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Quality Health Education. Responding to Client Needs. Presentation Objectives. Identify the leading causes of death and their risk factors Describe the role of health education in relation to self-actualization achievement - PowerPoint PPT Presentation
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J. Gaspar CSULA Student Health Center
Quality Health Education
Responding to Client Needs
J. Gaspar CSULA Student Health Center
Presentation Objectives
Identify the leading causes of death and their risk factors
Describe the role of health education in relation to self-actualization achievement
Discuss strategies for ensuring the delivery of quality health education
Describe CSULA Student Health Center health education services
J. Gaspar CSULA Student Health Center
The Link between Behavior and Health
J. Gaspar CSULA Student Health Center
Leading Causes of
Death & Their Risk Factors Leading causes of death (United States, 2005)*
Heart Disease: 652,091 Cancer: 559,312 Stroke (cerebrovascular diseases): 143,579 Chronic lower respiratory diseases: 130,933 Accidents (unintentional injuries): 117,809 Diabetes: 75,119 Alzheimer’s disease: 71,599 Influenza/pneumonia: 63,001 Nephritis, etc.: 43,901 Septicemia: 34,136
Risk factors Behaviors, attitudes & beliefs, health conditions,
socioeconomic status, environmental influences and other factors that may negatively impact health status Lifestyle (i.e., behavior) is the primary risk factor for the
20 top killers Inactivity, poor diet, behaviors that cause accidents, unsafe sex, etc.
*National Center for Health Statistics (CDC)
Leading Causes of Death in Children and Adolescents
•Accidents•Heart disease•Cancer•Homicide •Birth defects•Suicide
J. Gaspar CSULA Student Health Center
Personal Health
J. Gaspar CSULA Student Health Center
Health and Wellness Health
Medical model Absence of death, disease, discomfort, disability, and
dissatisfaction
Environmental model Health is influenced by environmental factors including
socioeconomic status (SES) and physical environment
Holistic model Health is a dynamic interaction between an individual’s
physical, emotional, spiritual, intellectual, social, and environmental wellbeing
J. Gaspar CSULA Student Health Center
Personal Health Three central ideas of personal health
Good health requires taking responsibility for one’s health and making “deliberate” choices and taking deliberate action to be healthy
Self-efficacy The conviction that a person can successfully change
his or her behavior in relation to a desired result Self-efficacy influences
Target behaviors and situations; Amount of effort given; Length of time devoted to change efforts; Perceptions
Good health involves an interaction of the various dimensions of wellness
Commitment to good health is a necessary for having a happy, fulfilling, and productive life
Health Framework for California Public Schools: Kindergarten Through Grade Twelve (Health Framework)
J. Gaspar CSULA Student Health Center
Health Literacy Defined as..
“The capacity of an individual to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that are health-enhancing.”
Key components Acceptance of personal responsibility for lifelong health Respect for and promotion of the health of others An understanding of the process of growth and development Informed use of health-related information, products, and
services
Health Framework
J. Gaspar CSULA Student Health Center
Health Literacy Health literate individuals
Accept personal responsibility for lifelong health Committed to healthy living; acknowledge control; apply
health knowledge
Respect and promote the health of others Understand and acknowledge: the impact of their behavior
on others; influence of individuals on the environment; how the environment can affect health
Understand the process of growth and development Understand and acknowledge common and unique
aspects of growth and development; respect others
Use health-related information, products, and services in an informed manner Wise healthcare consumers
Health Framework
J. Gaspar CSULA Student Health Center
Maslow’s Hierarchy of Needs In order to find fulfillment, basic needs must first be met
Expanded views Aesthetic needs
Spirituality, beauty, balance, form
Cognitive needs Knowledge, meaning, self-
awareness Transcendentalism
Helping others to reach self-actualization
Role of health educators
J. Gaspar, Kolander et. al.
Self-actualization Fulfillment, striving to become everything you
are capable of becoming Wellness lifestyle, health literate…
Esteem Self-esteem, achievement, respect
Self-efficacy…
Belongingness Relationships, family, friends
Respect, honesty, dependability…
Safety Protection, stability, trust
Safer sex, violence-free relationships…
Physiological Air, water, shelter, food, sleep
Knowledge, self-care…
J. Gaspar CSULA Student Health Center
Ensuring Quality in Health Education
J. Gaspar CSULA Student Health Center
Education and Credentialing Health education settings
Healthcare and social assistance settings (50%) State and local government (20%)
Education Entry level minimum requirement is a bachelor’s degree in health
education or a related area Master’s degree is preferred or required depending on setting
Master of Public Health (MPH) Master of Science, Public Health (MSPH) Master of Arts (MA) or Master of Science (MS) in a related area
Doctoral degree required for administrative and tenure track teaching positions Doctor of Public Health (DrPH) Doctor of Philosophy (Ph.D.)
Credentialing and certifications Required or preferred depending on setting
Certified Health Education Specialist National Commission of Health Education Credentialing, Inc.
Related to job function Bureau of Labor Statistics (U.S. Department of Labor)
J. Gaspar CSULA Student Health Center
Accreditation Health education standards
Services are appropriate for the needs of the population served and includes mechanisms for conducting complete needs assessments
Health promotion and education services are provided by qualified personnel with access to appropriate resources
Health education programs include clearly defined goals and objectives and evaluation methods
Organization has adequate resources for the delivery of health education services
Marketing of health education programs accurately reflects services
Accreditation Association for Ambulatory Health Care, Inc. (AAAHC)
J. Gaspar CSULA Student Health Center
Accreditation Health education standards
Policies and procedures exist to assess satisfaction with health education services
Health education services are documented in the medical record, as appropriate
Health education programs should be comprehensive with a holistic view Alcohol and other drugs; healthy eating; physical fitness; sexuality;
healthy relationships; violence prevention; stress management
Health education should be included in quality improvement activities
AAAHC
J. Gaspar CSULA Student Health Center
Health Education Programming
National Cancer Institute
Health educators must be able to apply key models and theories to their work
J. Gaspar CSULA Student Health Center
Health Education Programming
National Cancer Institute
J. Gaspar CSULA Student Health Center
Health Belief Model Perceptions directly influence health behaviors
Seriousness of issues Susceptibility to condition Benefits of health promoting change Barriers to health promoting change
Cues to action stimulate change Health event, discussion with friends, commercial
Social Cognitive Theory Behavior is influenced by expectations and incentives
Expectations How events are connected, consequences of behavior, ability to change (self-
efficacy) Incentives for change
Perceived outcome value
Theory of Reasoned Action Behavior is influenced by intentions and beliefs
Behavioral intentions Intention strength influences success
Attitudes and subjective norms Attitudes: positive or negative beliefs about performing a particular behavior Subjective norms: beliefs that important persons believe behavior should be
performed/not performed
(Inter-)Personal Theories
J. Gaspar CSULA Student Health Center
Stages of Change (the Transtheoretical Model) Pre-contemplation stage
Individuals are uninterested, unaware, or unwilling to make a change A cue to action stimulates progression to next stage
Contemplation stage Individuals are thinking about making a change
Weigh the pros and cons
Preparation stage Individuals prepare to implement changes
Set SMART goals; self-assessment; develop a realistic plan; get the support of friends and family; think about solutions to potential barriers
Action stage Individuals implement change plans
Revisit your goals and change plan
Maintenance stage Individuals are trying to maintain a change
Find fun and creative ways to maintain positive behaviors Relapse happens – be prepared – Get help
(Inter-)Personal Theories
J. Gaspar CSULA Student Health Center
Making Changes If you’re not thinking about making a change
Get educated; do a self-assessment; reevaluate
If you have been thinking about it Get more info & weigh the pros and cons
If you’re ready to take action Choose a target behavior
Select one or two related behaviors to change Set SMART goals to improve your chances of success
Specific, Measurable, Attainable/healthy, Rewarding, Time oriented
Shaping: Set mini goals and take it one step at a time Develop a realistic plan
Map out how you will get from point ‘A’ to point ‘B’ Get the support of friends and family Think about solutions to potential barriers
If you’ve started taking action Revisit your goals and change plan Make necessary modifications
If you’re trying to maintain a change Find fun and creative ways to maintain positive behaviors Relapse happens – be prepared Get help
J. Gaspar CSULA Student Health Center
Conclusion
J. Gaspar CSULA Student Health Center
Do not let what you cannot do
interfere with what you can do.
John Wooden
J. Gaspar CSULA Student Health Center
J. Gaspar CSULA Student Health Center
Resources Health education as an occupation
Bureau of Labor Statistics, U.S. Department of Labor http://www.bls.gov/oco/ocos063.htm
Health education credentialing National Cancer Institute, National Institutes of Health
Theory at a Glance – A Guide for Health Promotion Practice http://www.cancer.gov/theory.pdf
Health education theory National Cancer Institute, National Institutes of Health
Theory at a Glance – A Guide for Health Promotion Practice http://www.cancer.gov/theory.pdf