This document discusses a presentation on health promotion given by Fatma Ibrahim Abdel-latif Megahed. The presentation defines key concepts related to health promotion and discusses several models of health promotion. It also identifies three strategies for health promotion practice - empowerment, social marketing, and health education. Finally, it outlines some common health promotion programs and discusses approaches to evaluating health promotion programs.
CONCEPTUAL MODELS IN COMMUNITY HEALTH.pptxNatalya80
This document discusses several conceptual models used in community health:
- The Precede-Proceed Model is an 8-phase model for planning, implementing, and evaluating public health programs by first assessing needs and then implementing and evaluating an intervention.
- The Donabedian Model examines health care quality using three concepts: structure, process, and outcomes to evaluate how structure influences processes and outcomes.
- The Health Belief Model suggests individuals' health-related actions depend on their perceptions of susceptibility, severity, benefits, and barriers of diseases or health behaviors. It includes six constructs related to risk perceptions and decision-making.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
Evalation of Health Education & Health Promotion.pptxSanjeevDavey1
This document discusses evaluating health education and promotion programs. It provides definitions of health education from various organizations and discusses the importance of effective communication. The document then discusses the purpose and types of program evaluation, including process evaluation to assess implementation, impact evaluation to assess immediate effects, and outcome evaluation to assess long-term changes. Key steps in evaluation are described, such as involving stakeholders, describing the activities, and selecting appropriate methods.
This document outlines the process of developing a behavior change communication (BCC) strategy for family planning. It discusses:
1. The 5 steps for developing a BCC strategy - analysis, strategic design, development and testing, implementation and monitoring, and evaluation and re-planning.
2. Key aspects of each step, including conducting a situation and audience analysis, setting SMART objectives, selecting effective communication channels, developing and pre-testing materials, and implementing with benchmarks and responsibilities.
3. Stages in the process of behavior change - from creating awareness to maintaining new behaviors - and how BCC can facilitate moving people through these stages for family planning.
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.
CONCEPTUAL MODELS IN COMMUNITY HEALTH.pptxNatalya80
This document discusses several conceptual models used in community health:
- The Precede-Proceed Model is an 8-phase model for planning, implementing, and evaluating public health programs by first assessing needs and then implementing and evaluating an intervention.
- The Donabedian Model examines health care quality using three concepts: structure, process, and outcomes to evaluate how structure influences processes and outcomes.
- The Health Belief Model suggests individuals' health-related actions depend on their perceptions of susceptibility, severity, benefits, and barriers of diseases or health behaviors. It includes six constructs related to risk perceptions and decision-making.
This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
Evalation of Health Education & Health Promotion.pptxSanjeevDavey1
This document discusses evaluating health education and promotion programs. It provides definitions of health education from various organizations and discusses the importance of effective communication. The document then discusses the purpose and types of program evaluation, including process evaluation to assess implementation, impact evaluation to assess immediate effects, and outcome evaluation to assess long-term changes. Key steps in evaluation are described, such as involving stakeholders, describing the activities, and selecting appropriate methods.
This document outlines the process of developing a behavior change communication (BCC) strategy for family planning. It discusses:
1. The 5 steps for developing a BCC strategy - analysis, strategic design, development and testing, implementation and monitoring, and evaluation and re-planning.
2. Key aspects of each step, including conducting a situation and audience analysis, setting SMART objectives, selecting effective communication channels, developing and pre-testing materials, and implementing with benchmarks and responsibilities.
3. Stages in the process of behavior change - from creating awareness to maintaining new behaviors - and how BCC can facilitate moving people through these stages for family planning.
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.
Theories and-models-frequently-used-in-health-promotionDanzo Joseph
The document discusses several theories and models that are frequently used in health promotion. At the individual level, theories include the health belief model, stages of change model, and relapse prevention model. Interpersonal level theories cover social learning theory, theory of reasoned action, and theory of planned behavior. Community level models involve the community organization model, ecological approaches, organizational change theory, and diffusion of innovations theory. Each theory or model addresses key concepts relevant to health behavior change.
Healthy People 2020Healthy People was a call to action and an.docxpooleavelina
Healthy People 2020
Healthy People was a call to action and an attempt to set health goals for the United States for the next 10 years.
Healthy People 2000 established 3 general goals:
Increase the span of healthy life.
Reduce health disparities.
Create access to preventive services for all.
Healthy People 2010 introduced 2 general goals:
Increase quality and years of healthy life.
Eliminate health disparities.
Practical Policy for Preventive Services
The U.S. health care system faces significant challenges that clearly indicate the urgent need for reform.
There is broad evidence that Americans often do not get the care they need even though the United States spends more money per person on health care than any other nation in the world.
Preventive care is underutilized, resulting in higher spending on complex, advanced diseases.
Practical Policy for Preventive Services
Patients with chronic diseases too often do not receive proven and effective treatments such as drug therapies or self management services to help them more effectively manage their conditions.
These problems are exacerbated by a lack of coordination of care for patients with chronic diseases.
Reforming our health care delivery system to improve the quality and value of care is essential to address escalating costs, poor quality, and increasing numbers of Americans without health insurance coverage.
Why policies need to be developed?
Basic needs are not being met (e.g., People are not receiving the health care they need)
People are not being treated fairly (e.g., People with disabilities do not have access to public places)
Resources are distributed unfairly (e.g., Educational services are more limited in neighborhoods of concentrated poverty)
Why policies need to be developed?
Current policies or laws are not enforced or effective (e.g., The current laws on clean water are neither enforced nor effective)
Proposed changes in policies or laws would be harmful (e.g., A plan to eliminate flextime in a large business would reduce parents' ability to be with their children)
Existing or emerging conditions pose a threat to public health, safety, education, or well-being (e.g., New threats from terrorist activity)
Marjory Gordon’s Functional Health Patterns
Marjory Gordon was a nursing theorist and professor who created a nursing assessment theory known as Gordon's functional health patterns.
It is a method to be used by nurses in the nursing process to provide a more comprehensive nursing evaluation of the patient.
Gordon's functional health pattern includes 11 categories which is a systematic and standardized approach to data collection.
List of Functional Health Patterns
1. Health Perception – Health Management Pattern
describes client’s perceived pattern of health and well being and how health is managed.
2. Nutritional – Metabolic Pattern
describes pattern of food and fluid consumption relative to metabolic need and pattern indicators of loca ...
This document provides an overview of health promotion including definitions, approaches, models, activities, processes, principles, tools, and programs. It also discusses evaluation of health promotion programs and challenges. Key points include:
- Health promotion is defined as empowering people to increase control over their health through various population-based, participatory, multi-sectoral approaches.
- Common models include Tannahill's which incorporates health education, prevention, and protection.
- Activities can target populations, lifestyles, environments and include education, policy, community development.
- Stakeholders have roles in building healthy public policy, supportive environments, skills and reorienting services.
- Evaluation assesses
This document outlines key concepts related to health promotion including definitions, approaches, models, activities, principles, and examples of health promotion programs. It defines health promotion as a process that empowers communities and individuals to improve their health. Several approaches are discussed, including focusing on healthy populations, lifestyles, and environments. Models of health promotion include Tannahill's model and examples of community programs targeting preschools, schools, workplaces, and other groups are provided. The planning process and principles of health promotion are also summarized.
The document outlines 5 approaches to health promotion: medical, behaviour change, educational, empowerment, and social change. The medical approach uses interventions like immunizations and screenings to prevent disease. The behaviour change approach views health as an individual responsibility and uses communication to encourage behaviour changes. The educational approach provides information to allow informed choices. The empowerment approach facilitates self-empowerment through counseling and community empowerment. The social change approach shapes policies and environments to better support health. Each approach has different aims, methods, and relationships with clients/workers.
✚ The Scope of Health Behavior
✚ The Changing Context of Health, Disease, and Health Behavior
✚ Health Behavior and Health Behavior Change
✚ Settings and Audiences for Health Behavior Change
✚ Progress in Health Behavior Research and Practice
This document provides an overview of health promotion. It defines health promotion as enabling people to increase control over their health. The goal of health promotion is to educate and empower people to make informed health decisions. It discusses models of health promotion that incorporate health education, protection, and prevention. Key principles outlined include taking a population-level approach and addressing social determinants of health. The document also outlines different approaches to health promotion, such as medical, behavioral, educational, empowerment, and social change approaches. Finally, it provides an example comparing how each approach may address the issue of smoking.
This document outlines topics related to health promotion including definitions, approaches, models, activities, processes, responsibilities, principles, tools, and programs. It also discusses evaluation of health promotion programs and challenges. Key points include definitions of health promotion from WHO as a process of empowering communities to improve health, 5 approaches (healthy lifestyle, population, environment, settings), and examples of health promotion programs like those targeting students, workers, and communities.
CHN II 2.6.2020 AN MLHP- BEHAVIOR CHANGE COMMUNICATION.pdfmuthuraja808076
The document discusses Behavior Change Communication (BCC) and its role in improving health outcomes. It defines BCC as a strategic communication process used to promote positive health behaviors. The document outlines the objectives, principles and steps of BCC. These include increasing knowledge, approval and advocacy to motivate behavior change. BCC is seen as an evolution from earlier health communication approaches like health education and IEC. The roles and strategies of BCC are described for areas like family planning, HIV/AIDS, and reproductive and child health. Challenges of implementing effective BCC strategies are also highlighted.
Evaluating the effectiveness of strategies and alternatives toandibonks
The faith community nurse conducted a needs assessment that found oral health was a priority issue. An oral health promotion program was planned with the goals of enrolling community members in need of oral health services and improving oral health behaviors. Pre- and post-surveys assessed access to dental supplies, knowledge, and resources. Analysis found a 300-800% improvement in access and behaviors post-program, indicating the program was an effective health promotion strategy for the community.
This document outlines the steps for planning and implementing a community health education program. It discusses gathering information about the community, defining health problems, setting goals and objectives, identifying resources, and selecting educational methods. The document also covers implementing the program, and evaluating it through formative, process, outcome, and impact assessments. It provides examples of existing national health programs in areas like family planning, immunizations, and disease control.
1) Community health nursing aims to promote and preserve the health of populations through nursing practices that are general, comprehensive, and not limited to specific age or diagnostic groups. It focuses on populations as a whole through continuous care.
2) Community health nursing contributes to total population health by directing care to individuals, families, and groups. It takes a holistic approach through health promotion, education, coordination, and continuity of care.
3) Several conceptual models are applicable to community health nursing, including systems models which view communities as interconnected systems, developmental models for working with children, and interaction models focused on communication, roles, and self-perception between nurses and communities.
The document discusses several planning models for health promotion and education, including the Model for Health Education Planning and Resource Development (MHEPRD). It describes the MHEPRD as having five cyclical phases: health education plans, demonstration programs, operational programs, research programs, and information/statistics. The model considers evaluation an integrated part of each phase. The document also discusses eight components of behavior change and the differences between models and theories. Finally, it outlines the stages of developing health education resources, including determining needs, audience, scope, drafting/testing, publishing, distributing, and evaluating.
Lecture-5- HE planing Modelas of Health Education(1).pptxGalassaAbdi
The document discusses planning, implementation and evaluation of health promotion programs. It begins by defining planning and outlining the purposes and principles of planning. It then describes the planning steps and different models that can be used for health promotion, focusing on the PRECEDE-PROCEED model. The PRECEDE-PROCEED model includes nine phases - the first five comprise the PRECEDE component involving diagnosis, and the last four comprise the PROCEED component involving implementation and evaluation. The phases of the PRECEDE-PROCEED model are described in detail in the document.
This document defines community health nursing and describes its key characteristics and components. Community health nursing combines nursing and public health to promote population health. It focuses on communities, aggregates, and vulnerable populations. The community health nurse acts as a clinician, educator, advocate, manager, collaborator, leader, and researcher to address the health needs of the community through activities like health promotion, prevention, treatment, rehabilitation, evaluation, and research.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
This document discusses health behavior theories and their usefulness in designing health education interventions and programs. It provides an overview of some major theories like the Health Belief Model and explains how theories can be used as tools to understand health behaviors, plan evidence-based programs, and evaluate impacts. It also outlines some essential components of effective community-based health education, like involving community members, comprehensive long-term planning, and addressing multiple factors to create lasting behavior and social change.
This document defines health education and outlines several models used in health education. It provides definitions of health education from several sources that describe it as a process of facilitating voluntary behavior changes through learning experiences. It also describes several models used in health education, including the health belief model, transtheoretical model, and PRECEDE-PROCEED model. For each model, it provides an overview and examples of how they are applied to promote behaviors like condom use. Finally, it outlines the typical components and phases of planning, implementing, and evaluating a health education program.
1. The document discusses various models and steps for planning and evaluating health promotion interventions. It describes planning models like PRECEDE-PROCEED and PEN-3 which involve assessing the community and identifying factors influencing health behaviors.
2. The planning process involves defining goals and objectives, identifying strategies and resources, and developing indicators. Evaluation determines whether objectives were met and assesses outcomes, using both qualitative and quantitative methods like surveys, focus groups, and experimental studies.
3. Challenges to evaluation include measuring long-term outcomes, limitations of resources, accounting for complex determinants of health, and ensuring use of lessons learned from the evaluation. Overall the document provides an overview of systematic approaches to planning and
This document discusses respiratory syncytial virus (RSV), a common virus that infects the respiratory tract. RSV spreads through respiratory droplets from coughs or sneezes or touching contaminated surfaces. Each year in the US, millions of children under 4 get RSV infections and over 100,000 are hospitalized. Symptoms include coughing, fever, and wheezing. Those at high risk for severe infection include premature infants, young children, and older adults. While most cases are mild, some may lead to pneumonia or bronchiolitis. Proper handwashing and disinfecting surfaces can help prevent the spread of RSV.
This document summarizes the relationship between the mosquito species Aedes aegypti, which transmits diseases like dengue and Zika, and climate change. It notes that Ae. aegypti thrives in warm, urban environments and that rising global temperatures are expanding its range. Climate change may lead to increased transmission of pathogens as the mosquito spreads to new areas. The document also discusses how mangrove reforestation could help reduce mosquito populations and mentions the role of mangroves in storing carbon and protecting coastlines.
Theories and-models-frequently-used-in-health-promotionDanzo Joseph
The document discusses several theories and models that are frequently used in health promotion. At the individual level, theories include the health belief model, stages of change model, and relapse prevention model. Interpersonal level theories cover social learning theory, theory of reasoned action, and theory of planned behavior. Community level models involve the community organization model, ecological approaches, organizational change theory, and diffusion of innovations theory. Each theory or model addresses key concepts relevant to health behavior change.
Healthy People 2020Healthy People was a call to action and an.docxpooleavelina
Healthy People 2020
Healthy People was a call to action and an attempt to set health goals for the United States for the next 10 years.
Healthy People 2000 established 3 general goals:
Increase the span of healthy life.
Reduce health disparities.
Create access to preventive services for all.
Healthy People 2010 introduced 2 general goals:
Increase quality and years of healthy life.
Eliminate health disparities.
Practical Policy for Preventive Services
The U.S. health care system faces significant challenges that clearly indicate the urgent need for reform.
There is broad evidence that Americans often do not get the care they need even though the United States spends more money per person on health care than any other nation in the world.
Preventive care is underutilized, resulting in higher spending on complex, advanced diseases.
Practical Policy for Preventive Services
Patients with chronic diseases too often do not receive proven and effective treatments such as drug therapies or self management services to help them more effectively manage their conditions.
These problems are exacerbated by a lack of coordination of care for patients with chronic diseases.
Reforming our health care delivery system to improve the quality and value of care is essential to address escalating costs, poor quality, and increasing numbers of Americans without health insurance coverage.
Why policies need to be developed?
Basic needs are not being met (e.g., People are not receiving the health care they need)
People are not being treated fairly (e.g., People with disabilities do not have access to public places)
Resources are distributed unfairly (e.g., Educational services are more limited in neighborhoods of concentrated poverty)
Why policies need to be developed?
Current policies or laws are not enforced or effective (e.g., The current laws on clean water are neither enforced nor effective)
Proposed changes in policies or laws would be harmful (e.g., A plan to eliminate flextime in a large business would reduce parents' ability to be with their children)
Existing or emerging conditions pose a threat to public health, safety, education, or well-being (e.g., New threats from terrorist activity)
Marjory Gordon’s Functional Health Patterns
Marjory Gordon was a nursing theorist and professor who created a nursing assessment theory known as Gordon's functional health patterns.
It is a method to be used by nurses in the nursing process to provide a more comprehensive nursing evaluation of the patient.
Gordon's functional health pattern includes 11 categories which is a systematic and standardized approach to data collection.
List of Functional Health Patterns
1. Health Perception – Health Management Pattern
describes client’s perceived pattern of health and well being and how health is managed.
2. Nutritional – Metabolic Pattern
describes pattern of food and fluid consumption relative to metabolic need and pattern indicators of loca ...
This document provides an overview of health promotion including definitions, approaches, models, activities, processes, principles, tools, and programs. It also discusses evaluation of health promotion programs and challenges. Key points include:
- Health promotion is defined as empowering people to increase control over their health through various population-based, participatory, multi-sectoral approaches.
- Common models include Tannahill's which incorporates health education, prevention, and protection.
- Activities can target populations, lifestyles, environments and include education, policy, community development.
- Stakeholders have roles in building healthy public policy, supportive environments, skills and reorienting services.
- Evaluation assesses
This document outlines key concepts related to health promotion including definitions, approaches, models, activities, principles, and examples of health promotion programs. It defines health promotion as a process that empowers communities and individuals to improve their health. Several approaches are discussed, including focusing on healthy populations, lifestyles, and environments. Models of health promotion include Tannahill's model and examples of community programs targeting preschools, schools, workplaces, and other groups are provided. The planning process and principles of health promotion are also summarized.
The document outlines 5 approaches to health promotion: medical, behaviour change, educational, empowerment, and social change. The medical approach uses interventions like immunizations and screenings to prevent disease. The behaviour change approach views health as an individual responsibility and uses communication to encourage behaviour changes. The educational approach provides information to allow informed choices. The empowerment approach facilitates self-empowerment through counseling and community empowerment. The social change approach shapes policies and environments to better support health. Each approach has different aims, methods, and relationships with clients/workers.
✚ The Scope of Health Behavior
✚ The Changing Context of Health, Disease, and Health Behavior
✚ Health Behavior and Health Behavior Change
✚ Settings and Audiences for Health Behavior Change
✚ Progress in Health Behavior Research and Practice
This document provides an overview of health promotion. It defines health promotion as enabling people to increase control over their health. The goal of health promotion is to educate and empower people to make informed health decisions. It discusses models of health promotion that incorporate health education, protection, and prevention. Key principles outlined include taking a population-level approach and addressing social determinants of health. The document also outlines different approaches to health promotion, such as medical, behavioral, educational, empowerment, and social change approaches. Finally, it provides an example comparing how each approach may address the issue of smoking.
This document outlines topics related to health promotion including definitions, approaches, models, activities, processes, responsibilities, principles, tools, and programs. It also discusses evaluation of health promotion programs and challenges. Key points include definitions of health promotion from WHO as a process of empowering communities to improve health, 5 approaches (healthy lifestyle, population, environment, settings), and examples of health promotion programs like those targeting students, workers, and communities.
CHN II 2.6.2020 AN MLHP- BEHAVIOR CHANGE COMMUNICATION.pdfmuthuraja808076
The document discusses Behavior Change Communication (BCC) and its role in improving health outcomes. It defines BCC as a strategic communication process used to promote positive health behaviors. The document outlines the objectives, principles and steps of BCC. These include increasing knowledge, approval and advocacy to motivate behavior change. BCC is seen as an evolution from earlier health communication approaches like health education and IEC. The roles and strategies of BCC are described for areas like family planning, HIV/AIDS, and reproductive and child health. Challenges of implementing effective BCC strategies are also highlighted.
Evaluating the effectiveness of strategies and alternatives toandibonks
The faith community nurse conducted a needs assessment that found oral health was a priority issue. An oral health promotion program was planned with the goals of enrolling community members in need of oral health services and improving oral health behaviors. Pre- and post-surveys assessed access to dental supplies, knowledge, and resources. Analysis found a 300-800% improvement in access and behaviors post-program, indicating the program was an effective health promotion strategy for the community.
This document outlines the steps for planning and implementing a community health education program. It discusses gathering information about the community, defining health problems, setting goals and objectives, identifying resources, and selecting educational methods. The document also covers implementing the program, and evaluating it through formative, process, outcome, and impact assessments. It provides examples of existing national health programs in areas like family planning, immunizations, and disease control.
1) Community health nursing aims to promote and preserve the health of populations through nursing practices that are general, comprehensive, and not limited to specific age or diagnostic groups. It focuses on populations as a whole through continuous care.
2) Community health nursing contributes to total population health by directing care to individuals, families, and groups. It takes a holistic approach through health promotion, education, coordination, and continuity of care.
3) Several conceptual models are applicable to community health nursing, including systems models which view communities as interconnected systems, developmental models for working with children, and interaction models focused on communication, roles, and self-perception between nurses and communities.
The document discusses several planning models for health promotion and education, including the Model for Health Education Planning and Resource Development (MHEPRD). It describes the MHEPRD as having five cyclical phases: health education plans, demonstration programs, operational programs, research programs, and information/statistics. The model considers evaluation an integrated part of each phase. The document also discusses eight components of behavior change and the differences between models and theories. Finally, it outlines the stages of developing health education resources, including determining needs, audience, scope, drafting/testing, publishing, distributing, and evaluating.
Lecture-5- HE planing Modelas of Health Education(1).pptxGalassaAbdi
The document discusses planning, implementation and evaluation of health promotion programs. It begins by defining planning and outlining the purposes and principles of planning. It then describes the planning steps and different models that can be used for health promotion, focusing on the PRECEDE-PROCEED model. The PRECEDE-PROCEED model includes nine phases - the first five comprise the PRECEDE component involving diagnosis, and the last four comprise the PROCEED component involving implementation and evaluation. The phases of the PRECEDE-PROCEED model are described in detail in the document.
This document defines community health nursing and describes its key characteristics and components. Community health nursing combines nursing and public health to promote population health. It focuses on communities, aggregates, and vulnerable populations. The community health nurse acts as a clinician, educator, advocate, manager, collaborator, leader, and researcher to address the health needs of the community through activities like health promotion, prevention, treatment, rehabilitation, evaluation, and research.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
This document discusses health behavior theories and their usefulness in designing health education interventions and programs. It provides an overview of some major theories like the Health Belief Model and explains how theories can be used as tools to understand health behaviors, plan evidence-based programs, and evaluate impacts. It also outlines some essential components of effective community-based health education, like involving community members, comprehensive long-term planning, and addressing multiple factors to create lasting behavior and social change.
This document defines health education and outlines several models used in health education. It provides definitions of health education from several sources that describe it as a process of facilitating voluntary behavior changes through learning experiences. It also describes several models used in health education, including the health belief model, transtheoretical model, and PRECEDE-PROCEED model. For each model, it provides an overview and examples of how they are applied to promote behaviors like condom use. Finally, it outlines the typical components and phases of planning, implementing, and evaluating a health education program.
1. The document discusses various models and steps for planning and evaluating health promotion interventions. It describes planning models like PRECEDE-PROCEED and PEN-3 which involve assessing the community and identifying factors influencing health behaviors.
2. The planning process involves defining goals and objectives, identifying strategies and resources, and developing indicators. Evaluation determines whether objectives were met and assesses outcomes, using both qualitative and quantitative methods like surveys, focus groups, and experimental studies.
3. Challenges to evaluation include measuring long-term outcomes, limitations of resources, accounting for complex determinants of health, and ensuring use of lessons learned from the evaluation. Overall the document provides an overview of systematic approaches to planning and
This document discusses respiratory syncytial virus (RSV), a common virus that infects the respiratory tract. RSV spreads through respiratory droplets from coughs or sneezes or touching contaminated surfaces. Each year in the US, millions of children under 4 get RSV infections and over 100,000 are hospitalized. Symptoms include coughing, fever, and wheezing. Those at high risk for severe infection include premature infants, young children, and older adults. While most cases are mild, some may lead to pneumonia or bronchiolitis. Proper handwashing and disinfecting surfaces can help prevent the spread of RSV.
This document summarizes the relationship between the mosquito species Aedes aegypti, which transmits diseases like dengue and Zika, and climate change. It notes that Ae. aegypti thrives in warm, urban environments and that rising global temperatures are expanding its range. Climate change may lead to increased transmission of pathogens as the mosquito spreads to new areas. The document also discusses how mangrove reforestation could help reduce mosquito populations and mentions the role of mangroves in storing carbon and protecting coastlines.
This document discusses factors that make some individuals more vulnerable to depression than others. It identifies several risk factors for depression including genetics, medical conditions, lifestyle factors like smoking and diet, socioeconomic status, and gender. The diagnostic criteria for a major depressive episode according to the DSM-IV-TR are outlined. Beck's cognitive theory of depression is explained, involving negative thought patterns and schemas. Islamic teachings on satisfaction, contentment, remembering God, good deeds, and prayer are presented as effective remedies for depression according to Prophet Muhammad.
School-age myopia is the most common vision disorder that usually begins in children. It is caused by abnormal eyeball elongation leading to refractive errors. Increased time indoors and decreased time outdoors, especially during the COVID-19 pandemic, are risk factors that may increase myopia. Environmental factors like increased education levels and decreased outdoor time have been linked to rising myopia rates. Maintaining good environmental sanitation through reducing light pollution and ensuring proper lighting can help prevent myopia.
This document discusses meeting the health needs of older clients. It begins by defining key terms related to aging and older adults. It then discusses several theories of aging and enumerates the common health needs of older populations. It identifies important factors influencing the epidemiology of health for older clients, including biophysical, psychological, environmental, sociocultural, behavioral, and health system factors. It also addresses assessing the health of older populations, diagnostic reasoning and care, planning and implementing care, and evaluating health care for older populations. The overall focus is on understanding and meeting the diverse needs of the growing older adult population.
This document discusses interpersonal communication skills for special populations. It begins by defining key terms like communication, communication skills, and the communication process. It then discusses qualities of good communicators and various verbal and nonverbal communication skills. Specific techniques are described for overcoming communication barriers with populations like those who have disabilities, chronic illnesses, or conditions like hearing impairment, visual impairment, physical disabilities, mental illnesses, or effects of stroke. The role of nurses in assessing needs and adapting communication methods to meet the needs of special populations is emphasized.
This document contains a lecture on the epidemiology of population health. It defines key epidemiological terms like distribution, dynamics, and determinants. It discusses the aims of epidemiology as describing health status, explaining disease etiology, predicting disease occurrence, and controlling disease distribution. The epidemiologic triad of agent, host, and environmental factors is explained. Population health is defined and characteristics of healthy populations are identified as fostering dialogue, leadership, and sense of responsibility. Factors affecting population health include biophysical, psychological, physical environmental, sociocultural, behavioral, and health system factors. The three levels of prevention - primary, secondary, and tertiary - are outlined.
This document provides an overview of counseling as presented by Fatma Ibrahim Abdel-latif Megahed. It begins with learning objectives and then defines counseling, discusses its importance and types. It outlines key elements and principles of counseling as well as skills used. The document then discusses informed consent, characteristics of counselors, their role and steps in the counseling process. It concludes with applications and problems of counseling. The overall presentation provides a comprehensive introduction to counseling.
Body mechanics refers to utilizing correct muscle movements to safely and efficiently complete tasks without strain. It involves maintaining good posture, lifting with legs rather than back, pushing or pulling loads rather than lifting when possible, and keeping loads close to the body. Nurses must assess clients and situations to identify risks and needed assistance or equipment before moving clients or heavy objects to prevent injuries through application of proper techniques.
Blood transfusion is defined as the intravenous administration of whole blood or blood components like red blood cells, platelets, or plasma for therapeutic purposes. The main purposes of blood transfusion are to restore intravascular volume, oxygen-carrying capacity, and provide clotting factors. Safety guidelines require meticulous attention to detail when administering blood to prevent transfusion reactions, including verifying the correct blood unit and patient identity. Assessment before, during, and after transfusion involves checking vital signs, laboratory values, the transfusion order, and monitoring the patient for any signs of reaction.
Back massage involves using techniques like effleurage, petrissage and tapotement to massage a person's back. It aims to relax muscles, improve blood circulation and reduce pain or tension. The document outlines how to properly prepare, perform and assess a back massage, including draping the client, applying oil or lotion, massaging with different strokes, and ensuring privacy and comfort. A back massage should be 5-10 minutes and focus on areas of tension, avoiding direct pressure on bones. The client's response and any issues are documented after.
This document defines key concepts related to health and illness. It discusses definitions of health and wellness from WHO, and lists the human dimensions that influence health. It also describes several models of health and illness, including the agent-host-environment model. The document outlines variables that influence health beliefs and practices. It defines illness and disease and describes types of illness such as acute and chronic. Finally, it discusses the stages of illness and levels of prevention including primary, secondary and tertiary prevention.
1. Bed making involves preparing a bed to make a patient comfortable according to their condition, and includes replacing sheets, blankets, and pillowcases.
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healthpromotion.pdf
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Health Promotion
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5. Objectives:
At the end of this lecture the students will be
able to:
1. Define Health Promotion & Related
Concepts.
2. Discuss Health Promotion Models.
3. Identify 3 Strategies for Health Promotion
Practice.
4. Identify Health promotion programs.
5. Evaluate Health Promotion Programs.
6. Introduction:
In fact, many continuously attempt to change
unhealthy behaviors.
Changing habits may begin at the individual or
family level, but maintaining change relies on
reinforcement and approval at the community level.
Program efforts need to focus on the whole
community (family, the media, employers, educators,
voluntary and professional organizations).
7. Definition of health promotionrelated
concepts :
oHealthPromotion:
It is the process of enabling people to increase
control over and to improve their health by
developing their resources that maintain or enhance
well-being and maximize their human potential.
oHeathEducation:
Heath Promotion and Health Education are terms
that are sometimes used interchangeably but this is
incorrect because health education is only a part of
health promotion.
8. Cont.:
oLife style:
It is the most critical modifiable factor influencing the health
day which include: nutrition, exercise, rest & sleep, safety,
immunization and periodic health examination.
HealthMaintenance:
It is the act of incorporating this health promoting action
into life style, leading to maintain ones health on a
continuing basis.
10. Cont.
1. Precaution AdoptionProcessModel:
• Describe the stages that occur in deciding to adopt or not
adopt a health-Related behavior 7stages (from awareness to
action):
• Stage.1
Unaware of the health _ related issue and the need to adopt any
particular health related behavior.
• Stage.2
Aware of the issue but unengaged by it .
• Stage.3
Decide to act or not to act. (Deciding)
11. Cont.
• Stage.4
Decide not to act. (stop)
• Stage.5
Decide to act.
• Stage.6
Act and engage in the behavior.
• Stage.7
The behavior become a routine in there lifestyle. (
maintenance)
12. Cont.
2. HealthBeliefModel:
• It has been widelyused in research and programdevelopment
relatedto health-promoting behaviors.
• Elements ofthe model include:
a) Individual perceptionsof susceptibilityand seriousness.
b) Modifying factors(demographic, psychosocial, and structural
variables).
c) Perceptionsof benefitsand barriersto action.
• Health- promotive action based on 4 basic beliefs:
I.First, one believes that one is susceptible to, or at risk for, a
particular health problem.
13. Cont.
II.Second, One believes that the health problem can have
serious consequences.
III.Third, One believes that the problem can be prevented.
IV.Fourth, That the benefits of action outweigh the costs or
barriers.
• For example, People with asymptomatic hypertension (family
history) may not follow the treatment unless they accept that
they have hypertension and they must understand HTN can
lead to heart attacks and stork take treatment will reduce risk
without negative side effect.
14. Cont.
3. Pender'sHealthPromotionModel:
• In thehealth promotionmodel, behavior isinfluenced by,
a) Individual characteristics(bio-psycho social and cultural factors),
Forexample, Aclient who wasphysically activepriorto pregnancy
willbeengage in exercise afterdelivery.
b) Behavior-specific cognitions& affect (emotionwhich include the
perceivedbenefitsof & barriersto health-promoting activity) that
result ina commitment toaction, Forexample, Iffamily members
support weight loss, theclient ismore likelytostick to adiet.
15. Cont.
4. Precede-ProceedModel:
• Ithas beenwidelyused in health educationpracticeand consists of
two components.
a) The PRECEDE component.(Diagnostic element prior to
planning health promotion activities)
b) The PROCEED component.(The development of health
promotion interventions)
16. Cont.
PRECEDE-PROCEEDModel:
PRECEDE PROCEED
• Reflect diagnostic
activities.
• P; Predisposing factors.
• R; Reinforcing factors.
• E; Enabling factors.
• C; Constructs.
• E; Education
• D; Diagnosis.
• E; Evaluation.
• For example, You know
benefits of exercise but it is
winter, you cannot exercise
outdoors.
• Determine environmental
factors that need to change.
• P; Policy.
• R; Regulatory.
• O; Organization.
• C; Constructs.
• E; Education.
• E; Environment.
• D; Development.
• For example, University could
require from student to take
one unit physical education
course each semester.
17. Strategies for health promotion
practice:
• Different strategies for health promotion affect goal
accomplishment in different ways which include the
following:
1.Empowerment.
2.Social Marketing.
3.Health Education.
18. Cont.
1. Empowerment:
• It involves enabling communities to acquire the knowledge
and skills to make informed decisions and allowing
communities to make those decisions.
• It focuses on the environmental conditions that affect peoples
abilities to act in ways that promote health.
19. Cont.
• Description of community empowerment:
1. Empowering individuals for personal action.
2. Empowering individuals to form small mutual assistance
group.
3. Empowering groups to create community organizations.
4. Empowering community organizations to form partnerships.
5. Empowering communities to take social and political action
to improve environmental conditions that affect health.
For example, Smoking cessation.
20. Cont.
2. Social Marketing:
• It involves the application of commercial marketing
technologies to analysis, planning, implementation and
evaluation of programs designed to influence the voluntary
behavior of target audiences in order to improve their
personal welfare or that of their society.
• It is characterized by the concept of exchange, the use of
research to direct action, and the development of marketing
strategies.
21. Cont.
• Phases of the social marketing process:
1. Problem description:
Identification of the problem issue to be resolved.
2. Market research:
Determining of characteristics of the target audience.
3. Strategy research:
Creation of a tailored marketing strategy or plan of action
for each segment of the target audience.
Identification and allocation of resources.
22. Cont.
4. Intervention design:
Development of actual marketing messages.
5. Monitoring plan:
Development of strategies for monitoring intervention
effectiveness.
6. Implementation:
Dissemination of marketing messages.
Evaluation of the effectiveness of marketing messages.
23. Cont.
3. Health Education:
It is an activity that seeks to inform the individual on the
nature and causes of health / illness and that individual's
personal level of risk associated with their lifestyle – related
behavior.
24. Cont.
• Purposes of Health Education:
The primary purpose is to assist clients in making health –
related decisions.
It may equip clients to make any of three types of health
related decisions:
1. Decisions about self care.
2. Decisions about the use of health resources.
3. Decisions about social health issues.
25. Cont.
• Goals of Health Education:
1. Client participation in health decision making.
2. Increased potential to comply with health recommendations.
3. Development of self care skills.
4. Improved client and family coping.
5. Increased participation in continuing care for specific
conditions.
6. Adoption to healthier lifestyles.
26. Cont.
• General principles of learning:
1. To develop health education programs required time,
resources, and creativity appropriately target to specific
audiences.
2. Culturally diverse teams should participate in the
development of health education programs for culturally
diverse audience.
3. Curricula for health education programs should be developed
as team efforts.
27. Health promotionprograms:
1. Evaluation/ screening programs:
It include health risk appraisals, wellness inventories, breast-
self-exam, fitness evaluation, hypertension screening,
multiphase screening, diet analysis& stress.
2. Education/ motivation programs:
It includes health risk, appraisal interpretation, health/
wellness fairs, wellness lectures, back education drug
awareness, breast-say exam. Education and fattens/ weight.
28. Cont.
3. Behavior change programs:
It includes aerobic exercise, running clubs, stress management
training, smoking cessation, self-care skills, nutrition
modification, and weight reduction.
4. Organization enhancement programs:
It include healthy food programs, air quality, smoking policies,
personal policies, professional development, work site, stress
assessment and employee assistance programs
29. Evaluating health promotion
programs:
• Evaluation is the process of assessing what has been achieved
(whether the specified goals, objectives and targets have been
met) and how it has been achieved.
• It likes all community health nursing activities, the
effectiveness of health promotion initiatives should be
evaluated.
30. Cont.
• Purposes of Evaluation:
1. To assess results and to determine if objectives have been
met.
2. To justify the use of resources.
3. To demonstrate success in order to compete for scarce
resources.
4. To assist future planning by providing a knowledge base.
5. To improve our own practice by building on our success and
learning from our mistakes.
31. Cont.
6. To determine the effectiveness and efficiency of different
methods of health promotion. This helps in deciding the best
use of resources.
7. To inform other health promoters so that they don't have to
reinvent the wheel. This helps others to improve their
practice.
32. Cont.
• What to Evaluate?
a) What has been achieved (Outcome)?
b) How it has been achieved (Process)?
33. Cont.
• Types of Evaluating Health Promotion Programs:
a) Formative Evaluation (Process Evaluation):
Examines the way in which the program was carried out.
b) Summative Evaluation:
Focuses on program outcome, impact or both.