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Curricular Innovation and the Science of Public Health Education. Practice-Based Teaching for Health Policy Action and Advocacy.

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Titre :	Curricular Innovation and the Science of Public Health Education. Practice-Based Teaching for Health Policy Action and Advocacy. (2008)
Auteurs :	HEARNE (Shelley-A) : USA. Department of Health Policy and Management. Johns Hopkins Bloomberg School of Public Health. Baltimore. MD. ; Arnold School of Public Health. University of South Carolina. Columbia. SC. ; MINER (Kathleen-R) : USA. Applied Public Health. Behavioral Sciences and Health Education. Rollins School of public Health. Emory University. Atlanta. GA. ; RICHTER (Donna-L) : USA. Department of Health Promotion. Education. And Behavior
Type de document :	Article
Dans :	Public health reports (vol. 123, 2008)
Pagination :	65-70
Langues:	Anglais
Mots-clés :	Enseignement ; Politique santé
Résumé :	[BDSP. Notice produite par INIST-CNRS mR0x9Cl8. Diffusion soumise à autorisation]. The Institute of Medicine has issued numerous reports calling for the public health workforce to be adept in policy-making, communication, science translation, and other advocacy skills. Public health competencies include advocacy capabilities, but few public health graduate institutions provide systematic training for translating public health science into policy action. Specialized health-advocacy training is needed to provide future leaders with policy-making knowledge and skills in generating public support, policy-maker communications, and policy campaign operations that could lead to improvements in the outcomes of public health initiatives. Advocacy training should draw on non-profit and government practitioners who have a range of advocacy experiences and skills. This article describes a potential model curriculum for introductory health-advocacy theory and skills based on the course, Health Advocacy, a winner of the Delta Omega Innovative Public Health Curriculum Award, at Johns Hopkins Bloomberg School of Public Health in Baltimore, Maryland.