Distinguishing Between Health Education and Health Information Dissemination

Abstract

Wong and Higgins' article illustrates innovative ways nontraditional public health providers such as park rangers are connecting with consumers on health issues.1 Similarly, the Centers for Disease Control and Prevention's Action Communities for Health, Innovation, and EnVironmental ChangE (ACHIEVE) program works with the National Recreation and Park Association and other groups to promote physical activity and reduce chronic disease risks.2 Such collaborations are long overdue, given that the Institute of Medicine, World Health Organization, and other prestigious bodies have underscored the importance of transdisciplinary approaches to achieving public health goals.3–5 An important distinction must be made, however, between these park rangers' efforts and the formal approaches of health education as a core public health discipline. Health educators conduct rigorous assessment, planning, implementation, research, evaluation, advocacy, and program management to encourage healthy lifestyles, policies, and environments. In achieving our goals, we: (1) collect and analyze quantitative and qualitative data; (2) use scientific, multidisciplinary theories to plan interventions; (3) translate scientific research into practical, applied programming; (4) plan and conduct mass media and health communications campaigns to change knowledge, attitudes, behaviors, and norms of select populations; (5) implement programs; (6) provide training to individuals, lay health advisors, but also to other professionals, and policymakers; and (7) evaluate health promotion programs for continuous program improvement. Health education is the first population-based profession to develop competencies that serve as the basis for professional preparation and workforce development.6 These distinct, scientifically verified competencies7 are also recognized by the US Department of Labor through a unique standard occupational classification for health educators.8 We applaud the park rangers' creativity. As health educators, we also note the absence of a true science-based approach in their efforts, better described as providing health information, not education. Failure to distinguish between information dissemination and health education and to recognize the overarching ecological models guiding our practice contributes to limited views of health education as “ancillary rather than integral, superfluous rather than essential” in public health planning and interventions.9,10(p1824-1825) Health educators must strengthen intersectoral partnerships with park rangers, urban planners, economists, environmentalists, law enforcement officers, and other nontraditional public health partners. The American Public Health Association's Public Health Education and Health Promotion Section, the largest in the association, is a natural leader for catalyzing such alliances. If we are to deliver on the promise of prevention in health reform, moving beyond awareness to action is essential—both within and outside the park.