Health promotion and health education practice: nurses’ perceptions

Abstract

Health education and health promotion are universal health-related constructs. Thus, there is an expectation that all nurses will implement these in a similar fashion. Where possible, hospital-based nurses should strive to improve their health education practices and further embrace wider perspectives of health promotion practice.

Health education and competency scale: Development and testing

“…The three major steps of developing the HECS (item generation, content validity testing and item analysis) were performed as described by DeVellis (): Item generation: the authors first reviewed the literature on patient empowerment, motivational interviewing, essential elements of patient education as perceived by family members, the expert consensus on health‐promoting interventions, health education constructs and health literacy educational competencies (Castro et al., ; Coleman et al., ; Kelo et al., ; Levensky et al., ; Maijala et al., ; Whitehead et al., ). Content validity testing: a panel of five experts, namely two professors in nursing education (each with more than 20 years of teaching experience), one nursing administrator (more than 20 years of clinical nursing experience) and two certificated diabetes educators (each with more than 15 years of teaching experience), were invited to judge the original 33‐item questionnaires. The content validity was investigated during May and September of 2015.…”

Helping students to self-care and enhance their health-promotion skills

“…Personal skills for public health PHE et al (2016) requires all health practitioners to work to reduce health inequalities and improve individual lifestyles. While there is considerable research supporting the findings that nurses understand the philosophy and principles of health promotion, nursing practice is largely limited to various forms of health education (Casey, 2007;Whitehead et al, 2008;Kemppainen et al, 2013;Shoqirat, 2014), which is recognised as insufficient to facilitate change (Kasila et al, 2018). It may be that many factors have contributed to this situation, including the healthcare culture, demanding clinical workload, nurses' own health behaviours and the lack of prominence of public health within nurse education.…”

‘Let other people do it…’: the role of emergency department nurses in health promotion

“…Whilst health promotion in nursing has increasingly been studied in acute care settings (Casey , Irvine , Whitehead et al . ), EDs have been largely excluded, yet there is a growing international demand for ED nurses to have a more visible function and potential in health promotion (Abdallat et al . , Bensberg et al .…”

“…However, to date, a large volume of international research has investigated health promotion within nursing in surgical care settings (Casey , Piper , Whitehead et al . , Whitehead , Shoqirat & Cameron ) and to a lesser extent in ED (Cross ). Regardless of the methodologies of these studies and their contexts, their findings are underpinned by similar and recurring themes: nurses’ roles and actions in health promotion are mostly confused, haphazard and lacking evaluation and sociopolitical considerations.…”