A Report on the Role and Impact of Health Education on Health Outcomes

This report delves into the crucial role of health education in shaping student health outcomes. It examines the influence of health beliefs on well-being and illness, exploring factors like social, cultural, and psychological influences. The report analyzes how health education impacts students' stress levels, academic performance, and overall health. It discusses the relationship between theoretical models of education and health behavior, with a focus on a health campaign addressing stress among adult learners. The report highlights strategies for tutors to promote healthy lifestyles, reduce stress, and foster positive health beliefs among students. It emphasizes the importance of co-curricular activities, balanced diets, and mental health awareness in achieving optimal health outcomes and improving academic performance.

The role and impact of health
education on health outcomes

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 2............................................................................................................................................1
The impact of health beliefs on well-being and illness................................................................1
TASK 3............................................................................................................................................2
Relationship between theoretical models of education and health behaviour.............................2
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Health education is the most essential subject in an education field, which helps
learners to understand the necessities of body. It provides them education about entire
organ system, different stages of life processes, the way body grows and how to keeps
body fit (Simpson and Richards, 2015). The present report is going to evaluate the role
that health education plays in student’s life and its impact on their health outcomes.
Hereby, a health campaign has been made by college students in a group for identifying
the health-related issue i.e. ‘stress’ faced by adult learners.
TASK 2
The impact of health beliefs on well-being and illness
The aetiology of well-being and illness of an individual is highly influenced by a
variety of health belief factors, which includes social, cultural, interpersonal and
psychological factors (Bhatia, 2014). All these factors contributes to consequence and
cause of ill-health and well-being of people. As health education provides entire
knowledge about health-related topics to students so, early life experience is considered
as main key determinants of physical health and mental (Epstein and et. al., 2015). For
example – Knowledge about health-belief may develop either curiosity or fear kind of
feelings at early childhood, which may also result in creating stress in their student-life
that impacts on their studies. Some other consequences of health education on well-
being and illness can be analysed by some illustration (Aggrawal, 2016). Concerning on
student-life, it has been normally observed that studious children seems little weak then
others. So, people believe that due to studying at continuous basis, students go in
highly depressive conditions, that negatively impact on well-being of them (Brunello and
et. al., 2016). Along with this, during study period, complete assignments on time, doing
study for getting high graders, achieve high position from peer ones and more, all such
aspects put pressure on minds of learners, that ultimately lead to increase anxiety and
stress level of them also (Grossman, 2015). So, health-belief related to such factors
state that it would highly impact on well-being of students and create illness as well. But
as per health education which includes fact based concept, states that this kind of
health-belief are somehow not completely true (Cervero and Gaines, 2015).
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The factors that lead to affect well-being state of students and create
consequences of ill-health includes – less participation in co-curriculum activities, do not
concern on diet food, interaction with peers, relatives and parents etc. When learners do
not make participation in sports and other kind of co-curriculum activities, then this
would highly effect their health negatively, because such kind of programs not only
keeps their body fit but also keeps mind active and sharp (Epstein and et. al., 2015). It
directly helps in increasing intellectual skills, physical capacities, psychological
development and more. Along with this, such kind of development also lead to reduce
anxiety level and stress among students, which has arise due to workload pressure
regarding with completion of assignment within set period of time (Grossman, 2015). In
this regard, health belief model it becomes easier to determine the eating behaviour and
physical activity of students, for providing facts that such kind of factors effect more
wellness of them as compared to pressure of education (Hills and et. al., 2015).
However, stress related to complete assignments on time, getting grades, achievement
of position effects routine period of learners, where due to such reasons they give less
priorities to other works (physical activities, nutrition diet). So, this kind of factors in
indirect manner also effect the health of students and causes illness. Therefore, in order
to promote healthy life-styles, it becomes essential for tutors at college or schools, to
bring attention of learners towards same for well-being (Lewallen and et. al., 2015).
Hereby, through health education, teachers can bring attention of students towards
physical activities, taking balancing nutrition diet and more, for earning a healthy and
stress free life. Hereby, to reduce anxiety and stress, tutors can provide education
related to meditation, social interaction and other areas to students. Along with this,
turning focus towards balancing diet, will help tutors in getting positive behaviour of
students, which increase their attention towards studies also with less stress and fear of
failure (Martinez and et. al., 2015).
The another health-belief related to student-life is that learners always think that
people having high degree of qualification with high grades can get success easily in
their life. After completion of professional degree, learners will get employment in
leading organisations on attractive salaries. In addition to this, such people often face
struggle in their success journey ( Pickett and Wilkinson, 2015). Therefore, to get such
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life, students think that the only way is to achieve high grades and get best education as
well as always remain in competition with others. All such things put negatively on
behaviour of learners and besides becoming good citizens, they sometime go on wrong
path that mislead their way also. Such learners also hate to work in collaboration with
others and always compete with them also (Sheeran and et. al., 2016). Therefore, tutors
also need to concern towards this area also while building a rapport among students.
They must clarify such type of things to learners by providing them knowledge about
how struggling period makes a person high skilled and capable who can face any
critical situations in their life. Furthermore, by providing knowledge related to Health and
wellness, the way it is linked to capacity for success can help learners in reducing their
stress level regarding studies (Simpson and Richards, 2015). Providing concern of
students towards mental and emotional health problems that often result in poor
academic performance, also helps in reducing negative health-belief of individuals that
effective their wellness and causes ill-health side effects. As a result of this growing
health-belief will improve well-being of students and recognising the ill-effects of stress
and anxiety of studies that impact negatively on health of them (Cervero and Gaines,
2015).
Although the results of various studies and above discussion have stated that
Health Beliefs have put a significant effect on behavioural intention of student's life
related to food habit, physical activity and more, which ultimately results in poor
academic performance due to ill-health issues. Thus, it becomes necessary for teachers
to concern on this fact and develop strategies to make changes in style of teaching to
reduce such negative impact of health-belief of well-being of students (Brunello and et.
al., 2016). In addition to this, it is duty of learners also to make participation in co-
curriculum activities in order to develop physical abilities in them. This would also prove
beneficial in increasing mental or intellectual abilities students for well-being (Hills and
et. al., 2015). Along with this, provide knowledge about right health-belief through health
education aid teachers to motivate learners to possess positive behaviour and give
priority for eating health food first. It makes learners able to do effective studies and
sharp their skills towards earning a good position but cooperate others also to resolve
their study-related issues.
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TASK 3
Relationship between theoretical models of education and health behaviour
Health education can create better opportunities for a person to live healthy life. It
provides education about how to keep body fit and prevent from serious causes. In
student’s life, this type of subject educates what is good and bad for them, as well as
how they can contribute their role in keeping themselves and people surrounding them
healthy (Epstein and et. al., 2015). But there are a range of factors present which affect
learner’s abilities are stress, depression, anxiety, alcoholic consumptions, smoking
habits, physical health and more. In this regard, my tutors have given me an assignment
to choose a health related which will be further discussed on health awareness day and
through a way of health education initiatives (Pickett and Wilkinson, 2015). In order to
analyse the issue related to students that effect on their health outcomes or learning
abilities, me and my team-members have chosen the topic ‘Stress’. The reason behind
selection of this topic is its serious causes that every student during educational period
face due to pressure of completing assign projects, within set period of time. Along with
this, when they have to work on group projects, then it highly arises issue to do their
part of role in fixed duration and with accuracy, because error or miss the deadline of
any one part will affect whole team-members (Brunello and et. al., 2016). Thus, working
on this topic I have analysed that stress is one of the serious cause that impact on
health outcomes of a learner’s life. When students are in such type of situation then
they couldn’t focus on their studies that may effect on their assessment marks. It has
also been analysed that normally to reduce stress level to complete assignment on
time, students generally used to divide the entire task into smaller segments in a proper
time-frame, so that whole project will be completed in desired manner (Cervero and
Gaines, 2015). On the other hand, to reduce stress which has been arise due to
pressure to complete assignment on time, with best work is way of teaching. If teachers
instead of teaching in a strict way, behave friendly with students and teach in a polite
way, then they will feel more enthusiastic and confident to complete assign project, in
set deadlines (Bhatia, 2014).
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To analyse which option is better to reduce, stress and pressure to meet
deadline of project, I have distributed the role to team which includes a group a five
members including me, by dividing them into two groups of two each where I have
performed as a leader’s role. So as a leader, I have provided guidance to both teams to
analyse which options is best and what consequence each includes. After completion of
assign roles of both, it has been analysed that first option which states to divide task
into smaller segments and complete each in a fixed duration, has include the risk of
missed deadlines, because it would take too long time to be completed (Aggrawal,
2016). While second option i.e. teaching in a friendly environment, mislead students to
take advantage and they will not concern on studies properly, which affect their
educational behaviour also and make them indiscipline during lectures (Lewallen and et.
al., 2015). Thus, both options carry risk and affect outcomes of learner’s abilities.
Here, I have analysed that the major barrier in completing any assignment is
deadline pressure, which cannot be postponed by college or schools, because it is set
by external institutions. Thus, if any learner fails to submit project in given duration of
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time and miss deadlines that it not only impact on their assessment marks, but also
affect reputation of their education centre where they are studying (Hills and et. al.,
2015).
Thus, concerning on all above discussion, my team members have evaluated
that the only way to resolve this issue and reduce stress from learners’ life is to take
education initiatives. It would be better for students or educators on behave of them, to
approach to those companies that set deadline of long project which couldn’t be
completed on given period, to extend the length would be a better option (Bhatia,
2014). Thus, complaining in a group would force exam board communities to analyse
the serious causes of this issue, which impact on students’ life and affect their learning
abilities (Sheeran and et. al., 2016). This would help in changing education system and
may such companies would allow college or schools for extension of deadlines of
complex or lengthy projects. But if they resist to make changes in deadline of projects,
then it will be better to choose second option. Here, students are required to raise their
voice in a group and force teachers to adopt best method of teaching (Aggrawal, 2016).
Tutors will have to support learners to provide them guidance how to complete assign
projects in given period of time. This would help in reducing the stress level of students
and bring positivity in them to meet deadline of assign projects.
Thus, after completing to make documents of given health issue topic, me and
my team members have got opportunity to enhance skills and way to work in a team.
Therefore, if further I have got chance again to make project on health campaigning
then I would best efforts of mine to complete the same in better manner.
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CONCLUSION
From this assignment, it has been evaluated that health education also known as
Life Skills-Based Education, which refers to be an interactive process of teaching as
well as learning. It enables the students to acquire right knowledge about how to
develop positive attitudes and take initiative of education to resolve educational issues
which impact on healthy behaviour of learners. Along with this, to become a good
learner it is essential for students to highly concern on their well-being by eating healthy
food and live stress free life. This would lead to earn a good and sustainable student-
life.
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REFERENCES
Books & Journals
Aggrawal, A., 2016. Necrophilia: forensic and medico-legal aspects. CRC Press.
Bhatia, V. K., 2014. A generic view of academic discourse. In Academic discourse. pp.
31-49. Routledge.
Brunello, G., and et. al., 2016. The causal effect of education on health: What is the role
of health behaviors?. Health economics. 25(3). pp.314-336.
Cervero, R. M. and Gaines, J. K., 2015. The impact of CME on physician performance
and patient health outcomes: an updated synthesis of systematic
reviews. Journal of Continuing Education in the Health Professions.
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Epstein, J., and et. al., 2015. Cross-cultural adaptation of the Health Education Impact
Questionnaire: experimental study showed expert committee, not back-
translation, added value. Journal of clinical epidemiology. 68(4). pp.360-369.
Grossman, M., 2015. The relationship between health and schooling: What’s new? (No.
w21609). National Bureau of Economic Research.
Hills, A. P., and et. al., 2015. Supporting public health priorities: recommendations for
physical education and physical activity promotion in schools. Progress in
cardiovascular diseases. 57(4). pp.368-374.
Lewallen, T. C., and et. al., 2015. The whole school, whole community, whole child
model: A new approach for improving educational attainment and healthy
development for students. Journal of School Health. 85(11). pp.729-739.
Martinez, O., and et. al., 2015. Evaluating the impact of immigration policies on health
status among undocumented immigrants: a systematic review. Journal of
immigrant and minority health. 17(3). pp.947-970.
Pickett, K. E. and Wilkinson, R. G., 2015. Income inequality and health: a causal
review. Social science & medicine. 128. pp.316-326.
Sheeran, P., and et. al., 2016. The impact of changing attitudes, norms, and self-
efficacy on health-related intentions and behavior: a meta-analysis. Health
Psychology. 35(11). p.1178.
Simpson, V. and Richards, E., 2015. Flipping the classroom to teach population health:
Increasing the relevance. Nurse Education in Practice. 15(3). pp.162-167.
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