DISTINGUISHING BETWEEN HEALTH EDUCATION AND HEALTH INFORMATION DISSEMINATION/WONG AND HIGGINS RESPOND

Wong and Higgins' article illustrates innovative ways nontraditional public health providers such as park rangers are connecting with consumers on health issues.1 Similarly, the Centers for Disease Control and Prevention's Action Communities for Health, Innovation, and EnVironmental ChangE...

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Published inAmerican journal of public health (1971) Vol. 101; no. 3; p. 390
Main Authors Auld, M Elaine, Radius, Susan M, Galer-Unti, Regina, Hinman, Johanna M, Gotsch, Audrey R, Mail, Patricia D, Wong, David, Higgins, Charles L
Format Journal Article
LanguageEnglish
Published Washington American Public Health Association 01.03.2011
Subjects
21st century
Collaboration
Disease control
Disease prevention
Health care
Health education
Health promotion
Information dissemination
Initiatives
Medical personnel
Medicine
National parks
Parks & recreation areas
Professionals
Public health
Public health education
Society
Teachers
Urban planning
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Summary:Wong and Higgins' article illustrates innovative ways nontraditional public health providers such as park rangers are connecting with consumers on health issues.1 Similarly, the Centers for Disease Control and Prevention's Action Communities for Health, Innovation, and EnVironmental ChangE (ACHIEVE) program works with the National Recreation and Park Association and other groups to promote physical activity and reduce chronic disease risks.2 Such collaborations are long overdue, given that the Institute of Medicine, World Health Organization, and other prestigious bodies have underscored the importance of transdisciplinary approaches to achieving public health goals.3-5 An important distinction must be made, however, between these park rangers' efforts and the formal approaches of health education as a core public health discipline. In achieving our goals, we: (1) collect and analyze quantitative and qualitative data; (2) use scientific, multidisciplinary theories to plan interventions; (3) translate scientific research into practical, applied programming; (4) plan and conduct mass media and health communications campaigns to change knowledge, attitudes, behaviors, and norms of select populations; (5) implement programs; (6) provide training to individuals, lay health advisors, but also to other professionals, and policymakers; and (7) evaluate health promotion programs for continuous program improvement. Failure to distinguish between information dissemination and health education and to recognize the overarching ecological models guiding our practice contributes to limited views of health education as "ancillary rather than integral, superfluous rather than essential" in public health planning and interventions. 9,10(p1824-1825) Health educators must strengthen intersectoral partnerships with park rangers, urban planners, economists, environmentalists, law enforcement officers, and other nontraditional public health partners. Opportunities to connect national parks and other outdoor spaces with health are legion.\n In September 2010, the director of the NPS commissioned an executive steering committee to explore and define the unique role that the NPS can play in promoting the health of our nation and of all species.8 Formal collaboration between park rangers and health educators is encouraged.
ISSN:0090-0036