You can find some useful tips in our how-to guide.
The maximum length of your abstract should be 250 words in total, including keywords and article classification (see the sections below).
Your submission should include up to 12 appropriate and short keywords that capture the principal topics of the paper. Our how to guide contains some practical guidance on choosing search-engine friendly keywords.
Please note, while we will always try to use the keywords you’ve suggested, the in-house editorial team may replace some of them with matching terms to ensure consistency across publications and improve your article’s visibility.
During the submission process, you will be asked to select a type for your paper; the options are listed below. If you don’t see an exact match, please choose the best fit:
You will also be asked to select a category for your paper. The options for this are listed below. If you don’t see an exact match, please choose the best fit:
Reports on any type of research undertaken by the author(s), including:
Covers any paper where content is dependent on the author's opinion and interpretation. This includes journalistic and magazine-style pieces.
Describes and evaluates technical products, processes or services.
Focuses on developing hypotheses and is usually discursive. Covers philosophical discussions and comparative studies of other authors’ work and thinking.
Describes actual interventions or experiences within organizations. It can be subjective and doesn’t generally report on research. Also covers a description of a legal case or a hypothetical case study used as a teaching exercise.
This category should only be used if the main purpose of the paper is to annotate and/or critique the literature in a particular field. It could be a selective bibliography providing advice on information sources, or the paper may aim to cover the main contributors to the development of a topic and explore their different views.
Provides an overview or historical examination of some concept, technique or phenomenon. Papers are likely to be more descriptive or instructional (‘how to’ papers) than discursive.
Headings must be concise, with a clear indication of the required hierarchy.
The preferred format is for first level headings to be in bold, and subsequent sub-headings to be in medium italics.
Notes or endnotes should only be used if absolutely necessary. They should be identified in the text by consecutive numbers enclosed in square brackets. These numbers should then be listed, and explained, at the end of the article.
All figures (charts, diagrams, line drawings, webpages/screenshots, and photographic images) should be submitted electronically. Both colour and black and white files are accepted.
There are a few other important points to note:
Tables should be typed and submitted in a separate file to the main body of the article. The position of each table should be clearly labelled in the main body of the article with corresponding labels clearly shown in the table file. Tables should be numbered consecutively in Roman numerals (e.g. I, II, etc.).
Give each table a brief title. Ensure that any superscripts or asterisks are shown next to the relevant items and have explanations displayed as footnotes to the table, figure or plate.
Where tables, figures, appendices, and other additional content are supplementary to the article but not critical to the reader’s understanding of it, you can choose to host these supplementary files alongside your article on Insight, Emerald’s content-hosting platform (this is Emerald's recommended option as we are able to ensure the data remain accessible), or on an alternative trusted online repository. All supplementary material must be submitted prior to acceptance.
Emerald recommends that authors use the following two lists when searching for a suitable and trusted repository:
, you must submit these as separate files alongside your article. Files should be clearly labelled in such a way that makes it clear they are supplementary; Emerald recommends that the file name is descriptive and that it follows the format ‘Supplementary_material_appendix_1’ or ‘Supplementary tables’. All supplementary material must be mentioned at the appropriate moment in the main text of the article; there is no need to include the content of the file only the file name. A link to the supplementary material will be added to the article during production, and the material will be made available alongside the main text of the article at the point of EarlyCite publication.
Please note that Emerald will not make any changes to the material; it will not be copy-edited or typeset, and authors will not receive proofs of this content. Emerald therefore strongly recommends that you style all supplementary material ahead of acceptance of the article.
Emerald Insight can host the following file types and extensions:
, you should ensure that the supplementary material is hosted on the repository ahead of submission, and then include a link only to the repository within the article. It is the responsibility of the submitting author to ensure that the material is free to access and that it remains permanently available. Where an alternative trusted online repository is used, the files hosted should always be presented as read-only; please be aware that such usage risks compromising your anonymity during the review process if the repository contains any information that may enable the reviewer to identify you; as such, we recommend that all links to alternative repositories are reviewed carefully prior to submission.
Please note that extensive supplementary material may be subject to peer review; this is at the discretion of the journal Editor and dependent on the content of the material (for example, whether including it would support the reviewer making a decision on the article during the peer review process).
All references in your manuscript must be formatted using one of the recognised Harvard styles. You are welcome to use the Harvard style Emerald has adopted – we’ve provided a detailed guide below. Want to use a different Harvard style? That’s fine, our typesetters will make any necessary changes to your manuscript if it is accepted. Please ensure you check all your citations for completeness, accuracy and consistency.
References to other publications in your text should be written as follows:
, 2006) Please note, ‘ ' should always be written in italics.A few other style points. These apply to both the main body of text and your final list of references.
At the end of your paper, please supply a reference list in alphabetical order using the style guidelines below. Where a DOI is available, this should be included at the end of the reference.
Surname, initials (year), , publisher, place of publication.
e.g. Harrow, R. (2005), , Simon & Schuster, New York, NY.
Surname, initials (year), "chapter title", editor's surname, initials (Ed.), , publisher, place of publication, page numbers.
e.g. Calabrese, F.A. (2005), "The early pathways: theory to practice – a continuum", Stankosky, M. (Ed.), , Elsevier, New York, NY, pp.15-20.
Surname, initials (year), "title of article", , volume issue, page numbers.
e.g. Capizzi, M.T. and Ferguson, R. (2005), "Loyalty trends for the twenty-first century", , Vol. 22 No. 2, pp.72-80.
Surname, initials (year of publication), "title of paper", in editor’s surname, initials (Ed.), , publisher, place of publication, page numbers.
e.g. Wilde, S. and Cox, C. (2008), “Principal factors contributing to the competitiveness of tourism destinations at varying stages of development”, in Richardson, S., Fredline, L., Patiar A., & Ternel, M. (Ed.s), , Griffith University, Gold Coast, Qld, pp.115-118.
Surname, initials (year), "title of paper", paper presented at [name of conference], [date of conference], [place of conference], available at: URL if freely available on the internet (accessed date).
e.g. Aumueller, D. (2005), "Semantic authoring and retrieval within a wiki", paper presented at the European Semantic Web Conference (ESWC), 29 May-1 June, Heraklion, Crete, available at: http://dbs.uni-leipzig.de/file/aumueller05wiksar.pdf (accessed 20 February 2007).
Surname, initials (year), "title of article", working paper [number if available], institution or organization, place of organization, date.
e.g. Moizer, P. (2003), "How published academic research can inform policy decisions: the case of mandatory rotation of audit appointments", working paper, Leeds University Business School, University of Leeds, Leeds, 28 March.
(year), "title of entry", volume, edition, title of encyclopaedia, publisher, place of publication, page numbers.
e.g. (1926), "Psychology of culture contact", Vol. 1, 13th ed., Encyclopaedia Britannica, London and New York, NY, pp.765-771.
(for authored entries, please refer to book chapter guidelines above)
Surname, initials (year), "article title", , date, page numbers.
e.g. Smith, A. (2008), "Money for old rope", , 21 January, pp.1, 3-4.
(year), "article title", date, page numbers.
e.g. (2008), "Small change", 2 February, p.7.
Surname, initials (year), "title of document", unpublished manuscript, collection name, inventory record, name of archive, location of archive.
e.g. Litman, S. (1902), "Mechanism & Technique of Commerce", unpublished manuscript, Simon Litman Papers, Record series 9/5/29 Box 3, University of Illinois Archives, Urbana-Champaign, IL.
If available online, the full URL should be supplied at the end of the reference, as well as the date that the resource was accessed.
Surname, initials (year), “title of electronic source”, available at: persistent URL (accessed date month year).
e.g. Weida, S. and Stolley, K. (2013), “Developing strong thesis statements”, available at: https://owl.english.purdue.edu/owl/resource/588/1/ (accessed 20 June 2018)
Standalone URLs, i.e. those without an author or date, should be included either inside parentheses within the main text, or preferably set as a note (Roman numeral within square brackets within text followed by the full URL address at the end of the paper).
Surname, initials (year), , name of data repository, available at: persistent URL, (accessed date month year).
e.g. Campbell, A. and Kahn, R.L. (2015), , ICPSR07218-v4, Inter-university Consortium for Political and Social Research (distributor), Ann Arbor, MI, available at: https://doi.org/10.3886/ICPSR07218.v4 (accessed 20 June 2018)
There are a number of key steps you should follow to ensure a smooth and trouble-free submission.
Before submitting your work, it is your responsibility to check that the manuscript is complete, grammatically correct, and without spelling or typographical errors. A few other important points:
You will find a helpful submission checklist on the website Think.Check.Submit .
All manuscripts should be submitted through our editorial system by the corresponding author.
The only way to submit to the journal is through the journal’s ScholarOne site as accessed via the Emerald website, and not by email or through any third-party agent/company, journal representative, or website. Submissions should be done directly by the author(s) through the ScholarOne site and not via a third-party proxy on their behalf.
A separate author account is required for each journal you submit to. If this is your first time submitting to this journal, please choose the Create an account or Register now option in the editorial system. If you already have an Emerald login, you are welcome to reuse the existing username and password here.
Please note, the next time you log into the system, you will be asked for your username. This will be the email address you entered when you set up your account.
Don't forget to add your ORCiD ID during the submission process. It will be embedded in your published article, along with a link to the ORCiD registry allowing others to easily match you with your work.
Don’t have one yet? It only takes a few moments to register for a free ORCiD identifier .
Visit the ScholarOne support centre for further help and guidance.
You will receive an automated email from the journal editor, confirming your successful submission. It will provide you with a manuscript number, which will be used in all future correspondence about your submission. If you have any reason to suspect the confirmation email you receive might be fraudulent, please contact the journal editor in the first instance.
Review and decision process.
Each submission is checked by the editor. At this stage, they may choose to decline or unsubmit your manuscript if it doesn’t fit the journal aims and scope, or they feel the language/manuscript quality is too low.
If they think it might be suitable for the publication, they will send it to at least two independent referees for double anonymous peer review. Once these reviewers have provided their feedback, the editor may decide to accept your manuscript, request minor or major revisions, or decline your work.
This journal offers an article transfer service. If the editor decides to decline your manuscript, either before or after peer review, they may offer to transfer it to a more relevant Emerald journal in this field. If you accept, your ScholarOne author account, and the accounts of your co-authors, will automatically transfer to the new journal, along with your manuscript and any accompanying peer review reports. However, you will still need to log in to ScholarOne to complete the submission process using your existing username and password. While accepting a transfer does not guarantee the receiving journal will publish your work, an editor will only suggest a transfer if they feel your article is a good fit with the new title.
While all journals work to different timescales, the goal is that the editor will inform you of their first decision within 60 days.
During this period, we will send you automated updates on the progress of your manuscript via our submission system, or you can log in to check on the current status of your paper. Each time we contact you, we will quote the manuscript number you were given at the point of submission. If you receive an email that does not match these criteria, it could be fraudulent and we recommend you contact the journal editor in the first instance.
Emerald’s manuscript transfer service takes the pain out of the submission process if your manuscript doesn’t fit your initial journal choice. Our team of expert Editors from participating journals work together to identify alternative journals that better align with your research, ensuring your work finds the ideal publication home it deserves. Our dedicated team is committed to supporting authors like you in finding the right home for your research.
If a journal is participating in the manuscript transfer program, the Editor has the option to recommend your paper for transfer. If a transfer decision is made by the Editor, you will receive an email with the details of the recommended journal and the option to accept or reject the transfer. It’s always down to you as the author to decide if you’d like to accept. If you do accept, your paper and any reviewer reports will automatically be transferred to the recommended journals. Authors will then confirm resubmissions in the new journal’s ScholarOne system.
Our Manuscript Transfer Service page has more information on the process.
Open access.
Once your paper is accepted, you will have the opportunity to indicate whether you would like to publish your paper via the gold open access route.
If you’ve chosen to publish gold open access, this is the point you will be asked to pay the APC (article processing charge). This varies per journal and can be found on our APC price list or on the editorial system at the point of submission. Your article will be published with a Creative Commons CC BY 4.0 user licence , which outlines how readers can reuse your work.
For UK journal article authors - if you wish to submit your work accepted by Emerald to REF 2021, you must make a ‘closed deposit’ of your accepted manuscript to your respective institutional repository upon acceptance of your article. Articles accepted for publication after 1st April 2018 should be deposited as soon as possible, but no later than three months after the acceptance date. For further information and guidance, please refer to the REF 2021 website.
All accepted authors are sent an email with a link to a licence form. This should be checked for accuracy, for example whether contact and affiliation details are up to date and your name is spelled correctly, and then returned to us electronically. If there is a reason why you can’t assign copyright to us, you should discuss this with your journal content editor. You will find their contact details on the editorial team section above.
Once we have received your completed licence form, the article will pass directly into the production process. We will carry out editorial checks, copyediting, and typesetting and then return proofs to you (if you are the corresponding author) for your review. This is your opportunity to correct any typographical errors, grammatical errors or incorrect author details. We can’t accept requests to rewrite texts at this stage.
When the page proofs are finalised, the fully typeset and proofed version of record is published online. This is referred to as the EarlyCite version. While an EarlyCite article has yet to be assigned to a volume or issue, it does have a digital object identifier (DOI) and is fully citable. It will be compiled into an issue according to the journal’s issue schedule, with papers being added by chronological date of publication.
Visit our author rights page to find out how you can reuse and share your work.
To find tips on increasing the visibility of your published paper, read about how to promote your work .
Sometimes errors are made during the research, writing and publishing processes. When these issues arise, we have the option of withdrawing the paper or introducing a correction notice. Find out more about our article withdrawal and correction policies .
Need to make a change to the author list? See our frequently asked questions (FAQs) below.
| The only time we will ever ask you for money to publish in an Emerald journal is if you have chosen to publish via the gold open access route. You will be asked to pay an APC (article-processing charge) once your paper has been accepted (unless it is a sponsored open access journal), and never at submission.
At no other time will you be asked to contribute financially towards your article’s publication, processing, or review. If you haven’t chosen gold open access and you receive an email that appears to be from Emerald, the journal, or a third party, asking you for payment to publish, please contact our support team via . |
| Please contact the editor for the journal, with a copy of your CV. You will find their contact details on the editorial team tab on this page. |
| Typically, papers are added to an issue according to their date of publication. If you would like to know in advance which issue your paper will appear in, please contact the content editor of the journal. You will find their contact details on the editorial team tab on this page. Once your paper has been published in an issue, you will be notified by email. |
| Please email the journal editor – you will find their contact details on the editorial team tab on this page. If you ever suspect an email you’ve received from Emerald might not be genuine, you are welcome to verify it with the content editor for the journal, whose contact details can be found on the editorial team tab on this page. |
| If you’ve read the aims and scope on the journal landing page and are still unsure whether your paper is suitable for the journal, please email the editor and include your paper's title and structured abstract. They will be able to advise on your manuscript’s suitability. You will find their contact details on the Editorial team tab on this page. |
| Authorship and the order in which the authors are listed on the paper should be agreed prior to submission. We have a right first time policy on this and no changes can be made to the list once submitted. If you have made an error in the submission process, please email the Journal Editorial Office who will look into your request – you will find their contact details on the editorial team tab on this page. |
CiteScore 2023
CiteScore is a simple way of measuring the citation impact of sources, such as journals.
Calculating the CiteScore is based on the number of citations to documents (articles, reviews, conference papers, book chapters, and data papers) by a journal over four years, divided by the number of the same document types indexed in Scopus and published in those same four years.
For more information and methodology visit the Scopus definition
CiteScore Tracker 2024
(updated monthly)
CiteScore Tracker is calculated in the same way as CiteScore, but for the current year rather than previous, complete years.
The CiteScore Tracker calculation is updated every month, as a current indication of a title's performance.
2022 Impact Factor
The Journal Impact Factor is published each year by Clarivate Analytics. It is a measure of the number of times an average paper in a particular journal is cited during the preceding two years.
For more information and methodology see Clarivate Analytics
5-year Impact Factor (2022)
A base of five years may be more appropriate for journals in certain fields because the body of citations may not be large enough to make reasonable comparisons, or it may take longer than two years to publish and distribute leading to a longer period before others cite the work.
Actual value is intentionally only displayed for the most recent year. Earlier values are available in the Journal Citation Reports from Clarivate Analytics.
Time to first decision
Time to first decision , expressed in days, the "first decision" occurs when the journal’s editorial team reviews the peer reviewers’ comments and recommendations. Based on this feedback, they decide whether to accept, reject, or request revisions for the manuscript.
Data is taken from submissions between 1st January 2024 and 30th April 2024
Acceptance rate
The acceptance rate is a measurement of how many manuscripts a journal accepts for publication compared to the total number of manuscripts submitted expressed as a percentage %
Data is taken from submissions between 1st January 2024 and 30th April 2024.
Peer review process.
This journal engages in a double-anonymous peer review process, which strives to match the expertise of a reviewer with the submitted manuscript. Reviews are completed with evidence of thoughtful engagement with the manuscript, provide constructive feedback, and add value to the overall knowledge and information presented in the manuscript.
The mission of the peer review process is to achieve excellence and rigour in scholarly publications and research.
Our vision is to give voice to professionals in the subject area who contribute unique and diverse scholarly perspectives to the field.
The journal values diverse perspectives from the field and reviewers who provide critical, constructive, and respectful feedback to authors. Reviewers come from a variety of organizations, careers, and backgrounds from around the world.
All invitations to review, abstracts, manuscripts, and reviews should be kept confidential. Reviewers must not share their review or information about the review process with anyone without the agreement of the editors and authors involved, even after publication. This also applies to other reviewers’ “comments to author” which are shared with you on decision.
Discover practical tips and guidance on all aspects of peer review in our reviewers' section. See how being a reviewer could benefit your career, and discover what's involved in shaping a review.
More reviewer information
Call for special issue proposals.
The journal of Health Education is currently looking for special issue proposals. Health Education is a leading journal which reflects the best of modern thinking ...
The publishing and editorial teams would like to thank the following, for their invaluable service as 2022 reviewers for this journal. We are very grateful for the contributions made. With their help, the journal has been able to publish such high...
The publishing and editorial teams would like to thank the following, for their invaluable service as 2021 reviewers for this journal. We are very grateful for the contributions made. With their help...
We’re delighted to announce the partnership between Health Education and EERA’s Health and Wellbeing Education Network. The Health and Wellbeing net...
We are to pleased to announce our 2023 Literati Award winners. Outstanding Paper Motivating or stigmatising? The public...
We are pleased to announce our 2022 Literati Award winners. Outstanding Paper Less than human: dehumanisation...
Health Education is a leading journal which reflects the best of modern thinking about health education. It offers stimulating and incisive coverage of current debates, concerns, interventions, and initiatives, and provides a wealth of evidence, research, information, and ideas to inform and inspire those in both the theory and practice of health education. Health Education plays a crucial role in the development of a healthy, inclusive, and equitable social, psychological, and physical environment.
Health Education is a leading journal which reflects the best of modern thinking about health education.
The journal aims to publish high-quality research and critical debate, encompassing the broad range of health education approaches operating at individual, community, organisational and societal levels. We encourage international contributions and papers written from academic researchers and practitioners. The journal seeks to foster contributions from a range of methodological perspectives, we encourage qualitative and quantitative studies; mixed method research; and evidence reviews and synthesis. Theoretical and discursive papers are also welcomed, but contact with the Editor-in-Chief should be sought in advance.
Health Education offers stimulating and incisive coverage of current debates, concerns, interventions, and initiatives, and provides a wealth of evidence, research, information, and ideas to inform and inspire those in both the theory and practice of health education. Health Education plays a crucial role in the development of a healthy, inclusive, and equitable social, psychological, and physical environment.
Typical areas of interest include:
These are the latest articles published in this journal (Last updated: May 2024)
"˜what does well-being mean to me'. conceptualisations of well-being in irish primary schooling, a content analysis of the frequency of fat talk in walt disney animation films (1937-2021)., top downloaded articles.
These are the most downloaded articles over the last 12 months for this journal (Last updated: May 2024)
Making sense of health in pe: conceptions of health among swedish physical education teachers, health literacy and subjective well-being amongst university students: moderating role of gender.
These are the top cited articles for this journal, from the last 12 months according to Crossref (Last updated: May 2024)
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We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.
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Understanding the Numbers When reviewing job growth and salary information, it’s important to remember that actual numbers can vary due to many different factors — like years of experience in the role, industry of employment, geographic location, worker skill and economic conditions. Cited projections do not guarantee actual salary or job growth.
When it comes to building a healthy community, the importance of health education cannot be overlooked. Community health workers collaborate with all stakeholders in a community — from its citizens to its government, education and medical officials — to improve health and wellness and ensure equal access to healthcare.
According to the World Health Organization (WHO), health education is a tool to improve a population's general health and wellness through promoting knowledge and healthy practices ( WHO PDF source ).
Although the subject is often taught in school settings, students aren't the only ones who need to know about health. In fact, all age groups and demographics can benefit from health education.
Community health education looks at the health of a community as a whole, seeking to identify health issues and trends within a population and work with stakeholders to find solutions to these concerns.
The importance of health education impacts many areas of wellness within a community, including:
Community health educators work with public health departments, schools, government offices and even local nonprofits to design educational programs and other resources to address a community’s specific needs.
“As public health professionals, with aid of community leaders, we strive to ensure community wellness as it pertains to health education,” said Dr. Tanyi Obenson .
Obenson is a public health clinical faculty member at Southern New Hampshire University (SNHU) who holds a PhD in Public Health. “A healthier community is a better community,” he said.
Health education can impact communities by addressing relevant issues and concerns at a local level. For example:
In addition to providing educational resources and programming to a community, public health educators also work to ensure all members of a community have equal access to wellness resources and healthcare services.
“When considering care access and delivery within communities, health equity and social justice are one in the same,” said Dr. Natalie Rahming , an adjunct healthcare faculty member at SNHU with almost two decades of experience working in the healthcare field. “The social determinants of health classify the various ways in which an individual’s identity characteristics and social positions are woven into a fabric of discrimination.”
According to Rahming, common health disparities include:
Rahming said racism and other disparities have manifested into unequal distribution of care across distinct groups over many generations.
“A community health worker seeks to abolish or ameliorate health inequity from a social lens, whereas other health care workers approach it at an individual perspective,” she said. “Both are critical for healthcare advancement.”
The importance of health education also extends into policy and legislation development at a local, state and national level, informing and influencing key decisions that impact community health.
From campaigns and legislation to enforce seat belt use and prevent smoking to programs that boost the awareness and prevention of diabetes, public health workers provide research and guidance to inform policy development.
“The collaboration of community leaders is essential to form a shared commitment and results-oriented approach to improving the health of our most vulnerable populations,” she said.
Health education can also boost a community’s economy by reducing healthcare spending and lost productivity due to preventable illness.
Obesity and tobacco use, for example, cost the United States billions of dollars each year in healthcare costs and lost productivity.
According to the National Collaborative on Childhood Obesity (NCCOR), the annual loss in economic productivity due to obesity and related issues is expected to total as much as $580 billion by 2030 ( NCCOR PDF source ). The total economic cost of tobacco use costs the United States more than $300 billion each year, including $156 billion in lost productivity , according to the CDC.
Programs designed to help community members combat expensive health issues not only boost individuals’ health but also provide a strong return on investment for communities.
According to the CDC, states with strong tobacco control programs see a $55 return on every $1 investment , mostly from avoiding costs to treat smoking-related illness. The national cost of offering the National Diabetes Prevention Program is about $500 per participant , significantly lower than the $9,600 spent on diabetes care per type 2 diabetes patient each year.
How to become a community healthcare worker.
A community healthcare worker's goal is to help others, starting with education.
To begin your career in community healthcare, you'll typically need a minimum of a high school diploma or associate degree . The work done within public health and community healthcare differs from other healthcare fields and impacts communities in different ways requiring different training and understanding of healthcare.
“Unlike individual healthcare delivery, public health investigates the systems and trends that impact behaviors and outcomes within a community collectively," said Rahming. “This research facilitates the identification of needs and provision of tools to promote disease prevention, individual empowerment, and improved wellness that enhances the quality of life for all."
Earning your bachelor's degree in public health or community health could help you advance your career and better understand your work. On top of your classroom education, many community health care workers are required to complete on-the-job training. According to BLS, training often covers communication, outreach, and information based upon your specific community health focus.
As the health, social and economic impacts of community health education continue to grow, so does the field of public health and health promotion.
According to the U.S. Bureau of Labor Statistics (BLS), the role of health education specialist is projected to grow by 7% through 2032, faster than the average for all occupations.*
BLS said that health education specialists usually need a bachelor's degree but that some health education specialist jobs require you to have a master's degree, too.
Earning your Master of Public Health (MPH) degree could be a proactive way to expand your knowledge and prepare for a career in the public health education field. Whether you want to be a health education specialist or an epidemiologist, there are a variety of things you can do with your MPH . You can also focus your MPH studies on specific areas, such as global health, by adding a concentration to your degree.
When considering MPH programs, look for one accredited by the Council on Education for Public Health ( CEPH ), such as SNHU's. CEPH is an independent agency recognized by the U.S. Department of Education, and their accreditation means that the program has met the standards.
In an accredited MPH program, you can gain the skills you need to lead illness and disease prevention efforts, build community wellness programs and advocate for public health policy.
Whether you decide to pursue an MPH or community health education degree, the public health education field has a wide variety of settings where you may work. According to BLS, these settings include:
“I believe that more and more communities are seeing benefits from wellness-related initiatives and receiving positive marks about them,” Gifford said. “Hence, community leaders are seeing this as not just a business-driven necessity, but also something that impacts the well being and quality of life of their citizens.”
Discover more about SNHU’s bachelor's in community health : Find out what courses you'll take, skills you’ll learn and how to request information about the program.
*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill.
Danielle Gagnon is a freelance writer focused on higher education. She started her career working as an education reporter for a daily newspaper in New Hampshire, where she reported on local schools and education policy. Gagnon served as the communications manager for a private school in Boston, MA before later starting her freelance writing career. Today, she continues to share her passion for education as a writer for Southern New Hampshire University. Connect with her on LinkedIn .
About southern new hampshire university.
SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.
Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU page to learn more about our mission, accreditations, leadership team, national recognitions and awards.
BMC Public Health volume 5 , Article number: 88 ( 2005 ) Cite this article
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Every individual mode of health education has its own merits, drawbacks as well as their own sphere of effectiveness. A specific mode of communication is more useful in a specific setting on a specific group than others. To search for optimum mode of communication for a specific audience is a major area of research in health education. The issue of imparting health education to a gathering of educated people, representing different fields of knowledge has remained a relatively less lighted aspect of health education research. In this backdrop this study was initiated for making a comparative assessment of different methods of dissemination of health education among educated people.
A cross-sectional interviewer administered questionnaire survey was conducted involving 142 randomly selected subjects during the last session of a five-day conference having health as main theme when the opinion of the delegates regarding different communication methods was asked for. Collected data was analyzed not only to find out the optimum mode of education dissemination in such a setting but also to find the contribution of different factors in the preferences of the study subjects.
The participants opted more (60%) for focused programs of smaller audience (sectional program). In both broad area (main program) and focused area programs (sectional), the participants preferred lectures (62% and 65.7% respectively). Specific topics were preferred both in lectures (67.6%) and symposia (57.7%). In the exhibition, exhibits seemed to be more attractive (62%) than the posters. Qualification has emerged to be a contributing factor in peoples' choice towards sectional programme and also in their affinity to symposia. Increased age was a significant contributor in participants' preference towards specific topics. Physical barriers of communication appeared to be a problem in the main program as well as in the exhibition. Lack of coherence among the speakers was reported (69%) to be a major reason for which symposia was not preferred.
This study concluded that while planning for health education dissemination in an educated group a focused programme should be formulated in small groups preferably in the form of lectures on specific topics, more so while dealing with participants of higher age group having higher educational qualification.
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Health education is a process by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance or restoration of health [ 1 ]. Communication in relation to health education involves different modes like lectures, group or panel discussions, symposia, poster or exhibit presentation etc. Every individual mode of health education has its own merits, drawbacks as well as their own sphere of effectiveness. In addition it has to overcome the barriers of communication (e.g. physiological, psychological, environmental and cultural). Research on the effectiveness of different modes of health education dissemination is already in progress to examine the utility of a specific mode of communication in a specific setting [ 2 , 3 ] on a specific group [ 4 ]. It has been observed that different educational methods may be specially suitable for different groups of people depending upon their age, sex, educational qualification, background and nature of job [ 5 ]. Comparative assessment of effectiveness of different educational methods has also been done on some target groups in different communicational settings [ 6 ].
Imparting health education to an educated group is a special arena of interest because of the fact that this educated group may have a major role in the propagation of the achieved knowledge in future. This why communication of health education in a gathering of educated people (e.g. conferences) should have separate specifications in relation to its content and mode of communication. Naturally, this becomes an arena and area of special interest and not much of research is undertaken in this aspect till date. In this backdrop this cross-sectional study was initiated during a scientific conference for making a comparative assessment of different methods of dissemination of health education among educated people.
This study was conducted in a scientific conference where 2250 scientists from different branches of science gathered. It was a mega event having health as the theme and experts of various fields attended this conference from different parts of the globe. This conference was organized by one of the scientific bodies of the country and this conference aimed at disseminating health related issues among the scientists, science managers, policy makers, students and general public. This conference is an annual event (largest scientific gathering of the country), which undertakes an issue every year as the theme and communicates the messages on the theme. This activity being the oldest of the country also is well known for its impact on building awareness and opinion among the scientific community as well as general public. In this way it has not only generated scientific movement in the past involving common mass also but also many times it has substantially influenced policy making . Various aspects of health promotion, health technology, implication of health in nation's development etc. were discussed and three modes of education dissemination were used; lecture, symposium and exhibition. The conference activity had two divisions; main program and sectional program (fourteen sections were there). Main programme consisted of deliberation containing discussion on different aspects of science and health, addressing the conference participants at large whereas sectional programmes dealt with a section of the attendees and focused only the issues related to the specific section . Main program consisted of lectures, symposia and an exhibition whereas the sectional program consisted of lectures and symposia. In the main program, lectures and symposia were of two types; some were based on specific topics and some were based on relatively broader topics. So far as the lectures are concerned, specific topic lectures included presentation like "cholera-epidemiology, genetics and vaccine development", "role of a tool box of diagnosis for tuberculosis in endemic country", "disease elimination: the kala-azar experience" etc. and broader topic lectures were like "health science and our future", "role of public health in national economics" etc. In case of symposia, the specific topic symposia dealt with the issues like "challenges in combating malaria", "high altitude dysfunction" etc. and the broader topic symposia were on the topics like "environment & health", "bridging the gap between health science and society". Each of these symposia consisted of three or more deliberations from different speakers talking on different aspects of the topic. For example the symposium on "combating malaria" contained topics like "control of malaria in mosquito vector", "current status and strategies for old and new drugs for treatment, prevention and control", "prospects of vaccine", "cost and benefit of malaria control", and "malaria research, development and control strategies" . Topics of lectures and symposia of sectional programs were specific to the concerned section. For example, lectures of medical science section consisted of lectures like "factors other than iodine deficiency in endemic goiter", "mechanism of action of enterotoxin of vibrio cholerae", etc. and lectures of environmental science section contained lectures like "biomonitoring of health effects of urban air pollution", "arsenic exposure and effects on liver", etc. Similarly, symposia of medical science section had topic like "development of ergonomics in India" and symposia of environmental science included topics like "environmental endocrine disruptors and reproductive health". These symposia again consisted of different speakers' deliberations on various aspects of the topic of the symposia . The exhibition contained two types of materials: posters and exhibits. Posters were prepared on the topics like "prevention of dust related diseases", "how to combat diarrhoeal diseases?" etc. Exhibits were models/instruments, which were displayed and demonstrated for easy conveyance of the related messages. Exhibits contained "spirometer – an instrument early diagnosis of morbidity related to dust related diseases", "model showing transmission of malaria from mosquito vector to human host" etc .
This cross-sectional interviewer administered questionnaire survey was conducted during the last session of this five-day conference when the opinion of the delegates regarding different programs was asked for. Necessary ethical clearance was obtained from the institutional ethics committee of National Institute of Occupational Health, India for the purpose of this study . While calculating the sample size for this study we presumed the lowest choice prevalence to be 10% (as there was no available literature of this nature) and accordingly we calculated the sample size for prevalence study using acceptable range 5–15%. Thus the minimum sample size for 5% level of significance was calculated as 130. We set our target as 150 subjects. Selection of subjects was done by using random numbers generated by Microsoft Excel Software. Initially 3 sections (out of 14 sections) were selected randomly and 50 participants from each section were approached for the study. Of the 150 persons approached for study, 142 agreed to participate.
All the participants were enquired about their choices in relation to all the different aspects of the conference. Analysis of the collected information was undertaken using SPSS release 6.1.4 software. Along with descriptive analysis of the data, univariate analysis was done initially. Afterwards logistic regression technique was applied to obtain contribution of different factors in the choices of the participants. As we intended to identify the most suitable mode of communication for each division/section of this conference (e.g. lectures, symposia), it was essential to ensure that the findings should be on the basis of merits/demerits of the mode of communication only. For this reason, while going for multivariate analysis, our intention was to observe whether the decision of choices made by the study participants was independent of the factors that might affect the choices (e.g. age, qualification, background, presence of physical barriers of communication, coherence among speakers, etc.) . Variables like higher qualification (Ph.D/MD or higher), higher designation (Associate Professor or equivalent and above), attending alone or with friends, education background (medical/non-medical) problem in understanding English, origin (urban/rural), noise-congestion-invisibility (absence/presence), coherence among speakers in case of symposia (absent/present) were taken as categorical variables & age was introduced as continuous variable in the logistic regression model. These variables were introduced as covariates in the logistic regression model and the choices of the study participants (e.g. section programme better, lecture, better, specific topic better etc.) were introduced one by one as the outcome variable. In this way the role of the possible interfering factors on each of the choices of the participants could be evaluated . In our analysis we accommodated all variables together in the logistic regression model to obtain the contribution of every individual variable adjusting for the effects of other variables.
Mean age of the study subjects was 33.2 (11.1) years. 67.6% of the subjects were males and 32.4% of the participants were females. 25.4% subjects were more than 40 years of age. 52 (36.6) subjects had higher qualification whereas 44 (31) subjects had higher designation. 16.9% subjects were attending alone whereas rest were along with their friends. Only 16 (11.3) persons had some difficulty in understanding communication in English language. Medical background was found in 8 (5.6) subjects and 20 (14.1) subjects had their origin in rural areas. 54.9% participants reported presence of noise-congestion-invisibility and 69% talked about lack of coherence among the speakers of the symposia.
So far as choice of the participants is concerned, 86 (60.0) subjects opined that sectional programme was better than the main programme. When assessment of main programme was asked for 62% subjects remarked that lectures were best, whereas 29.2% and 13% participants were of the opinion that exhibition and symposium was best. Regarding the sectional programme, it was observed that 65.7% subjects liked lectures rather than symposia. In case of lectures and symposia of main programme, 96 (67.6) and 82 (57.7) subjects respectively liked specific topics better. In the exhibition, exhibits seemed to be more attractive (62%) than the posters (Table- 1 ).
Table- 2 and Table- 3 , shows the contribution of different factors in determining the choices of the participants. Age of the participants had significant effect in their choices in relation to assessment of lectures and symposia of main programme (multivariate analysis). In case of both lectures and symposia of main programme, significantly positive regression co-efficient showed that specific topic was better for advanced age people. Higher qualification was a significant contributor in preferring sectional programme as such and also in preferring symposia of the sectional programme rather than the lecture (univariate analysis). On multivariate analysis, it was found that higher qualification was a stronger (odds ratio raised from 3.2 to 9.1) contributor for preference of sectional programme. But in case of preference of symposia of sectional programme it became a weaker contributor (though odds ratio increased from 2.9 to 3.7, it became non-significant). On this analysis, higher qualification was also observed to be a significant contributor in case of preference of symposia of main programme. Medical background could not show any significant effect in case of any of the choices except for preference of exhibits (odds ratio was 6.4 in univariate analysis and 19.7 in multivariate analysis) even though the content of all the communications were health related issues. Absence of barriers like noise-congestion-invisibility was a significant contributor (multivariate analysis) while preferring sectional programme as such and also for preference of exhibits. Coherence among the speakers appeared to be the most important factor while assessing symposia of both main and sectional programme (univariate analysis). The significance of this factor increased many folds when the data was subjected to multivariate analysis.
Sectional programmes were being attended by concerned audience in the form of a relatively smaller group and the topics were specific to the concerned section. This may have been the reason of participants' preference towards sectional programme over main programme (main programme was addressing a broader audience of non-specific nature). In main as well as sectional programmes, lectures were preferred over symposia. This may be due to the fact that educated mass may have liked a comprehensive communication by a single deliverer more than a non-coherent message from multiple communicators (69% of subjects reported that there was poor coherence among the speakers of the symposia). For example a comprehensive lecture on "cholera – epidemiology, genetics and vaccine development" by a single deliverer has been more acceptable and useful than a symposium on "challenges in combating malaria" where different aspects of the topics were dealt with by different experts. This may have been due to the fact that the audience have liked a focused discussion a limited topic rather than a composite message on different aspects of a relatively larger area at a time. Lack of linkage between the speakers may also have been a matter of concern because it hinders the process of comprehensive learning on a larger topic . In case of main programme lecture had more impact than exhibition even. This has probably been a special feature of the educated audience. In spite of the lucidity of the message delivery inherent in exhibition, the study participants have opted more for lectures possibly because of the reason that the lectures contained optimum volume of messages delivered in a more elaborate and systematic manner . The completeness of a topic achieved through a lecture may have been the more attraction than the discreteness of message passed though individual posters or exhibits. Though people from a varied discipline of science were the audience in the main programme, specific topics were better in the lectures as well as in the symposia. This observation has been a salient finding of this study. Specific topics have been preferred everywhere by educated audience over relatively broader topics. People may have found specific in depth knowledge on topics like "cholera" or "malaria" more useful rather than general discussion on relatively broader topics like "environment and health" or "role of public health in national economics" . In the exhibition, exhibits have carried more impression than the posters. Participants may have liked hands on experience of operating different exhibits (instruments) more than the message disseminated by the posters .
So far as different possible determining factors of participants' decision are concerned, higher qualification has been a contributing factor in participants' preference towards sectional programme (OR 9.1, 95% CI 1.2–17.0) and also in choosing main programme symposia better (OR 40.6, 95% CI 14.1–67.1). In the preference of symposia of sectional programme also higher qualification played a role. In this case, higher designation also showed some impact (though significant in univariate analysis it was not significant in multivariate analysis). Thus, qualification (in some cases designation also) has emerged to be a decisive factor in peoples' choice towards more specific subject oriented programme (sectional programme) and also in their affinity to symposia. Increased age was a significant contributor in participants' preference towards specific topics. Medical background has helped people only in understanding exhibits. The scientific details may have been easily understandable to such people due to their medical background. Physical barriers of communication (noise-congestion-invisibility) have contributed significantly in subjects' preference towards sectional programme as such and also in the choice of exhibits rather than the posters. This finding points towards the fact that physical barriers of communication play an important role in the success of a health education dissemination programme .
Some of the earlier studies have already stressed the need of exploding the background and character of the recipient group while imparting health education [ 7 ]. Some studies have shown the success of different modes of communication in different situations [ 8 – 12 ]. View of different recipient groups are different towards various modes of communication and the success of a health education programme depends on the planning of the structure of such a programme taking care of all the relevant factors [ 13 ]. The implication of a well-planned health education programme is far spreading and such a programme has a great potential in changing public attitudes [ 14 , 15 ]. This study also has strengthened the idea of planning the health education programme according to the background and character of participating groups. While addressing the issue of imparting health education to an educated mass, this study has come out with very specific observations. It has showed that health education programme in the form of lectures on specific topics dealing with a small section is more likely to succeed in case of educated audience. This study has pointed out that if an exhibition is planned for such audience, it should contain more and more exhibits rather than posters. Moreover, it has also been observed in this study that higher age has a positive role in participants' choice towards specific topics. Higher qualification has some positive impact in choice towards focused programme involving smaller groups. Importance of basic criteria for the success of a heath education endeavor like comprehensiveness of the content, role of physical barriers of communication and coherence among multiple speakers covering various aspects of a topic has also been highlighted by virtue of this study .
This study has come out with an important but relatively less lighted aspect of health education dissemination. It has addressed some of the important issues in imparting health education to a gathering of educated people, representing different fields of knowledge. On one hand this study has spoken for preference of a well-designed comprehensive lecture rather than a non-coherent symposia while on the other hand it has stressed the need of adoption of specific topics (more so with increasing age of the receptor population). At the end, this study has concluded that while planning for health education dissemination in an educated group a focused programme should be formulated in small groups preferably in the form of lectures on specific topics, more so while dealing with participants of higher age group having higher educational qualification .
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AS: Planned and designed the study, executed the study, analyzed the data and prepared the final write up.
EP: Executed the study, associated with the planning of the study, contributed in write up and also in literature search.
MM: Executed the study, helped in data analysis, contributed in literature search and write up.
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Saha, A., Poddar, E. & Mankad, M. Effectiveness of different methods of health education: A comparative assessment in a scientific conference. BMC Public Health 5 , 88 (2005). https://doi.org/10.1186/1471-2458-5-88
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An individual’s physical and mental well-being is the concern of two similar areas of education: health education and physical education. Both deal with habits of exercise, sleep, rest, and recreation. Since physical well-being is only one aspect of a person’s overall health, physical education is often thought of as a part of health education.
Health education is an activity aimed at the improvement of health-related knowledge, attitudes, and behavior. It is used in schools to help students make intelligent decisions about health-related issues. There are many ways to teach health in schools. Usually instructors create and facilitate learning experiences that develop the student’s decision-making skills. Above all, teachers provide health information and a concern for factors that influence the quality of life.
Health behavior plays a major part in a person’s overall well-being. Since health-related behaviors are both learned and amenable to change, formal health education usually begins when a child is most flexible—in primary school. This is also when a child is more apt to accept positive health behaviors. It is in these early years that the negative effects of a lifetime of health abuse can be prevented. Many health problems are known to be linked to smoking, poor nutrition, obesity, lack of exercise, stress, and abuse of drugs and alcohol ( see alcohol ; drugs ; exercise ; habit and addiction ; stress ; weight control ).
Basic to health education is the principle of preventive care. Health educators attempt to teach people to be responsible for their own health and health care. They also discuss the benefits of medical technology and research. They often promote behavioral changes and modifications to improve health. ( See also holistic medicine .)
Health education and physical education programs exist throughout the world. In the United States, most health education and physical education programs are managed by governments (federal, state, and local), communities, schools, and organizations.
Many federally sponsored health and health-related programs are offered by the United States Department of Health and Human Services. The Health Resources and Services Administration, primarily through its Division of Maternal and Child Health, also has particular interests in the health of school-age children. This governmental body develops elementary school programs on human genetics and on accident and injury prevention.
The President’s Council on Physical Fitness and Sports, based in Washington, D.C., promotes physical fitness and sports throughout the United States. The group recommends the Youth Fitness Test, developed by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD), as the most effective physical fitness battery for use in public schools.
This test consists of six items: pull-ups or flexed-arm hang, standing long jump, 50-yard dash, shuttle run, sit-ups, and a long endurance run. Based on the results of the test, children 10 to 17 years of age can earn the Presidential Physical Fitness Award.
The Youth Fitness Test received some criticism that despite its usefulness in measuring athletic performance, it was not a valid indicator of health-related fitness. As a result of this concern, AAHPERD developed the Health-Related Physical Fitness Test in 1980. It measures cardiovascular function, body composition, flexibility, and abdominal strength.
The Office on Smoking and Health, originally in the Bureau of Health Education, is now part of the Office of the Assistant for Health. It maintains an inventory of information that is used by schools and often provides them with technical assistance.
The National Highway Traffic Safety Administration within the Department of Transportation provides schools with educational materials related to the use of alcohol, traffic safety, pedestrian and bicycle safety, and housing-occupancy protection. Its curriculum materials are directed to people of all ages. ( See also health agencies .)
There has been some controversy about the differences between physical education and health education in schools in the United States. Some states and local school districts treat these two phases of education as being identical. In recent years, many schools have begun to treat health education and physical education as separate disciplines.
In order to facilitate school health and physical education programs, health education professionals combine and categorize generally accepted health education concepts into easily accessible forms. These forms include pamphlets, books, films, audio tapes, video tapes, and curriculum guides.
Health and physical education usually begins in primary school. Activities are carefully selected according to the child’s age, needs, sex, and physical condition. Children are encouraged to participate in running, climbing, jumping, swinging, and throwing. Such play activities help children to grow and develop.
Health education curricula are often tailored to the age, intellect, and interest of the students. They may include the following health-related concerns: mental health, body systems and the senses, nutrition, family life, alcohol, drugs and tobacco, safety and first aid, personal health, consumer health, diseases (chronic and communicable), environmental health, aging, and death. Each of these concerns is composed of dozens of topics. For example, personal health encompasses dental care, personal care, exercise, rest, physical fitness, and other topics. The general attitudes within a community may affect the elementary school curriculum. In some communities, for instance, sex education is considered a vital part of health education; in others it is felt that the subject should not be a part of the curriculum ( see sexuality ).
At the junior high school level, activities are selected in terms of individual and group needs. Other determining factors are the age and physical condition of the student. Competitive sports are introduced at this level, usually for both boys and girls. General health practices are reinforced in junior high school, and new practices, particularly those associated with group responsibility, are begun.
Physical education programs in high schools and colleges often have four parts: (1) an instructional program for all students; (2) an instructional program in which games or sports have been adapted for special needs; (3) an intramural program; and (4) an interscholastic program. Intramural, or “within the walls,” games involve competitions between teams of the same school. When different schools compete, the contests are called interscholastic (high school) or intercollegiate (college).
Complex team sports, such as football and basketball, are also introduced. The variety of sports activities is increased so that all students are given an equal opportunity for sports participation. Rather than having a program with monotonous exercises aimed at strength or discipline, modern physical education programs are designed to provide students with the opportunity to learn those natural activities that contribute to their personal development. Health and physical education curricula in many secondary schools and colleges reflect the recent concerns about problems associated with alcohol, drug, and tobacco abuse. They also include sex education. Different schools have varying means of providing information about these matters. By the time students enter high school, they have acquired some health knowledge as well as certain health attitudes and practices.
Numerous private and public health organizations and community groups have an interest in promoting health. Some may focus on particular diseases, disabilities, or an assortment of health problems. Others take on specific health projects to serve their community. Many of these organizations provide informational material and allocate funds for both health instruction and services. Nonprofit organizations also serve the community by providing health-related information to the general public ( see health agencies ).
Programs with health and physical education activities are also found in community centers, fitness clubs, churches, and many other recreational and social organizations. Youth organizations, such as the YMCA, YWCA, and scouting groups, play a particularly vital role in health education in local communities. Many promote Olympic development programs, Special Olympics programs, aerobics, and exercise ( see youth organizations ).
Many large companies provide health and fitness programs for their employees. These corporate programs have been found to reduce health-care costs and absenteeism. They also improve morale, job-satisfaction ratings, and the general health and attitude of employees. The corporate setting represents a logical link between the work site and the health and fitness of the employee. Many companies have in-house health and fitness facilities, education seminars, and workshops.
The physician has always tried to formulate rules of health based on knowledge and experience. These rules were probably the first attempt at health education. Two such regimens are attributed to the ancient physicians Hippocrates and Galen . Another was produced by the medieval medical school at Salerno, Italy. The health information provided by these programs was based on experience rather than on scientific evidence. In modern times, however, health and physical education is a more exact science and many of its teachings are based not only on scientific fact but also on the knowledge of the motivations behind human actions.
In the United States sporadic attempts at teaching hygiene in the schools were made in the middle of the 19th century. The activities were more crisis oriented than preventive since epidemic diseases were the primary concern. By the turn of the century the need for health education was recognized, but improvements came slowly. In 1924 only four states had certification requirements for health education teachers in the secondary schools. Formal health education took the form of instruction in anatomy and physiology. Health was taught purely as a science, and emphasis was placed on cognitive information. As health education evolved, health teachers became more concerned with the attitudinal and behavioral aspects of students’ health as well.
Finally, by the 1930s, the idea of health education was thought of as a distinct, independent science. The first program of graduate training for health was established at the Massachusetts Institute of Technology in 1921. By the 1960s many institutes had embarked on the professional preparation of teachers of health education. The crisis-oriented approach to health education was eventually replaced with the modern preventive health education. In the mid-1980s at least 43 states offered preparation programs for teachers of health education.
The beginning of health education in Great Britain is attributed to Sir Allen Daley, a medical officer of health. Daley saw the usefulness of public talks on health topics and pioneered the field of preventive medicine. He was instrumental in setting up the Central Council for Health Education in England.
The revival of gymnastics in the 18th and 19th centuries marked the beginning of large-scale physical instruction. In 1826 Harvard College established the first college gymnasium in the United States. In 1893 it became the first college to confer an academic degree in physical education. Many colleges issued entrance requirements and selective admission for entering students. The main emphasis was on sports participation. Remedial physical education and aquatics were also offered.
By 1925 city supervisors of physical education were employed to organize programs and assist classroom teachers in many elementary schools. The city could dictate the required number of classroom hours for physical education, usually 150 minutes per week for grades one through six.
By 1930 laws requiring physical education in the public schools had been enacted in 36 states. During World War II, physical education classes often lasted 30 minutes daily and included such activities as games, folk dance, story plays, tumbling, and health instruction. General physical education programs were developed at the college and university level for the general student, and professional programs were designed for students seeking a bachelor’s degree in physical education. Professional physical education at all levels in the educational spectrum has recently undergone major modifications.
In the 1950s there was much concern over the physical fitness of students in the United States, partly because of the results of a comparison between the physical fitness of students in the United States and those in Europe. Students from schools in the eastern United States were given a test, called the Kraus-Weber minimum muscular fitness test, in 1952. About 57 percent of the students failed one or more parts of the test. In Europe only about 8 percent of the students failed. The implications of the test led to the establishment, in 1956, of the President’s Council on Youth Fitness, shortly followed by the creation of the Youth Fitness Test Battery, designed by the American Association for Health, Physical Education, and Recreation.
James M. Eddy
Anspaugh, D.J., and others. Teaching Today’s Health (Bell and Howell, 1983). Cornacchia, Harold J. and others. Health Education in Elementary Schools, 6th ed. (Mosby, 1983). Creswell, W.H. and Anderson, C.L. School Health Practice, 8th ed. (Mosby, 1984). Greene, W.H. and Simons-Morton, B.G. Introduction to Health Education (Macmillan, 1984).
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The BAM! Body and Mind Classroom Resources for teachers portal contains lesson pland, activities, and more for grades 4-8.
The Virtual Healthy School (VHS) shows the WSCC model in action. Learn ways to implement the model in your school.
The Whole School, Whole Community, Whole Child (WSCC) model is CDC's framework for addressing health in schools.
Data analysis is the practice of working with data to glean useful information, which can then be used to make informed decisions.
"It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts," Sherlock Holme's proclaims in Sir Arthur Conan Doyle's A Scandal in Bohemia.
This idea lies at the root of data analysis. When we can extract meaning from data, it empowers us to make better decisions. And we’re living in a time when we have more data than ever at our fingertips.
Companies are wisening up to the benefits of leveraging data. Data analysis can help a bank to personalize customer interactions, a health care system to predict future health needs, or an entertainment company to create the next big streaming hit.
The World Economic Forum Future of Jobs Report 2023 listed data analysts and scientists as one of the most in-demand jobs, alongside AI and machine learning specialists and big data specialists [ 1 ]. In this article, you'll learn more about the data analysis process, different types of data analysis, and recommended courses to help you get started in this exciting field.
Read more: How to Become a Data Analyst (with or Without a Degree)
Interested in building your knowledge of data analysis today? Consider enrolling in one of these popular courses on Coursera:
In Google's Foundations: Data, Data, Everywhere course, you'll explore key data analysis concepts, tools, and jobs.
In Duke University's Data Analysis and Visualization course, you'll learn how to identify key components for data analytics projects, explore data visualization, and find out how to create a compelling data story.
As the data available to companies continues to grow both in amount and complexity, so too does the need for an effective and efficient process by which to harness the value of that data. The data analysis process typically moves through several iterative phases. Let’s take a closer look at each.
Identify the business question you’d like to answer. What problem is the company trying to solve? What do you need to measure, and how will you measure it?
Collect the raw data sets you’ll need to help you answer the identified question. Data collection might come from internal sources, like a company’s client relationship management (CRM) software, or from secondary sources, like government records or social media application programming interfaces (APIs).
Clean the data to prepare it for analysis. This often involves purging duplicate and anomalous data, reconciling inconsistencies, standardizing data structure and format, and dealing with white spaces and other syntax errors.
Analyze the data. By manipulating the data using various data analysis techniques and tools, you can begin to find trends, correlations, outliers, and variations that tell a story. During this stage, you might use data mining to discover patterns within databases or data visualization software to help transform data into an easy-to-understand graphical format.
Interpret the results of your analysis to see how well the data answered your original question. What recommendations can you make based on the data? What are the limitations to your conclusions?
You can complete hands-on projects for your portfolio while practicing statistical analysis, data management, and programming with Meta's beginner-friendly Data Analyst Professional Certificate . Designed to prepare you for an entry-level role, this self-paced program can be completed in just 5 months.
Or, L earn more about data analysis in this lecture by Kevin, Director of Data Analytics at Google, from Google's Data Analytics Professional Certificate :
Read more: What Does a Data Analyst Do? A Career Guide
Data can be used to answer questions and support decisions in many different ways. To identify the best way to analyze your date, it can help to familiarize yourself with the four types of data analysis commonly used in the field.
In this section, we’ll take a look at each of these data analysis methods, along with an example of how each might be applied in the real world.
Descriptive analysis tells us what happened. This type of analysis helps describe or summarize quantitative data by presenting statistics. For example, descriptive statistical analysis could show the distribution of sales across a group of employees and the average sales figure per employee.
Descriptive analysis answers the question, “what happened?”
If the descriptive analysis determines the “what,” diagnostic analysis determines the “why.” Let’s say a descriptive analysis shows an unusual influx of patients in a hospital. Drilling into the data further might reveal that many of these patients shared symptoms of a particular virus. This diagnostic analysis can help you determine that an infectious agent—the “why”—led to the influx of patients.
Diagnostic analysis answers the question, “why did it happen?”
So far, we’ve looked at types of analysis that examine and draw conclusions about the past. Predictive analytics uses data to form projections about the future. Using predictive analysis, you might notice that a given product has had its best sales during the months of September and October each year, leading you to predict a similar high point during the upcoming year.
Predictive analysis answers the question, “what might happen in the future?”
Prescriptive analysis takes all the insights gathered from the first three types of analysis and uses them to form recommendations for how a company should act. Using our previous example, this type of analysis might suggest a market plan to build on the success of the high sales months and harness new growth opportunities in the slower months.
Prescriptive analysis answers the question, “what should we do about it?”
This last type is where the concept of data-driven decision-making comes into play.
Read more : Advanced Analytics: Definition, Benefits, and Use Cases
Data-driven decision-making, sometimes abbreviated to DDDM), can be defined as the process of making strategic business decisions based on facts, data, and metrics instead of intuition, emotion, or observation.
This might sound obvious, but in practice, not all organizations are as data-driven as they could be. According to global management consulting firm McKinsey Global Institute, data-driven companies are better at acquiring new customers, maintaining customer loyalty, and achieving above-average profitability [ 2 ].
If you’re interested in a career in the high-growth field of data analytics, consider these top-rated courses on Coursera:
Begin building job-ready skills with the Google Data Analytics Professional Certificate . Prepare for an entry-level job as you learn from Google employees—no experience or degree required.
Practice working with data with Macquarie University's Excel Skills for Business Specialization . Learn how to use Microsoft Excel to analyze data and make data-informed business decisions.
Deepen your skill set with Google's Advanced Data Analytics Professional Certificate . In this advanced program, you'll continue exploring the concepts introduced in the beginner-level courses, plus learn Python, statistics, and Machine Learning concepts.
Where is data analytics used .
Just about any business or organization can use data analytics to help inform their decisions and boost their performance. Some of the most successful companies across a range of industries — from Amazon and Netflix to Starbucks and General Electric — integrate data into their business plans to improve their overall business performance.
Data analysis makes use of a range of analysis tools and technologies. Some of the top skills for data analysts include SQL, data visualization, statistical programming languages (like R and Python), machine learning, and spreadsheets.
Read : 7 In-Demand Data Analyst Skills to Get Hired in 2022
Data from Glassdoor indicates that the average base salary for a data analyst in the United States is $75,349 as of March 2024 [ 3 ]. How much you make will depend on factors like your qualifications, experience, and location.
Data analytics tends to be less math-intensive than data science. While you probably won’t need to master any advanced mathematics, a foundation in basic math and statistical analysis can help set you up for success.
Learn more: Data Analyst vs. Data Scientist: What’s the Difference?
World Economic Forum. " The Future of Jobs Report 2023 , https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf." Accessed March 19, 2024.
McKinsey & Company. " Five facts: How customer analytics boosts corporate performance , https://www.mckinsey.com/business-functions/marketing-and-sales/our-insights/five-facts-how-customer-analytics-boosts-corporate-performance." Accessed March 19, 2024.
Glassdoor. " Data Analyst Salaries , https://www.glassdoor.com/Salaries/data-analyst-salary-SRCH_KO0,12.htm" Accessed March 19, 2024.
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While continuing education hours are required by the Kentucky Board of Nursing, it is always an opportunity to grow your skill set, develop marketable skills, and then parlay those skills into opportunities.
Many companies offer some kind of assistance program to help their employees grow and learn, but only about 40% of people are aware of their company’s policy.
Some companies will contribute to coursework or full degree programs, while others focus their efforts on continuing education, conferences, or other networking and professional development avenues either through in-house programs or external opportunities.
The first step is identifying course(s) or program(s) that are relevant to you and your goals. Then it’s time to figure out if your company can help pay for all, or part of it.
Take steps to research how your employer has supported professional development in the past:
If there is a formal process or policy:
If there is NO formal process or policy:
After program completion:
If the company you are working for doesn’t offer any funding or support, there are still alternate methods of securing help reaching your professional goals. There are many independent sources for grants, scholarships, and fellowships, including a variety of opportunities through the KNA and ANA to support education, research, and other specific projects. The KNA offers a myriad of free CE opportunities and discounts for members. Keep up to date with E-News, the KNA 365 app, and through our monthly events calendar to best take advantage of these free or low cost learning opportunities.
Researching opportunities for education assistance and applying can save you money, and enable learning that will look impressive on your CV. The information learned can benefit you, your current and future organizations, and the people you work with, and care for.
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1 Cardiovascular Medicine, Saint Vincent Hospital, University of Massachusetts Chan Medical School, Worcester, USA
Patients are generally keen to understand and obtain more information about their medical conditions. There exists a need to develop updated and thorough yet concise patient education handouts and to encourage healthcare providers (HCPs) to use uniform patient education methods.
A thorough review of literature on patient education material was performed prior to starting the study. A comparison with different resources regarding the appropriateness of patient education was done. Educating HCPs to effectively use patient educational materials incorporated into the electronic health record system, including electronic methods, such as the use of a patient portal, to help educate patients.
Strategies were formulated to reduce the amount of processing and attending time required for fetching appropriate materials and lead to fast, efficient, and effective patient education. To improve the physical and psychosocial wellbeing of a patient, personalized patient education handouts, in addition to verbal education by the HCPs, augment the betterment of patient care via shared decision making and by improving patient satisfaction and health literacy.
Patients are often eager to understand and know more about their medical conditions and health situation, and educating them with the most relevant, current, consistent, and updated information helps patients and their families significantly in the medical care and decision-making process [ 1 ].
Patients need formal education on the disease condition; they need to know their ailment, understand their symptoms, be educated on the diagnostics, appropriate medication use, and should be taught when to call for help. Several patient education handouts for various conditions are available, and there exists a need to assess which one is better suited for a particular disease/condition encountered and provides concise information. Patient education materials help educate the patients on their health conditions, improves their health literacy, and enhances and promotes informed decision-making based on the most current and updated medical and clinical evidence as well as patient preference [ 2 ].
The aim of this study was to develop updated patient education handouts and materials in addition to verbal counseling of the patients to help them understand the disease condition, diagnostic studies, proper advice on medications, and when to call for help. And to encourage healthcare providers (HCPs) to use uniform patient education materials.
The objectives of this study are 1) the implementation of quality improvement techniques of Plan-Do-Study-Act (PDSA) cycles on patient education in clinical settings; 2) to enhance the delivery of patient education and create awareness amongst the HCPs regarding the importance of patient education and improved health literacy; 3) to verify if patient education handouts have the minimum necessary information that patient should know; 4) to compare patient education handouts from databases integrated in the electronic health record (EHR) with standard patient education database websites like the Centers for Disease Control and Prevention website, and MedlinePlus® site to make sure that they have the minimum necessary information; and 5) to educate and encourage HCPs on the use of appropriate patient education articles in the EHR and utilize an electronic patient portal for patient education, help transition the patient education to an electronic form, and increase efficacy and consistent patient education.
A comprehensive review of the patient education materials on the most common medical ailments in various clinical settings was performed. We compared the existing patient education database integrated in the EHR with the standard resources such as the CDC, MedlinePlus via retrospective chart study format to ensure the minimum necessary information is available.
A comparison of existing educational material was completed by analyzing other patient education materials from resources such as UpToDate (the basics/beyond the basics), MedlinePlus, US National Library of Medicine of NIH, CDC, and the US Department of Health and Human Services to ensure that effective, most updated, current, and evidence-based information is provided to the patients from the educational materials.
Search words were incorporated to help search for the educational articles in the existing EHR by the title of the article. Educational materials studied were relevant to the common medical ailments in various clinical settings. The patient handouts were made available in such a way that these should be able to be sent either through an electronic patient portal or printed out.
HCPs were educated in a session with pre- and post-lecture survey qualitative and quantitative questionnaires. The impact of these interventions was further assessed by pre- and post-intervention surveys after educating the HCPs.
Uniform updated patient education handouts were created after comparing them with standard resources. A pre-test survey questionnaire was obtained to discuss with HCPs regarding the current knowledge and practices of the usage of patient education handouts and the understanding of EHR to utilize uniform and standardized patient education handouts. After educating the HCPs, their knowledge regarding the use of EHR to effectively use patient education handouts was tested in a post-test survey questionnaire. After completion of the pre and post-test survey questionnaire by HCPs, analysis of the data performed (Figures (Figures1 1 - -20 20 ).
HCPs - healthcare providers
"Do you feel that attending and processing times required for fetching appropriate educational articles will be reduced if standard materials are outlined?"
“Do you think that efficient patient education is effective in creating and improving adherence to treatment, medication compliance, and for improving overall patient health?”
Quality improvement (QI), problem-solving, and gap analysis
QI techniques, including PDSA cycles, to improve patient education implemented in various clinical settings [ 1 ].
Reasons for Action
There is a need for updated and uniform patient education materials in addition to verbal counseling of the patient to help them understand the disease condition, diagnostic studies, proper advice on medications, and when to call for help, thereby enhancing health literacy. There exists several patient education materials for various ailments, and the need to assess which one is better suited for a disease condition and contains concise information.
Initial State
We reviewed the available patient education material from the patient education database integrated in the EHR, and compared it with current standardized resources such as MedlinePlus, US National Library of Medicine of NIH, CDC, and the US Department of Health and Human Services. A thorough review of literature on patient education material was performed prior to starting the study.
We compared more than one source regarding the appropriateness of patient education, most specifically, how to use the medications and when to call for help. The quality of educational materials regarding disease education, diagnostics education, education on medication use, and education on when to call for help was assessed. The resources described above were utilized for comparison.
Gap Analysis
A graph of the gap analysis is displayed in Figure Figure21 21 below.
Solution Approach
It was noticed that the educational materials were available only in printed format. Enrolling patients on the electronic patient portal helps send educational materials to the patient as a soft copy in a faster and more efficient electronic format.
Higher attending and processing time is required for fetching appropriate materials due to the unavailability of exact materials and using non-updated educational materials. Therefore, creating an index of educational articles on commonly encountered medical situations and ensuring that these articles are current and updated might make the process more efficient.
There is a very limited time availability to impart specific educational elements with the limited appointment times. Appropriately detailed educational materials can be sent to the patient via a patient portal even after the patient encounter has ended. For patients with limited technology/computer use, educational materials can be mailed if they're missed during the encounter.
Inadequate educational methods were utilized; thus, incorporating educational articles from resources other than the databases in the existing EHR, and using the index of educational articles on commonly encountered medical situations were applied.
Inefficient usage of the operational capacity of EHR for patient education, using database integrated in the EHR, and lack of training were identified. As a result, HCPs were trained on using educational materials for their patients in an efficient manner, and patient education was prioritized.
Rapid Experiment: Plan-Do-Study-Act Cycle
Plan: Plan to use appropriate patient education material from several sources made available in the index of the educational articles.
Do: Counsel and verbally educate the patients, along with providing educational materials. Obtain a verbal read-back from the patients about how to use medications and when to call for help.
Study: Use the teach-back method to make patients explain back the information provided in their own words to see if they understood the disease, diagnostics, medication use, and when to call for help to improve health literacy.
Act: If a patient has questions, address them appropriately and if need be, set up a follow-up appointment.
Actions Taken
An index of educational materials relevant to the common medical ailments in various clinical settings was created. This index of educational materials was to guide HCPs in choosing appropriate and relevant articles in an efficient, quick, and timely manner for patients in various clinical settings. Effective use of patient educational materials in the database incorporated into the EHR, including electronic methods such as the use of the patient portal to help educate patients, was promoted. Alternate resources other than those from the database in the existing EHR were utilized. Educational materials in printed format were made available for patients with limited technology access. The amount of time required for fetching appropriate materials was reduced by creating and referencing to an index for commonly encountered medical situations.
Efficient and faster patient education was imparted with reduced processing and attending time required. Prioritized health education to improve health literacy. Efficient usage of operational capacity of database integrated in the EHR was undertaken to improve health literacy. HCPs were trained to use patient education materials efficiently.
What Helped
Fast, efficient, and effective patient education helped patients and their families significantly in medical care and shared decision-making based on the most current and updated clinical evidence and patient preference. Creating an index of educational materials relevant to the medical conditions commonly encountered thereby reduced the amount of processing and attending time required for fetching appropriate materials. Effectively using patient educational materials in the database incorporated into the EHR, including electronic methods such as the use of a patient portal to help educate patients, using soft copy (electronic-copy) reduced requirement of printed materials. Correction of misconceptions that patients may have helped improve health literacy.
What Went Well
Helping engage, encourage, and empower the patients in participating in their own health care and treatment decisions. Enhanced patient satisfaction and better outcomes (for instance, educating a patient on osteopenia encouraged them to continue/start the vitamin D supplementation, participate in regular exercise, healthy diet preferences, and health promotion).
What Hindered
High HCP turnover rate with changing schedules hindered consistent use of patient education materials. Insufficient number of HCPs trained for patient education.
What Could Improve
Incorporating educational materials in the video format for patients who do not wish to read or talk about their health situations. Enhanced training of all the HCPs for effective and efficient use of patient education resources to allow consistency in effective patient education.
Personalized patient education engages, encourages, and empowers patients in participating in their own health care and treatment decisions and leading to better outcomes, decreased need for excess diagnostic testing, and enhanced patient satisfaction [ 3 , 4 , 5 ]. This needs motivation on the part of the resident doctors, nurse practitioners, physician assistants, physicians, and the allied staff.
The Advisory Committee on Training in Primary Care Medicine (ACTPCMD) recommends that Health Resources & Services Administration’s (HRSA) Title VII, Part C, Section 747 and 748 education and training programs should prepare students, faculty, and practitioners to involve patients and caretakers in shared medical decision-making which can happen well with better patient education process [ 6 ].
We as HCPs should cultivate good habits amongst ourselves to ensure patients know about their condition and treatment well. This will help increase medication and treatment compliance amongst patients and enhance the physician-patient relationship to a higher level.
To improve the physical and psychosocial well-being of a patient, personalized patient education materials, in addition to verbal education by the HCPs, augment the betterment of patient care via shared decision making and by improving patient satisfaction. There is a need to reiterate that HCPs understand patients' concerns and provide effective patient education and counseling for effective health care delivery.
The content published in Cureus is the result of clinical experience and/or research by independent individuals or organizations. Cureus is not responsible for the scientific accuracy or reliability of data or conclusions published herein. All content published within Cureus is intended only for educational, research and reference purposes. Additionally, articles published within Cureus should not be deemed a suitable substitute for the advice of a qualified health care professional. Do not disregard or avoid professional medical advice due to content published within Cureus.
The authors have declared that no competing interests exist.
Consent was obtained or waived by all participants in this study
Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue.
COMMENTS
reviews health education theories and definitions, identifies the components of evidence-based health education and outlines the abilities necessary to engage in effective practice. Much has been written over the years about the relationship and overlap between health education, health promotion and other concepts, such as health literacy.
An effective health education curriculum has the following characteristics, according to reviews of effective programs and curricula and experts in the field of health education 1-14: Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs.
Introduction. This NAM Perspectives paper provides an overview of health education in schools and challenges encountered in enacting evidence-based health education; timely policy-related opportunities for strengthening school health education curricula, including incorporation of essential health literacy concepts and skills; and case studies ...
The third article, "Quality Assurance in Teaching K-12 Health Education: Paving a new Path Forward," outlines the current context of health education pedagogy in K-12 schools in which health education is often relegated to teachers who are not professionally prepared in the discipline (Birch et al., 2019). The authors present four ...
A clear understanding of the macro-level contexts in which education impacts health is integral to improving national health administration and policy. In this research, we use a visual analytic approach to explore the association between education and health over a 20-year period for countries around the world. Using empirical data from the OECD and the World Bank for 26 OECD countries for ...
For instance, already in 1935 the Health Education Section of the American Physical Association described the school health program as consisting of three facets: (1) school health services, (2) school health education, and (3) healthful school environment. This example shows that an ecological approach, consisting of a health education program ...
Health Education Journal is a peer reviewed journal publishing high quality papers on health education as it relates to individuals, populations, groups and communities vulnerable to and/or at risk of health issues and problems. A strongly educational perspective is adopted with a focus on activities, interventions and programmes that work well in the contexts in which they are applied.
Abstract. Health education is a crucial consideration in the healthcare system and has the potential to improve global health. Recently, researchers have expressed interest in streamlining health education, utilizing digital tools and flexible curriculums to make it more accessible, and expanding beyond disease and substance abuse prevention.
Health education is effective at addressing adolescent behaviors. Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible ...
The link between education to health and well-being is clear. Education develops the skills, values and attitudes that enable learners to lead healthy and fulfilled lives, make informed decisions, and engage in positive relationships with everyone around them. Poor health can have a detrimental effect on school attendance and academic performance.
Given our sample size, we were also restricted to examining variation in the education-health association by region rather than state. Nevertheless, we measured the contextual variables at the state level. Our main conclusions are consistent with studies that examine the gradient by state. For instance, higher education acts as a "personal ...
Health education is defined as "health promotion action" (van Teijlingen et al., 2021) ... However, few researchers write about this, often challenging, process. This paper highlights various ...
1. Introduction. The health emergency caused by the COVID-19 pandemic, declared by the World Health Organization (WHO) in March 2020 [], and its subsequent spread across five continents, has led to important social, economic, and educational changes, demonstrating the importance of vaccination.Since then, it has generated a novel collaboration between countries and a marathon competition ...
Health Education is a leading journal which reflects the best of modern thinking about health education. It offers stimulating and incisive coverage of current debates, concerns, interventions, and initiatives, and provides a wealth of evidence, research, information, and ideas to inform and inspire those in both the theory and practice of health education.
The Importance of Health Education. Health education plays a pivotal role in improving community well-being by promoting knowledge and healthy practices across all age groups, addressing a wide range of health issues from chronic diseases to mental health and influencing policy and economic outcomes. Danielle Gagnon. Mar 21, 2024.
Every individual mode of health education has its own merits, drawbacks as well as their own sphere of effectiveness. A specific mode of communication is more useful in a specific setting on a specific group than others. To search for optimum mode of communication for a specific audience is a major area of research in health education. The issue of imparting health education to a gathering of ...
In the past year, the effect of the COVID-19 pandemic on schools has reinforced the profound links between children's health, wellbeing, and learning. In addition to deleterious effects on student engagement, learning outcomes, and educational transitions, there is growing evidence of the impact of school closures on children's and adolescents' emotional distress and mental health.1 There are ...
Education is a process and a product.From a societal perspective, the process of education (from the Latin, ducere, "to lead," and e, "out from," yield education, "a leading out") intentionally engages the receptive capacities of children and others to imbue them with knowledge, skills of reasoning, values, socio-emotional awareness and control, and social interaction, so they can ...
• Health education requires intensive specialized study. Over 250 colleges and universities in the US offer undergraduate and graduate (Masters and Doctorate) degrees in school or community health education, health promotion and other related titles. • Nationally, voluntary credentialing as a Certified Health Education Specialist (CHES) is
Why should you publish with HER?. Health Education Research publishes original, peer-reviewed studies that deal with all the vital issues involved in health education and promotion worldwide—providing a valuable link between the health education research and practice communities.Explore the reasons why HER is the perfect home for your research.. Learn more
An individual's physical and mental well-being is the concern of two similar areas of education: health education and physical education. Both deal with habits of exercise, sleep, rest, and recreation. Since physical well-being is only one aspect of a person's overall health, physical education is often thought of as a part of health education.
Other Health Behaviors and Academic Grades; Improving School Health plus icon. Characteristics of an Effective Curriculum; Collection of Evidence-Based Strategies for School Nutrition and Physical Activity plus icon. Infographic: Evidence-based Strategies for School Nutrition and Physical Activity; Local School Wellness Policy; Standards for ...
The first component is a health policy memorandum (memo), a writing assignment that is well-aligned with the growing consensus among public health schools and programs to improve writing among ... This article fills a gap in public health education pedagogy by describing undergraduate health policy curriculum to cultivate health policy and ...
Data analysis can help a bank to personalize customer interactions, a health care system to predict future health needs, or an entertainment company to create the next big streaming hit. ... In this article, you'll learn more about the data analysis process, different types of data analysis, and recommended courses to help you get started in ...
URGENT NEED FOR NEW DIRECTIONS IN EDUCATION-HEALTH RESEARCH. Americans have worse health than people in other high-income countries, and have been falling further behind in recent decades ().This is partially due to the large health inequalities and poor health of adults with low education ().Understanding the health benefits of education is thus integral to reducing health disparities and ...
Write a thank-you note to leadership, sharing what you learned ; If applicable, offer to share what you learned with other staff ; Share the success with co-workers and colleagues; If the company you are working for doesn't offer any funding or support, there are still alternate methods of securing help reaching your professional goals.
To improve the physical and psychosocial wellbeing of a patient, personalized patient education handouts, in addition to verbal education by the HCPs, augment the betterment of patient care via shared decision making and by improving patient satisfaction and health literacy. Keywords: electronic health record, quality improvement, plan-do-study ...
Crafting a compelling CV that highlights your skills, experience and accomplishments is vital in the job hunting journey. A well-structured planner CV can showcase your expertise and professional journey to potential employers effectively. Learning from various sample CVs will equip you with the essential knowledge and confidence in preparing your bespoke document.