The organization of care: its influence on health education practice on acute wards

1993 ◽  
Vol 2 (6) ◽  
pp. 355-362 ◽  
Author(s):  
JILL MABEN ◽  
SUE LATTER ◽  
JILL MACLEOD CLARK ◽  
JENIFER WILSON-BARNETT
Author(s):  
Amy S. Hedman-Robertson ◽  
Kathleen G. Allison ◽  
Dianne L. Kerr ◽  
Linda Lysoby

1988 ◽  
Vol 9 (3) ◽  
pp. 187-208
Author(s):  
Matthew Adeyanju

The study was set up to potentially determine if a stepwise multiple regression model composed of such factors as sociodemographics, attitudes, and behaviors in combination with selected biomedical measures can be used to predict adolescent at risk health conditions such as hypertension and to examine the implications for health education practice. The study population consisted of 650 ninth grade (14–16-year-old) students in the baseline survey (1981) and 606 twelfth grade students in the final survey of 1985. Data collected included clinical measures of height, weight, triceps skinfold thickness, blood pressure, body mass index (BMI), resting pulse, and percent ideal body weight (PIBW). Self-reported health behaviors, attitudes, and sociodemographic variables were also assessed. Principal factor analysis with varimax rotation was employed to determine the grouping of the behavioral/attitudinal test items. Stepwise multiple regression analysis was used to determine the variables' potentials as predictors of blood pressure in adolescents. Significant potential predictors of male diastolic blood pressure included smoking, alcohol intake habits, obesity, pulse, race, age and parents' socioeconomic status; while predictors for the females focused on smoking, alcohol intake habits, stress, obesity, pulse and race. Potential indicators for male systolic blood pressure were smoking, alcohol habits, weight, height, race, parent's socioeconomic status; while smoking, alcohol habits, stress, obesity, pulse and race for the females. Community health promotion, prevention and educational programs directed at these potential predictors need to be implemented to encourage healthful lifestyles in the younger generation.


2002 ◽  
Vol 29 (6) ◽  
pp. 649-655

The Practice Notes section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. Periodically, articles presenting perspectives on practice-related issues are also included in Practice Notes.


2019 ◽  
Vol 111 (1) ◽  
pp. 60-64 ◽  
Author(s):  
Margot W. Parkes ◽  
Blake Poland ◽  
Sandra Allison ◽  
Donald C. Cole ◽  
Ian Culbert ◽  
...  

AbstractAs a collective organized to address the education implications of calls for public health engagement on the ecological determinants of health, we, the Ecological Determinants Group on Education (cpha.ca/EDGE), urge the health community to properly understand and address the importance of the ecological determinants of the public’s health, consistent with long-standing calls from many quarters—including Indigenous communities—and as part of an eco-social approach to public health education, research and practice. Educational approaches will determine how well we will be equipped to understand and respond to the rapid changes occurring for the living systems on which all life—including human life—depends. We revisit findings from the Canadian Public Health Association’s discussion paper on ‘Global Change and Public Health: Addressing the Ecological Determinants of Health’, and argue that an intentionally eco-social approach to education is needed to better support the health sector’s role in protecting and promoting health, preventing disease and injury, and reducing health inequities. We call for a proactive approach, ensuring that the ecological determinants of health become integral to public health education, practice, policy, and research, as a key part of wider societal shifts required to foster a healthy, just, and ecologically sustainable future.


1992 ◽  
Vol 13 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Tom Baranowski

A problem for health education practice is how to interest people in making a health behavior change and maintain that interest throughout the behavior change process. Beliefs can provide motivational force for people to perform health behaviors. Five theories: 1) Diffusion of Innovations (DIT); 2) Health Belief Model (HBM); 3) Reasoned Action (TRA); 4) Locus of Control (LOC); and 5) Social Learning (SLT), are reviewed for motivational factors in promoting health behavior changes at each of six stages in the behavior change process: precontemplation, decision, training, initiation, and maintenance. A degree of overlap and complementariness are identified among the theories resulting in a syntheoretical model of beliefs as motivators in the behavior change process. The common emphasis among the theories on expectancies or cost-benefit calculations is highlighted, suggesting several strategies for employing these considerations in health education campaigns. The paucity of motivational ideas for promoting change among the externally controlled—late majority is noted. Further research must be conducted before these ideas should be generally implemented in practice.


1999 ◽  
Vol 26 (2) ◽  
pp. 165-170 ◽  

The Practice Notes section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. Periodically, articles presenting perspectives on practice-related issues are also included in Practice Notes.


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