Health Promotion and Development: Health Education Strategy - Essay Example

Strategy Paper Student’s Name: Institutional Affiliation: Health Promotion and Development Strategy Paper: Health Education Introduction Health is a basic resource that enables human beings to enjoy individual, social and economic productive lives. Health leads to inner peace, adequacy of economic resources and fairness in their distribution, stable and efficient ecosystem and access to the basic human and civic rights. Health promotion is a powerful concept directed towards the achievements of social development particularly in its address on the factors that influence inequalities in health. The latter (inequalities of health) may arise due to lack of knowledge and information of health among the affected people. Health promotion comes in different forms with the main purpose being to encourage people to take the possible preventive measures that may avert or worsen an illness and to be able to adapt a healthy lifestyle (Inman, Buck & Tandy, 2003). In considering what determines our health, it is important to have realization that poor physical instances or circumstances are not the only contributors of bad health. Lack of proper education on health contributes to the reduced capability to find, use, and understand available health information. One of the major forms of health promotion is the health education strategy. Health education is a combination of various learning experiences designed to help or assist individuals and communities to improve their standards of health. This is mainly by increasing the knowledge and skills and by influencing their attributes, initiatives and attitude towards the concept. The health education strategy, otherwise known as the informational health strategy, mainly focuses on the provision and distribution of educative information designed to increase awareness, skills and the knowledge that motivates behavioral change (Colclough, 1997). The strategy presents includes the provision of knowledge on health information, chronic disease cure and prevention, physical nutrition and activities that promote health, and risk adverse initiatives. The knowledge of health is very important to human beings. The education helps to improve the status of health of individuals, families, societies, and a nation. It manages and improves the quality of life of an individual, along with that of the community as a whole. By promoting health education, premature deaths rates decrease, and the health cost (Both at an individual and state level) reduced. Sources of Health education Health education requires an intensive and specialized study. In the US, over 260 Universities (public and private) and colleges offer undergraduate, Master’s and Doctorate degrees in the field. The health education discipline contains subjects related to: Individual health, community or society health education, health promotion and application of health education. The education is also available at national voluntary organizations such as the National Commission for Health Education Credentialing (NCHEC) who provide certificates on Certified Health Education Specialists (CHES). Once done with this voluntary service, one becomes a competent health educator. The education may also be available in companies where the employees coordinate counseling, education services, risk appraisal programs, and even health screening. Community organizations and Government agencies also offer this knowledge (Ridini, 1998). The government provides qualified and trained health educators in such communities in order to improve their skills on problem solving on health issues. The educators organize community outreach campaigns in order to advocate for good health maintenance and on development of health standards. There are varieties of ways of delivering education on health issues in schools. This is with emphasis on behavioral, biological, and pedagogy skills. Teachers and everyone involved in health education must always be prepared to address the complexities that arise on the social and developmental health relayed issues that mostly affect the youth. More effort is required so that the topic is clear to children and adolescents. In developed words, for example, teachers revolve under several themes in health education that make the topic easier and understandable. This includes (i) health pedagogy skills, (ii) traditional health information content i.e. on community health, family health, consumer health, etc. (iii) examining the adolescently behaviors categorized to pose a risk on their health and (iv) use of coordinated school program (Ryan, 2003). Women health education is also vital in health education. While the exact influences of health education are yet to be determined, suggestions to the issue are that educating women helps in promoting family health. Education on health matters changes the ignorance that women have on health. Such education comprises topics on good nutrition, cleanliness and hygiene, modern use of medicine, family planning, and ways of disease control. This promotes child and family nutrition and reduces cases of mortality (Baric & Blinkhorn, 2007). For example, findings from the studies conducted in developing countries over the last decade, shows a universal and positive association between child survival and maternal education. This shows that implementation of health education to women, may change such believe on causes of diseases and influence new childcare practices that are sustainable. Theoretical origin of the strategy Health promotion is an issue that dominated the globe by the end of the World War II. The government distributed financial resources in several health originations to answer on the emerging call of health economics. Most of the public funds catered for treating several chronic diseases that the Government felt had control measures. Health education became dominant in the early 1950s after many nations experienced rise in expenditures on health. The health economists who evolved the approach from a moralistic approach to a legalistic approach defined the basic approach of the theory (Kish, 2003). With this shift, health educational programs developed which focused on the possible harmful effect of certain individual behaviors that could be affecting their health. This included unlawful health acts that were illegal. Legislators had an obligation to engage in the social engineering by passing laws that mandated health and safety standards. Affective models used to change the attitudes of people on health matters replaced the original models used to present facts related to health. The affective models included alternative health models, decision-making models, peer counseling and community support models, which led to the development of the behavioral model. Practicing professionals that included college professors contributed to this shift. They conducted researches on various health topics and recommended ways of increasing effectiveness of some of the programs that they advocated (Inman, Buck & Tandy, 2003). Leadership efforts also complemented the shift: the creation of the Committee on Health Education in 1973, for example, boosted the developed strategy. The committee expanded the role of the Government in developing several programs that educated people on health matters. As the profession gained national prominence, certifying health promotion and health education became important. Certification requirements (both undergraduate and at graduate levels) finalized in 1988 and credentialing began in 1990. The year 1991 saw more publications on health standard models and subsequently in 2000, the Healthy People 2010magazine published (Marx, Hudson & Deal, 2007). This document has supported the health education program with its dual overarching goals: (i) to increase heath education quality and year of health life, and (ii) to eliminate all health disparities. Different organizations including the World Health Organization and United Nations have thereafter joined the program through funding and promotion of sustainable health standards. Health care organizations and Hospitals have also redefined their roles on health education whereby special sessions put across to campaign on the strategy. The Government has promoted regulations and policies that are forcing people to practice healthier behaviors. More and more agencies that deal with health education and related services are also coming up in promotion of the strategy. Non-Governmental Organizations conducting research on health issues and education have also been active in this field. Such organizations include the English Department of Health, The Royal Society for Public Health, and The National Social Marketing Centre. These organizations work in partnership with the Government and other foreign organizations in promoting health education (Smith, 2003). Educational Theory Application The application of the health education strategy has three levels: at an individual level, the community level, and at the state level (Marx, Hudson & Deal, 2007). (i) Individual level By improving individuals, approach to health information and the capacity to see this information effectively, improved health standards increase. Such education may take the form of formal or informal instructions, or support services to individuals. Health education to individuals takes the form of health eating education, drug and mental education, and sexual education. Encouraging healthy eating methods plays a critical role in health promotion. This is done by the provision of educative sessions in schools, meetings and from one’s own experience. A majority of health related ailments originate from an individual’s eating habits. Education on healthy eating, therefore, aims at promoting a healthy lifestyle right from a young age. Children should be educated on good eating habits at their early ages. Such education should be made interesting to the kids and not as an obligation. Schools should administer health education at their lower classes, so that good health behaviors adapted at this age (Development of Economic and Social Affairs, 2004). Drug education is based on the concept of harm control. Mental health promotion, on the other hand, is based on promotion of resilience and a support practice that ensures that one is taking care of his/her own health status, recognizes the mental needs of others and is aware of the appropriate service in promotion of such in the community. Education on the issue of drugs is a factor that contributes to health promotion. Misuse of drugs pose a death threat to the users. Children should be educated on the standards of drugs supposed to take to avoid such hazards. Sexuality also promotes health. Education on sexual matters promotes proper sexual behaviors that minimize sexual related diseases. Individual education should be available in schools, churches, health care centers, and in family settings. The internet also provides education on the way to improve an individual’s health standards and the implications of ignorance to health education (Stenberg & Colman, 1994). (ii) Community Individual health education, determines the state of health in the whole community. Schools offer the best assistance when it comes to community health education. The leaders of societies should be responsible for education on health matters to the members. Such may include community cleanliness, community support groups, and community nursing so that the whole community is educated on health. Education on the chronic and genetically health issues should be availed in a community setting. This promotes the control measures of chronic diseases. There should be a creation of communities’ awareness on the causes of health issues and the recommended ways to control diseases and starvation. Such education can be done through forums, community health education meetings, in churches, and in community managed campaigns. Social networks also play a role in promoting health education in communities. (iii) The state The state plays a great role in health education. This education is provided through special programs, campaigns, research and development, contribution of funds to health issues etc. most of the concepts of health education may not be available at the individual or community level. The state, therefore, should make sure that all its citizens are able to access proper health care and education on the issues that affect health. By implementing such policies, the cost of health incurred by the government reduces. A good illustration of the application of the health education strategy is the Self Administered Intervention (SAI). The latter act as viable public health educators and are promulgated to be sources of participation to health care projects. In this strategy, the major health issues that affect a community are addressed research form. The government provides clear guidelines on a research [project that involves the major health issues that affect a community. The members of the community are supposed to carry out the research. Such a case is used to educate the members on the issue that affect their health standards and recommends the possible ways of elimination and eradication of such ailments (Smith, 2003). Health education strategy has been combined with other measures that improve the well being of individuals and promote the development of a community. Such measures or programs include skills on micro-credits and special training on income generation. This assists in management and maintenance of good quality health. In addition to these structured educative opportunities, adults also learn in self-help groups, community groups, and at work places. Media has also played a part in this strategy. Educative forums and programs in media on health promotion attribute to the passing of the information (Klarreich, 1987). The relationship between adult education and health education has never been systematic. Recently, however, the Government has drawn these two concepts together to promote health. The concept of health education, now embraces a wider notion in promotion and prevention, it is increasingly shifting its focus to health learning and empowerment. There has been a development of new strategies in those areas, where adult education and health education overlap. Challenges faced in health education The fact that health education is composed of a collection of different models and strategies also means that these strategies must be operated within a context of some concepts. This may include empowerment, communication, advocacy and education. Lack of these basics may limit the quality of education. In many instances, lack of funds limits the health education. The government should, therefore, include the issue in its budget in the effort of minimizing its health expenditures (Coyle, Duffy & Martin, 2007). Ignorant has been a hindrance to health communication. Many people think that they know all about health and become ignorant on some sensitive issues and alarms. For example on sexual education and family planning, many people think that they have knowledge of protection, but in the real sense, they do not. Lack of access to the education facilities also limits the level of health education. Some institutions that offer the service are only based in urban areas, and this limits access of their services to those in rural areas. Conclusion The health education strategy is a discipline in social science that draws its context from biological, psychological, environmental, medical science, and physical factors. It educates on the different methods used to prevent disease, promote health, and advice on behavioral change. Health education one of the strategies that promote health, the strategy is powerful in promoting social and economic development of a state. It encompasses all the principles that underlie all other health promotion strategies. It allows the creation of healthy populations and health living. The strategy is a solution to health management and creation of a sustainable health in a nation. The purpose of the strategy is to positively influence the health behaviors of individuals and communities and the country as a whole and improve on the living conditions that contribute to their lifestyles. With the use of professionals and trained health educators, deaths that result out of health issues are reduced. The use of health education can help in saving the life of a dear one. The future of health promotion lies in the health education strategy. The concepts that come with health education should not be ignored. Every individual, community and the country as a whole should play a part in promoting health education in order to prevent health related complications that may be too expensive or those that may lead to death. The implementation of the recommendations of this strategy promises a bright future that is full of health. References Baric, L., & Blinkhorn, A. (2007). Consumer-Driven Embedded Health Promotion and Health Education. International Journal of Health Promotion and Education, 45(3), 87-92. Colclough, C. (1997). Marketing Education and Health in Developing Countries: Miracle or Mirage? Oxford: Clarendon Press. Coyle, M. K., Duffy, J. R. & Martin, E. M. (2007). Teaching Learning: Health Promoting Behaviors through Telehealth. Nursing Education Perspectives, 28(1), 18-23. Development of Economic and Social Affairs. (2004). Human Development, Health, and Education: Dialogue at the Economic and Social Council. New York, NY: United Nations. Inman, S., Buck, M. & Tandy, M. (2003). Enhancing Personal, Social, and Health Education: Challenging Practice Worlds. London: Routledge Falmer. Kish, C. (2003). Women’s Health During and After Pregnancy: a Theory-based Study of Adaptation to Change. New York, NY: Springer Publishing Company. Klarreich, S. (1987). Health and Fitness in the Workplace: Health Education in Business Organizations. New York, NY: Praeger. Marx, E., Hudson, N. & Deal, T. (2007). Promoting Health Literacy through the Health Education Assessment Project. Journal of School Health, 77(4), 157-164. Ridini, S. (1998). Health Sexuality Education in Schools: The Process of Social Change. Westport, CT: Bergin & Garvey. Ryan, W. (2003). Mental Health through Education. New York: The Commonwealth Fund. Smith, J. (2003). Education and Public Health: Natural Partners in Learning for Life. Alexandria, VA: Association for Supervision and Curriculum Development. Stenberg, C., & Colman, W. (1994). America’s Future Work Force: A Health and Education Policy Issues Handbook. Westport, CT: Greenwood Press. Read More