Health education
[2][3] It can also be defined as any combination of learning activities that aim to assist individuals and communities improve their health by expanding knowledge or altering attitudes.
The National Conference on Preventive Medicine in 1975 defined it as "a process that informs, motivates, and helps people to adopt and maintain healthy practices and lifestyles, advocates environmental changes as needed to facilitate this goal, and conducts professional training and research to the same end.
[7] Some people might be surprised to hear that health education's roots date back to the Greeks between the sixth and fourth century B.C.E.
They shifted their focus away from superstitious and supernatural conceptions of health and toward the physiological causes of ailments, according to documents that have been uncovered.
The Greeks wanted to empower people and communities by establishing supportive settings and regulations that would promote taking medication and upholding healthy behaviors.
[8] Other preserved texts from ancient civilizations in China, India, Egypt, Rome, Persia also contain information regarding various diseases, their kinds of treatments, and even preventative measures.
[7] The first medical school was later founded at the end of the 8th century in Salerno, Italy and focused a significant portion of its curriculum on proper hygiene and healthy lifestyles.
[7] As medicine has continued to progress, with new fields being created to address new problems, so too has methods of providing health education.
[9] The 1990s fully brought about the shared decision making model present in healthcare settings today, including the emergence of electronic health communication.
A health educator is "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 on Terminology, 2001, p. 100).
A second result was a revised version of A Competency-Based Framework for the Professional Development of Certified Health Education Specialists (NCHEC, 1996).
The Health Education Specialist Practice Analysis (HESPA II 2020) produced "a new hierarchical model with 8 Areas of Responsibility, 35 Competencies, and 193 Sub-competencies".
[19] In this experience, medical students were selected to educate their peers on topics from diet and safer sex to mental and physical health.
Having open discussions about mental health will create an environment where the child feels comfortable talking about this topic with their guardians.
The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education.
The organization is governed by a Board of Commissioners and is supported by a network of volunteers, partners, and stakeholders in the health education field.
[27] The National Commission for Health Education offers this exam in April and October each year to individuals that qualify.
[26] The CHES exam consists of 150 multiple choice competency-based questions that test individuals in the Eight Areas of Responsibility for Health Education Specialists.
[30] It is not required for individuals to obtain CHES or MCHES certification in order to work as a health education specialist in the United States.
Rather, it is envisioned as a living document that will continue to evolve as the practice of Health Education changes to meet the challenges of the new millennium.
[33] Membership requires a fee based on employment status and offers many benefits such as networking opportunities, webinars, access to the American Journal of Public Health, etc.
[37] The Coalition holds monthly meetings that are similar to those of public health departments where discussions are held to address any previous updates, finances and other current events that are appropriate for the many organizations CHNEO is in contact and collaboration with.
The National Health Education Programme in Romanian Schools was considered a priority for the intervention of the GFATM (Global Fund) and UN Agencies.
For the development of students' acquirement of practical skills and knowledge to have a new specialization in Nutrition and Dietetics, the study program was initiated in the University of Medicine and Pharmacy (UMF) of Iuliu Hațieganu in 2008.
[39] The problems causing mood disorders may include, family history, physical illness, previous diagnosis, and trauma.
Therefore, yogo teachers are expected to take quick actions during the students early stages of mood disorder or child abuse as soon as possible.
However, research has shown that even with implantation of health education that the adolescents of Poland were still not choosing to live a healthy lifestyle.
Health education is still needed in Poland, but the factor of what is actually available, especially in rural areas, and what is affordable affects the decisions more than what is healthy.
The UK school system also teaches their students about mental health, leading a healthy lifestyle, and education about obesity.
[citation needed] Health Education is crucial in working towards achieving Sustainable Development Goals (SDG) created by the United Nations (UN).
