Journal articles: 'Health promotion theory'

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Baird, Ann. "Change theory and health promotion." Nursing Standard 12, no. 22 (February 18, 1998): 34–36. http://dx.doi.org/10.7748/ns1998.02.12.22.34.c2497.

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DEAN, KATHRYN, and DAVID MCQUEEN. "Theory in Health Promotion Introduction." Health Promotion International 11, no. 1 (1996): 7–9. http://dx.doi.org/10.1093/heapro/11.1.7.

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Meyer, Julienne. "Health promotion—Theory & practice." International Journal of Nursing Studies 34, no. 1 (February 1997): 85. http://dx.doi.org/10.1016/s0020-7489(97)84247-2.

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Beric, Bojana, and Andjelka Dzeletovic. "Health promotion and health education: Theory and practice." Vojnosanitetski pregled 60, no. 4 (2003): 455–60. http://dx.doi.org/10.2298/vsp0304455b.

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Background. Since health promotion and health education are developing concepts around the world, the purpose of this paper was to compare theory and practice, at certain point in time in various countries. Methods. Data were collected using the structured direct interview. We approached 16 participants at the XVI World Conference on Health Promotion and Education. The responses of 11 participants were analyzed. Results. Health promotion is a separate profession in 4 out of 11 countries. Physicians are responsible for health promotion and education in all 11 countries. School was identified as a health promotion setting in all 11 countries, while community and hospital in 10. The Ottawa Charter (1986) guided the definition of health promotion for all participants, while 7 participants defined health promotion and health education differently. Conclusion. Unified definition of terms may allow similar practice at the international level; comprehensive approach to health includes all aspects of health, determinants, settings and practitioners; there occurs the need for health education as a separate profession globally.

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Edgar, Timothy, and Julie E. Volkman. "Using Communication Theory for Health Promotion." Health Promotion Practice 13, no. 5 (August 24, 2012): 587–90. http://dx.doi.org/10.1177/1524839912450879.

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Williams, Doris M. "Political theory and individualistic health promotion." Advances in Nursing Science 12, no. 1 (October 1989): 14–25. http://dx.doi.org/10.1097/00012272-198910000-00005.

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Haggart, Monica. "Health Promotion for Nurses – Theory and PracticeHealth Promotion for Nurses – Theory and Practice." Nursing Standard 24, no. 3 (September 23, 2009): 30. http://dx.doi.org/10.7748/ns2009.09.24.3.30.b962.

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Markham, Wolfgang A. "Good human functioning, health and the promotion of health." Health Education 119, no. 5/6 (July 5, 2019): 382–407. http://dx.doi.org/10.1108/he-08-2019-0036.

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Purpose The purpose of this paper is to extend a theory of health promoting schools (Markham and Aveyard, 2003) that draws heavily upon Nussbaum’s Aristotelian interpretation of good human functioning (Nussbaum, 1990). This theory of health promoting schools proposed that health is grounded in the meeting of identified fundamental human needs and the realisation of identified essential human capacities (Markham and Aveyard, 2003). Design/methodology/approach The extension of this theory is achieved through the application of influential social theories with practical tenets to Nussbaum’s insights (Nussbaum, 1990). This extension includes additional essential human capacities, a description and definition of how good human functioning may be recognised, potential limitations of the capabilities approaches and a discussion of major factors inhibiting good human functioning. Findings The potential contribution of the outlined framework to discussions of health and health promotion is highlighted in two ways. First, this paper considers how the outlined framework may contribute to discussions of quality of life, morbidity/premature mortality and health-related behaviours. Second, this paper briefly considers how the outlined framework may contribute to discussions of public health policy, and the planning, delivery and evaluation of health promotion initiatives. Basic exemplar pre- and post-questionnaires for a hypothetical health promoting community development programme are offered. Originality/value This paper attempts to contribute to discussions of the application of Nussbaum’s Aristotelean interpretation of good human functioning to both public health and health promotion.

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Stokols, Daniel. "Translating Social Ecological Theory into Guidelines for Community Health Promotion." American Journal of Health Promotion 10, no. 4 (March 1996): 282–98. http://dx.doi.org/10.4278/0890-1171-10.4.282.

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Health promotion programs often lack a clearly specified theoretical foundation or are based on narrowly conceived conceptual models. For example, lifestyle modification programs typically emphasize individually focused behavior change strategies, while neglecting the environmental underpinnings of health and illness. This article compares three distinct, yet complementary, theoretical perspectives on health promotion: behavioral change, environmental enhancement, and social ecological models. Key strengths and limitations of each perspective are examined, and core principles of social ecological theory are used to derive practical guidelines for designing and evaluating community health promotion programs. Directions for future health promotion research are discussed, including studies examining the role of intermediaries (e.g., corporate decision-makers, legislators) in promoting the well-being of others, and those evaluating the duration and scope of intervention outcomes.

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Silva, Andréa Neiva da, Maria Helena Magalhães de Mendonça, and Mario Vianna Vettore. "A salutogenic approach to oral health promotion." Cadernos de Saúde Pública 24, suppl 4 (2008): s521—s530. http://dx.doi.org/10.1590/s0102-311x2008001600005.

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Theoretical frameworks on health promotion focusing on social determinants of oral health have highlighted promising approaches for improving the oral health of populations and reducing inequities in oral health. In the last two decades the salutogenic theory has gained ground in the field of health promotion, but not in oral health promotion. Instead of focusing on risk factors and behavior change, the theory highlights the importance of resources and the ability to use them. The model's central construct, sense of coherence (SOC), suggests explanations of the relationship between life stressors and health status. The stronger the SOC, the more successfully people will cope with stressors and thus maintain their health. This paper discusses the potential of the salutogenic theory to guide the development of actions in the five fields of oral health promotion: creating supportive environments; promoting health through public policy; strengthening community action; developing personal skills; and reorienting health services. The theory can serve as a framework for oral health promotion measures that strengthen the available resources, create better ones, and enable people to identify and benefit from them.

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Nicholas, Donald R., and David C. Gobble. "World Views, Systems Theory, and Health Promotion." American Journal of Health Promotion 6, no. 1 (September 1991): 30–54. http://dx.doi.org/10.4278/0890-1171-6.1.30.

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Secker, Jenny. "Mental health promotion theory: review and application." Journal of Public Mental Health 4, no. 1 (March 2005): 10–12. http://dx.doi.org/10.1108/17465729200500004.

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Terris, Milton. "Concepts of Health Promotion: Dualities in Public Health Theory." Journal of Public Health Policy 13, no. 3 (1992): 267. http://dx.doi.org/10.2307/3342727.

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Robinson, Simon. "Child public health part 3: promoting healthy childhood." Journal of Paramedic Practice 12, no. 10 (October 2, 2020): 413–15. http://dx.doi.org/10.12968/jpar.2020.12.10.413.

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Child health promotion focuses on individuals and communities adopting healthy behaviours. This article, the third part of four on child public health, explores health promotion strategy and theory, as well as the areas in which paramedics can contribute to improving their own health promotion beyond the clinical setting.

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Björklund, Erika, and Jan Wright. "Gender and evolutionary theory in workplace health promotion." Health Education Journal 76, no. 8 (August 10, 2017): 893–905. http://dx.doi.org/10.1177/0017896917722372.

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Objective: Ideas from evolutionary theories are increasingly taken up in health promotion. This article seeks to demonstrate how such a trend has the potential to embed essentialist and limiting stereotypes of women and men in health promotion practice. Design: We draw on material gathered for a larger ethnographic study that examined how discourses of health were re-contextualised in four workplace health promotion interventions in Sweden. Method: This study provided the opportunity to investigate how ideas derived from evolutionary theories produced particular constructs of the healthy employee. A Foucauldian notion of governmentality was used to examine the rationalities, truths and techniques that informed what we have called a ‘Stone Age’ discourse as these contributed to shaping the desires, actions and beliefs of lecturers and participants in the interventions. Results: We focus on one intervention which used the Stone Age discourse as an organising idea to constitute differences in women’s and men’s health through references to women as gatherers and men as hunters, thereby positioning men as the physical, emotional and mental ideal and women as the problematic and lacking ‘other’. Conclusion: The paper concludes by discussing the implications of such ideas about health and gender for interventions aimed at changing behaviour and lifestyles.

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Dodd, Jennifer, and Deirdre Davies. "Theory in a nutshell: a guide to health promotion theory." Health Sociology Review 11, no. 1-2 (January 2002): 96–98. http://dx.doi.org/10.5172/hesr.2002.11.1-2.96.

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Marie Portugal, Lisa. "A Behavioral Learning Theory Public Health Promotion and Education Campaign Plan for COVID-19." General Medicine and Clinical Practice 3, no. 2 (September 18, 2020): 01–04. http://dx.doi.org/10.31579/2639-4162/028.

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The article includes a COVID-19 public health promotion and education campaign plan to prompt change by applying major behavioral change principles and procedures. Best practices research to motivate, support, and sustain health behavior change includes the application of Behavioral Learning Theory when educating the public regarding COVID-19 health challenges. Topics evaluated include: (1) Behavioral Learning Theory, (2) 6-month timeline for accomplishing three COVID-19 public health communication objectives, and (3) SWOT analysis.

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Agustini, Rina Tri, Diana Setiyawati, Anggun Wulandari, Dewayan Ekowanti, and Retna Siwi Padmawati. "PSYCHOLOGISTS’ ROLE IN MENTAL HEALTH PROMOTION PROGRAM AT PUBLIC HEALTH CENTRE." Indonesian Journal of Public Health 17, no. 1 (March 30, 2022): 171–83. http://dx.doi.org/10.20473/ijph.v17i1.2022.171-183.

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Introduction: One of the initiations in Daerah Istimewa Yogyakarta is related to mental health workers who are expected to conduct mental health efforts, including optimal optimization promotive efforts through the placement of psychologists in Public Health Centre. Purpose of the study was to analyze psychologists' roles in mental health promotion programs at Public Health Centre in Sleman District. Methods: This was case study approach in qualitative study. Data collection through indepth interviews and focus group discussions were conducted with 32 informants selected by purposive sampling from two Public Health Centres in Sleman District based on extreme cases. Thematic analysis was performed considering four aspects of Normalization Process Theory. Result: Analysis results from psychologists' roles in mental health promotion program at Public Health Centre based on the Normalization Process Theory included, (1) coherence: a difference was observed with the presence of psychologists in the education system, community, and mental health services, (2) cognitive participation: participants were involved from inside and outside of Public Health Centre, (3) collective action: there was coordination between psychologists with cross-profession to promote mental health (4) reflexive monitoring: there were internal and external assessments of psychologists’ roles. Conclusion: The conclusion of this study is psychologists played their roles in mental health promotion programs such as communication, giving information, and education. Keywords: mental health promotion program, Normalization Process Theory, Public Health Centre, psychologists’ role

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MCQUEEN, DAVID V. "The search for theory in health behaviour and health promotion." Health Promotion International 11, no. 1 (1996): 27–32. http://dx.doi.org/10.1093/heapro/11.1.27.

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Green, Lawrence W., Lucie Richard, and Louise Potvin. "Ecological Foundations of Health Promotion." American Journal of Health Promotion 10, no. 4 (March 1996): 270–81. http://dx.doi.org/10.4278/0890-1171-10.4.270.

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In this article, human ecology is defined; its historical and intellectual roots are traced through various disciplines to its applications in public health and health promotion today; its strengths and limitations are described; some potential contributions of systems theory are suggested; and some emerging ecological models of health promotion are anticipated.

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Hodges, Bonni C. "Health Promotion at the Ballpark." Health Promotion Practice 18, no. 2 (August 20, 2016): 229–37. http://dx.doi.org/10.1177/1524839916663684.

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The arrival of a new summer collegiate baseball league franchise to a small central New York city was seen as an opportunity for health promotion. The initiative was set up to explore two overarching questions: (1) Are summer collegiate baseball events acceptable to local public health organizations as viable places for health promotion activities addressing local health issues? (2) Are summer collegiate baseball organizations amenable to health promotion activities built in to their fan and/or player experiences? Planning and implementation were guided by precede–proceed, social cognitive theory, social marketing, and diffusion of innovations constructs. Environmental changes were implemented to support healthy eating and nontobacco use by players and fans; four health awareness nights were implemented at home games corresponding to local public health priorities and included public service announcements, between inning quizzes, information dissemination at concession and team market locations, and special guests. Sales and fan feedback support mostly healthy concession offerings and a tobacco-free ballpark; postseason evaluations from team staff and public health partners support continuing the trials of this sports event as a venue for health promotion.

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Hall, Michael, and Eifert Elise. "Theory in Chronic Disease Prevention and Health Promotion." American Journal of Health Education 47, no. 4 (June 22, 2016): 202–3. http://dx.doi.org/10.1080/19325037.2016.1179542.

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Portnoy, Barry, D. Michael Anderson, and Michael P. Eriksen. "Application of diffusion theory to health promotion research." Family & Community Health 12, no. 3 (November 1989): 63–71. http://dx.doi.org/10.1097/00003727-198911000-00008.

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Calladine, Mary L. "Nurse Process for Health Promotion Using King's Theory." Journal of Community Health Nursing 13, no. 1 (March 1996): 51–57. http://dx.doi.org/10.1207/s15327655jchn1301_5.

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Heinrich, Katie M., and Stefan Keller. "Health Promotion Research Methods." Californian Journal of Health Promotion 5, no. 2 (June 1, 2007): 128–34. http://dx.doi.org/10.32398/cjhp.v5i2.1238.

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Since few Master’s level students publish papers, we specifically designed our course in Health Promotion Research to facilitate the process. Students learned about research design and theory in the first half of the course and prepared a paper on archival data for journal submission in the second half. The content and approach for the 16 class sessions varied in approach and included lectures, discussion and homework assignments. Students worked on papers in 2 groups of three and had a chance to meet with a journal editor to discuss the publishing process along the way. Students gave a power point presentation of their findings at the end of the semester along with submitting their finished paper. Overall, students reported learning a lot in the class and they appreciated the chance to publish a paper. Suggestions for improvements included incorporating the paper topics more into the first half of the course.

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Harvey, David. "Health Promotion: Evaluation Issues." Australian Journal of Primary Health 5, no. 4 (1999): 59. http://dx.doi.org/10.1071/py99051.

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The paper argues that the principles and theories of learning and behaviour change are integral to the success of health promotion programs. Four major principles associated with successful health promotion programs are introduced. The principles concern being sure about the reasons for embarking on health promotion programs, the importance of theory-based credibility, being clear about differences in forms of evaluations available to program leaders, and the importance of significant persons in achieving and maintaining program gains. Seven questions which should be asked of any proposed health promotion program are then outlined. They include asking how the principles of learning are to be incorporated in the program, how the need for change and the means of achieving change are to be communicated to the target groups, and how infrastructure needs within the target groups will be able to ensure maintenance of the changed behaviours once the program itself is finished.

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LEE, Chung Yul, Hee Soon KIM, Yang Hee AHN, Il Sun KO, and Yoon Hee CHO. "Development of a community health promotion center based on the World Health Organization's Ottawa Charter health promotion strategies." Japan Journal of Nursing Science 6, no. 2 (December 2009): 83–90. http://dx.doi.org/10.1111/j.1742-7924.2009.00125.x.

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Miilunpalo, Seppo. "Evidence and theory based promotion of health-enhancing physical activity." Public Health Nutrition 4, no. 2b (April 2001): 725–28. http://dx.doi.org/10.1079/phn2001163.

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AbstractPhysical activity appears to improve health-related quality of life by enhancing psychological well being and by improving physical functioning, particularly in persons compromised by poor health. Health enhancing physical activity (HEPA) can in addition to, and instead of, structured and planned exercise and sports comprise other forms of physical activity, such as occupational activities, lifestyle activities and recreational activities. However, wide-range and long-term population strategies are needed for the promotion of physical activity in each of the categories of HEPA. It is necessary to create realistic opportunities for different population groups and individuals. The theoretical knowledge of the determinants of the target behaviour has to be translated to a practical form. On the basis of available empirical studies, the Predisposing, Enabling and Reinforcing factors in the PRECEDE –PROCEED model for health promotion, are all relevant and important for the adoption and maintenance of physical activity. In the end, promotional activities are needed where people live and work, i.e. at local level.

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Lindström, Bengt. "Workshop salutogenesis and the future of health promotion and public health." Scandinavian Journal of Public Health 46, no. 20_suppl (February 2018): 94–98. http://dx.doi.org/10.1177/1403494817743902.

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This presentation is a synthesis of a workshop on Salutogenesis and the Future of Health Promotion and Public Health at the Nordic Health Promotion Research Conference in June 2016. A brief historical review of Public Health and Health Promotion development in a Nordic perspective is included. However, the main thrust of the article is to present how the salutogenic theory and approach could strengthen society’s organised efforts to prevent disease, promote health and prolong life. A critical view based on existing evidence is maintained through the presentation that arrives at the conclusion it would be worthwhile to invest in effective theory driven approaches to the development of Public Health and Health Promotion in the future.

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Falcón, Gladys Carmela Santos, Alacoque Lorenzini Erdmann, and Dirce Stein Backes. "Meanings of care in health promotion." Revista Latino-Americana de Enfermagem 16, no. 3 (June 2008): 419–24. http://dx.doi.org/10.1590/s0104-11692008000300014.

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The objective of the study is to understand the meaning built by students and professors on health promotion in the teaching and learning process of health care in Nursing. It is a qualitative study using ground theory as a methodological reference. Data was collected through interviews, with three samples groups, 13 students and four professors, by classroom observation, and through meetings with nursing professors. The central subject resulting from this analysis was: constructing teaching and learning in order, disorder and self organization for a new way of caring promoting health. The teaching/learning process directed at health promotion develops in a stage of crisis, going from a state of order to a state of disorder that is uncertain and contradictory regarding what society understands about health.

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Rhodes, Fen, Martin Fishbein, and Janet Reis. "Using Behavioral Theory in Computer-Based Health Promotion and Appraisal." Health Education & Behavior 24, no. 1 (February 1997): 20–34. http://dx.doi.org/10.1177/109019819702400105.

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This article explores how behavioral theory can facilitate the development, implementation, and evaluation of health promotion software packages intended to influence personal health practices and/or assess health risks. Current behavioral theories and models are reviewed, and their relevance to developing health promotion software is discussed. A series of six steps is suggested for developing and evaluating health promotion and appraisal software within a behavioral theory framework. These steps should help to facilitate direct application of the theory-based process to health promotion software development.

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Blix, Arlene. "Integrating Occupational Health Protection and Health Promotion: Theory and Program Application." AAOHN Journal 47, no. 4 (April 1999): 168–71. http://dx.doi.org/10.1177/216507999904700405.

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Bandura, Albert. "Health Promotion by Social Cognitive Means." Health Education & Behavior 31, no. 2 (April 2004): 143–64. http://dx.doi.org/10.1177/1090198104263660.

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This article examines health promotion and disease prevention from the perspective of social cognitive theory. This theory posits a multifaceted causal structure in which self-efficacy beliefs operate together with goals, outcome expectations, and perceived environmental impediments and facilitators in the regulation of human motivation, behavior, and well-being. Belief in one’s efficacy to exercise control is a common pathway through which psychosocial influences affect health functioning. This core belief affects each of the basic processes of personal change—whether people even consider changing their health habits, whether they mobilize the motivation and perseverance needed to succeed should they do so, their ability to recover from setbacks and relapses, and how well they maintain the habit changes they have achieved. Human health is a social matter, not just an individual one. A comprehensive approach to health promotion also requires changing the practices of social systems that have widespread effects on human health.

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Purwaningsih, Eni, Ira Nurmala, and Mohammad Zainal Fatah. "Systematic review of health promotion policies or regulations with CCAT theory." Journal of Public Health Research 12, no. 1 (January 2023): 227990362311534. http://dx.doi.org/10.1177/22799036231153479.

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One of the five Ottawa Charter’s means of action is the concept of “healthy public policy,” which is an approach to health promotion that is integrated with public policy. This concept can be used as an approach/method in solving health problems at the broader policy level and involving all sectors comprehensively, not just health promotion at the community level and the partial health sector, so that public health problems can be resolved properly. We conducted a systematic review of health promotion policies or regulations using CCAT theory. The purpose of this study is to find the state of the art of research related to stakeholder synergy in online game addiction prevention policies in adolescents. References and literature for this systematic review were collected from the Proquest, ScienceDirect, Pubmed, and Google Scholar databases. The search uses the boolean phrases “OR” and “AND.” Keywords: policy or regulation, health promotion, and community coalition action theory. The results of the systematic review conducted by the researchers showed that of the twenty selected articles, three articles used the coalition/partnership dimension from the CCAT theory, four articles used the stakeholder dimension, two articles used the collaboration dimension, five articles discussed school health policies, policies related to gaming disorders. One article on the analysis of the juvenile contraceptive law, one article on the prevention of mental health disorders, one article on health promotion interventions, and two articles on risk factors and self-regulation focus on online gaming addiction in adolescents. This study concludes that in the future, further research is needed regarding health promotion policies to prevent online game addiction in adolescents to develop specific policy recommendations related to preventing online game addiction in adolescents.

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KOMATSU, Hiroko. "People-centered initiatives in health care and health promotion." Japan Journal of Nursing Science 1, no. 1 (August 2004): 65–68. http://dx.doi.org/10.1111/j.1742-7924.2004.00011.x.

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Braunack-Mayer, Annette, and Stacy M. Carter. "Ethics and health promotion: research, theory, policy and practice." Health Promotion Journal of Australia 26, no. 3 (December 2015): 165–66. http://dx.doi.org/10.1071/hev26n3_ed1.

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DEAN, KATHRYN. "Using theory to guide policy relevant health promotion research." Health Promotion International 11, no. 1 (1996): 19–26. http://dx.doi.org/10.1093/heapro/11.1.19.

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KELLEHER, CECILY. "Education and training in health promotion: theory and methods." Health Promotion International 11, no. 1 (1996): 47–53. http://dx.doi.org/10.1093/heapro/11.1.47.

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Signal, L. "The Politics of Health Promotion: Insights from Political Theory." Health Promotion International 13, no. 3 (January 1, 1998): 257–63. http://dx.doi.org/10.1093/heapro/13.3.257.

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Heard, Emma, Lisa Fitzgerald, Britta Wigginton, and Allyson Mutch. "Applying intersectionality theory in health promotion research and practice." Health Promotion International 35, no. 4 (August 7, 2019): 866–76. http://dx.doi.org/10.1093/heapro/daz080.

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Abstract Health promotion researchers and practitioners are grappling with how to address growing health inequalities for population groups. In particular, critiques of dominant behaviour change approaches draw attention to the need to engage with social theories to better understand the social and relational drivers of health. Public health researchers are increasingly acknowledging intersectionality as an important theoretical approach, providing a framework for investigating health inequalities by highlighting intersections of individuals’ multiple identities within social systems of power that compound and exacerbate experiences of ill health. This article provides an overview of the diverse ways public health researchers and practitioners have applied intersectionality theory to better understand and address health inequalities. We map three key applications of intersectionality theory in public health: as an epistemological approach, as a methodological approach, and as a tool for action and intervention. Drawing on this work, we argue that health promotion researchers and practitioners can enhance engagement with intersectionality theory to address important challenges within the field. Through this article, we aim to inspire the continued exploration of intersectionality and offer some insights into opportunities and challenges for doing so in health promotion.

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Jones, S. C. "Does theory inform practice in health promotion in Australia?" Health Education Research 19, no. 1 (February 1, 2004): 1–14. http://dx.doi.org/10.1093/her/cyg002.

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Bandura, Albert. "Health promotion from the perspective of social cognitive theory." Psychology & Health 13, no. 4 (July 1998): 623–49. http://dx.doi.org/10.1080/08870449808407422.

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Byers, Patricia H., and Christine A. Wynd. "Analysis of a power theory for health promotion activities." Applied Nursing Research 3, no. 3 (August 1990): 118–20. http://dx.doi.org/10.1016/s0897-1897(05)80127-2.

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Crosby, Richard, and Seth M. Noar. "Theory development in health promotion: are we there yet?" Journal of Behavioral Medicine 33, no. 4 (April 9, 2010): 259–63. http://dx.doi.org/10.1007/s10865-010-9260-1.

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Woodall, James. "Pocket Guide to Health Promotion." Californian Journal of Health Promotion 12, no. 2 (September 1, 2014): 112–13. http://dx.doi.org/10.32398/cjhp.v12i2.2156.

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The Pocket Guide to Health Promotion by Glenn Laverack is a book that has been written for the practitioner and undergraduate student market. The combination of communicating complex concepts in easy-to-understand ways and the use of international case studies to contextualise theory makes this a very attractive text. The book is expertly written by one of the leading commentators in the field and, reflecting the author’s expertise, the book is particularly strong on international issues; community-based health promotion; policy and health activism; and empowerment. While The Pocket Guide to Health Promotion is very comprehensive, it does stop short of discussing some issues – the book, for example, does not discuss behaviour change and social marketing in detail. However, the book remains a must have for practitioners and for undergraduate students studying courses with a health promotion element.

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Smith, Sherryl. "A Model to Describe the Role of Health Promotion in Creating Healthy Communities." Australian Journal of Primary Health 6, no. 4 (2000): 69. http://dx.doi.org/10.1071/py00036.

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Health promotion theory and practice is grounded in the belief that health is far more than the absence of disease. In order to influence most effectively the health of communities, Community Health Centres must balance their attention and resources amongst medical, lifestyle/behavioural, and socioenvironmental approaches to health promotion. This discussion will include an overview of these approaches to health promotion based on current literature. Community Health Centres need to incorporate a variety of complementary health promotion approaches into their core services and activities. An analysis of one model, which integrates health promotion and population health, is provided with a discussion of its application in creating healthy communities.

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Fadillah, Mariatul, and Murwani Emasrissa Latifah. "Perceptions of Internship Doctors on Promotive and Preventive Health Services in Puskesmas (Community and Primary Health Care Center)." Review of Primary Care Practice and Education (Kajian Praktik dan Pendidikan Layanan Primer) 1, no. 2 (March 12, 2018): 16. http://dx.doi.org/10.22146/rpcpe.33880.

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Background: Health care services are any efforts that are self-administered or done jointly within an organization to maintain and improve health, prevent and cure diseases and restore the health of individuals, families, groups and/or communities. Promotional and preventive services are conducted by individuals or groups in improving health and preventing the occurrence of outcomes unwanted by the community. Community Primary Health Care Centers (Puskesmas) are primary health care centers for the community which serve as the location of the new family doctors internship program in Indonesia.Objectives: The purpose of this study is to investigate the perception of internship doctors on the promotion and preventive services at the Puskesmas where they are placed for internship.Methods: This research is a quantitative analytical study with cross-sectional research design through the distribution of a questionnaire in the form of a Google survey form to all internship doctors in 571 Puskesmas in Indonesia. The questionnaire contains a list of questions that have been categorized according to the parent theory used, namely the Lawrence Green theory. The samples obtained in this study included 218 internship doctors.Results: From this study it was found that as many as 130 people (59.6%) of intern doctors who conducted promotive and preventive health services at Puskesmas came from State Universities. As many as 86 people (39.4%) of interns who conducted promotive and preventive health services at Puskesmas were 25 years old, with 143 (65.6%) females and 184 people (84.4%) unmarried. From the results of logistic regression analysis of Awareness Level, Knowledge Level, Time, Potential Revenue and Government Support, all factors have significant influence on the internship doctors’ perceptions on the promotive and preventive health care services (p<0.05).Conclusion: In this research, there are profiles and factors that significantly influence the internship doctor’s perceptions on health promotion and preventive services at Puskesmas.

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Fitryasari, Rizki, Rr Dian Tristiana, and Ah Yusuf. "Teenagers’ Safety Smartphone Use Model Based on Health Promotion Theory." Jurnal Ners 16, no. 2 (December 1, 2021): 148. http://dx.doi.org/10.20473/jn.v16i2.29650.

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Introduction: Smartphones and teenagers in the age of technology are two very close things. Uncontrolled use of smartphones can create serious problems for teenagers, namely addiction. This research aims to build a safe smartphone use model for teenagers using a health promotion theory.Methods: This study was an explanatory study with a cross-sectional approach. The study population was 11-18 year old teenagers in Surabaya, Indonesia who use smartphones actively. The respondents were 185 teens recruited by simple random sampling. Variables include teenager factors, technology factors, environmental factors, teenagers’ thinking, self-control, commitment, and the level of smartphone use. The instrument used was an on-line questionnaire distributed through social media and then analyzed with partial least squares. The statistical afforded material for focus group discussion followed by 15 teenagers, 15 parents and 5 health workers in order to improve the model.Results: The results showed that the level of smartphone use was affected by self-control (t=2.303; p=0.022) and commitment (t=2.967; p=0.003). Self-control is influenced by adolescent factors (t=3.065; p=0.002), environmental factors (t=2.934; p=0.004) and teenagers’ thinking (t=2.522; p=0.012), also self-control affects teenagers’ commitment for using smartphones (t=3.953; p=0.000).Conclusion:The model formed emphasizes the importance of establishing self-control through adolescent thinking and environment factors so that they can commit to using smartphones safely

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Wimbush, Erica, and Jonathan Watson. "An Evaluation Framework for Health Promotion: Theory, Quality and Effectiveness." Evaluation 6, no. 3 (July 2000): 301–21. http://dx.doi.org/10.1177/135638900000600302.

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Wilkerson, J. Michael, Kathryn R. Gallardo, Seyram A. Butame, Deanna M. Hoelscher, Belinda Reininger, and Ross Shegog. "Increasing Doctoral Students’ Self-Efficacy to Teach Health Promotion Theory." Pedagogy in Health Promotion 3, no. 4 (December 5, 2016): 255–64. http://dx.doi.org/10.1177/2373379916681032.

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Health education specialists in academia and in the workplace must be effective teachers. However, doctoral programs often fail to equip students with effective teaching skills. In this study, we evaluate a first-year doctoral course that provided students the opportunity to learn how to teach health promotion theory, apply behavioral science theories and models to the development of health interventions, hone group facilitation skills, and develop their scientific writing abilities. Eight doctoral students completed a teaching self-efficacy assessment during the first and last class periods of a fall 2014 semester at a graduate school of public health in the United States. Throughout the semester, students reflected on their teaching. We applied a Wilcoxon signed-rank test to measure changes in pre- and postteaching self-efficacy scores and subjected student reflexive writings to a content analysis. The median increase in pre ( Mdn = 63, range = 24-72) and post ( Mdn = 76, range = 71-90) teaching self-efficacy scores were statistically significant for all participants ( z = 2.523, p = .012). The students’ reflexive writings explained how this increase occurred. Students gained an awareness of skills needed to teach effectively. Students found the course challenging because it uncovered teaching role ambiguities as they became cognizant of their lack of facilitation and presentation skills. The increased awareness of their deficiencies initially decreased their teaching self-efficacy. However, continued engagement in the course allowed them to resolve deficiencies, resolve some role ambiguity, and experience a net increase in teaching self-efficacy.

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Journal articles on the topic 'Health promotion theory'

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