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Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
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The factors influencing the health-illness continuum can be internal or external and may or may not be under conscious control. They are related to the following eight human dimensions, and each dimension is interrelated to one other.
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Leadership Development to Advance Health Equity: An Equity-Centered Leadership Framework.

Giselle Corbie1, Kathleen Brandert2, Claudia S P Fernandez3

  • 1G. Corbie is Kenan Distinguished Professor, Department of Social Medicine and Department of Medicine, and director, Center for Health Equity Research, University of North Carolina School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

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Summary
This summary is machine-generated.

This study introduces an equity-centered leadership framework to address persistent health disparities. It aims to equip health care and public health leaders with the necessary skills to combat systemic inequities and promote health equity.

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Area of Science:

  • Public Health
  • Health Care Leadership
  • Health Equity

Background:

  • The COVID-19 pandemic exposed deep-rooted health inequities based on race and ethnicity.
  • Existing health care and public health systems perpetuate these disparities.
  • Leaders are currently ill-equipped to address these systemic issues effectively.

Purpose of the Study:

  • To present an equity-centered leadership framework for health care and public health.
  • To guide the development of leaders capable of addressing health disparities.
  • To reorient systems contributing to inequity.

Main Methods:

  • Developed a framework integrating traditional leadership with equity, diversity, and inclusion (EDI).
  • Structured competencies and skills into four domains: personal, interpersonal, organizational, and community/systems.
  • Focused on both conceptual knowledge and skills-based teaching.

Main Results:

  • The framework provides a structured approach to leadership development.
  • It aims to foster a mindset and skill set for challenging inequitable paradigms.
  • Competencies are organized across personal, interpersonal, organizational, and community/systems levels.

Conclusions:

  • An equity-centered leadership framework is crucial for addressing health disparities.
  • This framework equips leaders to dismantle systems that produce inequity.
  • Visionary leadership is essential for achieving health equity in public health and health care.