health education assignment

Make Learning Enjoyable with these Health Lessons for Kids

Explore different ways to teach kids health in the classroom or at home, that will keep them engaged and enthusiastic. Our health lesson plans range in topics designed for preschool kids to elementary and middle school students. We’ve designed these health lessons for kids to be time-efficient yet impactful and memorable. Whether you’re a teacher, other type of educator, parent or guardian, our lessons for kids will make learning enjoyable for both you and your students.

In these lessons, kids will learn fun ways to practice mindfulness and balance, how to eat well, ways to be active, or keep clean and hygienic—and without it feeling like another chore. Choose one of our health lesson plans below for a quick and easy learning activity for your child or children.

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All fats are not created equal, bad breath: what to do about it, backpack safety: that’s a thing, body composition, brain boost, breakfast power, breathe easy: asthma 101, create your own healthful snack, decreasing screen time, drive your bike keys to safe and healthy cycling, eye protection, fast food alert, food allergy awareness, gardening – growing goodness, get out and enjoy nature, get the facts: know your food label, gratefuls and grumbles: helping kids develop an attitude of gratitude, gratitude: overlooked blessings, grocery store virtual tour, guided imagery for younger children, guided imagery: create the state you want, hand-washing: a weapon against germs, healthy heart, how hungry am i, hungry for breakfast, it’s all in the breathing, it’s mealtime relax and enjoy, know what matters to you, learning mindfulness through movement, let’s talk maximizing the benefits of family mealtime, learning to calm fear, listen hear all about the ear, living a healthy life, love your lunch, marketing mania, mental remix, milk matters, more milk, please, smile bright tooth care, the power of meditation, wash hands for health, move it the importance of daily exercise for kids, myplate and yours too, noticing walk and reflection, oversweetened: the truth about sugary drinks, pedometer fitness fun, picky eating, portion distortion, power-up with snacks, quench your thirst the importance of water, safe and fun, in the sun, safe food is good food, self-esteem and body image activities for kids, skin: caring for the largest organ, smart snacking, splash why is it important to bathe, sports drinks and energy drinks, how to stay safe during physical activity, stress busters, stress no body needs it, stretch for your best, super sleep, the concussion conundrum, the dish on gluten, tobacco and e-cigarettes, vegetarian basics, water: making living things grow, what we can do to stress less, having a positive mindset, what’s my portion size.

This site is presented for information only and is not intended to substitute for professional medical advice. Health Powered Kids is a trademark of Allina Health System. Presentation and Design © 2015 Allina Health. All Rights Reserved.

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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Teaching health education through the development of student centered video assignment.

$\nHeather Wallace$

Public Health Department, Grand Valley State University, Grand Rapids, MI, United States

The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Changes in technology are rapidly changing our culture ( 1 ). New teaching and learning formats that rely on digital and web-based technologies have greatly influenced how instructors teach as well as how students learn ( 2 ). Resnick ( 3 ) of Massachusetts Institute of Technology's Media Laboratory (MIT Media Lab) describes our society as rapidly transforming into a creative society, one in which the skilled and expert workers of the past century are replaced by creative workers adept at problem-solving. Such a trend suggests the importance of creativity in student learning and emphasizes that problem solving is not only a critical skill, but also one that can be facilitated through technological tools. Technology can enhance effective learning in many ways ( 4 – 6 ), such as providing greater depth of functionality, feedback, interactivity and simulation ( 2 ). A bank of empirical research demonstrates that blogging, video blogging (vlogging) and podcasting, when used as a part of classroom instruction, can enhance student performance, foster reflection, creativity, and knowledge construction ( 7 , 8 ). Likewise, students can be instructed to create their own multimedia work as part of a learning activity or assignment. The work of Fredenberg ( 9 ) and Armstrong et al. ( 10 ) provide examples of how students can create podcasts, rather than listening to them as an instructional tool. Fredenberg ( 9 ) reported that students are more engaged and felt more confident in their skills and abilities after mastering a podcast assignment. Armstrong et al. ( 10 ) required student-created podcasts (students could elect audio vs. video) as a means to learn objective driven business communication. Having students produce their own podcasts provided a novel way for students to disseminate information while also developing communication and literacy skills through teamwork, organization, time management, technical literacy, and overall planning ( 10 ).

The core competencies for public health professionals and other health care providers rest heavily on communication skills, literacy, creativity, problem solving, and the appropriate use of technology. Having students explore, create, and disseminate through video and other multi- media formats, such as podcasts and vlogging, may offer a novel and effective tool for enhancing these skills. Despite the growing body of research and popularity of multimedia in higher education, health education, and society, little scholarship has addressed the use of student created video and the pedagogical benefits specifically for health science students. This paper seeks to offer a starting point for exploring how student created videos can enhance health science and public health education.

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Students engaged in health profession education encounter numerous “wicked problems” that require teaching and learning strategies that allow for flexibility, trial and error, and engagement beyond text book and lecture based learning. The student centered video assignment was developed, in part, as a strategy to facilitate this type of learning in undergraduate courses with a public health focus, such as Introduction to Public Health. The course was taught by a faculty member from the Grand Valley State University, College of Health Professions, Master's of Public Health (MPH) Program (MPH). The student centered video assignment was developed jointly by the authors, each having over 10 years of teaching experience in the health professions. The course is offered each semester in multiple sections and has been taught multiple times by each of the authors. The class utilized a traditional in seat format while using inquiry based learning as the pedagogical approach. This approach challenges students to learn through directed questions, problems, and challenges that students work to address. Additionally, the courses incorporated Problem Based Learning (PBL) which is known as a teaching and learning approach that facilitates cultivation of knowledge, critical thinking, assessment and evaluation in solving complex, real world problems. Students engaged in PBL set to exploring and solving problems in small groups with the objective of promoting “constructive, self-directed, collaborative and contextual activity” ( 11 ). PBL research in nursing and clinical education showed improvement in critical thinking and critical reasoning ( 12 ), while research on the process of PBL reflects gains in collective and collaborative knowledge building ( 13 ).

Principles and Competencies in Health Education and Promotion

The Council on Education for Public Health (CEPH) is the accrediting body for all schools and programs of public health in the United States. They have identified 22 primary core competencies for public health students and professionals. Of the 22 competencies identified by CEPH, 6 were used in the organization of the two courses in which the student centered video assignment was implemented ( Table 1 ). The competencies selected align with the course objectives and public health program concepts. Execution of the student centered video assignment provides ample opportunity for students to practice and build competency in these areas. For example, competency 16, 21, and 22 is addressed through group collaboration and working with a complex public health issue. Competency 18, 19, and 20 is achieved through the creative development of the video, in which a public health message and health promotion tool are developed for a target population ( Table 1 ).

Table 1 . CEPH competencies used in course and assignment development.

Achieving competency requires meaningful student learning and mastery of skills related to analysis, assessment, planning, communication, management, and systems thinking ( 14 ). Video creation using a problem based learning approach allows for students to practice these skills through engaging with a real world problem in small groups and to explore and practice mastering a new technology.

Learning Environment

Grand Valley State University is a midsize, teaching intensive University located in the Midwest. The College of Health Professions houses 17 undergraduate and graduate health profession programs. The Department of Public Health offers a Master's Degree in Public Health (MPH) and includes several introductory undergraduate courses. The student centered video assignment was created by the authors who are faculty from the MPH program who teach undergraduate and graduate public health courses. The goal was to create a novel course learning activity that facilitated innovative and collaborative development of course work that is student centered, linked to real world public health issues, problem focused and outside of traditional course projects, such as research papers and or presentations. This assignment was developed and piloted in a 200-level undergraduate introductory public health course Students are generally traditional undergraduate college students at the sophomore or junior level interested in exploring a health related degree and or career. The undergraduate public health courses provide a valuable opportunity for undergraduate students to gain awareness and knowledge of the public health profession and the MPH degree. The students in the course that utilized the student centered video assignment are representative of the larger undergraduate student body. Further, students enrolled in the course as well as the students that completed the course evaluation and assignment evaluation reflect a general health professions student body that is disproportionately female.

Video Creation Assignment

The video creation assignment was developed and piloted in the 15 weeks fall semester of 2017. The overall purpose of the assignment was to provide students with a robust, collaborative, innovative, learning opportunity in which a complex public health problem are identified, explored, and responded to through the creation of a culturally appropriate health education video. The assignment was completed in four phases over a 12 weeks period, with each phase having an associated learning element. The phases and elements for the assignment are informed through the PBL pedagogical approach of the course as well as the CEPH competencies listed in Table 1 . The following sections describe the objectives and course work associated with each phase and for phase 4, each element of the student centered video assignment.

The objective of phase 1 is to introduce and facilitate student exploration of real world public health problems. In order to achieve this objective students are randomly assigned to groups of 3–4 depending on the number of students in the course. Over a 3–4 weeks period of time, students are given access to course materials through the University learning platform which include scholarly research articles, journalistic documentaries, and web resources that reflect ongoing and emergent public health problems that are salient to health promotion and or health education. For example, students review topics like vaccine preventable infections and outbreaks, drug use during pregnancy, harm reduction measures among homeless and drug addicted youth, vaping, and sleep hygiene among college students. Students explored the problems together in class and through consensus, elected a problem of interest that is explored and analyzed in Phase 2.

A second learning activity in Phase 1 is the introduction of and experimentation with video creation technology. Students viewed professionally developed TED-Ed video talks, which served as an exemplar and model for the structure of the student created video. Students were asked to watch health related Ted-Ed talks and to reflect upon the message, format, effectiveness, and efficiency of the message.

Class time during weeks 4–6 is used to discuss and describe how to explore, evaluate, and assess root causes and systems level factors related to the selected public health problem. The objective of Phase 2 is to use principles of descriptive Epidemiology, such as time, place and person, to explore the natural history, context, and scope of the selected public health problem. In this phase, the first element, “Dig Deeper,” is introduced.

The public health problem identified in Phase 1 becomes the focus of the Dig Deeper Element introduced in Phase 2. Students are asked to dig deeper into their problem by searching for and evaluating relevant and credible literature and web resources. Students were provided with a website evaluation tool, the CRAAP, to assist in reviewing web information ( 15 ). Each group member composed a single paragraph between 250 and 500 words that included a minimum of three credible references and summarized their search and evaluation. Group members then worked collaboratively to combine the paragraphs into a concise health education or health promotion message relevant to their public health problem. As an introductory undergraduate course, gaining scope and depth of resources accessed and utilized was not the intention. Rather, the dig deeper element was considered a skill building opportunity for group collaboration and health information seeking, assessing and summarizing. Basic instructions for the Dig Deeper Element are provided in Appendix A .

The development of a video health education or health promotion plan is the objective of Phase 3. The plan becomes the framework for the actual video that the students produce in Phase 4. The basic format of the plan is aligned with the TED-Ed lesson creation guide and consists of a short informative message derived from the Dig Deeper element, thinking questions related to the message, a learn more section and a discussion section ( 16 ). The first step of Phase 3 is to complete the “Think Element,” in which students were required to create a series of multiple choice and true or false questions, which addressed the content from the Dig Deeper Element. The questions check for understanding of the content presented in the Dig Deeper element. Students were encouraged to develop thought-provoking questions at a Bloom's level of Analysis or higher. Basic instructions for the Think Element are provided in Appendix B .

The second step of Phase 3 is the Discuss element. The Discuss element required each student within the group to compose a thoughtful discussion question pertaining to the information provided in the Dig Deeper element and complimentary to the Think element. The purpose of the Discuss element is to provide an opportunity for viewers of the video to discuss and further explore the topic of the video. Students were encouraged to review Guidelines for Developing Juicy Discussion Questions ( 17 ). Groups were also encouraged to create a Google Doc so that each student could peer review and edit the discussion questions. Students were limited to 750-character limit. Basic instructions for the Think Element are provided in Appendix C .

In phase 4, student groups developed and executed TED-Ed like educational videos using the Watch element. Student groups were required to create an original video incorporating the Dig Deeper, Think, and Discuss elements they had completed in phases 1–3. Groups applied their topic research, questions, and discussion content to a storyboard template provided by the instructor. The instructor provided students with access to PowToons for Education as the medium or technology used for creating the actual video. PowToons offers a free educational subscription to web-based animation software designed to create animated videos ( 18 ). The videos were ~5 min long and were presented in class on the last day Basic instructions for Phase 4 or the Watch Element are provided in Appendix D .

Setting and Participants

The setting for the student centered video assignment was an in seat undergraduate introduction to public health course with 48 students. Two of the 48 students were male and 46 were female. All students in the course completed the assignment as part of the course work.

Student feedback and learning related to the student centered video assignment was gathered through an evaluation. As the assignment was part of the course, informed consent for participating in the assignment was not needed nor obtained. Informed consent was obtained for the evaluation of the assignment that took place following the viewing of the videos in the last class meeting. The Grand Valley State University Institutional Review Board (IRB) approved the evaluation and deemed the study exempt. The evaluation of student perception of the student-centered video assignment included 10 Likert scaled questions (rating questions 1–7, 1 strongly disagree-−7 strongly agree.) Forty-eight students were emailed the survey following the last day of class. Fifteen students completed the survey for a 31% return rate.

Of the 15 students who completed the survey the majority either strongly agreed or agreed that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types, such as traditional course research papers and or oral paper or poster presentations. Likewise, students would prefer the video assignment over other types of assignments in future classes. Additionally, students reported that the project helped them to apply and develop understanding of the concepts and CEPH competencies associated with introductory public health education. A total of 86% of the students indicated that the student-created video lesson enhanced their learning of public health content. Additionally, 73% of the students thought that creating videos to address a public health issue was a useful experience. Seventy-three percent also indicated that the student-centered video assignment was an important exercise in helping them better understand critical public health issues. Table 2 and reflect the survey questions and student response regarding the student centered video assignment.

Table 2 . Student responses to the TED-Ed student-centered video assignment.

It is not clear whether the video format or the PBL learning approach associated with the assignment influenced student preferences and responses. However, this initial evaluation along with instructor evaluation of the assignment elements completed by the groups, suggests that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

Overall, this project received strong and positive evaluations from students that serve as a starting point for further development, use and evaluation of similar video creation assignments. A primary strength of this assignment and preliminary evaluation is that it offers credibility and feasibility of student-created videos as a learning tool in higher education. In addition to offering a fun, innovative and novel skill set in the way of video creation, the assignment may offer valuable means for students to develop skills in problem solving and collaboration. Such skills are necessary in the modern workplace where sophistication and complexity of problems is evolving and changing. Furthermore, the video assignment was perceived to be useful in addressing key competencies related to public health and health education which are also becoming more ambiguous and complex. Limitations to the study include the moderately sized sample of students as well as the limited number of students who completed the survey. Furthermore, the generalizability of these findings is limited by the fact that this research was conducted within a single university and a single course.

This assignment serves as an example of an innovative and complex assignment with implications and consequences related to learning but also to achieving high impact learning at the undergraduate level. In other words, undergraduates undertaking this assignment are forced to confront uncomfortable and often controversial public health issues that have no clear good or bad, right or wrong answers. Success is not dependent upon memorization of course concepts but on a students ability and willingness to identify and confront their own learning styles, expectations, and collegiality in working with the instructor, class mates, group members and tangentially, the population of people their video is meant to address.

Recommendations for Educators

The experience of the assignment from the perspective of the instructor offers guidance and caution for other educators willing or curious to take on such an assignment. First, explicit instructions along with a rationale should be given to students at the outset of the semester or work period. The basic components of a student groups, a real life problem related to the course topic and or discipline and a strategy for the development of video contents and video creation are all that are needed to develop a similar assignment. However, it should be noted that students in the course conveyed concern over the timeline, uncertainty in understanding assignment expectations, and in some cases, wanted to jump ahead in creating a video without utilizing the phases and elements. Providing a detailed map of the project ahead of time may ease student concern and better facilitate dedicated in class work time. In this regard, instructors should be willing and able to dedicate a significant portion of in seat class time (45–60 min per element) to group work in completing the elements of assignment. Other aspects of the assignment, such as accessing and viewing TED-Ed lessons and public health resources can be facilitated through an online course delivery platform, such as Moodle or Blackboard. A second recommendation for educators is to seek ways to extend the work of the video creation outside of the classroom. The ability to showcase and “test out” the video with a real target population was requested by the students. The ability to self-select a problem and to work on it in a deliberate way appears to raise interest and investment in the project among students. Finally, as an assignment fully entrenched in collaborative group work, care and consideration should be given to address students who are either uncomfortable or unwilling to engage fully and fairly in group work. Likewise, the instructor should acknowledge, address, and provide a model for handling disagreement within groups. A policy, for example, included in the course syllabus could provide a pathway for students to address concerns among themselves prior to contacting the instructor. The use of a self and peer evaluation that is included in the final course grade may also provide incentive or meaningful consequence for students who do not participate fully or underperform in the group work.

Instructor Reflection on Evaluation of the Assignment

The instructor reviewed and provided feedback to groups upon completion and submission of each element within each phase of the project. The video assignment work was intentionally designed to be low stakes, meaning that groups received a complete or incomplete for each element with the expectation that feedback given would be considered in the ongoing work, resulting in a strong and appropriate video. Only the final video was scored and included the self and peer evaluation. In this way, each group member receives his or her own unique score rather than a base score for the group. The evaluation matrix used for the final video displayed in class included assessment based on the 4 elements and the CEPH competencies. This included the representativeness of the information provided in the Dig Deeper element; the complexity and appropriateness of the Think element and Discussion questions; and the overall aesthetic value and quality of the video, it's length, and it's overall message. Graduate level courses could significantly increase the complexity and scope of the evaluation matrix to include elements, such as health and cultural literacy, sophistication, timeliness and appropriateness of the literature and resources used to develop the health education plan, and pre- and post-test elements to gauge viewer learning. Finally, anectodal evidence from student work, comments and discussion offer further support for this type of assignment. Students provided thoughtful, well-written, well-supported work that reflected the healthy struggle of reaching group understanding and agreement and to conceptualize difficult and complex problems.

Further studies should examine more closely the specific characteristics of the assignment that may cultivate benefit in learning and how student centered, problem based, collaborative course work around a short, audio visual rather than written assignment can be useful in attaining high level learning outcomes.

The use of a student centered video assignment may be a novel and innovative strategy to approach the development of problem solving and group work in the classroom. The assignment described here was received positively by students and offers insight into the myriad complexities of teaching about difficult, evolving, and sophisticated issues both in and outside of the health professions. The small but positive results of the student survey as well as the assessment of student learning witnessed by the instructor should encourage other educators to develop similar assignments and to undertake additional studies to evaluate the effectiveness, merits, and strengths of creating video in public health coursework.

Ethics Statement

This study was carried out in accordance with the recommendations of Grand Valley State University Institutional Review Board with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The Grand Valley State University Institutional Review Board approved the protocol.

Author Contributions

JV contributed to the conception and design of this study. JV managed the data collection of this study. JV organized the data. HW and JV wrote the first draft of the manuscript. JV and HW wrote the sections of the manuscript. HW wrote the second draft of the manuscript and completed all revisions.

Grand Valley State University will cover the open access publication fee.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

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Keywords: health education, pedagogy, undergraduate education, multimedia, public health competencies

Citation: Wallace H and VanderMolen J (2019) Teaching Health Education Through the Development of Student Centered Video Assignment. Front. Public Health 7:312. doi: 10.3389/fpubh.2019.00312

Received: 04 May 2019; Accepted: 14 October 2019; Published: 01 November 2019.

Reviewed by:

Copyright © 2019 Wallace and VanderMolen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Heather Wallace, wallaceh@gvsu.edu

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Health Education

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College of the Canyons

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Reviewed by April Parrott, Instructor, Lane Community College on 8/15/24

Comprehensiveness rating: 5 see less

Covers all major topics well. I believe the section on cardiovascular disease should contain information on early heart attack detection and what to do, and BEFAST for stroke. The psychological health section covers a HUGE array of topics but lacks information about treatment for most disorders. In general, great information on topics but less information on how to manage issues.

Content Accuracy rating: 4

Information feels accurate.

Relevance/Longevity rating: 4

Updates should be easy edits for this textbook but some of the information may not be relevant for long periods of time, specifically the information on marriage and relationships.

Clarity rating: 5

Easy to read. Limited use of hard to understand terminology.

Consistency rating: 5

Very consistent in terms of terminology and framework. Each chapter is laid out similarly to the previous chapter. However, this also means that each chapter is lacking in things like images, charts and graphs.

Modularity rating: 5

This textbook has very logically modulated the chapters and subtopics within those chapters. It would be very easy to direct students to certain blocks of information. I do not recall any self-referential material.

Organization/Structure/Flow rating: 5

Organization is logical and builds upon itself. For example, the chapter on stress management begins by talking about what stress is and its effects on the body then into managing and coping. Chapter 5 introduces gender and sexuality which is immediately followed by sexual health which is followed by sexually transmitted diseases.

Interface rating: 4

There are some headings that are on one page and their text on the next or places where photos cause large gaps on previous pages. It does not have a navigable TOC.

Grammatical Errors rating: 5

Easy to read.

Cultural Relevance rating: 4

I believe the section on Relationships and Communication is slightly dated and could be offensive to some readers as it describes relationships in a this way or that way type of language where it is likely that gender and relationships between genders is more fluid. I think this will date this chapter rather quickly.

In general, the book lacked things that made it interesting to look at. There were few images and they were not all the quality in terms of the breath of information they added. There is a lot of information that would be better presented in charts or tables. There is a general lack of how to turn this knowledge into practice.

Reviewed by Uma Hingorani, Affiliate Professor, Metropolitan State University of Denver on 10/12/23

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly. read more

Comprehensiveness rating: 4 see less

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly.

The information is well organized and accurate. Some updates are needed, such as reference to latest edition of The Diagnostic and Statistical Manual of Mental Disorders (DSM), including online tools to track menstrual cycle and Roe vs. Wade overturned stance on abortion in U.S., using more current CDC Fact sheets, including psychodelic mushrooms under drugs of abuse and impacet of legalization of marijuana on abuse potention, and including e-cigarettes, JUUL, and other modern cigarette types. Some minor typographical and spelling errors were noted ('spermacides').

Updating sections to include modern aspects would be helpful.

The language is clear and conducive to an undergraduate level college audience.

The book flows well and uses consistent terminology throughout the chapters.

The text is divided into subsections, making it manageable to read and understand.

Organization/Structure/Flow rating: 4

The book is well organized and flows well.

Use of more diagrams would be helpful. The diagrams and charts used emphasize the textbook reading.

Grammatical Errors rating: 4

Some minor typographical (bullets points not aligned in e-copy) and spelling errors were noted ('spermacides').

Culturally and racially sensitive.

This is a well-written, well-organized textbook which provides a good overview of health. Including the WHO definition of health and wellness would be beneficial as well as using more references to college-age students to engage this audience. In addition, updating sections to modern times would be helpful. Nonetheless, it is a straightforward and helpful textbook to use for a general health class elective.

Reviewed by Anna Smyth, Adjunct Faculty, Salt Lake Community College on 4/18/21

Health is a broad subject, and this book has done a nice job of categorizing and explaining some of the most important aspects. The book does not have a glossary or index but provides references at the end of each chapter for further exploration. read more

The data and information presented in the book appears to be accurate but some statistics are over 10 years old. Students would benefit from an updated edition. The information about sensitive topics such as violence in relationships, sexual health, etc. are handled skillfully without bias.

The text is written in a way that it would be relatively easy to update. Some of the topics, legal marriage for example, are changing due to legislation across the country, but the book speaks generally enough about these topics to capture this reality. The reader can pursue the references included at the end of each chapter to find more specific time-sensitive data around such topics.

Clarity rating: 4

The book is very clear in its use of language. This is a particularly appealing element if you have students whose native language isn't English. A moderate proficiency in English will make this book accessible--easy to read and understand. One missing piece of context noted: Section 5.6 seems to refer to a chart, ie "in the lower left corner" but no chart is included.

Consistency rating: 4

The text is consistent in the way the framework has been structured and the terminology is relatively consistent throughout, however there are some occasional verb tense inconsistencies, for example in Chapters 6 and 8 the voice alternates between speaking directly to the reader (you) and in third-person.

Modularity rating: 4

It would be as easy to pull a few excerpts from the book as assigned reading as it would be to review the entire text throughout a semester. There could be more of a contextual introduction to each chapter that may help provide a useful modular framework.

As the text is a presentation of a variety of interrelated topics rather than information that must be presented in a particular sequence for full and proper understanding, the organization seemed appropriate and sufficient. As Maslow's heirarchy is presented, there is an argument for using the order from that framework or the order of the six dimensions of health presented in Chapter 1, but the content therein, aside from Chapter 1, is not determined by the sequence so the current organization is sufficient.

I saw no significant interface issues, however the text could benefit from more illustrative images throughout to support learning and such images could help with minimizing any confusion as well as retention of the information presented. An example of such is Figures 14 and 15 on page 152 and Figure 4 in Chapter 9.

In my review, I noticed very few grammatical or spelling errors.

Cultural Relevance rating: 3

Some of the sections could be updated with more inclusive language, such as the section on fertility and conception. Language such as "pregnant people" rather than "pregnant women" or "birthing person" rather than "pregnant mother" is more inclusive of the transgender community. The text generally tends to reference nationwide statistics without detail or context regarding specific demographics. This could be a valuable addition as illustrated in Chapter 1 that health can be substantially influenced by things such as race and ethnicity, culturally sensitive healthcare, sexual identity and orientation, etc. which are topics included later in the text. Expounding upon some of these critical aspects of health and determinants of health would add value and represent a more comprehensive perspective of health in the US.

This book is a solid resource with lots of useful information to use in health-related course curricula.

Reviewed by Garvita Thareja, Assistant Professor, Metropolitan State University of Denver on 3/16/21, updated 4/22/21

It had covered most of the major topics in health and wellness. However, there are some foundational topics like dimensions or health (they touched these, but need more depth), theories for behavior change that should be added , being foundational in nature. Then again, some concepts are just added there and may not be needed at this level as it adds to confusion than contribution. We don't need that deeper biology part as its a health topic and not anatomy/physiology.

Content Accuracy rating: 5

Its very accurate book. I would re structure some aspects and add some examples at few places, but overall, its up the mark with accuracy.

Relevance/Longevity rating: 3

Content needs an update. For example if its a weight management, then we need to add information about various apps and calorie tracking resources. If its a drug and abuse, I would add an activity that really engages students about how taking shots can affect their cognition and possibly put them in DUI. This text has too much theoretical concepts but less of applied part or case studies.

The information is clear and use simple languages. Not big jargons or difficult terms.

Yes, its consistent with the topics and headings and sub headings. Its just too much information actually VS field work, examples and real applications.

yes, its divided into various parts and sub parts. Easy to navigate and clear layout. I would just add that piece where if we click on a sub topic from table of contents, it takes us to that page automatically instead of scrolling around.

Yes, very clear and logical flow.

Interface rating: 5

Its easy to navigate. I would add a little more images as it gets monotonous reading it. WIth a topic like health, lot more colors and contrasts and images can be added.

I did not find one.

Cultural Relevance rating: 5

Not offensive. But I would actually add more of culture and diversity when it comes to health. Why are some cultures "Healthy"? or "why is disparity between genders with access to healthcare across the globe/developing nations"?

It is an interesting book. I liked reading it and refreshing some of the topics. I would just add some case studies and activities to make it more interactive instead of passive reading. May be we can have a supplemental lab with it? Its not a perfect book as it covers upper and lower division topics. But definitely, some components can be used as they are well written.

Reviewed by Sara Pappa, Assistant Professor, Marymount University on 2/24/21

The textbook is a comprehensive compilation of personal (individual) health topics, which are clearly defined and described. It would be appropriate for a Personal Health or Introduction to Health/Health Behavior course. It has a table of contents, but not an index or glossary. It does not highlight key terms. There is a reference list at the end of each chapter--this could be expanded to include helpful links. Chapters do not have introductions or summaries.

The content is accurate and relatively unbiased. It includes current public health topics such as the leading causes of death, social determinants of health and health disparities. I might suggest changing the name of Chapter 12 to Chronic Diseases.

Each chapter is made up of many sections, or short descriptions of the topics. This helps with the organization of the content. There are not a lot of case studies, examples, graphics or anecdotal information to enhance the learning process. The material is somewhat dry the way it is presented (not very engaging).

The textbook is written in clear language and at an appropriate reading level for college students.

The chapters are organized in a consistent manner.

The textbook could easily be broken down into smaller units or sections as well as followed in a different order as indicated by a course or instructor. The short sections, as well as the chapter and section/sub-section numbering systems, make it easy to follow.

The textbook is organized in a clear manner, with chapter and section titles that make it easy to follow.

The textbook is easy to read and navigate.

The textbook is well written with few grammatical errors.

The textbook does include some references to culturally competent content. It would be improved with the addition of specific examples, including data and research, about cultural differences and how these affect health.

Reviewed by Sarah Maness, Assistant Professor, Public Health, College of Charleston on 1/27/21

Covers a wide variety of health promotion topics, primarily at the individual level. Lacks a section on social relationships and health. Only covers romantic relationships and in ways that are culturally dated (section on Married and Non-Marrieds). read more

Comprehensiveness rating: 3 see less

Content Accuracy rating: 1

I would not feel comfortable using this text in my class based on issues with accuracy. Section 1.7 about Determinants of Health mentions Healthy People 2020 however does not describe the Healthy People Social Determinants of Health Framework when talking about Social Determinants of Health and includes different factors. Citations are very dated, 2008 or earlier when this edition came out in 2018. Healthy People 2030 is now out so next version should update to that as well. Bias encountered in the chapter about relationships and communication. Only covers romantic relationships and is written with from a heteronomative perspective that also centers marriage and is stigmatizing to those who are not married. ("Marriage is very popular..because it does offer many rewards that unmarried people don't enjoy." "There are known benefits to being married an in a long-term relationship rather than being single, divorced or cohabiting). Also refers to attempts to legalize same sex marriage in this chapter, which has been legal for years now. References are not formatted in AMA or APA style which is standard for the field. Wikipedia is used as a reference in Chapter 2. Chapter 6 discusses "options" for unplanned pregnancy (including taking care of yourself, talking to a counselor, quitting smoking) and does not mention abortion as an option. HPV vaccination recommendations need to be updated.

Relevance/Longevity rating: 2

All topics are relevant but the supporting statistics are outdated by more than a decade in many places. Years are not included in many statistics, nor in the citation at the end of the chapter.

Clarity rating: 3

The sections read as rather disjointed. Chapters could be more aligned and have improved flow for the reader to understand how concepts are related. For example, going right into theoretical models of behavior change in Chapter 1 is early and advanced for an introductory text.

Consistency rating: 2

In the Introduction it states the book is about health, health education, and health promotion. Since health promotion is broader than health education, and fits the topics of the book, it is not clear why this is not the title instead. This book could be useful for an introduction to health promotion class but instructors may overlook it because of the name. Some chapters contain no in text citations despite stating facts, while others contain many. Reference lists and in text citations are formatted differently in different chapters.

Almost too modular, not clear how some sections relate and there is not a lot of detail in many subsections.

Organization/Structure/Flow rating: 3

The sections within each chapter often seem disjointed and do not include enough detail in each section.

Interface rating: 3

In many chapters, only weblinks are provided as citations. If the link is broken, there is no title, author, journal or year for reference. Figures included without citations (ex: Social Readjustment Rating Scale).

Grammatical Errors rating: 3

Did not notice overt grammatical errors.

Includes examples and text of people of multiple races and ethnicities. Is not inclusive based on sexual orientation and in terms of the way it discusses marriage and relationships.

The cover does not appropriately capture what the book includes. It could be more representative of health than just a sports field/physical activity. Health is multi-dimensional and includes in addition to physical - mental, emotional, spiritual, occupational aspects, which the book acknowledges in the text. Hair and clothing style of people on cover also look outdated.

Reviewed by Corrie Whitmore, Assistant Professor, University of Alaska Anchorage on 11/11/20, updated 1/10/21

This book was developed for a Health 100 class. It covers a wide variety of personally relevant health topics, with segments defining health, discussing "your bodies response to stress," describing threats to environmental health, and offering a guide to "understanding your health care choices," which includes both nationally relevant and California-specific information. The index is detailed and specific. There is no glossary.

This textbook would be appropriate for a lower division personal health course. Some components would be useful in an introductory public health course, such as the "Introduction to Health," "Infectious Diseases and Sexually Transmitted Infections," and "Health Care Choices" secgments.

The text is not appropriate for a "Fundamentals of Health Education" or "Health Promotion" course aimed at future Health Educators.

Book provides accurate information with clear references to unbiased sources (such as the CDC for rates of diseases).

Content is releveant and timely.

The book is appropriately accessible for lower division students, with clear definitions of relevant vocabulary.

Good internal consistency.

The segmentation of the book into 14 topical sections, each with subsections, makes it easy to assign appropriate chunks of reading and/or draw pieces from this text for use in other courses, such as an introductory public health course.

Well-organized.

Easy to navigate.

Good discussion of health disparities, acknowledges cultural components in health. Is not insensitive or offensive.

Reviewed by Audrey McCrary-Quarles, Associate Professor, South Carolina State University on 8/17/20

The Health Education book covered all the components usually found in other basic health books. It can be utilized as an Open Textbook for students taking the introduction to health or the basic health course, such as HED 151 - Personal and... read more

The author could use a picture that exhibits diversity on the cover.

Some of the data is just a little outdated but can be updated very easily with an article or current chart.

Clarity is okay.

Consistency is good!

Should be an easy read for students.

Organization and flow are great!

Text can use some more pictures and charts, especially in Chapter 1.

Did not notice any grammar errors in scanning over the book.

The cover should be a picture that depicts diversity as well as showing more diversity throughout the book.

Overall, the book serves its purpose. It is good!

Reviewed by Vanessa Newman, Adjunct Faculty, Rogue Community College on 7/22/20

The textbook successfully covers a wide array of health education topics. The chapters on "Relationships & Love" and "Health Care Choices" were excellent additions to what you find in many health books. Overall, I would have liked to have seen more case studies, illustrations, examples, and quick quizzes to reinforce the content presented and to reach students with different learning styles. Many of the sub-topics could be even more robust with the addition of information on auto-immune disorders for example or a section on health education professionals like personal trainers and health coaches or information on what to do if you suspect a food-borne illness and how to access help.

The contributors have done a great job of presenting accurate information but it is now outdated in many sections and chapters which is what happens in textbooks generally. The language and presentation of material appears unbiased. The addition of more graphics and examples that cross demographics, cultures, and races would be a welcome addition. I found no factual errors but did question the notion that gluten-free diets can assist with anemia and wondered if research about the resilience gene in children might be referenced.

The research presented is all 2015 or before with an emphasis on 2008 information. Sections about marijuana and cannabis, infertility, social disorder, and smoking need refreshing. It would be helpful to have information about genetic testing (23 and me and Live Wello) added, functional fitness addressed, and infectious disease content brought up to date. So much has happened affecting people's health has transpired since 2015 that it is time for updating. Also, more information in sections like how baby birth weight can predict chronic disease development and mindfulness as a practice for improved quality of life.

Content is presented in clear, concise and appropriate language. Every once in a while there is a sentence structure issue or a word ordering that is clarified by a re-read. There is not an emphasis on jargon or overuse of idioms in my opinion. All terminology was defined or given reference as to where to locate additional information. Again the use of diagrams, illustrations, more examples would also improve clarity and accessibility for some. I did not recall seeing information on how many calories are in a gram of protein, carbohydrate and fat presented. And relevance affects clarity. For example, including language about portal of entry and exit in the infectious disease section.

Having a quick quiz at the end of every chapter would have added consistency. Also standardized formatting for charts and graphics would improve the textbook overall as well. The chapters, sections and headings all appear consistently presented. There was nothing presented that was jarring or appeared out of context. References looked similar and were all summarized at the end of each chapter.

Modularity was this textbook's strength. Large chunks of information were broken down into manageable sections and sub-sections and the white space was appreciated. Because of this, the information did not seem overwhelming or "too much too fast." Students can take breaks and not lose track of where they were or forget critical information. Again, more examples, quizzes or case studies could also improve modularity and add an interest factor. The table of contents was thorough.

Time was taken to decide which chapters and topics should be presented in which order. The flow was organic, natural and later sections built on previous information. The structure of the textbook made sense and usually my questions about a topic or subject were answered within the same page. I had no complaints about organization and could find sections easily based on the table of contents.

No interface issues for me, but I was reading on a personal computer and perhaps on a tablet or phone there would be.

The paragraph spacing was not what I would have chosen. There were some inconsistencies. There are contractions like isn't which I prefer not to see in textbooks because it is too casual a style for me. Many instances of punctuation coming after quotations, but this may have been a style choice. The font seemed appropriate but more bolding or color would keep the reader's attention. There are spelling errors on the food chart on p. 236. Some issues with singular vs. plural. For example on P. 64 "nightmares" needs to be plural. A few places where punctuation is missing.

The text is not culturally insensitive, but without additional examples, graphics, and diverse charts it becomes a bit bland. The reference to a handgun on p. 56 was uncomfortable for me. Under weight management, there could be more information presented on how different cultures appreciate varying body types and have different food rituals and discussion on how not to "fat shame" others. Some examples of cultural influences could be presented in the infectious disease section like how practices for burying the dead can lead to disease and how food preparation affects disease management.

I thought it was comprehensive and well organized. If it were not for relevance issues, I would choose to use this book in our general health class.

Reviewed by Robert West, EMS Program Director, North Shore Community College on 6/7/20

Health education is an enormous subject area but this text does an excellent job covering the most important topics. The comprehensive nature of it topic coverage does come at the cost of not being comprehensive within any single topic- this book... read more

Topics within Health Education are inherently subject to bias- religious, cultural and generational perspectives often influence the scientific and open-minded exploration of issues in topics like sexuality, nutrition, and relationships. This book clearly strives to support perspectives with research and did not shy away from topics like abortion and gender roles.

The greatest weakness of this text is that it often feels outdated. Health information is dynamic and no text can always be current, but there are sections that are clearly too old to be considered useful unto themselves. Examples: The narcotic abuse epidemic is absent. This is a major issue in substance abuse and the text primarily looks at heroin abuse without examining the larger issue of prescription narcotic gateways to abuse, or even other narcotics of abuse. The use of PrEP for reducing HIV transmission has been available since 2012 but is not mentioned. The section covering sexual orientation and gender identity cites the 1993 Janus Report for its source of statistics. There is no publication date listed in the text- the latest citation that I noticed was 2015 but most come well before 2010, making the text a decade old in a field that changes rapidly.

The text is well-written and easy to comprehend.

Consistency rating: 3

The Acknowledgements page at the front of the book states that it was "compiled by..." and this speaks to the way the text appears. There is no consistency is the writing of the book. Some chapters are broken down into Sections, brief (often only a paragraph long) collections of sentences that seem to address a behavioral objective that we do not see. Other chapters are written like a standard text and then some appear in a question-and-answer format. None of these are inherently problematic, but the changing style may trouble some readers.

Chapters and chapter sections are clearly delineated.

Chapters are well organized- there is no logical order into which one must teach the various issues of health. The readings of this text could easily be sequenced as desired by the instructor.

The interface is clean and simple. There are few images/illustrations- they would be a welcome addition.

The text is well-written and contains no grammatical/spelling errors that I noticed.

Overall the text seems fair and cites studies to provide evidence of its claims, though some sections simply feel less than open-minded. In the discussion of marriage vs. cohabitation (does anyone use that word anymore?), the text lists advantages of being married that include less likely to commit crimes and less addiction. Statistically, perhaps, but is there a causal relationship? A single paragraph addressing "spiritual health" states: The spiritual dimension plays a great role in motivating people’s achievement in all aspects of life. Some people, yes, but it's not a global truth. Race is never addressed as a topic within the text, though it is commonly listed when a risk factor of disease, health care disparity, etc.

If updated, this would be a superb book. As it stands, it provides an excellent framework for a college course in General Health from which the instructor, or students, could be directed to contemporary writings on these issues. An instructor could readily assign chapter readings and then short research projects that would that could be shared with the class as a whole to assure present day relevance.

Reviewed by Kathy Garganta, Adjunct Professor, Bristol Community College on 5/26/20

The textbook covers a variety of topics in a choppy sequence jumping from three chapters on sexuality and sexual health to substance abuse then onto nutrition. The book was limited in depth and many areas needed additional explanation. There are many lists that did not have the background explanations to support the lists. Several areas were lacking details and were not at college level.

Content Accuracy rating: 3

The text was generally accurate, but lacked backup documentations. Several phrases or statements appeared subjective without the supportive documentation that could lead to misinterpretation. For example, page 107, Section 6.6, Sexual Frequency is covered in one paragraph. In it a statement, “although satisfaction is lower in women,” is delivered with no backup explanation. On page 149, section 7.11, Sexually Transmitted Infections begins with a list of twenty different infections without clarity of an opening explanation.

Relevance/Longevity rating: 5

The textbook was written in 2018 and is still current today. Because of the changing nature of health, it will need updating.

The text was basic and often used lists without additional explanations. Many sections were too brief leaving the reader confused. Page 210 contained an example of a diet list. The list for 4 healthy diet approaches was followed by confusing numbering.

The structural set up of headings and subheadings were consistent, but occasionally spacing was off.

The use of headings and subheadings were helpful. The table of contents clear and easy to follow. Often the sub headings were very short and needed additional information to validate their statements. As an OER text, sections could be assigned as resources to courses outside of health.

The topics were arranged with an unusual flow. Having three chapters on sexuality before nutrition changed the flow and weight of importance.

The text is free of significant interface issues. The chapter headings in the table of contents allows for easy navigation. The use of charts, color displays, photos would have assisted in explaining the topics. The chapter’s would benefit with a more engaging approach. Introspective questions or activities would help to relate material to students lives.

The text contains no significant grammatical errors. However, spacing and formatting needed consistency. For example, on page 86, five definitions all begin with the same exact phrase, throwing off the reader’s flow. On pages 285-86 the formatting/spacing is off.

The text should make greater use of photos/drawings that are reflective of a variety of gender, races, and backgrounds.

Grateful to the author for contributing to OER resources.

Reviewed by Sonia Tinsley, Assistant Professor/Division Chair, Allied Health, Louisiana College on 4/28/20

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief. read more

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief.

Content is accurate. However, some chapters tend to be limited with reference information.

Some chapters include a limited number of statistics and references but could be updated.

Information is basic and easy to follow.

Terminology used is consistent throughout the text.

The information can be divided into modules to use throughout the course.

Topics are organized and easy to follow.

There were not any features in the text that seemed to be distracting or confusing.

There were no glaring grammatical errors.

The text was very basic and seemed to be written for a variety of races, ethnicities, and backgrounds.

Would have been helpful to have more self-appraisals for readers to complete and make information personable.

Reviewed by Jeannie Mayjor, Part-time faculty in the Health and Human Performance Dept., Linn-Benton Community College on 1/15/20

I think this book does a great job of making the material presented easy to understand. Many similar textbooks are more advanced due to more challenging word/term choices, but this book would work well for anyone taking an intro level class in... read more

The book doesn't cover any of the topics in an in-depth manner. Since it's an intro-level textbook, there aren't many complicated ideas to present where accuracy could be a problem. I think some areas, like nutrition, are missing more up to date info, but that could be remedied by incorporating more recent articles and info from various health journals.

Since this text provides an easy to understand overview of health, it would be easy to update. There are no cutting edge or controversial views expressed in the book, so it does have longevity, but again, there will be a need to present more up to date info to supplement the general understanding that the students will have after reading this text. I like the section on sexual health/identity/orientation in the Sexuality chapter. One more chapter that I appreciate is the chapter on psychology: the most common mental health disorders that college-aged students encounter is important and the section on resilience in both the psychology chapter and the stress management chapter are greatly needed.

The book is very clear and understandable. After having taught a health class every term for the past twenty years, I think the way this book is written would appeal to most students.

I did not catch any inconsistencies in this text. Topics discussed in early chapters might come up in later chapters at times, but the info presented the second time around is consistent with earlier explanations of ideas and terms.

Larger type on chapter headings would help improve the ability to divide the book into smaller reading sections, it's easy to miss the start of a new chapter when scrolling through the text. Once you are in a chapter, the subheadings are helpful in dividing the chapter into smaller reading sections. I wish the chapter on cardiovascular diseases (coronary heart disease and stroke) was limited to those two diseases, without including a section on cancer. I think the topic of cancer deserves its own chapter.

The text is well organized and chapters flow into each other in logical ways. There are enough chapters to spread this out over a ten or 15 week term/semester. The chapters are short enough that you could easily assign one and a half chapters or two chapters for one week's worth of classes.

I would have liked to see more photos, although there are plenty of graphs, and I enjoyed the interactive quiz called The Big 5 Personality Test, I would have liked to see more. Some of the links listed in resources are no longer working, and one link in the Fitness chapter is not working, (Adding Physical Activity to Your Life) and I had been looking forward to exploring the topic in more depth. The MyPlate.gov website has been significantly changed, around the time that this book was published, so some of the links to that site no longer work.

I usually notice grammatical and spelling errors, as well as missing words, but I did not encounter anything obviously wrong in my reading.

The text could use more cultural references. I would have liked to see more acknowledgement of cultural differences and references to the health of people from other cultures, especially as it relates to changes they may encounter once a person from another country moves here.

Great overview of the various topics covered in a 100 or 200 level college health class. I will use sections of this book to help simplify some of the topics that my students find challenging, for instance, the fitness and heart health chapters/sections. Due to the inclusion of many of the mental health disorders that our students encounter, I will fit in some of the sections in the psychology chapter. I look forward to implementing some of the material in this text into my health classes.

Reviewed by Jessica Coughlin, Assistant Professor , Eastern Oregon University on 1/6/20

This textbook includes very similar topics to most of the college level health education books that are available today. While the book includes many of the main points related to each topic, it does not go into too much depth. However, this limitation can be solved by supplementing the book with scholarly articles. Based on the number of chapters and the amount of information, I think this book would be beneficial for a 10 week or 16 week term.

The book cites quality sources, however it would be helpful to include in-text citations since the references are only at the end of the chapters and it is difficult to know where the information is coming from. This is especially important for time sensitive information such as statistics. Also, some information seems to be directly from the sources, but it is not cited.

The information is mostly up to date, however as stated before, including in-text citations would help readers have a better idea of the relevance of the material. Also, there are limited references for each chapter.

The material is delivered in a clear and concise way. Adequate context is provided for terms and concepts.

The format of the text-book is consistent as is the type of delivery for the information.

The text includes a good amount of headings and sub-headings, which makes it easy to break the information down into smaller reading sections.

The book has a good flow to it. Each section within the chapters is well-organized and provides a logical progression.

The book is free of any significant interface issues, however there are some small issues such as spacing and formatting errors. Additionally, some small changes such as larger title pages for each chapter would be helpful as well as more graphics and pictures.

I did not notice a significant number of grammatical errors.

The text is not culturally insensitive or offensive. Like most textbooks, it could provide more examples that navigate the relationship between health and different backgrounds.

I would use this textbook, along with other supplemental materials for my course. It reviews the main topics I currently cover in my course and has less limitations than many overly-priced books.

Reviewed by Kathleen Smyth, Professor of Kinesiology and Health, College of Marin on 4/17/19

This textbook covers the myriad of required topics for an Introductory Health Course. The table of contents includes all of the topics I cover in my classes. No textbook is perfect and this book is no different but one should not rely on textbooks... read more

One of the greatest challenges in teaching health is to be unbiased given so many factors affect our health like politics, economics, zip code etc. The textbook does a fine job of explaining the role of government. For example: generic drugs and the abortion debate. Any areas in question can be used by the instructor to create a discussion with the students for better/different alternatives or ideas.

Health is very dynamic so the textbook will need to be updated on a regular basis.

This is an easy to read text. The majority of college students will have no issues with the terminology.

For a textbook that is not professionally published I found the terminology and framework sufficient for my needs. Anything missing can easily be added by the instructor and used as a discussion or research assignment for the students.

Maybe the best feature of the text is the modularity. Each section of the table of contents is hyperlinked so one could easily pick and choose the topics assigned to the students.

The organization follows the same logical fashion as all of the top rated professionally published Health Education textbooks.

There are a couple formatting issues but nothing that affects clarity in my opinion. I think because this is free I have lower expectations vs a professionally published textbook and I am ok with this.

I did not notice any obvious grammatical errors.

The text is not culturally insensitive or offensive but it could include in-depth analysis of health status in relation to one's race, culture and zip code. As I mentioned previously this is a topic that can easily be supplemented by the professor.

This free textbook meets all the requirements for an introductory health course. It leaves room for me to do my job to engage my students in more detail by discussing controversial topics while giving them the opportunity to be critical thinkers. I appreciate all of your efforts on this project.

Reviewed by Amanda Blaisdell, Assistant Professor, Longwood University on 4/11/19

It gives a lot of information, but it isn't very "in-depth." Admittedly, it would be a challenge to be very in-depth with one book that covers so many topics. This book certainly lacks sufficient images/pictures. The amount of information varies by topic. For some reason, some topics (that don't seem as important in relation to other priority issues) have much more text and information, while other topics lack in comprehensive quality to a large extent. Types of intimate partner violence is incredibly insufficient. There are LOTS of ways that people are abusive, those 5 bullets are not enough. There are lots of incomplete sections. It seems like most sub-topics are hand-selected.

There are biases in the information. For example, mental health is described with an emphasis on college-aged students. Why? Mental health issues affect everyone. This makes it seem like a college student problem. Another example, on page. 57 a strategy to cope with stress is to "give in once in a while." What are we promoting here? I have taught health education and stress management for years. There is a better way to phrase the point they are getting to.

It seems like it is up-to-date as of right now, but health facts are only good for five years.

Sometimes more jargon is necessary. Too much relying on cultural metaphor.

Not all facts have footnotes so that the reader can find the source of the information. Why do some have a reference footnote but other facts do not? How can we dig deeper and fact-check? The reference sections are hyperlinks, which come and go. Why are the references lacking any actual APA, MLA, or other format? APA would be appropriate. Students emulate what they find in textbooks. Some seem to be in some formal form, but others are not and the formatting is not correct.

Yes, very much so.

Some topics fit in multiple categories, so there should be some in-document link to information.

Some sections have a space between paragraphs... some do not.. it is not consistent or visually appealing (Example, p. 23). Figure 1 on page 51 seems to have highlighting and blurriness on the image. Look on p. 122, what is that symbol before the "Copper IUD"? WHy does it say it twice? Is there a heading that wasn't bold? What is going on?

I don't know if you call this "grammar" per-se, but formatting is not consistent. For example, on p. 55 there is no consistency in capitalization of first words in bullet points. That just seems sloppy and unprofessional.

Don't refer to sexual arousal as being "turned on," as that is a cultural metaphor. Some language needs to be technical because this book is supposed to provide information. There is lots of evidence of attempts at cultural competence, but it doesn't provide enough of that. There are lots of lifestyles that are OK even if they don't fit our Western model.

To be honest, it seems like portions of this book are plagiarized. Is this a rough draft?

Chapter 1: Introduction to Health
Chapter 2: Psychological Health
Chapter 3: Stress Management
Chapter 4: Relationships and Communication
Chapter 5: Gender and Sexuality
Chapter 6: Sexual Health
Chapter 7: Infectious diseases and Sexually Transmitted Infections (STI's)
Chapter 8: Substance Use and Abuse
Chapter 9: Basic Nutrition and Healthy Eating
Chapter 10: Weight Management
Chapter 11: Physical Fitness
Chapter 12: Cardiovascular Disease, Diabetes, and Cancer
Chapter 13: Environmental Health
Chapter 14: Health Care Choices

Ancillary Material

About the book.

Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health.

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Grade 9 to 12 High School Health Lesson Plans

- In this lesson, students will examine the differences between the lives of Americans today and fifty years ago. They will look for changes in our lifestyle that have impacted our health. - Why does it make life so hard for teenagers? - Students will become aware of the pitfalls of communicating both orally and in written expression.

Debunking the Advertising - Students are bombarded with images of 'perfect' people all the time. This lesson helps them assess what message is being sent when magazines use Photoshop and airbrushing to alter photos.
Effective Communication - After this lesson, the student will be able to use basic communication skills, speaking, listening, and body language, to promote effective communication.
Effects of Tobacco Usage - The learning will be able able to demonstrate their knowledge of the effects of the use of tobacco on the human body.
Evaluate Health Information - Student will use decision-making skills and their knowledge of health information to demonstrate ways to utilize criteria to evaluate health information.
Health, Your Best Aspect - Educating students on how to treat their mind and bodies to the best of their ability.
Introduction of the Knee - For the students to know what the bones, ligaments, and tendons, and muscles are that support the knee.
Introduction to Health Concepts - Students come into contact with the concept of sex everyday and most of the time they are on their own in terms of what they decide to think about what they hear and see.
My De-Stress Plan - Students lead busy lives and as they reach young adulthood, they get busier. In this lesson, students take time to figure out what helps them relax.
Stop the Violence - Students will be able to recognize and explain that violence is learned and often carried out through the media.
Stress Managment - After learning to identify the causes of stress and their reactions to this stress, students will create a stress book.
What's in There - Healthy eating starts with awareness. In this lesson students learn how to read the ingredient label on foods.
Working Out - In this lesson students will study the benefits of being physically active. They will explore what that term means to them and find at least three ways they can be active.

Grade 9 to 12 High School Health Lessons From Other Sites

Are the Best Things in Life Free?
Cardiac Output, Rates of Change, and Accumulation
Gather Data
How Long Is Your Life?
The Price We Pay for Health: US and Canada

Essay on Health Education for Students and Children

500 words essay on health education.

We all know that health education has become very important nowadays. It refers to a career where people are taught about healthcare . Professionals teach people how to maintain and restore their health. In other words, health does not merely refer to physical but also mental, social and sexual health. Health education aims to enhance health literacy and develop skills in people which will help them maintain good health.

Importance of Health Education

Health education is very essential for enhancing the condition of the overall health of different communities and people. It will also help in improving the health of the whole nation. You can also say that the economy of a country is directly proportional to health education. In other words, it means that the higher the life expectancy the better will be the standard of living.

Health education is given to people by professionals in the field known as health educators. They are qualified and certified enough to talk about these issues. Furthermore, they undergo training related to health and hygiene for educating people.

Similarly, health education is very important as it improves the health conditions of the people. It does so by teaching them ways on how to remain healthy and prevent diseases. Moreover, it also makes them responsible enough as a whole community.

The developing nations especially are in dire need of health education. It not only conveys basic knowledge about health but also shapes their habits and way of living. Most importantly, it not only focuses on physical health but also addresses other issues like mental illnesses, sexual well-being and more.

Methods to Improve Health Education

Although health education is very important, we often see how it is not given the importance it deserves. The poor condition of the prevalent health education in many countries is proof of this statement. We need to improve the state of public health education in the world, especially in developing countries.

As the developing countries have many remote areas, the necessary help does not reach there. We must emphasis more on conveying this education to such people. The villagers especially must be made aware of health education and what role it plays in our lives. We can organize these programs which will attract more audience like fares or markets, which already has a gathering.

Moreover, as most of the audience will be illiterate we can make use of visuals like plays, folk shows and more to convey the message in a clear manner. Subsequently, we must also make the most of the opportunity we get at hospitals. The patients coming in to get checked must be made conscious of their health conditions and also be properly educated on these matters.

Similarly, we must target schools and inculcate healthy habits amongst children from an early age. This way, students can spread this knowledge better to their homes and amongst their friends. Therefore, we must enhance the state of health education in the world to help people become healthier and maintain their vitality and dynamism.

FAQs on Health Education

Q.1 Why is Health Education important?

A.1 Health education is very important as it improves the health standards of the country. It further helps in preventing diseases and making people more aware of their health conditions. Most importantly, it not only focuses on physical health but also mental health and others.

Q.2 How can we improve health education?

A.2 We can improve health education by making the people of remote areas more aware. One can organize programs, camps, plays, folk shows and more plus teach it properly at schools too.

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Boeing Workers Embark On Historic Strike, Bringing 737 MAX Production To Standstill 10 hours ago

Nigeria’s parliament postpones resumption by one week, new date set for september 24 10 hours ago, court returns emefiele forfeiture case to admin judge for re-assignment following ongoing applications 10 hours ago, king charles iii hosts tinubu at buckingham palace, leaders discuss challenges of climate change 1 day ago, nigeria, uk sign n589bn partnership agreements on governance, climate, health, education .

Nigeria and the UK have signed eight agreements worth N589 billion to advance governance, climate change, health, and education

Nigeria’s federal government on Thursday, signed eight partnership agreements with the United Kingdom (UK) valued at about N589 billion (£272.6 million) to boost governance, climate change, education, health, and the economy.

The programme implementation agreements signed by the Minister of Budget and Economic Planning, Senator Abubakar Bagudu, and the UK Charge d’ Affaires, Ms Cynthia Rowe, committed both countries to collaboration in those critical sectors.

Speaking at the ceremony in Abuja, Bagudu expressed appreciation for the UK government’s support, describing it was a significant show of friendship.

He said the timing of the implementation agreement was significant given the downward trend of world economies, noting that “Many economies in the world are going through turbulent times”, and that “Nigeria and the UK are not exceptions.”

The minister praised the UK’s spirit of partnership, which enabled it to support other countries despite its economic challenges.

Bagudu noted that some agreements would benefit more than Nigeria, explaining that they deal with global issues.

He said: “Health is no longer a local issue. COVID-19 reminded us that we have a shared universe. Climate is a universal phenomenon. Governance is no longer a local issue. Governance failure in one country can affect other countries through forced migration, conflict or the spread of arms.”

The minister also highlighted President Bola Tinubu’s administration’s recent economic reforms, which he regretted had caused some discomfort among the people.

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However, he explained that they were part of its Renewed Hope agenda strategies aimed at macroeconomic stability that would stimulate local and foreign investments needed for the nation’s economic revival, growth, and development.

Bagudu said the agreements recognised that despite the best efforts of a country, it might not have all the resources it needed to meet its developmental needs, adding that Nigeria was confident that with working partners, it would overcome its challenges.

The minister thanked the charge d’affaires for her cooperation and assistance in ensuring the consummation of the implementation agreements, which he said were the 15th to be signed by the ministry within a month.

In her remarks, Rowe commiserated with Nigeria over the recent flood in some states and expressed how sorry the UK was over the incident.

She appreciated Nigeria’s long-standing cooperation and praised the Ministry of Budget and Economic Planning for being an integral partner that had shaped the relations.

The new implementation agreements, she said, would complement the over £1 billion that had been spent on several programmes in states across the country.

She said: “I am passionate about the UK’s close relationship with Nigeria and working with the government to advance the country’s development agenda.

“The signing of these important agreements today builds on our support worth over £1 billion, delivering real improvements for people in health, education, governance, our work with women and girls, and helping where there is humanitarian need.”

For decades, the implementation agency, the Foreign and Commonwealth Development Office (FCDO), has been actively engaged in other sectors of the country’s national development, demonstrating a long-term commitment to Nigeria’s growth and stability. This includes human development, the Lake Chad Basin Conflict, UK-Nigeria People-to-People links, and economic transformation.

The FCDO has set four clear objectives for the partnership agreements. These include delivering honest, reliable investment, providing women and girls with the freedom to succeed, stepping up life-saving support in times of crisis, and promoting sustainable economic development.

These goals aim to help Nigeria attain a more stable, inclusive, resilient, healthy and prosperous polity.

The star agreement, with a three-year budget of N324 billion (£150 million), is the Human Assistance and Resilience Program (HARP). It aims to deliver on the integrated review of an earlier programme, “Force for Good Agenda,” and provide life-saving humanitarian assistance in the Northeast.

The Nigeria Governance and Climate Change Programme (NGCP) follows it with an N84 billion (£83.8 million) spending plan.

It aims to support coalitions engaging with the government on areas to help resolve climate and governance problems affecting the poorest and most vulnerable Nigerians; increase state government income from internally generated revenue; mainstream climate action in the centre of state government policy, planning, and budgets; and strengthen election delivery and credibility.

The Strengthening Peace and Resilience in Nigeria (SPRING), which aims to reduce conflict and support Nigerian communities to better adapt to the effects of climate change, was also signed.

With a budget of N82 billion (£38 million), SPRING will support the reduction of rural violence and increased peace, security, justice and climate resilience for citizens in volatile regions of Northern Nigeria.

Other agreements are the Equipment Support for Health Training Institutions (ESHTI) N8.3 billion (£3.8 million); Climate Resilient Infrastructure for Basic Services (CRIBS) N41 billion (£19 million); Building Resilience in Nigeria’s Nutrition Stockpile (BRINNS) N26 billion (£12 million); and Strengthening Humanitarian Access in Nigeria (SHAN) N24 billion (£11 million).

The last of the agreements is the Manufacture Africa, which proposes to help drive the inclusive economic transformation needed to create jobs for the future by providing technical assistance to African countries to the tune of N151 billion (£70 million).

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Teaching Health Education Through the Development of Student Centered Video Assignment

Associated data.

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Principles and Competencies in Health Education and Promotion

CEPH competencies used in course and assignment development.


16	Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration, and guiding decision making
18	Select communication strategies for different audiences and sectors
19	Communicate audience-appropriate public health content, both in writing and through oral presentation
20	Describe the importance of cultural competence in communicating public health content
21	Perform effectively on interprofessional teams
22	Apply systems thinking tools to a public health issue

Learning Environment

Video Creation Assignment

Setting and Participants

Student responses to the TED-Ed student-centered video assignment.


Creating videos in class is an important exercise	13.33% ( = 2)	33.33% ( = 5)	26.67% ( = 4)	13.33% ( = 2)	6.67% ( = 1)	6.67% ( = 1)	0.00% ( = 0)
Creating videos in class is an enjoyable experience	6.67% ( = 1)	33.33% ( = 5)	33.33% ( = 5)	6.67% ( = 1)	13.33% ( = 2)	6.67% ( = 1)	0.00% ( = 0)
Creating videos is a useful experience	13.33% ( = 2)	53.33% ( = 8)	6.67% ( = 1)	13.33% ( = 2)	6.67% ( = 1)	6.67% ( = 1)	0.00% ( = 0)
Creating videos is an interesting experience	20.00% ( = 3)	46.67% ( = 7)	20.00% ( = 3)	6.67% ( = 1)	6.67% ( = 1)	0.00% ( = 0)	0.00% ( = 0)
The video project was the most useful project in class	6.67% ( = 1)	6.67% ( = 1)	33.33% ( = 5)	26.67% ( = 4)	26.67% ( = 4)	0.00% ( = 0)	0.00% ( = 0)
I would rather do a different project than the video project	0.00% ( = 0)	13.33% ( = 2)	6.67% ( = 1)	6.67% ( = 1)	33.33% ( = 5)	40.00% ( = 6)	0.00% ( = 0)
Participating in the video project will help my career	6.67% ( = 1)	33.33% ( = 5)	13.33% ( = 2)	33.33% ( = 5)	6.67% ( = 1)	6.67% ( = 1)	0.00% ( = 0)
Creating videos enhances learning content	26.67% ( = 4)	46.67% ( = 7)	13.33% ( = 2)	6.67% ( = 1)	0.00% ( = 0)	6.67% ( = 1)	0.00% ( = 0)
Creating videos will enhance learning in future classes	26.67% ( = 4)	40.00% ( = 6)	20.00% ( = 3)	6.67% ( = 1)	0.00% ( = 0)	6.67% ( = 1)	0.00% ( = 0)
I would recommend this project for future classes	33.33% ( = 5)	46.67% ( = 7)	6.67% ( = 1)	6.67% ( = 1)	6.67% ( = 1)	0.00% ( = 0)	0.00% ( = 0)

Recommendations for Educators

Instructor Reflection on Evaluation of the Assignment

Ethics Statement

Author Contributions

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. Grand Valley State University will cover the open access publication fee.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

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Health Education

School-based health education helps adolescents acquire functional health knowledge, strengthen attitudes and beliefs, and practice skills needed to adopt and maintain healthy behaviors throughout their lives.

Classroom image with a teacher and students

Schools can play a critical role in reducing adolescent health risks through the delivery of effective health education. 1-3

The specific content and skills addressed in health education, including sexual health and other related topic areas (e.g., violence prevention, mental and emotional health, food and nutrition), are commonly organized into a course of study or program and often summarized in a curriculum framework.

Health education curriculum should include:

A set of intended learning outcomes or objectives that directly relate to students’ acquisition of health-related knowledge, attitudes, and skills.

A planned progression of developmentally appropriate lessons or learning experiences that lead to achieving health objectives.

Continuity between lessons or learning experiences that clearly reinforce the adoption and maintenance of specific health-enhancing behaviors.

Content or materials that correspond with the sequence of learning events and help teachers and students meet the learning objectives.

Assessment strategies to determine if students have achieved the desired learning.

Health education is effective at addressing adolescent behaviors

Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible can help youth to develop positive well-being, academic success, and healthy outcomes into adulthood.

Health education tends to be more effective when it is taught by qualified teachers, connects students to health services, engages parents and community partners, and fosters positive relationships between adolescents and adults who are important to them.

Research suggests that well-designed and well-implemented school health programs can influence multiple health outcomes, including reducing sexual risk behaviors related to HIV, sexually transmitted diseases (STDs) and unintended pregnancy, decreasing substance and tobacco use, and improving academic performance. 8-10

Schools can promote safe and supportive environments by improving students’ connections to schools and increasing the support they receive from parents.

See CDC’s Characteristics of an Effective Health Education Curriculum to learn more about research on effective curricula in school health education.

Standards for Health Education

Health education standards are designed to establish, promote, and support health-enhancing behaviors for students in all grade levels. 11 These learning standards have been updated or are currently being revised by multiple professional organizations in school health. Versions of these standards are available here and here .

Sexual health is a critical component of health education

School-based sexual health education provides youth with the knowledge and skills they need to protect their health and become successful learners. Increasing the number of schools that provide health education on key health risks facing youth, including HIV, STDs and unintended pregnancy, is a critical health objective for improving our nation’s health. 12

Further information about the population structure:

Gender (C 2021)
Males	280,243
Females	350,634

Located in:

Altajskij Kraj
Barnaul urban district

IMAGES

(PDF) Teaching Health Education Through the Development of Student
Play, health and wellbeing Assignment
Health Education assignment 2
EDU30014
GRADE 7 HEALTH EDUCATION LESSON NOTES
Health Education Assignment

VIDEO

Health education
What is Hypertension| Health Teaching|Nursing Student| Bamblebim
Health Assessment
Health Education
EMGT3113 MANAGEMENT AND LEADERSHIP IN EDUCATION
Health and Physical Education

COMMENTS

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PDF Health education: theoretical concepts, effective strategies education
reviews health education theories and definitions, identifies the components of evidence-based health education and outlines the abilities necessary to engage in effective practice. Much has been written over the years about the relationship and overlap between health education, health promotion and other concepts, such as health literacy.
Characteristics of an Effective Health Education Curriculum
An effective health education curriculum has the following characteristics, according to reviews of effective programs and curricula and experts in the field of health education 1-14: Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs.
Standards for Health Education
Health education standards outline what students should know and be able to do by the end of specified grades, serving as a valuable tool for schools in selecting, designing, or revising curricula. 1. Multiple professional organizations working in health education have recent or current efforts to update standards for health education. Versions ...
Frontiers
The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video ...
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This paper strives to present current evidence and examples of how the collaboration between health education and health literacy disciplines can strengthen K-12 education, promote improved health, and foster dialogue among school officials, public health officials, teachers, parents, students, and other stakeholders.
PDF A Guide for Health Education Teacher Preparation Programs in
This Guide provides a series of lessons for use by instructors in Institutions of Higher Education (IHE) who are responsible for professional teacher preparation programs in health education, and in pre-service courses that focus on improving health education curriculum selection and instruction.
Health Education
Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health. ... Anything missing can easily be added by the instructor and used as a discussion or research assignment for the students.
Teachers Toolbox Health Education
Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning. September 2017. Strategies: A journal for Physical and Sport Educators. Become a Champion for Healthy, Active Schools. March / April 2019. Girls in Action: Fostering Relatedness in and beyond Physical and Health Education. July / August 2018.
Health Education Strategies
Characteristics of health education strategies include: Conducting a community needs assessment to identify community capacity, resources, priorities, and needs. Planning a sequence of lessons and learning activities that increase participants' knowledge, attitudes, and skills. Developing content and materials that reflect the learning styles ...
Grade 9 to 12 High School Health Lesson Plans
My De-Stress Plan - Students lead busy lives and as they reach young adulthood, they get busier. In this lesson, students take time to figure out what helps them relax. Stop the Violence - Students will be able to recognize and explain that violence is learned and often carried out through the media. Stress Managment - After learning to ...
PDF Introduction to Health Education
Education: A complex and planned learning experiences that aims to bring about changes in cognitive (knowledge), affective (attitude, belief, value) and psychomotor (skill) domains of behavior. Communication: the process of sharing ideas, information, knowledge, and experience among people using different channels.
Approach to Health Education
Beyond sexual health education, broader school health programs can help students adopt lifelong attitudes and behaviors that support their health and wellbeing - including behaviors that can reduce their risk for substance use, experiencing violence, and poor mental health. 1-3. CDC provides program guidance on how to increase student access to health education by encouraging schools to:
Essay on Health Education for Students and Children
500 Words Essay on Health Education. We all know that health education has become very important nowadays. It refers to a career where people are taught about healthcare. Professionals teach people how to maintain and restore their health. In other words, health does not merely refer to physical but also mental, social and sexual health.
Health Education Resources for Students and Professionals
Once a health educator accepts the assignment, they go to the client organization to introduce themselves and find out just what their expected role and duties will be while they are working on that assignment. ... A health education association is full of fellow health educators; they may work for the government, for a non-profit, or in a ...
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Nigeria and the UK have signed eight agreements worth N589 billion to advance governance, climate change, health, and education Nigeria's federal government on Thursday, signed eight partnership agreements with the United Kingdom (UK) valued at about N589 billion (£272.6 million) to boost ...
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Teaching Health Education Through the Development of Student Centered
The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video ...
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Health Education
Health education is effective at addressing adolescent behaviors. Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible ...
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Barnaul (Russian: Барнау́л, IPA: [bərnɐˈul]) is the largest city and administrative centre of Altai Krai, Russia, located at the confluence of the Barnaulka and Ob Rivers in the West Siberian Plain.As of the 2021 census, its population was 630,877, [14] making it the 20th-largest city in Russia and the fourth-largest in the Siberian Federal District.
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Make Learning Enjoyable with these Health Lessons for Kids

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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Principles and Competencies in Health Education and Promotion

Learning Environment

Video Creation Assignment

Setting and Participants

Recommendations for Educators

Instructor Reflection on Evaluation of the Assignment

Ethics Statement

Author Contributions

Conflict of Interest

Supplementary Material

Health Education

Formats Available

Table of Contents

Ancillary Material

About the Contributors

Email Newsletter

Grade 9 to 12 High School Health Lesson Plans

Grade 9 to 12 High School Health Lessons From Other Sites

Essay on Health Education for Students and Children

Importance of Health Education

Methods to Improve Health Education

FAQs on Health Education

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Teaching Health Education Through the Development of Student Centered Video Assignment

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Principles and Competencies in Health Education and Promotion

Learning Environment

Video Creation Assignment

Setting and Participants

Recommendations for Educators

Instructor Reflection on Evaluation of the Assignment

Ethics Statement

Author Contributions

Conflict of Interest

Supplementary Material

Health Education

Health education curriculum should include:

Health education is effective at addressing adolescent behaviors

Standards for Health Education

Sexual health is a critical component of health education

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