Nicholas K. Iammarino

The State of School Heart Health Education: A Review of the Literature

The evidence and presence of modifiable risk factors asso ciated with heart disease has heightened interest among health educators in developing prevention oriented programs. In an attempt to assist in planning future curriculum efforts and research in this area a literature re view was conducted. It is presented and organized within the following three major categories: 1. incidence of cardiovascular risk factors (in the school age population); 2. need for health education (the status of adoles cent health and problems of motivation); and 3. evaluations of current heart projects (knowledge, attitudes and behavioral outcomes). A few clas sic articles were included: the primary literature reviewed was that of the past 10 years. The following conclusions were drawn: 1. there is a need to be concerned about the cardiovascular health of young people; 2. the need for educational programs about proven methods of prevention is well documented; 3. studies have found that adolescents do not have suf ficient knowledge upon which to make healthful decisions related to pre venting cardiovascular disease; 4. research has demonstrated that well de signed programs can be effective in increasing health knowledge and pro moting positive attitudes; 5. some programs have encouraged behavioral change; 6. most programs ha ve proven too expensive to become integral components of the curricula; and 7. further educational research must be conducted so that health education might by the end of this decade play a significant role in the reduction of the morbidity and mortality inflicted by cardiovascular disease.

Cancer Risk Behaviors of Adolescents: Youth Risk Behavior Survey Data.

The school years represent a time span of tremendous growth and development for children. These early years are an important formative stage for health behaviors. Children are constantly ex-posed to new situations, ideas, and concepts, and the habits they develop during this period have a lifelong influence on their health. Given that youngsters are malleable and face extreme contemporary pressures, it is not surprising that the leading causes of death for school children are linked to high-risk behaviors. Kann et al noted that 72% of all deaths among school-age individuals are the result of four causes: motor-vehicle accidents, homicides, suicides, and other unintentional injuries. Some of the major risk factors for youth morbidity (eg, alcohol use and early sexual experience) also reflect behavioral patterns that increase risks for future chronic diseases, including cancer. Furthermore, despite significant progress in recent years in education on cancer prevention and control issues, the American Cancer Society predicts that in the United States, men have a 1 in 2 lifetime risk of developing cancer, and the risk for women is 1 in 3.2

The Intercultural Cancer Council’s fact sheet series: A tool for public and professional education

he Intercultural Cancer Council (ICC) was formed with the mission of promoting policies, programs, partnerships, and research to eliminate the unequal burden of cancer among racial and ethnic minorities as well as underserved populations in the United States and its associated territories.1 As part of this mission the ICC Fact Sheets were specifically created because it is recognized that medically underserved populations, such as our racial and ethnic minorities, experience disproportionately greater suffering and compromised health from the many types of cancer compared to the US population as a whole.2 Furthermore, people of all ethnic backgrounds who are poor, lack health insurance, or otherwise have inadequate access to quality cancer treatment, experience higher cancer incidence, higher mortality rates, and poorer survival rates.3,4 As these special populations continue to grow at a significant rate, they will as a whole become the “majority” population in our country. Reasons for health status inequalities and disparities in our minority and special populations are both numerous and complex. However, some of the primary and often stated causes are

The New Role of Health Educators in Reducing Health Disparities: From Research to Action Plan

Concern about health disparities has long been an ongoing dilemma and has received increased attention both by academic study and public policy. The increased awareness and interest in health disparities is clearly reflected in the evolution of the federal government publication Healthy People. Addressing health disparities was not included as one of the overarching goals in the first 1979 Surgeon General’s Report, Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention. Nor was it an overarching goal in Healthy People 1990: Promoting Health/Preventing Disease: Objectives for the Nation. However, since then, it has been explicitly included in subsequent publications of Healthy People and given increased prominence as an overarching goal. For example, in Healthy People 2000: National Health Promotion and Disease Prevention Objectives, it first appeared as “to reduce health disparities among Americans.” In Healthy People 2010: Understanding and Improving Health, it was changed to eliminate, not just reduce, health disparities. That goal was further expanded in Healthy People 2020 to achieve health equity, eliminate disparities, and improve the health of all groups. Healthy People 2020 defines a health disparity as “a particular type of health difference that is closely linked with social or economic disadvantage.” Health disparities have been well documented ad nauseam in terms of morbidity, disability, and mortality. Countless studies have shown that vulnerable populations exhibit higher rates of adverse health conditions and experience worse health outcomes. Reducing or eliminating health disparities can enhance efforts designed to prevent or delay the onset of major chronic diseases and illnesses such as cardiovascular disease, cancer, diabetes, chronic obstructive pulmonary disorder, cirrhosis, Alzheimer’s/dementia, etc., and enhance efforts in chronic disease management. Most apparent has been classifying disparities by racial or ethnic group, gender, income, education, geographic location, or in various combinations of these and other characteristics historically linked to discrimination or exclusion. Based on published research, there has been no shortage of strategies and suggestions to reduce health disparities in our country. Yet, health disparities remain ubiquitous. Although disparities have been documented for decades and there have been overall improvements in our nation’s health, many disparities have persisted and, in some cases, widened over time.

The Challenge of Alternative Facts and the Rise of Misinformation in the Digital Age: Responsibilities and Opportunities for Health Promotion and Education

ABSTRACT There is a growing concern among scientists and educators alike that we are failing in our mission to demonstrate the importance of science and of the scientific method and hypothesis testing. We discuss the alarming rise of misinformation, particularly on the Internet, and the inability of readers, particularly students, to decipher real, valid information from “fake” or alternative facts. We call for renewed educational efforts at all levels to address this new information age problem affecting science. Additionally, strategies for health promotion professionals and Certified Health Education Specialists are presented.

Future of healthcare reform in the USA: lessons from abroad

Healthcare reform in any nation is an evolving process. Brought about by demographic, technological, social, cultural, economic and political factors, all healthcare systems are continually confronting issues related to cost, access and quality. This paper examines other countries’ approaches to healthcare in the ongoing efforts at healthcare reform in the USA. While recognizing the uniqueness of the healthcare system in each nation, it appears there are valuable lessons from other nations to be considered by policy makers in the USA as healthcare reform continues to evolve. This paper synthesizes several lessons for the USA that may be applicable by looking beyond its borders. In so doing, it reveals differences that may be insightful in considering future healthcare paradigms influencing healthcare reform efforts in the USA.