Health educaon: theorecal concepts, eecve strategies and core competencies A foundaon document to guide capacity development of health educators Health educaon: theorecal concepts, eecve strategies and core competencies seeks to provide a common understanding of health educaon disciplines and related concepts. It also oers a framework that claries the relaonship between health literacy, health promoon, determinants of health and healthy public policy and health outcomes. It is targeted at health promoon and educaon professionals and professionals in related disciplines. HED theoretical concepts COVER - print - 1 May 2012.indd 1 5/3/2012 8:38:08 AM Health educaon: theorecal concepts, eecve strategies and core competencies A foundaon document to guide capacity development of health educators WHO Library Cataloguing in Publicaon Data World Health Organizaon. Regional Oce for the Eastern Mediterranean Health educaon: theorecal concepts, eecve strategies and core competencies: a foundaon document to guide capacity development of health educators/World Health Organizaon. Regional Oce for the Eastern Mediterranean p. ISBN: 978-92-9021-828-9 ISBN: 978-92-9021-829-6 (online) 1. Health Educaon - methods - Eastern Mediterranean Region 2. Health Promoon - Eastern Mediterranean Region 3. Health Literacy 3. Competency-Based Educaon I. Title II. Regional Oce for the Eastern Mediterranean (NLM Classicaon: WA 590) © World Health Organizaon 2012 All rights reserved. The designaons employed and the presentaon of the material in this publicaon do not imply the expression of any opinion whatsoever on the part of the World Health Organizaon concerning the legal status of any country, territory, city or area or of its authories, or concerning the delimitaon of its froners or boundaries. Doed lines on maps represent approximate border lines for which there may not yet be full agreement. The menon of specic companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organizaon in preference to others of a similar nature that are not menoned. Errors and omissions excepted, the names of proprietary products are disnguished by inial capital leers. All reasonable precauons have been taken by the World Health Organizaon to verify the informaon contained in this publicaon. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretaon and use of the material lies with the reader. In no event shall the World Health Organizaon be liable for damages arising from its use. Publicaons of the World Health Organizaon can be obtained from Distribuon and Sales, World Health Organizaon, Regional Oce for the Eastern Mediterranean, PO Box 7608, Nasr City, Cairo 11371, Egypt (tel: +202 2670 2535, fax: +202 2670 2492; email: PAM@emro.who.int). Requests for permission to reproduce, in part or in whole, or to translate publicaons of WHO Regional Oce for the Eastern Mediterranean—whether for sale or for noncommercial distribuon—should be addressed to WHO Regional Oce for the Eastern Mediterranean, at the above address: email: WAP@emro.who.int . Printed by WHO Regional Oce for the Eastern Mediterranean, Cairo Contents Preface 5 Acknowledgements 6 Executive summary 7 1. Background and purpose 11 2. Denition of key terms 13 3. Examining the relationships: health education, health promotion and health literacy 15 Health education and health promotion 15 Relationship between health education and health literacy 17 4. Health behaviour theories, models and frameworks 19 How are health behaviour theories useful? 19 What are the most common behaviour theories that health educators use? 21 5. Health education planning, implementation and evaluation: examples of effective strategies and barriers to success 39 Examples of effective health education initiatives and strategies—systematic reviews 40 Challenges to implementing health education and prevention programmes 45 6. Health education core competencies 48 Health education settings 48 Health education responsibilities and competencies 49 7. Health education code of ethics 52 8. Conclusion 53 Annex 1. Explanation of key denitions 54 Annex 2. Complete list of health educator competencies 66 Annex 3. Code of ethics for the health education profession 72 References 76 [...]... Health education: theoretical concepts, effective strategies and core competencies • core health education skills and competencies • the relationship among health education and other components of the health- promoting system 12 Health education: theoretical concepts, effective strategies and core competencies 2 Definition of key terms Definitions provide people with a common foundation for understanding... illustrate O’Byrne’s distinction: health promotion = health education × healthy public policy 16 Health education: theoretical concepts, effective strategies and core competencies Improved health outcomes Reduced inequities Changed health behaviour and practices Consciousness-raising Education Motivation Skill-building HEALTH LITERACY Health knowledge, beliefs and practices Capacity and self-efficacy Community... people’s access to health information, and their capacity to use it effectively, health literacy is crucial to empowerment” 17 Health education: theoretical concepts, effective strategies and core competencies People with low literacy have poorer overall health Low literacy leads to misuse of medication and misunderstanding of health information Low literacy leads to preventable use of health services,... 28(3):317–22 Health education: theoretical concepts, effective strategies and core competencies 4 Health behaviour theories, models and frameworks The mandate of most health education, public health, and chronic disease management programmes is to help people maintain and improve their health, reduce disease risks, and manage chronic illness (21) Ultimately the goal is to improve the well-being and self-sufficiency... physical, psychological, social, spiritual and economical potential of an individual: the fulfilment one’s role expectations in the family, community, place of worship, workplace and other settings (9) 14 Health education: theoretical concepts, effective strategies and core competencies 3 Examining the relationships: health education, health promotion and health literacy Much has been written over... of health Health literacy “The degree to which people are able to access, understand, appraise and communicate information to engage with the demands of different health contexts in order to promote and maintain good health across the life-course.” (3) Health promotion “The process of enabling people to increase control over, and to improve, their health. ” (1) 13 Health education: theoretical concepts,. .. promotion and related disciplines The ultimate goal is to provide a common understanding The health educator who uses targeted, theory-based interventions, embraces concepts of participation and voluntary change, and includes health literacy and individual capacity-building within health programmes and services, is a valuable and essential member of the health promotion team 10 Health education: theoretical. . .Health education: theoretical concepts, effective strategies and core competencies • Responsibility to the public A health educator’s ultimate responsibility is to educate people for the purpose of promoting, maintaining and improving individual, family and community health • Responsibility to the profession Health educators are responsible for their professional... operational strategies in health promotion • it helps strengthen the links between the fields of health and education (20) Health literacy, therefore, can be viewed as an outcome for effective health education by increasing individuals’ capacities to access and use health information to make appropriate health decisions and maintain basic health 18 Public health must base its messages on the theories and principles... public and policy-makers The combined efforts of all three components stimulate a social environment that is conducive to the success of preventive health protection measures such as intensive lobbying for seat-belt legislation 15 Health education: theoretical concepts, effective strategies and core competencies Health education Prevention Health protection Source: (10) Figure 1 A model of health promotion . capacity-building within health programmes and services, is a valuable and essenal member of the health promoon team. Health education: theoretical concepts, effective strategies and core competencies 11 1 effective strategies and core competencies 12 • core health educaon skills and competencies • the relaonship among health educaon and other components of the health- promong system. Health education:. for Europe and Stephen Fawce, WHO Collaborang Centre for Community Health and Development, University of Kansas. Health education: theoretical concepts, effective strategies and core competencies 7 Execuve