Health Science 490-1
Health Science 490-1
Planning, Implementing, and Evaluating Health Promotion Programs
Key Terms:
1. Health - is a state of complete mental, physical, emotional, social, and spiritual well-being and not merely the absence of disease or infirmity. (WHO)
2. Entry-Level Health Educator - a person with a baccalaureate degree who is certified and competent in seven major areas or responsibilities: 1) assessing individual and community needs for health education, 2) planning effective health education programs, 3) implementing health education programs, 4) evaluating the effectiveness of health education, 5) coordinating provision of health education services, 6) acting as a resource person in health education, 7) communicating health and health education needs, concerns, and resources. (p.5-6)
• Framework – consists of the seven (7) major areas of responsibility for an Entry-Level Health Educator.
3. Advanced-Level Practitioners - a person with an advanced degree in health promotion, plus three added responsibilities beyond that of an entry level health educator: 8) applying appropriate research principles and techniques for health education, 9) administering health education programs, 10) advancing the profession of health education. (p.8)
4. Health Behavior - the activities adopted by an individual or group in society that influences their overall health status.
5. Health Education - is the continuum process of educating people about health, which will enable them as individuals and social groups to make informed decisions, to modify behavior in ways which are health enhancing. (p.3)
6. Health Educator - a highly trained individual in health knowledge and behaviors necessary for making wise and informed decisions concerning health issues.
7. Health Promotion - is the combination of educational and ecological supports for actions and conditions of living conducive to health. (p.3-4)
8. Health Promotion and Disease Prevention - the aggregate of all purposeful activities designed to improve personal and public health through a combination of strategies, including the competent implementation of behavioral change strategies, health education, health protection measures, risk factor detection, health enhancement and health maintenance. (p.4)
9. Role Delineation Project - a Competency-Based Framework for Professional Development of Certified Health Education Specialists. (p.5)
10. Healthy People – (Document) The Surgeon General’s Report on Health Promotion and Disease Prevention. This document brought together much of what was known about the relationship of personal behavior and health status. The document also presented a “personal responsibility” model that provided Americans with a prescription for reducing their health risks and increasing their chances for good health. (p. 2,3,10,11)
Health Education and Disease Prevention:
The effectiveness and success of a health promotion program
can usually be linked to the planning that takes place prior to
implementation of the program. The old adage is true, "If
you fail to plan, your plan will fail."
Health Promotion
environmental
Regulatory Organizational
environmental environmental
Policy Health Social
Education
environmental environmental
Political Economical
environmental
figure 1.1 (p.4)
Levels of Prevention:
Health Status: Levels of prevention
Healthy; without signs and
symptoms of disease, illness
or injury.
Primary prevention-preventive
Measures that forestall the onset of illness during the prepathogenesis period
Disease, illness, or injury
Secondary prevention-preventive measures that lead to early diagnosis and prompt treatment of a disease, illness, or injury to limit disability, impairment, or dependency & prevent more severe pathogenesis
Disability, impairment,
or dependency
▪ Tertiary prevention-preventive measures aimed at rehabilitation following significant pathogenesis
Death
Figure 1.2 (p.6)
National Organizations and Commissions:
1. National Commission for Health Education Credentialing, inc. (NCHED)
2. Certified Health Education Specialist (CHES)
• Eligibility Guidelines to sit for the CHES Examination.
o Eligibility to sit for the CHES examination is based exclusively on academic qualifications. An individual is eligible to sit for the examination if he/she has:
1. A bachelor’s, master’s, or doctoral degree from an accredited institution of higher education; and one of the following:
o An official transcript (including course titles) that clearly shows a major in health education, e.g., Health Education, Community Health Education, Public Health Education, School Health Education, etc. or
o An official transcript that reflects at least 25 semester hours or 37 quarter hours of course work with specific preparation addressing the areas of responsibility of Health Education Specialists. Box 1.1 (p. 7)
Source: National Commission for Health Education Credentialing, Inc. Reprinted by permission.
3. National Council for Accreditation of Teacher Education (NCATE)
4. Society for Public Health Education, Inc./American Association for Health Education (SOPHE/AAHE)
5. Baccalaureate Program Approval Committee (SABPAC)
6. Competencies Update Project (CUP)
Assumptions of Health Promotion:
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. An individual's health is affected by a variety of factors, not just lifestyle. Other factors include heredity, environment, and the health care system
6. Changes in individual and societal health behaviors and lifestyles will affect an individual's health status positively or negatively.
7. "Individuals, families, small groups, and communities can be taught to assume responsibility for their health, which in turn changes their health behaviors and lifestyles."
8. Individual responsibility should not be viewed as victim blaming.
9. For health behavior change to be permanent, an individual must be motivated and ready to change.
Program Planning:
The greatest chance for success will come to those who have
the knowledge and skills to plan, implement, and evaluate
appropriate programs.
Program Development:
Approaches usually center on this set of 6 generic tasks that sequentially include.
1. Understanding the community and engaging the target population.
2. Assessing the needs of the target population.
3. Developing appropriate goals and objectives.
4. Creating an intervention that considers the peculiarities of the setting.
5. Implementing the intervention.
6. Evaluating the results.
Test
Chapter 1
Multiple Choice:
1. Health promotion was recognized for its potential to help control injury and disease and to promote health during
a. The first quarter of the 20th century
b. The last quarter of the 20th century
c. The early 1800’s
d. The beginning of the 21st century
2. The publication that is considered to be the document that has given great momentum to the health promotion and disease prevention movement was
a. Healthy People 2000
b. Healthy People 2010
c. Healthy People
d. Healthy Nation
3. Which major area is NOT one of the responsibilities outlined in the Role Delineation Project?
a. Assessing individual and community needs for health education
b. Planning effective health education programs
c. Acting as a resource person in health education
d. Promoting healthy behaviors through lifestyle changes
4. In addition to the seven responsibilities of entry-level health educators, advanced-level practitioners also have the responsibility of
a. Administering health education programs
b. Conducting research studies with accredited universities
c. Evaluating the accreditation process
d. Grant writing
5. Challenges for health educators in program planning can occur due to constant changes in
a. Settings
b. Resources
c. Priority populations
d. All of the above
6. Self-breast examinations would be considered which level of prevention?
a. Primary
b. Secondary
c. Tertiary
d. Treatment
7. Chemotherapy for cancer treatment is considered which level of prevention?
a. Primary
b. Secondary
c. Tertiary
d. Treatment
8. When a person is healthy, without signs and symptoms of disease, illness, or injury, the level of prevention most appropriate would be
a. Primary Prevention
b. Secondary Prevention
c. Tertiary Prevention
d. No prevention level is needed.
9. The level of prevention at which health behavior is the hardest to change is
a. Primary
b. Secondary
c. Tertiary
d. Treatment
10. The level of prevention at which health behavior is the easiest to change is
a. Primary
b. Secondary
c. Tertiary
d. Treatment
11. Under which level of prevention would you find physical activity and a healthy diet?
a. Primary
b. Secondary
c. Tertiary
d. Treatment
12. The level of prevention that includes strategies designed to reduce incidence is called
a. Primary
b. Secondary
c. Tertiary
d. Treatment
True/False
13. Having a mammogram is a form of secondary prevention.
a. True
b. False
14. A majority of the responsibilities and competencies for entry-level health educators are directly related to program planning, implementation, and evaluation.
a. True
b. False
15. In simplest terms, health promotion is the process of educating people about health.
a. True
b. False
16. Health promotion is considered a broader term than health education because it encompasses other components such as political, social, economical, and environmental factors.
a. True
b. False
17. The Role Delineation Project was created to develop a generic role for the entry-level health educator, regardless of their work setting.
a. True
b. False
18. Eligibility to sit for the CHES examination is based exclusively on professional experience in the field of health education.
a. True
b. False
19. One of the basic assumptions of health promotion is that health status can be changed.
a. True
b. False
20. Cardiac rehab is an example of secondary prevention.
a. True
b. False
21. Understanding the community is the first step in the generalized model for program development.
a. True
b. False
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