This systematic review analyzes how universities have implemented the concept of healthy universities in different cultures. Fourteen studies were identified that described the implementation of healthy university initiatives. The studies generally defined healthy universities as institutions that promote health and well-being for their communities through policies, environments, and education. Common areas of action included developing personal health skills, creating healthy environments, incorporating health in curriculums, implementing health policies, and engaging with local communities. Common health issues addressed were alcohol/drug prevention and healthy eating. While evaluation was recognized as important, guidance on evaluating healthy university programs was lacking in most studies.
The document discusses designing health systems to promote health. It defines health promotion as enabling people to increase control over their health according to the WHO. It also discusses the five elements of the Ottawa Charter for health promotion: building healthy public policy, reorienting health services, creating supportive environments, strengthening community action, and developing personal skills. The document also defines health systems and discusses how their functions support health promotion goals. It provides strategies for planning health promotion programs and designing health services to promote health in primary care, hospitals, and other residential care settings.
11.[28 37]fostering a paradigm shift in the roles of health promotion educati...Alexander Decker
This document discusses the need for a paradigm shift in health promotion education programs in Southeast Asia. It provides context on the evolution of health promotion as a field, moving beyond individual behavior change models to address social determinants of health. While there is global consensus that health promotion requires an integrated multisectoral approach, traditional biomedical models still dominate public health practices and education programs. The authors analyze health promotion education programs in Southeast Asia and other regions to determine how well curricula have adapted to the paradigm shift. They conclude by providing proposals for how Southeast Asian schools of public health can better respond to this shift, including adopting competencies beyond traditional health disciplines to address determinants like advocacy, partnerships and policy.
Strengthening Links Between Research And Policycphe
The document discusses health systems and research systems in India and mechanisms for strengthening links between research and policymaking. It provides an overview of India's health systems and research landscape and challenges around centralization vs decentralization. Case studies are presented on medical education reform in India and two Karnataka state task forces that influenced health policies through participatory research and advocacy. People's tribunals and the Global Health Watch report are also summarized as examples of research influencing policy.
Since the implementation of the “Unified Health System (SUS)” in Brazil in 1990 (public system that offers universal access to any citizen, whether employed or not), there have been
significant and diversified advances in the formulation of structural policies and programmatic actions of the health sector, directed to the three levels of complexity of the system, with a view to its operationalization/expansion in the country [1].
Strategies of Implementation of Health Promotion and Education ProgramMohammad Aslam Shaiekh
This document outlines strategies for implementing health promotion and education programs. It discusses 7 major strategies: 1) Building commitment among leaders and staff, 2) Training human resources, 3) Mobilizing and utilizing resources, 4) Organizing the community, 5) Monitoring implementation, 6) Supervision, and 7) Recording and reporting. Each strategy is described in 1-2 sentences. For example, building commitment involves using techniques like group discussion and seminars to generate interest and cooperation. Training involves basic and refresher courses of varied duration using participatory approaches. The conclusion states that strategic implementation is needed to meet program goals and that strategies encompass both implementing plans of action and assessing implementation.
Scope of Health Promotion included in National Health Policy (NHP) 2071(2014)Mohammad Aslam Shaiekh
The document summarizes the scope of health promotion as outlined in Nepal's 2014 National Health Policy. It discusses how health promotion aims to enable people to increase control over their health through various individual, interpersonal, community, and policy-level strategies. The National Health Policy includes policies and over 120 strategies to promote public health through health education and communication, minimize malnutrition by promoting healthy foods, and ensure citizens' right to a healthy environment by controlling pollution. The policy aims to address health promotion through a strategic framework that focuses on reorienting services, creating supportive environments, reducing inequalities, improving health, preventing diseases, and reducing healthcare costs.
This document discusses health promotion and primary health care. It defines health promotion as enabling people to increase control over their health. Key interventions in health promotion include health education, environmental modifications, nutritional interventions, and lifestyle/behavioral changes. Primary health care aims to provide essential, universal care through principles of equitable distribution, community participation, appropriate technology, and intersectoral coordination. It focuses on maternal/child health, common diseases/injuries, essential drugs, nutrition, health education, disease prevention/control, safe water, and immunization. The document also describes levels of prevention including primordial, primary, secondary, and tertiary prevention.
The document discusses designing health systems to promote health. It defines health promotion as enabling people to increase control over their health according to the WHO. It also discusses the five elements of the Ottawa Charter for health promotion: building healthy public policy, reorienting health services, creating supportive environments, strengthening community action, and developing personal skills. The document also defines health systems and discusses how their functions support health promotion goals. It provides strategies for planning health promotion programs and designing health services to promote health in primary care, hospitals, and other residential care settings.
11.[28 37]fostering a paradigm shift in the roles of health promotion educati...Alexander Decker
This document discusses the need for a paradigm shift in health promotion education programs in Southeast Asia. It provides context on the evolution of health promotion as a field, moving beyond individual behavior change models to address social determinants of health. While there is global consensus that health promotion requires an integrated multisectoral approach, traditional biomedical models still dominate public health practices and education programs. The authors analyze health promotion education programs in Southeast Asia and other regions to determine how well curricula have adapted to the paradigm shift. They conclude by providing proposals for how Southeast Asian schools of public health can better respond to this shift, including adopting competencies beyond traditional health disciplines to address determinants like advocacy, partnerships and policy.
Strengthening Links Between Research And Policycphe
The document discusses health systems and research systems in India and mechanisms for strengthening links between research and policymaking. It provides an overview of India's health systems and research landscape and challenges around centralization vs decentralization. Case studies are presented on medical education reform in India and two Karnataka state task forces that influenced health policies through participatory research and advocacy. People's tribunals and the Global Health Watch report are also summarized as examples of research influencing policy.
Since the implementation of the “Unified Health System (SUS)” in Brazil in 1990 (public system that offers universal access to any citizen, whether employed or not), there have been
significant and diversified advances in the formulation of structural policies and programmatic actions of the health sector, directed to the three levels of complexity of the system, with a view to its operationalization/expansion in the country [1].
Strategies of Implementation of Health Promotion and Education ProgramMohammad Aslam Shaiekh
This document outlines strategies for implementing health promotion and education programs. It discusses 7 major strategies: 1) Building commitment among leaders and staff, 2) Training human resources, 3) Mobilizing and utilizing resources, 4) Organizing the community, 5) Monitoring implementation, 6) Supervision, and 7) Recording and reporting. Each strategy is described in 1-2 sentences. For example, building commitment involves using techniques like group discussion and seminars to generate interest and cooperation. Training involves basic and refresher courses of varied duration using participatory approaches. The conclusion states that strategic implementation is needed to meet program goals and that strategies encompass both implementing plans of action and assessing implementation.
Scope of Health Promotion included in National Health Policy (NHP) 2071(2014)Mohammad Aslam Shaiekh
The document summarizes the scope of health promotion as outlined in Nepal's 2014 National Health Policy. It discusses how health promotion aims to enable people to increase control over their health through various individual, interpersonal, community, and policy-level strategies. The National Health Policy includes policies and over 120 strategies to promote public health through health education and communication, minimize malnutrition by promoting healthy foods, and ensure citizens' right to a healthy environment by controlling pollution. The policy aims to address health promotion through a strategic framework that focuses on reorienting services, creating supportive environments, reducing inequalities, improving health, preventing diseases, and reducing healthcare costs.
This document discusses health promotion and primary health care. It defines health promotion as enabling people to increase control over their health. Key interventions in health promotion include health education, environmental modifications, nutritional interventions, and lifestyle/behavioral changes. Primary health care aims to provide essential, universal care through principles of equitable distribution, community participation, appropriate technology, and intersectoral coordination. It focuses on maternal/child health, common diseases/injuries, essential drugs, nutrition, health education, disease prevention/control, safe water, and immunization. The document also describes levels of prevention including primordial, primary, secondary, and tertiary prevention.
The document discusses health promotion majors and careers. It defines health promotion as understanding health and fitness skills and promoting them to others. Health promotion degrees can lead to careers such as personal training, dietetics, social work in sports medicine, athletic training, and management. Health promotion is important as it informs people of health risks, protects people from risks, and educates students about wellness. The document provides mission statements from Coastal Carolina University and Lynchburg University about their health promotion programs.
The document outlines the role of nurses in health promotion. It discusses 7 key responsibilities: 1) assessing health needs and educating individuals, 2) building capacity in health promotion through lifelong learning, 3) partnering with other sectors to implement strategies, 4) tackling multiple health determinants, 5) evaluating health promotion activities, 6) conducting research to develop evidence-based practices, and 7) advocating for individuals and communities at political and social levels. The overall role of nurses is to incorporate and facilitate health promotion in various settings through empowering individuals and communities.
1) The document discusses several models of health promotion, including those proposed by Caplan & Holland, Beattie, Tones & Tilfors, and Tannahill.
2) Caplan & Holland's model categorizes health promotion into four paradigms based on theories of knowledge and the nature of society: traditional, humanist, radical humanist, and radical structuralist.
3) Beattie's model generates four health promotion strategies based on the mode of intervention (authoritarian vs negotiated) and focus of intervention (individual vs collective).
Community health nurses use various approaches in their work, including the epidemiological approach, problem-solving approach, and evidence-based approach. The epidemiological approach involves studying disease distribution, determinants, and applying findings to control health problems. The problem-solving approach is a systematic process of defining problems, analyzing solutions, selecting the best solution, implementing it, and evaluating outcomes. The evidence-based approach integrates scientific evidence with clinical expertise to improve practices and patient outcomes.
The document discusses the history and definitions of health promotion. It provides:
1) The term "health promotion" was first used in 1974 and refers to strategies that tackle the wider determinants of health beyond just healthcare.
2) Health promotion aims to empower people to have more control over their health and aspects of their lives that affect it.
3) Key strategies of health promotion include building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services.
HiAP is an intersectoral approach to public policy that systematically considers the health implications of decisions across sectors to improve population health and equity. It evolved from initiatives like the Alma Ata Declaration and Ottawa Charter, and emerged as a distinct approach in 2006. Key elements of HiAP include health, equity, sustainability, intersectoral collaboration using a co-benefits approach, stakeholder engagement, and tools like health impact assessment and health lens analysis to analyze health implications of policies. Implementing HiAP requires political will, skills, resources, and long-term commitments to collaborative governance through intersectoral engagement across sectors that impact health.
The document discusses several models of health promotion:
1. Caplan and Holland's model examines how knowledge is generated about health and how society impacts health. It identifies four paradigms: radical humanist, humanist, radical structuralist, and traditional.
2. Beattie's model examines the type (authoritarian vs negotiated) and size (individual to community) of health promotion approaches. It categorizes four types of activities.
3. Tones et al's model identifies key psychological, social, and environmental factors influencing health behaviors. It shows education's role in setting agendas, raising critical consciousness, and empowering communities.
4. Tannahill's model focuses on health education,
National health and family welfare programs in India aim to improve public health. There are many national health programs that focus on controlling communicable diseases, improving sanitation, and controlling population growth. These programs are implemented through intersectoral coordination between government agencies and non-governmental organizations. National health programs address issues like vector-borne diseases, malaria, filariasis, tuberculosis, HIV/AIDS, blindness, nutrition deficiencies, and more. Effectiveness of programs relies on factors such as improving service quality, resources, training, and generating public awareness. Non-governmental organizations also play important roles in supporting national health programs through activities like research, education, and community services.
Introduction to health promotion and population healthAbduh Ridha
This document provides an introduction and outline for a presentation on health promotion and population health. It includes:
1) Milestones in the development of health promotion and population health from 1974 onwards, including reports, conferences, and definitions that were influential.
2) An outline of key concepts in health promotion and population health, including definitions of health, health promotion, empowerment, and determinants of health.
3) Questions from the audience about differences and commonalities between health promotion and population health that will be addressed later in the presentation.
VicHealth is the Victorian Health Promotion Foundation established by the Victorian Parliament in 1987 through a levy on tobacco. Its mission is to improve health for all Victorians by changing social, economic, cultural and physical environments. VicHealth's priorities from 2009-2013 included reducing smoking, improving nutrition, physical activity, social participation, and UV exposure. VicHealth uses a social model of health that addresses the social determinants of health like SES, gender, location. It aims to reduce inequality, empower communities, improve accessibility to healthcare, and collaborate with other sectors. Potential outcomes of VicHealth funded projects could include improved nutrition, physical activity, and sun protection behaviors by addressing relevant determinants of health through community programs.
The Healthy People 2020 framework provides structure and guidance for improving national health by 2020. It was developed through an extensive collaborative process involving government agencies and public stakeholders. The framework's vision is for all people to live long, healthy lives, and its mission is to identify health priorities, increase public understanding of health determinants, provide measurable goals, engage multiple sectors, and identify research needs. Its overarching goals are to attain high quality, longer lives free of preventable disease and injury, achieve health equity, create health-promoting environments, and promote healthy behaviors across all life stages.
This document introduces the topic of assessing the public health workforce in the Netherlands. It provides background information on public health and discusses how insight into the size and composition of the public health workforce is limited both internationally and in the Netherlands. It describes that enumerating the multidisciplinary public health workforce is challenging due to indistinct boundaries between public health and other sectors and a lack of standardized data collection. The document introduces the concept of essential public health operations which can help define the public health workforce based on the services provided.
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
The document describes a research project conducted in Zambia to understand the socio-cultural and gender contexts of maternal survival. The project involved qualitative research, policy reviews, and convening intersectoral stakeholder meetings ("Interest Group Meetings") at the central and provincial levels. These meetings aimed to stimulate discussion and advocacy on maternal health issues. The engagement was more successful at the provincial level, with participation from various sectors. However, engagement declined over time at the central level. The document highlights the potential value of intersectoral stakeholder discussions throughout the research process to promote information sharing, alliance building, and translating research into action.
Seminar on trends, issue, challanges in community health nursing and care de...PaRas JaIn
The document discusses current issues and trends in community health nursing in India and Uttrakhand. It summarizes the current status of community health in India, noting issues like a lack of universal healthcare access, high rates of communicable and non-communicable diseases, and poor sanitation and hygiene. It then discusses health trends specifically in Uttrakhand, including goals to reduce infant mortality and improve other health indicators. The document also summarizes trends in community nursing, including emphasis on preventive care, evidence-based practice, and continuity of care between community and hospital settings. It notes issues facing community nursing like nurse migration, underfunding, unequal distribution of nurses, employment problems, and recruitment issues.
IEC (Information, Education, Communication) is an approach that aims to change or reinforce behaviors in a target audience regarding a specific health problem within a defined period. The goals of IEC include changing individual, family, and community health behaviors; creating awareness and support for public health activities; and facilitating education on issues like primary healthcare, disease prevention, and reproductive health. IEC draws from several approaches including diffusion theory, social marketing, behavior analysis, and anthropology. The key steps in planning an IEC campaign involve conducting a needs assessment, establishing behavioral objectives, identifying potential barriers, and creating an evaluation plan.
The document provides an overview of health education, including definitions, aims, principles, approaches, methods, and practices. It defines health education as any combination of learning experiences designed to help individuals and communities improve their health. The key principles of health education discussed are credibility, interest, participation, motivation, comprehension, reinforcement, learning by doing, known to unknown, setting an example, good human relations, feedback, and using community leaders. The common approaches covered are regulatory, service, educational, and primary health care. Audio-visual aids and various methods of communication are also mentioned as practices of health education.
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
Assessment of the Existing School Health Promotion Program in a Selected Educ...AnuragSingh1049
The health promotion school program was designed to promote the wellbeing of school students. This concept was introduced during the 1980s by the World Health Organization (WHO). In Sri Lanka; it was initiated and implemented in 2008 targeting all government schools. The aim of the study was to assess the existing school health promotion program. The cross-sectional study was implemented in May 2018 with all secondary schools in a selected education zone in Sri Lanka which represent three types of schools, 1AB, 1C and type 2. The study participants were students and teachers. The newly developed tool (Health Promoting School Assessment Tool) was used to assess the existing school health promotion program under six main criteria. The nominal group technique was followed to fill the assessment tool designed in the study where a team of teachers and a team of students separately took part in the assessment. The findings of the study show that the existing health promotion school program is partially unsuccessful in the selected educational zone. The existing situation of the school health promotion program, according to the main six criteria of the Health Promotion School Assessment Tool, was not at a satisfactory level of the implementation (38.2%). Only three schools (N=23) scored more than 50% while other schools (n=20, N=23) were scored less than 50%. According to the assessment, for each group of an individual school, there was a difference between teachers’ assessment and students’ assessment of the overall health promotion program. It is important to conduct continuous monitoring and have an evaluation plan for the school health promotion program to acquire effective changes in school settings.
The document discusses health promotion majors and careers. It defines health promotion as understanding health and fitness skills and promoting them to others. Health promotion degrees can lead to careers such as personal training, dietetics, social work in sports medicine, athletic training, and management. Health promotion is important as it informs people of health risks, protects people from risks, and educates students about wellness. The document provides mission statements from Coastal Carolina University and Lynchburg University about their health promotion programs.
The document outlines the role of nurses in health promotion. It discusses 7 key responsibilities: 1) assessing health needs and educating individuals, 2) building capacity in health promotion through lifelong learning, 3) partnering with other sectors to implement strategies, 4) tackling multiple health determinants, 5) evaluating health promotion activities, 6) conducting research to develop evidence-based practices, and 7) advocating for individuals and communities at political and social levels. The overall role of nurses is to incorporate and facilitate health promotion in various settings through empowering individuals and communities.
1) The document discusses several models of health promotion, including those proposed by Caplan & Holland, Beattie, Tones & Tilfors, and Tannahill.
2) Caplan & Holland's model categorizes health promotion into four paradigms based on theories of knowledge and the nature of society: traditional, humanist, radical humanist, and radical structuralist.
3) Beattie's model generates four health promotion strategies based on the mode of intervention (authoritarian vs negotiated) and focus of intervention (individual vs collective).
Community health nurses use various approaches in their work, including the epidemiological approach, problem-solving approach, and evidence-based approach. The epidemiological approach involves studying disease distribution, determinants, and applying findings to control health problems. The problem-solving approach is a systematic process of defining problems, analyzing solutions, selecting the best solution, implementing it, and evaluating outcomes. The evidence-based approach integrates scientific evidence with clinical expertise to improve practices and patient outcomes.
The document discusses the history and definitions of health promotion. It provides:
1) The term "health promotion" was first used in 1974 and refers to strategies that tackle the wider determinants of health beyond just healthcare.
2) Health promotion aims to empower people to have more control over their health and aspects of their lives that affect it.
3) Key strategies of health promotion include building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services.
HiAP is an intersectoral approach to public policy that systematically considers the health implications of decisions across sectors to improve population health and equity. It evolved from initiatives like the Alma Ata Declaration and Ottawa Charter, and emerged as a distinct approach in 2006. Key elements of HiAP include health, equity, sustainability, intersectoral collaboration using a co-benefits approach, stakeholder engagement, and tools like health impact assessment and health lens analysis to analyze health implications of policies. Implementing HiAP requires political will, skills, resources, and long-term commitments to collaborative governance through intersectoral engagement across sectors that impact health.
The document discusses several models of health promotion:
1. Caplan and Holland's model examines how knowledge is generated about health and how society impacts health. It identifies four paradigms: radical humanist, humanist, radical structuralist, and traditional.
2. Beattie's model examines the type (authoritarian vs negotiated) and size (individual to community) of health promotion approaches. It categorizes four types of activities.
3. Tones et al's model identifies key psychological, social, and environmental factors influencing health behaviors. It shows education's role in setting agendas, raising critical consciousness, and empowering communities.
4. Tannahill's model focuses on health education,
National health and family welfare programs in India aim to improve public health. There are many national health programs that focus on controlling communicable diseases, improving sanitation, and controlling population growth. These programs are implemented through intersectoral coordination between government agencies and non-governmental organizations. National health programs address issues like vector-borne diseases, malaria, filariasis, tuberculosis, HIV/AIDS, blindness, nutrition deficiencies, and more. Effectiveness of programs relies on factors such as improving service quality, resources, training, and generating public awareness. Non-governmental organizations also play important roles in supporting national health programs through activities like research, education, and community services.
Introduction to health promotion and population healthAbduh Ridha
This document provides an introduction and outline for a presentation on health promotion and population health. It includes:
1) Milestones in the development of health promotion and population health from 1974 onwards, including reports, conferences, and definitions that were influential.
2) An outline of key concepts in health promotion and population health, including definitions of health, health promotion, empowerment, and determinants of health.
3) Questions from the audience about differences and commonalities between health promotion and population health that will be addressed later in the presentation.
VicHealth is the Victorian Health Promotion Foundation established by the Victorian Parliament in 1987 through a levy on tobacco. Its mission is to improve health for all Victorians by changing social, economic, cultural and physical environments. VicHealth's priorities from 2009-2013 included reducing smoking, improving nutrition, physical activity, social participation, and UV exposure. VicHealth uses a social model of health that addresses the social determinants of health like SES, gender, location. It aims to reduce inequality, empower communities, improve accessibility to healthcare, and collaborate with other sectors. Potential outcomes of VicHealth funded projects could include improved nutrition, physical activity, and sun protection behaviors by addressing relevant determinants of health through community programs.
The Healthy People 2020 framework provides structure and guidance for improving national health by 2020. It was developed through an extensive collaborative process involving government agencies and public stakeholders. The framework's vision is for all people to live long, healthy lives, and its mission is to identify health priorities, increase public understanding of health determinants, provide measurable goals, engage multiple sectors, and identify research needs. Its overarching goals are to attain high quality, longer lives free of preventable disease and injury, achieve health equity, create health-promoting environments, and promote healthy behaviors across all life stages.
This document introduces the topic of assessing the public health workforce in the Netherlands. It provides background information on public health and discusses how insight into the size and composition of the public health workforce is limited both internationally and in the Netherlands. It describes that enumerating the multidisciplinary public health workforce is challenging due to indistinct boundaries between public health and other sectors and a lack of standardized data collection. The document introduces the concept of essential public health operations which can help define the public health workforce based on the services provided.
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
The document describes a research project conducted in Zambia to understand the socio-cultural and gender contexts of maternal survival. The project involved qualitative research, policy reviews, and convening intersectoral stakeholder meetings ("Interest Group Meetings") at the central and provincial levels. These meetings aimed to stimulate discussion and advocacy on maternal health issues. The engagement was more successful at the provincial level, with participation from various sectors. However, engagement declined over time at the central level. The document highlights the potential value of intersectoral stakeholder discussions throughout the research process to promote information sharing, alliance building, and translating research into action.
Seminar on trends, issue, challanges in community health nursing and care de...PaRas JaIn
The document discusses current issues and trends in community health nursing in India and Uttrakhand. It summarizes the current status of community health in India, noting issues like a lack of universal healthcare access, high rates of communicable and non-communicable diseases, and poor sanitation and hygiene. It then discusses health trends specifically in Uttrakhand, including goals to reduce infant mortality and improve other health indicators. The document also summarizes trends in community nursing, including emphasis on preventive care, evidence-based practice, and continuity of care between community and hospital settings. It notes issues facing community nursing like nurse migration, underfunding, unequal distribution of nurses, employment problems, and recruitment issues.
IEC (Information, Education, Communication) is an approach that aims to change or reinforce behaviors in a target audience regarding a specific health problem within a defined period. The goals of IEC include changing individual, family, and community health behaviors; creating awareness and support for public health activities; and facilitating education on issues like primary healthcare, disease prevention, and reproductive health. IEC draws from several approaches including diffusion theory, social marketing, behavior analysis, and anthropology. The key steps in planning an IEC campaign involve conducting a needs assessment, establishing behavioral objectives, identifying potential barriers, and creating an evaluation plan.
The document provides an overview of health education, including definitions, aims, principles, approaches, methods, and practices. It defines health education as any combination of learning experiences designed to help individuals and communities improve their health. The key principles of health education discussed are credibility, interest, participation, motivation, comprehension, reinforcement, learning by doing, known to unknown, setting an example, good human relations, feedback, and using community leaders. The common approaches covered are regulatory, service, educational, and primary health care. Audio-visual aids and various methods of communication are also mentioned as practices of health education.
Health teaching strategies in nursing are methods that nurses use to educate patients and promote health literacy
Some common health teaching strategies in nursing include:
1. Lecture: giving a presentation and reciting information to patients.
2. Mid-lecture quizzing: asking questions throughout or at the end of the lecture to assess learning.
3. Simulations: using realistic scenarios and equipment to practice skills and procedures.
Delegation: assigning more responsibilities to support staff and focusing more on patient education.
4. Assessment: finding out what the patient already knows and correcting any misinformation.
Assessment of the Existing School Health Promotion Program in a Selected Educ...AnuragSingh1049
The health promotion school program was designed to promote the wellbeing of school students. This concept was introduced during the 1980s by the World Health Organization (WHO). In Sri Lanka; it was initiated and implemented in 2008 targeting all government schools. The aim of the study was to assess the existing school health promotion program. The cross-sectional study was implemented in May 2018 with all secondary schools in a selected education zone in Sri Lanka which represent three types of schools, 1AB, 1C and type 2. The study participants were students and teachers. The newly developed tool (Health Promoting School Assessment Tool) was used to assess the existing school health promotion program under six main criteria. The nominal group technique was followed to fill the assessment tool designed in the study where a team of teachers and a team of students separately took part in the assessment. The findings of the study show that the existing health promotion school program is partially unsuccessful in the selected educational zone. The existing situation of the school health promotion program, according to the main six criteria of the Health Promotion School Assessment Tool, was not at a satisfactory level of the implementation (38.2%). Only three schools (N=23) scored more than 50% while other schools (n=20, N=23) were scored less than 50%. According to the assessment, for each group of an individual school, there was a difference between teachers’ assessment and students’ assessment of the overall health promotion program. It is important to conduct continuous monitoring and have an evaluation plan for the school health promotion program to acquire effective changes in school settings.
School Nutrition Policies: Shared and Complementary Perspectives of Lebanese ...asclepiuspdfs
This document discusses a study that explored Lebanese stakeholders' perspectives on developing a School Nutrition Policy (SNP) in Lebanon. 32 stakeholders from government, NGOs, healthcare, education, and food industry were interviewed. The study developed a conceptual framework integrating several theories to identify individual, community, and organizational factors. Stakeholders generally agreed healthy lifestyles should be promoted in schools. However, major barriers included socioeconomic instability, social/religious diversity, and political divisions in Lebanon. Stakeholders felt public participation and collaboration across sectors would facilitate SNP development but it must be tailored to Lebanon's unique context. The study provides insight for policymakers on developing nutrition strategies in schools.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
TISS SCHOOL OF HEALTH SYSTEMS STUDIES(SHSS) PLACEMENT BROCHURE 2015-17NIPEN DUTTA
A unique feature of SHSS, TISS is its emphasis not just on domain knowledge but also on personal and social development inculcated in all spheres of life and ensuring a holistic approach for a future manager. This integral and value based formation impels the students to be innovative, competent and creative leaders. They are groomed in a manner as to serve as agents of continuous improvement and change. SHSS is reputed for the National and International quality of the faculty and the outstanding caliber of the students graduating from its postgraduate programs.
The School of Health System Studies (SHSS) at TISS is the pioneer for various administrative courses in the hospital and healthcare sector. Keeping abreast with the changing demands of the industry, SHSS also initiated courses in the field of public health like Social Epidemiology and Health Policy Economics and Finance. Besides, the institute also regularly revises the course curriculum every year of all the courses to keep in pace with the dynamic healthcare industry. This is in consensus with the feedback from the leaders in the industry.
As healthcare is fast revolutionizing itself, with IT driven models in a nascent stage, profitable ventures are coming up on a larger scale than ever before; government is all set to explore various options to meet the healthcare demand of the country; our students are trained with keeping all these factors in mind and opening the wide and vast healthcare field for themselves. Our curriculum is theoretically updated with advances in all the streams of the industry, may it be information technology, insurance, marketing, planning, and quality of care with the help of the esteemed faculty who have best of practical exposure to this ever changing field. Also, the courses include assignments, group discussions, project work, presentations, role plays, quizzes, simulation games & personal development programs which help our students to become leaders and not mere managers.
The practical exposure at our Institute is beyond comparison with students of any other institute, because our students have 3 internships of 2 months duration each, a summer internship and a block placement. Such a comprehensive curriculum gives our students the knowledge, skill and insight to add more to the field in every possible way.
The student mix is selected from diverse backgrounds following a meticulous and rigorous selection process. This diversity has resulted in experiential learning & appreciation of different cultural nuances. We have a diverse potpourri of students with varied profiles and a range of experience in various sectors in the healthcare industry which opens a wide scope and flexibility of options for our recruiters to choose from.
Sps160 chapter 6 health promotion for target groupZul Fadli
The document discusses health promotion programs at schools. It describes the WHO's Global School Health Initiative launched in 1995 to improve student, staff, family and community health through schools. The goal is to increase the number of "Health-Promoting Schools". Strategies discussed include research, advocacy, strengthening national capacities, and creating networks to develop health-promoting schools. Key areas of focus for these schools are listed. Assessment tools are also described, including the Global School-based Student Health Survey.
Greetings from Tata Institute of Social Sciences!
We are happy to inform you that we are in the beginning of our placement cycle for this year and are glad to attach, an introductory brochure of the 2013-2015 batch of the School of Health Systems Studies (TISS), for your perusal. Like every year, class of 2015 is also represented by conscientious and skilled students that carry great potential and TISS is delighted to present them for placements this year.
This year our placement week has been scheduled from 13th December to 21st December, 2014. We request you to go through this introductory brochure (http://shss.tiss.edu/placements/placement-brochure-2013-2015/view) and contact us for registration and further clarifications.
Ecological Models in Environmental Health Applying Social Cognitive Theory to...sdfghj21
The document discusses applying an ecological model to evaluate the Welsh Network of Healthy School Schemes (WNHSS) using a case study approach. It analyzes the program at national, local, and school levels based on the three strategies of the Ottawa Charter: advocacy, mediation, and enablement. At the national level, the program adhered closely to the Charter and influenced lower levels. Local coordinators and partnerships strengthened implementation. Primary schools were more successful than secondary schools in embedding health-related changes.
This document provides guidance for developing national school policies to promote healthy diets and physical activity as part of implementing the WHO Global Strategy on Diet, Physical Activity and Health (DPAS). It outlines a process for setting up a coordinating team, conducting a situation analysis, developing a workplan and monitoring system, and setting goals and objectives. It provides options for policy elements related to school recognition programs, curriculum, food services, physical environment, health promotion for staff, and school health services. It emphasizes stakeholder involvement including government agencies, teachers, students, parents, and the community. It concludes with recommendations for monitoring and evaluation of policy implementation and development of national indicators.
This document outlines the key concepts and purposes of health education. It defines health education as the process of helping people learn behaviors to improve their health. It discusses how health education aims to prevent diseases through upgrading knowledge, building healthy trends, and changing behaviors. It also describes the roles and characteristics of health educators in medical settings, schools, workplaces, and communities in assessing needs, planning and implementing programs, evaluation, and advocating for health issues.
Global Health Exchange Fellowship Programme EVALUATION REPORT 2016Charlotte Tulinius
The report evaluates a Global Health Exchange Fellowship Programme (GHEFP) pilot that sent UK and Kenyan healthcare professionals to work in underserved communities in Kenya and the UK from September 2015 to March 2016. The program aimed to provide experiential global health learning and support professional development and community health. An evaluation found the program successfully broadened fellows' understanding of health issues, systems, and community work. It also highlighted the value of experiential learning and cultural exchange for developing real-world problem-solving skills to tackle health issues transcending national boundaries.
Consortium for Humanitarian Intervention: Model DescriptionDr. Chris Stout
The document proposes the creation of a Consortium for Humanitarian Intervention to bring together multidisciplinary professionals and students to collaboratively address global health inequities and humanitarian crises. The Consortium would link various academic institutions, NGOs, and international partners to provide education, training, research programs, and clinical services. It would take an integrated approach and focus on small, outcomes-oriented projects. Initial partners discussed include universities, NGOs, and professional organizations from around the world. The document outlines the proposed mission, goals, governance structure, activities, and deliverables of the Consortium.
This document provides a blueprint for implementing interprofessional care in Ontario. It outlines the context, including demands on the healthcare system that necessitate new collaborative models of care. The blueprint was developed through extensive consultation with healthcare and education leaders. It presents 4 key recommendations to advance interprofessional care through actions like preparing current and future caregivers via interprofessional education, and supporting organizational structures, regulations, and policies that enable collaborative team-based care. The goal is to provide guidance to transform the healthcare system through system-wide adoption of interprofessional care.
The document summarizes a health system assessment conducted in Guatemala by a team of USC MPH students. Through stakeholder interviews and a literature review, the team performed a SWOT analysis of Guatemala's health system. Key strengths identified included the ability to identify health problems and solutions and efforts to improve health. Weaknesses included lack of resources, disparities, and inadequate implementation of education programs. Opportunities included forming stakeholder coalitions and investing in human potential. Threats included organizational, integration, and human resource issues. The team provided recommendations to strengthen the system by forming coalitions, integrating traditional healers, addressing provider paradigms, and developing sound health policies.
GERMAS TOOL TO SUPPORT THE TRANSFORMATION OF HEALTH SERVICES IN INDONESIA: PE...indexPub
Community Movement for Healthy Living (GERMAS) is a government program that promotes healthy living in Indonesia. This study seeks to investigate the perspective of primary care health professionals on the development of GERMAS tools in order to facilitate the transformation of health services. The research utilized a qualitative design and Rapid Assessment Procedures approach, collecting data through focus group discussions in Sleman Regency in 2023. Futher we analyze GERMAS activities, strengths and weaknesses, instrument development, and challenges. Result showed that according to health worker perspectives the implementation of Germas is crucial for improving public health in communities. However, barriers include limited funding, uneven distribution of efforts, and lack of role models. Digital literacy is needed to address these issues, including knowledge, disease history, prevention, and access to consultations with health providers. This literacy should be accessible, easy to understand, and small in size to avoid consuming large storage device data. So we conclude that health provider need a comprehensive GERMAS tool to support and controlling the implementation of GERMAS to increase health prevention and promotion.
This document summarizes a study conducted by University of Southern California Master of Public Health students to assess the health system in Guatemala. Over 10 weeks, the students conducted a literature review, visited Guatemala for 3 weeks to interview stakeholders, and wrote a report with their findings. They found challenges including lack of resources, cooperation, and community empowerment. To address this, they proposed goals to strengthen the health system through increasing community involvement, cooperation among stakeholders, and resources.
Using Social Media for Breastfeeding Communication in IndonesiaAJHSSR Journal
ABSTRACT : Breastfeeding is known to positively affect maternal and child health. Despite the many benefits of breastfeeding, Indonesia‘s breastfeeding rate is still below target. Social media can be a useful communication for development tool to promote breastfeeding in Indonesia. Understanding how social media is used in communicating and promoting breastfeeding can help in tailoring programs to increase the breastfeeding rate. This paper aims to analyze the potential and challenges of social media in breastfeeding communication by examining the functions of social media in breastfeeding communication. The results are social media in breastfeeding communication can be classified into two major functions, namely for informational and social purposes. Informational refers to resource and curation functions, whereas social refers to community, social support and social activism. The social function, especially social support seemed to be the most widely reported function of social media, due to the networked nature of social media. Although challenged with the issue of digital divide and other external factors that affect breastfeeding, social media may be an effective tool in breastfeeding promotion and communication.
Amy Ringley is pursuing a Bachelor's degree in Health Education and Promotion and is interested in becoming a Health Educator. She outlines the career paths of a Health Educator Specialist and Community Health Worker. Amy discusses graduate programs at the University of South Carolina and Emory University that she is interested in to obtain a Master's degree. She believes her personality and interests are a good fit for the role of a Health Educator and cites statistics on salary and job growth prospects in the field.
This document discusses motivation of stakeholders in changing medical education in Vietnam. It analyzed a process from 1999-2006 where 8 medical schools worked to make their curriculum more community oriented. Different stakeholders, including those within and outside the universities, were motivated through various activities to participate in curriculum development. The Herzberg motivation theory helped identify factors that satisfied stakeholders and motivated them to support the changes, such as opportunities for input, interactions between stakeholders, and emphasizing self-motivation and learning from each other. Involving diverse stakeholders through appropriate strategies was important for ensuring curriculum changes met community health needs.
This document provides information about the School of Health Systems Studies (SHSS) at the Tata Institute of Social Sciences, including its vision, mission, core values, programs, and placement process. It summarizes the SHSS's placement brochure for 2014-2016, highlighting the following key points:
- SHSS conducts 4 master's programs in health administration, hospital administration, and public health. Students undergo internships and fieldwork as part of their training.
- Alumni of SHSS work across India and abroad in various leadership roles in the health sector.
- The document invites organizations to engage with graduating students of the 2014-2016 batch to enhance healthcare management and systems.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
2. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 2 of 15
Universities are important organizations in what concerns the creation and improvement of health and
wellbeing,thus healthy universities represent a key strategy in the health-promoting settings approach [1-3].
As an organization, higher education plays a major role in shaping society, with significant social, economic
and environmental impacts at regional, national and global levels [4,5]. The individuals who constitute
the university community (students, professors, researchers, technicians, etc.) are, or will be, professionals,
politicians and leaders in different areas of society, and may directly influence society with their habits,
beliefs and attitudes [5].
Introduction
PsycINFO, ISI Web of Knowledge, ISI Proceedings, PubMed, Medline, Lilacs and Scielo were
searched for articles on Health Promoting Universities, published between 1997 and 2017. Studies
detailing the implementation of a Health Promoting University approach were included.
Results
Fourteen studies were identified for in-depth analysis. Of those, four were theoretical papers, and
ten were intervention studies.The programs described in the selected studies are mostly based on the
guidelines of the Edmonton Charter.They incorporated the main areas of action and subject matters
proposed by the Healthy Universities framework. The implementation of healthy policies and the
incorporation of health promotion in the curriculum remain challenging. The review suggests that
most of the universities work towards similar goals, relying on the Healthy Universities framework,
yet that the way in which initiatives are implemented depends on the context.
In Portugal there are 116 higher education institutions (HEIs) [6], each a large and diverse community: the
extensive workforce within universities comprises 32,580 professors [7] and 361,943 students [8].Moreover,
students attending university may be at a key transition point in their lives - living away from home for the
first time and transitioning from childhood to adulthood without the close support of family; or having to
balance the competing demands of work and family life with studying and academic practice. University
provides the opportunity to explore and experiment with new experiences, build life skills and develop
people’s potential. It is also a place where students can clarify their values, develop as global citizens and
prepare for their future roles within communities, workplaces and society as a whole [5,9].
Although the settings approach would appear to resonate with higher education values of engagement,
diversity, participation and collaboration, the concept of a healthy university has been adopted at a slow
speed. At a European level, the Health Promoting Universities framework has been developed over the past
decades through milestone events such as the International Conference on Health Promoting Universities
held in 1996; the publication of the guidelines for establishing Health Promoting Universities by WHO-
Euro in 1998; and the Edmonton Charter for Health Promoting Universities of 2006 [10,11].
3. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 3 of 15
The framework states the objectives that must be pursued to build a Healthy University and mentions what
the expected outcomes should be. The objectives of a Healthy University are: (a) to promote healthy and
sustainable policies and planning throughout the university; (b) to provide a healthy working environment;
(c) to support the healthy personal and social development of the persons involved; (d) to establish and
improve primary health care; (e) to ensure a healthy and sustainable physical environment; (f) to encourage
wider academic interest and developments in health promotion; and (g) to develop links with the community
[10,12]. The results of a Healthy University program should demonstrate the extent to which health has
been integrated in the culture, structure and processes of the university; and the extent to which the health
of the members of the university community improved. The implementation of the key objectives may be
described in terms of process and impact, rather than outcomes, whereby collaboration and networking
are key elements [11,13]. Moreover, universities can also demonstrate improvements in terms of service,
academic performance, and providing conditions for good health.
Several universities have assumed this commitment to health, but only a minority has adopted the whole
system approach following the Health Promoting Universities concept [2,10-13].This concept was launched
more than two decades ago, and draws on a number of different experiences, including settings- based
interventions such as health-promoting schools, workplaces and hospitals, and the expertise of the WHO
Healthy Cities Project Office.
The Healthy Universities approach was first promoted in England in the mid-1990s. Since then, initiatives
have been developed in other countries in Europe,Asia,and Latin America [14-19].As countries and cultures
differ, the context for implementing the approach also varies widely. Since health promotion interventions
are more effective when they are adapted to context [20], Health Promoting University initiatives should
be adapted to local culture, environmental context (e.g. rural, urban) and institutional characteristics [21].
Consequently, health-related programs are more effective when they are adapted to the target population,
and where university community members are empowered through the implementation process of active
participation throughout the program, which is an important additional benefit [22].
The Healthy Universities concept has a strong theoretical basis,and it appears appealing amongst universities
worldwide. However, the way in which the approach has been implemented remains poorly grounded in
practice.This systematic review aims to describe how universities have implemented the Healthy Universities
concept in different cultures. In order to achieve this aim, we analyzed the following aspects of the
implementation of the Health Promoting University: (a) definition of Healthy University; (b) priority areas
of action; (c) subject matters; (d) projects and coordination; and (e) project evaluation and possible results.
However, this implementation of healthy universities, as already mentioned, has been very slow, because
there is scarcity of evidence for the effectiveness of the settings approach - both generally and with regard
to healthy universities in particular [1,3,23]. Although universities have enormous potential to increase
student and community wellbeing, it is a challenge to demonstrate the added value of the whole-system of
the healthy universities approach both for health and for the ‘core business’ of higher education.
4. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 4 of 15
To identify relevant published work on the implementation of the Healthy Universities approach, a search
of PsycINFO,ISI Web of Knowledge,ISI Proceedings,PubMed,Medline,Lilacs and Scielo was performed
in January and February 2018. The search terms used were ‘Healthy University/ies’ OR ‘Health Promoting
University/ies’in either the title or the abstract.To select relevant publications,the following inclusion criteria
were used: (a) published between 1997 and 2017; (b) full text available in English,Portuguese or Spanish; (c)
explicit reference to higher education or university; (d) focus on the improvement of health and well-being
for the whole university; (e) description of the implementation process of a Health Promoting University
initiative and finally (f) being open access papers. A sequential process of examining the title, abstract and
main text of each article or book (chapter) was undertaken, with exclusion of documents occurring at each
stage.The reference sections of all articles meeting the inclusion criteria, as well as those of previous review
articles, were also searched for further relevant studies, which were in turn acquired and checked against the
inclusion criteria. Studies were excluded when they: (a) did not refer to the process of implementation of
the Health Promoting University approach; or (b) duplication existed or (c) was not considered relevant for
the present work.
Papers that met the inclusion criteria were separated into theoretical papers and intervention studies. The
analysis of theoretical documents was done for each document separately, while that of intervention studies
was done jointly. For both types, the content of the selected articles was analyzed paying attention to the
following: (a) definition of Healthy University; (b) priority areas of action; (c) subject matters; (d) projects
and coordination; and (e) project evaluation and possible results.Information extracted from the articles was
summarized in tables. Data extraction from the selected articles was done by the first author.
Methods
Literature Search and Selection
Analysis
5. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 5 of 15
Four theoretical papers that dealt with the implementation of the Health Promoting University concept
were found in the literature. The first document was developed by the University College Dublin (UCD)
as an implementation guide for Healthy Universities, namely in Ireland [24].The UCD Health Promotion
Strategic Plan - ‘Healthy UCD’, aims to work in partnership with Higher Education Institutes to develop
a health promoting campus model of health promotion. As stated in the UCD Strategic Plan 2015-2020,
their mission is to “contribute to the flourishing of Dublin, Ireland, Europe and the world (…) providing a
supportive community in which every member of the University is enabled to achieve their full potential.”
Healthy UCD outlines an ambitious program for health promotion within the university community from
2015 to 2010 and beyond that will facilitate the delivery of the key objectives that form the basis of their
university strategic plan and direction for the next period. Successful implementation of Healthy UCD
will help create an organization that has faculty and staff who are engaged, committed and productive, and
students who graduate with a holistic education that places emphasis on health and wellbeing for themselves
and the global community they inhabit. As a health promoting university, UCD will be seen as a positive
and supportive environment in which to study and work,ensuring to attract and retain the brightest students
and most inspiring and creative faculty and staff. The proposed actions included: the creation of a culture
of health for the student formation; the development of healthy environments; and the implementation of
healthy policies. Although the importance of evaluation was mentioned, no guidance was provided on how
to carry out an evaluation of a Healthy University.
The second document aims to contribute to the debate on Health Promoting Universities and Colleges
(HPUC) movement in Portugal and it not only presents arguments for health promotion in the national
higher education setting and examples of health promotion initiatives carried out by Portuguese higher
education institutions,but also challenges these institutions to take some measures that would accelerate the
transformation advocated by the HPUC movement [25]. It defined a Health Promoting University as an
institution that is committed to creating an environment and culture that encourages health and well-being
of all its members’. Proposed actions included: the implementation of healthy policies; the creation of an
organizational structure to coordinate all actions related to health, and the provision of a healthy physical
environment. This paper recommended that the highest university authority should lead the strategy, and
that there should be a coordinating team and a working group involving different members of the university
community. The implementation and the evaluation were recognized as useful to improve and redesign the
program, but details on how to evaluate a Health Promoting University were not given.
The third one was a glossary addressing key concepts associated with Healthy (or Health Promoting)
Universities in Chile [26].This glossary defined a Healthy University as ‘an institution that includes health
promotion within their educational project to improve the health of their community members’. Actions
that were proposed included: information and awareness-raising on health issues, online educational
activities, institutional changes and improvement of the physical environment.The glossary highlighted the
importance of developing healthy policies that integrate the concept of healthy lifestyle in the curriculum
and institutional culture. Evaluation was recognized as an important but complicated process, the success of
which depends on the physical-environmental context and available human resources.
Results
Theoretical Papers
6. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 6 of 15
The fourth document was developed by the Ministry of Health of Peru as an implementation guide for
Healthy Universities [27].It referred to a Healthy University as an institution that implements health policies,
encourages learning for health, and promotes the participation of all those involved in the decision making
process, and described it as also contributing to the eradication of poverty, hunger, maternal mortality, and
other health challenges. The proposed actions included: the creation of a culture of health for the student
formation; the development of healthy environments; and the implementation of healthy policies.Although
the importance of implementation and evaluation was mentioned, no guidance was provided on how to
carry out an evaluation of a Healthy University.
Ten intervention studies describing the implementation of the Health Promoting University concept were
identified in the literature.Two studies reported the findings of a national-level qualitative study, one study
carried out in England and the other carried out in Brazil, providing a summary of the activity developed
by various institutions [3,28].The other eight studies described one intervention.The information extracted
from these studies is summarized below.
All studies proposed a definition of Healthy Universities or Health Promoting University, Faculty or School
(see Table 1). Among the studies, a Healthy University was defined as an institution that: integrates health
in its educational project; provides a supportive environment for health; protects health and promotes the
well-being of all community members through healthy policies. Some studies added that a university is
based on the values of respect, active citizenship and solidarity.
Intervention Studies
In all studies, establishing Healthy Universities entails several areas of action (see Table 2). Seven studies
mentioned the development of personal skills and knowledge regarding health, the creation of healthy
environments and the incorporation of health issues in the curriculum [12-15,19,29,30,31]. Six studies
mentioned the development of healthy policies [2,12,13,19,28,32]; and five studies mentioned activities
with the local community [2,12,19,28,31]. The continued provision of health services was named in two
studies [19,28],and in other two studies the subject of healthy workplaces was also addressed [12,31].In one
study, research was also considered an area of action [2].
Regarding the issue subject matters - these constitute the health issues that are addressed in the context of
a Healthy University. The prevention of alcohol and drug abuse was mentioned most often, in nine of the
ten studies [2,12,13,15,28-32]; eight studies mentioned activities focused on healthy eating [2,15,19,28-
32], five studies mentioned activities focused on mental health [2,12,13,19,30], and sexual health and
STD/ AIDS prevention [2, 12,15,19,29]. Physical activity was mentioned in four studies [2,19,30,31],
and smoking cessation and promotion of smoke-free spaces [19,29,30,31]. Road safety and transportation
were mentioned in three studies [2,12,32], and the prevention of chronic diseases in other three studies
[29,30,32]. Other issues mentioned included building design [2,3], healthy sleep [15]; oral health [29],
family-studies relationship [29] and academic performance [29].
7. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 7 of 15
Projects and coordination were also analyzed. In four studies, the faculties of medical sciences or related
careers were responsible for leading the Healthy University program [12,13,15,30]. One study mentioned
that the project was an initiative of the university’s authorities [32]. Another study indicated that the project
was a collaboration between governmental agencies supported by WHO [19].Other services in charge were
the human resources/occupational health, academic department, student services and sports department
[2,30,31].The presence of a steering group was mentioned in seven studies [2,12,13,28,30-32], six of which
had representatives from different members of the university community [2,12,19,28,31,32].
Concerning the issue adaptation to the context - Six of the ten studies provided information regarding
adaptation to the cultural context, having aimed to make the program more culturally sensitive
[2,12,15,19,31,32]. Actions mentioned in this regard were the involvement of students and of academic
and non-academic staff in the planning and implementation of the initiative. Four studies highlighted the
participation of volunteer students in the implementation through peer education projects on issues such as
sexual health and drug use [2,12,19,31], thus ensuring greater credibility and acceptability by the rest of the
university community.The development of health education material tailored to problems that were specific
of the university community was mentioned in four programs [12,15,19,31].In three programs,information
on the needs of those involved was collected through a diagnostic process in an effort to adapt the program
to the cultural context [2,15,32].
While the importance of evaluation was acknowledged in all studies, details on the type of evaluation
performed were provided only in seven studies [2,15,19,29-32]. Most evaluations involved the use of
questionnaires or interviews with students, teachers and/or workers [2,15,19,29-32]. Questionnaires were
used either to measure modifications in knowledge and health-related behaviors, or to identify needs and
opinions about different aspects of the project. Only two studies reported the results of the evaluation
process [12,19], observing improvements in the well-being of members of the university community and
in the physical and social environment. An increase in health-related knowledge and decrease in harmful
behaviors among students were also reported in these studies.
Table 1: General characteristics and definition of Healthy Universities according to the different studies
Reference Country
Name of the
project
Starting
date
Concept - A Healthy University is
one that…
Xiangyang, Lan, Xuping,
Tao, Yuzhen, & Jagusz-
tyn
(2003)
China
Health Promoting
University
1997
Protects the health and promotes
the well-being of students, staff and
the wider community through their
policies and practices. Relates health
promotion to teaching and research.
Develops health promotion alliances
and outreach into the community.
Dooris (2002) England
Health Promoting
University
1995
Encourages active participation of
the community. Integrates within the
university’s culture a commitment to
health. Promotes health and well-be-
ing of staff, students and the wider
community.
8. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 8 of 15
Dooris & Doherty
(2010b)
England
Healthy University,
Healthy Campus,
Health Promoting
University
Different
initiatives
began
between
1995 and
2008
Promotes health in a specific group
like students or workers. Raises the
profile of health within the culture,
structures and processes of the
university.
Baños, Leyva, Quintana,
& de Armas 2001)
Cuba
Health Promoting
School
Not
men-
tioned
Is based on conviviality, respect and
solidarity. Understands that health
is the result of many environmen-
tal, social and individual factors.
Granados, Alba, & Becerra
(2009)
Colombia Healthy University 2003
Develops actions to promote
health. Encourages active partici-
pation of the community.
Becerra-Bulla, Pinzón-
Villate, & Vargas-Zárate
(2011)
Colombia
Health Promoting
University
2009
Incorporates health promotion into
the educational project. Promotes
human development to improve
the quality of life for all its mem-
bers.
Becerra, H. S. (2013) Peru Healthy University 2011
Provides a healthy environment
and incorporates health issues in its
curriculum. Promotes compliance
with public health policies.Provides
information on healthy lifestyles.
Knight (2013) England Healthy University 2011
Integrates health and health pro-
motion into the university culture.
Adapts university policies, pro-
cesses and structures to promote
health.
Nahas, Barros, de Assis,
Hallal, Florindo, & Kon-
rand (2009)
Brazil
Health Promoting
University
Healthy University
2009
Promotes health in a specific group
like students. Integrates health and
health promotion into the universi-
ty culture. Develops health promo-
tion alliances and outreach into the
community.
Nahas, Barros, de Assis
(2014)
Brazil Healthy University 2014
Provides a healthy environment
and incorporates health issues in
schools / universities
9. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 9 of 15
Table 2:Areas of action, subject matters, project and coordination, and evaluation in Healthy Universities according
to the different studies.
Reference Country Areas of action Subject matters
Project and
Coordination
Evaluation
Xiangyang,
Lan, Xuping,
Tao, Yuzhen,
& Jagusztyn
(2003)
China
University policies;
health supporting
environments; personal
skills; health services;
actions with the com-
munity.
Smoking control;
mental health;
STD/ AIDS
prevention; sexual
health; physi-
cal exercise and
healthy diet.
Health and ed-
ucation author-
ities of Beijing.
Supported by
the WHO.
Yes. Qualitative/
formative and
quantitative/
summative.
Dooris (2002) England
The policy process;
student development;
healthy workplace;
healthy environments;
academic development;
health of the wider
community.
Sexual health;
building design;
transport and
mental well-being.
Faculty of
Health in part-
nership with
other faculties
and services.
Yes. Not reported.
Dooris &
Doherty
(2010b)
England
Healthy policy; healthy
environments; curric-
ulum; research; social
support systems; organi-
sational culture; relation
with the community.
Mental health;
physical activity;
healthy eating;
alcohol; sexual
health; smoking
control; drugs;
sustainability and
transport.
Human
resources/
occupational
health, academ-
ic departments,
student ser-
vices and sport
department.
Yes. Qualitative/
formative and
quantitative/
summative.
Baños, Leyva,
Quintana,
& de Armas
2001)
Cuba
Healthy environments;
self-care
education; curricular
changes; prevention of
diseases.
Healthy diet; car-
diovascular risks;
alcohol; oral
health; sexual
health; academic
performance.
Faculty of
Health.
Yes. Quantitative/
summative.
Granados,
Alba, & Bec-
erra
(2009)
Colombia
Institutional articu-
lation; integration of
health in the educative
program; prevention of
diseases.
Healthy diet;
smoking control;
alcohol; preven-
tion of chronic
diseases; security;
traffic safety edu-
cation.
University Vice
presidency.
Yes. Quantitative/
summative.
Becerra-Bulla,
Pinzón-Villa-
te, & Vargas-
Zárate
(2011)
Colombia
Curricular chang-
es; health education;
healthy environments;
integration of health
across all faculties.
At present, only
healthy eating
habits. In the
future the aim is
to work also on
physical activity;
alcohol; smoking
control; drugs;
mental health.
Career of Nu-
trition and the
Student Health
Department.
Yes. Qualitative/
Formative and
quantitative/
summative.
10. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 10 of 15
Becerra, H. S.
(2013)
Peru
Health education and
healthy environments.
Mental health; sex-
ual health; healthy
diet; smoking con-
trol; drugs; healthy
sleep.
Department
of Psychology,
department
supported by
the Academic
Direction of
Social Respon-
sibility.
Yes. Qualita-
tive/ formative
and quantita-
tive/ summa-
tive.
Knight (2013) England
Integration of health pro-
motion across all schools
and departments; person-
al skills
related to health; healthy
environments; and part-
nership with the commu-
nity.
Mental health; iso-
lation and drinking;
work/life balance.
School of
Health
and Social
Care.
Not reported.
Nahas,
Barros, de
Assis, Hallal,
Florindo, &
Konrand
(2009)
Brazil
Integration of health
promotion across night
classes and public schools
in two Brazilian cities;
personal skills related to
health; healthy environ-
ments; and partnership
with the community
Physical exercise
and healthy eating;
smoking control;
alcohol; health risk
behaviours
Department
of Education
staff, Federal
University of
Santa Catarina;
University of
Pernambuco;
University of
Sao Paulo and
Federal Univer-
sity of Pelotas
Yes. Qualita-
tive/ formative
and quantita-
tive/ summa-
tive.
Nahas, Barros,
de Assis
(2014)
Brazil
Health education and
healthy environments.
Physical exercise
and healthy eating;
Department
of Education
staff, Federal
University of
Santa Catarina;
University of
Pernambuco
Not reported.
This literature review confirmed that there is,among Portuguese HEIs,increasing interest in moving beyond
merely targeting health promotion interventions at students and staff to embrace the wider concept and
practice of Healthy Universities. Also, the literature review provides insight in the way in which the Health
Promoting University concept has been implemented by universities and adapted to cultural context.While
there is a vast literature on interventions aimed at university students that focus on a single health issue
[5,33],only a small number of studies could be found that describe the implementation of programs focusing
on the entire university community through a whole systems approach.
Discussion
11. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 11 of 15
Overall, the Healthy University initiative was in different stages of development and implementation of a
whole university approach, with only a few universities focusing on the university community in its totality
and many acknowledging the challenges involved in achieving and embedding the wide-ranging cultural
change necessary to translate vision into reality. Furthermore, they also suggested that there has been a
relative scarcity of rigorous evaluation at this whole system level, with studies being limited to component
projects and interventions. In part, this reflects the informal status and early stage of the development of
Healthy Universities in Portugal. However, it is also symptomatic of the challenges involved in generating
robust evidence of effectiveness for complex, multidisciplinary whole system programs [3,5].
The programs described in the studies included in the review are mostly based on the guidelines of the
Edmonton Charter [11],and incorporate the main objectives and actions of the Health Promoting University
proposed by Dooris [1-3].
The items of work that are addressed through the Health Promoting University initiatives are very similar
across universities, showing that universities focus mainly on the most common health problems associated
to young people. The programs included in the review were most often coordinated by faculties of medical
sciences.This may be because those in health-related careers recognize it as their duty to support the health
of the university community. The challenge for the health faculties is to convince the university authorities
of the responsibility the university has regarding health promotion [16]. This is important, because the
alignment of the top-down commitment of university authorities with bottom-up action is essential for
a Health Promoting University program [12]. Nevertheless, actively involving members in the planning,
implementation and evaluation of the program is important, as it allows the intervention to be adapted to
the specific cultural context. Moreover, by equipping stakeholders with the know-how and tools to identify
and implement the essential program components and coaching them in the implementation process, the
members of the community can become empowered to take on future projects themselves while staying
faithful to the Health Promoting University principles, as proposed in the empowerment implementation
approach [22].
To evaluate the program, most studies assessed the modification of health-related knowledge and/or
behaviors,typically using interviews and questionnaires.Effects at a more systemic level,such as the creation
of a health-promoting environment or the integration of health within the university culture, are less often
assessed.This may be due to the inherent difficulty of assessing initiatives using the healthy setting approach.
However, it is important to remember that the objective of a Health Promoting University is to improve the
health of its members and integrate health within the university culture. Both are long- term processes, the
results of which cannot be observed immediately [3,10]. Further studies on the evaluation and effectiveness
of Healthy University initiatives are needed, especially in Portugal.
To guide the work of universities that have made a commitment to health, the objectives of the Health
Promoting University established in the strategic framework [3] provide a sound basis.Successful compliance
with these objectives means that a university can be considered a Health Promoting University. In the
initiatives presented in this review, compliance with certain objectives is better in some universities than
others. Providing opportunities for a healthy environment and developing personal skills and knowledge
regarding health are objectives for which most universities have made important efforts.
12. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 12 of 15
On the other hand,the implementation of healthy policies,incorporating health promotion in the curriculum
development across all faculties,and developing links with the community remain challenging in three of the
studies [15,29,30].These initiatives,which have found it more difficult to comply with all the objectives,have
in common that the interest to develop the Health Promoting University program came from a particular
group in a faculty or department.It seems that in this scenario,fulfilling all objectives of a Health Promoting
University is more challenging.
Despite the few studies found, this systematic review as revealed the rich diversity of health-related activity
taking place within HEIs and points to a burgeoning interest in the whole system Healthy University
approach.
The results show that the majority of these universities work towards similar goals,relying on the framework
forHealthPromotingUniversities.However,forsomeofitsobjectivestheimplementationcanbechallenging,
namely in Portugal.
Whereas the concept of the Health Promoting University was developed in a western European context, it
is important to consider the factors that make this initiative successful in different contexts.The adaptation
of the Health Promoting University concept to the specific characteristics of very different cultural contexts
seems to be one of them. In the few published studies that explicitly describe the implementation of the
Health Promoting University approach, only adaptations of superficial cultural aspects were identified.
Adaptations that take into account deep cultural factors such as history, religion or social context may
maximise the potential of the Health Promoting University initiative. Participation of members of the
university community in the planning, implementation and evaluation process is also particularly valuable.
More studies focusing on these context-dependent modifications would be more than welcome.
Higher education offers enormous potential to impact positively on the health and well-being of students,
staff and the wider community through education, research, knowledge exchange and institutional practice.
There is also a growing appreciation that investment for health within the sector will contribute to core
agendas such as staff and student recruitment, experience and retention; as well as institutional and societal
productivity and sustainability. Despite this, health and well-being remain largely marginal to the mission
and organization of higher education.
Conclusion
Finally, for these initiatives to continue developing, the political support of the authorities and the scientific
and academic body is required.On the one hand,political support would need to incorporate the promotion
of health in all areas and university services. On the other hand, the role of the academic and scientific
community is to strengthen the exchange of results and experiences, to achieve the goal of identifying
models of good practice.
Acknowledgements
To the Foundation for Science and Technology / Ministry of Science and Higher Education.
13. Marta Reis, et al. (2018). The Promotion of Healthy Universities: A Systematic Review. CPQ Women and
Child Health, 1(3), 01-15.
Marta Reis, et al., CPQ Women and Child Health (2018) 1:3 Page 13 of 15
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