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Health Education and Promotion at UBC
Judith Prat, B.Ed., M.A.UBC Wellness Centre
Student Health Service
Health Promotion
Facilitates and supports positive health behaviour through organizational, environmental, political and economic forces enabling individuals & communities to increase control over the determinants of health.
Epp, 1986 (Health Canada)
Determinants of Health
1. Biology & genetic endowment2. Health services3. Education 4. Income & social status5. Employment conditions6. Social & physical environments7. Social support networks8. Gender9. Culture10. Personal health practices & coping
skills
Statements about Health Promotion
“No clear coordination and comprehensive vision of health promotion in BC that sets it apart from prevention and illness care.”
BC Coalition for Health Promotion
“ We can do all the lifestyles teaching we want but unless people have the resources little will change.”
19th annual International Health Promotion Conference
Individual Change vs. Community Capacity to Change
• unhealthy lifestylesunhealthy lifestyles vs.vs. unhealthy living/ unhealthy living/ working conditions working conditions
• individual interventions individual interventions vs.vs. collective collective mobilizationsmobilizations
Adapted from Adapted from Ronald Labonte, Canada Research Chair,Ronald Labonte, Canada Research Chair, Globalization/Health Equity, Institute of Population HealthGlobalization/Health Equity, Institute of Population Health
What UBC is doing …What UBC is doing …
Health Education Program Planning
Wellness Centre
1. Needs assessment 2. Program development3. Implementation4. Assessment & Evaluation
Health Practices &
Coping Skills
Planning & Evaluation go
Hand-in-hand
Know your context & mandate What outcome does program seek to
accomplish? What interim objectives are required to
produce outcomes? What activities will achieve interim
objectives? What resources are required? Ask, “How will you measure success?”
Organizational Context
S tu de n t D e ve lo pm e nt & S e rv ices
C lin ic W e lln e ss C e n tre N u rse s in R es
S tu de n t He a lth S erv ice
1. Needs Assessment
BC/Canada Health Data (2003 - 2006):• Obesity not improved in past decade• Excessive drinking worsening (in 31%
fatal accidents)• STIs on the rise (1496/100,000 chlamydia
in females 20-24 yrs. old)• Depression increasing (~ 1/8 Canadians)
UBC Health Data (NCHA – Undergrads, 2006)
* Context - With negative impact on grades:
• 28% not getting enough sleep (5/7 days)• 20% exp. relationship difficulties• 20% experienced depression• 43% too overwhelmed to function (3+
times) • 7% males, 14% females exp. anxiety• 13% considered suicide
2. Program Planning
Gather resources and support Recruit & train Wellness Peer
Educators Provide supportive climate Facilitate, coordinate, and supervise Build in assessment methods (e.g.,
impacts on: knowledge, skills, attitudes or stages of change)
Personal Health Practices & Coping Skills
• Knowledge• Attitudes (values, beliefs)• Skills
> Behaviour change> Cultural shift
3. Implementation
A - AdvertiseB - BudgetC - Construct (event, logistics,
facilitate peer involvement)
D - DebriefE - Evaluate
Why Peer Education?
• Characteristics similar to target group; can help to change campus culture
• Commitment to helping and professional development
• Flexibility to work in different settings and times
30-40 Wellness Peer Educators 40,000 UBC students
“Never doubt that a small group of thoughtful, committed citizens can change the world.Indeed, it is the only thing that ever has.”
Margaret Mead
4. Assessment & Evaluation
What can you assess in Health Education delivery?
Knowledge Skills Attitudes (e.g., intention to change)
Workshop Assessments Based on Knowledge, Skills and Attitudes
100%95%
83%
94%92%
72%
84%
97%
85%
96% 96%
75%
0%
67%
84%
0%
20%
40%
60%
80%
100%
120%
Love YourBody
Cut theCravings
Drugs &Alcohol
Beat theStress
SexualHealth
Workshop
Perc
enta
ge S
tatin
g a
Cha
nge
Knowledge
Skills
Attitudes
2006 - 07