Rethinking health education theory

Caplan, Russell; Holland, Ray

doi:10.1177/001789699004900103

Cited by 81 publications

(13 citation statements)

References 3 publications

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“…It is important that health professionals are able to define theoretically and delineate exactly what constitutes both health education and health promotion practice. Effective health promotion and health education practices are dependent on sound theory (Caplan & Holland 1990). Clear conceptualization acts as a base‐line to validate current practice and serves as a springboard for innovation and advancement.…”

Section: Discussionmentioning

confidence: 99%

Health promotion and health education: advancing the concepts

Whitehead

2004

Journal of Advanced Nursing

192

117

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While the theoretical and conceptual literature surrounding health education has remained relatively constant and unchanged over the last decade or so, the same cannot be said for the health promotion literature. The evolving dominance of socio-political action in health promotion has overtaken individualistic and behaviourally-related forms. While the recent nursing literature addresses and acknowledges the place of socio-political activity as the mainstay of health promotion interventions, this is largely from a theoretical stance and is not applied in practice.

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Section: Discussionmentioning

confidence: 99%

Health promotion and health education: advancing the concepts

Whitehead

2004

Journal of Advanced Nursing

192

117

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“…This is the focus for the next section. Caplan and Holland (1990) have argued that the most important value systems that underpin all our work are:…”

Section: A Theory Of the Problemmentioning

confidence: 99%

“…Activity is illness-centred and encourages people to comply. Source: Adapted from Caplan andHolland (1990), andMacDonald (1992).…”

Section: Objectivementioning

confidence: 99%

Collaborative working in primary care groups: A case of incommensurable paradigms?

MacDonald¹,

Smith²

2001

Critical Public Health

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AB S T R A C T The aim of this paper is to examine the role of health promotion in locality commissioning teams-as pre-cursors of Primary Care Groups-drawing on the experiences of a project in the West Midlands. Wider implications for the workings of the new Primary Care Groups will be drawn. The paper will consider some fundamental differences between health promotion and other public health approaches. Using a model of health promotion practice, it will show how the practice of different stakeholders in locality commissioning can be made sense of by these different and in some cases incommensurable paradigms. Our argument is that being able to model practice so as to make these paradigmatic differences explicit and to acknowledge diversity and inconsistency is a prerequisite for healthy collaboration.

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“…There is a wide range of definitions and models of health promotion which support the idea of health promotion as a reflective and responsive activity (Beattie, 1991;Caplan and Holland, 1990;Tones,Tilford and Robinson, 1990;WHO, 1984). like many professional occupations, it requires practitioners to work at a high level of complexity, drawing on a wide knowledge base and using an extensive repertoire of interpersonal skills.…”

Section: The Issues and Concernsmentioning

confidence: 99%

Competence in professional practice: some issues and concerns

Rolls¹

1997

Educational Research

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As a result of policy initiatives in the mid-1980s, the Department for Education and Employment has been encouraging the development of national occupational standards and National and Scottish Vocational Qualifications (N/SVQs) in all occupational sectors within the UK. For the health and social care sector, these developments give rise to a number of issues and concerns. Using Health Promotion as an example of an area of professional practice within health and social care, this paper explores the relationship between academic assessment and the assessment of National and Scottish Vocational Qualifications; the relationship between the academic and the National and Scottish Vocational Qualification model of credit accumulation and transfer; and the relationship between qualification, licence to practice and competence in practice. Subsequently, it examines the development of the reflective professional practitioner and the relationship between 'competence' and notions of 'excellence' and 'expertise' in professional practice. Finally, it considers the role of knowledge and understanding in professional practice and the role of academic institutions in the development of a professional practitioner.

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Rethinking health education theory

Abstract: DRAWING on the example of mental health, the authors argue that existing health education theory rests on partial analysis and personal views of society and its organisation. A more broadly-based approach is advocated, and a theoretical map pro vided to inform future debate.

Cited by 81 publications

References 3 publications

Health promotion and health education: advancing the concepts

Health promotion and health education: advancing the concepts

Collaborative working in primary care groups: A case of incommensurable paradigms?

Competence in professional practice: some issues and concerns

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