Discuss about the Health Promotion and Illness Prevention for Ottawa Charter.
Health promotion and the disease prevention are a set of programs that emphasize on keeping the people healthy. The health promotion programs targeted towards the empowering and engaging with the communities and individuals that choose healthy behaviour. It also includes the certain changes so that the risk associated with the development of the chronic diseases is reduced (Street, Gold & Manning, 2013). The World Health Organization has defined the health promotion as a process that enables the people to gain control to improve the health of the people. Health promotion is different from the disease prevention and disease prevention is aimed towards the specific efforts that will reduce the severity and the development of the morbidities and chronic diseases (World Health Organization, 2018). Wellness can be considered as something which is related to both the disease prevention and health promotion. Wellness is also described as the active decisions and the attitudes of the individual which contributes to the health outcomes and behaviours (Hoeger et al., 2018). This study emphasizes on the introduction of the Ottawa Charter for Health Promotion. The study also involves the usage of the same charter for the purpose of empowering the Australian aboriginals through the health promotion, health education and health literacy from a nurse’s perspective.
Ottawa Charter for Health Promotion (Euro.who.int, 2018)- the action areas identified by the Ottawa Charter are as follows:
Health promotion of the Australian aboriginal- There is a definite need to acknowledge and recognise the diversity of the Australian Aboriginal communities and the individual cultures of the community instead of assuming the same. Communities must be involved at every phase and stage of the health promotion programme. Communities must be involved from the beginning and in order to achieve the health promotion, the individuals, organizations and the local communities must be engaged at the initial stages. When developing a sustainable health development and the community health community, the communities must be given full control over the future programmes and also their own health (McDonald, Bailie & Morris, 2014). The various factors which require the timely recognition of the assets of the community and strengthening them, valuing them and building upon them. The planners of the health promotion must have the main aim of health ownership, community autonomy and programme self-sustainability. Programme sustainability plays a major role in the aboriginal ownership and also in improving the long-term health of the aboriginals. Spirituality has a strong connection at the social level and has great influence on the health of the individual. This gets amplified or increased at the population level and can have major bad effects with respect to the stress, exercise and nutrition. The health promotion programmes directly recognise the importance of community consolidation, community spirituality and social connectedness that act as key determinants of health. The connection of the Australian aboriginal with their land and space and place is considered as the basis of collective well-being, social cohesion and health (Demaio, Drysdale & de Courten, 2012).
The role of the nurse is multifaceted here due to the managing several factors related to the aboriginal health. Nurses will play the role of providing the main healthcare delivery at the community level. The high number of socio-cultural determinants of health play a major role in identifying and recognising the different health issues. The nurses have the job of providing the healthcare intervention so that the healthcare delivery takes place in a proper way (Keleher & Parker, 2013).
Health education- obesity and diabetes have been found to impact the strongly the health of the aboriginals and the high rate of diabetes-related death is high in comparison to the other Australians. The dietary patterns within the Australians aboriginals are high in fat and carbohydrate content and are also low in the vegetables and fruit. They also have very less access to the traditional food. Thus compared to the other Australians, the aboriginals are more disadvantaged than the others. The intervention provided to the Australians is through the cooking courses (Lowell et al., 2015). The health-promoting cooking courses are one of the major health education plans that will act as improving the cooking skills and nutrition knowledge. The classes will have the provision of hospitality cooking skills in relation to the healthy food eating on a budget. Health messages were conveyed to the aboriginals during the informal and the formal discussion classes. The health benefits of the taking high-calorie food and soft drinks are conveyed in the classes and also stresses on the vegetable intake, fruit intake and at the same time decreasing the fat, sugar and salt intake. The food cooked is tasted at the same place and is also told that they can take the cooked food to their homes (Abbott et al., 2012).
Nurses play a major role in the information dissemination, the large number of the aboriginal people that will participate in such classes will require the knowledge of the food item which is being served at the class. The benefits of eating the healthy food will be conveyed actively by the nurses so that the awareness among the aboriginals can be increased.
Health literacy- the four major domains of the health literacy are the cultural, community, scientific and fundamental. The fundamental literacy denotes the competence of the using the mathematical terms and symbols, numerals, spoken and printed language. Fundamental literacy significantly affects the health-related literacy because the health sphere is dominated by English. Health instruction, diagnoses and information are generally discussed in English. Thus health promotional plan must take into account the usage of the pictorial messages so that the information can be communicated effectively (Webb & Williams, 2017). scientific literacy- this knowledge includes the understanding the common technology, technical complexity, scientific concepts and also the knowledge of fundamental health. Another aspect of the biomedical health literacy is to understand the concept of sick and this needs to effectively teach to the Australian aboriginals so that they can gain knowledge of the non-infectious, infectious, manageable and curable. Community literacy- community literacy relates to the understanding of clinics and hospital and it also includes the rights, responsibilities and patient behaviours. Cultural literacy- this is an important part where the non-indigenous nurses will gain the cultural literacy for the purpose of continual improvement (Lambert et al. 2014).
The health literacy is an important section and it is designed for the improvement of the health of the Australian aboriginals. The role of the nurse will be very clear and it will emphasize on education the aboriginals with respect to the teachings on proper health, hygiene and healthcare access.
Thus, from the above study, it can be concluded that health promotion is a set of programmes that are framed for the improvement of the health condition of the Australian aboriginals. The disease prevention is the strategies that help in the contentment of disease spread and disease occurrence. This study includes the Ottawa charter for the health promotion and the priority action provide the necessary framework. The health promotion, health education and the health literacy are the three main sections that incorporate the effective ways of improving the health condition of the Australian aboriginals.
Reference
Abbott, P. A., Davison, J. E., Moore, L. F., & Rubinstein, R. (2012). Effective nutrition education for Aboriginal Australians: lessons from a diabetes cooking course. Journal of nutrition education and behavior, 44(1), 55-59. DOI: 10.1016/j.jneb.2010.10.006
Betterhealth.vic.gov.au. (2018). Retrieved from https://www.betterhealth.vic.gov.au/health/servicesandsupport/ottawa-charter-for-health-promotion?viewAsPdf=true
Demaio, A., Drysdale, M., & de Courten, M. (2012). Appropriate health promotion for Australian Aboriginal and Torres Strait Islander communities: crucial for closing the gap. Global Health Promotion, 19(2), 58-62. DOI: 10.1177/1757975912441230.
Euro.who.int. (2018). Retrieved from https://www.euro.who.int/__data/assets/pdf_file/0004/129532/Ottawa_Charter.pdf?ua=1
Hoeger, W. W., Hoeger, S. A., Hoeger, C. I., & Fawson, A. L. (2018). Lifetime of Physical Fitness and Wellness. Cengage Learning.
Keleher, H., & Parker, R. (2013). Health promotion by primary care nurses in Australian general practice. Collegian, 20(4), 215-221. DOI: https://doi.org/10.1016/j.colegn.2012.09.001
Lambert, M., Luke, J., Downey, B., Crengle, S., Kelaher, M., Reid, S., & Smylie, J. (2014). Health literacy: health professionals’ understandings and their perceptions of barriers that Indigenous patients encounter. BMC health services research, 14(1), 614. DOI: 10.1186/s12913-014-0614-1
Lowell, A., Kildea, S., Liddle, M., Cox, B., & Paterson, B. (2015). Supporting aboriginal knowledge and practice in health care: lessons from a qualitative evaluation of the strong women, strong babies, strong culture program. BMC pregnancy and childbirth, 15(1), 19. DOI: 10.1186/s12884-015-0433-3
McDonald, E. L., Bailie, R. S., & Morris, P. S. (2014). Participatory systems approach to health improvement in Australian Aboriginal children. Health promotion international, 32(1), 62-72. DOI: https://doi.org/10.1093/heapro/dau003
Street, R. L., Gold, W. R., & Manning, T. R. (Eds.). (2013). Health promotion and interactive technology: Theoretical applications and future directions. Routledge.
Webb, G. L., & Williams, C. J. (2017). Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health. Journal of Early Childhood Research, 1476718X17693417. DOI: https://doi.org/10.1177/1476718X17693417
World Health Organization. (2018). Health promotion. Retrieved from https://www.who.int/topics/health_promotion/en/
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