Focus on Health Promotion Program - Essay Example

Focus on Health Promotion Program Our action plan was on health promotion due to the rising numbers of children with oral health related cases, as well as rising cases of lifestyle related diseases. It was estimated that about 12% of children in the country were suffering from oral health related diseases such as dental carries and gum diseases, with tooth decay being the most prevalent (refer to appendix 1). The objectives of the plan were: building partnerships and environments that support good health, improved literacy on health and innovating approaches to prevention of diseases. These objectives were achieved to a great extent since we were able to encourage the public and organizations such as the British Dental Association, British Dental Foundation, and Dent aid to partner in efforts to improve dental health. Currently, both the public and the private sectors are working towards a common goal; improved literacy on health nationally, by providing reliable and up to date information on health. This includes information on nutrition which in my view is the main cause of oral diseases and information on prevention and early intervention. Innovation of approaches to prevention of oral diseases has also been a success as we were able to convince the government to use the media to carry out public campaigns on health promotion. We resolved to use the media and technology since we found the house to house initiative was cumbersome and time consuming. The action plan implementation involved 15 members of our class who were in group H. In this paper, I am going to use Gibbs’ model of reflection for reflecting on my experience during the course. My learning as a health promotion practitioner in this course has been of much benefit especially the use of behaviour change as a method of health promotion. Behaviour in this context can be defined as the product of individual or collective action, which is a primary determinant of people’s health (Marmot et al. 2008, p.1664). This has a lot to do with people’s lifestyle risk factors which are now leading contributors to morbidity and mortality in Europe. Prevalent chronic health diseases like obesity, heart attack and diabetes are associated with people’s lifestyle like smoking, excessive alcohol consumption, lack of physical exercise and high calorie intake (Gracey & King 2009, p. 69). The larger portion of the population interviewed during implementation of the action plan, most of them being children aged 5-9 years who were suffering from dental carries admitted that they were eating a lot of sugary foods in their diet. Sugar in this case is the predisposing factor for tooth decay, a disease that is prevalent in the children in that age bracket. Apart from Transtheoritical Model, Social Cognitive Theory and The Theory of Planned behaviour concepts I learnt in this course, I was thrilled by the use of technology to change behaviour. I found the use of E-health interventions delivered by the internet more effective, as the information can be accessed from anywhere by the use of computers and mobile phones, which I believe the larger part of the population can afford, since it is cost-effective (Malvey & Slovensky 2014, p. 30). These interventions are particularly based on the planned behaviour theory of behaviour change, which assumes that individuals’ behaviour is defined by purpose and is projected by approaches, independent norm, and perceived behaviour control. I was delighted to learn that mobile phones can be used as the most convenient way of delivering behavioural interventions. This is due to development of mobile technology including internal sensors of user position, emotion, and social engagement which raises the view of continuous and automated tracking of health related behaviours. I found this as the most effective approach to behaviour change as it supports the self-regulatory techniques like goal setting and monitoring, which is cheaper and less stigmatizing due to private participation. At first, I thought public campaigns on social media and house to house programs were best modes of delivering the information on health promotion. But during the implementation of our action plan, most people preferred the private participation, stating that it boosts their confidence, compared to the stigma associated with the social cognitive theory. Currently, the use of technology in my opinion is the best approach to behaviour change due to the increased interest in Smartphone Apps as well as the connectivity, whereby people can share their behavioural and health data among peers and health professionals. Health promotion programs should be based on preventive rather than curative measures, which in most cases turn out to be more costly (Bertozzi et al. 2008, p.840). Although the behaviour change approach to health promotion may not be 100% effective, it is the most fascinating method of promoting health. The integration of the theory of planned behaviour with technology makes it more fun especially to the young people, whose interest in social media will enhance connectivity with their peers and health professionals, thus facilitating sharing of behavioural and health issues. Through the interaction with people during my practice, I realised that advice and information are not enough in health promotion (Ybarra & Suman 2008, p. 520), as most patients in hospitals forgot almost everything they were advised on by physicians before they reached home. Those who got access to health information simply read it, and did not practice on the same, something that persuades me to encourage behaviour change (refer to appendix 2). After lengthy discussions with my colleagues, we concluded that the use of the media can help a great deal in the promotion of health, particularly the electronic media. Workers in offices and factories are too busy to interact and share health information, advising people with attitude on the effects of their lifestyles on health may be a challenge, leaving technology as the most convenient avenue in relaying the information on health. My view has broadened I the sense that due to commercial revolution, it may be difficult to reach people since they are busy working, leaving technology as the most effective avenue of channelling the information on health. From my experience, health practitioners should always go beyond the traditional one on one method used in Transtheoritical Model, the Social Cognitive Theory and the Theory of Planned behaviour, especially the Transtheoritical Model and the Social Cognitive theory since they are associated with stigma. If we applied the two theories, our plan may not have been successful as expected. Instead, we tried to make them private and interesting to reduce stigmatization so as to attract more people practice the preventive measures using the E-health. My interaction with most patients made me realize that most of them do not like public advice on health due to fear of stigmatization, which means advice and information on health needs to be made available in a confidential manner. Technological advancements too needs to be embraced when effecting health promotion programs, for this is likely to take into consideration of those without the reading culture but like interactions on social media. The behaviour change approach actually made the implementation a success through encouraging people to embrace E-health I was able to learn quite a number of skills of a competent practitioner of health promotion like writing, presentation and communication skills (Like 2011, p.200). For instance, I have learnt that during research, the researcher should avoid personal questions when designing a questionnaire. I have also learnt how to prepare a comprehensive action plan, be it on health promotion or business, thanks to fellow students for their assistance in class and during discussions. I have learnt to be precise during presentations in order to avoid boredom from the audience, as well as communicating fluently so that the audience gets to the gist of the matter fast enough (Lategan, Lues, & Friedrich-Nel, 2011, p.125). Teamwork is an essential skill I have learnt during this course because everyone gets to share an understanding of their role within the team, the crucial processes, the communication channels and what professionalism and professional practice means to them (McKinley et al. 2008, p.340). Discussion is important as well since it enables professionals share their experience on a given task, providing them with prior knowledge which is crucial in preparation for dealing with that particular task. It also equips professionals with knowledge on current trends and changes, socially, economically and technologically in order to improve their approach on solving a given problem (ORiordan et al. 2011, p.177). I learnt that safe handling is vital for a practitioner since it promotes the best interests of those whom the services are provided to, as it stresses on the “why” one should be handled safely before the “how” (Baillie 2011, p. 235). This is closely related to critical thinking, which stresses on the devotion to knowledgeable standards, expertise in the use of reasoning, commitment to development and maintenance of intellectual standards of the mind and conducts of thought (Hannan 2008, p. 210). I found out that critical thinking also emphasizes on use of thinking skills and capabilities for making sound judgments as well as making safe decisions. I have also learnt planning skills which has enabled me to become a better practitioner through the following: to be able to apply approaches which are culturally relevant with people from different cultural, educational and socioeconomic backgrounds (Trainor 2010, p.35). It has also imparted me with the skill of matching strategy selection to the objectives of the program, establishment and facilitation of community partnerships within and outside the health sector, assisting in developing and implementing health promotion strategies such as education mass media advocacy and social marketing (Bell 2007, p.102). Evaluation is also another important skill of a competent practitioner that I have learnt in this course, since I am now able to identify appropriate evaluation designs and evaluation methods that are applicable to health promotion (Sharpless & Barber 2009, p. 50). I am capable of designing a plan that incorporate process, impact and outcome measures, prepare and communicate evaluation findings. I can also carry out critical analysis on qualitative and quantitative in order to report on the effectiveness of the program (Runeson & Host 2009, p.140). I would therefore encourage the E-health approach to behaviour change in future, and to make it more interesting, encourage use of text messages among peers as reminders for people to go for exercise or practise what was recommended by the physician. Given all that I have learnt through the course, I have become a better health promotion practitioner, capable of applying knowledge n skills learnt both in class n in the field. It will be easier for me in the future to implement a plan given a wide range of knowledge gained on methods of health promotion, and also the skills of a competent health practitioner. I will be in a better position to design an action plan, implement it and evaluate it, and give valid conclusions on the project. I will also build up a stronger relationship with colleagues for effective team work, embrace the art of consultation in order to improve my approaches to the health promotion programs. Working alongside experienced workers in the health promotion program will be my priority since they will equip me with the necessary information from their past experiences, which will enable improve on my approach to the program. References Baillie, L., 2011. Developing Practical Adult Nursing Skills Third Edition. Boca Raton, Florida: CRC Press. Bell, S.E., 2007. Translating social justice into public/community health CNS practice. Clinical Nurse Specialist, 21(2), 102-103. Bertozzi, S. M., Laga, M., Bautista-Arrendondo, S., &Coutinho, A., 2008. Making HIV prevention programmes work. The Lancet, 372(9641), 831–844. Gracey, M., & King, M., 2009. 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Ybarra, M., & Suman, M., 2008. Reasons, assessments and actions taken: Sex and age differences in uses of Internet health information. Health Education Research, 23(3), 512-521. APPENDIX1: Age bracket Dental carries cases (%) 0-4 2 5-9 12 10-14 7 15-19 8 20-24 10 25-29 10 APPENDIX 2: Hospital Patients who practice what they are advised to do by physicians.(%) St. George’s 21 St. Andrew’s 16 Glasgow 22 St. Luke’s 13 Cardiff 28 Read More