Urban Community Health Education in Africa

1981 ◽  
Vol 2 (2) ◽  
pp. 109-121 ◽  
Author(s):  
William R. Brieger ◽  
Joshua D. Adeniyi

African urban populations are growing at a fast rate. The resulting health problems pose a challenge to health education. A community development, self-help approach is recommended. Experiences of health educators-in-training in Ibadan, Nigeria, show this approach to be relevant if practitioners are able to creatively deal with certain community variables—community identity, internal integration, group orientation, external linkage and resource characteristics. At times students express concern about the relevance of this approach to the African setting. Their failures in applying the approach can be traced back to the western bias in teaching materials and the general educational system. The challenge to health educators is to provide training experiences with a cultural sensitivity which encourages students to work with the community as they find it and not how it should be according to a foreign textbook.

2003 ◽  
Vol 1 (4) ◽  
pp. 47-78
Author(s):  
Larry Wu

The purpose of this study was to explore the community health education jobs in the USA and to provide relevant workforce information to community health education professionals and students. Two hundred fifty community health education announcements out of 908 were randomly selected from the Heath Education Professional Resources (HEPR) Job Bank for the periods May to December of 1998. Job information such as job searching methods, working environments, job qualifications, job descriptions, salaries, and benefits of community health education professionals were characterized. RESULTS: October had the highest number of job announcements during eighth-month period. There were more job announcements from the Northeast and West. Many of the job announcements were obtained through CareerPath® and America’s Job Bank®. There were at least 137 different job titles. The majority of institutions hiring health educators were either non-profit or government. About two-thirds were public organizations. The majority of the positions (86%) required applicants to have either a baccalaureate or master’s degree. There were diverse job qualifications. College majors other than health education or community health were acceptable. Work experience in descending order were: program planning and evaluation, program management, working with diverse populations, community organization and coordination, and working with multicultural populations in descending order. One to five years of working experience was required for the job positions. Target population and target issues were diverse. Almost half of the health educators served general health issues in their community. Computer skills, particularly word processing and Internet skills, were required. The capacity for working independently and self-motivation were significant factors in the hiring for most of the employers. Communication skills were required in 80% of the job announcements. Other required skills included program assessment, planning, implementation, evaluation, and teaching. For full-time employees, the median salary was $36,000. Other employee compensation information is also reported.


1981 ◽  
Vol 2 (2) ◽  
pp. 133-142
Author(s):  
Alvin E. Winder

Some typical activities of health educators employed in public and private settings in California are reported. These reports are based upon interviews with a number of directors of health education programs and the chairpersons of two university programs. Typical activities include the generalist role of rural health educators, the emphasis of urban health educators on health promotion programs, patient education as a major activity of health educators in medical care settings, and the continued commitment of health educators in occupational settings to community health education. The diversity of activities in which health educators in California are engaged suggests the outlook for the eighties is for many arenas for the practice of health education.


2003 ◽  
Vol 1 (1) ◽  
pp. 60-69
Author(s):  
Mark Tomita

Compact disc (CD-ROM) computer technology have been around for at least a decade, but health educators have been slow to use this technology for health education purposes. This paper describes the process of CD-ROM production in health education.


2020 ◽  
Vol 30 (4) ◽  
Author(s):  
Kadi Bliss ◽  
Madeline Dressner

A professional responsibility for health education specialists is “communicate, promote, and advocate for health, health education/promotion, and the profession” as described by the National Commission for Health Education Credentialing, Inc. The purpose of this study was to examine the extent to which health educators incorporate advocacy into their professional responsibilities. Additionally, this study looked at factors that impede or foster advocacy self-efficacy among health educators. Eight participants completed a 30-45 minute in-depth interview about their advocacy experiences and self-efficacy levels/influencers. Results indicated performance accomplishments and vicarious experiences were the most critical factors leading to participants’ self-reported increase in self-efficacy. Recommendations for increasing advocacy self-efficacy are described.


2005 ◽  
Vol 25 (1) ◽  
pp. 37-48 ◽  
Author(s):  
William B. Ward ◽  
Alfred K. Neumann ◽  
Matilda E. Pappoe

The Danfa Comprehensive Rural Health and Family Planning Project was a joint effort of the Ghana Medical School, the Ministry of Health, UCLA, and USAID. A health education component was developed as an integral part of program inputs during the initial conceptual phase of the project. As a result non-equivalent experimental and control areas were designated permitting an assessment of program impact during a five-year period (1972–1977) for which baseline and follow-up study data were available. A new cadre of community-based workers (Health Education Assistants) was developed from existing health personnel in the country, and trained in health education and multipurpose health work. Although the HEAs were found to have difficulty in bringing about changes in health practices when other support services were not available, they did have measurable impact on villagers' adoption of family planning methods and a number of specific health practices.


1984 ◽  
Vol 5 (2) ◽  
pp. 149-166
Author(s):  
Ted T. L. Chen ◽  
George P. Cernada

A national sample of community health education practitioners in the United States was surveyed by mail and asked to select five articles published during the 1970's that they would recommend their colleagues read. The study was conducted in late 1979 after a comparable national survey of university health education faculty by Cernada and Chen (International Quarterly of Community Health Education, 1:2 and 2:1). The recommended readings were collected and abstracted, and are presented in annotated bibliographic form. This annotated bibliography follows up on the collection published in Volume 4, Number 4, of the International Quarterly of Community Health Education which covered Community Health Education Policy, Theory, and Social Issues-its focus is on Applied Research, Evaluation, and Case Studies.


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