Health Promotion concepts focus on enabling people to increase control over their health through a combination of health education and healthy public policy. Governments have a responsibility to ensure environments are conducive to health. Health promotion aims to empower people through involvement in home, school, and community. It uses diverse strategies like education, legislation, and organizational change to impact behaviors, environments, and quality of life.
A lecture on global health delivered during the Think Global Asia-Pacific Workshop on Global Health in Medical Education, December 19, 2011, University of the Philippines Manila
Any combination of health education & related organizational, economic & political interventions designed to facilitate behavioral & environmental changes conducive to health.
Concept and definitions
Health education
Beliefs and approaches in health promotion
Health promotion strategies and priority actions
Public health, social movement, health inequity and millennium goals
Canadian experience in health promotion
Conclusion
A lecture on global health delivered during the Think Global Asia-Pacific Workshop on Global Health in Medical Education, December 19, 2011, University of the Philippines Manila
Any combination of health education & related organizational, economic & political interventions designed to facilitate behavioral & environmental changes conducive to health.
Concept and definitions
Health education
Beliefs and approaches in health promotion
Health promotion strategies and priority actions
Public health, social movement, health inequity and millennium goals
Canadian experience in health promotion
Conclusion
Health promotion is, as stated in the 1986 World Health Organization Ottawa Charter for Health Promotion, "the process of enabling people to increase control over, and to improve, their health
Health education is an important component of community health nursing and every health care provider need to know about health education. how they educate the individuals, families and communities.
health education is included in nursing and all allied health education services and disciplines.
All health care providers including doctors, nurses, paramedics and others health care providers also know about the aims, objectives & purposes, methods and models of health education.
Globalization, Global Health and Public Health.
Changing Concepts of Public Health.
Causes, Aspects and Types of Globalization.
Social Changes due to Globalization.
How Globalization affects Public Health.
Globalization of Public Health.
Threats to Global Health.
Health promotion is, as stated in the 1986 World Health Organization Ottawa Charter for Health Promotion, "the process of enabling people to increase control over, and to improve, their health
Health education is an important component of community health nursing and every health care provider need to know about health education. how they educate the individuals, families and communities.
health education is included in nursing and all allied health education services and disciplines.
All health care providers including doctors, nurses, paramedics and others health care providers also know about the aims, objectives & purposes, methods and models of health education.
Globalization, Global Health and Public Health.
Changing Concepts of Public Health.
Causes, Aspects and Types of Globalization.
Social Changes due to Globalization.
How Globalization affects Public Health.
Globalization of Public Health.
Threats to Global Health.
Health promotion is, as stated in the 1986 World Health Organization Ottawa Charter for Health Promotion, "the process of enabling people to increase control over, and to improve, their health
Health promotion is directed towards action on the determinants or causes of health. Health promotion, therefore, requires a close co-operation of sectors beyond health services, reflecting the diversity of conditions which influence health. Government at both local and national levels has a unique responsibility to act appropriately and in a timely way to ensure that the ‘total’ environment, which is beyond the control of individuals and groups, is conducive to health. It is a positive concept emphasizing personal, social, political and institutional resources, as well as physical capacities. Health promotion is any combination of health, education, economic, political, spiritual or organizational initiative designed to bring about positive attitudinal, behavioral, social or environmental changes conducive to improving the health of populations.
Oral health promotion is a comprehensive approach to enhancing the oral health of
families, communities and populations which both
complements and challenges the approach on which formal
health care systems are based.
Book 2 Chapter 6
health education
A process aimed at encouraging people to want to be healthy, to know how to stay healthy, to do what they can individually and collectively to maintain health and to seek help when needed
Similar to introduction to healthpromotion.pptx (20)
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
2. Concept
•
Health promotion is directed towards action on the determinants
or causes of health promotion, therefore, requires a close co-
operation of sectors beyond health services, reflecting the diversity
of conditions which influence health.
•
Government at both local and national levels has a unique
responsibility to act appropriately and in a timely way to ensure
that the ‘total’ environment, which is beyond the control of
individuals and groups, is conducive to health.
4. What isHealth Promotion?
Today Health Promotion ismore than
personal and population education.
Defined in a number of ways
“The process of enabling people to
increase control over and improve their
health”
(World Health Organisation 1986)
Health Promotion = health education x
healthy public policy.
(Tones and Tilford,1994)
5. Phylosophy
Through the involvement of
home, school and
community,
including: the physical,
intellectual, emotional,
social and moral
development
Health promotion is any
combination of health, education, economic,
political, spiritual or organisational initiative
designed
to bringaboutpositiveattitudinal,
behavioural,socialor environmental changes
conduciveto improving
thehealth of populations.
6. Definition(learnthis one)
Health promotion is the process
of enabling people to increase control over, and to
improve, their health. It is a positive concept
emphasising personal, social, political and
institutional resources, as well as physical
capacities.
WHO (1990), Health Promotion Glossary
7. THE PROCESS OF HEALTH PROMOTION
FOCUS STRATEGIES I
MPACT OUT
COMES
Individuals
Groups
Population
Education
couselling
Economic
change
Legislative
change
Policy or
organisation
change
Behavioural
educational
change
Social,
economic and
environment
change
Better
Health
Quality
of life
8. Frameworks and Models are tools that help explain phenomena.
Many tools developed to explain the scope of health promotion.
1.Beattie’s (1991) model of health promotion
2.Tones and Tilford’s (1994) empowerment model of health promotion
3.Caplan and Holland’s (1990) Four perspectives on health promotion
4.Naidoo and Wills (2000) typology of health promotion
The scope ofhealth promotion activity
10. A FRAMEWORK FOR HEALTH PROMOTION
ACTIVITIES
CLASS
AGE
GENDER
ETHNICITY
Housing tenure
Environment
Regional location
Access to health
services
Access to leisure
facilities
Nutrition
Smoking
Physical
activity
Psychosocial
factors, e.g.
stress
Cholesterol
Blood
pressure
Obesity
KEY SOCIAL
STRATIFICATION
FACTORS
ENVIRONMENT
FACTORS
LIFESTYLE
FACTORS
PHYSIOLOGICAL
FACTORS
C
H
D
11. The five key principles of health promotion as
determined by WHO are as follows:
1.Health promotion involves the population as a whole
in the context of their everyday life, rather than
focusing on people at risk from specific diseases.
2.Health promotion is directed towards action on the
determinants or causes of health therefore, requires
a close co-operation of sectors beyond health
services, reflecting the diversity of conditions which
influence health
PRINCIPLES OF HEALTH PROMOTION
12. PRINCIPLESOFHEALTH PROMOTION contd
3.Health promotion combines diverse, but complementary methods
or approaches
including communication, education, legislation, fiscal measures,
organisational change, community change, community
development and spontaneous local activities against health
hazards.
4.Health promotion aims particularly at effective and concrete
public participation. This requires the further development of
problem-defining and decision-making life skills, both individually
and collectively, and the promotion of effective participation
mechanisms.
5.Health promotion is primarily a societal and political venture and
not medical service, although health professionals have an
important role in advocating and enabling health promotion.
14. Aims
Reduce morbidity and premature mortality
Target: whole populations or high risk groups
Promotion of medical intervention to prevent ill-health
The medical or preventative approach
15. Aims
Encourages individuals to adopt healthy behaviors which improve health
Views health as a property of individuals
People can make real improvements to their health by choosing to change lifestyle
It is people’s responsibility to take action to look after themselves
Involves a change in attitude followed by a change in behavior
Behavior change approach
16. Aims To enable people to make an informed choice about their health
behavior by
providing knowledge and information
developing the necessary skills
Not similar the behavioral approach, it does NOT try to persuade or
motivate change in a particular direction
OUTCOME is client’s voluntary choice which may be different from
the one preferred by health promoter
The educational approach
17. Empowerment approach
WHO defined health promotion as “enabling people to gain control over their lives” (empowerment)
Aims
Helps people identify their own concerns and gain the skills and confidence necessary to
act upon them
This is the only approach to use a ‘bottom-up’ (rather than ‘top-down’) approach
Empowerment may involve both self-empowerment and community empowerment
Self-empowerment:
Based on counseling
Uses non-directive ways
Increase person’s control over his/her own live
18. Aims (Cont.)
For people to be empowered they need to:
1. Recognize and understandtheir powerlessness
2. Feel strongly enough about their situation to want to change it
3. Feel capable of changing the situation by having information,
support and life skills
19. Aims
Radical approach which aims to change society not individual behavior
Aims to bring changes in the physical, economic and social environment
Healthy choice to become the easier choice in terms of cost, availability and accessibility
Targeted towards groups and populations
Social change approach
20. These approaches have different
objectives
To prevent disease
To insure that people are well informed and are able to make
health choices
To help people acquire the skills and confidence to take greater
control over their health
To change polices and environments in order to facilitate healthy
choices
21. TOP-DOWN VS. BOTTOM-UP
Priorities set by health promoters
who have the power and
resources to make decisions and
impose ideas of what should be
done
Priorities are set by people
themselves identifying issuesthey
perceive as relevant
23. The medical approach
AIM: Free from lung disease, heart disease and other smoking
related disorders
ACTIVITY: Encourage people to seek early detection and treatment
of smoking related disorders
24. Behavioral change approach
AIM: Behavior changes from smoking to not smoking
ACTIVITY: Persuasive education to
– prevent non-smokers from starting to smoke
– persuade smokers to stop
25. Educational approach
AIM: Clients understand effects of smoking on health and will make
a decision whether to smoke or not and act on their decision
ACTIVITY: Giving information to clients about effects of smoking
Helping them explore their values and attitudes and come to a
decision
Helping them learn how to stop smoking if they want to
26. The empowerment approach
AIM: Anti-smoking issue isconsidered only if clients identify it asa
concern
ACTIVITY: Clients identify what, if anything, they want to know and do
about it
27. Social change approach
AIM: Make smoking socially unacceptable so it iseasier not to
smoke than to smoke
ACTIVITY
– No smoking policy in all public places
– Cigarette sales less accessible
– Promotion of non-smoking as a social norm
–Limiting and challenging tobacco advertisements and sports
sponsorships
30. Advocate
Good health isa major resource for social,
economic and personal development and an
important dimension of quality of life. Political,
economic, social, cultural, environmental,
behavioral and biological factors can all favor
health or be harmful to it. Health promotion
action aims at making these conditions
favorable through advocacy for health.
31. Enable
Health promotion focuses on achieving equity in health.
Health promotion action aims at reducing differences in
current health status and ensuring equal opportunities
and resources to enable all people to achieve their
fullest health potential. Thisincludes a secure foundation
in a supportive environment, access to information, life
skills and opportunities for making healthy choices.
People cannot achieve their fullest health potential
unless they are able to take control of those things which
determine their health. This must apply equally to women
and men.
32. Mediate
The prerequisites and prospects for health cannot be ensured by
the health sector alone. More importantly, health promotion
demands coordinated action by all concerned: by governments,
by health and other social and economic sectors, by
nongovernmental and voluntary organization, by local authorities,
by industry and by the media. People in all walks of life are involved
as individuals, families and communities. Professional and social
groups and health personnel have a major responsibility to mediate
between differing interests in society for the pursuit of health.
Health promotion strategies and programmes should be adapted
to the local needs and possibilities of individual countries and
regions to take into account differing social, cultural and economic
systems.
33. 6 Major Elements
1. Better Health policy.
2. Physical environment.
3. Social environment.
4. Community relationships.
5. Personal health skills.
6. Health services
34. References
Online
• www.who.int/topics/health_promotion
• www.healthpromotionjournal.com
• www.iuhpe.org
• ped.sagepub.com
Books
• A Text Book of Health Education (Philosophy and
Principles) by Hari Bhakta Pradhan, Educational Resources for Health, Kathmandu,
Nepal.
• Foundations and Principles of Health Education by Nicholas Galli, University of Illinois,
Illinois
• Education For Health A Manual.. WHO
• Theory in a Nutshell : A practical guide to HP Theories…Don Nutbeam and Elizabeth Harris
• HP.. Bedworth
37. Immunization (Vaccines)
•
Immunization: Immunization is the cornerstone of public
health. It is a way to protect people from infectious diseases.
•
Vaccines: A vaccine contains dead or weakened bacteria or
viruses (they are not capable of causing a disease) that are
administered to individuals to encourage the immune system
to recognize them and to consequently produce antibodies
that can identify the germ early on. This allows the individual
to fight the germ if it encounters it again, therefore preventing
disease. Vaccines are an easy and safe way to protect
everyone since they are subject to safety tests before they are
38. Target segments:
• Infants
• Children
• Pregnant women
• The elderly
• People with weakened immune systems due to cancer treatments
• People with chronic illnesses
• Pilgrims
• Travelers heading to infected areas
Other names:
Shots
39. Types of vaccines:
There are several types of vaccines and each type helps the immune
system fight a certain type of germs and the diseases they cause.
They include:
• Live-attenuated vaccines: They use an attenuated (or weakened)
form of the germ that causes a disease. These vaccines are very
similar to the natural infection and therefore help protect against the
infection by creating a strong and long-lasting immune response. Just
1 or 2 doses (of most live vaccines) can provide a lifetime of
protection against a germ and the disease it causes. E.g.: MMR
combined vaccine (measles, mumps, rubella), Rotavirus, Smallpox,
40. • Inactivated vaccines They use the dead version of the germ that causes a disease.
The immunity (protection) they provide is usually not as strong as that provided by
live vaccines. Therefore, several doses may be needed over time to gain ongoing
immunity against diseases. E.g.: Hepatitis A, Influenza, Polio, Rabies
• Subunit/conjugate vaccines They use specific parts of the germ (e.g. protein,
sugar, or the casing around the germ). This type of vaccine can be used on almost
everyone who needs it, including people with weakened immune systems and
chronic health problems. However, one of their disadvantages is that booster shots
may be necessary to get ongoing protection against diseases. E.g.: Hib
(Haemophilus influenzae type b) disease, Hepatitis B, HPV (Human papillomavirus),
Whooping cough, Pneumococcal disease, Meningococcal disease
• Toxoid vaccines They use the harmful product (toxin) made by the germ that
causes a disease so that the immune system can fight this toxin rather than the
germ. Like other vaccines, booster shots may be necessary to get ongoing
protection against diseases. E.g.: Diphtheria, Tetanus
41. Why are vaccines important?
• They give newborns a chance to grow healthily and to have a better life.
• They eliminate infectious diseases that were once widespread or that can cause
severe complications or death.
• Vaccines not only protect the vaccinated individuals but entire communities as
well.
• They help reduce mortality rates.
• They help prevent infectious diseases.
• They stop the development of antibiotic resistance by reducing the use of
antibiotics.
• They help you travel safely and comfortably.
• They provide economic benefit by saving on the costs of treating diseases.
42. What to expect when giving a child his/her first vaccine?
You can help the child by making the vaccination experience
more positive and explaining to the child what is about to
happen.
Before vaccination:
Remember to take the child’s immunization record card when
visiting the doctor or the public health office. If your child
doesn’t have a record, make sure to enquire about it at your
healthcare provider.
43. During vaccination:
The doctor or nurse may ask you some questions about the child’s health
such as if he/she suffers from allergies or health problems. Here are some
tips to help the child during vaccination:
• Relax: Children interact to their parents’ emotions and will be happier
and more positive when the parents are relaxed.
• Affection: It is advised to hold the child and speak to him/her during the
administration of the vaccine. Studies have found that children who are
hugged and held scream less during an injection.
• Breastfeeding: Breastfeeding a child before, during or after vaccination
helps him/her stay comfortable.
• Distraction: A sweet voice or a calming touch can help calm a child. You
can also hand the child his/her favorite toy or read him/her a story.
44. After vaccination:
• Before you go home, remember to schedule the next appointment.
• The first dose of immunization may be administered at birth with another
dose given after two months. The child’s immunization record (vaccination
card) should be received at the first appointment.
• Remind the healthcare provider if they forget to hand you the record.
• Record the date of the next appointment in your mobile phone or calendar
as soon as possible before you forget it.
• Keep the child’s immunization record in a safe place to find it when
necessary.
• Bring the immunization record with you to every appointment to update it
every time the child receives a vaccine.
Vaccines are a routine part of childcare. Their dates should be respected to
protect your child’s health.
45. •
Side effects after vaccination:
Most children feel fine after vaccination and may not exhibit any reaction at all. Some may
exhibit some side effects based on the type of vaccine. However, the benefits of vaccines
far outweigh these mild and temporary side effects that often don’t require treatment.
Side effects include:
• High temperature
• Pain, redness or swelling around the injection area
• Sleeping more than usual
• Itchiness around the injection area
• Mild rash
• Headache
• Nausea
• In rare cases, a severe allergic reaction may occur within a few minutes after
vaccination.
All of these reactions are considered normal and usually last 12 to 24 hours.
46. •
Consequences of delayed vaccination:
Any delay in vaccination may put the child at risk of developing
the targeted diseases. The effect of a vaccine is optimal when it is
taken on time and the timely administration of vaccines is one of
the parents’ key responsibilities. Vaccines provide children with
lifelong protection from dangerous diseases.
47. •
Postponing vaccination:
Vaccination can be postponed in the following cases:
• High temperature
• Severe illness
• For children receiving immunosuppressive drugs or treatments
(chemotherapy, radiotherapy)
However, a child can be vaccinated if he/she is suffering from a
mild illness, has a mild fever, or is taking antibiotics. It is advised
to speak to the child’s doctor if you have any questions.
48. •
If vaccination is forgotten:
Sometimes, parents may forget to schedule a vaccination
appointment. It is essential to check the immunization record
and schedule an appointment with a healthcare provider as soon
as possible.
Children depend on their parents to be immunized.
49. •
When to consult a doctor:
• Before vaccination
• Severe allergic reaction to a previous vaccination
• Severe allergic reaction to one of the vaccine’s components
• Individuals with immunodeficiency problems cannot be vaccinated before consulting with a doctor
• Neurological disorders such as spasms or epilepsy
• After vaccination:
• If the side effects are severe
• If the side effects don’t disappear
• If the child has spasms due to a fever
• If the child continues to cry for more than 3 hours
• If the child shivers or trembles
• If the child’s activity level significantly decreases
• If the swelling and redness in the injection area lasts more than 24 hours
50. Immunization when traveling:
When traveling to another country, everyone is at risk of
contracting diseases that can be prevented with vaccines. These
could include diseases for which vaccines are not routinely
administered. Therefore, it’s important to consult with a
healthcare provider or to visit a travel health clinic six weeks
before traveling. Certain vaccines may be recommended based
on age, destination and travel plans.
51. •
Immunization for pregnant women:
Vaccines can help protect both mother and baby from preventable diseases. The immunity gained
by a mother who is vaccinated during pregnancy is passed on to the fetus and consequently
protects
the infant against certain diseases during the first months of his/her life before any
vaccines can be administered. They also help protect the mother throughout the pregnancy. All
vaccines
recommended to pregnant women are also safe for breastfeeding women.
Before pregnancy, it is important for all members of the household to receive their vaccines on time
because the newborn can easily catch infections. Infections can also be severe during the first few
months of an infant’s life, especially because some vaccines can only be administered between 9-12
months of age (e.g. measles). Vaccines protect mother and baby from some diseases that may
cause:
• miscarriages
• Preterm births
• Birth defects
• Death
52. Necessary vaccines for pregnant women:
The necessary vaccines should be taken before pregnancy as
long as they are suitable and administered at the right time
after consulting with a doctor, as they can help protect mother
and baby. There are various vaccines recommended during
pregnancy:
53. Guidelines after vaccination:
• Some side effects such as loss of appetite or trouble sleeping don’t need treatment and
disappear within 1 or 2 days.
• Some children may need to rest more after vaccination.
• Paracetamol drugs may be used (e.g Fevadol or Panadol) if a fever is detected.
Instructions must be followed when administering the drug.
• Avoid giving aspirin to children.
• Regularly move the arm or leg (where the injection ).
• Consume lots of fluids and wear light and baggy clothes in case of a fever. • Avoid
bathing the child in cold water.
• Place cold, damp and clean compresses on the injection area to reduce swelling and
redness.
54. Frequently Asked Questions:
Are vaccines safe? The WHO has confirmed that vaccines are accurately
tested to check their safety and are continuously monitored even after
production.
If these diseases are rare, why does the child need to be vaccinated?
Diseases that were once common have now become rare thanks to vaccines
but they still exist. Even one case of measles can spread quickly if vaccines
aren’t given. It is difficult to identify who is carrying the germ and if a child is
at risk. Many of the diseases that can be prevented with vaccines have no
cure. In some cases, children may die as a result of complications from the
disease. The best protection is to immunize a child at the right time.
55. How are vaccines approved?
Like all medicines, vaccines undergo a series of tests before they
can be used in the Kingdom of Saudi Arabia. Several regulations
have been established to monitor the supply, use and safety of
vaccines. Side effects are reported by health care providers to
public health officers at the Ministry of Health to streamline the
handling of any unusual or unexpected side effects.
56. Are vaccines safer than the actual disease?
• Yes. A child’s natural immune system can handle the weakened or dead germs contained
in vaccines.
• A child can experience a mild fever or some pain in the arm after vaccination but these
side effects only last a few days and do not hinder daily activities.
• However, if an unvaccinated child contracts the actual disease, the result could be
dangerous or even deadly because active germs multiply rapidly and the child’s immune
system is not prepared to defend against them.
• Children need to receive vaccines at the specified time.
• Vaccines work best when they are given at the specified times starting from birth.
Routine vaccination is provided free of charge across the Kingdom.
• A person needs to make sure that their vaccination is regularly up to date. This is a life-
long process.
57. Why should children be vaccinated at such a young age?
Vaccination schedules were designed to protect children from preventable
diseases. They are given to children at a young age because it is during this
early stage in their lives that they are vulnerable to diseases with potentially
dangerous consequences. However, if the vaccines are given on time, the
child will benefit from the best protection as quickly as possible.
When should children be vaccinated?
Children need to be vaccinated at different stages to provide them with
complete protection. Some vaccines should be given more than once to
build-up the child’s immunity.
58. Can a child receive more than one vaccine at the same time?
Yes. Some vaccines are administered together to protect the child from several diseases at the
same time. A child’s immune system is fascinating and can easily, safely and effectively, handle more
than one vaccine at the same time. The healthcare provider will provide parents with information
on the vaccines their child needs at every visit.
Where can someone get vaccinated?
Vaccines are available at all health centers affiliated with the Ministry of Health and with the
private sector.
What is the benefit of keeping a child’s vaccination up to date?
Up to date vaccination is required by schools. Children should have all of the required vaccines
before starting school or kindergarten. This is important to help stop the spread of dangerous
diseases. A child’s immunization record is also useful when visiting a new doctor or when traveling.