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The skills necessary to plan and deliver efficient health education programs are fundamentally the same, whether it's in a classroom, workplace, hospital, or community. Health Education: Creating Strategies for School & Community Health, Third Edition provides the tools to make appropriate programming decisions based on the needs of the clients and the educational settings. It encourages the systematic development of sound, effective, and appropriate presentation methods and demonstrates the evolving state of health education. The philosophy presented in this text is based on the premise that the core of health education is the process of health education. It is a must-have resource for health education methods courses.
Discover the Tools You Need to Become Proficient in Conducting Health Education Programs -- Inside and Outside the Classroom! The skills necessary to plan and deliver effective health education programs are fundamentally the same in the classroom, workplace, hospital, and community settings. The Fourth Edition of Health Education: Creating Strategies for School and Community Health assists health educators in making appropriate program planning decision based on the needs of their clients and the educational settings. The authors encourage the systematic development of sound presentation methods and illustrate the evolving state of health education.
The Third Edition of Community Health Education Methods: A Practical Guide teaches students to effectively communicate health education messages and positively influence the norms and behaviors of both individuals and communities. This text explores the methods used by health educators, including didactic techniques designed to guide others toward the pursuit of a healthy lifestyle. The authors explain the essential tools involved in communicating messages to specific audiences, providing readers with a full grasp of the skills necessary in making a difference.
Written for students and health professionals, this guide to health care education program development applies the Nursing Process (or problem-solving approach) to the project. It outlines each step in the process, including planning, design, implementation, promotion, and evaluation. Chapters cover personnel management, community assessment and mobilization, cultural competency, material effectiveness, publicity, and diversity. The education of populations with shared risks, exposures, and behaviors is emphasized. Annotation copyrighted by Book News Inc., Portland, OR.
Resources for teaching and learning are posted at tinyurl.com/Glanz4e and www.med.upenn.edu/hbhe4. This fourth edition of the classic book, Health Behavior and Health Education: Theory, Research, and Practice provides a comprehensive, highly accessible, and in-depth analysis of health behavior theories that are most relevant to health education. This essential resource includes the most current information on theory, research, and practice at individual, interpersonal, and community and group levels. This edition includes substantial new content on current and emerging theories of health communication, e-health, culturally diverse communities, health promotion, the impact of stress, the importance of networks and community, social marketing, and evaluation.
With chapters specifying the entry- and graduate-level competencies addressed in this diagnostic planning process-oriented guide to health education programs, this edition (no date is given for the first) adds chapters on minority health, and personal computers and the Internet; Internet references; and new case studies. Includes resources, a code of ethics, and a glossary of terms from "American sign language" to "voluntary health organization." Gilbert is with East Carolina U. Sawyer is at the U. of Maryland, College Park. Annotation copyrighted by Book News, Inc., Portland, OR
Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework.
The anthrax incidents following the 9/11 terrorist attacks put the spotlight on the nation's public health agencies, placing it under an unprecedented scrutiny that added new dimensions to the complex issues considered in this report. The Future of the Public's Health in the 21st Century reaffirms the vision of Healthy People 2010, and outlines a systems approach to assuring the nation's health in practice, research, and policy. This approach focuses on joining the unique resources and perspectives of diverse sectors and entities and challenges these groups to work in a concerted, strategic way to promote and protect the public's health. Focusing on diverse partnerships as the framework for public health, the book discusses: The need for a shift from an individual to a population-based approach in practice, research, policy, and community engagement. The status of the governmental public health infrastructure and what needs to be improved, including its interface with the health care delivery system. The roles nongovernment actors, such as academia, business, local communities and the media can play in creating a healthy nation. Providing an accessible analysis, this book will be important to public health policy-makers and practitioners, business and community leaders, health advocates, educators and journalists.
Intended for a multidisciplinary team of providers, Teaching Strategies for Health Care and Health establishes a foundation of how, why, what, and when people of all ages learn and how learning can positively affect a patient, a family, and a diverse community’s ability to understand, manage, prevent and live well with their illness. Designed to give health professionals the tools they need to provide total patient care, this unique resource presents a foundation as well as a selection of tools and teaching methodologies to promote health and prevention of illness. Unique to this resource are experience driven case studies demonstrating both successful and unsuccessful cases, helping health care professionals identify best practices to preserve and repeat, as well as analyze why unsuccessful efforts might have failed and how those cases could be handled differently.
Concluding a two-year review and revision process supported by the American Cancer Society and conducted by an expert panel of health education professionals, this second edition of the National Health Education Standards is the foremost reference in establishing, promoting, and supporting health-enhancing behaviors for students in all grade levels. These guidelines and standards provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress; provide students, families, and communities with concrete expectations for health education; and advocate for quality health education in schools, including primary cancer prevention for children and youth.