l.
Health Education
In 1979 a full-time health educator was employed in M&juro for the
first time.
This reflects the growing recognition that] educational
efforts must be an integral and strong component of anb
health care system.
A health education section should
become the sole provider of education.
successful
mbt, however,
Their role is
rf&ther one of
developing materials and ideas and encouraging their ut§lization by
all providers in the health care system.
The most effettive health
education is that given in response to a question - and
Khe clinical
staff are those being asked the most questions.
The choice of topics to pursue in educational efforfs should be
influenced by the prevalence of particular problems and
which they can be improved.
tihe ease with
Priority topics that have bean
identified
are:
Nutrition-related diseases
including malnutrition
hypertension, diabetes, and various dental diseases.
ag@d
obesity,
Diseases related to improper sanitation and personal hygidne including
diarrheal
diseases,
gastroenteritis,
filariasis
and
infestation, amoebic dysentery, hepatitis, and others.
Communicable
through
others.
diseases
immunization,
including
venereal
‘childhood’
disease,
diseases
tuberculosis,
fother
worm
preventable
feprosy,
and
Certain diseases and conditions associated with pregnan€y and early
infancy which are partially or wholly preventable thnough proper
prenatal, postnatal, and infant care.
Oral diseases particularly dental decay occurring in chilHren
Mental health-related
suicide,
and
other
disorganization
problems including
conditions
often
alcohol and
associated
Inappropriate use of health care services and facilities by
consumers and reluctance of health care consumers]
appropriate responsibility for health and the health cara@
drug
ith
abuse,
social
health care
to assume
system
To accomplish these objectives, health education responsiljilities must
be assumed by all health workers, especially the medical assistants (medex)
and health assistants providing primary health care.