified Health Education Specialist

Answer 4

-

Question 5

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).

Answer 5

-

Question 6

Identify the assumptions upon which health education is based.

Answer 6

-

Question 7

Define the term Pre-planning

Answer 7

-

Question 8

Explain the role of the health educator as defined by the Role Delineation Project.

Answer 8

-

Question 9

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?

Answer 9

LEPT; Lack of physical activity, excessive alcohol consumption, poor nutrition, and tobacco usage.

Question 10

Health behavior

Answer 10

Those behaviors that influence one’s health

Question 11

What was the year that policy makers point to as the turning point of health promotion as a significant component of health care policy?

Answer 11

1974 ; Canada’s “A New Perspective on the Health of Canadians”

Question 12

What document was important for raising health promotion awareness in the U.S

Answer 12

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

Question 13

What document guides the U.S’ health policy and agenda?

Answer 13

Promoting Health/Preventing Disease: Objectives for the nation

Question 14

Health education

Answer 14

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.

Question 15

Health promotion

Answer 15

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)

Question 16

Health Education Specialist

Answer 16

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.

Question 17

What are the three levels of prevention? How do they differ?

Answer 17

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.

Question 18

Role Delineation Project

Answer 18

(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)

Question 19

Framework

Answer 19

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.

Question 20

CUP

Answer 20

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

Question 21

Why is the Framework important?

Answer 21

1) helps colleges guide curricula, 2) aids in the development of criteria for certifying bodies 3) review of college education programs

Question 22

Assumptions of health promotion

Answer 22

1. 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.

Question 23

Why is systematic planning important?

Answer 23

1. 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.

Question 24

Pre-planning

Answer 24

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.

Question 25

Priority Population

Answer 25

Those for whom the program is intended to serve and the environment in which the program would exist

Question 26

Generalized Model

Answer 26

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.