UNIT 1 The Context of Teaching Health Education - UNIT 1.3 Health Education Flashcards
1
Q
Old English Times: ________ = to heal
A
“Haelen”
2
Q
Middle English: = to be sound in body, mind, and
spirit
A
“Helthe”
3
Q
-“prolong life and prevent
disease”
A
Classic Greek (medicine)
4
Q
Hippocratic philosophy:
A
“Healthy mind in a healthy Body”
5
Q
is a punishment by God
A
Disease
6
Q
They pray in a special healing temple called
A
Asclepeia
7
Q
Goddess of Greek Medicine
A
Asclepius
8
Q
defined and emphasized on environmental
causes, natural treatments of disease, importance of
psychological factors, nutrition (diet) , and lifestyle
A
Hippocrates
9
Q
- Science of Life
- Holistic Approach to Healthcare
A
Ancient India (medicine):
“Ayurveda”
10
Q
- “It is a state of complete physical, mental and social well being and not merely the absence of disease or
infirmity.” - It is a dynamic state.
A
Health
(After World War II, WHO 1948)
11
Q
Limitations of 1948 WHO’s definition of health:
A
- Health is dynamic, not a state
- The dimensions are inadequate
- The definition is subjective
- Measurement is difficult
- The definition is idealistic rather than realistic
- Health is not an end but as means
- The definition lacks community orientation
12
Q
Anatomical integrity and physiological functioning of the body.
Dimensions of Health
A
Physical health
13
Q
- Presence of all body parts
Dimensions of Health
A
Physical health
14
Q
all of them are in their natural place and
position
Dimensions of Health
A
Physical health
15
Q
- absence of pathology
Dimensions of Health
A
Physical health
16
Q
- proper physiological function
Dimensions of Health
A
Physical health
17
Q
- working harmoniously
Dimensions of Health
A
Physical health
18
Q
Ability to learn and think clearly.
Dimensions of Health
A
Mental health
19
Q
able to handle day-to-day events and
obstacles
Dimensions of Health
A
Mental health
20
Q
- work towards important goals
Dimensions of Health
A
Mental health
21
Q
- function effectively in society
Dimensions of Health
A
Mental health
22
Q
Ability to make and maintain acceptable
interactions with other people
Dimensions of Health
A
Social health
23
Q
- build relationship with others
Dimensions of Health
A
Social health
23
Q
- Empathy
Dimensions of Health
A
Social health
24
* connect to positive social network
| Dimensions of Health
Social health
25
Existence of some pathology or abnormality of
the body, which is capable of detection using, accepted
investigation method.
Disease
26
* dealing with conflict appropriately
| Dimensions of Health
Social health
27
Subjective state of a Person who feels aware of not
being well
Illness
28
State of social dysfunction; Need to be policed
by medical professionals—schizophrenic individuals
Sickness
29
It is the communication of information about knowledge,
skills and values of the society to each succeeding
generation to help them acquire the intellectual and practical
methods to function in society.
Education
30
It is the act of imparting or acquiring general knowledge,
developing the powers of reasoning and judgment, and
generally of preparing oneself or others intellectually for
mature life.
Education
31
“communication activity aimed
at enhancing positive health
and preventing or diminishing
ill-health in individuals and
groups through influencing the
beliefs, attitudes, and behavior
of those with power and of the
community at large.” (Downie,
Fyfe, and Tannahill, 1990)
Health Education (Downie,
Fyfe, and Tannahill, 1990)
32
any combination of learning
experiences designed to help individuals and
communities improve their health, by increasing their
knowledge or influencing their attitudes.”
Concepts of Health
Education (WHO, 1998)
33
“any combination of planned learning experiences
based on sound theories that provide individuals, groups,
and communities the opportunity to acquire information
and the skills needed to make quality health decisions.”
Concepts of Health
Education (Committee on Health Education, 2001)
34
“any planned combination of learning experiences
designed to predispose, enable, and reinforce voluntary
behavior conducive to health in individuals, groups, or
communities
Concepts of Health
Education (Green and Kreuter, 2005)
35
Health Education assumes that:
With Information, -> comes Increased knowledge -> a
change in attitude -> a change in behavior -> which
then results to better health outcomes
36
* Trial and error
Health Education
| Historical Development of Health Education
PRE-HISTORIC ERA
37
* Supernatural Beliefs and Treatments
| Historical Development of Health
Education
PRE-HISTORIC ERA
38
* Medical lore passed down from generation to generation
| Historical Development of Health
Education
PRE-HISTORIC ERA
39
* Throughout history people have always turned to
some type of medicine man or physician for
counsel
| Historical Development of Health
Education
PRE-HISTORIC ERA
40
* As a comparison to the irrigations systems and
the Nile River
| Historical Development of Health
Education
ANCIENT CULTURES
41
* Good hygiene practices
| Historical Development of Health
Education
ANCIENT CULTURES
42
* Hygiene have had a religious significance – priests washed more often than doctors
| Historical Development of Health
Education
ANCIENT CULTURES
43
* Preservation or mummification
| Historical Development of Health
Education
ANCIENT CULTURES
44
* Egyptians were the first to have doctors
| Historical Development of Health
Education
ANCIENT CULTURES
45
* Code of Hammurabi
| Historical Development of Health
Education
ANCIENT CULTURES
46
* Before science enabled us to determine pathogenic causes of disease, spiritual explanations and leadership prevailed
| Historical Development of Health
Education
ANCIENT CULTURES
47
* Birth of surgery
| Historical Development of Health
Education
ANCIENT CULTURES
48
* Civil Wars, overcrowding, poor sanitation
| Historical Development of Health
Education
MIDDLE AGES
49
* Christian Church opened medical schools
| Historical Development of Health
Education
MIDDLE AGES
50
* Monasteries made an effort to provide clean running water
and toilets
| Historical Development of Health
Education
MIDDLE AGES
51
Medieval hospitals provided by monasteries were built for
the poor, however, ill people were often turned away due to
fear of disease spreading
| Historical Development of Health
Education
MIDDLE AGES
52
* Disease was caused by sin or disobeying God
Time of great epidemics – bubonic plague
| Historical Development of Health
Education
MIDDLE AGES
53
* Doctors followed the ideas of Galen. They believed illness was cause by an imbalance in humors
| Historical Development of Health
Education
MIDDLE AGES
54
* They believed that God and Devil influenced health.
| Historical Development of Health
EducationHistorical Development of Heal
MIDDLE AGES
55
* Disease as punishment for sins
| Historical Development of Health
Education
MIDDLE AGES
56
* Astrology – Doctors studied star charts because they believed that
the movement of the planets affect people’s health
| Historical Development of Health
Education
MIDDLE AGES
57
* Rebirth – Beginning of change
| Historical Development of Health
Education
RENAISSANCE
58
* Disease and plague still rampant
| Historical Development of Health
EducationHistorical Development of Heal
RENAISSANCE
59
* William Harvey – Studied the Circulation of the Blood;
o identified the difference between arteries and veins
| Historical Development of Health
Education
RENAISSANCE
60
* Bloodletting popularized—animal to human first
transfusion—goat/lamb to humans
| Historical Development of Health
Education
RENAISSANCE
61
* “water casting”
| Historical Development of Health
Education
RENAISSANCE
62
* Leeuwenhoek discovered the microscope
| Historical Development of Health
Education
RENAISSANCE
63
* Hygiene of royalty
| Historical Development of Health
Education
RENAISSANCE
64
* OK to study the human body and anatomy advanced
| Historical Development of Health
Education
RENAISSANCE
65
Smallpox
| Historical Development of Health
Education
Age of Enlightenment
66
* Inoculation brought to Britain
by Lady Mary Wortley Montagu
| Historical Development of Health
Education
Age of Enlightenment
67
* Vaccination by Edward Jenner
| Historical Development of Health
Education
Age of Enlightenment
68
* 500 AD – Chinese version of Inoculation
| Historical Development of Health
Education
Age of Enlightenment
69
* 1842 Edwin Chadwick’s report - public health
improvements during the era of Queen Victoria.
| Historical Development of Health
Education
1800’s (Bacterial period of public Health)
70
* Louis Pasteur – Germ theory of disease
| Historical Development of Health
Education
1800’s (Bacterial period of public Health)
71
*Joseph Lister – antiseptic method
| Historical Development of Health
Education
1800’s (Bacterial period of public Health)
72
Louis Pasteur
| Historical Development of Health
Education
19th Century – The Era of Public Health
73
John Snow
| Historical Development of Health
Education
19th Century – The Era of Public Health
74
* Germ Theory - He stated that microorganisms are indeed present in the air and
can contaminate seemingly sterile solution, however air itself does not create
microbes
| Historical Development of Health
Education
Louis Pasteur
75
* He introduced fermentation, and pasteurization technique
| Historical Development of Health
Education
Louis Pasteur
76
* He provided evidence that microorganisms cannot originate from mystical forces
present in nonliving materials
| Historical Development of Health
Education
Louis Pasteur
77
* Development of vaccine against anthrax and rabies
| Historical Development of Health
Education
Louis Pasteur
78
Showed that cholera was waterborne and brought the situation under control
| Historical Development of Health
Education
John Snow
79
* CDC was established
| Historical Development of Health
EducationHistorical Development of Heal
* 1970’s: The Era of Prevention
80
* Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention was published
| Historical Development of Health
Education
1970’s: The Era of Prevention
81
*Initial Role Delineation study for Health Education
| Historical Development of Healthlopment of Health
EducationEducation
1980’s
82
* First Certified Health Education Specialists (CHES) recognized
| Historical Development of Health
Education
1980’s
83
* Competencies Update Project (CUP) - 6 yr project to reverify the entry-level health
education responsibilities, competencies and subcompetencies and to verify the advanced-level competencies and subcompetencies
| Historical Development of Health
Education
1990’S
83
Identifies Three Levels of practice
* Entry
* advanced 1
* advanced 2
84
performed by health educators with BS and MS and less than 5 yrs of experience
| Three Levels of practice
Entry
85
BS and MS with more than 5 yrs of experience
| Three Levels of practice
advanced 1
86
Health educators with PHD and 5 or more years of experience
| Three Levels of practice
advanced 2
87
* Unified Code of Ethics
| Historical Development of Health
Education
2000s
88
* Report of Joint Committee on Health Education & Promotion Terminology
| Historical Development of Health
Education
2000’S
89
* Outcome-Based Education & Practice
| Historical Development of Health
Education
2000’S
90
Patient Protection & Affordable Care Act (expand shealth care coverage)
| Historical Development of Health
Education
2000’S
91
“a professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to
facilitate the development of policies, procedures, interventions, and systems
conducive to the health of individuals, groups, and communities.” (Joint
Committee on Health Education and Promotion Terminology, 2001)
Health Educator
92
· Design and develop health education
programs.
Health Educator
92
· Perform health training needs
assessments.
Health Educator
93
· Develop health education curricula.
Health Educator
93
· Publish health education materials,
information papers, and grant proposals.
Health Educator
94
· Teach health in public and private
schools.
Health Educator
95
When working to improve the health of a
community, the first step is to assess the
health needs of that community.
| 7 Areas Of Responsibilty
Assess Needs, Resources, and Capacity
for Health Education/Promotion
96
look for areas where health is suffering due to a lack of health knowledge and/or poor
practices. Then, you will assess the availability of resources with which to better educate the community.
| 7 Areas Of Responsibilty
Assess Needs, Resources, and Capacity
for Health Education/Promotion
97
Once you have identified the health needs of
your community and how best to
communicate health knowledge, you have to
put together a plan.
| 7 Areas Of Responsibilty
Plan Health Education/Promotion
97
* consider budgets, the attitudes of stakeholders, timelines, government
regulations, and overall feasibility.
| 7 Areas Of Responsibilty
Plan Health Education/Promotion
98
overcome existing obstacles to reach as many
people in your community as possible.
| 7 Areas Of Responsibilty
Plan Health Education/Promotion
99
go out into your community and provide the education the community needs to
improve its overall health and address health-related needs of the community
| 7 Areas Of Responsibilty
Implement Health Education/Promotion
100
This phase can be highly rewarding as you
will develop practitioner skills by working with various populations and applying behavior change principles.
| 7 Areas Of Responsibilty
Implement Health Education/Promotion
101
As a health educator, your responsibilities extend
beyond the implementation of a health education or
promotion program.
| 7 Areas Of Responsibilty
Conduct Evaluation and Research Related to Health
Education/Promotion
102
evaluate your program as well as any other programs,
projects, or policies you’re involved in. This means you
must understand proper evaluation methodology and
have realistic, measurable objectives.
| 7 Areas Of Responsibilty
Conduct Evaluation and Research Related to Health
Education/Promotion
103
You can use tests, surveys, observation, medical data,
and other facts and figures to conduct an evaluation.
Once the evaluation is complete, you are expected to
share the results with the wider heath education and
promotion community to help improve future efforts.
| 7 Areas Of Responsibilty
Conduct Evaluation and Research Related to Health
Education/Promotion
104
health educators must be good managers,
capable of performing administrative tasks,
supervising staff, and working with community
stakeholders.
| 7 Areas Of Responsibilty
Administer and Manage Health
Education/Promotion
105
As a health educator, you’re expected to
make yourself available to answer community
health questions and help that community
understand and address health concerns.
| 7 Areas Of Responsibilty
Serve as a Health Education/Promotion
Resource Person
105
accurate health information, how to assess the
appropriateness of that information for your
community, and how to successfully
communicate that information
| 7 Areas Of Responsibilty
Serve as a Health Education/Promotion
Resource Person
106
health educators have a role in improving
local, national, and global health.
| 7 Areas Of Responsibilty
Communicate, Promote, and Advocate for
Health, Health Education/Promotion, and the
Profession
106
Health educators have the responsibility to
support and promote the profession to others
and to work with those in your profession to
maintain standards and achieve health
education and promotion goals.
| 7 Areas Of Responsibilty
Communicate, Promote, and Advocate for
Health, Health Education/Promotion, and the
Profession
107
Supports principles of
self-determination and freedom of choice for the individual
| Code of Ethics for the Health
Education Profession
Responsibility to the public
108
Exhibits professional
behavior
| Code of Ethics for the Health
Responsibility to the profession
109
Accountable for professional
activities and actions
| Code of Ethics for the Health
Responsibility to employers
110
Respects
the rights, dignity, confidentiality, and worth of people
| Code of Ethics for the Health
Responsibility in the delivery of health education
111
Conducts oneself
following federal and state laws, organizational and
institutional policies, and professional standards
| Code of Ethics for the Health
Responsibility in research and evaluation
112
Provides quality
education that benefits the profession and the public
| Code of Ethics for the Health
Responsibility in professional preparation
