Health problems and solutions

 

Today's Health Issues and Health Education

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Health Issues Chronic diseases are of paramount importance today. . . .

Chronic diseases, various disorders, and the degree of financial burden they impose are well documented. Health education and health educators reduce the negative effects of serious health problems such as heart disease, cancer, dental disease, mental illness, other neurological disorders, obesity, accidents, and adjustments necessary for productive old age. 

The new and unique role of health education in addressing these issues will highlight the differences between practices that have successfully addressed the problem of acute infectious diseases and those that are available to address today's problems.

Disease Prevention

The tools for dealing with health problems today are not as specific or precise as those available for infectious diseases. Medical and health sciences have provided public health workers with specific measures to prevent these diseases. Immunisation, immunization, safe water and milk supply, sanitation and vector control. If used correctly, these measures can protect people from some infectious diseases. But even if people develop certain diseases without using these protective measures, there are specific and effective antibiotics and other chemotherapeutic agents to prevent chronic disease, degenerative aging, or accidents. There is no special function for

 

However, medicine has made it possible to prevent the more serious consequences of many chronic diseases. . . For accidents and obesity, there are no specific preventive measures other than changing behavior.

 

Closely related to the lack of specific and precise methods for treating chronic diseases is the many manifestations of these diseases. Chronic disease onset is much more insidious than acute disease onset, such as: 

Contagious disease

Because the onset of chronic disease is insidious, it is difficult to explain the physical changes that accompany it. Early detection of illness is the ability to have regular check-ups or tests when an individual feels perfectly well, or to self-recognize minor impairments and to pay attention before the illness or condition has progressed too far.

The usually difficult task of health education is due to the lack of specific preventative measures and the lack of fully effective treatments for today's diseases.Because control procedures are ambiguous, the behaviours that health educators seek to teach individuals to prevent or treat disease are less well-defined than the behaviours needed to control communicable diseases. The relationship between behaviour and effective chronic disease control is generally less clear for the same reason.

 

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Avoiding disability and death from these causes depends more on individual understanding and action than on preventing infection.

Not everyone needs to be aware of contagious diseases or take specific precautions to protect themselves from contagious diseases. For example, when a community introduces a safe water supply and sanitation through the actions of some citizens and governments, all members of the community benefit. Immunizing a small number of children in a community does provide some protection to other children, as each vaccinated child in the population reduces the likelihood of disease transmission.

 

In case of chronic illness or accident, such joint protection is not possible. Each individual is responsible for taking all necessary steps to benefit from the various means that medicine has provided to prevent or combat disease today. Moreover, the individual must not only act, but act in the early stages of the disease, at a time when medical knowledge is still beneficial to them.

Health Educator Activities

Acute and Chronic Illnesses Differences in disease prevention methods greatly increase the volume and difficulty of activities for health educators. The educational message must be delivered to each person in a way that is sure to be responsive. Otherwise, the efforts of medical personnel will be wasted. Achieving positive results is not enough for the minority or even the majority. Even coming close to achieving such a comprehensive goal challenges all the resources and imagination a health educator can muster. and affect the elderly. Of course, many children suffer from rheumatic fever, diabetes, and other chronic diseases, but the majority of those affected by chronic diseases are adults. It's much easier to persuade parents to do something about their child's health than to persuade them to do something about it. Furthermore, the fact that health education for today's issues must be an attempt to influence behavioral change in the elderly adds to the complexity of future challenges.

Contents of Health Education Today

The preceding discussion of educational difficulties in addressing today's health problems highlights the challenges facing health educators. Let us consider some of the implications of this challenge in terms of what and how we educate and where appropriate to focus our efforts.

 

To meet this challenge, most educational efforts should focus on adults outside the classroom where problems may arise. It is not enough to provide elementary and college students with up-to-date scientific information and expect them to use that information when they reach the age when chronic diseases are most prevalent. You've overlooked an important discovery. That is, we quickly forget information that is not useful in our daily life.

 

But even if people remembered everything they learned in elementary school and college, the latest scientific information available today can serve as guidelines for how students should behave as they grow older. You don't want that, because today's medical research dynamics are all indications that many of the tools used to manage disease today are becoming more accurate. The limited information currently available can act as a deterrent to actual action that students should take if they remember and use it later.

What should be the focus of education?

Instead of focusing on teaching an organized set of health facts, shouldn't the focus be on developing students' ability to solve health problems when they arise? schools or colleges constantly encounter health situations that require individuals or groups to take action for their health. All too often, teachers decide what actions to take without giving students the opportunity to gather information about the problem, evaluate it, develop their own solutions, and put those solutions into action.

 

However, as students gain experience in making decisions, they learn to gather relevant facts from a variety of sources. This is a far more important achievement than acquiring a comprehensive knowledge of health. You also have the opportunity to develop your ability to distinguish between reliable and unreliable information. This latter ability is especially important at this time. Because with the rapid progress of scientific discovery, it is often not easy to distinguish research results from the outrageous claims of bogus researchers and the excessive propaganda appetite of false researchers.

Another aspect of today's health education content to consider is that the actions that need to be taken to address current problems often conflict with some of our traditional values. That's it. We were pioneers and were more concerned with promoting economic well-being and national well-being than with the health and other dangers we encountered while pioneering. As a result, we tend to despise those who strive to avoid danger and who take due care to avoid crippling injuries and disabling illnesses. This value system partly explains the lack of concern for health regulations, unsafe home environments, or the tendency to take unnecessary risks in order to achieve something in record time. Huh? Because we are no longer pioneers in the sense that we don't have to take undue physical risks to get ahead, the praise our culture gives to those who don't follow the rules of health and safety.

If not, you shouldn't even consider changing the implicit approval ?

If society frowns on irrational and unnecessary risk-taking, it may be a real stimulus for positive action to limit the harm caused by chronic diseases and accidents.

. . . Today we face many health problems that require individual action. . .

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This behaviour requires education. This work is part of the insidious nature of chronic disease, the lack of action individuals can take, the age groups that need to be affected, the number of institutions involved, and some of our cultural patterns. is made very difficult by the need to change and value system. That is the challenge of the profession of a health educator.