Health Promotion Competencies Research Articles

Increase in dental hygienists’ competency and self-directed capacity after capstone-designed class on community dental hygiene

Objectives: This study aimed to verify the effect on students’ competency and self-directed capacity after a capstone-designed teaching method with community dental hygiene class. Methods: The study participants were 34 dental hygiene students taking a 4-year community dental hygiene course at a university located in City C. The research tool consisted of 52 questions on major competency and 20 questions on self-directed capacity. Results: After the capstone design class, overall dental hygienists’ competency increased (p<0.05), and competencies of clinical dental hygiene and community health promotion showed a high increase (p<0.001). As a result of analyzing the increase in dental hygienists’ competency according to self-directed learning ability, the group with low self-directed capacity showed high improvement in clinical dental hygiene competency and community oral health promotion competency. Conclusions: This study confirmed that the capstone-designed community dental hygiene class improved students’ competency and self-directed capacity, and suggests that it is an excellent teaching method for training competencies required for future society.

A preliminary analysis of passport to practice: investigating development of core competencies in undergraduate health promotion students.

Equipping tertiary health promotion students with skills and knowledge to contribute meaningfully to the health promotion workforce begins with enhancing their health promotion competence via well-designed curriculum. This includes a focus on work-integrated learning, global citizenship, professional identity and competency mapping in line with the International Union for Health Promotion and Education Core Competencies and Professional Standards for Health Promotion. In this paper we report baseline results for the Passport to Practice project, a mixed-methods prospective cohort study to track undergraduate health promotion student progress across their degree, to evaluate a new approach for assessing student achievement of the Competencies and Standards developed by the International Union for Health Promotion and Education. Baseline data were collected from first-year students via document analysis of student reflection papers (n = 40); and an online survey (n = 29) to measure self-reported health promotion competence, development of global citizenship and professional identity, and PebblePad usability. Findings suggest the Passport to Practice initiative positively contributed to professional identity and health promotion competence. Students appreciated work-integrated learning opportunities that enabled them to plan for future activities to address gaps in their competence; and students excelled in the social responsibility dimension of global citizenship but lagged in the political voice category of the global civic engagement dimension. Findings provide insights about strategies and concepts required to equip students with the skills and knowledge required for their role as health promotion practitioners to address complex public health challenges.

Formation of health-saving competence of future physical recreation specialists and teachers of health basics on the basis of interdisciplinary integration

The article deals with the problem of forming health-saving competence in future physical recreation specialists and health education teachers on the basis of interdisciplinary integration. Health and physical activity are important aspects of the overall well-being of society, so it is important to train qualified professionals who are able to promote and develop a healthy lifestyle among students and the public. The purpose of the article is to highlight the problem of forming the health-saving competence of future physical recreation specialists and teachers of health basics. Main tasks: to carry out a content analysis of literary sources on this problem, to consider ways of forming health-saving competence of future specialists in physical recreation and teachers of health basics on the basis of interdisciplinary integration. Conclusions The formation of health-saving competence in future physical recreation specialists and health education teachers can be achieved through interdisciplinary integration. This approach allows combining knowledge of physical recreation with the basics of health, which contributes to the development of a comprehensive understanding of health and a healthy lifestyle. herefore, it is important to implement an integrated approach to education through the use of interdisciplinary links, as only on the basis of interdisciplinary integration, using the base and scientific potential of fundamental biomedical and natural science disciplines, future specialists in the field of physical culture and sports - physical recreation specialists and teachers of health basics - will be able to acquire competencies that will allow them to holistically solve professional and practical tasks of health promotion and acquire health promotion competence.

Part 3 - Competencies in Health Promotion and Public Health Practice

Part 3 - Competencies in Health Promotion and Public Health Practice

Nursing care and health promotion competencies in cardiometabolic diseases: A scoping review

Objective: The aim was to map, in the scientific literature, nursing care and health promotion competencies in cardiometabolic diseases in the light of the Galway Consensus.Methods: This is a scoping review carried out in accordance with the JBI recommendations, from November 2021 to January 2022, in five databases. The studies were analyzed according to the Galway Consensus competency domains: catalysing change, leadership, assessment, planning, implementation, evaluation, advocacy and partnerships.Results: A total of 85 studies were included in the review, and existing scientific production points out that nurses carry out comprehensive actions, which involve educational interventions, follow-up of nursing at home and at the health institution for individuals/families, health service management and partnership articulation to guarantee longitudinal, comprehensive, qualified and network-integrated care. The most highlighted domain was catalysing change, followed by assessment, planning, implementation, partnerships, advocacy and evaluation. Care such as health education, guidance on healthy eating habits, physical activity, weight reduction, smoking cessation and foot care/shoe use stood out, in addition to guidance on drug treatment, counseling, care/support for the family, home visits, follow-up by telephone and referral to a nutritionist and other professionals.Conclusions: It is necessary to strengthen competencies such as leadership and health advocacy in health promoting nurses, considering that few studies related to such themes were identified.

Competence of Public Health Center Health Extension Officers in the Tual City Health Service Work Area

This research aims to determine health promotion competency through the abilities, attitudes, and skills of Community Health Center extension officers in the work area of the Tual City Health Service. This research is qualitative research with a case study approach. There were 13 informants with the criteria as holders of the Promkes Program at the Community Health Center. Data collection techniques use in-depth interviews and activity documentation. The research results show that the officers' abilities regarding health promotion, competence, strategies, methods, and media use are still based on experience because the professionalism of extension officers has not been standardized. Officers' efforts still need to meet national standard health promotion coverage. The attitude of officers needs to be improved because it is hampered by the lack of supporting facilities and infrastructure for counseling and the monotonous creativity of officers due to lack of training. Officers' skills in using media are adequate, although still limited to print media and cross-sector collaboration. Difficulty accessing transportation and lighting equipment (electricity), especially at community health centers located on islands, is the cause of hampered health education.

Development of a capacity-building program for older adults on health management and promotion for older adults in urban communities, Bangkok Metropolis

Development of a capacity-building program for older adults in health management and promotion is necessary for readiness for the complete-aged society in Thailand. Little is known about programs that reinforce older adults' capacities in health management and promotion in urban communities. This research and development design aimed to develop and determine the effects of a capacity-building program on health management and promotion for older adults in urban communities. A program was held in two sections totaling 90 hours, including coursework and practical sections. This program covered health education, chronic condition management, and health promotion for older adults. The program was evaluated for appropriateness and feasibility by five experts. Forty-four older adults met the criteria and were selected by simple random sampling from nine communities. Data were collected using questionnaires at baseline, post-intervention, and a 1-month follow-up after the end of the intervention. The instruments used for data collection included a demographic questionnaire, a self-assessment on the capacity of older adults, and a self-assessment competency questionnaire on health management and promotion. Descriptive statistics and paired sample t-test were used for the data analysis. After the intervention, the findings showed that the mean score of the capacity of older adults was significantly higher than before receiving the intervention (38.61 ± 4.03, p <.001). When comparing each dimension, the results found the mean scores for knowledge, attitude, and capacity for health management and promotion of older adults to be 11.77 ± 1.79, p <.001, 4.09 ± .39, p <.001, 3.72 ± .057, p <.001, respectively. The one-month follow-up revealed that most older adults had a moderate (53.3%) and high (46.5%) level of health management and promotion competency. This study indicates that the capacity-building program for older adults is effective and needs to be implemented in urban communities.

Health promotion competencies in the multidisciplinary residency: capacity for change and health advocacy.

Health Promotion consists of individual and group strategies to achieve equity and reduce risks related to the Social Determinants of Health. This study aims to analyze the Capacity for Change and Health Advocacy domains of the CompHP in the reality of a Multidisciplinary Residency Program in Family and Community Health. This qualitative exploratory research was conducted with twenty-one participants. Data were interpreted through Discourse Analysis under the lens of Depth Hermeneutics. In the capacity for change, we identified that promoting healthy lifestyles is insufficient to develop autonomous and emancipated individuals in the search for decent living conditions. Concerning health advocacy, residents guide clients on the importance of popular participation in spaces intended for social control in Primary Health Care.

The development of health promotion competence in teaching world literature

The aim of the article is to show how the health promotion technology can be used to ensure life safety (according to S. Postoienko), and raise students’ awareness about healthy behavior in integrated classes when learning of E. Ionesco’s drama «Rhinoceros» (World literature) and go on to summarize and systematize the acquired knowledge while learning the topic «The Mob» (Life safety). The methodology of the survey is range of scientific methods and approaches. A content-oriented approach has been applied to identify content-based integration of academic disciplines in one topic. The activity-based approach made it possible for university students to acquire new knowledge in the process of their independent educational and cognitive activity. The comparative method helps to compare the images created by E. Ionesco with the literary process and the traditions of world literature, and to reveal the author innovation in the field of eidology. The scientific novelty: the article describes the model of an integrated lesson «The Mob», which helps to summarize the theoretical knowledge on the topic. Students correlate their ideas about the mob psychology and the characters’ behavior in E. Ionesco’s drama «Rhinoceros» (lack of personality and responsibility for their actions; low intelligence and high emotionality; being influenced by a leader; high impressionability; rapid mood swings). Conclusion. One of the key objectives of higher education, which is in line with the social policy of our government, is to preserve and promote public health. The study program for getting bachelor’s degree aims to build health promotion competence among university students providing the health promotion technologies to be used during their studies. Non-standard approaches and the use of health promotion technology contribute to the development of students; skills to use psychological and pedagogical techniques, methods, approaches to solve the problems of preserving and promoting public health, and acquiring the necessary professional skills for their future career. Keywords: integrated learning, world literature, life safety, health promotion technology, health promotion competence.

The Key Role of Psychosocial Competencies in Evidence-Based Youth Mental Health Promotion: Academic Support in Consolidating a National Strategy in France

Psychosocial competencies, also known as psychosocial skills or life skills, are essential for the prevention and promotion of mental health. Since the beginning of this century, psychosocial competencies have been defined as the ability to develop positive mental health. Most individual or social mental health protection programs are related to psychosocial competencies. A majority of evidence-based programs that develop mental health explicitly aim at developing psychosocial competencies, either exclusively or with complementary approaches. Many of these programs have demonstrated their effectiveness, with lasting effects on reduced anxiety and depression symptoms, violent and risky behaviors, and improved well-being and academic success. Based on international meta-analyses and on 20 years of French national and local experiences, a national strategy to develop psychosocial competencies was launched in France in 2021 for all children from 3 to 25 years old. Two reports on evidence-based psychosocial competence development were published in 2022 by the national agency for public health-Santé publique France (Public Health France)-to support this deployment strategy and develop a common evidence-based culture in health and education. This article presents the French national strategy as an example of a means of increasing evidence-based mental health promotion while discussing the importance of cultural adaptation of such programs.

Teaching health promotion competencies in undergraduate dentistry training: A unique pedagogical approach.

Using appropriate pedagogical approaches in undergraduate dentistry training is important to develop student's health promotion knowledge, and to shape their attitude towards using these competencies in future dentistry practice. This brief report documents the signature pedagogical approach developed for an undergraduate health science subject at James Cook University, to teach dentistry students health promotion competencies. The signature pedagogy involves three key approaches - experiential learning, cooperative learning and inquiry-based learning. Experiential learning "beyond the classroom" enables students to develop and deliver a school-based oral health promotion program. "Inside the classroom," role-plays encourage students to apply their health promotion skills to real-world dentistry scenarios. Cooperative learning techniques such as "think, pair, share" create a supportive environment for students to confidently exchange ideas; and inquiry-based learning engages students in thinking critically about health promotion strategies to address contemporary oral health challenges. These pedagogical approaches have developed student's understanding of the health promotion competencies required of a newly qualified dentist. Pedagogical approaches that engage dentistry students in experiential, cooperative and inquiry-based learning are important considerations for undergraduate teaching, to strengthen understanding of health promotion and to help shape student's attitude towards using these competencies in future dentistry practice.

Planetary health pedagogy: Preparing health promoters for 21st-century environmental challenges.

Multiple interconnected drivers threaten the health and wellbeing of humans and the environment, including biodiversity loss, climate change, pollution, rapid urbanisation and displacement. This requires enhanced literacy on health of the environment and innovation in problem conceptualisation and cross-sectoral solutions. Contemporary mandates (eg, Ottawa Charter) task health promoters to tackle the human and environmental health crisis. To address the complex determinants across multiple settings, health promotion graduates require competencies in interdisciplinary collaboration grounded in systems thinking. They also require knowledge and agility to leverage multiple gains from health promotion action that benefits people and planet. Similarly, health promotion practitioners are currently aware of the need for skills to deliver co-benefits to people and planet. Planetary health, as theory and framework, provides a socio-ecological focus, systems thinking approach, co-benefits framework for action and foundational basis to enhance health promotion graduates' skills and competencies to address multiple health and planetary challenges. To date, there have been limited practical attempts to address these challenges. A desktop review and synthesis of teaching and learning scholarship in planetary health were coupled with iterative critical reflections of teaching practice, and the use of two case studies, to illuminate innovations in health promotion competencies. Two examples of how planetary health promotion challenges are addressed through teaching and learning scholarship are presented to illustrate the use of a tailored sustainability tool and a deliberative interdisciplinary approach to collaboration, delivered within a course that constructively aligns curriculum content and assessment. A bespoke model, the Sustainability Wheel of Fortune, combined with constructive interactive teaching approaches, adds interdisciplinary collaboration and systems thinking approaches to the knowledge and practice of planetary health. A postgraduate microcredential fast-tracks knowledge and skills acquisition for recent graduates and established practitioners interested in upskilling for planning planet and population health co-benefits. SO WHAT?: The Sustainability Wheel of Fortune provides health promotion students with a model for understanding, and addressing, complex global and local challenges. The microcredential builds on health promotion competencies to develop interdisciplinary and systems-based approaches to planetary health challenges.

Beyond the safe and censored: outcomes from student experiences within a pedagogy of discomfort.

Educators continue to seek teaching and learning strategies to augment student self-empowerment, agency and professional skills. This qualitative study analysed students' own evolving perspectives when Boler's pedagogy of discomfort was used to redevelop curriculum. Changes over time were examined regarding personal and professional development in public health and health promotion, including those most significant to the students themselves. Participants were final-year Australian undergraduate health students (n = 91) who applied a thematic analysis to their regular online 'blogs', articulating their thoughts and opinions about what they observed regarding unit content and tasks throughout the trimester. The researchers then conducted their own analysis to identify patterns and trends within the depth and breadth of student perceptions. Findings revealed that the personal and professional growth educators seek to instil arose spontaneously from students' increasing self-awareness, rather than classroom prompting or instruction and occurred in specific ways. This study chartered the course of how students challenged their own typical values and limiting beliefs, becoming more aligned and reflective of health promotion competencies. Other positive self-transformation was also identified, such as cultivating an open mind, shifts from victim-blaming to increasing compassion and empathy, through to the importance of finding their own voice. Future comparable studies including postgraduate students and diverse student groups are encouraged.

A comparison of face-to-face and fully online problem-based learning: Student results and staff experiences, 2014-2020.

Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university. A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n=5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. Student sample (n=472) consisted face-to-face (n=358, 75.8%) and online (n=114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P= .007) and 2019 (P= .001). Final Unit Achievement was significantly higher for fully online students compared with face-to-face students in 2018 (P= .017) and 2019 (P= .043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face-to-face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self-directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. SO WHAT?: Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.

Embedding experiential learning in undergraduate health promotion curriculum.

The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation. The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely "experiment" and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university. SO WHAT?: The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.

Readiness of Health Professionals, Undergraduate Medical Curriculum and on-the-job Training on Noncommunicable Diseases in Bangladesh to achieve Program Objectives- an Operational Research Study

Health professionals need competency in the assessment and outcome evaluation of several health behaviors related to NCDs and their risk factors. Assessment of the curricula in health professional education programs with respect to health promotion competencies is a compelling and potentially costeffective initial means of preventing and reversing the trend of non-communicable diseases. Learning evidence-based health promotion competencies within an inter-professional context would help students maximize the use of nonpharmacologic/ non-surgical approaches and the contribution of each member of the health team. This operational research study was initiated by Noncommunicable Disease Control Program (NCDC) of GOB to assess the readiness of the medical graduates to achieve the primary program objective “to reduce premature (40-69 years age group) death by 33% by the year 2030”. The program also wanted to review the existing undergraduate curriculum to determine the need for a change to achieve program objectives. The activity was delegated to Bangladesh College of Physicians & Surgeons (BCPS), to develop the recommendations for the NCD program. The study was designed as a cross-sectional mixed-method study adopting both quantitative and qualitative methods. Quantitative data were obtained from new graduates (12 medical colleges’ public & private) and older graduates from the existing public healthcare services. In-depth interviews (IDI), Key informant interviews (KII) & opinion gathering workshops were adopted to collect qualitative data. Senior medical teachers teaching NCD subjects were included in the qualitative process. Quantitative data were analyzed by using SPSS 20.0. Qualitative data was audio-recorded and transcribed by the anthropologist team. The curriculum review was done manually by using content analysis of the whole curriculum. The total number of respondents for the quantitative survey was 678, new graduates 348 (51%), older graduates 330 (49%). Among older graduates, 178 (54%) had no previous training, and 152 (46%) received some form of on-the-job training on NCDs by the program. The 12 IDI, 7 KII and 4 workshops participated by 88 senior teachers participated in recommendations development. The knowledge of 4 major NCDs, four major risk factors, PEN, and contribution of death from major NCDs was incorrect, suggesting a lack of conceptual and contextual understanding of the NCD prevention and control program. Qualitative investigation & opinion of the teachers suggested a lack of awareness of teachers regarding the control program, revealing a lack of communication and coordination between the program and academia, and the present curriculum is inadequate for NCD learning by the students. It can be concluded that the existing curriculum is inadequate in terms of program orientation and necessary skills to achieve the program objectives. A structured training program using a training module covering the concept and content on prevention and control of NCDs in a country perspective is essential for the current graduates. Major NCD education in the existing curriculum requires to be urgently updated and could be best offered by using a teaching-learning module on major NCDs. J Bangladesh Coll Phys Surg 2022; 40: 95-105

Curriculum mapping of health promotion competencies in dental and oral health training programmes in Australia.

Dental diseases are chronic conditions that place a significant burden on the population's health; however, they are mostly preventable using a range of health promotion strategies Health promotion is a core competency for all dental and oral health graduates, but little is known about what health promotion content is taught in undergraduate degrees. The aim of this study was to explore the dental and oral health content in Australian undergraduate dental and oral health degrees and map against the last two versions of the Australian Dental Council (ADC) health promotion competencies. All ADC-accredited dental and oral health courses delivered at Australian universities in 2019 were eligible to be included. Key words were used to locate subjects within the courses that contained health promotion content. This was analysed and ranked against the last two versions (2011 and 2016) of the ADC health promotion competencies. The competencies were then ranked using Blooms updated "six levels of thinking." Seven oral health and eight dental courses were mapped. The number of health promotion subjects in courses varied substantially; the percentage of subjects that contained health promotion in oral health courses ranged from 30% to 75% and 16% to 60% for dental courses. All oral health courses were explicitly meeting the current ADC health promotion competencies, however, only half of the dental courses met the competency standards. Curriculum mapping provided a snapshot of the health promotion content within dental and oral health degrees in Australia. Evaluations of the extent to which these courses meet the ADC competencies provide useful information for students, clinicians and policy makers. SO WHAT?: This study provides evidence that health promotion training is occurring at varying levels. However, in dentistry, not all the ADC health promotion competencies are being met. A change is needed in the ADC health promotion competencies and ethos of academics involved in the development of curriculum to include and give appropriate attention to health promotion theory, especially advocacy. This will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care and sugar-sweetened beverage taxes.

Competencies for health promotion in multiprofessional residency programs: Diagnosis, Planning, Implementation, Evaluation and Research Domains

Para que as ações de promoção da saúde possam impulsionar mudanças na saúde dos usuários, faz-se necessário o desenvolvimento de competências que auxiliem na sua efetivação. O estudo avaliou os limites e as potencialidades para a incorporação dos domínios Diagnóstico; Planejamento; Implementação; e Avaliação e Pesquisa do Developing Competenciesand Professional Standards for Health Promotion Capacity Building in Europe (CompHP) na realidade de uma residência multiprofissional em Saúde da Família e Comunidade. Pesquisa qualitativa realizada com residentes, tutores e preceptores. Foi utilizada a Hermenêutica de Profundidade, à luz da Análise de Discurso. O desenvolvimento de competências nos domínios do Diagnóstico; Planejamento; Implementação; e Avaliação e Pesquisa foram estratégicos para a formação dos residentes. Elas apresentaram potencial para a implementação e qualificação das ações de promoção da saúde no âmbito da Atenção Primária em Saúde. Por outro lado, lacunas durante o processo formativo dos residentes não possibilitaram uma maior clareza para a aquisição dessas competências.

Nurse's competences in promoting women's health in light of the Galway Consensus.

to identify nurses' competences in promoting women's health. descriptive study with a qualitative approach that adopted the Galway Consensus as a theoretical-methodological framework. Data collection was performed through semi-structured interviews. most of the Galway Consensus' competence domains were present in the nurses' interventions related to health promotion in women's care. "Assessment of needs" and "Implementation" were the most highlighted domains, followed by "Leadership" and "Impact assessment". The domain "Defending/Advocating Rights" was not identified. within the nurses' work with women, some of the Galway Consensus domains of competencies for health promotion were present. However, there is a need, in the context of continuous health education, to expand strategies and enhance the development and application of these health promotion competences.

Intersectoral partnerships and competencies for mental health promotion: a Delphi-based qualitative study in Finland.

The importance of intersectoral collaboration and partnership working in mental health promotion, together with the requisite competencies for effective collaboration, is widely acknowledged. This Delphi-based qualitative study examined how intersectoral collaboration and partnership work are constructed and adopted in mental health promotion practice. Descriptive data from a Delphi panel of mental health promotion practitioners working in the health sector (n = 32) were used as a data source. Thematic analysis was used to analyze the data. Applying the theory of collaborative advantage, eight themes of collaboration advantage and the related competencies were identified: management structure, leadership, communication and language, common aims, working processes, resources, trust, and commitment and determination. The themes capture the competencies required to influence and work with others to improve the mental health and wellbeing of individuals and communities. The identified theme areas can be used to inform education and training and capacity building for professional practice in mental health promotion. Future research is needed to explore other possible collaborative advantage themes in mental health promotion practice and the competencies required to facilitate effective partnerships across sectors. Further investigations are also needed on the identified theme areas in order to develop and guide capacity building and training in mental health promotion.