Scope of Health Education

Health education includes not only instructional activities and other strategies to change
individual health behavior but also organizational efforts, policy directives, economic supports,
environmental activities, mass media, and community – level programs.
It covers the continuum from disease prevention and promotion of optimal health to the
detection of illness to treatment, rehabilitation and long – term care.

Areas for Client Education:

1. Promoting health

2. Prevention of illness or injury

3. Restoration of health

4. Adapting to altered health and function

Factors Integral to health Education and Health Promotion

1. Intrapersonal Factors
2. Interpersonal Processes and Primary Groups
3. Institutional factors
4. Community Factors
5. Public Policy

I. Historical periods in health and health education development

A. Egyptian health practice - from primitive to 1000 BC
B. Hebrew health code - around 1500-500 BC
C. Greek approach to health - about 1000-200 BC
D. Roman health promotion - about 100 BC-AD 500
E. Ascetism- Dark Ages - 400-1000
F. Revival of concept of a sound body - 1096-1248
G. The pre-modern period of health - health from 1500-1800
H. Modern Era of health - 1850 to the present

Subdivisions:

a. Miasma Phase 1850-1880

b. Bacteriology phase 1880-1910
c. Health resource phase 1910-1960
d. Social engineering phase 1960-1974
e. Health promotion phase 1974-present

II. Historical Foundations for the Teaching Role of Nurses

A. Mid-1800s
 caring for the sick
 Promoting the health of the well public
  Educating nurses for professional practice

Florence Nightingale
 She developed the first school of nursing
 She taught nurses, physicians, and health officials about the importance of proper
conditions in hospitals and homes to improve the health of the people
 She emphasized the importance of teaching patients of the need for adequate nutrition,
fresh air, exercise and personal hygiene to improve total well-being

B. Early 1900s
 PHN significant role of the nurse as a teacher in the prevention of disease and maintenance
of health

C. 1918
 National League of Nursing Education in the US observed the importance of health teaching
as a function within the scope of nursing practice

D. 1940s
 NLNE recognized nurses as agents for the promotion of health and prevention of illness in all
settings in which they practice

E. 1950
 NLNE identified course content in nursing school curricula to prepare nurses to assume the
role as teachers to others

F. 1970s
 Patient’s bill of rights was first developed by the ANA

G. 1980s
 The role of the nurse evolved from a disease oriented approach to a prevention-oriented
approach
 Focuses on the promotion and maintenance of health
 Education expanded to become part of a comprehensive plan of care that occurs across the
continuum of the health care delivery process

H. 1993
 The joint commission (formerly the joint commission on accreditation of health care
organizations JCAHO) established nursing standards (mandates) for patient education. The
mandates describes the type and level of care and treatment and services that must be
provide3d by an agency or organization to receive accreditation
I. 1995
 The health profession commission published a broad set of competencies which is believed
to mark the success of health professions in the 21 st century

J. 1998
 The PHPC released a 4th report as a follow-up on health professional practice in the new
millennium. It included the following recommendations for the practice of nursing;