健康教育和健康促进在应对突发公共卫生事件中的作用

突发公共卫生事件应急体系是一门系统科学,需全社会参与.健康教育与健康促进是这一体系中不可缺少的组成部分.无论是美国反恐斗争,日本的“沙林”生化恐怖事件、英国的“疯牛病”、还是我国1998年上海的“甲肝”爆发流行,乃至2003年的抗击“非典”战役都表明,当突发事件发生时,开展广泛深入的健康教育和健康促进活动,可引导公众树立正确的健康观念,提高自我防护意识和能力,以避免引起社会恐慌和不安,维持正常的社会秩序.     

美沙酮维持结合认知行为治疗及家属同步健康教育对吸毒患者康复效果的影响

目的探讨美沙酮维持结合认知行为治疗及家属同步健康教育对吸毒患者康复效果的影响。方法选择2012年1月—2013年12月收治的由于海洛因依赖接受美沙酮维持治疗的患者72例作为研究对象,随机分为对照组35例和研究组37例。对照组患者在美沙酮维持治疗基础上结合一般健康教育,研究组在对照组基础上结合认知行为治疗及家属同步健康教育,两组均治疗6个月。分别于治疗前后评估并比较两组患者对毒品危害性的认知程度及不良行为发生情况。计数资料采用χ2检验,P0.05为差异有统计学意义。结果治疗后,研究组对毒品危害身心、易感染艾滋病、危害家庭、损害社会功能的认知率分别为89.19%、83.78%、94.59%和89.19%,均显著高于对照组的68.57%、60.00%、60.00%和65.71%,差异均有统计学意义(均P0.05)。干预后,研究组患者不遵医、懒散发生率分别为10.81%、8.11%,均低于对照组的31.43%、31.43%,差异均有统计学意义(均P0.05)。家属评价方面,研究组患者不遵医、不文明、懒散、赌博、暴力发生率分别为5.41%、13.51%、10.81%、5.41%和8.11%,均低于对照组的28.57%、34.29%、31.43%、25.71%和34.29%,差异均有统计学意义(均P0.05)。结论美沙酮维持结合认知行为治疗及家属同步健康教育能显著提高吸毒患者对毒品危害性的认知程度,同时减少患者的不良行为,促进患者康复和回归社会。     

Teaching sex education improves medical students' confidence in dealing with sexual health issues

Medical students at the University of Edinburgh in Scotland can volunteer to participate in an undergraduate options project that gives them the opportunity to provide sex education for secondary school (high school) pupils. Using a questionnaire presenting a set of fictional case histories, we assessed medical students' theoretical confidence at dealing with sexual health consultations. Students who had participated in delivering peer-led sex education felt significantly more confident at discussing sexual health issues with patients of all age groups (p = 0.001) than students who had not participated in the project. All students felt more comfortable seeing patients of the same gender as themselves but more than half felt that their training left them generally ill-equipped to handle sexual health consultations.     

An experience with health education for high school students

In Italy, measures for the prevention of drug addiction have often been directed solely towards providing information and creating greater awareness. Fisher and Fisher (1992), instead, propose a model based on three factors, Information-Motivation-Behavioural Skills, for the planning of programs for the prevention of health risk behaviour. This model provided the basis for the pilot experience of a health education course for the prevention of drug use, which involved 417 students in two high schools in Rome. This experience shows that efforts to prevent drug use in young people, if focused only on content, risk failure because young people already seem to possess the basic information concerning the risks connected to substance abuse. For this reason, there is a need for the organization of encounters for confrontation and debate in order to favour the acquisition of the capabilities needed to confront a potential problem of substance abuse.     

The lifestyle concept and health education with young people. Results from a WHO international survey

This article draws upon data from a unique, 11-country study of young people's health behaviour, facilitated by the WHO Regional Office for Europe. Analyses of the data available on individual health behaviours cluster into two groups: (i) health enhancing behaviours; and (ii) health-compromising behaviours. The results were analysed to identify the strength and consistency of these lifestyles across countries. A relatively modest proportion of the variance of the original variables was explained by these two lifestyle factors, but a consistent pattern emerged between countries. This consistency indicates that the health-related lifestyles of young people may not vary greatly between the countries in the study, a finding which might be used as an encouragement for greater international cooperation in the development and use of health education materials for young people, which may be easily transferable between countries. The data also support a more integrated approach to health education based on the promotion of healthy lifestyles, rather than a focus on individual health behaviours.     

A theoretical analysis of selected factors important to health education strategies.

Based on the theoretical work of Dulany and Fishbein, two major problems for understanding health behaviors were delineated: (1) the identification of those variables that determine an individual's intention to perform a health behavior; and (2) the extent to which these intentions are predictive of behavior. An analysis of factors affecting the relation between health intentions and behavior was presented and its implications for health education discussed. A social psychological model specifying two major determinants of behavioral intentions was contrasted with the Health Belief Model.     

Negative and positive affect are independently associated with patient-reported health status following percutaneous coronary intervention

Purpose  

We examined the association between negative and positive affect and 12-month health status in patients treated with percutaneous coronary intervention (PCI) with drug-eluting stents.