World Need Workers Nurses

Nurses power needs in developed countries such as: USA, Canada, Europe, Australia, Japan and the Middle East jumped dramatically since 1980. It is estimated that the energy needs in the US in 1980 about 200,000 nurses, and this requirement will rise to 500,000 nurses by 2020 to supporting the needs of health care in America. For all developed countries over the needs of nurses is expected to reach 1 million nurses by 2020. Two main causes of increased labor requirements Nurses are aging population in developed countries, first because of the increasing age of the need for health services will increase, which means increasing need for nurses. Second, the decline in the supply of nurses in developed countries such as young people in developed countries are more like the business world, IT or communications and do not wish to become a nurse again. Another cause is the growing need for nursing personnel natural disasters / riots in some places in the world, such as the bombing of the World Trade Center bombing in Saudi Arabia, Tsunami, Katrina, and all the unrest / disaster will increase the need for nursing staff . Currently in Japan needs more nurses because of the imbalance between the supply and the need for nurses in the country. So also with the United States, the need for nurses in the US each year to reach 500 thousand people. The need is now filled by a majority of nurses from the Philippines. The United States is in need of nurses from various countries who have international qualifications. Working as a nurse in the United States internationally needed for several reasons including: due to the high level of independence and awards given to nurses and lucrative salary. In the US salaries of nurses, the average was $ 4,200 / month, in Europe such as the UK average nurse salary is 1,700 pounds sterling / month, Norway US $ 2800, Australia US $ 1,200 - US $ 1,500, and the countries of the Middle East US $ 600- $ 1,500 per month. In Indonesia alone, there are about 400 colleges graduate nurses who are able to produce as many as 18 thousand nurses each year. But behind it, in our country there is a discrepancy between the number of nursing graduates field available. Many of our nursing graduates who are still unemployed after graduation until more than two years, even as the lack of jobs that fit them have switched professions such as a sales representative, MLM business and so on. Most of the graduates there who can work in a hospital-state hospital as honorary status and salary levels were honorary wages, which is just enough to pay for transportation from and to the place of work. For those lucky few who can work as civil servants or work in private hospitals, again received wages were just enough to pay for boarding and eat. However, if you view the wages of nurses in Indonesia is not appropriate when compared to the severity of the task and the risks they face. Because nurses are at the forefront in dirumahsakit care services. Indonesian nurses until now could not compete with the Philippine nurses and India, because of English as a medium of communication in the country of destination. English is measured by Value Test IELTS (International English Language Testing System) with Overall Value is 6.5. IELTS test consists of four components: a. Hearing (30 minutes), b) Reading (60 minutes), c) Writing (60 minutes), and d) Talk (15 min). In Indonesia IELTS test conducted in IDP Education Australia in the Kuningan Jakarta, and the British Council in Jakarta. The second factor is the International Nursing Certification. Standard Nurses in the world is a graduate of the University who holds a Bachelor of Science in Nursing (BSN), and has a Certification RN (Registered Nurse). Nurse RN from India, Malaysia will be recognized certification by the Commonwealth because negara2 standards in nursing education has been made equal with the International standards. Likewise Nurse Phillippine, so they pass they took Certification RN BSN in Philippine recognized by the international community. English is not a problem for them, because their day-to-day use English as their second language. Indonesia has just developed a Bachelor of Nursing program since 5 years ago, and in a separate education program Bachelor of Nursing Education Program (4 years) in which graduates SKp degree (Bachelor of Nursing). After graduating from the SKp take Profession Nursing Education Program (1.5 years) who holds a graduate nurses. The problem, Degree SKp and nurses are only valid in Indonesia, and is not recognized internationally. To measure the competence of nurse graduates of this country, the United States made by the Nursing Competency Standards Exam NCLEX-RN doing (National Council License Examination - Registered Nurse). This exam is conducted for Asia in Hong Kong. This test is to measure the competence of nurses if they have the knowledge and skills to work in Hospitals in Developed Countries. In order for the nurse we were able to pass the IELTS with a score of 6.5 and pass the NCLEX-RN exam, we can do several things: 1. Upgrade the professional nurse education to match the standard International Nurses, 2. Upgrade the skills of clinical training nurses to be able to work in the International Hospital, 3. Send nurses to Developed Countries need

Health education

Health education is the profession of educating people about health.[1] Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health.[2] It can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. The Joint Committee on Health Education and Promotion Terminology of 2001 defined Health Education as "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." [3] The World Health Organization defined Health Education as "compris[ing] [of] consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health." [4] The Role of the Health Educator From the late nineteenth to the mid-twentieth century, the aim of public health was controlling the harm from infectious diseases, which were largely under control by the 1950s. By the mid 1970s it was clear that reducing illness, death, and rising health care costs could best be achieved through a focus on health promotion and disease prevention. At the heart of the new approach was the role of a health educator [5] 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). In January 1978 the Role Delineation Project was put into place, in order to define the basic roles and responsibilities for the health educator. The result was a Framework for the Development of Competency-Based Curricula for Entry Level Health Educators (NCHEC, 1985). A second result was a revised version of A Competency-Based Framework for the Professional Development of Certified Health Education Specialists (NCHEC,1996). These documents outlined the seven areas of responsibilities which are shown below. Healthed mindmap.jpg Responsibility I: Assessing Individual and Community Needs for Health Education -Provides the foundation for program planning -Determines what health problems might exist in any given groups -Includes determination of community resources available to address the problem -Community Empowerment encourages the population to take ownership of their health problems -Includes careful data collection and analysis Responsibility II: Plan Health Education Strategies, Interventions, and Programs -Actions are based on the needs assessment done for the community (see Responsibility I) -Involves the development of goals and objectives which are specific and measurable -Interventions are developed that will meet the goals and objectives -According to Rule of Sufficiency, strategies are implemented which are sufficiently robust, effective enough, and have a reasonable chance of meeting stated objectives Responsibility III: Implement Health Education Strategies, Interventions, and Programs -Implementation is based on a thorough understanding of the priority population -Utilize a wide range of educational methods and techniques Responsibility IV: Conduct Evaluation and Research Related to Health Education -Depending on the setting, utilize tests, surveys, observations, tracking epidemiologicaldata, or other methods of data collection -Health Educators make use of research to improve their practice Responsibility V: Administer Health Education Strategies, Interventions, and Programs -Administration is generally a function of the more experienced practitioner -Involves facilitating cooperation among personnel, both within and between programs Responsibility VI: Serve as a Health Education Resource Person -Involves skills to access needed resources, and establish effective consultive relationships Responsibility VII: Communicate and Advocate for Health and Health Education -Translates scientific language into understandable information -Address diverse audience in diverse settings -Formulates and support rules, policies and legislation -Advocate for the profession of health education Motivation Education for health begins with people. It hopes to motivate them with whatever interests they may have in improving their living conditions. Its aim come is to develop in them a sense of responsibility for health conditions for themselves as individuals, as members of families, and as communities. In communicable disease control, health education commonly includes an appraisal of what is known by a population about a disease, an assessment of habits and attitudes of the people as they relate to spread and frequency of the disease, and the presentation of specific means to remedy observed deficiencies.[6] Health education is also an effective tool that helps improve health in developing nations. It not only teaches prevention and basic health knowledge but also conditions ideas that re-shape everyday habits of people with unhealthy lifestyles in developing countries. This type of conditioning not only affects the immediate recipients of such education but also future generations will benefit from an improved and properly cultivated ideas about health that will eventually be ingrained with widely spread health education. Moreover, besides physical health prevention, health education can also provide more aid and help people deal healthier with situations of extreme stress, anxiety, depression or other emotional disturbances to lessen the impact of these sorts of mental and emotional constituents, which can consequently lead to detrimental physical effects.,[7][8] Credentialing Credentialing is the process by which the qualifications of licensed professionals, organizational members or an organization are determined by assessing the individuals or group background and legitimacy through a standardized process. Accreditation, licensure, or certifications are all forms of credentialing. In 1978, Helen Cleary, the president of the Society for Public Health Education (SOPHE) started the process of certification of health educators. Prior to this, there was no certification for individual health educators, with exception to the licensing for school health educators. The only accreditation available in this field was for school health and public health professional preparation programs. Her initial response was to incorporate experts in the field and to promote funding for the process. The director if the Division of Associated Health Professions in the Bureau of Health Manpower of the Department of Health, Education, and Welfare, Thomas Hatch, became interested in the project. To ensure that the commonalities between health educators across the spectrum of professions would be sufficient enough to create a set of standards, Dr. Cleary spent a great amount of time to create the first conference called the Bethesda Conference. In attendance were interested professionals who covered the possibility of creating credentialing within the profession. With the success of the conference and the consensus that the standardization of the profession was vital, those who organized the conference created the National Task Force in the Preparation and Practice of Health Educators. Funding for this endeavor became available in January 1979, and role delineation became a realistic vision for the future. They presented the framework for the system in 1981 and published entry-level criteria in 1983. Seven areas of responsibility, 29 areas of competency and 79 sub-competencies were required of health education professionals for approximately 20 years for entry-level educators. In 1986 a second conference was held in Bethesda, Maryland to further the credentialing process. In June 1988, the National Task Force in the Preparation and Practice of Health Educators became the National Commission for Health Education Credentialing, Inc. (NCHEC). Their mission was to improve development of the field by promoting, preparing and certifying health education specialists. The NCHEC has three division boards that included preparation, professional development and certification of health educator professionals. The third board, which is called the Division Board of Certification of Health Education Specialist (DBCHES), has the responsibility of developing and administering the CHES exam. An initial certification process allowed 1,558 individuals to be chartered into the program through a recommendation and application process. The first exam was given in 1990. In order for a candidate to sit for an exam they must have either a bachelor’s, master’s, or doctoral degree from an accredited institution, and an official transcript that shows a major in health education, Community Health Education, Public Health Education, or School Health Education, etc. The transcript will be accepted if it reflects 25 semester hours or 37 quarter hours in health education preparation and covers the 7 responsibilities covered in the framework. In 1998 a project called the Competencies Update Project (CUP) began. The purpose of the CUP project was to up-date entry-level requirements and to develop advanced-level competences. Through research the CUP project created the requirements for three levels, which included entry-level, Advanced I and Advanced II educators.[9] [10] Recently the Master Certified Health Education Specialist (MCHES) is in the process of being created. It is an exam that will measure the knowledge of the advanced levels and sub levels of the Seven Areas of Responsibilities. The first MCHES exam is expected to be given in October 2011. In order to be eligible to take the MCHES exam you must have at least a Master's degree in health education or related discipline along with a least 25 credit hours related to health education. In addition, five years of documented information of practice in health education and two recommendations of past/present supervisors must be provided. A vitae/resume must also be submitted. The Competency Update Project (CUP), 1998-2004 revealed that there were higher levels of health education practitioners, which is the reasoning for the advancements for the MCHES. Many health educators felt that the current CHES credential was an entry-level exam. There will be exceptions made for those who have the Certification of Health Education Specialist, that have been active for several consecutive years. They will be required to participate in the MCHES Experience Documentation Opportunity that will omit them from taking the exam. [11] Teaching In the United States some forty states require the teaching of health education. A comprehensive health education curriculum consists of planned learning experiences which will help students achieve desirable attitudes and practices related to critical health issues. Some of these are: emotional health and a positive self image; appreciation, respect for, and care of the human body and its vital organs; physical fitness; health issues of alcohol, tobacco, drug use and abuse; health misconceptions and myths; effects of exercise on the body systems and on general well being; nutrition and weight control; sexual relationships and sexuality, the scientific, social, and economic aspects of community and ecological health; communicable and degenerative diseases including sexually transmitted diseases; disaster preparedness; safety and driver education; factors in the environment and how those factors affect an individual's or population's Environmental health (ex: air quality, water quality, food sanitation); life skills; choosing professional medical and health services; and choices of health careers. National Health Education Standards The National Health Education Standards (NHES) are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education. The performance indicators articulate specifically what students should know or be able to do in support of each standard by the conclusion of each of the following grade spans: Pre-K–Grade 12. The performance indicators serve as a blueprint for organizing student assessment.[12] Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Students will comprehend concepts related to health promotion and disease prevention to enhance health. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Students will demonstrate the ability to access valid information, products, and services to enhance health. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Students will demonstrate the ability to use decision-making skills to enhance health. Students will demonstrate the ability to use goal-setting skills to enhance health. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Students will demonstrate the ability to advocate for personal, family, and community health. Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 Performance Indicators for Pre-K-Grade 2 1.2.1 Identify that healthy behaviors impact personal health. 1.2.2 Recognize that there are multiple dimensions of health. 1.2.3 Describe ways to prevent communicable diseases. 1.2.4 List ways to prevent comes. 1.2.5 Describe why it is important to seek health care. 2.2.1 Identify how the family influences personal health practices and behaviors. 2.2.2 Identify what the school can do to support personal health practices and behaviors. 2.2.3 Describe how the media can influence health behaviors. 3.2.1 Identify trusted adults and professionals who can help promote health. 3.2.2 Identify ways to locate school and community health helpers. 4.2.1 Demonstrate healthy ways to express needs, wants, and feelings. 4.2.2 Demonstrate listening skills to enhance health. 4.2.3 Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. 6.2.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2.2 Identify who can help when assistance is needed to achieve a personal health goal. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks. 8.2.1 Make requests to promote personal health. 8.2.2 Encourage peers to make positive health choices. Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 Performance Indicators for Grades 3-5 1.5.1 Describe the relationship between healthy behaviors and personal health. 1.5.2 Identify examples of emotional, intellectual, physical, and social health. 1.5.3 Describe ways in which safe and healthy school and community environments can promote personal health. 1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. 2.5.1 Describe how family influences personal health practices and behaviors. 2.5.2 Identify the influence of culture on health practices and behaviors. 2.5.3 Identify how peers can influence healthy and unhealthy behaviors 2.5.4 Describe how the school and community can support personal health practices and behaviors. 2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. 3.5.1 Identify characteristics of valid health information, products, and services. 3.5.2 Locate resources from home, school, and community that provide valid health information. 4.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health. 4.5.2 Demonstrate refusal skills that avoid or reduce health risks. 4.5.3 Demonstrate nonviolent strategies to manage or resolve conflict. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed in making a health-related decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.4 Predict the potential outcomes of each option when making a health-related decision. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. 6.5.1 Set a personal health goal and track progress toward its achievement. 6.5.2 Identify resources to assist in achieving a personal health goal. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. 7.5.3 Demonstrate a variety of behaviors to avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues. 8.5.2 Encourage others to make positive health choices. Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 Performance Indicators for Grades 6-8 1.8.1 Analyze the relationship between healthy behaviors and personal health. 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. 1.8.3 Analyze how the environment affects personal health. 1.8.4 Describe how family history can affect personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems. 1.8.6 Explain how appropriate health care can promote personal health. 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors. 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. 2.8.1 Examine how the family influences the health of adolescents. 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 2.8.4 Analyze how the school and community can affect personal health practices and behaviors. 2.8.5 Analyze how messages from media influence health behaviors. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors. 2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors. 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.8.10 Explain how school and public health policies can influence health promotion and disease prevention. 3.8.1 Analyze the validity of health information, products, and services. 3.8.2 Access valid health information from home, school, and community. 3.8.3 Determine the accessibility of products that enhance health. 3.8.4 Describe situations that may require professional health services. 3.8.5 Locate valid and reliable health products and services. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance health. 4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others. 5.8.1 Identify circumstances that can help or hinder healthy decision making. 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making process. 5.8.3 Distinguish when individual or collaborative decision making is appropriate. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. 5.8.5 Predict the potential short-term impact of each alternative on self and others. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 Analyze the outcomes of a health-related decision. 6.8.1 Assess personal health practices. 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. 7.8.1 Explain the importance of assuming responsibility for personal health behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others. 8.8.1 State a health-enhancing position on a topic and support it with accurate information. 8.8.2 Demonstrate how to influence and support others to make positive health choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. 8.8.4 Identify ways in which health messages and communication techniques can be altered for different audiences. Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 Performance Indicators for Grades 9-12 1.12.1 Predict how healthy behaviors can affect health status. 1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social health. 1.12.3 Analyze how environment and personal health are interrelated. 1.12.4 Analyze how genetics and family history can impact personal health. 1.12.5 Propose ways to reduce or prevent injuries and health problems. 1.12.6 Analyze the relationship between access to health care and health status. 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. 1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors. 2.12.1 Analyze how the family influences the health of individuals. 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors. 2.12.3 Analyze how peers influence healthy and unhealthy behaviors. 2.12.4 Evaluate how the school and community can affect personal health practice and behaviors. 2.12.5 Evaluate the effect of media on personal and family health. 2.12.6 Evaluate the impact of technology on personal, family, and community health. 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors. 2.12.8 Analyze the influence of personal values and beliefs on individual health practices and behaviors. 2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. 2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention. 3.12.1 Evaluate the validity of health information, products, and services. 3.12.2 Use resources from home, school, and community that provide valid health information. 3.12.3 Determine the accessibility of products and services that enhance health. 3.12.4 Determine when professional health services may be required. 3.12.5 Access valid and reliable health products and services. 4.2.1 Demonstrate healthy ways to express needs, wants, and feelings. 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health. 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others. 5.12.1 Examine barriers that can hinder healthy decision making. 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations. 5.12.3 Justify when individual or collaborative decision making is appropriate. 5.12.4 Generate alternatives to health-related issues or problems. 5.12.5 Predict the potential short-term and long-term impact of each alternative on self and others. 5.12.6 Defend the healthy choice when making decisions. 5.12.7 Evaluate the effectiveness of health-related decisions. 6.12.1 Assess personal health practices and overall health status. 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. 6.12.3 Implement strategies and monitor progress in achieving a personal health goal. 6.12.4 Formulate an effective long-term personal health plan. 7.12.1 Analyze the role of individual responsibility for enhancing health. 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. 7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others. 8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message. 8.12.2 Demonstrate how to influence and support others to make positive health choices. 8.12.3 Work cooperatively as an advocate for improving personal, family, and community health. 8.12.4 Adapt health messages and communication techniques to a specific target audience. Health Education Code of Ethics The Health Education Code of Ethics has been a work in progress since approximately 1976, begun by the Society of Public Health Education (SOPHE). Various Public Health and Health Education organizations such as the American Association of Health Education (AAHE), the Coalition of National Health Education Organizations (CNHEO), SOPHE, and others collaborated year after year to devise a unified standard of ethics that health educators would be held accountable to professionally. In 1995, the National Commission for Health Education Credentialing, Inc. (NCHEC) proposed a profession-wide standard at the conference: Health Education Profession in the Twenty-First Century: Setting the Stage. Post-conference, an ethics task force was developed with the purpose of solidifying and unifying proposed ethical standards. The document was eventually unanimously approved and ratified by all involved organizations in November 1999 and has since then been used as the standard for practicing health educators. "The Code of Ethics that has evolved from this long and arduous process is not seen as a completed project. 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." [13] Health Education Code of Ethics Full Text PREAMBLE The Health Education profession is dedicated to excellence in the practice of promoting individual, family, organizational, and community health. The Code of Ethics provides a framework of shared values within which Health Education is practiced. The responsibility of each Health Educator is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work. Article I: Responsibility to the Public A Health Educator’s ultimate responsibility is to educate people for the purpose of promoting, maintaining, and improving individual, family, and community health. When a conflict of issues arises among individuals, groups, organizations, agencies, or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual. Article II: Responsibility to the Profession Health Educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues. Article III: Responsibility to Employers Health Educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions. Article IV: Responsibility in the Delivery of Health Education Health Educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality, and worth of all people by adapting strategies and methods to the needs of diverse populations and communities. Article V: Responsibility in Research and Evaluation Health Educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards. Article VI: Responsibility in Professional Preparation Those involved in the preparation and training of Health Educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.[14] All versions of the document are available on the Coalition of National Health Education's site: http://www.cnheo.org/.[15][16] The National Health Education Code of Ethics is the property of the Coalition of National Health Education. National Organizations for Public Health/Health Education American Public Health Association (APHA) APHA is the main voice for public health advocacy that is the oldest organization of public health sine 1872. The American Public Health Association aims to “protect all Americans and their communities from preventable, serious health threats and strives to assure community-based health promotion and disease preventions.” Any individual can become a member and benefit in online access and monthly printed issues of The Nation’s Health and the American Journal of Public Health [17] Society for Public Health Education (SOPHE) The mission of SOPHE 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, and advocacy for public policies conducive to health, and the achievement of health equity for all. Membership is open to all who have an interest in health education and or work in health education in schools, medical care settings, worksites, community based organizations, state/local government, and international agencies. Founded in 1950, SOPHE publishes 2 indexed, peer-reviewed journals, Health Education & Behavior and Health Promotion Practice. [18] American School Health Association (ASHA) The American School Health Association was founded in 1972 by a group of physicians that already belonged to the American Public Health Association. This group specializes in school-aged health specifically. Over the years it has snowballed and now includes any person that can be a part of a child’s life, from dentists, to counselors and school nurses. The American School Health Association mission “is to protect and promote the health of children and youth by supporting coordinated school health programs as a foundation for school success." [19] American Association of Health Education/American Alliance for Health, Physical Education, Recreation, and Dance (AAHE/AAHPERD) The AAHE/AAHPERD is said to be the largest organization of professionals that supports physical education; which includes leisure, fitness, dance, and health promotion. That is only a few; this incorporates all that is physical movement. This organization is an alliance with five national associations and six districts and is there to provide a comprehensive and coordinated array of resources to help support practitioners to improve their skills and always be learning new things. This organization was first stated in November 1885. William Gilbert Anderson had been out of medical school for two years and was working with many other people that were in the gymnastic field. He wanted them to get together to discuss their field and this organization was created. Today AAHPERD serves 25,000 members and has its headquarters in Reston, Virginia.[20] Eta Sigma Gamma (ESG) Eta Sigma Gamma is a national health education organization founded in 1967 by three professor from Ball State University. The mission of ESG is to promote public health education by improving the standards, ideals, capability, and ethics of public health education professionals. The three key points of the organization are to teach, research, and provide service to the members of the public health professionals. Some of the goals that the Eta Stigma Gamma targets are support planning and evaluation of future and existing health education programs, support and promote scientific research, support advocacy of health education issues, and promote professional ethics. [21] American College Health Association (ACHA) The American College Health Association originally began as a student health association in 1920, but then in 1948 the association changed the name to what its known today. The principal interest of the ACHA is to promote advocacy and leadership to colleges and universities around the country. Other part of the mission's association is to encourage education, communication, and services to students and campus community in general. The association also promotes advocacy and research. The American College Health Association has three types of membership: institutions of higher education, individual members who are interested in the public health profession, and susbtain members which are profitable and non-profitable organization. The ACHA is connected to 11 organizations located in six regions around the country. Currently, the American College Health Association serves 900 educative institutions and about 2400 individual members in the United States. [22] Directors of Health Promotion and Education (DHPE) Founded in 1946 as one of the professional groups of the Health Education Profession. The main goal of the HEPE is to improve the health education standards in any public health agency. As well, build networking opportunities among all public health professionals as a media to communicate ideas for implementing health programs, and to keep accurate information about the latest health news. The DHPE also focus to increase public awareness of health education and promotion by creating and expanding methods of existing health programs that will improve the quality of health. The Directors of Health Promotion and Education is linked to the Association of State and Territorial Health Officials (ASTHO) to "work on health promotion and disease prevention". [23] National Commission for Health Education Credentialing (NCHEC) The National Commission for Health Education Credentialing NCHEC is the national accrediting organization for health educators, promoting the certified and master certified health education specialist (CHES and MCHES, respectively) credential. Many government and private sector jobs require that the health educator have at least the CHES credential as a prerequisite qualification for work. NCHEC also administers the affirmation of approved continuing education to maintain these credentials. Both CHES and MCHES are required to take at least 75 continuing education contact hours (CECH) every five years to be recertified.[24] The provision and administration of the CHES credential represents the major strategy of NCHEC to fulfill its mission to "improve the practice of health education and to serve the public and profession of health education by certifying health education specialists, promoting professional development, and strengthening professional preparation and practice." NCHEC's quarterly newsletter is "The CHES Bulletin."[25] Health Education Career Opportunities The terms Public Health Educator, Community Health Educator or Health Educator are all used interchangeable to describe an individual who plans implements and evaluates health education and promotion programs. These individuals play a crucial role in many organizations in various settings to improve our nations health. Just as a Community health educator works work toward population health, a school Health educator generally teaches in our Schools. A community health educator is typically focused on their immediate community striving to serve the public. Health Care Settings: these include hospitals (for-profit and public), medical care clinics, home health agencies, HMOs and PPOs. Here, a health educator teaches employees how to be healthy. Patient education positions are far and few between because insurance companies do not cover the costs. [1] Public Health Agencies: are official, tax funded, government agencies. They provide police protection, educational systems, as well as clean air and water. Public health departments provide health services and are organized by a city, county, state, or federal government. [2] School Health Education: involves all strategies, activities, and services offered by, in, or in association with schools that are designed to promote students' physical, emotional, and social development. School health involves teaching students about health and health related behaviors. Curriculum and programs are based on the school's expectations and health. [3] Non Profit Voluntary Health Agencies: are created by concerned citizens to deal with health needs not met by governmental agencies. Missions include public education, professional education, patient education, research, direct services and support to or for people directly affected by a specific health or medical problem. Usually funded by such means as private donations, grants, and fund-raisers.[4] Higher Education: typically two types of positions health educators hold including academic, or faculty or health educator in a student health service or wellness center. As a faculty member, the health educator typically has three major responsibilities: teaching, community and professional service, and scholarly research. As a health educator in a university health service or wellness center, the major responsibility is to plan, implement, and evaluate health promotion and education programs for program participants. [5] Work site Health Promotion: is a combination of educational, organizational and environmental activities designed to improve the health and safety of employees and their families. These work site wellness programs offer an additional setting for health educators and allow them to reach segments of the population that are not easily reached through traditional community health programs. Some work site health promotion activities include: smoking cessation, stress management, bulletin boards, newsletters, and much more. [6] Independent Consulting and Government Contracting: international, national, regional, state, and local organizations contract with independent consultants for many reasons. They may be hired to assess individual and community needs for health education; plan, implement, administer and evaluate health education strategies; conduct research; serve as health education resource person; and or communicate about and advocate for health and health education. Government contractors are often behind national health education programs, government reports, public information web sites and telephone lines, media campaigns, conferences, and health education materials. [7] Influential Individuals in Health Education: Past and Present Dorothy Bird Nyswander Dr. Nyswander was born September 29, 1894. She earned her Bachelor's and Master's degree at the University of Nevada and received her Doctorate in educational psychology at Berkeley. She is a founder of the School of Public Health at the University of California at Berkeley. Dr. Nysawnder pursued her interest in public health at the Works Progress Administration during the depression. She served with the Federal Works Agency contributing to the establishment of nursery schools and child care centers to accommodate young mothers working in defense plants. She set up these centers in 15 northeastern states. This did not happen quickly so she advocated all over the nation to train people to act as foster parents for the children of working women. Dr. Nyswander became the director of the City health Center in Astoria, Queens in 1939. She spent her time as director promoting the idea of New York City keeping an eye on the health of children. They would do this by keeping records that would follow them to whatever school they might move to. She wrote "Solving School Health Problems" which is an analysis of the health issues in New York children. This is still used in public health education courses today.[26] Mayhew Derryberry Dr. Derryberry was born December 25, 1902 and earned his Bachelor's degree in chemistry and mathematics at the University of Tennessee. He began his career in 1926 with the American Child Health Association as the director of one of the first large-scale studies of the health status of the nation’s schoolchildren. A year after his work with the American Child Health Association he earned his Master's degree in education and psychology at Columbia University. He then went on to earn his doctorate and moved to the New York City Health Department as the secretary to the sanitary superintendent. He finally moved to Washington DC and joined the US Public Health Service as a senior public health analyst. He became chief of the Public Health Service and began assembling a team of behavioral scientists. They studied the nexus of behavior, social factors, and disease. Two scientists and Derryberry conducted the study of the role of health beliefs in explaining utilization of public health screening services. This work contributed to the development of the Health Belief Model. This provided an important theoretical foundation for modern health education. His legacy was very important because he engaged behavioral and social scientists in the problems of public health and gave importance to the role of that health education plays on human health.[27] Elena Sliepcevich Elena Sliepcevich was a leading figure in the development of health education both as an academic discipline and a profession. She graduated from the University of Ireland in 1939 and received her Master's degree from the University of Michigan in 1949. She received her doctorate in physical education from Springfield College in 1955. After completing her schooling, Elena Sliepcevich worked at Ohio State University in 1961 as a professor of health education. There she helped direct the School Health Education Study from 1961 to 1969, and most health education curricula used in schools today are based on the ten conceptual areas identified by the School Health Education Study. These ten areas of focus include community health, consumer health, environmental health, family life, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease, and drug use and abuse.[28] Helen Agnes Cleary Helen Cleary was born March 28, 1914 at Petersburg, South Australia. She trained as a nurse at the Broken Hill and District Hospital in New South Wales. She became a general nurse in 1941, and an obstetric nurse in 1942. She joined the Royal Australian Air Force Nursing Service as a sister on November 15, 1943. Along with other RAAF nurses, she would partake in evacuations throughout New Guinea and Borneo, which earned the nurses the nickname "the flying angels", and were also known as the "glamor girls" of the air force. In April 1945, she was ranked No. 2 Medical Air Evacuation Transport Unit, and began bringing thousands of Australian and British servicemen from prisoner-of-war camps after Japan had surrendered. She and other nurses cared for many patients who suffered from malnutrition and dysentery. During the Korean War, Cleary was charge sister on the RAAF, where she organized medical evacuations of Australians from Korea, fought for better treatment and conditions of the critically wounded, and nursed recently exchanged Prisoners of War. On August 18, 1967, Ms. Cleary was made honorary nursing sister to Queen Elizabeth II. She had been appointed an associate of the Royal Red Cross in 1960, and became a leading member in 1968 for her contributions to the training of medical staff, and for maintaining "the high ideals of the nursing profession". She retired on March 28, 1969, and later died on August 26, 1987.[29] Delbert Oberteuffer A long time health educator, Delbert Oberteuffer definitely made his mark on the physical education and health education world. He was born in Portland, Oregon in 1902 where he remained through college, attending the University of Oregon receiving his Bachelor's degree. His next step took him to the prestigious Columbia University where he obtained his Masters of Arts and Doctor of Philosophy Degree. He furthered his education by becoming a professor at Ohio State University where he taught from 1932 until 1966. During his time there, he was head of the Men's Physical Education Department for 25 years. After years of hard work, he was rewarded with numerous jobs including the President of the American School Health Association and The College of Physical Education Association. Unfortunately, he passed away in 1981 at the age of 79. He is Survived by his wife, Katherine, and his son, Theodore K. Oberteuffer.[30] Howard Hoyman Howard Hoyman is mainly recognized for his work in sex education and introductions of ecology concepts. He is credited for developing the original sex education program for students in grades 1 through 12. The model Hoyman created heavily influenced the thinking of many health educators. Hoyman received his Bachelor's degree from Ohio State University in 1931. He then went on to earn his Master's degree in 1932 and Doctorate in 1945 from the University of Colombia. Throughout his career he wrote over 200 articles and was honored many times by multiple organizations such as Phi Beta Kappa and the American Public Health Association. Dr. Hoyman retired in 1970 as A Professor Emeritus.[31] Lloyd Kolbe Lloyd Kolbe received his B.S. form Towson University and then received his Ph.D. and M.Ed. from the University of Toledo during the 1970s. Dr. Kolbe played a huge role in the development of many health programs applied to the daily life of different age groups. He received the award for Excellence in Prevention and Control of Chronic Disease, which is the highest recognition in his department of work, for his work forming the Division of Adolescent and School Health. Dr. Kolbe was the Director of this program for 15 years. He has also taken time to write and publish numerous books such as Food marketing to Children and Youth and School as well as Terrorism Related to Advancing and Improving the Nation’s Health.[32] Robert Morgan Pigg University of Florida professor, Robert Morgan Pigg, started his health career in 1969 when he received his Bachelor's degree in Health, Physical Education, and Recreation from Middle Tennessee State University. A year later he received his M.Ed; also from Middle Tennessee University before moving on to Indian University where he obtained his H.S.D. in 1974 and his M.P.H. in 1980. He held many jobs at numerous Universities including Western Kentucky University, University of Georgia, Indiana University, and the University of Florida where he currently resides today. Pigg's main focus of interest is the promotion of health towards children and adolescents. After spending 20 years as Editor for the Journal of Health, he was given the job as Department Chair in 2007 for The University of Florida.[33] Linda Rae Murray Linda Rae Murray holds her MD, and MPH. Currently she is the Chief Officer for the Ambulatory & Community Health Network. She was elected president November 2009. Dr. Murray has served in a number of Medical settings her most recent being Medical Director of the federally funded health center, Winfield Moody, serving the Cabrini–Green public housing project in Chicago. She has also been an active member of the board of national organizations. Along with this she served as Chief Medical Officer in primary care for the twenty three primary care and community health centers. Today Murray serves as the Chief Medical Officer for the Cook County Health & Hospital system. Dr. Murray has also been a voice for social justice and health care as a basic human right for over forty years.[34] Mark J. Kittleson Mark J. Kittleson is a professor at New Mexico State University for Public Health Education. His interests include Educational Technology and Behaviorism; he attended the University of Akron and received his PhD in Health Education. Dr. Kittleson has experience as owner and founder of the HEDIR a place where people can hold discussions related to health and health education. His honors and awards consist of Scholar of the Year, American Association of Health Education 2008 and he is a member of the American Association of Health Education.[35] Elaine Auld Elaine Auld has been a leading figure for over more than 30 years in the health education field. She attended the University of Michigan, MPH, and Health Behavior/Health Education, from 1976 to 1978 Elaine is the chief executive officer for the Society for Public Health Education (SOPHE) and has had many contributions in health promotion and health communications. She has been a certified health specialist since 1989 and in 1996 was an adviser to the first Health Education Graduate Standards. Elaine was involved with the Competency Update Project (CUP), which provided standards for the health education profession. Elaine’s interest and work are related to health education credentialing and standards, workforce development, public policy, and health equity. For the last decade Elaine has been a site visitor for the Council on Education for Public Health, and also strengthened the accreditation and preparation of future health specialists, which is key to an overall healthy well-being. Elaine has received two awards U of MI SPH Alumni of the Year Award in 2010 and SOPHE Distinguished Fellow in 2008.[36] Susan Wooley Susan Wooley received her bachelor’s degree from Case Western Reserve University, a master’s degree in health education from the University of North Carolina at Greensboro, and a Ph.D. in health education from Temple University. Susan is the executive director of the American School Health Association and has been a member to ASHA for 31 years. She co-edited Health Is Academic: A Guide to Coordinated School Health Programs and co-authored Give It a Shot, a Toolkit for Nurses and Other Immunization Champions Working with Secondary Schools. Susan has had many previous jobs such as CDC’s Division of Adolescent and School Health, Delaware State College, American Association for Health Education and Delaware Department of Public Instruction and is also a certified health specialist. Wooley spent four years on a curriculum development project for elementary schools, Science for Life and Living: Integrating Science, Technology and Health. Now Susan oversees the day-to-day operations of a national professional association and provides consultation and technical assistance to others working toward health education.[37][38] Health Education Worldwide There are many countries which developed a Health Education curriculum. For example: Romania Since 2001, the Ministry of Education, Research, Youth and Sports developed a national curriculum on Health Education. The National Health Education Programme in Romanian Schools was considered as being a priority for the intervention of the GFATM (Global Fund) and UN Agencies.

Health professional

A health professional is an individual who provides preventive, curative, promotional or rehabilitative health care services in a systematic way to people, families or communities. A health professional (also known as a health worker) may operate within medicine, surgery, midwifery (obstetrics), dentistry, nursing, pharmacy, psychology or allied health professions. A health professional may also be a public/community health expertee working for the common good of the society. Practitioners and professionals Health care practitioners include physicians, dentists, pharmacists, physician assistants, nurses (including advanced practice registered nurses), surgeons, surgeon's assistant, surgical technologist, midwives (obstetrics), dietitians, therapists, psychologists, chiropractors, clinical officers, social workers, phlebotomists, physical therapists, respiratory therapists, occupational therapists, audiologists, speech pathologists, optometrists, emergency medical technicians, paramedics, medical laboratory scientists, medical prosthetic technicians, radiographers and a wide variety of other human resources trained to provide some type of health care service. They often work in hospitals, health care centres, and other service delivery points, but also in academic training, research, and administration. Some provide care and treatment services for patients in private homes. Many countries have a large number of community health workers who work outside formal health care institutions. Managers of health care services, health information technicians, and other assistive personnel and support workers are also considered a vital part of health care teams.[1] Health care practitioners are commonly grouped into a number of professions: Medical (including generalist practitioners and specialists) Nursing (including various professional titles) Midwifery (including Obstetrics) Dentistry (including dental team members) Allied health professions Health Scientists Within each field of expertise, practitioners are often classified according to skill level and skill specialization. “Health professionals” are highly skilled workers, in professions that usually require extensive knowledge including university-level study leading to the award of a first degree or higher qualification.[2] This category includes physicians, physician assistants, dentists, midwives (obstetrics), registered nurses, pharmacists, physiotherapists, optometrists, and others. Allied health professionals, also referred to as "health associate professionals" in the International Standard Classification of Occupations, support implementation of health care, treatment and referral plans usually established by medical, nursing, and other health professionals, and usually require formal qualifications to practice their profession. In addition, unlicensed assistive personnel assist with providing health care services as permitted. Another way to categorize health care practitioners is according to the sub-field in which they practice, such as mental health care, pregnancy and childbirth care, surgical care, rehabilitation care, or public health. Mental health practitioners Main article: Mental health professional A mental health practitioner is a health worker who offers services for the purpose of improving the mental health of individuals or treating mental illness. These include psychiatrists, clinical psychologists, clinical social workers, psychiatric-mental health nurse practitioners, marriage and family therapists, as well as other health professionals and allied health professions. These health care providers often deal with the same illnesses, disorders, conditions, and issues; however their scope of practice often differs. The most significant difference across categories of mental health practitioners is education and training.[3] Maternal and newborn health practitioners Main articles: Obstetrics and Birth attendant A maternal and newborn health practitioner is a health worker who deals with the care of women and their children before, during and after pregnancy and childbirth. Such health practitioners include obstetricians, midwives (obstetrics), obstetrical nurses and many others. One of the main differences between these professions is in the training and authority to provide surgical services and other life-saving interventions.[4] In some developing countries, traditional birth attendants, or traditional midwives, are the primary source of pregnancy and childbirth care for many women and families, although they are not certified or licensed. Geriatric care practitioners Main articles: Geriatrics and Geriatric care management A geriatric care practitioner plans and coordinates the care of the elderly and/or disabled to promote their health, improve their quality of life, and maintain their independence for as long as possible. They include geriatricians, adult-gerontology nurse practitioners, clinical nurse specialists, geriatric clinical pharmacists, geriatric nurses, geriatric care managers, geriatric aides, and others who focus on the health and psychological care needs of older adults. Surgical practitioners A surgical practitioner is a health worker who specializes in the planning and delivery of a patient's perioperative care, including during the anaesthetic, surgical and recovery stages. They may include general and specialist surgeons, surgeon's assistant, anesthesiologists, nurse anesthetists, surgical nurses, clinical officers, operating department practitioners, anaesthetic technicians, surgical technologists, and others. Rehabilitation care practitioners A rehabilitation care practitioner is a health worker who provides care and treatment which aims to enhance and restore functional ability and quality of life to those with physical impairments or disabilities. These include physiatrists, rehabilitation nurses, clinical nurse specialists, nurse practitioners, physiotherapists, orthotists, prosthetists, occupational therapists, recreational therapists, audiologists, speech and language pathologists, respiratory therapists, rehabilitation counsellors, physiotherapy technicians, orthotic technicians, prosthetic technicians, personal care assistants, and others.[5] Eye care practitioners Main articles: Ophthalmology and Optometry Care and treatment for the eye and the adnexa may be delivered by ophthalmologists specializing in surgical/medical care, or optometrists specializing in refractive management and medical/therapeutic care. Oral health practitioners Main article: Dentistry A dental care practitioner is a health worker who provides care and treatment to promote and restore oral health. These include dentists and dental surgeons, dental assistants, dental auxiliaries, dental hygienists, dental nurses, dental technicians, dental therapists, and related professional titles. Foot care practitioners Care and treatment for the foot, ankle, and lower leg may be delivered by podiatrists, pedorthists, foot health practitioners, podiatric medical assistants, podiatric nurse and others. Public health practitioners A public health practitioner focuses on improving health among individuals, families and communities through the prevention and treatment of diseases and injuries, surveillance of cases, and promotion of healthy behaviors. This category includes community and preventive medicine specialists, public health nurses, clinical nurse specialists, dietitians, environmental health officers, paramedics, epidemiologists, health inspectors, and others. On October 2014, Accretive Health participated in 2014 Physician Advisor Symposium that aims to help physician advisors to provide more experience on best practices in their field. Alternative medicine practitioners In many societies, practitioners of alternative medicine are an important primary health care provider, either as integrated within or remaining outside the formal health care system. These include practitioners in acupuncture, Ayurveda, herbalism, homeopathy, naturopathy, Siddha medicine, traditional Chinese medicine, traditional Korean medicine, and Unani. Practice conditions and regulations Shortages of health professionals See also: Health workforce, Doctor shortage and Nursing shortage Many jurisdictions report shortfalls in the number of trained health human resources to meet population health needs and/or service delivery targets, especially in medically underserved areas. For example, in the United States, the 2010 federal budget invested $330 million to increase the number of doctors, nurses, and dentists practicing in areas of the country experiencing shortages of health professionals. The Budget expands loan repayment programs for physicians, nurses, and dentists who agree to practice in medically underserved areas. This funding will enhance the capacity of nursing schools to increase the number of nurses. It will also allow states to increase access to oral health care through dental workforce development grants. The Budget’s new resources will sustain the expansion of the health care workforce funded in the Recovery Act.[6] In Canada, the 2011 federal budget announced a Canada Student Loan forgiveness programme to encourage and support new family physicians, nurse practitioners and nurses to practise in underserved rural or remote communities of the country, including communities that provide health services to First Nations and Inuit populations.[7] In Uganda, the Ministry of Health reports that as many as 50% of staffing positions for health workers in rural and underserved areas remain vacant. As of early 2011, the Ministry was conducting research and costing analyses to determine the most appropriate attraction and retention packages for medical officers, nursing officers, pharmacists, and laboratory technicians in the country’s rural areas.[8] At the international level, the World Health Organization estimates a shortage of almost 4.3 million doctors, midwives, nurses, and support workers worldwide to meet target coverage levels of essential primary health care interventions.[9] The shortage is reported most severe in 57 of the poorest countries, especially in sub-Saharan Africa. Health and stress among health care practitioners Occupational stress and occupational burnout are highly prevalent among health professionals.[10] Some studies suggest that workplace stress is pervasive in the health care industry because of inadequate staffing levels, long work hours, exposure to infectious diseases and hazardous substances leading to illness or death, and in some countries threat of malpractice litigation. Other stressors include the emotional labor of caring for ill people and high patient loads. The consequences of this stress can include substance abuse, suicide, major depressive disorder, and anxiety, all of which occur at higher rates in health professionals than the general working population. Elevated levels of stress are also linked to high rates of burnout, absenteeism and diagnostic errors, and to reduced rates of patient satisfaction.[11][10] In Canada, a national report (Canada's Health Care Providers) also indicated higher rates of absenteeism due to illness or disability among health care workers compared to the rest of the working population, although those working in health care reported similar levels of good health and fewer reports of being injured at work.[12] There is some evidence that cognitive-behavioral therapy, relaxation training and therapy (including meditation and massage), and modifying schedules can reduce stress and burnout among multiple sectors of health-care providers. Research is ongoing in this area, especially with regards to physicians, whose occupational stress and burnout is less researched compared to other health professions.[10] Exposure to respiratory infectious diseases like tuberculosis (caused by Mycobacterium tuberculosis) and influenza can be reduced with the use of respirators; this exposure is a significant occupational hazard for health care professionals.[13] Female health care workers may face specific types of workplace-related health conditions and stress. According to the World Health Organization, women predominate in the formal health workforce in many countries, and are prone to musculoskeletal injury (caused by physically demanding job tasks such as lifting and moving patients) and burnout. Female health workers are exposed to hazardous drugs and chemicals in the workplace which may cause adverse reproductive outcomes such as spontaneous abortion and congenital malformations. In some contexts, female health workers are also subject to gender-based violence including from coworkers and patients.[14][15] Health professionals are also at risk for contracting blood-borne diseases like hepatitis B and hepatitis C through needlestick injuries or through contact with bodily fluids.[16] Violence in the workplace subjects almost every healthcare worker to higher risk of on-the-job injury. Drunk, confused, and hostile patients and visitors are a continual threat to providers attempting to treat patients. Frequently, assault and violence in a healthcare setting goes unreported and is wrongly assumed to be part of the job. In the United States, healthcare workers suffer 2/3 of nonfatal workplace violence incidents.[17] The Occupational Health Safety Network is a system developed by the National Institute for Occupational Safety and Health (NIOSH) to address health and safety risks among health care providers. Hospitals and other healthcare facilities can upload the occupational injury data they already collect to the secure database for analysis and benchmarking with other de-identified facilities from throughout the U.S. NIOSH works with OHSN participants in identifying and implementing timely and targeted interventions. OHSN modules currently focus on three high risk and preventable events that can lead to injuries or musculoskeletal disorders among healthcare providers: musculoskeletal injuries from patient handling activities; slips, trips, and falls; and workplace violence.[17] Regulation and registration of professionals Main article: Health professional requisites Practicing without a license that is valid and current is typically illegal. In most jurisdictions, the provision of health care services is regulated by the government. Individuals found to be providing medical, nursing or other professional services without the appropriate certification or license may face sanctions and criminal charges leading to a prison term. The number of professions subject to regulation, requisites for individuals to receive professional licensure, and nature of sanctions that can be imposed for failure to comply vary across jurisdictions. In the United States, under Michigan state laws, an individual is guilty of felony if identified as practicing in the health profession without a valid personal license or registration. Health professionals can also be imprisoned if found guilty of practicing beyond the limits allowed by their licences and registration. The state laws define the scope of practice for medicine, nursing, and a number of allied health professions.[18][unreliable source?] In Florida, practicing medicine without the appropriate license is a crime classified as a third degree felony,[19] which may give imprisonment up to five years. Practicing a health care profession without a license which results in serious bodily injury classifies as a second degree felony,[19] providing up to 15 years' imprisonment. In the United Kingdom, healthcare professionals are regulated by the state; the UK Health and Care Professions Council (HCPC) protects the 'title' of each profession it regulates. For example, it is illegal for someone to call himself an Occupational Therapist or Radiographer if they are not on the register held by the HCPC.

Health care

Health care (or healthcare) is the diagnosis, treatment, and prevention of disease, illness, injury, and other physical and mental impairments in human beings. Health care is delivered by practitioners in allied health, dentistry, midwifery (obstetrics), medicine, nursing, optometry, pharmacy, psychology and other health professions. It refers to the work done in providing primary care, secondary care, and tertiary care, as well as in public health. Access to health care varies across countries, groups, and individuals, largely influenced by social and economic conditions as well as the health policies in place. Countries and jurisdictions have different policies and plans in relation to the personal and population-based health care goals within their societies. Health care systems are organizations established to meet the health needs of target populations. Their exact configuration varies between national and subnational entities. In some countries and jurisdictions, health care planning is distributed among market participants, whereas in others, planning occurs more centrally among governments or other coordinating bodies. In all cases, according to the World Health Organization (WHO), a well-functioning health care system requires a robust financing mechanism; a well-trained and adequately-paid workforce; reliable information on which to base decisions and policies; and well maintained health facilities and logistics to deliver quality medicines and technologies.[1] Health care can contribute to a significant part of a country's economy. In 2011, the health care industry consumed an average of 9.3 percent of the GDP or US$ 3,322 (PPP-adjusted) per capita across the 34 members of OECD countries. The USA (17.7%, or US$ PPP 8,508), the Netherlands (11.9%, 5,099), France (11.6%, 4,118), Germany (11.3%, 4,495), Canada (11.2%, 5669), and Switzerland (11%, 5,634) were the top spenders, however life expectancy in total population at birth was highest in Switzerland (82.8 years), Japan and Italy (82.7), Spain and Iceland (82.4), France (82.2) and Australia (82.0), while OECD's average exceeds 80 years for the first time ever in 2011: 80.1 years, a gain of 10 years since 1970. The USA (78.7 years) ranges only on place 26 among the 34 OECD member countries, but has the highest costs by far. All OECD countries have achieved universal (or almost universal) health coverage, except Mexico and the USA.[2][3] (see also international comparisons.) Health care is conventionally regarded as an important determinant in promoting the general physical and mental health and well-being of people around the world. An example of this was the worldwide eradication of smallpox in 1980, declared by the WHO as the first disease in human history to be completely eliminated by deliberate health care interventions.[4]

Health

sunday 15 march 2015 From Wikipedia, the free encyclopedia This article is about the human condition. For other uses, see Health (disambiguation). Health is the level of functional or metabolic efficiency of a living organism. In humans it is the ability of individuals or communities to adapt and self-manage when facing physical, mental or social challenges.[1] The World Health Organization (WHO) defined health in its broader sense in its 1948 constitution as "a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity."[2][3] This definition has been subject to controversy, in particular as lacking operational value and because of the problem created by use of the word "complete" [4][5] Other definitions have been proposed, among which a recent definition that correlates health and personal satisfaction.[6][7] Classification systems such as the WHO Family of International Classifications, including the International Classification of Functioning, Disability and Health (ICF) and the International Classification of Diseases (ICD), are commonly used to define and measure the components of health. Systematic activities to prevent or cure health problems and promote good health in humans are undertaken by health care providers. Applications with regard to animal health are covered by the veterinary sciences. The term "healthy" is also widely used in the context of many types of non-living organizations and their impacts for the benefit of humans, such as in the sense of healthy communities, healthy cities or healthy environments. In addition to health care interventions and a person's surroundings, a number of other factors are known to influence the health status of individuals, including their background, lifestyle, and economic, social conditions, and spirituality; these are referred to as "determinants of health." Studies have shown that high levels of stress can affect human health.[8] Determinants See also: Social determinants of health and Risk factor Generally, the context in which an individual lives is of great importance for both his health status and quality of their life. It is increasingly recognized that health is maintained and improved not only through the advancement and application of health science, but also through the efforts and intelligent lifestyle choices of the individual and society. According to the World Health Organization, the main determinants of health include the social and economic environment, the physical environment, and the person's individual characteristics and behaviors.[9] More specifically, key factors that have been found to influence whether people are healthy or unhealthy include the following:[9][10][11] Income and social status Social support networks Education and literacy Employment/working conditions Social environments Physical environments Personal health practices and coping skills Healthy child development Biology and genetics Health care services Gender Culture An increasing number of studies and reports from different organizations and contexts examine the linkages between health and different factors, including lifestyles, environments, health care organization, and health policy – such as the 1974 Lalonde report from Canada;[11] the Alameda County Study in California;[12] and the series of World Health Reports of the World Health Organization, which focuses on global health issues including access to health care and improving public health outcomes, especially in developing countries.[13] The concept of the "health field," as distinct from medical care, emerged from the Lalonde report from Canada. The report identified three interdependent fields as key determinants of an individual's health. These are:[11] Lifestyle: the aggregation of personal decisions (i.e., over which the individual has control) that can be said to contribute to, or cause, illness or death; Environmental: all matters related to health external to the human body and over which the individual has little or no control; Biomedical: all aspects of health, physical and mental, developed within the human body as influenced by genetic make-up. The maintenance and promotion of health is achieved through different combination of physical, mental, and social well-being, together sometimes referred to as the "health triangle."[14][15] The WHO's 1986 Ottawa Charter for Health Promotion further stated that health is not just a state, but also "a resource for everyday life, not the objective of living. Health is a positive concept emphasizing social and personal resources, as well as physical capacities."[16] Focusing more on lifestyle issues and their relationships with functional health, data from the Alameda County Study suggested that people can improve their health via exercise, enough sleep, maintaining a healthy body weight, limiting alcohol use, and avoiding smoking.[17] Health and illness can co-exist, as even people with multiple chronic diseases or terminal illnesses can consider themselves healthy.[18] The environment is often cited as an important factor influencing the health status of individuals. This includes characteristics of the natural environment, the built environment, and the social environment. Factors such as clean water and air, adequate housing, and safe communities and roads all have been found to contribute to good health, especially to the health of infants and children.[9][19] Some studies have shown that a lack of neighborhood recreational spaces including natural environment leads to lower levels of personal satisfaction and higher levels of obesity, linked to lower overall health and well being.[20] This suggests that the positive health benefits of natural space in urban neighborhoods should be taken into account in public policy and land use. Genetics, or inherited traits from parents, also play a role in determining the health status of individuals and populations. This can encompass both the predisposition to certain diseases and health conditions, as well as the habits and behaviors individuals develop through the lifestyle of their families. For example, genetics may play a role in the manner in which people cope with stress, either mental, emotional or physical. For example, obesity is a very large problem in the United States[citation needed] that contributes to bad mental health and causes stress in a lot of people's lives. (One difficulty is the issue raised by the debate over the relative strengths of genetics and other factors; interactions between genetics and environment may be of particular importance.) Potential issues There are a lot of types of health issues common with many people across the globe. Disease is one of the most common. According to GlobalIssues.org, approximately 36 million people die each year from non-communicable (not contagious) disease including cardiovascular disease cancer, diabetes, and chronic lung disease (Shah, 2014).[21] As for communicable diseases, both viral and bacterial, AIDS/HIV, tuberculosis, and malaria are the most common also causing millions of deaths every year (2014). Another health issue that causes death or contributes to other health problems is malnutrition. One of the groups malnutrition affects most is young children. Approximately 7.5 million children under the age of 5 die from malnutrition, and it is usually brought on by not having the money to find or make food (2014). Bodily injuries are also a common health issue worldwide. These injuries, including broken bones, fractures, and burns can reduce a person’s quality of life or can cause fatalities including infections that resulted from the injury or the severity injury in general (Moffett, 2013).[22] Some contributing factors to poor health are lifestyle choices. These include smoking cigarettes, which according to LIVESTRONG.com kills 443,000 people each year (2013). It also can include a poor diet, whether it is overeating or an overly constrictive diet. Inactivity can also contribute to health issues and also a lack of sleep, excessive alcohol consumption, and neglect of oral hygiene (2013). There are also genetic disorders that are inherited by the person and can vary in how much the affect the person and when they surface (2013). The one health issue that is the most unfortunate because the majority of these health issues are preventable is that approximately 1 billion people lack access to health care systems (Shah, 2014). It is easy to say that the most common and harmful health issue is that a lot of people do not have access to quality remedies. Mental health Main article: Mental health The World Health Organization describes mental health as "a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community".[25] Mental Health is not just the absence of mental illness. Mental illness is described as 'the spectrum of cognitive, emotional, and behavioural conditions that interfere with social and emotional well-being and the lives and productivity of people. Having a mental illness can seriously impair, temporarily or permanently, the mental functioning of a person. Other terms include: 'mental health problem', 'illness', 'disorder', 'dysfunction'. (Hungerford et al. 2012). Roughly a quarter of all adults 18 and over in the US suffer from a diagnosable mental illness. Mental illnesses are the leading cause of disability in the US and Canada. Examples include, schizophrenia, ADHD, major depressive disorder, bipolar disorder, anxiety disorder, post-traumatic stress disorder and autism.[26] Many teens suffer from mental health issues in response to the pressures of society and social problems they encounter. Some of the key mental health issues seen in teens are: depression, eating disorders, and drug abuse. There are many ways to prevent these health issues from occurring such as communicating well with your child or a teen suffering from mental health issues. Also, remember that mental health can be treated and be attentive to your child's behavior.[27] Maintaining health Achieving and maintaining health is an ongoing process, shaped by both the evolution of health care knowledge and practices as well as personal strategies and organized interventions for staying healthy. Diet Main articles: Healthy diet and Human nutrition Percentage of overweight or obese population in 2010, Data source: OECD's iLibrary, http://stats.oecd.org, retrieved 2013-12-12[28] Percentage of obese population in 2010, Data source: OECD's iLibrary, http://stats.oecd.org, retrieved 2013-12-13[29] An important way to maintain your personal health is to have a healthy diet. A healthy diet includes a variety of plant-based and animal-based foods that provide nutrients to your body. Such nutrients give you energy and keep your body running. Nutrients help build and strengthen bones, muscles, and tendons and also regulate body processes (i.e. blood pressure). The food guide pyramid is a pyramid-shaped guide of healthy foods divided into sections. Each section shows the recommended intake for each food group (i.e. Protein, Fat, Carbohydrates, and Sugars). Making healthy food choices is important because it can lower your risk of heart disease, developing some types of cancer, and it will contribute to maintaining a healthy weight.[30] Exercise Main article: Physical exercise Physical exercise enhances or maintains physical fitness and overall health and wellness. It strengthens muscles and improves the cardiovascular system. Role of science Main articles: Health science and Health care File:Nieuws uit Indonesië, het werk van de Nederlandse dienst voor Volksgezondheid Weeknummer 46-21 - Open Beelden - 16742.ogvPlay media The Dutch Public Health Service provides medical care for the natives of the Dutch East Indies, May 1946 Health science is the branch of science focused on health. There are two main approaches to health science: the study and research of the body and health-related issues to understand how humans (and animals) function, and the application of that knowledge to improve health and to prevent and cure diseases and other physical and mental impairments. The science builds on many sub-fields, including biology, biochemistry, physics, epidemiology, pharmacology, medical sociology. Applied health sciences endeavor to better understand and improve human health through applications in areas such as health education, biomedical engineering, biotechnology and public health. Organized interventions to improve health based on the principles and procedures developed through the health sciences are provided by practitioners trained in medicine, nursing, nutrition, pharmacy, social work, psychology, occupational therapy, physical therapy and other health care professions. Clinical practitioners focus mainly on the health of individuals, while public health practitioners consider the overall health of communities and populations. Workplace wellness programs are increasingly adopted by companies for their value in improving the health and well-being of their employees, as are school health services in order to improve the health and well-being of children. Role of public health Main article: Public health See also: Global health Postage stamp, New Zealand, 1933. Public health has been promoted – and depicted – in a wide variety of ways. Public health has been described as "the science and art of preventing disease, prolonging life and promoting health through the organized efforts and informed choices of society, organizations, public and private, communities and individuals."[31] It is concerned with threats to the overall health of a community based on population health analysis. The population in question can be as small as a handful of people or as large as all the inhabitants of several continents (for instance, in the case of a pandemic). Public health has many sub-fields, but typically includes the interdisciplinary categories of epidemiology, biostatistics and health services. Environmental health, community health, behavioral health, and occupational health are also important areas of public health. The focus of public health interventions is to prevent and manage diseases, injuries and other health conditions through surveillance of cases and the promotion of healthy behavior, communities, and (in aspects relevant to human health) environments. Its aim is to prevent health problems from happening or re-occurring by implementing educational programs, developing policies, administering services and conducting research.[32] In many cases, treating a disease or controlling a pathogen can be vital to preventing it in others, such as during an outbreak. Vaccination programs and distribution of condoms to prevent the spread of communicable diseases are examples of common preventive public health measures, as are educational campaigns to promote vaccination and the use of condoms (including overcoming resistance to such). Public health also takes various actions to limit the health disparities between different areas of the country and, in some cases, the continent or world. One issue is the access of individuals and communities to health care in terms of financial, geographical or socio-cultural constraints to accessing and using services.[citation needed] Applications of the public health system include the areas of maternal and child health, health services administration, emergency response, and prevention and control of infectious and chronic diseases. The great positive impact of public health programs is widely acknowledged. Due in part to the policies and actions developed through public health, the 20th century registered a decrease in the mortality rates for infants and children and a continual increase in life expectancy in most parts of the world. For example, it is estimated that life expectancy has increased for Americans by thirty years since 1900,[33] and worldwide by six years since 1990.[34] Self-care strategies Main article: Self care See also: Chronic care management, Social relation and Stress management A lady washing her hands c. 1655 Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others. The information gleaned from personal observations of daily living – such as about sleep patterns, exercise behavior, nutritional intake and environmental features – may be used to inform personal decisions and actions (e.g., "I feel tired in the morning so I am going to try sleeping on a different pillow"), as well as clinical decisions and treatment plans (e.g., a patient who notices his or her shoes are tighter than usual may be having exacerbation of left-sided heart failure, and may require diuretic medication to reduce fluid overload).[35] Personal health also depends partially on the social structure of a person's life. The maintenance of strong social relationships, volunteering, and other social activities have been linked to positive mental health and also increased longevity. One American study among seniors over age 70, found that frequent volunteering was associated with reduced risk of dying compared with older persons who did not volunteer, regardless of physical health status.[36] Another study from Singapore reported that volunteering retirees had significantly better cognitive performance scores, fewer depressive symptoms, and better mental well-being and life satisfaction than non-volunteering retirees.[37] Prolonged psychological stress may negatively impact health, and has been cited as a factor in cognitive impairment with aging, depressive illness, and expression of disease.[38] Stress management is the application of methods to either reduce stress or increase tolerance to stress. Relaxation techniques are physical methods used to relieve stress. Psychological methods include cognitive therapy, meditation, and positive thinking, which work by reducing response to stress. Improving relevant skills, such as problem solving and time management skills, reduces uncertainty and builds confidence, which also reduces the reaction to stress-causing situations where those skills are applicable. Occupational health Main article: Occupational health and safety In addition to safety risks, many jobs also present risks of disease, illness and other long-term health problems. Among the most common occupational diseases are various forms of pneumoconiosis, including silicosis and coal worker's pneumoconiosis (black lung disease). Asthma is another respiratory illness that many workers are vulnerable to. Workers may also be vulnerable to skin diseases, including eczema, dermatitis, urticaria, sunburn, and skin cancer.[39][40] Other occupational diseases of concern include carpal tunnel syndrome and lead poisoning. As the number of service sector jobs has risen in developed countries, more and more jobs have become sedentary, presenting a different array of health problems than those associated with manufacturing and the primary sector. Contemporary problems, such as the growing rate of obesity and issues relating to stress and overwork in many countries, have further complicated the interaction between work and health. Many governments view occupational health as a social challenge and have formed public organizations to ensure the health and safety of workers. Examples of these include the British Health and Safety Executive and in the United States, the National Institute for Occupational Safety and Health, which conducts research on occupational health and safety, and the Occupational Safety and Health Administration, which handles regulation and policy relating to worker safety and health.[41][42][43] See also Book icon Book: Health Global burden of disease Health care Health care providers Health education Health policy Health systems Health workforce Human enhancement Primary health care History of medicine Nutrition Occupational health and safety One Health Vaccine controversy