|
|||||||
| Health Education is a Tool for Fighting Cardiovascular Diseases: A Review | |||||||
| Paper Id :
17410 Submission Date :
18/03/2023 Acceptance Date :
22/03/2023 Publication Date :
25/03/2023
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. For verification of this paper, please visit on
http://www.socialresearchfoundation.com/innovation.php#8
|
|||||||
| |||||||
| Abstract | Since the 19th century, health education has been an established profession with a distinct set of 'knowledge, specified qualifications, experience and code of ethics.' It is a dynamic public-service sector which covers ideas and models from many disciplines such as education and training, health and medical studies, media & communication and anthropology. This exquisite academic mix shows its importance in society in the 21st century. As the name implies, health education focuses on and tackles the health problems of people and communities in general. It is founded on the concept of 'foresight prevention' To improve the efficacy of health education, it must be started as a social effort from the grassroots level. Social institutions such as schools, communities, families etc. appear to contribute to this. Health instruction at schools seems to have a multiplying and enduring impact on later-life pupils. In schools, it includes teaching and learning on and about knowledge, beliefs, attitudes, values, skills and skills in health. It focuses primarily on the health of school staff, especially children and generally on cleanliness, food and nutrition; hepatitis, cholera, dengue and polio, etc., endemic and epidemic transmissible illnesses | ||||||
|---|---|---|---|---|---|---|---|
| Keywords | Hypertention, Heartfailure, Stroke, Heart Valve Complications. | ||||||
| Introduction |
Health education is a health promotion approach that helps people acquire and apply skills to improve their health. Education in health is frequently very visible and palpable. Often, it may involve educational programmes, activities and training groups or individual sessions. Health education is part of the promotion of health, but promotion of health involves more than education.
Health education focuses mainly on raising the awareness of the prevalent disease and its preventative measures and teaching people about their diseases and helping them care for their health. The education in health primarily includes computerised graphic film, which enables individuals to better grasp their condition and prevention measures |
||||||
| Aim of study | 1. Awareness and prevention of chronic diseases 2. Health of mothers and children 3. Use of tobacco and drug misuse | ||||||
| Review of Literature | Paton(1987) and Tedrick:
have culminated the basic theories of research and review Mondello person also
make its assumptions clear. This had shown Promoting health is extremely important
nowadays. It has become a global recognition that, outside a health care
system, health and social welfare are determined by many factors, including
socio-economic conditions, consumption patterns in food and communication,
demographic patterns, learning environments, family patterns, the cultural and
social texture of societies. In such cases, the issues of health can be
effectively addressed by adopting a holistic approach that enables individuals
and communities to act for their health, fosters public health leadership,
promotes cross-sectoral actions to build healthy public policy in all sectors
and creates sustainable health systems. Although not a new idea, the promotion
of health has been stimulated since the Alma Ata statement. Recently it has developed
with a series of international conferences that produced the renowned Ottawa
Charter in Canada's first conference. It should also incorporate an
environmentally oriented approach to health promotion in particular contexts,
such as schools, hospitals, businesses, residential neighbourhoods, etc. The
particular cause of most of the illnesses was believed to be "miasma"
during the 19th century, when the germ theory was not yet established. It was
acceptable, however, that poverty, misery, bad living circumstances, lack of
education etc. led to diseases and mortality. Reichert et al.,
(2016): suggested from his study with
942 coronary heart disease (CHD) revealed
that the polymorphism in IL-6 c.-174 CC genotype was found to be the
independent risk marker of CHD.
Parisa Parsa, (2019) :
conducted a study to determine the knowledge of patient regarding coronary artery disease. To find
out the relationship
between knowledge level and
selected demographic variables. Method: The study design was descriptive survey
design. |
||||||
| Main Text | Health Education
Importance Community health
education examines a complete community's health, seeks to detect health
problems and trends in a population and works with stakeholders to address
them. The significance of
health education affects various well-being sectors within a society,
including: 1. Awareness and
prevention of chronic diseases 2. Health of mothers and
children 3. Use of tobacco and
drug misuse 4. Prevention of injury
and violence 5. Health of mind and
conduct 6. Prevention of
nutrition, exercise and obesity Community health
educators collaborate with departments of public health, schools, government
agencies and even local non-profits to devise educational programmes and other
resources for the particular needs of the community. Community Health
Education and Government Policy The significance of
health education also extends to the creation of local, state and national
policies and laws to educate and influence important choices impacting on the
health of the community. Public health
professionals offer research and advice for informing policy creation via
campaigns and laws to enforce the use of seat belts and prevent smoking, as
well as initiatives to raise awareness and prevent diabetes. "You not just educate
the individual; you need to inspire and motivate the whole community,"
said Dr. Denise Bisaillon, SNHU's assistant instructor and senior manager of
health care professions. "You have to contact the community leaders. The
more individuals invest in a change, the more likely it will be to
succeed." The Economic Importance
of Health Education Health education may
also improve the economics of a society by decreasing health expenditure and
losing output because of avoidable disease. For example, obesity and
cigarette usage cost the US billions of dollars a year in healthcare and loss
of productivity. The National Childhood
Obesity Collaborative (NCCOR) expects that yearly loss in productivity from
obesity and associated problems would reach $580 billion by 2030. by 2030.
(NCCOR PDF source). The overall economic cost of tobacco use costs the United
States about $300 billion annually, including the loss of productivity of $156
billion, according to the CDC. Programs that assist
community members tackle these costly health problems not only improve people's
health, but also provide community a high return on investment. According to the CDC,
countries that provide effective tobacco control programmes have a return of
$55 on every $1, mainly through preventing smoking-related disease expenses.
The national cost for the national diabetes prevention programme is about $500
a participant, considerably less than the $9,600 annually spent on diabetes
treatment for those with type 2 diabetes. Medical education based
on the healthcare system Physicians should be
equipped to confront and conduct complicated systems to safeguard patients and
communities' best interests. This reality requires the way medicine is taught
and studied to be changed; it's not just a question of fundamental and clinical
education. It is important to incorporate socio-humanism and population health
(health care system) into medical education and to give students with chances
in order to exercise in collaboration, communication and professionalism in an
unpredictable profession such as medicine. An uncertain career is one in which
the professional cannot control the results of his job directly.
One hundred years after
the Flexner Report, the Carnegie Foundation for the Advancement of Teaching has
undertaken a medical education research. Based on this research, four
objectives were suggested for contemporary medical education and a new
curriculum reform generation was presented. In the same way that Flexner
introduced medicine to science, the advent of Problem Based Learning (PBL)
changed the educational technology; now, on account of global knowledge, the
System Based Curriculum "should increase the performance of the healthcare
system to adapt core professional skills into specific contexts." During
these three reform generations, health education has gone from informational
know-how, training for professionals, to transformational learning, "to
the development of leadership characteristics; the goal is to create an
illuminated agent for change" |
||||||
| Conclusion | If the resources of a community are to be mobilised to continue their efforts to better their own health, prospective participants must know what values they share and have a clear and shared vision of what may be accomplished. On the basis of its review of health determinants, the forces within the community that can influence them, and community experience in monitoring performance, the Committee concluded that a community health improvement process that includes monitoring performance, as set out in this report, can be an effective tool to develop a shared vision and support an integrated and planned approach t The suggestions of the CHIP operationalization committee are based on a range of theoretical and practical approaches for improving community health, continuous quality improvement, quality assurance, and health, public and other performance monitoring. However, the committee proposal's specifications have never been thoroughly tested in community settings. Thus, the last part of this chapter offers many methods of assessing and developing the process that the committee recommends. | ||||||
| References | 1. Dewey J. Democracy and Education: An Introduction to the Philosophy of Education. New York, NY: MacMillan Co; 1916.
2. Silva E. ;On the clock: rethinking the way schools use time. 2007 http://www.educationsector.org/publications/clock-rethinking-way-schools-use-time.
3. Bandura A. Social Learning Theory. New York, NY: General Learning Press; 1977.
4. Feinstein L, Sabates R, Anderson TM, Sorhaindo A, Hammond C. What are the Effects of Education on Health?. Copenhagen, Denmark. Measuring the Effects of Education on Health and Civic Engagement: Proceedings of the Copenhagen Symposium, OECD; 2006.
5. Basch CE. Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. Equity Matters. 2010 Research Review No. 6. [PubMed]
6. Peters LW, Kok G, Ten Dam GT, Buijs GJ, Paulussen TG. Effective elements of school health promotion across behavioral domains: a systematic review of reviews. BMC Public Health. 2009;9:182–195.
7. Rasberry C, Lee SM, Robin L, et al. The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Prev Med. 2011;52(Suppl 1):S10–S20.
8. Ross CE, Wu CL. The links between education and health. Am Soc Rev. 1995;60(5):719–745.
9. World Health Organization. [Accessed May 9, 2014];Declaration of Alma-Ata. 1978 http://www.who.int/publications/almaata_declaration_en.pdf?ua=1.
10. Egerter S, Braveman P, Sadegh-Nobari T, Grossman-Kahn R, Dekker M. Education matters for health. Educ Health. 2009;6:1–15. |
||||||
