Health Promotion (week 2 and 3, 7- 28.03.

2021)
The right health services

Lecturer Dr. Beriwan A. Ali

Medical Microbiologist
Erbil Medical Institute PhD. Manchester University, England, UK.
Erbil Polytechnic University MSc. Salahaddin University, Erbil, Iraq.
Kirkuk Road BSc. Salahaddin University, Erbil, Iraq.
Erbil-Iraq
Lecturer
TISHK Int.University
100 Meters Road
Erbil-Iraq
GBD Collaborator
Institute of Health Metrics and Evaluation
University of Washington
Seattle, Washington
USA
• Confidentiality derives directly from a healthy respect for people. If you put
yourself in another’s place and ask yourself how you would like information
and circumstances to be handled.
• Practice nonjudgmental behavior. It is likely that differences between you
the family with regard to values, attitudes, politics and the like will surface.
Avoid classifying things as “right” or “wrong”, or “good” or “bad.” Most
families won’t mind your curiosity about what they believe in and what
their values are, but they won’t like being judged.
• Maintain a professional relationship with all members of the family.
Remember, you are not expected to diagnose their health problems, you
are not expected to make referrals, to render any treatment, or to serve as
a health care liaison in any way for these families. You are there solely to
learn from them.
• The participating families do not expect you to have evaluation or
interventions skills. Do not feel awkward to admit what you do not
know about particular conditions or treatments.
• Let the families educate you about what their health care and illness
experiences have been.
What is health promotion?
Andrew Tannahill
First Published December 1, 1985 Other Find in
PubMedhttps://doi.org/10.1177/001789698504400402

• Abstract
• Health promotion is a highly fashionable term which has acquired so many
meanings as to become meaningless.
• In this paper a number of current interpretations of the term are reviewed
and appraised, and an attempt is made to tidy up the semantic mess once
and for all.
• A model is offered whereby health promotion is seen as a realm of
activities which differs in emphasis from the current power bases in health
service provision. This model differs from previous definitions in its explicit
examination of the important areas of overlap between component parts.
It is useful as a framework for devising health promotion strategies and
activities.
Perceptions of physiotherapists about their role in health promotion at an acute
hospital: a qualitative study.
S.WalkedenaK.M.WalkerbPhysiotherapy
Volume 101, Issue 2, June 2015, Pages 226-231, Abstract:

• Objective: To investigate the perceptions of physiotherapists about their role in health

promotion in an acute inpatient setting.
• Design: Qualitative design using focus groups within a constructivist framework. Focus
groups were recorded, transcribed verbatim and analysed using a constant comparative
method.
• Setting: An acute National Health Service (NHS) hospital trust.
• Participants: Three focus groups were conducted with a total of 22 physiotherapists who
were recruited purposively from the medical and surgical unit of the study hospital.
• Findings: Participants generally perceived health promotion to be within their scope of
practice, particularly in relation to the promotion of physical activity and smoking
cessation. Whilst some facilitators to engaging in health promotion were discussed, a
large number of barriers to routine engagement in health promotion were identified.
These included time constraints, the focus of acute settings on discharge, and scepticism
of effectiveness.
• Conclusion: Pre- and postregistration physiotherapy education as well as mandatory
training in NHS trusts should be reviewed to equip the workforce to engage in this crucial
area of health care.
Learning about health promotion through behavior change: a novel qualitative study of
physiotherapy students incorporating applied intervention and reflection
Sarah Barradell , PT &Andrea Maree Bruder , PhD, PT
Received 25 Apr 2018, Accepted 18 May 2019, Published online: 18 Jun 2019, ABSTRACT

• Introduction and Aim: A broader definition of health, and an increase

in lifestyle-related health conditions, have necessitated a change in
physiotherapy practice. As a result, what entry-level students learn
about health and wellbeing for 21st century needs is receiving more
attention. The aim of this study was to explore what entry-level
physiotherapy students learned experientially about health
promotion and behavior change by working with a peer to
reciprocally prescribe and receive a six-week health promotion
program.
• Method: Thematic analysis of an assessment task that students
submitted as part of their enrolment in a second-year physiotherapy
subject.
• Results: Analysis revealed three themes:
• 1) physiotherapist’s contribution to the health and wellbeing of others; 2)
needing to understand determinants of health to collaboratively facilitate
behavior change; and
• 3) benefits of experiential activities to learn about professional/personal roles.
• Discussion: Students demonstrated understanding of the complexity and
challenges associated with being a practitioner. The assessment task gave
students an authentic learning experience to navigate factors such as
establishing personal interests, negotiating goals, and addressing motivation.
Furthermore, it highlighted that opportunities may exist for students to
participate in, and learn from, practice-relevant situations outside of clinical
placements.