Transcript Understand how public health is promoted and protected
Part One – P5 & D2 P6
Understand how public health is promoted and protected Unit 31 LO3
Understand how public health is promoted and protected
Learning Outcome - The learner will: Assessment Criteria Pass The learner can:
Understand how public health is promoted and protected
P5
Explain the role of health promotion in improving public health
P6
Explain how public health is protected
P7
Describe methods used to prevent or control a named communicable and a named non communicable disease
Merit – in addition to the pass criteria the learner can: Distinction – in addition to the pass and merit criteria the learner can D2
Evaluate how a health promotion campaign has impacted on UK public health
Understand how public health is promoted and protected
Learning Outcome - The learner will: Assessment Criteria Pass The learner can:
Understand how public health is promoted and protected
P5
Explain the role of health promotion in improving public health
P6
Explain how public health is protected
Merit – in addition to the pass criteria the learner can: Distinction – in addition to the pass and merit criteria the learner can D2
Evaluate how a health promotion campaign has impacted on UK public health Slides are colour coded to help you!
Follow the suggestions in pink for your assignment P7 is on part 2 slide show
Role of Health Promotion…
Reasons for health education campaigns:
• Improving health and well being – give up to date information eg how many units of alcohol are recommended for adult women. • Encouraging the use of preventative methods – using a condom to prevent against disease • Increasing skills to enable
people to take control of their
lives – help people choose – eg Say no to smoking by being supported in a group • To aid understanding of
environmental causes of ill
health- a baby’s chest infection is caused by the poor housing conditions – this could empower the mother to take action.
Target Audiences
• People at risk of disease – eg women over 50 should have mammogram • People at risk from early death – eg man who’s dad died of heart attack before aged 50 which could be hereditary • People at risk from their life styles – eg smokers – key factor in heart and lung diseases, unsafe sex, no exercise • People at risk from their environment – eg hygiene poor, too many people in one room, cooking facilities limited, damp housing, homeless, pollution etc
Explain the role of health promotion in improving public health
Practical strategies:
Topics to cover:
• Enabling people to exert control • Practical strategies to address challenges faced by society • Ottawa Charter • United Nation report on Human Development •Providing health clinics in areas of social/health inequality •Provide diet/exercise examples (C4L) •Advice and guidance on cessation of smoking, drinking alcohol and sexually transmitted diseases (Sex worth talking about, Drink Aware etc)
Helping people gain control…
State will: • Promote health • Provide services • Persuade people to change • Provide choice • Provide resources/money • Improve conditions • Encourage research • Listen to views/opinions Individual can then: • Make own health better • Act on advice and guidance • Think about life style choices • Use NHS sensibly • Act on changing priorities • Use personal responsibility to prevent disease where possible
Ottawa Charter
This was an international conference on Health Promotion in November 1986 – they produced the Charter to achieve Health for All by the year 2000 and beyond.
Health promotion definition used in Ottawa Charter 1986
• Process of enabling people to increase control over and to improve their health • PIES • Identify and realise aspirations • Satisfy needs • Change and cope with the environment • More about well being than healthy lifestyles
Health promotion Prerequisites for health: • Peace • Shelter • Education • Food • income • Stable eco system • Sustainable resources • Social justice and equality • Advocate • Enable • Mediate Health promotion action means Create supportive environments Strengthen community actions Develop personal skills Reorient health services Moving into the future Each of the participants in the conference pledged to these points
United Nations report on Human Development
• Each year the UN produces reports in human development – and links the HDI to various health and economic data • They have a different emphasis each year • The latest data ranks UK 26 can compare countries.
health wrt GPD th in health • The data table will tell you the mortality rates due to things such as cardiac/ malaria etc so you • It shows a steady increase spending on public – 6.8% 2005 to 8.1% in 2010 • life expectancy in 2012 was 80.3 years in UK
Fast Facts & Results | UNDP UN report on Human Development
Topics for UN reports
Health Education Income % loss due to inequality Lowering of inequality in health and education, rising in income
P5
• Write a short explanation of health promotion • Using each of the points to cover explain how these help to improve public health:
• Enabling people to exert control • Practical strategies to address challenges faced by society • Ottawa Charter • United Nation report on Human Development
• Don’t forget to use examples, graphs etc to illustrate your work.
Evaluate how a health promotion campaign has impacted on UK public health (D2)
• Choose a National campaign • Good campaigns are Chlamydia, Change 4 Life, Skin cancer, National No
Smoking Day – choose one you already know something about!
• Think about the impact= positive and negative • Will need to use statistics, tables and graphs to help you explain the impact • Consider ethics – is the campaign good for all? • Think about impacts e.g. cost and accessibility as well as the actual health
change.
• Does everyone benefit from the campaign – why? • The campaign may look at allocation of resources and strategies but doesn’t
look at evaluating patient services and outcomes- is this helpful?
• Does the promotion look at underlying factors (inequality, housing, work life
balance, accessibility fo services, morbidity, disability and quality of services) and how does this effect impact?
• How does the campaign measure impact? Is this current? Is it unbiased? • Is there a difference between individual impact vs group or population
impact? Which is your campaign designed to impact?
• Have changes to services or care been a result of evaluation of the
campaign?
• Hase evaluation of the campaign lead to “feeder” campaigns?
Explain how public health is protected (P6)
Specific strategies
• Immunisation • Disease surveillance • Health and genetic screening programmes
Environmental protection from hazards
• Waste disposal/treatment • Supply of safe water • pollution control • control of food preparation storage and sale • climate change
Immunisation and Vaccination
• HPV immunisation • Tuberculosis • MMR/measles • Small pox • Chicken Pox • Shingles • Seasonal flu • Brief definition of immunisation and vaccination • Find out the recommended programme for vaccinations – by age • Look for graphs that show you the incident rate of the diseases against vaccination rates – choose three examples • Explain how the immunisation programme helps to protect public health – and what happens when people choose not to have the vaccinations
You must show graphs and explain the impact before and after immunisation.
http://www.thinkhard.org/2007/09/mmr-vaccine-tru.html
Measles can cause death; in 2006 an uninoculated thirteen-year old (with an underlying lung condition) was the first child to die of measles in the UK for 14 years The effects of the controversy were to undermine confidence and to drastically reduce the uptake of the MMR vaccination. Between 1995, when information began to appear suggesting that the MMR vaccine was implicated in bowel disorders, and 1998, when the paper was published alleging the link with autism, the uptake of the vaccine fell from 92% (close to the World Health Organisation's recommended level of 95% for the protection of a population) to 88%. It hovered at about this level until 2001 when the case was taken up by the media with a sustained attack on the vaccine. By 2003, the level of uptake had fallen to around 80%. By then, 12% per year of young children had been put at risk by a scare which proved to be unsubstantiated. And it took until 2005 to bring the uptake rate back to 84%, which is better but still more than 10% below the World Health Organisation's recommended level.
• Disease surveillance • Health and genetic
Disease surveillance
Looks at who gets ill, why people get ill and planning for the future Some communicable diseases are notifiable (eg Rubella, Mumps, Measles, TB) 30 diseases are monitored - Then data can be collated.
So outbreaks can be responded to and trends found.
Reports are published every week week 51 •International diseases are also tracked – eg Avian Flu
Screening is designed to make an
• •
early diagnosis of certain Diseases – WHO has 5 criteria that have to be met before a screening programme can be set up.
Find out about two common health screening tests (e.g. pap smear, breast cancer, Chlamydia, bowel cancer) and how people find out about them. How they have influenced health?
Genetic screening is designed to detect conditions linked to genes – some are associated with pre-natal screening such as Downs
• • •
Syndrome and Cystic Fibrosis Find out about two common genetic screening tests What are the ethical considerations of genetic screenings?
What about screening for cancer?
•Produce a table of the 30 diseases – briefly discuss why you think they
have been chosen
•Using named examples explain how disease surveillance protects health
Disease surveillance – week 51 2013 – summary authority
annual report until 2010
• • • • •
Environmental protection from hazards
Waste disposal/treatment Supply of safe water pollution control control of food preparation storage and sale climate change
Choose TWO to explain how environmental protection from hazards helps protect health
http://www.hpa.org.uk - latest environmental health project