Ottawa Charter For Health Promotion

Introduction The information and skills that are required to meet the complex demands of today’s society with regard to sustaining individuals health is greater than ever (Van den Broucke, 2014), where people are required to participate in more complicated preventative care, self-care regimes, understand more complex health information, and navigate more complex health system (Egbert & Nanna, 2009). As the Action areas of the Ottawa Charter for health promotion continues to provide relevant and useful framework for promoting health globally (Laverack, 2007), navigating through healthcare system brings with it a significant literacy, educational and promotional approaches to addressing health issues for all forms of care (Egbert & Nanna, 2009).

Correspondingly, as a promoting activities focused not only on the determinants and addressing of health but also health issues, it embraces community participation and individual empowerment and emphasizes certain pre-requisites which encompass implementing larger socio-political interventions (such as education, social mobilization, and advocacy) designed to foster health (WHO, 2012). This highlights the close connections between social and economic conditions, the physical environment, individual lifestyles and health (Kickbusch & Nutbeam, 1998), and explains the participatory approaches towards the health promotion work upon which Ottawa Charter Action area is

As a strategy focused on improving the health of public and promotes health investment, and helping individuals learn and use health-enhancing skills (Ewles & Simnett, 2010), health education also encourages and enhances behaviour change when supported by healthy public policies that brings meaningful and sustainable change in the health of individuals, family and communities (Sorensen et al., 2012). While health education is directed at building both individuals’ capacities and providing environmental supports through empowerment (Crisp, Taylor, Douglas, & Rebeiro, 2012), WHO’s studies reveals health education is not only concerned with the dissemination of health-related information but encompasses an essential action to promote health and prevent disease and to foster the motivation, skills and confidence (self–efficacy) necessary to take action to improve health, as well as the communication of information concerning underlying social, economic and environmental condition impacting on health (WHO,