Coverage of Entry-Level CHES Responsibilities and Competencies Developed in the United States by Health Education-related Professional Preparation Programs in Japan

Sakagami, Keiko Korean Society for Health Education and Promotion 2006 보건교육건강증진학회지 Vol.23 No.5

This study assessed 1) the coverage of the entry-level responsibilities and competencies for certified health education specialists (CHES) developed in the United States (U.S.) by 140 current health education-related professional preparation programs in Japan, and 2) barriers and concerns related to the development of Japanese health educators. A cross-sectional survey study was conducted to Japanese professors teaching health education-related courses at 4-year universities/colleges in Japan. All entry-level CHES responsibilities and competencies were generally covered to different degrees by the study respondents. The top 3 responsibilities most emphasized by the respondents were Responsibilities I, related to need assessment skills, Responsibility II, related to planning health education programs, and Responsibility III, related to implement health education programs. The 3 competencies most frequently covered by the respondents were related to needs assessment skills (Competencies 1-3). The competencies least covered by the respondents were those related to Responsibilities V (Competencies 1619). Other competencies related to role modeling, cultural competencies, and planning youth health education programs, were recommended. In addition, the major concerns and opinions that the respondents reported for this topic pertained to 1) Professional training, 2) The need for well-defined professional roles, and 3) The importance of licensing. The results suggested that Japanese health education-related programs cover all CHES responsibilities and competencies developed in the U.S. to different degrees. However, they tend to focus more on needs assessment, planning and implementing health education programs. Although possible responsibilities for future Japanese health educators were recommended, further research to identify the most appropriate responsibilities and competencies for this profession is needed. Major barriers, concerns and opinions reported by the respondents should be discussed at future meetings for this profession.

한국의 보건교육 제공체계 연구 : -Health Education Policy- -보건교육 정책을 중심으로-

임재은,김대희 韓國保健敎育學會 1991 보건교육건강증진학회지 Vol.8 No.2

The method of this study is as follow : First, the interview with the civil servants concerned. Second, the review of the pertinent public ledgers. Third, the review of the existing reference. The results of this study are as follows. 1) The health education system in Korean has only the head. But it does not have the trunk and the limbs that it can move with. 2) Health educator should have tje essential work that is the planning and coordinating work of intersectoral health education programs. They should also have the trust works from other sectors. 3) The proposition in the health education policy is as follows : First, the department or section of health education should be made newly in the public health organization. Second, at the level of province(do) and county(Gun), the health educator should be stationed. Third, most training courses of health care members should involve health education subjects. Fourth, the health center at the level of county(Gun) should have a minimum material and audio-visual equipment of health education. Fifth, regular health education should be put into practice through local broadcast or CATV etc.. Sixth, school health education should be consolidated. Seventh, village health worker(nurse) should be stationed at the level of health center, so that he(she) can work as health educator. 4) The ultimate model of health education system is that of Fig 5. But it is impossible to change the system synoptically. At first health educator should be stationed at health center. And then system should be gradually organized.

제7차 초등학교 교육과정의 보건교육 내용 분석

문영임,김명화 韓國學校保健學會 2002 韓國學校保健學會誌 Vol.15 No.1

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of he 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects; Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

제7차 초등학교 교육과정의 보건교육 관련내용 분석

김영주,김정순 韓國學校保健學會 2003 韓國學校保健學會誌 Vol.16 No.2

This study was attempted to offer the basic data required for composing a systemic contents for health by analyzing the contents related to health education shown in the guidebook for teachers and the schoolbook for students of all grades in the current 7th education course for elementary school. The objectives and data were totally 162 copies which were 90 copies of national schoolbook for 1~6 grades and 72 copies of guidebook for teachers used in elementary schools in the 7th educational course. The standards of selection for the contents related to health education including in each schoolbook were divided into 11 themes using the health care model suggested by Kim, Hwa Joong(1995) in the guidebook for health curriculum for elementary ·middle ·high schools. The results of this study are as follows: Firstly, the total hours of health education suggested in the 7th educational course for elementary school were 274 hours and it was 6.2% of the total class of 4,442 hours. Secondly, the contents about health education were distributed into 9 subjects of The right livelihood, The cheerful livelihood, Korean, Morals, Society, Science, Physical education, and Practical course etc. Physical education had the most contents about health education and there was nothing in Mathematics, Music and Arts. Thirdly, contents about health of regional society and environmental health were the most of 53 hours(19.3%), and contents about understanding of health were the least of 4 hours(1.4%). Fourthly, contents included equally in every grades were those about safety and emergency response, health of home and society, health of society and environmental health.

강원도 초등학교 구강보건교육 실태

류다영 (Da-Young Ryu),마득상 (Deuk-Sang Ma) 韓國學校保健學會 2008 韓國學校保健學會誌 Vol.21 No.1

Purpose : The purpose of this study was to provide the basic data for planning oral health education in elementary school. Methods : Survey of elementary school health teachers in Gangwon-do was conducted using a postal, self-administered questionnaire. A questionnaire containing 19 questions about oral health education which was provided by health teachers in elementary school was used for data collection. Total response rate was 64.3% (119 out of 185). Results : Oral health education except one through textbooks was conducted at 91.6% schools, 89.9% health teachers of which taught oral health themselves. The contents of oral health education through special class was mainly focusing on the toothbrushing method, dental caries, and the use of fluoride. According to the grades classified by the level of education, the order was the 3rd, 1st, and 2nd grade, which means that the lower grades got more training than the higher ones. The knowledge or information related to oral health was acquired through the internet (72.2%), health-related organizations or academies (51.5%). Also, materials for oral health education were obtained from health-related organizations or academies (67%), self-production (49.5%). According to the data during the past 5 years it was found that 13.4% health teachers had oral health-related training at least once (61.5%), and there was response that more training needed to be conducted from 89.7% health teachers. The most difficult problem in oral health education were insufficient time (56.7%). Conclusion : For effective oral health education, there needs a development of targeted goal to achieve a systemic oral health education for each grades as well as a need for assigned education contents and time. Also, in order for health teachers to efficiently acquire knowledge and materials for oral health education, it is necessary to hold regular workshops for health teachers, and develop and distribute appropriate educational materials.

일부지역 유아교육관련 학과 학생의 구강보건교육 효과

구효진(Hyo-Jin Goo) 한국구강보건과학회 2020 한국구강보건과학회지 Vol.8 No.2

Objectives: The purpose of this study is to evaluate the effects of oral health education for students in departments related to early childhood education. Methods: This study was conducted in September 2018 with 40 students enrolled in the Department of Infants and Toddlers at Masan University. After explaining the purpose of the study, the students who consented were surveyed through a self-written questionnaire before and after oral health education. Statistical analysis of collected data was done using SPSS 20.0 program. The general characteristics of the subjects were analyzed by technical statistics. The changes before and after oral health education were analyzed by paired t-test. The help of oral health education according to oral health education was analyzed by chi-square test. The significance level for significance determination was 0.05. Results: It was found that there were 15% of oral health education experiences related to infants, 85.0% of non-existent oral health education experiences, and 47.5% of non-oral health education experiences related to general education. After oral health education, the importance of oral health among the changes in oral health awareness showed the highest increase rate(p<0.05). Among oral health knowledge, tooth-related knowledge showed the highest increase rate(p<0.05). The correct answer rate of behavioral knowledge required for oral health care and instruction in infants showed the highest increase rate from 67.4% before training to 93.0% after training during the brushing period(p<0.05). After oral health education for infants, the brushing time of infants was the highest with 30.3%(p<0.05). Expectations for the right brushing method were highest. After oral health education, the most increased level of help was fluoride coating and sealant(p<0.05). Conclusions: For proper oral health management of preschool children, systematic oral health education should be provided to early childhood education and students.

학교보건교육의 효과 평가 방안

이규영,Lee, Gyu-Young 한국학교보건학회 2009 韓國學校保健學會誌 Vol.22 No.1

An evaluation in school education systems should identify what students achieve and what they do not. Since 2010, if the health education curriculum is provided as a selective course in middle and high school settings, the national health education standards are required because these affect on students' applications of a higher stage of education. It would be better that each school follows their autonomy to evaluate each student's achievement on the health education. In addition, the national health education standards should be set to assess the effectiveness of seven categories in health education. It is hard to achieve good results through 17 hours of the health education per a semester. Therefore, the health education would be better to provide more than 50 hours per a semester, and the 3th graders instead of 5th graders are suitable for taking the health education because they are more flexible to change their lifestyle toward healthier life. There are two categories in the health education, such as "Mental Health" and "Society and Health" which are expanded from originally seven categories of the health education. Moreover, professional training programs for school nurses should be provided because these two categories are relatively a new domain for them. Finally, all elementary middle and high schools have a school nurse to decrease inequal opportunities of the health education between urban and rural area. When these suggestions are all set in school systems, our students' health behaviors will be improved as well as the effectiveness of the health education.

유치원 방문 구강건강교육사업의 효과

임미희 ( Mi-hee Lim ),안세연 ( Se-youn Ahn ),이은선 ( Eun-sun Lee ),정재연 ( Jae-yeon Jung ),한지연 ( Ji-youn Han ),황윤숙 ( Yoon-sook Hwang ),한수진 ( Su-jin Han ) 한국치위생학회(구 한국치위생교육학회) 2020 한국치위생학회지 Vol.20 No.6

Objectives: This study aimed to check the effect of preschool visiting oral health education programs and provide baseline data for an oral health education program that suggests the necessity of oral health education in children’s living places. Methods: The preschool visiting oral health education was conducted with the parents of 3-year-old and 4-year-old children at a preschool in the jurisdiction of the Seoul Metropolitan Office of Education, with teachers observing the education, and oral health educators to examine the effect of the oral health education, the effectiveness of the education, the status of oral health care, and the degree of cooperation for the education. Results: Regarding oral health behaviors after the education program, the attitude toward brushing teeth after food intake increased from 2.86 to 3.17 and thinking of the relationship with dental caries and eating food increased from 2.57 to 2.90. The satisfaction with the children’s health education was very high at over 4.9 points in most items. The teachers’ interest in children’s oral care was 4.26 points, and the degree of their cooperation for education was 4.41 points; 96.4% responded that they were willing to conduct reeducation. Conclusions: Children’s oral health education should be conducted steadily and repeatedly.

PRECEDE 모형을 이용한 영·유아교육기관 교사의 구강보건교육행태 연구

심재숙,문하영 한국치위생학회 2011 한국치위생학회지 Vol.11 No.5

Objectives : This study is to investigate factors that predispose the oral health education patterns of teachers at preschool institutions such as kindergartens and day nurseries, for which a comparison was made among the patterns, whereto the PRECEDE model was applied. Methods : A survey was conducted by two visits, a preliminary survey and a main survey, and teachers at the foregoing institutions personally filled in the questionnaire. Results : 1. With relation to epidemiological and social diagnosis, the largest number of respondents (53.7%) agreed on the need for oral health education, but at the same time, the largest number of respondents (40.3%) was unsatisfactory with oral health education given by them. 2. With relation to behavioral diagnosis, there were many cases where respondents taught their students to brush their teeth after meals and snacks. Oral health education was focused on safety and injuries. There was no significant intergroup difference (p>0.05). 3. Predis- posing factors (a subcategory of educational diagnosis) showed the following results: As for the frequency of oral health education, most respondents at both institutions answered preferred once every six month (p>0.05). In the case of oral health checkup, 75.4% of respondents at kindergartens preferred once a year. 72.2% of respondents at day nurseries preferred the same frequency. They showed a statistically significant difference (p<0.05). In enabling factors, it was found that most respondents at both institutions collected information and teaching materials from mass media and public health centers respectively. In enabling factors, insufficient teaching materials, media and knowledge were found to be obstacles to oral health education. Conclusions : Oral healthcare providers’cooperation is required to diversify away from tooth brushing-centered education and to enrich oral health education. In addition, continuous supplements are required to make teachers at preschool institutions acquire expert knowledge and give oral health education with confidence. Moreover, it needs to train them for various education programs as well as to support them with educational media. Lastly, family members’cooperation is required to develop oral health education programs.

Effects of Spouses’ Education on Self-Rated Health

Minhye Kim,Eun-Jin Choi 한국사회학회 2016 한국사회학회 사회학대회 논문집 Vol.2016 No.6

This paper examines the significance of spouses’ education on self-rated health among Korean female elderly residing in Seoul (aged 50-69) and analyzes if there are gendered effects. In other words, the present research argues that given patriarchal culture among elderly population in Korea, it is more likely that females are more strongly affected by their spouses’ educational level than their own. Subsequently, three possible mechanisms are explored in terms of lifestyle (lifestyle hypothesis), psychological state (psychological spill-over hypothesis), and income (economic resource hypothesis). The dataset is from a project, Social Capital and Its Impact on Health Promoting Behavior, by the Korea Institute for Health and Social Affairs(KIHASA) in 2012. The dataset if representative of the non-institutionalized Seoul citizens in their 50s and 60s and, for this paper, only married females were included, which is 692 respondents. The results show that the effects of wives’ own education on self-rated good health were not statistically significant whereas husbands’ education had significant effects on wives’ self-rated good health. This result affirms the male dominance hypothesis in that male spouses’ education exerts bigger impacts on their wives’ health than the wives’ own educational level. As for mechanism, lifestyle factors, i.e. BMI, regular exercise, and drinking were not important in predicting wives’ good self-rated health. Moreover, the combined lifestyle factors did not change the significance of husbands’ education on wives’ health. This suggests that the hypothesis on the role of lifestyle is not upheld in this study. Next, regarding psychological spill-over hypothesis, the effect of husbands’ secondary versus tertiary education turned insignificant after Geriatric Depression Scale and life satisfaction are entered in analysis. This suggests that those whose husband graduated from middle and high school may have lower self-rated health as compared to those whose husband achieved higher degrees in vocational college and university, via the mediation of greater depressive symptoms and reduced life satisfaction. Lastly, the effects of husbands’ primary and secondary education, as compared to tertiary level, turned insignificant when household income is taken into consideration. This suggests those in the two lower brackets in terms of spouses’ education (i.e., primary and secondary) may experience lower self-rated health due to lower household income than those who belong to the highest bracket in terms of spouses’ education (tertiary). This supports the hypothesis stating the mediating effects of income in comprehending the effects of husbands’ education on wives’ health status. The strong influence of husbands’ education on elderly wives’ health suggests that elderly citizens in Seoul are exposed to rather patriarchal culture where varied aspects of wives’ life may be determined by husbands’ SES. With regard to mechanism, the findings suggest that household income functions more strongly than other factors such as lifestyle and psychological conditions.