Consumer Health Education CHS 488

1. Consumer Health Education CHS 488 Lecture 1 By Dr Ebtisam Fetohy Semester 1-2012-13

2. You are welcomed in the Consumer Health Education course • I wish to you happy semester INSTRUCTOR’S EXPECTATIONS: • MOBILES OFF • Attendance and punctualityدقة المواعيد • Participation • Commitment • Respect of: • Each other • Due datesالاستحقاق

3. Consumer health education Health education (HE) is “the necessary linkالحلقة in evolution of health services”. تطور This link is not a single entityكيان but a composite of h. related information including: • Knowledge of disease, • Disease prevention, • Medication, • Patients’ rights, • Knowledge of community and national laws in reference to health matters, and

4. Consumer health education 6. A host of other factors that can and domake difference between health and sickness. • In order to appreciate the concept of public HE as it is defined here, one must first accept the definition of health as much more than the absence of disease.

5. Consumer health education • The WHO constitution دستور begins with the followingdefinition of health:” health is a state of complete physical, mental, societalحضارية (environmental), emotional, spiritual and social well-being and not merely absence of disease or infirmityالوهن ”.

6. Consumer health education WHO’s definition of health is vital for acceptance of consumer HE as a necessary component of health care services. • Consumer HE programs are concerned with taking into consideration the “whole” person.

7. Consumer health education If a patient isn't cooperating in taking his/her medication, for e.g. the physician or H. educator should consider: • Whether the patient clearly understands the reasons for taking medication; • What the patient ”thinks” about a specific medication (what he/she been told by others perhaps);

8. Consumer health education 3.What patient’s outlookوجهة نظر is on medication in general (he/she may have been reared in a culturethat disapproves ofall medication). • The suggested action in this e.g. may be obvious, but the e.g. stress the importance of considering physical, mental, societal, emotional, spiritual and social processes in all aspects of health care

9. Consumer health education A variety of entities seek to inform the public about h. matters. HE is discussed under the six primary categories of the Consumer HE. • The programs mentioned in the following reach the majority of consumer of health services.

10. Classification Consumer HE programs They are discussed under 6 headings according to the type of institution or primary audience: 1.Patient E 2.School HE, 3.Occupational HE 4.Community HE 5.National HE 6.The media.

11. Classification Consumer HE programs

12. 1-Patient Education Patient E programs are aimed at people with specific disease or health problem. Patient E. exists in: 1.Hospital as well as 2.H. maintenance organizations (HMOs) 3.Group or single medical practices, 4.Nursing home 5.Hospices دور العجزة 6.Mental H. institution, 7.Home Health Agencies and 8.Community or neighborhoodالحي health centers.

13. 1-Patient Education • Recently, programs of planned patients (as consumers) education have been recognized by health care personnel and the public as being an integral مكملpart of health care delivery. • Various key elements Including: • legislativeتشريعي action, • The advent وصولof audiovisual technology, and • Rising health care costs have contributedساهم to the development of patient education programs in hospitals.

14. 1-Patient education: Patient E. may be organized: 1.Informally on a one to one basis (doctor or nurse to patient) or 2.As a planned group education programs in a hospital or other health facility.

15. 1-Patient education: 1)The one to one instruction: occurs most often in an informal manner when during physical examination or in a doctor private office the physician or nurse impart يمنح to the patient information about: • A disease. • Its treatment. • The methods of taking prescribed medication.

16. 1-Patient education: In most cases this type of educational intervention is not: • Planned, • Organized, and followed by • Printed matter or communication at a later date by a health educator, nurse or receptionist. At best it is a hit-or-mess affair. قضية الفوضى أوالضربة • Some exceptions to this approach exist. A few physicians (particularly those in group practice) have a H. educator on staff or designate مرشحorganized HE as a physician and/or nurse function.

17. 1-Patient education: This approach includes: • Written materials specific to disease entity,كيان • Medication, or • General condition, and • Follow up programs to: 1.Ensure adherence to a specific regimen or 2.Provide answers to questions that may otherwise go unanswered.

18. 1-Patient education: 2)Most organized patient E programs can be found in hospital setting: • These programs aren't widespread, But • They are receiving a great deal of public and professional attention. • Most common programs developed for adult inpatients

19. 1-diabetes, 2-nutrition, 3-prenatal, 4-ostomy, 5-heart attack, 6-mastectomy, 7-postnatal, 8-preoperative, 9-respiratory, 10-postoperative, 11-stroke, and 12-Pacemaker education Organized programs for Adult inpatients offered:

20. 1-Patient education: In those hospitals that do have formal patient E, the programs are usually of the following types: • Programs for diabetes, cardiac patient , or other serious chronic diseases or disabilities; • Expectant parent’s class; and • Preoperative instruction.

21. 1-Patient education: In these areas where there is a large patient population, and often classes can be given on a daily basis by H. educators or nurse. • These courses aren't mandatory and are usually taken by the patient on referral from his doctor or the nurse-educator on the floor.

22. 1-Patient education: In general, patient E programs lack defined: a) Goals and b) Methodologiesfor: 1.Evaluating the programs, 2.Teaching and 3.Financing.

23. 1-Patient education: The development of “disease-specific, Clinically tested, teaching and evaluation protocolsاتفاقيات “are deemedيعتبر essential for: 1-Third-party reimbursement تعويض for patient 2-Accreditationالتفويض-الاعتماد , and/ or 3-Evaluation by Professional Standards Review Organizations (PSRO).

24. Advantages of working in Health Care Setting • Highly varied job responsibilities • Increased credibility due to health care connection • High community profile لمحة حياة • Diverse متنوعةgroups • Good wages and benefits • Good job satisfaction

25. Disadvantages of working in Health Care Setting • Health education may have a low priority • Jobs are hard to come صعبة الحصول by • Long hours • Some M.D.s have little respect for health education

26. 2-School health education (SHE): • The school setting. The importance of including health instruction in education curricula has been recognized since the early 1900s. -In 1997, the Institute of Medicine advised that students should receive the health-related education and services necessary for them to: • Derive maximum benefit from their education and • Enable them to become healthy, productive adults

27. They embrace يعتنقhealth as a value • They are provided with the knowledge, skills and empowerment needed to choose and maintain healthful personal behaviors • As a life time learner, students be able to obtain, evaluate and use new information for future health-related decisions

29. 1. It’s now recognized for its value in: • Changing the health behaviors of young people as well as • Coordinating تنسيق the many different services and programs responding to the health needs of children and youth

30. 2. It helps to change: • Not only the health behaviors of individuals but also • The environments in which students and educators live, learn and work.

31. The policies, programs, services and activities that are delivered within this comprehensive framework are the responsibility of: • Young people, • Parents, • Health and social services professionals, • Educators, • Institutions, • Agencies and • Governments.

32. 2-School health education (SHE): -It is one of the most neglected areas of HE:-The possibilities are enormous both: 1-In the number of students who could be reached by HE 2-Programs and benefits that could be attained in the present and in the future. • For e.g., early disease prevention oriented H E programs could decrease the risk factors associated with heart disease before the disease has a chance to take place.

33. 2-School health education (SHE): RULES OF GOOD HEALTH: • Take a full bath more than once a week • Brush teeth at least once a day • Sleep long hours with windows open • Drink as much milk as possible, but no coffee or tea • Eat some vegetables or fruit everyday • Drink at least 4 glasses of water a day • Play part of every day outdoors • Have a bowel movement every morning

34. Today’s Health Ed Standards :Students will: • Comprehend concepts related to health promotion & disease prevention • Demonstrate the ability to access valid الصحيحةhealth education information and health- promoting products and services • Demonstrate ability to practice health- enhancing behaviors and reduce health risks

35. Today’s Health Ed Standards :Students will:/2 • Analyze the influence of culture, media, technology and other factors on health • Demonstrate the ability to use interpersonal communication skills to enhance health • Demonstrate the ability to use goal-setting and decision-making skills to enhance health • Demonstrate the ability to advocate for personal, family and community health

36. Coordinated school health program • A coordinated منسق school health program brings together (integrates) various aspects of a school district to best impact the health of the students, staff, administration, and the community as a whole. It includes the coordination of: • Food services, nursing services, school counseling • Health instruction • Physical education • Administration • School environment • Community • Staff wellness

37. Who’s Teaching School Health Education (SHE)? • Is school health a priority? • What are the qualifications of the health educator? • What are the job opportunities for school health educators?

38. Advantages/disadvantages of teaching school health education (SHE): • Advantages: • Working with young people during these developmental years • Prevent harmful behaviors from forming rather than working with people who have already formed bad habits • Impact all students because it is a required course for all students • Graduate degree is not needed for entry-level employment • Good job securityأمن • Summer months are free • Benefits are good

39. Disadvantages: School Health Educator • Long hours on the job, including many weekends and evenings • Relatively low status when compared with math. English, and science teachers • Relatively low pay when compared with other professionals in other fields, but comparable with that of other health educators in other fields • Discipline انضباطproblems with students • Pressure to get a master’s degree • Difficulties with parents and administration when controversialجدلي subjects are taught..

40. 2-School health education (SHE): School HE is considered as a part of little importance of: • Physical education • Biology • Home economic department. Disadvantages: 1-The curriculum is frequently inappropriate to today’s student.

41. 2-School health education (SHE): Three major problems in school HE: • A tradition of low visibilityرؤية and priority. • A narrow definition of appropriate content and -Jurisdiction مدي–for HE. • Few adequately trained health educators.

42. 2-School health education (SHE): It is important for improvement of SHE to do: • Teacher training. • Pilot and demonstration projects. • Grants منحto generalized and local agencies for the development of comprehensive elementary and secondary school HE programs.

43. 2-School health education (SHE): There is an immediate need of Both: 1. curriculum 2.Personnel development. • If the impact of HE on the future population could be appreciated. Then health education become as integral part of curriculum as math and science. .

44. University Wellness Programs • Faculty & Staff Programs • Student Programs

45. Group or personal Disease Presentation! • At the conclusion of your presentation, prepare a quiz with five questions relating to your topic (this may be included at the end of your presentation). • Don’t forget your table of contents and cover page! It’s your job as a group or personal to present the topic

46. Grading Rubric! ارشادات • Clarity and Presentation _____ 20 • Content Reliability _____ 20 • Group Participation _____ 20 • Organization _____ 20 • Creativity _____ 20 • Total Score_____ 100

47. Thank You