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Planning, Implementing, & Evaluating Health Promotion Programs: A Primer – James F. McKenzie, Brad L. Neiger, Rosemary Thackeray

Fifth Edition

Lecture by J. McKenzie

Health Education, Health Promotion, Health Educators, and Program Planning

Chapter 1

Health Status in the U. S. - 1

Looking back; the 20th Century

Many infectious diseases were controlled; chronic diseases became a greater concern

Average life span increased 29.7 yrs.

Health promotion era of public health began in 1974

Lalonde Report in Canada

Health Information & Health Promotion Act in U.S.

Three modifiable health-damaging behaviors–tobacco use, lack of physical activity, & poor eating habits responsible for much of the ill health

Healthy People; behavioral risk factors became more important

Healthy People initiatives began in 1990

Health Status in the U. S. - 2

Looking ahead; the 21st Century

Healthy People initiatives have continued–2000, 2010

Health behavior is more important; behavioral patterns are the single most prominent domain of influence over health prospects in U.S. (McGinnis et al., 2002)

Need for health information to be understood by the average person

Need for health professionals to provide public with the information & skills to make quality health decisions

Comparison of Most Common Causes of Death & Actual Causes

Health Education defined…

Health education – “any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions” (Joint Committee, 2001, p. 99)

Health education – “any planned combination of learning experiences designed to predispose, enable, and reinforce voluntary behavior conducive to health in individuals, groups, and communities” (Green & Kreuter, 2005, p. G-4).

Health Promotion defined…

Health promotion – “any planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, and communities” (Joint Committee, 2001, p. 101).

Health promotion – “any planned combination of educational, political, regulatory, or organizational supports for actions and conditions of living conducive to the health of individuals, groups, and communities” (Green & Kreuter, 2005, p. G-4).

Health promotion takes into account that human behavior is not only governed by personal factors, but also the structure of the environment” (Vogele, 2005, p. 272).

The Relationship Between Health Education and Health Promotion

Health Educators - 1

Health educator – “A professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities” (Joint Committee, 2001, p. 100).

The work of health educators in the United States as it is known today has evolved over time and only really defined in the last part of the 20th century

Need for health educators to provide education at all three levels of prevention

Levels of Prevention

Health Educators - 2

1979, Role Delineation Project began to define the role of the entry-level health educator
1985, seven “Areas of Responsibility” generic to all entry-level health educators regardless of the setting
1997, three additional “Areas of Responsibilities” for advanced-level health educators
1998-2004, Competencies Update Project (CUP); reverify the entry-level & verify the advanced-level
CUP Model

Responsibilities, competencies, & sub-competencies for entry-level, advanced-level 1, & advanced-level 2

Third versions of the Framework

Framework used by NCHEC (for CHES), NCATE, & SABPAC

Areas of Responsibility*

I – Assess Individual and Community Needs for Health Education

II – Plan Health Education Strategies, Interventions, and Programs

III – Implement Health Education Strategies, Interventions, and Programs

IV – Conduct Evaluation and Research Related to Health Education

V – Administer Health Education Strategies, Interventions, and Programs

VI – Serve as a Health Education Resource Person

VII – Communicate and Advocate for Health and Health Education

*NCHEC, SOPHE, & AAHE, 2006

Eligibility Guidelines to Sit for the CHES Examination

Percentage of Questions from Each Responsibility on the CHES Exam

Assumptions of Health Promotion

Health status can be changed
Health & disease are dynamic
Disease theories & principles can be understood
Appropriate prevention strategies can be developed
Behavior can be changed & those changes can impact health

Many things contribute to health & influence behavior change
Initiating & maintaining a behavior change is difficult
Individual responsibility should not be viewed as victim blaming
For behavior change to be permanent, the person must be motivated & ready to change

Program Planning

Many of the responsibilities of health educators are some way involved with planning, implementing, & evaluating

Logic model helps to see what goes into the development of a program

A logic model “is a simplified picture of a program, initiative, or intervention” (U. of WI, 2002, p. 2)

Logic models can take many different shapes, but most include: 1) inputs (or resources), outputs (or activities), and outcomes (or results or effects)

Logic Model for a Colon Cancer Prevention Program

Planning, Implementing, & Evaluating Health Promotion Programs: A Primer – James F. McKenzie, Brad L. Neiger, Rosemary Thackeray

Fifth Edition

Chapter 1 - The End