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What's the difference between health promotion and health education?



Much of my international research and writing has championed the cause of health promotion and identified the place and function of it within nursing practice, education and policy.

One of the main reasons for my relocating from the United Kingdom to New Zealand New Zealand (zē`lənd), island country (2005 est. pop. 4,035,000), 104,454 sq mi (270,534 sq km), in the S Pacific Ocean, over 1,000 mi (1,600 km) SE of Australia. The capital is Wellington; the largest city and leading port is Auckland.  three years ago was the potential of the government's more recent health policy reforms to influence effective health promotion. I have, however, since found out that sometimes more rhetoric than reality accompanies these proposed reforms. I am encouraged, though, by the government's commitment (currently at $2.2 billion) to the 2001 Primary Health Care Strategy. This strategy is the flagship of New Zealand health service reform and has the potential to profoundly influence the way nursing is delivered in this country. I say that it has the potential to reform nursing care delivery because, even after nearly a decade of implementation, nursing has yet to widely embrace, sanction sanction, in law and ethics, any inducement to individuals or groups to follow or refrain from following a particular course of conduct. All societies impose sanctions on their members in order to encourage approved behavior.  or influence health promotion reform, to the extent one might hope for or expect. While this editorial is somewhat critical of the nursing contribution to health promotion, I also acknowledge the future is nevertheless encouraging.

Evaluating effective health promotion

Globally, nursing has often been maligned ma·lign  
tr.v. ma·ligned, ma·lign·ing, ma·ligns
To make evil, harmful, and often untrue statements about; speak evil of.

adj.
1. Evil in disposition, nature, or intent.

2.
 and criticised about its ability to conduct and evaluate effective health promotion activities--both inside and outside the profession. Much of the reason for this is that, while other health disciplines understand what health promotion is, it is well documented that nurses often do not. (1) The traditional mainstay of nursing-based health-related practice remains the provision of "expert-driven", individualised Adj. 1. individualised - made for or directed or adjusted to a particular individual; "personalized luggage"; "personalized advice"
individualized, personalised, personalized
 and behaviourally-orientated Lifestyle adaptation programmes. These strategies are normally acute-illness focused, disease risk-based, reactive reactive /re·ac·tive/ (re-ak´tiv) characterized by reaction; readily responsive to a stimulus.

re·ac·tive
adj.
1. Tending to be responsive or to react to a stimulus.

2.
 and opportunistic opportunistic /op·por·tu·nis·tic/ (op?er-tldbomacn-is´tik)
1. denoting a microorganism which does not ordinarily cause disease but becomes pathogenic under certain circumstances.

2.
. They are rarely well planned and hardly ever evaluated for their effectiveness. What is well established is that these types of health-related interventions rarely have any useful or Lasting impact and, if anything, have the potential to actually cause far more harm than good. Giving smoking cessation smoking cessation Public health Temporary or permanent halting of habitual cigarette smoking; withdrawal therapies–eg, hypnosis, psychotherapy, group counseling, exposing smokers to Pts with terminal lung CA and nicotine chewing gum are often ineffective.  advice to someone in intensive care who has had a heart attack, for example, may only serve to alienate To voluntarily convey or transfer title to real property by gift, disposition by will or the laws of Descent and Distribution, or by sale.

For example, a seller may alienate property by transferring to a buyer a parcel of the seller's land containing a house, in
 the client from you and may even stress them out, the Last thing they need. Merely giving information alone, without Long-term planning and follow-up, is next to useless and can set the client unattainable goals. The rates of relapse for smokers without ongoing support is extremely high.

The main problem for nursing is that, if this is the type of activity most nurses perform, believing they are engaged in health promotion, this is not health promotion at all--it is health education.

It is well established in the general health promotion community that there are distinct differences between health education and health promotion. It is vital to acknowledge and understand what this means for health care practice. Health promotion programmes often use elements of health education but, even where these interventions are conducted in a well-planned, resourced, pro-active and empowering manner, health education still exists as a sub-set of overall health promotion activity. Nurses need to be doing something different if they wish to engage in and be recognised for their contribution to health promotion. The article "Helping clients move towards health change" by Wayne Bradshaw (p16-17) is a good example of a nurse involved in effective health education, while the profile of Otara Health on p12-13 is, to my mind, a story about health promotion.

Developing "whole community" programmes

So what is this difference? Health promotion has Little to do with simply giving people health-related information and expecting they will do something constructive with the advice. Instead, it is about developing "whole community" development programmes that particularly target those most in need (usually those of Lowest socio-economic status). It seeks to activate the resources needed to empower empower verb To encourage or provide a person with the means or information to become involved in solving his/her own problems  communities to identify their own health priorities and gauge and implement strategies needed to overcome identified social challenges. Strategies which promote population health, community development, social capacity, primary health care, health policy and public health initiatives all come under the umbrella of health promotion. Where nurses are involved in these collaborative and multi-disciplinary/agency initiatives they can rightly consider themselves involved in health promotion. The profile of Dahlia dahlia (däl`yə, dăl`–) [for Anders Dahl, 1751–89, Swedish botanist and pupil of Linnaeus], any plant of the genus Dahlia  Naepi on p18-19 and the story of her struggle to provide quality health care to Pacific people on Auckland's North Shore mirrors at Least elements of this and can be held up as a useful example of health promotion reform in and for New Zealand nursing.

Encouraging initiatives

Through my own regional and national networking over the Last three years, I have been pleasantly encouraged by the amount of nursing-related health promotion activity I have witnessed. Most of this activity is centred on health-promoting schools and health-promoting marae--both very good causes. This activity, however, can be expanded to other settings and it would be good to see more networking between regions and more national evaluation of programmes, alongside widespread sharing of results. Nevertheless this activity is still very encouraging and with a wider voice and more publicity, nursing in New Zealand may fast become recognised for offering a valid health promotion contribution.

I Look forward to the day when this position is more the norm than the exception in nursing practice--and when both hospital/institution and community-based health care work seamlessly together, with the interest of the whole community in mind. Educationally, I would also Like to see the contents of this issue of Kai kai
Noun

NZ informal food [Maori]

kai
noun N.Z. (informal) food, grub (slang) provisions, fare, board, commons, eats (slang
 Tiaki Nursing New Zealand resonate res·o·nate  
v. res·o·nat·ed, res·o·nat·ing, res·o·nates

v.intr.
1. To exhibit or produce resonance or resonant effects.

2.
 with undergraduates and new graduates alike, in the hope that ever-increasing numbers of nurses will be attracted to community-based health promotion careers.

Reference

(1) Casey D (2007) Nurses' perceptions, understanding and experiences of health promotion. Journal of Clinical Nursing; 16, 1039-1049.

Dean Whitehead Dean Whitehead (born January 21, 1982 in Abingdon, Oxfordshire) is a professional footballer. He plays as a midfielder, but has played at right-back. He is currently captain of Premiership team Sunderland Club Career , RN, MSci (hlth ed and hlth promotion), is a senior lecturer senior lecturer
n. Chiefly British
A university teacher, especially one ranking next below a reader.
 in the School of Health Sciences, Massey University Massey University (Māori: Te Kunenga ki Purehuroa) is New Zealand's largest university with approximately 40,000 students. It has campuses in Palmerston North (sites at Turitea and Hokowhitu), Wellington (in the suburb of Mt Cook) and , Palmerston North Palmerston North, city (1996 pop. 73,095), S North Island, New Zealand. It is a transportation and farm-marketing center with diverse industries. The city's agricultural college, founded in 1926, became Massey Univ. in 1964. .
COPYRIGHT 2007 New Zealand Nurses' Organisation
No portion of this article can be reproduced without the express written permission from the copyright holder.
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Title Annotation:EDITORIAL
Author:Whitehead, Dean
Publication:Kai Tiaki: Nursing New Zealand
Date:Aug 1, 2007
Words:955
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