Health education: the family health teams' perspective and clients' participation

This study aimed to understand the conception and performance of health education developed by the Family Health Team with a view to clients' participation. Qualitative study carried out with clients and professionals at the Family Health Program (FHP) in Crato, CE, Brazil. Data were collected...

Full description

Saved in:
Bibliographic Details
Published inRevista latino-americana de enfermagem Vol. 17; no. 2; pp. 174 - 179
Main Authors de Fátima Antero Sousa Machado, Maria, Vieira, Neiva Francenely Cunha
Format Journal Article
LanguageEnglish
Portuguese
Published Brazil Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo 01.03.2009
Subjects
Brazil
Community Participation
Family Health
Health Education
Humans
NURSING
health education
participación comunitaria
family health program
educación en salud
promoção da saúde
programa saúde da família
promoción de la salud
participação comunitária
programa de salud familiar
health promotion
consumer participation
educação em saúde
Online AccessGet full text

Cover

More Information
Summary:This study aimed to understand the conception and performance of health education developed by the Family Health Team with a view to clients' participation. Qualitative study carried out with clients and professionals at the Family Health Program (FHP) in Crato, CE, Brazil. Data were collected through semi-structured interviews and observation between May and September, 2005. Data were organized according to content analysis and literature. Findings indicate that professionals view health education as guidance and teaching focused on disease prevention and the participation of clients is perceived as listening and attention. Thus, FHP professionals need to broaden their understanding of health education and educative strategies, which should be culturally meaningful, so that clients freely and consciously decide on their participation and behavioral change in health.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0104-1169
1518-8345
0104-1169
DOI:10.1590/S0104-11692009000200006