Department of Physical Therapy, Faculty of Medicine, University of British Columbia, V6T 1Z3 Vancouver, Canada.
BMC Public Health. 2014 Jul 14;14:717. doi: 10.1186/1471-2458-14-717.
To increase the global impact of health promotion related to non-communicable diseases, health professionals need evidence-based core competencies in health assessment and lifestyle behavior change. Assessment of health promotion curricula by health professional programs is a first step. Such program assessment is a means of 1. demonstrating collective commitment across health professionals to prevent non-communicable diseases; 2. addressing the knowledge translation gap between what is known about non-communicable diseases and their risk factors consistent with 'best' practice; and, 3. establishing core health-based competencies in the entry-level curricula of established health professions.
Consistent with the World Health Organization's definition of health (i.e., physical, emotional and social wellbeing) and the Ottawa Charter, health promotion competencies are those that support health rather than reduce signs and symptoms primarily. A process algorithm to guide the implementation of health promotion competencies by health professionals is described. The algorithm outlines steps from the initial assessment of a patient's/client's health and the indications for health behavior change, to the determination of whether that health professional assumes primary responsibility for implementing health behavior change interventions or refers the patient/client to others.An evidence-based template for assessment of the health promotion curriculum content of health professional education programs is outlined. It includes clinically-relevant behavior change theory; health assessment/examination tools; and health behavior change strategies/interventions that can be readily integrated into health professionals' practices.
Assessment of the curricula in health professional education programs with respect to health promotion competencies is a compelling and potentially cost-effective initial means of preventing and reversing non-communicable diseases. Learning evidence-based health promotion competencies within an inter-professional context would help students maximize use of non-pharmacologic/non-surgical approaches and the contribution of each member of the health team. Such a unified approach would lead patients/clients to expect their health professionals to assess their health and lifestyle practices, and empower and support them in achieving lifelong health. Benefits of such curriculum assessment include a basis for reflection and discussion within and across health professional programs that could impact the epidemic of non-communicable diseases globally, through inter-professional education and evidence-based practice related to health promotion.
为了提高与非传染性疾病相关的健康促进在全球的影响力，卫生专业人员需要在健康评估和生活方式行为改变方面具备基于证据的核心能力。对卫生专业人员项目中的健康促进课程进行评估是第一步。这种课程评估是一种手段：1. 表明卫生专业人员对预防非传染性疾病的集体承诺；2. 解决非传染性疾病及其风险因素方面知识转化的差距，使其与“最佳”实践保持一致；3. 在既定卫生专业的入门级课程中确立以健康为基础的核心能力。
根据世界卫生组织对健康的定义（即身体、情感和社会福利）和《渥太华宪章》，健康促进能力是指那些支持健康而非主要减少症状和体征的能力。描述了一种指导卫生专业人员实施健康促进能力的过程算法。该算法概述了从评估患者/客户的健康状况和需要改变健康行为的迹象开始，到确定该卫生专业人员是否承担实施健康行为改变干预措施的主要责任，或转介患者/客户给他人的步骤。概述了评估卫生专业教育课程中健康促进课程内容的循证模板。它包括具有临床相关性的行为改变理论；健康评估/检查工具；以及可以轻松整合到卫生专业人员实践中的健康行为改变策略/干预措施。
评估卫生专业教育课程中的健康促进能力是预防和扭转非传染性疾病的一种引人注目的、潜在具有成本效益的初始手段。在跨专业背景下学习基于证据的健康促进能力将帮助学生最大限度地利用非药物/非手术方法和卫生团队每个成员的贡献。这种统一的方法将使患者/客户期望他们的卫生专业人员评估他们的健康和生活方式实践，并赋予他们权力并支持他们实现终生健康。这种课程评估的好处包括在卫生专业项目内部和跨项目进行反思和讨论的基础，这可能会通过与健康促进相关的跨专业教育和基于证据的实践，对全球非传染性疾病的流行产生影响。
