Health education and the health-promoting school: addressing the drugs issue

2004 ◽  
pp. 541-568
Keyword(s):  
Health Education ◽  
Health Promoting School ◽  
Health Promoting

scholarly journals Education in Global Health: Experience in Health-Promoting Schools Provides Trainees with Defined Core Competencies

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Shreya Moodley ◽  
Arabat Kasangaki ◽  
Andrew J. Macnab
Keyword(s):  
Health Education ◽  
Global Health ◽  
First Nations ◽  
Health Knowledge ◽  
Core Competencies ◽  
Team Building ◽  
Multidisciplinary Teams ◽  
Global Health Education ◽  
Health Promoting School ◽  
Health Promoting

Introduction. Medical education has defined essential “universal” core competencies. The value of global health education gained through participation in a health-promoting school project was assessed using Canada’s CanMEDS roles and competencies. Methods. The project involved health care trainees in delivery of “Brighter Smiles,” a global health education program addressing children’s oral health in Canada and Uganda based on the WHO health-promoting (HP) school model. Multidisciplinary teams first visit a Canadian First Nations community for an introduction to HP schooling, team building, and experience working in different cultural environments and then have 4–6 weeks of global health project delivery in rural HP schools in Uganda in partnership with local College of Health Sciences trainees/faculty. Learning opportunities afforded were evaluated by conventional questionnaire and pilot categorization against the 7 CanMEDS roles (divided into 126 core competencies). Results. All collaborator and health Advocate competencies and 16/17 of the communicator roles were addressed. Overall, project experience included 88 (70%) of the 126 competencies. Conclusions. This pilot suggests CanMEDS criteria can be used to effectively evaluate trainee participation in HP school program delivery, allowing the comprehensive educational opportunities to acquire global health knowledge and skills reported by conventional evaluation to be formally categorized against defined educational roles and competencies.

Evaluating the health‐promoting school

2000 ◽  
Vol 100 (6) ◽  
pp. 237-241 ◽  
Author(s):  
Alysoun Moon
Keyword(s):  
Health Promoting School ◽  
Health Promoting

Impact of the National Health Promoting School Initiative

2000 ◽  
Vol 70 (6) ◽  
pp. 260-261 ◽  
Author(s):  
Louise Rowling ◽  
Chris Rissel
Keyword(s):  
National Health ◽  
Health Promoting School ◽  
Health Promoting

Oral Health–Promoting School Environments and Dental Caries in Québec Children

2017 ◽  
Vol 53 (5) ◽  
pp. 697-704 ◽  
Author(s):  
Anu Edasseri ◽  
Tracie A. Barnett ◽  
Khady Kâ ◽  
Mélanie Henderson ◽  
Belinda Nicolau
Keyword(s):  
Oral Health ◽  
Dental Caries ◽  
School Environments ◽  
Health Promoting School ◽  
Health Promoting

Priorities for African youth for engaging in DOHaD

2017 ◽  
Vol 9 (1) ◽  
pp. 15-19 ◽  
Author(s):  
A. J. Macnab ◽  
R. Mukisa
Keyword(s):  
At Risk ◽  
Health Promotion ◽  
Health Behaviors ◽  
Good Health ◽  
Economic Factors ◽  
Risk Population ◽  
What Works ◽  
Health Promoting School ◽  
Health Promoting ◽  
African Youth

A challenge for implementing DOHaD-defined health promotion is how to engage the at-risk population. The WHO Health Promoting School (HPS) model has proven success engaging youth and improving health behaviors. Hence, we introduced DOHaD concepts to 151 pupils aged 12–15 years in three HPS programs in rural Uganda, inquired what factors would make DOHaD-related health promotion resonate with them, and discussed how they recommended making learning about DOHaD acceptable to youth. Economic factors were judged the most compelling; with nutrition and responsive care elements next in importance. Suggested approaches included: teach how good health is beneficial, what works and why, and give tools to use to achieve it, and make information positive rather than linked to later harm. Involve youth in making DOHaD learning happen, make being a parent sound interesting, and include issues meaningful to boys. These are the first data from youth charged with addressing their engagement in the DOHaD agenda.

scholarly journals Understanding Female Students’ Needs to Develop Health Promoting School Programme: An Exploratory Qualitative Analysis

2018 ◽  
Vol 25 (2) ◽  
pp. 82-94 ◽  
Author(s):  
Fatemeh Rakhshani ◽  
◽  
Ali-Reza Ansari Moghaddam ◽  
Fariba Shahraki-Sanavi ◽  
Mahdi Mohammadi ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Female Students ◽  
Health Promoting School ◽  
Health Promoting

scholarly journals Program promotif poskestren terhadap PHBS santri di pondok pesantren

2020 ◽  
Vol 14 (3) ◽  
pp. 332-337
Author(s):  
Lalu Dedy Supriatna ◽  
Indasah Indasah ◽  
Byba Melda Suhita
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
World Health ◽  
Health Post ◽  
Healthy Living ◽  
Holistic Model ◽  
Cross Sectional ◽  
Health Promoting School ◽  
Health Promoting

Pesantren Health Post (Poskestren) promotional program for Clean and Healthy Living Behavior (CHLB)  among students at Islamic boarding schoolsBackground: Clean and Healthy Living Behavior (CHLB) school environment structure is an effort to empower students, teachers, and the school community to know, want, and be able to treat CHLB. This is in line with Health Promotion in educational institutions (Health Promoting School) launched by the World Health Organization which uses a holistic model that includes the relationship between physical, mental, social and environmental aspects.Purpose: To analyze the influence of the health post promotion program for Clean and Healthy Living Behavior (CHLB)  among students at Islamic boarding schoolsMethod: An observational analytic study using a cross sectional approach. The sampling technique used simple random sampling, a sample of 271 respondents. The research instrument used a questionnaire with 20 question items. The data analysis technique used the chi-square test.Results: Obtained from 271 respondents with the Poskestren program (Promotive) in the less category, it will have an influence in the moderate category on the (CHLB)   of students (36.16%). It is necessary to plan that is directed and sustainable in improving the quality for the implementation of the poskestren program in a promotional manner so that it can get better results.Conclusion: The Pesantren Health Post program promoted a significant effect on (CHLB)  among students at Ad Diinul Qayyim Islamic Boarding School, West Lombok Regency, NTB.Keywords: Pesantren Health Post (Poskestren); Promotional program; Clean and Healthy Living Behavior (CHLB); Students; Islamic boarding schoolsPendahuluan: Perilaku Hidup Bersih dan Sehat (PHBS) tatanan lingkungan sekolah adalah upaya untuk memberdayakan siswa, guru, dan masyarakat lingkungan sekolah agar tahu, mau, dan mampu memperlakukan PHBS. Hal ini sejalan dengan Promosi Kesehatan di institusi pendidikan (Health Promoting School) yang dicanangkan oleh Organisasi Kesehatan Dunia yang menggunakan model holistik yang meliputi hubungan antar aspek fisik, mental, sosial, dan lingkungan.Tujuan: Untuk menganalisis pengaruh program promotif  poskestren terhadap PHBS Santri di Pondok PesantrenMetode: Penelitian analitik observasional dengan menggunakan pendekatan cross sectional. Teknik sampling menggunakan simple random sampling, sampel sebanyak 271 responden. Instrumen penelitian menggunakan kuisioner dengan 20 item pertanyaan. Teknik analisa data menggunakan uji chi-square.Hasil: Didapatkan dari 271 responden dengan program Poskestren (Promotif) dalam kategori kurang maka akan memberikan pengaruh dalam kategori cukup pada PHBS santri (36.16%). Perlu perencanaan yang terarah dan berkesinambungan dalam meningkatkan kualitas untuk penerapan program poskestren secara promotif sehingga mendapatkan hasil yang lebih baik.Simpulan: Program Poskestren secara promotif berpengaruh secara signifikan terhadap PHBS pada santri di Pondok Pesantren Ad Diinul Qayyim Kabupaten Lombok Barat NTB.

scholarly journals Health Promoting Special Schools for Children and Young People With Intellectual Disabilities in Poland: Development of Standards and Self-Evaluation Procedures

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Magdalena Woynarowska-Sołdan ◽  
Dorota Danielewicz
Keyword(s):  
Health Promotion ◽  
Intellectual Disabilities ◽  
School Principals ◽  
Evaluation Procedure ◽  
Teaching Staff ◽  
Special Schools ◽  
Self Evaluation ◽  
Evaluation Procedures ◽  
Health Promoting School ◽  
Health Promoting

The purpose of the study was to present the process and results of developing standards and self-evaluation procedures for health promoting special schools (HPSS) for children with intellectual disabilities. The work was undertaken in order to address the needs of special schools interested in establishing a health promoting school (HPS). We used following methods: 1) Preparation: interviews with principals and teachers at 8 special schools, as well as regional HPS network coordinators, visits to 4 schools; 2) Development of HPSS project standards, self-evaluation procedures and tools: consultations with representatives of 8 schools and with regional coordinators; 3) Pilot study of HPSS the self-evaluation procedure and tools at 8 schools and development of a finalised version: direct observation, document analysis, interviews with selected participants, survey studies of school staff and students’ parents, testing students using one of the following methods: “Draw and write”, “Draw and tell”, conversation or written response. The study included people supporting HPS on a national and regional level, school principals and health promotion coordinators from special schools for students with intellectual disabilities. The pilot study was conducted on a group of 341 teaching staff, 148 non-teaching staff, 468 parents of students, and 435 students. The analysis of the study’s reports and consultations with school principals and health-promotion coordinators from participating schools guided the development of the final version of standards, in addition to the associated model of HPSS and self-evaluation procedure along with a set of tools to measure the accomplishment of the standards. The HPSS standards and self-evaluation procedure were approved by the Ministry of National Education and officially disseminated, with special schools gaining the opportunity to apply for the Health Promoting School National Certificate. The self-evaluation element of HPSS makes it possible to improve the activities of special schools with respect to health promotion while encouraging collaboration and exchange of ideas with regular schools.

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