Health Promoting Schools Model Analysis

As a level 3 practitioner it is important to take a balanced approach to risk management so that children are able to learn and develop. Practitioners need to be aware of the risks, however “if the activity is well planned and organised, with thought given to possible risks, the likelihood of an accident or injury should be minimal” (Tassoni et al, 2010, p144). Practitioners working with children have a duty of care towards the children and must make sure that they are safe at all times. They should plan the play environment and activity which is safe for the child, but there also needs to be a balance between the risks a child is able take. Children should be allowed to take risk they think they are able to achieve with adult support but not too much intervention, If they are not allowed to take risk they will not be able to develop the skills required to deal with risks and make judgement about their own strengths and skills which may affect their development, self-esteem and confidence. Avoiding risks and challenges may result in a very timid adult lacking in every day skills and abilities. Children can take risks in all different areas by following the seven areas of development which was introduced by the foundation phase, these areas are as follow:-

Children should be aware of the importance of healthy eating and exercise as well as the meaning of “right and wrong” and “stranger danger”. Still we will not be able to protect them from all the potential dangers in the world but if any problem happens, pupils have to be aware that help is at hand, either from teaching staff in the school or from external organisations specialised in certain fields.

The world can be a dangerous place so practitioner are able teach the children way of making their way around the world without causing to much danger to the children; however there is no such things as a risk-free environment so just telling them about the dangers is not good enough. They must be given the chance to experience the dangerous first hand, yet there must be a balance between protecting young people and children from harm while allowing them to develop through independence and risk awareness

Health Promotion is there to apply various plans and approaches in a cohesive manner with one of the necessity "for Health Promotion to be effective" “(Jakarta Declaration 1997)”. Health Promotion is there to approach the major influenced areas identified in the Ottawa Charter in a cohesive and comprehensible way. Health Promotion (HP) is the term which is equal for Health Education (HE), was and still been used today occasionally and barely. Nonetheless, HE is one of numerous significant element and part of achievement of HP which is demonstrated by the HP logo. The second and third conferences on Health Promotion which took place in Sundsvall and in Adelaide, where the HP logo and approach were

Nola Pender first introduced the health promotion model (HPM) in 1982 and the model was later revised in 1996. According to Potter, Perry Stockert & Hall (2017) “The HPM defines health as a positive, dynamic state, not merely the absence of disease (p. 66). As stated “health promotion is directed at increasing a patient’s level of well-being and the model describes the multidimensional nature of people as they interact within their environment to pursue health” (Potter, et al. 2017, p. 66). Integrating Pender’s model into professional nursing practice is very important because as a nurse you are able to take your patient’s personal background and impairments and use those as a personalized plan of action to educate them on healthy lifestyle changes. HPM is very easily modified for each patient so this can create difficulties when having to adapt it to fit each patient. Overall, the benefits of the health

Seedhouse (1997) described the field of health promotion ‘as muddled, poorly articulated and completely lacking of clear philosophy’. Wills (2007) argues, conceptualizing health promotion is also problematic because there are many different approaches to promoting health. Burton and McDonald (2000) asks whether or not health promotion can legitimately be thought of as a discipline but suggest that recent changes in knowledge base and practice of health promotion are characteristics of a paradigmatic and disciplinary development. However the purpose of Health Promotion is to enable people to increase control over, and to improve, their health and its determinants. This is embodied in the Ottawa Charter for Health Promotion (WHO 1986) and in the Bangkok Charter for Health Promotion in a globalized World (WHO 2005) …. Health is a positive concept emphasizing social and personal resources, as well as physical capacities. Therefore, health promotion is not just the responsibility of the health sector, but goes beyond healthy lifestyles to well-being. Contemporary health promotion draws on a range of theoretical and disciplinary perspectives and operates at many levels to facilitate conditions and opportunities for personal, community and organisational empowerment, effective partnerships. and alliances, healthy public policy and reoriented, sustainable environment.

Further development on this discipline requires building new structures for health promotion, new systems for risk reduction and greater emphasis on health coverage tasks. People's ideals in their collective efficacy to carry out social change, therefore, play a key place within the policy and public health perspective to health promoting and disease prevention. The recent years have witnessed major changes in the conception of human health and illness from a disorder model, to a health version. it is simply as significant to speak of level of vitality as of degrees of impairment. the health model, therefore, focuses on health promotion as

Researchers determined long ago the importance of creating a model that promotes health, health literacy, and positive changes. The Health Belief Model (HBM) was created in the 1950’s to explore preventative measures for disease (Pender, Murdaugh, & Parsons, 2015, p. 29). At the time, officials were concerned about the spread of communicable disease and certain cancers. The theory assumed that individual behaviors were based off negative and positive sources regarding a specific change (Pender et al., 2015, p. 29). This means that patients have a degree of perceived susceptibility that causes them to evaluate the positive or negative effects of changing the behavior. If the threat is low,

Health Education is the continuum of learning which enables people as individuals and as members of social structures, to voluntarily make decisions, modify behaviours, and change social conditions in ways which are health enhancing (Joint Committee on Health Education Terminology’s report, McKenzie Smelter, 1997).

Health promotion model is available and possible to apply in education. Definitely, the community and students need more program about health education. For example, alcohol substance abuse prevention program, nutrition program, smoking program, sexual abuse program, and communicable disease program (Ickes, 2011). I will provide the first program in this paper, alcohol substance abuse program. It is essential each student has information about alcohol substance abuse based on alcohol substance abuse prevention program (Ickes, 2011). This program will teach students to know and understand what are the risk factors and disadvantages about substance abuse generally. When students acquire

As a society, we have always known that children remain in a constant learning process and that they have greater ability to receive and process a lot of information. Moreover, children are also the right group that has to be motivated in order to make a change in our society. It is easier to teach children what is good and what is bad since their beliefs and identity constantly accommodates to what is thought of them. As adults, we realize that the real future lies in the hands of our children and grandchildren (Nadia, 2016). This applies in many aspects of our society. We have to thrive in educating our children in order to keep on improving the world we live in. Therefore, in order to tackle increasing health

Upon my research I have found that though health promotion has improved in the last twenty-five years, there is still a need for education and resources in order to improve health promotion globally. According to W.H.O., around 6 million children die worldwide before the age of 5. These deaths are typically preventable. If these children had resources such as vaccinations, exclusive breastfeeding, and clean water sanitation these children would be able to survive (“10 Facts On the State Of Global Health,” 2012). Another statistic from W.H.O. states that cardiovascular diseases is the leading cause of death worldwide. That means that 3 of 10 deaths are attributed to either a diseased

Ill health is when a patient’s well-being has been affected by a disease or a condition and the functional ability deteriorates. When illness or change in condition strikes a patient, they seek medical attention in emergency departments and doctors’ offices. The patients are treated at the health centers and sent back to their homes as they continue to recover fully. After discharge of the patients to their homes, it is during this period that determines the outcomes of the patients and the health care workers’ goal is to ensure that the patients get better. The biggest concern to the patients is when they are discharged to go home where they will not have immediate access to the health care provider.

Assessment of learning needs - The knowledge needs to be reduced to practical and condensed themes so that it can be easily remembered and applied. Differentiated learning will be employed so that assessment will occur in differentiated style according to specific personality, level, style of learning etc. K knowledge level -a their knowledge level is excellent, particularly since students have recently received an overview of the subject. Differentiated instruction will be used where whilst subject matters is presented in a general way, its assignments and supportive material (such as movie clips, graphs, pictures etc.) will be differentiated to different levels so as to absorb all. D developmental level - Their developmental level is at the adolescent stage. Health teaching will be geared to the needs and characteristics of the young adult/ adolescent population. C cultural considerations Differentiated instruction will be used where whilst subject matters is presented in a general way, its assignments and supportive material (such as movie clips, graphs, pictures etc.) will be differentiated to diverse cultures so as to interest and absorb all Sp special learning needs Differentiated learning will also take into account special learning needs sot that whilst lesson will be given in general way, the presentation of the topic will single out broad concepts and present these in

Studies set out in the last decade advise that there is an increasing priority for countries to promote a healthy educational policy to spike development. According to Hanushek and Wößmann, “educational quality – particularly related to developing countries – is THE critical issue” for progress. Cognitive abilities obtained during primary and secondary schooling historically bring about more economic returns. So, there are two main ways in which education can be improved: 1)through increasing quantity and quality. 2)By increasing the amount of schooling, students have more time to develop necessary skills in disciplines such as reading, mathematics, and science. Hence, bolstering the quantity of education should foster human capital, hopefully bolstering productivity in the long-term. Additionally, a more educated workforce has a higher capacity for innovation, helping bring about structural changes to the economy. According to Hanushek and Wößmann (2007, p. 24), “several recent studies suggest that education is an important both as an investment in human capital and in facilitating research and development and the diffusion of technologies.” Hence, increasing the quantity of education helps students gain more familiarity with technology, which encourages future innovation and productivity. However, due to limited research on the subject, Hanushek and Wößmann (2007) are skeptical to make any definitive links between development and the quantity of schooling. Interestingly,