Health education is a profession of educating people about health. Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, spiritual health, as well as sexual and reproductive health education. Health education 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 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 and communities the opportunity to acquire information and the skills needed to make quality health decisions." The World Health Organization defined Health Education as "compris consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, developing life skills which are conducive to individual and community health."
From the late nineteenth to the mid-twentieth century, the aim of public health was controlling the harm from infectious diseases, which were under control by the 1950s. By the mid 1970s it was clear that reducing illness 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 A health educator is "a professionally prepared individual who serves in a variety of roles and is trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures and systems conducive to the health of individuals and communities". 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. A second result was a revised version of A Competency-Based Framework for the Professional Development of Certified Health Education Specialists.
These documents outlined the seven areas of responsibilities. 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 It is essential for healthy life to find out the vital health statistics in community The planned activity should be achievable and take into consideration the financial,personnel, time constraints on the resources you have available. You should not plan unachievable activities. Actions are based on the needs assessment done for the community 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, have a reasonable chance of meeting stated objectives Implementation is based on a thorough understanding of the priority population Utilize a wide range of educational methods and techniques Depending on the setting, utilize tests, observations, tracking epidemiologicaldata, or other methods of data collection Health Educators make use of research to improve their practices.
Administration is a function of the more experienced practitioner Involves facilitating cooperation among personnel, both within and between programs Involves skills to access needed resources, establish effective consultative relationships. Translates scientific language into understandable information Address diverse audience in diverse settings Formulates and support rules and legislation Advocate for the profession of health education 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, as communities. In communicable disease control, health education 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, the presentation of specific means to remedy observed deficiencies.
Health education is an effective tool that helps improve health in developing nations. It not only teaches prevention and basic health knowledge but 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 future generations will benefit from an improved and properly cultivated ideas about health that will be ingrained with spread health education. Moreover, besides physical health prevention, health education can provide more aid and help people deal healthier with situations of extreme stress, depression or other emotional disturbances to lessen the impact of these sorts of mental and emotional constituents, which can lead to detrimental physical effects. Credentialing is the process by which the qualifications of licensed professionals, organizational members or an organization are determined by assessing the individuals or group backgroun