Graduate Home Health Education: A Survey of Home Health Educators and Agency Personnel

1992 ◽  
Vol 31 (1) ◽  
pp. 29-32
Author(s):  
Sue Bryant ◽  
Patricia Cloonan
Keyword(s):  
Health Education ◽  
Home Health ◽  
Health Educators

Introduction to CD-ROM Production in Health Education

2003 ◽  
Vol 1 (1) ◽  
pp. 60-69
Author(s):  
Mark Tomita
Keyword(s):  
Health Education ◽  
Computer Technology ◽  
Compact Disc ◽  
Health Educators ◽  
Cd Rom

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.

Examining Advocacy Activity and Self-Efficacy Among Health Educators

2020 ◽  
Vol 30 (4) ◽  
Author(s):  
Kadi Bliss ◽  
Madeline Dressner
Keyword(s):  
Health Education ◽  
Self Efficacy ◽  
Professional Responsibility ◽  
National Commission ◽  
Health Educators ◽  
Critical Factors ◽  
Professional Responsibilities ◽  
Depth Interview ◽  
Advocacy Activity ◽  
Vicarious Experiences

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.

scholarly journals Work of Health Educators in a Clinical Setting

2006 ◽  
Vol 4 (1) ◽  
pp. 58-63
Author(s):  
Lisa Smith ◽  
James F. McKenzie
Keyword(s):  
Health Education ◽  
Clinical Setting ◽  
Clinical Settings ◽  
Health Educators ◽  
Education Curriculum ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Content Areas ◽  
Survey Results

This study examined the task of health educators working in a clinical setting to better understand their roles. The study was designed as a descriptive, cross-sectional survey using a convenience sample of health educators who worked in clinical settings in Indiana and who had a college degree in health education. Forty health educators were contacted and 62% of the subjects participated in the survey. Results indicated most jobs were similar in nature and the health education curriculum studied helped them in the roles they were serving. However, many educators felt there were other content areas of study that would have been helpful to prepare them for working in the clinical setting. A majority of the respondents reported that having Certified Health Education Specialist (CHES) certification was helpful and necessary in their positions.

Perspective: A New Ethic for Health Promotion: Reflections on a Philosophy of Health Education for the 21st Century

2006 ◽  
Vol 33 (3) ◽  
pp. 290-304 ◽  
Author(s):  
David R. Buchanan
Keyword(s):  
Health Education ◽  
Medical Model ◽  
Good Health ◽  
Health Educators ◽  
Community Members ◽  
Health Habits ◽  
Value Judgments ◽  
Research And Practice ◽  
Effective Interventions

This article describes two models for thinking about the purposes of health education—a medical model and an educationmodel—andtraces how concerns about the validity of research have driven preferencefor the medical model. In the medical model, the purpose of health education is to develop effective interventions that will prevent people from adopting unhealthy behaviors. Here, health educators are expected to replicate the methods identified by researchers to effect targeted changes in health behavior. The article then describes an alternative way of thinking about the purposes of health education. In pursuing a philosophy of education, the purpose of research and practice would be to clarify basic social values and to strengthen one's faculty for making value judgments. Practitioners here use research results as a stimulus for dialogue about the role of good health habits in living the kind of life that community members find most valuable.

Urban Community Health Education in Africa

1981 ◽  
Vol 2 (2) ◽  
pp. 109-121 ◽  
Author(s):  
William R. Brieger ◽  
Joshua D. Adeniyi
Keyword(s):  
Health Education ◽  
Cultural Sensitivity ◽  
Community Identity ◽  
Health Educators ◽  
Community Health Education ◽  
Group Orientation ◽  
Self Help ◽  
Internal Integration ◽  
Resource Characteristics ◽  
Community Variables

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.

Health Education: Can the Reformers Be Reformed?

1978 ◽  
Vol 8 (1) ◽  
pp. 3-26 ◽  
Author(s):  
E. Richard Brown ◽  
Glen Elgin Margo
Keyword(s):  
Health Education ◽  
Ecological Model ◽  
Professional Role ◽  
Social Conditions ◽  
Structural Constraints ◽  
Health Educators ◽  
Epidemiological Evidence ◽  
Disease Etiology ◽  
Causes Of Disease ◽  
Education Profession

Health educators have created a new professional role that emphasizes the changing of individuals rather than their social conditions. The article shows how historical roots, ideological perspectives, and structural constraints have combined to create an ambiguous, generally conservative role for the health education profession. Epidemiological evidence is presented that contradicts many implicit notions of disease etiology that underlie health education approaches. Finally, the authors suggest an “ecological” model of health education that takes account of the multiple causes of disease and is committed to progressive social change.

scholarly journals Health education in the service of organ transplantation

2015 ◽  
Vol 125 (2) ◽  
pp. 113-115
Author(s):  
Helena Wrona-Polańska ◽  
Barbara Pietryga
Keyword(s):  
Health Education ◽  
Organ Transplantation ◽  
Positive Attitude ◽  
Treatment Method ◽  
Health Educators ◽  
The People ◽  
Polish People ◽  
Basic Understanding ◽  
Polish Society ◽  
State Of Affairs

Abstract There are around 10.000 people in Poland who have undergone an organ transplantation at some point in their lives. This procedure allowed those people to enjoy regained health and successfully return to normal life, with the previously assigned roles at work, in their family and in society. Despite the advances in transplantation, a half of the people waiting for this form of treatment would die, since there are no organs to be transplanted. This state of affairs is caused by the low awareness among the Polish society. Polish people have very low confidence in this treatment method. They lack a basic understanding of the essential medical and legal procedures defining the organization of organ transplantation. Health educators should address concerns that emerge in society and to present a positive image of transplantation, as a science saving people’s lives. Educating young people about organ transplantation, since their earliest days at school, provides a chance to shape a positive attitude towards the issues of organ transplantation. This article attempts to answer the following questions: what is health education, organ transplantation, and what are the goals of the health education programs promoting organ transplantation?

Expanding Education Technology to Meet the Needs of Patients, Families, and Clinicians

2009 ◽  
Vol 10 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Jodi DeMarco ◽  
Meg Schuster Nystrom
Keyword(s):  
Health Education ◽  
Cleveland Clinic ◽  
Length Of Hospital Stay ◽  
Care Process ◽  
Successful Implementation ◽  
Health Educators ◽  
Consumer Health ◽  
Readmission Rates ◽  
Television System ◽  
Internal Resources

With the patient length of hospital stay continuously decreasing, health educators and nurses are continually challenged to adequately educate patients prior to discharge. Health education is recognized as a key component for reducing readmission rates by increasing patient compliance, yet health education resources must be readily accessible to patients throughout the entire hospital experience in order to achieve fulfillment. The Center for Consumer Health Information at Cleveland Clinic examined the existing in-hospital delivery systems in order to identify a means to reach patients at all access points in the health care process. This article demonstrates how a closed circuit television system may be utilized to deliver health education content to individuals in both in-patient and out-patient settings. The evaluation of vendors and identification of internal resources is imperative to the successful implementation of an in-patient education system.

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