HLTH 6110/HLTH 8110: Week 10: Technology in Health Education Essay Assignment Paper

We have advanced nursing paper writers to help on HLTH 6110/HLTH 8110: Week 10: Technology in Health Education Essay Assignment Paper

HLTH 6110/HLTH 8110: Week 10: Technology in Health Education Essay Assignment Paper

HLTH 6110/HLTH 8110: Exploring Health Education in the 21st Century | Week 10

How might health educators use technology to enhance the delivery of health education programs? What potential challenges might exist when utilizing technology in the delivery and practice of health education?

Technology influences are incorporated into most aspects of everyday life. Similarly, most individuals and populations have adapted to the pervasive dissemination of technology rather quickly. Yet, there still exist some individuals and populations who experience limited access to or awareness of the types of technology tools used every day. The extent to which individuals and populations have adapted to technology may affect various approaches for health education. How might working with populations who may or may not be familiar with technology, affect the strategies employed by health educators?

This week, you consider how health educators utilize technology tools in effective health education delivery. You also explore challenges health educators may face when implementing the use of technology tools and how technology may hinder the delivery of health education when working with underserved populations.

Learning Objectives

Students will:

• Analyze technology tools for effective health education delivery
• Evaluate technology for delivery of health education in underserved populations

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Carroll, J. K., Moorhead, A., Bond, R., Leblanc, W. G., Petrella, R. J., & Fiscella, K. (2017). Who Uses Mobile Phone Health Apps and Does Use Matter? A Secondary Data Analytics Approach. Journal of Medical Internet Research,19(4). doi:10.2196/jmir.5604

Chou, W. S., Prestin, A., Lyons, C., & Wen, K. (2013). Web 2.0 for Health Promotion: Reviewing the Current Evidence. American Journal of Public Health,103(1). doi:10.2105/ajph.2012.301071

HealthyPeople.gov. (2013). Health communication and health information technology. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=18

Kratze, C., & Cox, C. (2012). Smartphone technology and apps: Rapidly changing health promotion. International Electronic Journal of Health Education; (15)9, p. 72-82. Copyright 2012 by Shape America. Reprinted by permission of Shape America via the Copyright Clearance Center.

Krebs, P., & Duncan, D. T. (2015). Health App Use Among US Mobile Phone Owners: A National Survey. JMIR mHealth and uHealth,3(4). doi:10.2196/mhealth.4924

Naraina, Jai. P., & Ofrin, R. (2012). Role of modern technology in public health: Opportunities and challenges. WHO South-East Asia Journal of Public Health (2012): 125. Retrieved from http://www.searo.who.int/publications/journals/seajph/media/2012/seajph_v1n2/whoseajphv1i2p125.pdf

Tucker, C. (2011). Public health-related apps growing in number, popularity. The Nation’s Health, 41(8), 1–15.

Discussion: Technology and Health Education

Sam is a health educator who works with international populations to increase awareness for safe sexual practices among adolescent age groups in two foreign countries. Sam is not able to travel to these respective sites and instead, will rely upon technology to deliver the health education program. Both populations are served by health education centers that have facilities available for teleconferencing as well as videoconferencing to allow Sam to engage with the target audience. Furthermore, at each respective site, there is a health education coordinator who is responsible for maintaining group webpages for sources of information. Sam can upload relevant program materials to these webpages and the audiences can access the materials for participation.

Sam is aware that most program participants do not have viable technology equipment at home and are fully dependent on the health education center for access to program materials. In an effort to serve individual participants more personally and specifically, Sam would like to institute a revised strategy. In her proposal, the health education coordinator would visit the homes of the member participants to conduct short interviews with their parents. In fulfilling this element of the program, Sam is considering using a tablet with an integrated camera. The health education coordinator will then enable video chat features to conduct the interviews with participants in their home.

What considerations should Sam keep in mind when utilizing various forms of technology tools for the practice of health education?

For this Discussion, consider the types of technology tools that you are familiar with and that you might be able to incorporate into a health education program. For example, if you use a smart phone/mobile phone, consider how sending health education content via text messages may be an effective way to reach a certain population. Consider social networking sites that you might use in the delivery of health education. Reflect on how these types of technology tools may hinder health education delivery if working with an underserved population.

Note: In grading every required Discussion posting, your Instructor uses a Discussion Rubric, located in the Course Information area. Review the Rubric prior to completing your Discussion.

This Discussion will be available from Day 1 through Day 7 of this week. You are required to submit your initial post by Day 3. You are encouraged to post early. Once you have submitted your initial post, start responding to your colleagues. You must begin responding to your colleagues by no later than Day 5 and should continue to interact frequently with your colleagues through Day 7. Part of what makes a discussion a discussion and not a lecture is the back and forth, in-depth, animated interaction of at least two people. If you start a topic and none of your peers are responding to your post, consider what you can do to get the conversation going. Include something that would elicit further thoughts and different opinions from peers. Validate your opinions with references and links to the sources that you used so that your peers can read it for themselves. See your Discussion Rubric in the Course Information Tab for specific grading requirements.

By Day 3

Post a description of an important technology tool that can be incorporated into the delivery of health education and explain why. Provide an example of how this form of technology can be utilized in various health education settings.

By Day 5

Remember to begin interaction with your colleagues in the Discussion and continue engaging through Day 7 and provide two challenges that explain how and why this type of technology can hinder health education delivery if working with an underserved population. Be specific and provide examples.

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