Health Education Content Research Articles

The learning curve: Health education in STI clinics in South Africa

This qualitative study aims to assess health education practice in sexually transmitted infection (STI) clinics in South Africa with a view to develop improved health education programs in such clinics. Health workers' knowledge of and attitudes towards health education practice, their perceived health education skills, the content of health education in STI clinics and the organizational structure as context for health education were investigated. In-depth interviews were conducted with 18 health care workers practicing in the area of STI control. A lack in knowledge and skills required for effective health education practice was reported. The constraints posed by health workers' current knowledge and skills around health education and the organizational structure in terms of the absence of policy and protocols to govern health education, limited time, space and resources, impede on the actual practice of health education. It seems that these obstacles to health education facilitate a biomedical approach to STI management. This approach is further portrayed in the power dynamics between the health workers as well as between health workers and patients. The data suggest that a health education intervention needs to be directed at an individual level namely at health workers and at the organizational level, i.e. the clinic that provides the context for health education. The newly adopted district health system which equally embraces medical care and health promotion augers well for a holistic management of STIs in South Africa. This would ensure the recognition of all categories of health workers' contributions to health education within their own functions, strengths and time limitations.

'Bringing beauty and brightness to the back streets': health education and public health in England and Wales, 1890-1940

This paper examines the place of health education in public health in England and Wales between 1890 and 1940. It traces the way that local authorities developed health education for mothers, schoolchildren, and those suffering from tuberculosis and venereal disease, considers the establishment of the Central Council for Health Education in 1927 and the content of its journal, Better Health, and provides a case study of health education in one city, Leicester. The paper notes an important transition in health education in the mid-1930s, but concludes that overall the work of the Ministry of Health, local authorities, and voluntary organisations in this area was motivated more by anxieties about morality and citizenship than a genuine concern with health and disease. It suggests that in the period 1890-1940, as today, delays and advances in medical expertise, ideas about the relationship between the individual and the state, and wider concepts of morality and citizenship all had an important impact on the changing content and role of health education.

195 HEALTH KNOWLEDGE, ATTITUDES AND BEHAVIOURS IN FAMILIES WITH PRE-SCHOOL AGE CHILDREN

OBJECT: To asses current practices of health promotion in families with preschool age children: the parents and children's knowledge on healthy lifestyle, their attitude and behaviour, social values relating to good health, the content and nature of health education. METHOD: Health knowledge, attitudes, behaviourial indicators in families were estimated before and after one year health teaching course in experimental and control groups. RESULTS: We questioned 6 year old children (N=442) and their parents (N=409). Health knowledge before education in families was quite good and relates to common education. More than 50% of the respondents knew the right answers. Health attitudes and health behaviours were very poor. After one year of health education only the health knowledge of fathers and mothers improved 10,4%. Health attitudes and health behaviours in families were without changes too. CONCLUSION: Due to our survey, health knowledge does not relate to health attitudes and health behaviours.

Microcomputer Authoring Systems: Valuable Tools for Health Educators

Writing courseware with the aid of an authoring system is a bold step that can bring together the health education content expert and the power of the microcomputer. The microcomputer can be programmed to present essential knowledge to students in a low pressure setting, specifically geared to their levels of comprehension and rates of progression. Microcomputer-based simulations and patient management problems seem suited to the task helping students develop adequate problem-solving skills in health education (Lewis, 1983; Peterson, 1984). Furthermore, many lecture hours can be replaced by an infinitely patient tutor with which students can interact at their convenience. Creating self-study materials delivered via microcomputer is also a step toward providing the most effective type of learning experiences for individual students. Despite the fact that putting authoring systems in the hands of well-informed content specialists may meet a number of pressing needs in health education, there is one drawback. Authoring systems have a built-in pedagogical structure that, to some extent, dictates the design of the lesson. However, spending time in the evaluation process prior to purchase will enable educators to identify a system that can be used to develop courseware that very closely matches the desires of the author. Integrating microcomputer courseware into health education courses is certainly an attractive solution to some of the educational problems faced in health education today. An authoring system can be used to develop courseware that can substituted for lectures on basic concepts. In addition, students will have more opportunities to develop the ability to apply, in problem-solving situations, the factual knowledge they are learning before they are responsible for making judgments in real-life situations. The time is ripe, then, for health educators to investigate how authoring systems can help them utilize the technology of the microcomputer to improve health education.

An examination of health education in teenage magazines

THIS study investigates the health education con tent of four weekly teenage magazines over a period of three months. Health information was found in problem pages, 'true life' experiences, and in articles on sex, drugs, diet, and exercise. There was less health coverage overall than in older women's maga zines. Although articles were generally responsible, some concerning diet and exercise tended to avoid health risks. The results are discussed in relation to previous work on dieting during adolescence, the advertising of beauty products, and in terms of the potential which magazines have in health education.

Effect of a brief instructional unit in death education on the death attitudes of prospective elementary school teachers.

The present study determined if there would be a significant change in the attitudes of prospective elementary school teachers toward death after two, one- and-one-half hour instructional units of death education that were incorporated into an elementary health education methods and content class (experimental group). Control groups consisted of similar students who did not receive death education, but were enrolled in the elementary health education methods and content class (control group I) and another group of students who were not in elementary education, but were enrolled in a basic home economics class (control group II). The Templer Death Anxiety Scale and a scale developed by the author to measure attitudes toward death education for young children were administered to the three groups during pretest and posttest sessions two and 10 weeks after instruction. Validity and reliability for the author's scale was determined by various experimental procedures. Several different resources were used in the education process. The experimental group had significantly less fear of death and felt more comfortable discussing death with children than did the two control groups. The results suggest that brief units of death education are effective in changing the attitudes of future elementary teachers.

Health Education Content Assessment

Health Education Content Assessment

Selected school health-education topics in grades 7 through 12: an exploratory study.

The purpose of this exploratory study was to gather school health-education data that could be used collaboratively by various disciplines in planning comprehensive community health-education programs. The theoretical framework for the study was based on Dunn's theory of high-level wellness (Ardell, 1977). School nurses, community health nurses, and nurse practitioners need to be aware of what is happening in school health education so that they can be available as resource persons, and-through their knowledge and interest in health education-complement existing programs. The research questions referred to health topics that are taught in grades 7-12, and to the variables which influence selection and presentation of health education content. A Cooperative Educational Service Agency (CESA) in Wisconsin served as the setting for the study. The area was comprised of 20 school districts. Of these 20 districts, 17 administrators participated. Data was obtained through a self-designed questionnaire sent to 222 teachers of health-education courses or courses which can include such content. There were 140 respondents to the questionnaire. It was concluded that the greatest percentage of school health education in grades 7-12 occurs in science courses. Students receive a total of 44 hours of health education per year. There are 36 additional hours of health education content available through elective courses. The involvement of nurses and physicians in school health education reflected minimal participation. Community health nurses provided the majority of nursing services in schools. Relatively few barriers were reported as influencing variables.

Linking health education content with classroom group development: a suggestion for planning.

Journal of School HealthVolume 50, Issue 9 p. 543-544 Linking Health Education Content with Classroom Group Development: A Suggestion for Planning Sanford A. Weinstein, Sanford A. Weinstein Sanford A. Weinstein, EdD, Associate Professor, Department of Health Education, New York University, New York, NY 10003.Search for more papers by this author Sanford A. Weinstein, Sanford A. Weinstein Sanford A. Weinstein, EdD, Associate Professor, Department of Health Education, New York University, New York, NY 10003.Search for more papers by this author First published: November 1980 https://doi.org/10.1111/j.1746-1561.1980.tb02086.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume50, Issue9November 1980Pages 543-544 RelatedInformation

An analysis of the Health Interests of rural middle school students: Development of health education content in Soo-Dong school

An analysis of the Health Interests of rural middle school students: Development of health education content in Soo-Dong school

A comparison of Philippine and American children's concepts of body organs and illness in relation to five variables

A recently completed studyoO) investigated Philippine* children’s concepts of body organs and concepts of illness. Specifically, the questions raised for investigation were: (a) What are children’s levels of knowledge of illness and levels of knowledge of body organs? (b) What is the relationship between level of knowledge of illness and level of knowledge of body organs? (c) What variables significantly influence the level of knowledge of body organs and of illness? The above study was an extension of a study done by SmithCz6’ in 1973; the limitations which Smith noted in her study were either controlled or studied. First, more psychosocial factors were included in analysis such as mother’s education and occupation, family’s place of residence, family size, and sibling position. Second, the content of health education and science subjects in school were determined.‘-“) In addition, the grade level variable was expanded to include first graders. The present study aims to compare the Philippine data with that of Smith along the variables studied by the latter, namely, grade level, father’s education, sex, history of illness, and type of illness explained. Differences in resources and culture are major reasons for the comparison. Three limitations exist in this approach. First, while the same scoring methods and rules were used and high intrajudge and interjudge reliability were demonstrated by this investigator, no interjudge reliability test was done with Smith as far as scoring the responses. Second, the studies were not done concurrently. Well and hospitalized school age children comprised the study subjects. However, only urban children comprised the well group in both Smith’s+ and the Philippine sample (Metro-Manila residents). A mixed group of children from urban and rural residences comprised the hospitalized children in both Smith’s and the present study. Figures in tables l(a) and (b) present a summary of the characteristics of the Philippine and

Health education

The paper discusses the need for clarification and co-ordination of the aims, content and direction of health education. The subject is considered to be of considerable importance as, if correctly planned and given, it will prevent wastage of slender resources in time of need. The provision of a systematic course of instruction to prevent unrealistic attitudes and to improve knowledge and use existing facilities efficiently is needed because of advances in medicine and awareness of social problems. Health education is also needed to prevent misunderstanding and lack of perspective which may result from the multiplicity of articles on health topics presented to the public by the mass media. It is necessary that all medical, paramedical and educational disciplines work together to provide a basic comprehensive programme of instruction with local variants dictated by local needs.

The content of dental health education

The content of dental health education

THE ORIENTATIONS OF LEADERS IN AN URBAN AREA TOWARD PROBLEMS OF MENTAL ILLNESS

It is necessary to sound a note of caution about these results. They are obtained from interviews with leaders in only one urban area. Viewed as a case study, our findings provide knowledge of the leaders in this area. Viewed as evidence for general contrasts among leaders in different spheres of activity, our work requires replication in other settings. At the very least, however, the differences we have described should provide hypotheses for further research. Our results suggest that orientation towards problems of mental disorder does vary with the individual's order of leadership activity. The differences cannot be accounted for by such factors as educational level, but appear traceable, in large part to the norms governing activities in these orders and serving as major bases for appraising deviant behavior. That these frames of reference dictate orientations varying greatly in the degree to which they are compatible with psychiatric views may well have strong implications for community programs. Leaders are important both as agents of existing social norms and as potential innovators. Their appraisals of problems of mental disorder are thus factors to be reckoned with by agencies planning and coordinating community services for prevention, treatment, and rehabilitation. The leaders' orientations also have implications for the content, methods, and direction of mental health education aimed at more effective communication between the mental health professions and the community. Certain of our findings are especially relevant to programs in both service and mental health education. The political-legal leaders, with strong reputations for influence in the community, showed high tendencies to recognize mental illness in case descriptions of mental disorder, and to advocate help from the mental health professions. Yet it is the educational leaders, low in reputation for influence, who have the orientation most congruent with a psychiatric frame of reference; least congruent with psychiatric views are the orientations of the economic and religious leaders. The former are high in reputation for influence, and the latter are those most likely to be called upon to deal with problems of mental disorder by virtue of their leadership positions.

Some Observations on the Health Education Content of Buddhism

Some Observations on the Health Education Content of Buddhism

Prevention of Lung Cancer

<h3>Background</h3> Rheumatoid arthritis (RA) is a chronic, systemic, autoimmune disease which impacting on physical, psychosocial and economic aspects. Poor disease control will cause flare up and remission periodically and increase the risk of deformity. Various studies indicating that patient education on disease knowledge, treatment plan and self-management skill are all contributing factors for disease control and successful coping with long-term condition. However, barriers such as knowledge deficit on disease and related treatments are common in general public, a patient education and empowerment program (PEEP) was then designed and conducted for newly diagnosed RA patients in a regional hospital of Hong Kong. <h3>Objectives</h3> To evaluate the effectiveness of PEEP on improving disease control; patient9s functional ability and self-management knowledge for newly diagnosed RA patients. <h3>Methods</h3> This was a retrospective and observational study, the data retrieved from January 2014 to December 2015. Patients with newly diagnosed RA were recruited into a health education and patient empowerment program (PEEP) conducted by specialist nurse in rheumatology. The program included one-to-one interview in nurse-led clinic and telephone advice line (TAL) support. A health education checklist was designed to standardize the health education content and ensure essential information was delivered to participants. A disease knowledge assessment form to assess disease knowledge, medication management and self-management skill was designed to measure patient9s understanding; and health assessment questionnaire (HAQ) was used to assess patient9s functional ability and health outcome. Patient9s knowledge score accompanied with disease activity score (DAS 28) and HAQ score were collected before and after the PEEP. <h3>Results</h3> Until the end of year 2015, totally 73 patients have been recruited into the program. 51 patients attended the program once and 22 patients attended twice. Age of participants between 17 and 79, majority (82.2%) was female. Mean knowledge assessment score was increased from 22.6% to 72% after PEEP, reflecting an average increase of 49.4% in the knowledge of disease, treatment and self-management skill. Mean DAS 28 score before PEEP was 4.44 (2.05 to 7.27) while post PEEP was 3.61 (1.55 to 7.0) which indicated improvement on arthritis control (mean difference -0.83; P&lt;0.0001). Mean HAQ score of pre and post PEEP were 0.84 and 0.59 respectively indicated an improved functional and health outcome. During the study period, TAL support was sought for 41 times, in which 19 episodes were related to drug problems and 10 episodes were related to disease flare up. <h3>Conclusions</h3> Health education is an effective way to increase patient9s disease knowledge, improve medication management and enhance self-management skill; which also contribute to better disease control and better functional ability. A structured and comprehensive patient education and self-management program should be promoted for all newly diagnosed RA patients. <h3>Disclosure of Interest</h3> None declared

Summer School in Health Education

THE Central Council for Health Education will hold one residential summer school in England, this year, at Somerville College, Oxford, during August 14-28 inclusive. The directors of the school will be Miss D. E. M. Gardner, head of the ChildfDevelopment Department, University of London Institute of Educa-tion, and Dr. Robert Sutherland, medical adviser and secretary to the Council. The school is intended primarily for those who have to do with the training and care of children and young people-teachers, youth leaders, health visitors, school nurses, educational and medical administrators, training organisers, welfare superintendents, sanitary inspectors and students. The object of the school is to present the general content, methods and practice of health education. Mornings will be devoted to lectures in physiology, psychology, the biology of infection, sociology and health, as well as to lectures, demonstrations and discussions on the various methods and applications of health education. Evening lectures will deal with wider educational, psychological, social, philosophical, and spiritual aspects. There will be opportunity for discussion under experienced leaders, for viewing health films and acquiring technique in visual aids. The afternoons will be left free for optional visits, sports and physical recreation under expert leadership. Local authorities will be asked to consider the possibility of nominating students to attend the school. The inclusive fee will be £14 14s. Further details can be obtained from the Medical Adviser and Secretary, the Central Council for Health Education, Tavistock House, Tavistock Square, London, W.C.I.

The Content and Method of Health EducationThe Laws of Health and How to Teach Them. Charles-Edward Amory Winslow , Pauline Brooks Williamson

The Content and Method of Health Education<i>The Laws of Health and How to Teach Them</i>. Charles-Edward Amory Winslow , Pauline Brooks Williamson