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Theory in health education practice
G M Hochbaum1, J R Sorenson, K Lorig
1Department of Health Behavior and Health Education, School of Public Health, University of North Carolina, Chapel Hill 27599-7400.
Health Education Quarterly
|January 1, 1992
Summary
Health education practitioners often doubt the value of social and behavioral science theories due to misunderstandings and lack of training. Bridging this gap requires better theory application and skills development for effective health education programs.
Area of Science:
- Health Education
- Social and Behavioral Sciences
Background:
- Social and behavioral science theories are underutilized in health education practice.
- Practitioners express skepticism regarding the practical utility of these theories.
Purpose of the Study:
- To explore reasons for the disconnect between theory and practice in health education.
- To propose strategies for enhancing the use of theories in health education programs.
Main Methods:
- Analysis of the differing perspectives of theory-oriented and practice-oriented health educators.
- Identification of barriers to theory adoption and application in health education.
Main Results:
- Reasons for underutilization include theory nature, differing roles, unrealistic expectations, and inadequate training.
- A significant gap exists between the theoretical potential and practical application of social and behavioral science theories.
Conclusions:
- Bridging the gap necessitates improved training and practical skill development for health educators.
- Enhancing the utility of theories can improve the effectiveness of health education interventions.