The school of Health Education is a practice whose effectiveness is difficult to be matched. From being taught in a classroom, to presenting to a community, the curriculum is designed to increase quality of life through a plethora of strategies. To create a uniformed method of transferring this knowledge to others successfully, different philosophies have been created for health educators to use as a sturdy foundation. Philosophy is imperative to one’s teaching mantra, for it determines how one lives, works, plays, and generally approaches life; all of which are necessary to consider when passing on knowledge and lifestyles to others. Of these different philosophies, I believe that the decision-making philosophy is the most beneficial to health educators, and that the behavior-change philosophy is the least.
In comparison to the other health philosophies, decision-making sticks out to me as the most reasonable, as well as the most ethical philosophy to teach by. It is not only useful for planning class lessons, but it fulfills the different articles of the Code of Ethics for Health Teachers; especially Article I: Responsibility to the public, and Article V: Responsibility in Research and Evaluation. For example, Section I of Article I stresses the Health Educator’s support of an individual’s right to make an informed decision. As a Health Educator for grades 9 – 12, I would be in a classroom with young adults who are just discovering themselves through identifying their own unique thoughts and ideas. Since that age group is where most development into adulthood takes place, it is important for them to learn to make their own choices regarding personal health. Also, the young adults in this age group tend to be more independent, ...
... middle of paper ...
...verall, this could result in the behavior worsening, or a lack of trust and a break of teacher-student bond, which to me is an essential part of making an impact in a student’s lifestyle decision.
As a Health Educator, I feel as though the most important goal is to convey to your students how to choose a positive lifestyle and also be a source of information, counseling, and confidence for them as they make their transition from adolescence into adulthood. Hence, with this and all other factors taken into consideration, I firmly believe that the decision-making philosophy is the most preferred choice. Not only is it the easiest to use in the age group of grades 9 – 12 with my projected teaching style, but it also falls under a majority of the Code of Ethics. In a word, it is my personal belief that all Health Educators would see success in using this philosophy.
Making a clinical decision is a skill that needs to be acquired, and nurses are accountable for any decision that is made, so they need to understand how they make decisions (Nursing and Midwifery Council (NMC), 2015). A greater understanding of how nurses make decision is essential to follow research and development of decision making skills (Clark et al, 2009) . A first step to a decision making process may entail understanding a framework or model. Baumann and Deber (1986) define decision making as situations in which a choice is made among a number of possible alternatives often involving values given to different outcomes”.
In certain situations it is difficult for a person to decide between a moral and immoral choice. In the field of health there are physicians and patients that may have two different mindsets. One may be a patient that believes a decision is moral, while a physician may think the decision is immoral. How can the physician stick to his beliefs and morals when he must make a choice to go against them or not?
the relationships being investigated because of this, just as a relationship between a teacher and a
Since ethical dilemmas are not always easily answered through the use of The Code of Ethics, ethical decision-making models are effective tools that can assist nurses in dealing with ethical issues. Ethical decision-making models provide a framework for working through difficult choices. They seek to define the limits of what is morally acceptable and help clarify the guidelines for making those difficult decisions. Ethical decision making models assist nurses in analyzing situations by focusing on understanding the patient needs, need for responsiveness to circumstantial considerations, and recognizing the uniqueness of each situation.
...with students on an everyday basis, they understand the main areas of concern. As a result, it is essential for teachers to be involved in the decision making process.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
The delivery of healthcare mandates a lot of difficult decision making for healthcare providers as well as patients. For patients, much of the responsibility is left to them especially when serious health problems occur. This responsibility deals with what treatments could be accepted, what treatments could be continued, and what treatments could be stopped. Overall, it considers what route should be taken in regards to the health interests of the patient. However, there are circumstances in which patients cannot decide for themselves or communicate what they want in terms of their healthcare. This is where the ethical issue concerning who should be responsible for making these important healthcare decisions occur if a patient was to be in this sort of situation. Healthcare providers can play a role in the healthcare decision making as their duty is to act in the best interest of the patient.
When talking about health, if people is able to visualize what is good (healthy) and what is bad for health, they will choose the option that does not harm them.
The Ethical Decision Making Model is an ethical guideline that is useful in ethical dilemmas and what course of action to take. It’s a framework that allows professionals to analyze and make ethical decisions to the best of their ability. It gives counselors a protocol to determine the appropriate course of action when faced difficult challenge. These decisions are taking into account; reflect a concern for the interests and the well-being of all clients concerns. Counselors should keep in mind the Golden Rule: “Do onto others as you would want onto you”.
This model is considered the blueprint for health education planning because it maps out the inputs, outputs, and outcomes for the program, it also lists external factors that could affect implementation of the program. What is great about the logic model is, if the health educator finds that something is going wrong, he can easily go back and reassess and see the problem. The model also helps to develop timelines in short-term, medium-term, and long-term format for the delivery of the health
Because we as individuals all have different belief systems in terms of our overall views on health, our attitudes about life, etc., philosophical principles were developed. These principles help health educators become less biased towards their patient populations and more effective in the pursuits of educating others about the importance of making better health choices. For this reason, philosophy plays an essential role in health education. According to Black et all, “philosophy allows us to confidently address important topics more specific to the field such as defining the concept of optimal health, examining the relationship between free will and determinism, or explaining why one smoker is important” (Black et all, p. 13). Moreover, philosophies allow health educators to use logical reasoning that are applicable in changing one’s health behaviors. These philosophies have the ability to dictate how people live their lives on a day to day basis, health wise. There are five major philosophies in health education. They are 1) Cognitive-based philosophy, 2) Decision making, 3) Behavior
The five principles of HP include building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services (McMurray & Clendon 2015). The first principle aims to incorporate health into all public policy decisions beyond the health system so that living and working conditions become conducive to health and equity (Germov, Freij & Richmond 2015). According to McMurray & Clendon (2015), multi-sectoral collaboration is required among different sectors, such as education, industry and social welfare, with the reciprocally influential policies that guide the community health. The second principle emphasises the socio-ecological approach to health that promotes sustainable environment and broader social support systems that encourage a safe and satisfying life (Germov, Freij & Richmond 2015; McMurray & Clendon 2015). This principle requires to acknowledge the significance of conserving the physical or social resources that allow people to maintain health (McMurray & Clendon 2015). The third principle focuses on information and learning opportunities that enable communities to make knowledgeable choices for better health (McMurray & Clendon
(Choy, 2002) These students often feel cheated or treated unfairly by their teachers. (Miller, 2013) Students tend to have an egocentric nature which is characterized by a general indifference towards authority and traditional faculty relationship boundaries. (Choy, 2002)
Now we will consciously or unconsciously make decisions which we think are for the best for us, for the ones we care for, or for the society or organisation as a whole. In order to make wiser decisions we should know what contributes in making a good or a bad choice. We should know what all options are there available to us and mak...
Before taking my philosophy self-assessment, I was sure my highest score would fall somewhere in humanistic or social change. I was surprised when I saw that all of my scores fell within six points of each other in all five of the philosophies. After thinking about this, I have determined that I have come to see the benefits of each of the philosophies of education and have drawn pieces from each one in order to shape my own philosophy of education and teaching. Behavioral, progressive and humanistic are the three philosophies that I scored highest in and I will attempt to show how my philosophy relates to ethical teaching of each in today’s classroom. In Nodding’s Philosophy of Education he says, “Thoughtful people continue to examine the old responses, to generate new ones induced by changing conditions and to reflect on current responses in the interest of making education as good as it can be.”