The year 2018 is a year of health anniversaries – the National Health Service in the UK is 70, the Alma Ata Declaration is 40 and the Healthy Cities movement is 30 years old. Such anniversaries gen...
It has been customary in health promotion courses to prepare students to complete masters level research based dissertations and to be able to undertake research and evaluation in the context of professional practice. Given the changing nature of health promotion practice and the place of research and evaluation within it, it is timely to review the preparation that courses offer. This paper examines current research education in the UK, drawing on a recent survey of postgraduate health promotion courses. Consideration is given to the question of whether current models of provision, although meeting academic requirements, offer insufficient preparation for the specifics of research and evaluation activity within current UK practice. The strengths and limitations of the traditional dissertation are discussed. In response to the challenges of incorporating collaborative and participatory research into masters level study and increasing dissemination of students' work, alternative models for the dissertation phase are presented. Overall the paper is designed to stimulate debate on the possibilities of a better fit between postgraduate research education and research practice.
We have serious concerns about health promotion after the recent announcement that Public Health England will be disbanded.12 Over the past 25 years, there have been successive reorganisations in public health alongside dramatic reductions in budgets.3456 At each upheaval skilled and experienced health promotion staff are lost.178
We are in the middle of a pandemic, and there are …
We welcome this latest research on the impact of the Sure Start programme.12 The evidence shows that large scale, holistic public health interventions can be effective in improving children’s health.2 Sure Start substantially reduced hospital admissions for infections, injuries, and mental health problems.
For those interested in “levelling up” there are clear lessons to be learnt from this research. The impacts of …
Journal Article Qualitative research in health education Get access Sylvia Tilford, Sylvia Tilford Leeds Polytechnic Search for other works by this author on: Oxford Academic PubMed Google Scholar Faith G. Delaney Faith G. Delaney Leeds Polytechnic Search for other works by this author on: Oxford Academic PubMed Google Scholar Health Education Research, Volume 7, Issue 4, December 1992, Pages 451–455, https://doi.org/10.1093/her/7.4.451 Published: 01 December 1992
This chapter discusses the following topics: health promotion, components of health promotion interventions, the planning process for health promotion, the stages of developing and implementing health promotion programmes, and the selection of education and communication methods. Health promotion practitioners differ in the goals they prioritize, some emphasizing empowerment, others behaviour change. Many people may feel most comfortable carrying out health education activities but can nearly always begin to take some actions on the other components which, if unattended, will diminish the impact of health education activities. There is a growing body of evidence on how to implement effective health promotion interventions, and access to this evidence is getting easier. By ensuring that we disseminate the results of our own interventions we can contribute to developing practice.
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