Статті в журналах з теми "920205 Health Education and Promotion"

Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. 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Considering the population aging and the failure of biologistic and hospital-based treatment model, health promotion programs based on scientific evidence are necessary. A comprehensive review of literature was performed, aiming to identify and analyze health promotion and education experiments focused on the aging process. Papers published in eight databases, together with the database of the Pan-American Health Organization, were selected based on review of titles and abstracts, followed by a full text review conducted by two independent reviewers. A total of 22 studies were included, the majority of which adopted a quantitative approach, with a sample larger than 100 elderly or pre-retirement individuals. The majority of studies reported positive results in terms of health promotion and education. One study obtained minimum improvement and one reported that no statistically significant improvement had occurred. The positive effects most indicated by authors were: general or self-perceived improvement in physical health, improvement in psychosocial aspects and in relation to the aging process, improvement in adherence to preventative actions and in healthy conduct and lifestyle, increase in level of physical activity, improvement in quality of life and/or physical well-being, and improvement in activities of daily living or reduction of the risk of developing disabilities.

Thirty years ago, the World Health Organization (WHO) Ottawa Charter for Health Promotion created a paradigm shift in addressing major public health challenges. Traditional approaches to health education focused on personal health ‘risks’ and lifestyle choices were quickly overshadowed by the attention given to more comprehensive policy and environmental interventions. Since that time health education has evolved in content, media use and sophistication of communication to fulfil a wider range of purposes. The concept of health literacy has been useful in sustaining this change. As the tools for communication have been transformed by digital communication, and the marketplace for communication has become more crowded and complex, health education has continued to evolve to reflect these changes, enabling people to navigate competing sources of information and to engage meaningfully with social and economic determinants of health. Equitable access to quality health education and lifelong learning remain the cornerstones of modern health promotion.

In an effort to learn more about consulting in the field of health education/promotion, a descriptive study was completed by surveying health consultants. An IRB approved email survey was sent to health education/promotion consultants on two occasions, two weeks apart, via the HEDIR listserv (Health Education Directors Internet Resource). Self-identified health education/promotion consultants were asked to complete the survey and/or pass it along to other consultants who might also complete it. For completing the survey, participants were entered into a drawing for prizes. Twenty-five individuals completed the survey. Quantitative data from the survey were entered into an EXCEL spreadsheet and means, standard deviations, and frequency distributions were calculated. Qualitative data were coded into major categories and triangulated by the three co-authors. Where discrepancies arose, the three co-authors discussed them and came to consensus with a final decision. The majority of health education consultants participating in this survey had graduate degrees, diverse backgrounds, and more than 15 years of experience. CHES certification was held by 28% of the sample. Most participants held full-time jobs and participated in consulting part-time as a way to secure additional income. Consulting opportunities were most likely to arise due to expertise/reputation in the field, services requested, and/or networking. When hired as a consultant, individuals were most likely to: (a) design, implement, or evaluate programs, (b) conduct seminars or presentations, (c) write and review grants, or (d) combine multiple responsibilities, as specified in a contract designed by the entity for whom consulting is conducted. Clearly, consulting in health promotion is a viable career option for those seeking additional employment opportunities.

A significant portion of the deaths in the United States could have been prevented or postponed using known interventions. One reason this did not occur is because medical science and medical education are disease, not health, oriented. Since physicians are at the center of the health care delivery system, their disease orientation pervades the industry. Historically, there have been calls for physicians to focus more on disease prevention; however, medical education does not teach disease prevention/health promotion. There are several reasons for this: 1) medical school faculty conceptual discordance between “certainty” of curative disease vs. the “probability” of risk factor reduction; 2) gaps in the knowledge of effective interventions; 3) the concept that health promotion/disease prevention are outside the province of physicians; 4) the significant role of biomedical research grants on medical school funding; 5) the close association of medical education and the acute care hospital; and 6) the use of rote memory/lecture based teaching methods of traditional medicine vs. the problem-based learning necessary to teach disease prevention/health promotion. Some medical schools have begun to use problem based learning and to introduce health promotion concepts. Widespread and long-lasting change requires support of the leadership in medical schools and the preventive medicine/public health community, and grant funding from state and federal sources to support research on medical education research and change.

Across the globe, there can be confusion about the difference between the concepts of health education, health promotion and, often also, public health. This confusion does not limit itself to the individual terms but also to how these terms relate to each other. Some use terms such as health education and health promotion interchangeably; others see them clearly as different concepts. In this theoretical overview paper, we have first of all outlined our understanding of these individual terms. We suggest how the five principles of health promotion as outlined by the World Health Organization (WHO, 1984) fit into Tannahill’s (2009) model of three overlapping areas: (a) health education; (b) prevention of ill health; and (c) health protection. Our schematic overview places health education within health promotion and health promotion itself in the center of the overarching disciplines of education and public health. We hope our representation helps reduce confusion among all those interested in our discipline, including students, educators, journalists, practitioners, policymakers, politicians, and researchers.

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.

Rapid economic, social, demographic, technological and communication developments in developed countries in recent decades have resulted in the emergence of new threats and health problems for people of all ages. It was necessary to search for new strategies in the protection of population’s health, as the existing health problems have been overlapped by new ones. This article deals with issues related to health education, which is an integral part of health promotion. For representatives of various scientific disciplines, it will never lose its relevance, as health care is a kind of investment in building the well-being of the whole society and an important economic criterion.

Background: The health quality of the elderly is characterized by their ability to do their physical activity even though their family or others help them, join the social activity in their living area even though it is minimal, visit elderly health unit even though it is irregularly or not once a month. Aim: This research investigates the correlation between health promotion, health education, and health quality. Method: The study employed a quantitative design with a cross-sectional approach. The sampling technique was purposive sampling technique, with the sample's number as many as 200 respondents. The research was conducted in Sleman Regency in the Special Region of Yogyakarta in March. This type of research was designed using the survey method. It was processed with path analysis with the help of the STATA 13 program. Result: The result shows that there was a correlation between health promotion and health education with a chi-square value of 0.000, there was a correlation between health promotion and health quality with a chi-square value of 0.034, and there was a correlation between health education and health quality with chi-square value of 0.028. Conclusion: There is a correlation between health promotion, health education, and health quality. Keywords: Health promotion, health education, health quality

Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.