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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Jossey-Bass Public Health/Health Services Text
- Sprache: Englisch
An incisive, up-to-date, and comprehensive treatment of effective health promotion programs
In the newly revised Third Edition of Health Promotion Programs: From Theory to Practice, health and behavior experts Drs. Carl I. Fertman and Melissa Grim deliver a robust exploration of the history and rapid evolution of health promotion programs over the last three decades. The authors describe knowledge advances in health and behavior that have impacted the planning, support, and implementation of health promotion programs.
With thoroughly updated content, statistics, data, figures, and tables, the book discusses new resources, programs, and initiatives begun since the publication of the Second Edition in 2016. "Key Terms" and "For Practice and Discussion Questions" have been revised, and the authors promote the use of health theory by providing the reader with suggestions, models, boxes, and templates.
A renewed focus on health equity and social justice permeates much of the book, and two significant health promotion and education events- the HESPA ll study and Healthy People 2030- are discussed at length.
Readers will also find:
- A thorough introduction to health promotion programs, including the historical context of health promotion, settings and stakeholders for health promotion programs, advisory boards, and technology disruption and opportunities for health promotion.
- Comprehensive explorations of health equity and social justice, including dicussions of vulnerable and underserved population groups, racial and ethnic disparities in health and minority group engagement.
- Practical discussions of theory in health promotion programs, including foundational theories and health promotion program planning models.
- In-depth examinations of health promotion program planning, including needs assessments and program support.
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Veröffentlichungsjahr: 2022
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HEALTH PROMOTION PROGRAMS
FROM THEORY TO PRACTICE
Third Edition
Edited by
Carl I. Fertman
Melissa L. Grim
Society for Public Health Education
This edition first published 2022
© 2022 John Wiley & Sons, Inc.
Edition History
Jossey-Bass (1e, 2010); Jossey-Bass (2e, 2016)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Carl I. Fertman and Melissa L. Grim to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
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John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
Editorial Office
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Limit of Liability/Disclaimer of Warranty
The contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging-in-Publication Data
Names: Fertman, Carl I., 1950- editor. | Grim, Melissa L., 1975- editor. Title: Health promotion programs : from theory to practice / edited by Carl I. Fertman, Melissa L. Grim. Description: Third edition. | Hoboken, NJ : John Wiley & Sons, Inc., [2022] | Includes bibliographical references and index. Identifiers: LCCN 2021041584 (print) | LCCN 2021041585 (ebook) | ISBN 9781119770886 (paperback) | ISBN 9781119770916 (pdf) | ISBN 9781119770909 (epub) Subjects: LCSH: Health promotion. Classification: LCC RA427.8 .H5255 2021 (print) | LCC RA427.8 (ebook) | DDC 362.1--dc23/eng/20211104 LC record available at https://lccn.loc.gov/2021041584LC ebook record available at https://lccn.loc.gov/2021041585
Cover image: © Blaine Harrington III/Getty Images
Cover design by Wiley
Set in 10.5/14 pt Warnock Pro by Integra Software Services Pvt. Ltd, Pondicherry, India
For my wife, Barbara Murock, promoter of love, family, health, and biking
For all the generations from, between and beyond Eliezer to Kai with gratitude
—Carl I. Fertman
For my husband, Mike, and daughters, Evie and Jill, for filling our home with love and a constant supply of laughter.
—Melissa L. Grim
Contents
Cover
Title page
Copyright
Dedication
List of Figures, Tables, and Sidebars
Editors
The Contributors
SOPHE
Preface
About the Third Edition
Acknowledgements
Part One: Health Promotion Program Foundations
Chapter 1 What Are Health Promotion Programs?
Health Promotion in a New Health Era
Health, Health Promotion, and Health Promotion Programs
Historical Context for Health Promotion
Healthy People 2030
: A National Public-Private Partnership to Promote Health
Health Education and Health Promotion
Settings for Health Promotion Programs
Stakeholders in Health Promotion Programs
Emerging Health Promotion Era
Summary
For Practice and Discussion
Key Terms
References
Chapter 2 Health Promotion, Equity, and Social Justice
Health Promotion, Equity, and Social Justice Intersection
Health Status and Healthcare Vary
Actions to Advance Health Equity and Social Justice
Actions Using
Healthy People 2030
to Advance Health Equity and Social Justice
The Health in All Policies Guide
Summary
For Practice and Discussion
Key Terms
References
Chapter 3 Theory in Health Promotion Programs
Theory in Health Promotion Programs
Foundational Theories/Models: Intrapersonal Level
Foundational Theories/Models: Interpersonal Level
Foundational Theories/Models: Population Level
Foundational Theories/Models Applied Across the Levels
Health Promotion Program Planning Models
Summary
For Practice and Discussion
Key Terms
References
Part Two: Planning Health Promotion Programs
Chapter 4 Assessing the Health Needs of a Defined Population
Defining a Needs Assessment
Conducting a Health Needs Assessment
Using Primary Data Methods and Tools
Using Secondary Data Methods and Tools
Reporting and Sharing the Findings
Needs Assessments, Health Equity, and Social Justice
Summary
For Practice and Discussion
Key Terms
References
Chapter 5 Making Decisions to Create and Support a Program
Identifying a Mission Statement, Goals, and Objectives
Writing Program Objectives
Deciding on Program Interventions
Selecting Health Promotion Materials
Developing Effective Policies and Procedures
Transitioning to Program Implementation
Summary
For Practice and Discussion
Key Terms
References
Part Three: Implementing Health Promotion Programs
Chapter 6 Implementation Tools, Program Staff, and Budgets
From Program Planning to Action Planning
Preparing a Logic Model
Using a Gantt Chart to Guide Implementation
Planning for Implementation Challenges
Program Management
Summary
For Practice and Discussion
Key Terms
References
Chapter 7 Advocacy
Advocacy Defined
Becoming Fluent in the Language of Advocacy
Creating an Advocacy Agenda for a Program
Forming Alliances and Partnerships for Advocacy
Advocacy Methods
Examples of Successful Health Policy Advocacy
Overcoming Challenges to Advocacy
Summary
For Practice and Discussion
Key Terms
References
Chapter 8 Communicating Health Information Effectively
Communication in Health Promotion Programs
Developing a Communication Plan for a Site
Developing and Pretesting Concepts, Messages, and Materials
Increased Consumption of Misinformation and Disinformation
Summary
For Practice and Discussion
Key Terms
References
Chapter 9 Where Money Meets Mission: Developing, Increasing, and Sustaining Program Funding
Funding is Power
Sources of Program Funding
Funding Varies by Program Participants and Setting
Writing a Grant Proposal
Maintaining Relationships With Funders
Fundraising Activities and Strategies
Working With Board Members
Summary
For Practice and Discussion
Key Terms
References
Part Four: Evaluating and Sustaining Health Promotion Programs
Chapter 10 Evaluating and Improving Health Promotion Programs
Understanding Program Evaluation
Using a Participatory Approach to Evaluation
Different Types of Program Evaluations
Program and Evaluation Alignment
Evaluation Report
Implementing an Evaluation
Improving Health Promotion Programs
Summary
For Practice and Discussion
Key Terms
References
Chapter 11 Using Big Data for Action and Impact
What Is Big Data?
Health Analytics Data Mining with Health Promotion Big Data
Health Promotion Dashboards and Visual Mapping
Building Big Data Organizational Capacity
Big Data Challenges
Health Information Management and Health Informatics Professionals: Big Data Professional Fields
Summary
For Practice and Discussion
Key Terms
References
Chapter 12 Sustaining Health Promotion Programs
Health Promotion Program Sustainability
Implementation Science Improves Program Effectiveness and Sustainability
Enhancing Program Impact and Sustainability
Increasing Sustainability by Ensuring Competence through Credentialing
Summary
For Practice and Discussion
Key Terms
References
Part Five: Health Promotion Programs in Diverse Settings
Chapter 13 School Health Education: Promoting Health and Academic Success
History of School Health Education
Opportunities and Challenges in Promoting Health and Academic Success
Tools and Resources
Career Opportunities
Summary
For Practice and Discussion
Key Terms
References
Chapter 14 Promoting Health in Colleges and Universities
History of Health Promotion Programs in Colleges and Universities
Opportunities and Challenges in College Health
Tools and Resources
Career Opportunities
Summary
For Practice and Discussion
Key Terms
References
Chapter 15 Patient-Centered Health Promotion Programs in Healthcare Organizations
History of Patient-Centered Health Promotion Programs
Opportunities and Challenges of Patient-Centered Health Promotion Programs
Tools and Resources
Career Opportunities
Summary
For Practice and Discussion
Key Terms
References
Chapter 16 Health Promotion Programs in Workplace Settings
History of Health Promotion in the Workplace
Opportunities and Challenges in the Workplace
Tools and Resources
Career Opportunities
Summary
For Practice and Discussion
Key Terms
References
Chapter 17 Promoting Community Health: Local Health Departments and Community Health Organizations
History of Local Health Departments and Community Health Organizations
Opportunities and Challenges to Promoting Community Health
Tools and Resources
Career Opportunities
Summary
For Practice and Discussion
Key Terms
References
Index
End User License Agreement
List of Figures
Chapter 1
1.1 Health promotion is associated with more than just...
1.2 Dynamic interaction between strategies aimed...
1.3 Using
Healthy People 2030
to promote health
Chapter 2
2.1 Equality, Equity, Justice
2.2 Poverty by Race/Ethnicity
2.3 Food Insecurity
2.4 Racial and Ethnic Health Disparities among...
2.5 Adjusted Cohort Graduation Rate (ACGR) for...
2.6 DC Healthy People 2020 Framework and Action...
Chapter 3
3.1 Theory of Planned Behavior and Theory of Reasoned Action...
3.2 PRECEDE-PROCEED Model
Chapter 4
4.1 Comparisons to State and Federal Data
4.2 Data Comparisons to Subgroups
4.3 Factors in Decisions on Actions to Take After...
Chapter 5
5.1 Search Page on the Website of the Evidence-Based...
5.2 The Community Guide Website Displaying the Categories...
5.3 National Cancer Institute Evidence-Based Cancer...
5.4 Health Evidence Home page
Chapter 6
6.1 Action Plan Form
6.2 Schematic Logic Model
6.3 Boca Sana, Cuerpo Sano/Healthy Mouth, Healthy...
6.4 Abbreviated Gantt Chart of Educational Activities
Chapter 7
7.1 Message Box
Chapter 8
8.1 Health Education Resource for People with Diabetes...
8.2 Four Test Concepts for a Health and Wellness Program
Chapter 9
9.1 Events of 2020 Pushed Foundations to Shift Focus
Chapter 10
10.1 Plan-Do-Study-Act Cycle
Chapter 11
11.1 Changes and Trends Created the Demand and Opportunity...
11.2 Health Analytics: Step Beyond Using Data to Monitor...
11.3 Big Data Sources for a Worksite Health Promotion Program
11.4 Health Promotion Program Dashboard
11.5 Visual Mapping
11.6 California Healthy Places Index Sample Page
11.7 HIPAA Protected Personal Health Information
Chapter 13
13.1 Whole School, Whole Community, Whole Child Model
Chapter 14
14.1 Healthy Campus Framework for a Comprehensive...
List of Tables
Chapter 1
1.1 Ecological Health Perspective: Levels of Influence
1.2 Components of Health Promotion Programs
1.3 Eight Competencies: Areas of Responsibilities for Health...
Chapter 3
3.1 Constructs in the Theory of Planned Behavior...
3.2 Transtheoretical Model Construct: Processes of Change
3.3 Constructs of Social Cognitive Theory
3.4 Types of Functional Social Support
3.5 Concepts in the Diffusion of Innovations Model...
3.6 Community Readiness Model
3.7 Using Theory to Plan Multilevel Interventions
Chapter 4
4.1 Dimensions of Health
4.2 Process for Determining Health Priorities
Chapter 5
5.1 Typology of Health Promotion Interventions
5.2 Core Component Analysis for an Intervention to Prevent...
5.3 University of Toledo Tobacco-Free Policy 3364-60-01...
Chapter 6
6.1 Soft Skills for Public Health Education Specialists
6.2 Applicant Screening Grid
Chapter 7
7.1 Advocacy Organizations and Websites
Chapter 8
8.1 Examples of the Process of Planning Health...
Chapter 9
9.1 Primary Funding Sources for Health Promotion Programs...
9.2 Overview of a Grant Proposal with Typical Page Count
9.3 Fundraising Activities and Strategies
9.4 Board and Staff Members’ Fundraising Responsibilities
Chapter 10
10.1 Stakeholder Power-Interest Grid...
Chapter 11
11.1 Healthcare Analytics Model...
Chapter 12
12.1 Health Promotion Program Interventions...
Chapter 15
15.1 Health Educator Job Titles in Healthcare...
Chapter 16
16.1 Workplace Health Promotion at Lincoln Industries...
16.2 Evidence-Based Workplace Health Promotion Programs
16.3 Job Description: Director of Workplace Health Promotion
Chapter 17
17.1 Barriers to Community Engagement and Potential Solutions
Guide
Cover
Title page
Copyright
Dedication
Table of Contents
List of Figures, Tables, and Sidebars
Editors
The Contributors
SOPHE
Preface
About the Third Edition
Acknowledgements
Begin Reading
Index
End User License Agreement
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LIST OF FIGURES, TABLES, AND SIDEBARS
Figures
1.1 Health promotion is associated with more than just healthcare to impact health outcomes linked to length and quality of life
1.2 Dynamic interaction between strategies aimed at the individual and strategies for the entire population
1.3 Using Healthy People 2030 to promote health
2.1 Equality, Equity, Justice
2.2 Poverty by Race/Ethnicity
2.3 Food Insecurity
2.4 Racial and Ethnic Health Disparities among Communities of Color Compared to Non-Hispanic Whites
2.5 Adjusted Cohort Graduation Rate (ACGR) for Public High School Students, by Race/Ethnicity: 2016–
2.6 DC Healthy People 2020 Framework and Action Plan to Achieve Health Equity
3.1 Theory of Planned Behavior and Theory of Reasoned Action, Integrated Behavioral Model
3.2 PRECEDE-PROCEED Model
4.1 Comparisons to State and Federal Data
4.2 Data Comparisons to Subgroups
4.3 Factors in Decisions on Actions to Take After a Needs Assessment
5.1 Search Page on the Website of the Evidence-Based Practices Resource Center
5.2 The Community Guide Website Displaying the Categories of Recommendations
5.3 National Cancer Institute Evidence-Based Cancer Control Programs Listing
5.4 Health Evidence Home page
6.1 Action Plan Form
6.2 Schematic Logic Model
6.3 Boca Sana, Cuerpo Sano/Healthy Mouth, Healthy Body Logic Model
6.4 Abbreviated Gantt Chart of Educational Activities
7.1 Message Box
8.1 Health Education Resource for People with Diabetes that Uses Plain Language Techniques
8.2 Four Test Concepts for a Health and Wellness Program
9.1 Events of 2020 Pushed Foundations to Shift Focus
10.1 Plan-Do-Study-Act Cycle
11.1 Changes and Trends Created the Demand and Opportunity to Use Big Data in Health Promotion Programs
11.2 Health Analytics: Step Beyond Using Data to Monitor and Report
11.3 Big Data Sources for a Worksite Health Promotion Program
11.4 Health Promotion Program Dashboard
11.5 Visual Mapping
11.6 California Healthy Places Index Sample Page
11.7 HIPAA Protected Personal Health Information
13.1 Whole School, Whole Community, Whole Child Model
14.1 Healthy Campus Framework for a Comprehensive College Health Program
Tables
1.1 Ecological Health Perspective: Levels of Influence
1.2 Components of Health Promotion Programs
1.3 Eight Competencies: Areas of Responsibilities for Health Education Specialists (HESPA II 2020)
3.1 Constructs in the Theory of Planned Behavior (Formerly the Theory of Reasoned Action) and the Integrated Behavior Model
3.2 Transtheoretical Model Construct: Processes of Change
3.3 Constructs of Social Cognitive Theory
3.4 Types of Functional Social Support
3.5 Concepts in the Diffusion of Innovations Model and Illustrations of Their Application
3.6 Community Readiness Model
3.7 Using Theory to Plan Multilevel Interventions
4.1 Dimensions of Health
4.2 Process for Determining Health Priorities
5.1 Typology of Health Promotion Interventions
5.2 Core Component Analysis for an Intervention to Prevent Substance Abuse in an Elementary School
5.3 University of Toledo Tobacco-Free Policy 3364-60-01 University of Toledo Smoke-Free and Tobacco-Free Policy
6.1 Soft Skills for Public Health Education Specialists
6.2 Applicant Screening Grid
7.1 Advocacy Organizations and Websites
8.1 Examples of the Process of Planning Health Communication in Various Settings
9.1 Primary Funding Sources for Health Promotion Programs, by Program Participants and Setting
9.2 Overview of a Grant Proposal with Typical Page Count
9.3 Fundraising Activities and Strategies
9.4 Board and Staff Members’ Fundraising Responsibilities
10.1 Stakeholder Power-Interest Grid (Adapted from Mendelow, 1991)
11.1 Healthcare Analytics Model (Adapted from Health Catalyst, 2021)
12.1 Health Promotion Program Interventions and Sustainability Factors
15.1 Health Educator Job Titles in Healthcare Organizations
16.1 Workplace Health Promotion at Lincoln Industries: Comprehensive Safety and Health Programming at Medium-Size Company
16.2 Evidence-Based Workplace Health Promotion Programs
16.3 Job Description: Director of Workplace Health Promotion
17.1 Barriers to Community Engagement and Potential Solutions
Sidebars
4.1 Interview or Focus Group Questions for a Community Assessment
4.2 Case Study: Racial/Ethnic Health Needs Assessments
4.3 Case Study: College Student Mental Health Needs Assessments
4.4 Health Equity and Social Justice Needs Assessment Questions
6.1 Constructing an Action Plan
6.2 Sample Interview Questions
8.1 Developing Effective Communication Products
8.2 Example of the Need for Plain but Comprehensive Health Communication
8.3 Example of Text Before and After Rewriting in Plain Language
8.4 Sample Communication Objectives
8.5 Digital Media in an Emergency: Domestic Zika Campaign
8.6 #OurHearts Are Healthier Together Social Media Campaign
11.1 Workplace Big Data Mining Examples
11.2 Five Pathways of Evaluations (Kayyali et al., 2013)247
11.3 Key Health Information Management and Health Informatics Terms
12.1 Community Empowerment and Organizing in Action: Self-Employed Women’s Association (SEWA)
12.2 Benefits of Partnerships
13.1 National Committee on the Future of School Health Education: Challenges to the Implementation of Quality School Health Education
13.2 National Health Education Standards: Joint Commission on National Health Education Standards
14.1 Student Learning Outcomes
15.1 Health Promotion and Patient Education Resources
15.2 Healthcare Outcome-Oriented Standards for Best Practices in Patient and Family Education Programs
17.1 Types of Community Health Organizations
17.2 Ten Essential Public Health Services
17.3 Community Health Organizations that Post Health Promotion Jobs
EDITORS
Carl I. FertmanAssociate Professor EmeritusDepartment of Health and Human DevelopmentSchool of EducationUniversity of Pittsburgh
Melissa L. GrimProfessorDepartment of Health and Human PerformanceRadford University
THE CONTRIBUTORS
Neyal J. Ammary-Risch
Team Lead, Health Education & Research Dissemination
National Heart, Lung, and Blood Institute
National Institutes of Health
M. Elaine Auld
Chief Executive Officer (Retired)
Society for Public Health Education
Jean M. Breny
Professor
Department of Public Health
Southern Connecticut State University
David A. Birch
Professor Emeritus
Department of Health Science
The University of Alabama
Stephanie L. Burke
Associate Professor
Allied Health Department
Prince George Community College
Cynthia B. Burwell
Professor
Department of Health, Physical Education and Exercise Science
School of Education
Norfolk State University
Hannah P. Catalano
Associate Professor
School of Health and Applied Human Sciences
University of North Carolina Wilmington
Huey-Shys Chen
Dean and Chair Professor
College of Medical and Health Care
HungKuang University
Sara L. Cole
Adjunct Professor
Human Environmental Sciences
University of Central Oklahoma
Joseph A. Dake
Chair & Professor
School of Population Health
University of Toledo
Lori L. Dewald
Faculty
Department of Health Education and Promotion
Walden University
Na’Tasha Evans
Assistant Professor, Health Education and Promotion
School of Health Sciences
College of Education, Health, and Human Services
Kent State University
Michael C. Fagen
Professor and Chief, Division of Public Health Practice
Department of Preventive Medicine
Feinberg School of Medicine
Northwestern University
Jodi Fisher
Director and Professor
Division of Public Health, School of Health Sciences
Central Michigan University
Jim V. Grizzell
Emeritus Staff, Health Education Specialist
Division of Student Affairs
California State Polytechnic University, Pomona
Heidi L. Hancher-Rauch
Professor
Department of Kinesiology, Health, & Sport Sciences
University of Indianapolis
Brian V. Hortz
Director of Research and Education
Structure and Function Education
Phoenix, AZ
Holly E Jacobson
Associate Professor
Department of Linguistics
University of New Mexico
Timothy R. Jordan
Professor
Co-Director, Center for Health & Successful Living
School of Population Health
University of Toledo
Maija S. Leff
Adjunct Instructor
Department of Human Behavior and Education
Gilling School of Global Public Health
University of North Carolina at Chapel Hill
Laura A. Linnan
Professor
Department of Human Behavior and Education
Gilling School of Global Public Health
University of North Carolina at Chapel Hill
Francisco Soto Mas
Associate Professor
College of Population Health
University of New Mexico
Angela D. Mickalide
Vice President Programs and Education
American College of Preventive Medicine
Laura L Nervi
Assistant Professor
College of Population Health
University of New Mexico
Mallory C. Ohneck
Data Manager
Community Health Improvement
Hospital Council of Northwest Ohio
Nicolette W. Powe
Assistant Professor
Department of Health Professions
Youngstown State University
James H. Price
Professor Emeritus
Health Education and Public Health
College of Health Science and Human Service
University of Toledo
Keisha Tyler Robinson
Adjunct Professor
Department of Health & Department of Graduate Studies in Health and Rehabilitation Sciences
Youngstown State University
Stacy Robison
President and Co-Founder
CommunicateHealth, Inc.
Kathleen M. Roe
Professor Emeritus
Department of Public Health and Recreation
San José State University
Shirley Schoening Scheuler
Health Systems Coordinator
Office of Statewide Health Improvement Initiatives, Community Health Division
Minnesota Department of Health
Cherylee A. Sherry
Healthy Systems Supervisor
Office of Statewide Health Improvement Initiatives, Community Health Division
Minnesota Department of Health
Jiunn-Jye Sheu
Professor
School of Population Health
College of Health and Human Services
University of Toledo
Tara O. Shuler
Director of Operations and Diversity
NC Area Health Education Center (AHEC) Program
David A. Sleet
Professor Emeritus
San Diego State University
TJFACT/Veritas Management Group Consultant
US Centers for Disease Control and Prevention
Ally S. Thomas
Associate Vice President, Quality Improvement
UPMC Health Plan
Carla M. Valdez
Lecturer
Department of Health Sciences
California State University, Northridge
Allison E. Zambon
Program Manager, Office of Community Outreach
Fox Chase Cancer Center – Temple University Health System
Ann P. Zukoski
Evaluation Supervisor
Office of Statewide Health Improvement Initiatives, Community Health Division
Minnesota Department of Health
SOPHE
The Society for Public Health Education (SOPHE) is a nonprofit professional organization founded in 1950. SOPHE’s mission is to provide global leadership to the profession of health education and health promotion and to promote the health of society through advances in health education theory and research, excellence in professional preparation and practice, advocacy for public policies conducive to health, and the achievement of health equity for all. SOPHE is the only independent professional organization devoted exclusively to health education and health promotion.
SOPHE’s membership extends health education principles and practices to many settings, including schools, universities, medical and healthcare settings, workplaces, voluntary health agencies, international organizations, and federal, state, and local governments.
Contact SOPHE at 10 G Street N.W., Suite 605, Washington, DC 20002-4242. Telephone: (202) 408-9804. Website: www.sophe.org .
PREFACE
We are pleased to share this third edition of Health Promotion Programs: From Theory to Practice. The pandemic in 2020 shed a blinding light on critical conversations about equity and systemic injustice, which attained both new urgency and a well-deserved central role in our national conversation health and health promotion. We have all seen, in real time, how structural discrimination and obstacles to opportunity do their work in a crisis. In our communities, every burden—from rates of infection and care outcomes, to economic adversity, to the challenges of virtual learning when schools are closed—falls heaviest on those for whom true equity has always been farthest from reach. Health Promotion Programs: From Theory to Practice is being published as the pandemic recedes; however, we can’t simply assume that healing and recovery follow. It falls on all of us—individuals and communities, companies and governments—to ensure that what’s ahead is not just the end of a disease but a durable and hopeful future for all who sacrificed and endured during this unprecedented time.
Today, health promotion programs have evolved to be integral to promoting a culture of health and wellness and to healthcare across the United States and internationally. The Society for Public Health Education (SOPHE) recognized the need for a book to help advance the field. Escalating rates of chronic disease, soaring healthcare costs, and increasing diversity of the U.S. population, as well as aging of the current health education workforce, all call for training a new generation of health promoters. The SOPHE board of trustees, executive director, and members offer this book, which combines the theoretical and practice base of the field with step-by-step practical sections on how to develop, implement, and evaluate health promotion programs. SOPHE hopes that this book, read in its entirety or in part, will help not only students who choose to major or minor in health education, health promotion, community health, public health, or health-related fields (e.g., environmental health, physical fitness, allied health, nursing, or medicine), but also professionals already working who want to acquire the technical knowledge and skills to develop successful health promotion programs. Acquiring the competencies to effectively plan, implement, and evaluate health promotion programs can improve health outcomes, promote behavioral and social change, and contribute to health equity and social justice. This book offers a concise summary of the many years of research in the fields of health education and health promotion, along with the expertise of many SOPHE members working in diverse contemporary settings and programs. The book also reflects SOPHE’s mission and its commitment to professional preparation and continuing education for the purpose of improving the quantity and quality of the lives of individuals and communities.
Undergraduate and graduate programs that prepare professionals to work in public health, health education, and health promotion and wellness have been flourishing in the United States and throughout the world for more than half a century. Thousands of students graduate every year with a baccalaureate or advanced degree in health promotion and get jobs in schools, colleges, businesses, healthcare facilities and systems, community organizations, and government.
We are enormously grateful to the many SOPHE members who wrote this book. Their expertise in many fields, including health education, public health, sociology, anthropology, psychology, nursing, medicine, physical education, nutrition, allied health, and many others, have been braided into this health promotion anthology. They have shared the foundations of the field as well as their own practical experiences in health promotion planning. May this book help teach, guide, inspire, ignite, catalyze, and transform students and professionals in their quest to develop successful health promotion programs that address the health challenges of both today and tomorrow.
ABOUT THE THIRD EDITION
The main purpose of the third edition is the same as the previous editions: to provide a comprehensive introduction to health promotion programs by combining the theory and practice with a hands-on guide to program planning, implementation, and evaluation. One of the fundamental premises of this book is the importance of using an approach based in both research and practice to guide and inform planning, implementation, and evaluation of health promotion programs. A secondary goal is to present the widespread opportunities to implement health promotion programs in schools, colleges and universities, communities, workplaces, and healthcare organizations and systems. This text addresses the needs of students and professionals who are pursuing careers in health education as well as nursing, medicine, public health, and allied health.
The third edition presents the new opportunities for health promotion by embracing healthy equity and social justice in the application of health theories and health program planning models for diverse populations and settings. These issues are broad and of growing importance, so they are integrated into all of the chapters and in particular highlighted in the chapters that address health promotion in schools, colleges and universities, workplaces, healthcare organizations, and communities. We believe that these strengthen the book and increase its appropriateness for use with students and in settings around the world.
Who Should Read This Book
This book is aimed at three audiences. The first audience is students pursuing a major or minor in health education, health promotion, community health, public health, or health-related fields such as environmental health, physical activity and education, allied health, nursing, or medicine. The second audience is young and mid-career practitioners, practicing managers, researchers, and instructors who for the first time are responsible for teaching, designing, or leading health promotion programs. The third audience is colleagues and professionals not trained in the health fields but working in settings where health promotion programs are increasingly prevalent and might be under their supervision (for example, school superintendents and principals, human resource directors working in business and healthcare, college deans of student affairs, faculty members, board members of nonprofit organizations, community members, and employers and staff members in businesses and healthcare organizations).
Overview of the Contents
This volume presents an up-to-date understanding of health promotion program planning, implementation, and evaluation in a variety of settings. The book is divided into five parts. Part One presents the foundations of health promotion programs: what health and health promotion are, the history of health promotion, sites of health promotion programs, and the key people (stakeholders) involved in programs. Highlighted and explored are the two guiding forces in planning, implementing, and evaluating health promotion programs. The first is promoting health equity and social justice. The second is the use of health theories and planning models.
Parts Two (planning), Three (implementing), and Four (evaluating) provide a step-by-step guide to planning, implementing, and evaluating a health promotion program. Each chapter within these parts covers specific phases of health promotion program planning, implementation, evaluation, and sustainability. Practical tips and specific examples aim to facilitate readers’ understanding of the phases as well as to build technical skills in designing and leading evidence-based health promotion programs.
Part Five presents health promotion programs across five settings: schools (preschool–12), colleges and universities, healthcare organizations, workplaces, and communities. Each chapter presents keys for effective site-specific programs to promote health.
At the beginning of each chapter, the Learning Objectives give a framework and guide to the chapter topics. The key terms at the end of each chapter can be used as a reference while reading this book as well as a way to recap key definitions in planning, implementation, and evaluation of health promotion programs.
Practical examples throughout the book reinforce the need for health promotion programs to be based on in-depth understanding of the intended audiences’ perceptions, beliefs, attitudes, behaviors, and barriers to change as well as the cultural, social, and environmental context in which they live. By referring to current theories and models of health promotion, the book also reinforces the need for health promotion practitioners to base their programs on theories, models, and approaches that guide and inform health promotion program design, implementation, and evaluation.
Each chapter ends with practice and discussion questions that help the reader to reflect on as well as utilize the key terms. Finally, all chapters are interconnected but are also designed to stand alone and provide a comprehensive overview of the topics they cover.
Features
You’ll find the following features in each chapter of the book to use in the classroom, for students’ self-reflection and online:
Learning objectives
Tables, figures and sidebars
Practice and discussion questions
Lists of key terms
Editors’ Note
As editors, we hope that we contribute to preventing disease and promoting health. We believe that understanding the theory and practice of health promotion program planning, implementation, and evaluation will allow more individuals and groups to enjoy the benefits of good health and will encourage more schools, colleges and universities, workplaces, healthcare organizations, and communities to be designated as health-promoting sites. We are grateful to the SOPHE members who have authored chapters in this text and admire their commitment and dedication to making a difference in the health outcomes of the individuals, communities, groups, and organizations they serve.
Health Promotion Programs: From Theory to Practice has been established as a widely used text and reference book both in the United States and internationally. It is our hope that the third edition will continue to be relevant and useful and stimulate readers’ interest and knowledge in health promotion programs that utilize health theory to promote health equity. We aspire to provide readers with information and skills to ask critical questions, think conceptually, and stretch their thinking to promote health across diverse populations and settings.
We appreciate the opportunity to plan and edit this text, which the SOPHE board of trustees, executive director, staff, and members provided to us. SOPHE provides leadership and works to contribute to the health of all people, health equity and social justice through advances in health promotion theory and research, excellence in professional preparation and practice, and advocacy for public policies conducive to health. SOPHE and its members advocate for and support the work of thousands of professionals who are committed to improving people’s health where they live, work, study, play, and worship. We hope that this book helps advance these goals and helps guide and inspire a healthier world.
To the Instructor
An instructor’s supplement is available at www.wiley.com\go\fertman\healthpromotionprograms3e. Additional materials such as videos, podcasts, and readings can be found at www.josseybasspublichealth.com.
Acknowledgements
Health Promotion Programs: From Theory to Practice, Third Edition is a team effort. We acknowledge and thank Ethan Lipson, editor, and Monica Rogers, associate editor at Wiley for their support, as well as Kezia Endsley, developmental editor. We recognize and remember our friend Andy Pasternack (1955–2013) who fought cancer with the intelligence, passion, and humor that he brought to everything he did. Andy championed and supported the book’s initial development and publication. We miss him.
We acknowledge and recognize Diane Allensworth, who served as co-editor for the first and second editions. Diane’s early and continuous support of the book made the difference in the decision to publish the book. We appreciate her commitment and vision for health promotion programs in all places people live, work, study, play, and worship.
We thank the current and past chapter authors as well as their supporting organizations and families. We recognize the School of Education, University of Pittsburgh and College of Education and Human Development, Radford University for their support and effort on behalf of the text.
We appreciate and acknowledge the hundreds of SOPHE members and the SOPHE staff and board members who work to promote people’s health worldwide. Thank you.
Carl I. FertmanPittsburgh, PennsylvaniaMelissa L. GrimRadford, VirginiaJanuary 2022
ABOUT THE COMPANION WEBSITE
This book is accompanied by a companion website. www.wiley.com\go\fertman\healthpromotionprograms3e
The website includes for use in the classroom, for students’ self-reflection and for online courses:
Lectures PowerPoint slides
Chapter test banks
Case studies
Planning health promotion program course project model
Cross-reference to NCHES competencies
Tables, figures and sidebars from the book in PDF form
PART ONE HEALTH PROMOTION PROGRAM FOUNDATIONS
CHAPTER 1 WHAT ARE HEALTH PROMOTION PROGRAMS?
Carl I. Fertman, Melissa L. Grim, and M. Elaine Auld
LEARNING OBJECTIVES
Understand health promotion in a new decade in a new health era.
Define
health
and
health promotion
, and describe the role of health promotion in fostering good health and quality of life.
Summarize the key historical developments in health promotion over the last century.
Compare and contrast health education and health promotion.
Describe the nature and advantages of each health promotion program setting and identify health promotion program stakeholders.
Discuss the forces shaping the new emerging era of health promotion.
Health Promotion in a New Health Era
In 2020 the new decade opened with COVID-19 ushering in a new health era with a new context for health, health promotion, and health promotion programs. The public paid attention to COVID-19. Fear was rampant. COVID-19 caused the public to be anxious and afraid. Hope about vaccines, drugs, and cures was high. The pandemic showed the power of actions at multiple levels by individuals, groups, healthcare systems, community human service organizations, businesses, schools, colleges and universities, and governments to combat the virus. The actions span from individual behaviors to governmental policies and legislation—hand washing, social distancing, and self-quarantine combined with stay-at-home orders and travel restrictions. Businesses made employee and customer health promotion and safety a priority. The actions had clear health outcomes that impacted individuals and whole populations of people and communities across the globe.
Conversely, the lack of action and delays to address the virus, to promote and protect health, had pervasive and negative, if not fatal, consequences for individuals and whole populations of people. The balance between health and economic systems was tested and debated, providing a context for action. Promoting and protecting health was laid bare at the intersection of health and economic status, with all sectors of the economy impacted by the virus, but with different economic groups and communities experiencing the virus in distinct and different ways. The lack of social justice andhealth equity added to the COVID-19 burden that many individuals and communities were already experiencing.
COVID-19 is a brutal exclamation point to America’s pervasive ill health. Americans with obesity, diabetes, heart disease, and other diet-related diseases were three times more likely to suffer worsened outcomes from COVID-19, including death. Had we flattened the still-rising curves of these conditions, it is quite possible that our fight against the virus would have looked very different. The need for health promotion programs is greater than ever.
In the new health era, health promotion is about so much more than about healthcare, where the focus is on tertiary prevention—improving the quality of life and reducing symptoms of a disease you already have (Figure 1.1). Health promotion is about factors outside the traditional boundaries of healthcare—health behaviors (tobacco use, sexual activity), social and economic factors (employment, education, income), and physical environment (air quality, water quality). These three combined (i.e. policies, programs, and health factors) are linked to 80 percent of the health outcomes to impact and improve length and quality of life (University of Wisconsin Public Health Institute & Robert Woods Johnson Foundation, 2021).
Figure 1.1 Health promotion is associated with more than just healthcare to impact health outcomes linked to length and quality of life
Source: Modified from Population Health Management: Systems and Success, UWPHI & Robert Woods Johnson Foundation, 2020. © 2020, University of Wisconsin Public Health Institute & Robert Woods Johnson Foundation.
Health promotion programs are designed, implemented, and evaluated in complex and complicated dynamic environments. They are multifaceted and multi-leveled. We work directly with people trying to figure out how to best address their health needs. We work in schools, colleges and universities, communities, workplaces, and healthcare organizations. At the same time, we are surrounded by forces greater than any organization and group of individuals. The result is that processes of planning, implementing, and evaluating health promotion programs unfold in a nonlinear progression of small steps forward and sometime a couple steps backward. It is dynamic.
Health, Health Promotion, and Health Promotion Programs
Health promotion and health promotion programs are rooted in the World Health Organization’s (1947) definition of health as “a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity.” While most of us can identify when we are sick or have some infirmity, identifying the characteristics of complete physical, mental, and social well-being is often a bit more difficult. What does complete physical, mental, and social well-being look like? How will we know when or if we arrive at that state?
In 1986, the first International Conference of Health Promotion, held in Ottawa, Canada, issued the Ottawa Charter for Health Promotion, which defined health in a broader perspective: “health has been considered less as an abstract state and more as a means to an end which can be expressed in functional terms as a resource which permits people to lead an individually, socially, and economically productive life” (World Health Organization, 1986). Accordingly, health in this view is a resource for everyday life, not the object of living. It is a positive concept emphasizing social and personal resources as well as physical capabilities.
Arnold and Breen (2006) identified the characteristics of health not only as well-being but also as a balanced state, growth, functionality, wholeness, transcendence, and empowerment and as a resource. Perhaps the view of health as a balanced state between the individual (host), agents (such as bacteria, viruses, and toxins), and the environment is one of the most familiar. Most individuals can readily understand that occasionally the host-agent interaction becomes unbalanced and the host (the individual) no longer is able to ward off the agent (for example, when bacteria overcome a person’s natural defenses, making the individual sick).
An ecological perspective on health emphasizes the interaction between and interdependence of factors within and across levels of a health problem. The ecological perspective highlights people’s interaction with their physical and sociocultural environments. McLeroy et al. (1988) identified three levels of influence for health-related behaviors and conditions: (1) the intrapersonal level (or individual level), (2) the interpersonal level, and (3) the population level. The population level encompasses three types of factors: institutional or organizational factors, social capital factors, and public policy factors (Table 1.1).
Table 1.1 Ecological Health Perspective: Levels of Influence
Concept
Definition
Intrapersonal level
Individual characteristics that influence behavior, such as knowledge, attitudes, beliefs, and personality traits
Interpersonal level
Interpersonal processes and primary groups, including family, friends, and peers, that provide social identity, support, and role definition
Population level
Institutional factors
Social capital factors
Public policy factors
Rules, regulations, policies, and informal structures that may constrain or promote recommended behaviors
Social networks and norms or standards that may be formal or informal among individuals, groups, or organizations
Local, state, and federal policies and laws that regulate or support healthy actions and practices for prevention, early detection, control, and management of disease
Source
: Adapted from McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988).
An ecological perspective on health promotion programs
. Health Education Quarterly, 15, 351–377.
Health promotion programs provide planned, organized, and structured activities and events over time that focus on helping individuals make informed decisions about their health. Health promotion programs promote policy, environmental, regulatory, organizational, and legislative changes at various levels of government and organizations. These two complementary types of interventions by design achieve specific objectives to improve the health of individuals as well as, potentially, all individuals at a site. Health promotion programs take advantage of the pivotal position of their setting within schools, colleges and universities, workplaces, healthcare organizations, and communities to reach children, adults, and families by combining interventions in an integrated, systemic manner.
Health promotion programs are designed to work with a priority population (in the past called a target population)—a defined group of individuals who share some common characteristics related to the health concern being addressed. Programs are planned, implemented, and evaluated to influence the health of a priority population. The foundation of any successful program lies in gathering information about a priority population’s health concerns, needs, knowledge, attitudes, skills, and desires related to the disease focus. At the planning stage, it is also important to engage schools, workplaces, healthcare organizations, and communities where the priority population lives and interacts to seek their cooperation and collaboration,
Finally, health promotion programs are concerned with prevention of the root causes of poor health and lack of well-being resulting from discrimination, racism, or environmental assaults—in other words, the social determinants of health. Addressing root causes of health problems is often linked to the concept of social justice. Social justice and health equity are the belief that every individual and group is entitled to fair and equal rights and equal participation in social, educational, and economic opportunities. Health promotion programs have a role in increasing understanding of oppression and inequality and taking action to improve the quality of life for everyone.
Historical Context for Health Promotion
Kickbush and Payne (2003) identified three major revolutionary stages in the quest to promote healthy individuals and healthy communities. The first stage, which focused on addressing sanitary conditions and infectious diseases, occurred in the mid-19th century. The second stage was a shift in community health practices that occurred in 1974 with the release of the Lalonde report, which identified evidence that an unhealthy lifestyle contributed more to premature illness and death than lack of healthcare access (Lalonde, 1974). This report set the stage for health promotion efforts. In the third stage promoting health for everyone challenged us to identify the various combinations of forces that influence the health of a population and community now within the context and consequences of COVID-19.
Stage 1: Sanitation, Infectious Disease, and Spanish Flu Pandemic
In the mid-19th century, John Snow, a physician in London, traced the source of cholera in a community to the source of water for that community. By removing the pump handle on the community’s water supply, he prevented the agent (cholera bacteria) from invading community members (hosts). This discovery not only led to the development of the modern science of epidemiology but also helped governments recognize the need to combat infectious diseases. Initially, governmental efforts focused only on preventing the spread of infectious diseases across borders by implementing quarantine regulations (Fidler, 2003), but ultimately, additional ordinances and regulations governing sanitation and urban infrastructure were instituted at the community level. The Spanish flu pandemic of 1918 infected an estimated 500 million people worldwide—about one-third of the planet’s population—and killed an estimated 20 million to 50 million victims, including some 675,000 Americans. The 1918 flu was first observed in Europe, the United States, and parts of Asia before swiftly spreading around the world. At the time, there were no effective drugs or vaccines to treat this killer flu strain. Government officials to prevent the virus spread and promote and protect peoples’ health imposed quarantines, ordered citizens to wear masks and shut down public places, including schools, churches, and theaters. People were advised to avoid shaking hands and to stay indoors, libraries put a halt on lending books, and regulations were passed banning spitting. By the 1940s in the United States, water and sewer systems were constructed across the nation. The regulatory focus had expanded to include dairy and meat sanitation, control of venereal disease, and promotion of prenatal care and childhood vaccinations (Perdue et al., 2003).
Stage 2: Lifestyle Factors and Chronic Disease
As environmental supports for addressing infectious diseases were initiated (for example, potable water and vaccinations), deaths from infectious diseases were reduced. Compared with people who lived a century ago, most people in our nation and other developed nations are living longer and have a better quality of life—and better health. While new infectious diseases (e.g., HIV/AIDS, bird flu, MRSA, Ebola, COVID-19) have emerged since the end of the 20th century and continue to demand the attention of health workers, the emphasis of health promotion shifted in the last quarter of the 20th century to focus on the prevention and treatment of chronic diseases and injury, which are the leading causes of illness and death. This change was stimulated, in part, by the Lalonde report, which observed in 1974 that health was determined more by lifestyle than by human biology or genetics, environmental toxins, or access to appropriate healthcare. It was estimated that one’s lifestyle—specifically, those health risk behaviors practiced by individuals—could account for up to 50 percent of premature illness and death. Substituting healthy behaviors, such as avoiding tobacco use, choosing a diet that was not high in fat or calories, and engaging in regular physical activity, for high-risk behaviors (tobacco use, poor diet, and a sedentary lifestyle) could prevent the development of most chronic diseases, including heart disease, diabetes, and cancer (Breslow, 1999).
With recognition of the importance of one’s lifestyle in the ultimate manifestations of disease, a shift in the understanding of disease causation occurred, making health status the responsibility not only of the physician, who ensures health with curative treatments, but also of the individual, whose choice of lifestyle plays an important role in preventing disease.
The Lalonde report set the stage for the World Health Organization meeting in which the Ottawa Charter for Health Promotion (World Health Organization, 1986) was developed. This pivotal report was a milestone in international recognition of the value of health promotion. The report outlined five specific strategies (actions) for health promotion:
Develop healthy public policy.
Develop personal skills.
Strengthen community action.
Create supportive environments.
Reorient health services.
In the United States, the Lalonde report formed the foundation for Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention (U.S. Department of Health and Human Services, 1979), which sets national goals for reducing premature deaths (Healthy People is discussed in the next section). In the subsequent 50 years since the first Healthy People report, the focus on the root causes of premature illness and death now include an understanding of the social determinants of health. Choices individuals make about individual health behaviors are determined not only by personal choice but by opportunities or lack thereof in the places that they live, work, and play.
In 1997, the Jakarta Declaration on Leading Health Promotion into the 21st Century (World Health Organization, 1997) added to and refined the strategies of the Ottawa Charter by articulating the following priorities:
Promote social responsibility for health.
Increase investment for health developments in all sectors.
Consolidate and expand partnerships for health.
Increase community capacity and empower individuals.
Secure an infrastructure for health promotion.
The Jakarta Declaration gave new prominence to the concept of the health setting as the place or social context in which people engage in daily activities in which environmental, organizational, and personal factors interact to affect health and well-being. No longer were health programs the sole province of the community or school. Various settings were to be used to promote health by reaching people who work in them, by allowing people to gain access to health services, and through the interaction of different settings. Most prominently, workplaces and healthcare organizations as well as schools and communities were now seen as sites for action in health promotion (World Health Organization, 1998).
Stage 3: Multiple Levels of Influence on Health
The third stage of health promotion started at beginning of the 21st century with the realization that even within high income countries there could be a difference of almost 20 years in life expectancy—even in those countries that had a well-developed healthcare system providing care to all citizens (Kaplan et al., 2015). Individual decisions about health behaviors were rooted in the social environment in which people are born, live, work, and play (Marmot, 2005). The social institutions (economic systems, housing, healthcare system, transportation system, educational system), the surrounding environment, social relationships, and civic engagement all provide opportunities for individuals to make healthy choices—or not. One’s opportunities for a healthy life style are severely limited if there is no affordable low-income housing, no transportation infrastructure that allows individuals to pursue employment outside of their neighborhood, no supermarkets in the neighborhood with fresh fruits and vegetables, no safe parks in which to play or exercise, or no quality schools to provide a quality education in the neighborhood.
Today, health promotion is a specialized area in the health fields that involves the planned change of health-related lifestyles and life conditions through a variety of individual and environmental changes. Figure 1.2 illustrates the dynamic interaction between strategies aimed at the individual and strategies for the entire population.
Figure 1.2 Dynamic interaction between strategies aimed at the individual and strategies for the entire population
Source: Phase I Report - Recommendations for the Framework and Format of Healthy People, U.S. Department of Health and Human Services, 2020.
Healthy People2030: A National Public-Private Partnership to Promote Health
Every decade since 1980, the U.S. Department of Health and Human Services has reinstituted the same public-private process and released an updated version of Healthy People that provides the overarching goals and objectives that will guide and direct the health promotion actions of federal agencies; local and state health departments; and practitioners, academics, and health workers at all levels of government.
For individuals engaged in health promotion, one value of the Healthy People framework is access to national data and resources. Because the initiative addresses such a broad range of health and disease topics, health promotion program staff can usually find objectives that are similar to those they are planning to address in their locales. Using Healthy People information allows program staff to compare their local population data with national data and to use resources that have been generated nationally in order to achieve the national objectives.
Healthy People2030 continues to expand the reach of health promotion, recognizing that many sectors contribute to the health of people. For Healthy People2030, the World Health Organization’s definition of health promotion remains relevant. However, the emphasis shifts to the social and environmental opportunities for improving population health, as noted in the WHO definition of health promotion. That definition is more empowering, more aspirational, and less prescriptive than ones adopted in earlier decades.
Although individuals share some responsibility for their health, supportive environments make their choices easier. The United States has not made the progress over decades of work needed for improving health and eliminating disparities. To achieve different outcomes in this decade, Healthy People2030 emphasizes and suggest different ways of prioritizing both time and money. Healthy People2030 follows the lead of the Robert Wood Johnson Foundation to take a holistic approach to empower individuals and communities to take actions for their own health, foster leadership for public health, promote intersectoral action to build healthy public policies, and create sustainable health systems in society. It continues to recommend interventions at the personal, organizational, social, and political levels to enable changes in lifestyles, environments, and other realms to improve or protect health. Figure 1.3 illustrates how to use the Healthy People2030 to promote health.
Figure 1.3 Using Healthy People2030 to promote health
Source: Use Healthy People 2030 in Your Work, U.S. Department of Health and Human Services, 2020.
Health Education and Health Promotion
Health promotion has its roots in America in health education (Chen,2001). In the United States, health education has been in existence for more than a century. The first academic programs trained health educators to work in schools, but the role of health educators working within communities did not become popular until the 1940s and 1950s.
