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PSTMT > UNIT 1 The Context of Teaching Health Education - UNIT 1.3 Health Education > Flashcards

UNIT 1 The Context of Teaching Health Education - UNIT 1.3 Health Education Flashcards

1
Q

Old English Times: ________ = to heal

A

“Haelen”

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2
Q

Middle English: = to be sound in body, mind, and
spirit

A

“Helthe”

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3
Q

-“prolong life and prevent
disease”

A

Classic Greek (medicine)

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4
Q

Hippocratic philosophy:

A

“Healthy mind in a healthy Body”

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5
Q

is a punishment by God

A

Disease

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6
Q

They pray in a special healing temple called

A

Asclepeia

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7
Q

Goddess of Greek Medicine

A

Asclepius

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8
Q

defined and emphasized on environmental
causes, natural treatments of disease, importance of
psychological factors, nutrition (diet) , and lifestyle

A

Hippocrates

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9
Q
  • Science of Life
  • Holistic Approach to Healthcare
A

Ancient India (medicine):
“Ayurveda”

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10
Q
  • “It is a state of complete physical, mental and social well being and not merely the absence of disease or
    infirmity.”
  • It is a dynamic state.
A

Health
(After World War II, WHO 1948)

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11
Q

Limitations of 1948 WHO’s definition of health:

A
  • Health is dynamic, not a state
  • The dimensions are inadequate
  • The definition is subjective
  • Measurement is difficult
  • The definition is idealistic rather than realistic
  • Health is not an end but as means
  • The definition lacks community orientation
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12
Q

Anatomical integrity and physiological functioning of the body.

Dimensions of Health

A

Physical health

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13
Q
  • Presence of all body parts

Dimensions of Health

A

Physical health

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14
Q

all of them are in their natural place and
position

Dimensions of Health

A

Physical health

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15
Q
  • absence of pathology

Dimensions of Health

A

Physical health

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16
Q
  • proper physiological function

Dimensions of Health

A

Physical health

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17
Q
  • working harmoniously

Dimensions of Health

A

Physical health

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18
Q

Ability to learn and think clearly.

Dimensions of Health

A

Mental health

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19
Q

able to handle day-to-day events and
obstacles

Dimensions of Health

A

Mental health

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20
Q
  • work towards important goals

Dimensions of Health

A

Mental health

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21
Q
  • function effectively in society

Dimensions of Health

A

Mental health

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22
Q

Ability to make and maintain acceptable
interactions with other people

Dimensions of Health

A

Social health

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23
Q
  • build relationship with others

Dimensions of Health

A

Social health

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23
Q
  • Empathy

Dimensions of Health

A

Social health

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24
Q
  • connect to positive social network

Dimensions of Health

A

Social health

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25
Q

Existence of some pathology or abnormality of
the body, which is capable of detection using, accepted
investigation method.

A

Disease

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26
Q
  • dealing with conflict appropriately

Dimensions of Health

A

Social health

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27
Q

Subjective state of a Person who feels aware of not
being well

A

Illness

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28
Q

State of social dysfunction; Need to be policed
by medical professionals—schizophrenic individuals

A

Sickness

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29
Q

It is the communication of information about knowledge,
skills and values of the society to each succeeding
generation to help them acquire the intellectual and practical
methods to function in society.

A

Education

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30
Q

It is the act of imparting or acquiring general knowledge,
developing the powers of reasoning and judgment, and
generally of preparing oneself or others intellectually for
mature life.

A

Education

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31
Q

“communication activity aimed
at enhancing positive health
and preventing or diminishing
ill-health in individuals and
groups through influencing the
beliefs, attitudes, and behavior
of those with power and of the
community at large.” (Downie,
Fyfe, and Tannahill, 1990)

A

Health Education (Downie,
Fyfe, and Tannahill, 1990)

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32
Q

any combination of learning
experiences designed to help individuals and
communities improve their health, by increasing their
knowledge or influencing their attitudes.”

A

Concepts of Health
Education (WHO, 1998)

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33
Q

“any combination of planned learning experiences
based on sound theories that provide individuals, groups,
and communities the opportunity to acquire information
and the skills needed to make quality health decisions.”

A

Concepts of Health
Education (Committee on Health Education, 2001)

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34
Q

“any planned combination of learning experiences
designed to predispose, enable, and reinforce voluntary
behavior conducive to health in individuals, groups, or
communities

A

Concepts of Health
Education (Green and Kreuter, 2005)

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35
Q

Health Education assumes that:

A

With Information, -> comes Increased knowledge -> a
change in attitude -> a change in behavior -> which
then results to better health outcomes

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36
Q
  • Trial and error

Health Education

Historical Development of Health Education

A

PRE-HISTORIC ERA

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37
Q
  • Supernatural Beliefs and Treatments

Historical Development of Health
Education

A

PRE-HISTORIC ERA

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38
Q
  • Medical lore passed down from generation to generation

Historical Development of Health
Education

A

PRE-HISTORIC ERA

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39
Q
  • Throughout history people have always turned to
    some type of medicine man or physician for
    counsel

Historical Development of Health
Education

A

PRE-HISTORIC ERA

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40
Q
  • As a comparison to the irrigations systems and
    the Nile River

Historical Development of Health
Education

A

ANCIENT CULTURES

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41
Q
  • Good hygiene practices

Historical Development of Health
Education

A

ANCIENT CULTURES

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42
Q
  • Hygiene have had a religious significance – priests washed more often than doctors

Historical Development of Health
Education

A

ANCIENT CULTURES

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43
Q
  • Preservation or mummification

Historical Development of Health
Education

A

ANCIENT CULTURES

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44
Q
  • Egyptians were the first to have doctors

Historical Development of Health
Education

A

ANCIENT CULTURES

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45
Q
  • Code of Hammurabi

Historical Development of Health
Education

A

ANCIENT CULTURES

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46
Q
  • Before science enabled us to determine pathogenic causes of disease, spiritual explanations and leadership prevailed

Historical Development of Health
Education

A

ANCIENT CULTURES

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47
Q
  • Birth of surgery

Historical Development of Health
Education

A

ANCIENT CULTURES

48
Q
  • Civil Wars, overcrowding, poor sanitation

Historical Development of Health
Education

A

MIDDLE AGES

49
Q
  • Christian Church opened medical schools

Historical Development of Health
Education

A

MIDDLE AGES

50
Q
  • Monasteries made an effort to provide clean running water
    and toilets

Historical Development of Health
Education

A

MIDDLE AGES

51
Q

Medieval hospitals provided by monasteries were built for
the poor, however, ill people were often turned away due to
fear of disease spreading

Historical Development of Health
Education

A

MIDDLE AGES

52
Q
  • Disease was caused by sin or disobeying God
    Time of great epidemics – bubonic plague

Historical Development of Health
Education

A

MIDDLE AGES

53
Q
  • Doctors followed the ideas of Galen. They believed illness was cause by an imbalance in humors

Historical Development of Health
Education

A

MIDDLE AGES

54
Q
  • They believed that God and Devil influenced health.

Historical Development of Health
EducationHistorical Development of Heal

A

MIDDLE AGES

55
Q
  • Disease as punishment for sins

Historical Development of Health
Education

A

MIDDLE AGES

56
Q
  • Astrology – Doctors studied star charts because they believed that
    the movement of the planets affect people’s health

Historical Development of Health
Education

A

MIDDLE AGES

57
Q
  • Rebirth – Beginning of change

Historical Development of Health
Education

A

RENAISSANCE

58
Q
  • Disease and plague still rampant

Historical Development of Health
EducationHistorical Development of Heal

A

RENAISSANCE

59
Q
  • William Harvey – Studied the Circulation of the Blood;
    o identified the difference between arteries and veins

Historical Development of Health
Education

A

RENAISSANCE

60
Q
  • Bloodletting popularized—animal to human first
    transfusion—goat/lamb to humans

Historical Development of Health
Education

A

RENAISSANCE

61
Q
  • “water casting”

Historical Development of Health
Education

A

RENAISSANCE

62
Q
  • Leeuwenhoek discovered the microscope

Historical Development of Health
Education

A

RENAISSANCE

63
Q
  • Hygiene of royalty

Historical Development of Health
Education

A

RENAISSANCE

64
Q
  • OK to study the human body and anatomy advanced

Historical Development of Health
Education

A

RENAISSANCE

65
Q

Smallpox

Historical Development of Health
Education

A

Age of Enlightenment

66
Q
  • Inoculation brought to Britain
    by Lady Mary Wortley Montagu

Historical Development of Health
Education

A

Age of Enlightenment

67
Q
  • Vaccination by Edward Jenner

Historical Development of Health
Education

A

Age of Enlightenment

68
Q
  • 500 AD – Chinese version of Inoculation

Historical Development of Health
Education

A

Age of Enlightenment

69
Q
  • 1842 Edwin Chadwick’s report - public health
    improvements during the era of Queen Victoria.

Historical Development of Health
Education

A

1800’s (Bacterial period of public Health)

70
Q
  • Louis Pasteur – Germ theory of disease

Historical Development of Health
Education

A

1800’s (Bacterial period of public Health)

71
Q

*Joseph Lister – antiseptic method

Historical Development of Health
Education

A

1800’s (Bacterial period of public Health)

72
Q

Louis Pasteur

Historical Development of Health
Education

A

19th Century – The Era of Public Health

73
Q

John Snow

Historical Development of Health
Education

A

19th Century – The Era of Public Health

74
Q
  • Germ Theory - He stated that microorganisms are indeed present in the air and
    can contaminate seemingly sterile solution, however air itself does not create
    microbes

Historical Development of Health
Education

A

Louis Pasteur

75
Q
  • He introduced fermentation, and pasteurization technique

Historical Development of Health
Education

A

Louis Pasteur

76
Q
  • He provided evidence that microorganisms cannot originate from mystical forces
    present in nonliving materials

Historical Development of Health
Education

A

Louis Pasteur

77
Q
  • Development of vaccine against anthrax and rabies

Historical Development of Health
Education

A

Louis Pasteur

78
Q

Showed that cholera was waterborne and brought the situation under control

Historical Development of Health
Education

79
Q
  • CDC was established

Historical Development of Health
EducationHistorical Development of Heal

A
  • 1970’s: The Era of Prevention
80
Q
  • Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention was published

Historical Development of Health
Education

A

1970’s: The Era of Prevention

81
Q

*Initial Role Delineation study for Health Education

Historical Development of Healthlopment of Health
EducationEducation

82
Q
  • First Certified Health Education Specialists (CHES) recognized

Historical Development of Health
Education

83
Q
  • Competencies Update Project (CUP) - 6 yr project to reverify the entry-level health
    education responsibilities, competencies and subcompetencies and to verify the advanced-level competencies and subcompetencies

Historical Development of Health
Education

83
Q

Identifies Three Levels of practice

A
  • Entry
  • advanced 1
  • advanced 2
84
Q

performed by health educators with BS and MS and less than 5 yrs of experience

Three Levels of practice

85
Q

BS and MS with more than 5 yrs of experience

Three Levels of practice

A

advanced 1

86
Q

Health educators with PHD and 5 or more years of experience

Three Levels of practice

A

advanced 2

87
Q
  • Unified Code of Ethics

Historical Development of Health
Education

88
Q
  • Report of Joint Committee on Health Education & Promotion Terminology

Historical Development of Health
Education

89
Q
  • Outcome-Based Education & Practice

Historical Development of Health
Education

90
Q

Patient Protection & Affordable Care Act (expand shealth care coverage)

Historical Development of Health
Education

91
Q

“a professionally prepared individual who serves in a variety of roles and is specifically trained 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.” (Joint
Committee on Health Education and Promotion Terminology, 2001)

A

Health Educator

92
Q

· Design and develop health education
programs.

A

Health Educator

92
Q

· Perform health training needs
assessments.

A

Health Educator

93
Q

· Develop health education curricula.

A

Health Educator

93
Q

· Publish health education materials,
information papers, and grant proposals.

A

Health Educator

94
Q

· Teach health in public and private
schools.

A

Health Educator

95
Q

When working to improve the health of a
community, the first step is to assess the
health needs of that community.

7 Areas Of Responsibilty

A

Assess Needs, Resources, and Capacity
for Health Education/Promotion

96
Q

look for areas where health is suffering due to a lack of health knowledge and/or poor
practices. Then, you will assess the availability of resources with which to better educate the community.

7 Areas Of Responsibilty

A

Assess Needs, Resources, and Capacity
for Health Education/Promotion

97
Q

Once you have identified the health needs of
your community and how best to
communicate health knowledge, you have to
put together a plan.

7 Areas Of Responsibilty

A

Plan Health Education/Promotion

97
Q
  • consider budgets, the attitudes of stakeholders, timelines, government
    regulations, and overall feasibility.

7 Areas Of Responsibilty

A

Plan Health Education/Promotion

98
Q

overcome existing obstacles to reach as many
people in your community as possible.

7 Areas Of Responsibilty

A

Plan Health Education/Promotion

99
Q

go out into your community and provide the education the community needs to
improve its overall health and address health-related needs of the community

7 Areas Of Responsibilty

A

Implement Health Education/Promotion

100
Q

This phase can be highly rewarding as you
will develop practitioner skills by working with various populations and applying behavior change principles.

7 Areas Of Responsibilty

A

Implement Health Education/Promotion

101
Q

As a health educator, your responsibilities extend
beyond the implementation of a health education or
promotion program.

7 Areas Of Responsibilty

A

Conduct Evaluation and Research Related to Health
Education/Promotion

102
Q

evaluate your program as well as any other programs,
projects, or policies you’re involved in. This means you
must understand proper evaluation methodology and
have realistic, measurable objectives.

7 Areas Of Responsibilty

A

Conduct Evaluation and Research Related to Health
Education/Promotion

103
Q

You can use tests, surveys, observation, medical data,
and other facts and figures to conduct an evaluation.
Once the evaluation is complete, you are expected to
share the results with the wider heath education and
promotion community to help improve future efforts.

7 Areas Of Responsibilty

A

Conduct Evaluation and Research Related to Health
Education/Promotion

104
Q

health educators must be good managers,
capable of performing administrative tasks,
supervising staff, and working with community
stakeholders.

7 Areas Of Responsibilty

A

Administer and Manage Health
Education/Promotion

105
Q

As a health educator, you’re expected to
make yourself available to answer community
health questions and help that community
understand and address health concerns.

7 Areas Of Responsibilty

A

Serve as a Health Education/Promotion
Resource Person

105
Q

accurate health information, how to assess the
appropriateness of that information for your
community, and how to successfully
communicate that information

7 Areas Of Responsibilty

A

Serve as a Health Education/Promotion
Resource Person

106
Q

health educators have a role in improving
local, national, and global health.

7 Areas Of Responsibilty

A

Communicate, Promote, and Advocate for
Health, Health Education/Promotion, and the
Profession

106
Q

Health educators have the responsibility to
support and promote the profession to others
and to work with those in your profession to
maintain standards and achieve health
education and promotion goals.

7 Areas Of Responsibilty

A

Communicate, Promote, and Advocate for
Health, Health Education/Promotion, and the
Profession

107
Q

Supports principles of
self-determination and freedom of choice for the individual

Code of Ethics for the Health
Education Profession

A

Responsibility to the public

108
Q

Exhibits professional
behavior

Code of Ethics for the Health

A

Responsibility to the profession

109
Q

Accountable for professional
activities and actions

Code of Ethics for the Health

A

Responsibility to employers

110
Q

Respects
the rights, dignity, confidentiality, and worth of people

Code of Ethics for the Health

A

Responsibility in the delivery of health education

111
Q

Conducts oneself
following federal and state laws, organizational and
institutional policies, and professional standards

Code of Ethics for the Health

A

Responsibility in research and evaluation

112
Q

Provides quality
education that benefits the profession and the public

Code of Ethics for the Health

A

Responsibility in professional preparation

PSTMT (13 decks)

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