Developing Health Promotion Workforce Capacity for Addressing Non-communicable Diseases Globally

Barry, Margaret M.; Battel-Kirk, Barbara; Dempsey, Colette

doi:10.1007/978-1-4614-7594-1_28

Cited by 11 publications

(9 citation statements)

References 17 publications

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“…Teacher quality, preparation, beliefs, and commitment are significant controllable factors that enable educational change and influence student learning [ 93 , 94 ]. Health workforce capacity development is an agreed NCD prevention and control strategy [ 95 ]. Where the workforce comprises teachers, intervention design must include teacher professional learning and development (PLD) encompassing education, health, and science.…”

Section: Intervention Design: Theoretical Underpinningsmentioning

confidence: 99%

Realizing the Potential of Adolescence to Prevent Transgenerational Conditioning of Noncommunicable Disease Risk: Multi-Sectoral Design Frameworks

2016

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Evidence from the field of Developmental Origins of Health and Disease (DOHaD) demonstrates that early life environmental exposures impact later-life risk of non-communicable diseases (NCDs). This has revealed the transgenerational nature of NCD risk, thus demonstrating that interventions to improve environmental exposures during early life offer important potential for primary prevention of DOHaD-related NCDs. Based on this evidence, the prospect of multi-sectoral approaches to enable primary NCD risk reduction has been highlighted in major international reports. It is agreed that pregnancy, lactation and early childhood offer significant intervention opportunities. However, the importance of interventions that establish positive behaviors impacting nutritional and non-nutritional environmental exposures in the pre-conceptual period in both males and females, thus capturing the full potential of DOHaD, must not be overlooked. Adolescence, a period where life-long health-related behaviors are established, is therefore an important life-stage for DOHaD-informed intervention. DOHaD evidence underpinning this potential is well documented. However, there is a gap in the literature with respect to combined application of theoretical evidence from science, education and public health to inform intervention design. This paper addresses this gap, presenting a review of evidence informing theoretical frameworks for adolescent DOHaD interventions that is accessible collectively to all relevant sectors.

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Section: Intervention Design: Theoretical Underpinningsmentioning

confidence: 99%

Realizing the Potential of Adolescence to Prevent Transgenerational Conditioning of Noncommunicable Disease Risk: Multi-Sectoral Design Frameworks

2016

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“…Of these premature deaths, 80% occur in low and middle income countries [1]. According to the World Health Organization (WHO), smoking and sedentary behaviors along with unhealthy dietary intake are common risk factors for 80% of chronic diseases [2].…”

Section: Introductionmentioning

confidence: 99%

“…Non-Communicable Diseases (NCDs), including obesity, diabetes, cardiovascular diseases (CVDs) and hypertension are the leading causes of premature death worldwide. Of these premature deaths, 80% occur in low and middle income countries [ 1 ]. According to the World Health Organization (WHO), smoking and sedentary behaviors along with unhealthy dietary intake are common risk factors for 80% of chronic diseases [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

et al. 2017

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“…The theoretical papers reviewed (Tables 1-3) focused on health promotion competencies and related competency-based developments at global (Allegrante et al, 2009; Allegrante et al, 2012; Barry et al, 2009; Barry et al, 2013; Battel-Kirk et al, 2009; Dempsey et al, 2011b; Hall, 2014; Hauge & Hem, 2011; IUHPE, 2009; Shilton, 2009), regional (Battel-Kirk et al, 2015; Dempsey et al, 2011c; Mereu et al, 2015; Santa-María Morales et al, 2009; World Health Organization South East Asian Region [WHO SEARO], 2010), and national levels (AHPA, 2009; Ekenedo & Ezedum, 2013; Health Promotion Canada [HPC], 2015; HPFNZ, 2012; Madsen & Bell, 2012; Pinheiro et al, 2015), with three having a dual focus (Garista et al, 2015; Hyndman, 2009; Onya, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…Using current competency frameworks to inform future health promotion action was described by Barry et al (2013) in the context of developing workforce capacity to address noncommunicable diseases globally. There was also reference to current frameworks underpinning action in (Allegrante et al, 2012) or informing discussion on, the development of competency-based initiatives in a number of countries and regions (e.g., Ekenedo & Ezedum, 2013; Pinheiro et al, 2015; Van der Putten et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Has the Development of Health Promotion Competencies Made a Difference? A Scoping Review of the Literature

Battel-Kirk

Barry

2019

Health Educ Behav

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Introduction. Competency-based approaches have been developed in health promotion over the past four decades but, to date, there has been limited focus on the evaluation of their use and impact. In 2016, 5 years after publication of the CompHP Core Competencies Framework for Health Promotion, an evaluation of their use and impact across the health promotion community in Europe was initiated. As a first step in this process, a scoping review of the literature was undertaken which aimed to explore the current status of health promotion competencies, with a particular focus on developments in Europe and ascertain what evidence exists about the use and impact of health promotion competencies on practice, education, and training. Method. Searches of the electronic databases and gray literature were conducted between February 2016 and December 2017. The searches were limited to sources published in English between 2009 and 2017, which focused on health promotion competencies. Results. A total of 39 sources were identified for in-depth analysis, of which 26 were theoretical papers and 13 were papers reporting on empirical studies. Many of the sources presented health promotion competency frameworks or described their development. Some examples of the use of health promotion competencies were found but only two instances of their evaluation were identified. Conclusions. The review found few empirical studies on the implementation and use of health promotion competencies and highlights a lack of evaluation studies on their impact on practice, education, and training.

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Developing Health Promotion Workforce Capacity for Addressing Non-communicable Diseases Globally

Cited by 11 publications

References 17 publications

Realizing the Potential of Adolescence to Prevent Transgenerational Conditioning of Noncommunicable Disease Risk: Multi-Sectoral Design Frameworks

Realizing the Potential of Adolescence to Prevent Transgenerational Conditioning of Noncommunicable Disease Risk: Multi-Sectoral Design Frameworks

Developing and validating a scale to measure Food and Nutrition Literacy (FNLIT) in elementary school children in Iran

Has the Development of Health Promotion Competencies Made a Difference? A Scoping Review of the Literature

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