j. gaspar csula student health center quality health education responding to client needs

J. Gaspar CSULA Student Health Center

Quality Health Education

Responding to Client Needs


Presentation Objectives

Identify the leading causes of death and their risk factors

Describe the role of health education in relation to self-actualization achievement

Discuss strategies for ensuring the delivery of quality health education

Describe CSULA Student Health Center health education services


The Link between Behavior and Health


Leading Causes of

Death & Their Risk Factors Leading causes of death (United States, 2005)*

Heart Disease: 652,091 Cancer: 559,312 Stroke (cerebrovascular diseases): 143,579 Chronic lower respiratory diseases: 130,933 Accidents (unintentional injuries): 117,809 Diabetes: 75,119 Alzheimer’s disease: 71,599 Influenza/pneumonia: 63,001 Nephritis, etc.: 43,901 Septicemia: 34,136

Risk factors Behaviors, attitudes & beliefs, health conditions,

socioeconomic status, environmental influences and other factors that may negatively impact health status Lifestyle (i.e., behavior) is the primary risk factor for the

20 top killers Inactivity, poor diet, behaviors that cause accidents, unsafe sex, etc.

*National Center for Health Statistics (CDC)

Leading Causes of Death in Children and Adolescents

•Accidents•Heart disease•Cancer•Homicide •Birth defects•Suicide


Personal Health


Health and Wellness Health

Medical model Absence of death, disease, discomfort, disability, and

dissatisfaction

Environmental model Health is influenced by environmental factors including

socioeconomic status (SES) and physical environment

Holistic model Health is a dynamic interaction between an individual’s

physical, emotional, spiritual, intellectual, social, and environmental wellbeing


Personal Health Three central ideas of personal health

Good health requires taking responsibility for one’s health and making “deliberate” choices and taking deliberate action to be healthy

Self-efficacy The conviction that a person can successfully change

his or her behavior in relation to a desired result Self-efficacy influences

Target behaviors and situations; Amount of effort given; Length of time devoted to change efforts; Perceptions

Good health involves an interaction of the various dimensions of wellness

Commitment to good health is a necessary for having a happy, fulfilling, and productive life

Health Framework for California Public Schools: Kindergarten Through Grade Twelve (Health Framework)


Health Literacy Defined as..

“The capacity of an individual to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that are health-enhancing.”

Key components Acceptance of personal responsibility for lifelong health Respect for and promotion of the health of others An understanding of the process of growth and development Informed use of health-related information, products, and

services

Health Framework


Health Literacy Health literate individuals

Accept personal responsibility for lifelong health Committed to healthy living; acknowledge control; apply

health knowledge

Respect and promote the health of others Understand and acknowledge: the impact of their behavior

on others; influence of individuals on the environment; how the environment can affect health

Understand the process of growth and development Understand and acknowledge common and unique

aspects of growth and development; respect others

Use health-related information, products, and services in an informed manner Wise healthcare consumers

Health Framework


Maslow’s Hierarchy of Needs In order to find fulfillment, basic needs must first be met

Expanded views Aesthetic needs

Spirituality, beauty, balance, form

Cognitive needs Knowledge, meaning, self-

awareness Transcendentalism

Helping others to reach self-actualization

Role of health educators

J. Gaspar, Kolander et. al.

Self-actualization Fulfillment, striving to become everything you

are capable of becoming Wellness lifestyle, health literate…

Esteem Self-esteem, achievement, respect

Self-efficacy…

Belongingness Relationships, family, friends

Respect, honesty, dependability…

Safety Protection, stability, trust

Safer sex, violence-free relationships…

Physiological Air, water, shelter, food, sleep

Knowledge, self-care…


Ensuring Quality in Health Education


Education and Credentialing Health education settings

Healthcare and social assistance settings (50%) State and local government (20%)

Education Entry level minimum requirement is a bachelor’s degree in health

education or a related area Master’s degree is preferred or required depending on setting

Master of Public Health (MPH) Master of Science, Public Health (MSPH) Master of Arts (MA) or Master of Science (MS) in a related area

Doctoral degree required for administrative and tenure track teaching positions Doctor of Public Health (DrPH) Doctor of Philosophy (Ph.D.)

Credentialing and certifications Required or preferred depending on setting

Certified Health Education Specialist National Commission of Health Education Credentialing, Inc.

Related to job function Bureau of Labor Statistics (U.S. Department of Labor)


Accreditation Health education standards

Services are appropriate for the needs of the population served and includes mechanisms for conducting complete needs assessments

Health promotion and education services are provided by qualified personnel with access to appropriate resources

Health education programs include clearly defined goals and objectives and evaluation methods

Organization has adequate resources for the delivery of health education services

Marketing of health education programs accurately reflects services

Accreditation Association for Ambulatory Health Care, Inc. (AAAHC)


Accreditation Health education standards

Policies and procedures exist to assess satisfaction with health education services

Health education services are documented in the medical record, as appropriate

Health education programs should be comprehensive with a holistic view Alcohol and other drugs; healthy eating; physical fitness; sexuality;

healthy relationships; violence prevention; stress management

Health education should be included in quality improvement activities

AAAHC


Health Education Programming

National Cancer Institute

Health educators must be able to apply key models and theories to their work


Health Education Programming

National Cancer Institute


Health Belief Model Perceptions directly influence health behaviors

Seriousness of issues Susceptibility to condition Benefits of health promoting change Barriers to health promoting change

Cues to action stimulate change Health event, discussion with friends, commercial

Social Cognitive Theory Behavior is influenced by expectations and incentives

Expectations How events are connected, consequences of behavior, ability to change (self-

efficacy) Incentives for change

Perceived outcome value

Theory of Reasoned Action Behavior is influenced by intentions and beliefs

Behavioral intentions Intention strength influences success

Attitudes and subjective norms Attitudes: positive or negative beliefs about performing a particular behavior Subjective norms: beliefs that important persons believe behavior should be

performed/not performed

(Inter-)Personal Theories


Stages of Change (the Transtheoretical Model) Pre-contemplation stage

Individuals are uninterested, unaware, or unwilling to make a change A cue to action stimulates progression to next stage

Contemplation stage Individuals are thinking about making a change

Weigh the pros and cons

Preparation stage Individuals prepare to implement changes

Set SMART goals; self-assessment; develop a realistic plan; get the support of friends and family; think about solutions to potential barriers

Action stage Individuals implement change plans

Revisit your goals and change plan

Maintenance stage Individuals are trying to maintain a change

Find fun and creative ways to maintain positive behaviors Relapse happens – be prepared – Get help

(Inter-)Personal Theories


Making Changes If you’re not thinking about making a change

Get educated; do a self-assessment; reevaluate

If you have been thinking about it Get more info & weigh the pros and cons

If you’re ready to take action Choose a target behavior

Select one or two related behaviors to change Set SMART goals to improve your chances of success

Specific, Measurable, Attainable/healthy, Rewarding, Time oriented

Shaping: Set mini goals and take it one step at a time Develop a realistic plan

Map out how you will get from point ‘A’ to point ‘B’ Get the support of friends and family Think about solutions to potential barriers

If you’ve started taking action Revisit your goals and change plan Make necessary modifications

If you’re trying to maintain a change Find fun and creative ways to maintain positive behaviors Relapse happens – be prepared Get help


Conclusion


Do not let what you cannot do

interfere with what you can do.

John Wooden


Resources Health education as an occupation

Bureau of Labor Statistics, U.S. Department of Labor http://www.bls.gov/oco/ocos063.htm

Health education credentialing National Cancer Institute, National Institutes of Health

Theory at a Glance – A Guide for Health Promotion Practice http://www.cancer.gov/theory.pdf

Health education theory National Cancer Institute, National Institutes of Health

Theory at a Glance – A Guide for Health Promotion Practice http://www.cancer.gov/theory.pdf

j. gaspar csula student health center quality health education responding to client needs

Documents

health conditions

ones health

health framework slide

role of health education

services health framewo

health status lifestyle

basic health information

lifelong health respect