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CPH laboratory > Health Education and Health Promotion [2026] > Flashcards

Health Education and Health Promotion [2026] Flashcards

1
Q

“Health education is a process that bridges the gap between health information and health practice”

A

(Presidents Committee on Health Education, 1973)

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2
Q

It was designed to improve health literacy, knowledge, and life skills which are conducive to individual and community health

A

HEALTH EDUCATION

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3
Q

HEALTH EDUCATION
Can be take place in various settings:

A

o Health care stings
o Schools
o Communities
o Workplace

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4
Q

“Process of enabling people to increase control over, and to improve their health.” (WHO)

A

HEALTH PROMOTION

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5
Q

About improving our health

A

HEALTH PROMOTION

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6
Q

“State of complete, physical, mental, and
social well-being rather than a mere absence of disease

A

WHO

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7
Q

HEALTH PROMOTION
There are varieties of factors that have an impact to our health:

A

o Social
o Environmental
o Economic conditions

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8
Q

It tries to improve health not only by targeting people at individual level to change their behavior but by taking a comprehensive approach addressing a broad spectrum of health factors and determinants

A

Health promotion

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9
Q

There are many action areas to promote health:

A
  1. Policies and laws that support and promotes health
  2. Community or groups that promote health
  3. Promoting health in different online programs that may provide information on different diseases
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10
Q

Requires everyone to wear seatbelts or helmets, smoking restrictions in public areas)

A

o Policies and laws that support and promotes health

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11
Q

Community fun runs that promote people to be active, community kitchen that promote healthy eating

A

o Community or groups that promote health

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12
Q

Webinars that teach people how to manage and prevent certain disease

A

o Promoting health in different online programs that may provide information on different diseases

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13
Q

MODELS IN HEALTH EDUCATION AND PROMOTION

A
  • Precede-Proceed
  • PATCH
  • MATCH
  • Intervention Mapping
  • APEXPH
  • PEN-3 Model
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14
Q

MODELS IN HEALTH EDUCATION AND PROMOTION GOAL?

A

Goal: to create a health program that promote health in a
community

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15
Q

MODELS IN HEALTH EDUCATION AND PROMOTION

Differs in approach;

A

assessing the problem and
implementation of health program

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16
Q

One of the best known and most used planning models in community and public health

A

PRECEDE – PROCEED

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17
Q

PRECEDE means

A

PRECEDE
Predisposing,
Reinforcing, and
Enabling
Constructs in
Educational/Ecological
Diagnosis and
Evaluation

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18
Q

Precede Purpose:

A

Generate objectives that will be targeted in future health programs

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19
Q
  • By collecting information regarding a community or group of people that will aid us in decision making to implement a health program
  • Assess the target population
A

Precede

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20
Q

PROCEED means

A

Policy,
Regulatory, and
Organizational
Constructs in
Educational and
Environmental
Development

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21
Q

PROCEED purpose:

A

Meet the objectives identified in the PRECEDE phase

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22
Q

How to know if the objectives are achieved:

A

Thru the implementation and evaluation of health programs

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23
Q

The first four steps are the precede phase

A

Step 1. Social assessment and situational analysis

Step 2. Epidemiological assessment

Step 3. Educational and ecological assessment

Step 4. Intervention alignment and administrative and policy assessment

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24
Q
  • We are looking or assessing the causes of a health issues in the community to see what interventions or programs can be implement to address the problem
  • It represents the process that happens before the implementation of health programs
A

The first four steps are the precede phase (steps 1-4)

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25
Q

o We are looking for the thing that come after identifying the problem in a community

o Refers to the implementation and evaluation of the health program

A

The last 4 steps are the proceed phase (steps 1-4)

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26
Q

o Evaluation of current quality of life of the target population.

o We can know if the majority of the population is facing low income levels or if there are no opportunities of physical activities that result to health problems

o We will consult the people in the community what hinders their quality of life

A

Step 1. Social assessment and situational analysis

HIGHLIGHT:
- Evaluation
- Consultation

(SASA)

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27
Q

o Identify health problems that are contributing or interacting to the quality of life concerns identified in the social assessment

o Identify determinants that cause the health problem

A

Step 2. Epidemiological assessment

(EA)

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28
Q

o In identifying the determinants, we can accomplish it thru 2 tasks:

A

 5D
 Genetics, behaviors, and environment

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29
Q

5D

A
  • Death, Disease, Disability, Discomfort, and Dissatisfaction
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30
Q
  • We should also know the family history or health behavior of the target population as well as the condition of their environment to assess what contribute or cayuse their health problems
A

 Genetics, behaviors, and environment

31
Q
  • We should also know the family history or health behavior of the target population as well as the condition of their environment to assess what contribute or cayuse their health problems
A

Genetics, behaviors, and environment

(GBE)

32
Q

o After identifying specific health problems, identify the 3 categories of factors that can affect the health behaviors and attitudes of an individual

A

Step 3. Educational and ecological assessment

(EAEA)

33
Q
  • Step 3. Educational and ecological assessment

Categories of Factors:

A
  • Predisposing Factors
  • Enabling Factors
  • Reinforcing Factors
34
Q
  • Antecedents of behavioral change that provide rationale or motivation for the behavior
  • Something that happens before the current behavior takes place
  • Beliefs
  • Attitudes
  • Knowledge
  • Values
  • Health literacy
A

 Predisposing Factors

35
Q
  • Antecedents to behavioral or environmental change that allow a motivation or environmental policy to be realized
  • Availability
  • Accessibility
  • Affordability of resources, laws, and policies
A

 Enabling Factors

36
Q
  • Factors following a behavior that provide the continuing reward or incentive for the persistence or repetition of the behavior
  • Social reinforcements, positive or negative feedback from family members, friends, and health care provider
A

 Reinforcing Factors

37
Q

Step 4

A

Step 4. Intervention alignment and administrative and policy assessment

38
Q

Step 4. Intervention alignment and administrative and policy assessment

o Two aspects:

A

 Intervention alignment

 Administrative and policy assessment

39
Q
  • Intervention strategies should match with each objective to create logical choices of actions
A

 Intervention alignment

40
Q
  • Identification of administrative and policy factors that influence implementation of the program to avoid implementation problems
A

 Administrative and policy assessment

41
Q

o Assess if the budget or resources, manpower, and timetable for implementing a specific program to know all possible factors that can affect the health program before implementation

A

Intervention alignment and administrative and policy assessment

42
Q
  • Step 5
A

Implementation

43
Q
  • Step 6
A

Process evaluation

44
Q

o Type of ____________ that measures the extent to which a program is delivered as it was conceptualized

A

Step 6. Process evaluation
o Type of evaluation that measures the extent to which a program is delivered as it was conceptualized

45
Q
  • Step 7.
A

Impact evaluation

46
Q

o Evaluate how big is the impact of the intervention in the community

o Assessment of the immediate or short-term
impact of a health program

A
  • Step 7. Impact evaluation
47
Q
  • Step 8
A

Outcome evaluation

48
Q

o Assessment of the long-term impact of a health program

A
  • Step 8. Outcome evaluation
49
Q

PATCH means

A

PLANNED APPROACH TO COMMUNITY HEALTH

50
Q

Developed by Centers for Disease Prevention and Control (CDC) in 1970s and released for use in 1983

A

PLANNED APPROACH TO COMMUNITY HEALTH (PATCH)

51
Q
  • Developed by Centers for Disease Prevention and Control (CDC) in ___ and released for use in _______
A

1970s
1983

52
Q

o Also used for planning, conducting, and evaluating health promotion and programs

A
  • Five – step planning model
53
Q
  • Not only a program ________ to help communities plan, implement, and evaluate health promotion programs but also a means of creating partnerships among federal, state and local health agencies.
A
  • Five – step planning model
54
Q
  • This model builds linkages within the community and between the community in other local health agencies.
A

Five – step planning model

55
Q
  • Basic concepts of PATCH:
A
  1. Diffusion of effective strategies
  2. Local ownership
  3. Vertical and horizontal networks
56
Q

it connects the local health departments with other local health departments

A

Horizontal network system

57
Q

 Involves creating a practical tool whereby successful intervention strategies can be described and share among local health departments

A

o Diffusion of effective strategies

58
Q

 The community members should be involved in the program planning process and should take ownership at the grassroots level

A

o Local ownership

59
Q

connects the local health departments with state and federal agencies

A

Vertical network system

60
Q

STEPS IN PATCH

A
  • Step 1: Mobilizing the community.
  • Step 2: Collecting and organizing data.
  • Step 3: Choosing health priorities and target groups.
  • Step 4: Choosing and conducting interventions.
  • Step 5: Evaluating the PATCH process and interventions.
61
Q

o The community to be addressed is identified, the participants are recruited from the community, partnerships are formed, and the demographic profile of the community is completed

A
  • Step 1: Mobilizing the community.
62
Q

o The community must be informed about the PATCH to gain their support particularly the community leaders

A
  • Step 1: Mobilizing the community.
63
Q
  • Step 2: Collecting and organizing data.
    o There are 5 suggested working groups in patch model
A

 Mortality and morbidity data group
 Behavioral group
 Community opinion group
 Public relations group
 Evaluation group

64
Q

o By synthesizing the data collected from step 2
o Analyze the data and determine the leading health problems in the community
o The community members also participate in analyzing the community data

A
  • Step 3: Choosing health priorities and target groups.
65
Q

o We need to develop intervention plan before implementing the health program which includes the strategies and timetable

A
  • Step 4: Choosing and conducting interventions.
66
Q

o Until evaluation, community members are still involved since they determine the endpoints of evaluation. There should be a feedback to provide to the community about the outcomes if the program that is implemented to encourage future participation and to planners for use in program improvement

A

Step 5: Evaluating the PATCH process and interventions

67
Q

o An integral part of the PATCH process

A
  • Step 5: Evaluating the PATCH process and interventions.
68
Q

Step 5: Evaluating the PATCH process and interventions.

o Serves 2 purposes

A

 To monitor and assess progress achieved during the 5 phases of PATCH

 To evaluate the interventions

69
Q

MATCH means

A

MULTILEVEL APPROACH TO COMMUNITY HEALTH (MATCH)

70
Q

when and who introduced MATCH

A

late 1980s
Simons-Morton, Greene and Gottlieb

71
Q

it that facilitates program planning.

A
  • Five – step planning model
72
Q
  • It places the health educator at the center of the planning and can be implemented without an extensive local needs assessment
A

MULTILEVEL APPROACH TO COMMUNITY HEALTH (MATCH)

73
Q
  • Incorporates findings from needs assessments, literature reviews, theory and logic into successful programs.
A

MULTILEVEL APPROACH TO COMMUNITY HEALTH (MATCH)

74
Q
A

CPH laboratory (9 decks)

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