Running head: health education program and implications for health policy

Such policies are emphasized because they prepare leaders who have knowledge, skills, vision and integrity necessary to help advance regional and international education policies.

Students are therefore introduced to the lessons of the earlier periods, guided all the way through the complexities of the current situations and encouraged to identify the potentials of the future.

These policies should include ensuring good health at school age. It requires a life cycle approach to interventions, throughout child development.

In terms of programmatic requirements, this system implies a sequence of programs to promote maternal and reproductive health, management of child-hood illness and early childhood care with development. It involves the promotion of good health and nutrition before and during school age and it is essential to effective growth and development.

The second strategy which touches on operation research shows that the preexisting infrastructure of the educational system can in most cases offer more cost-effective route for delivery of simple health interventions and health promotion than the health system. Low-income countries on the other hand typically have more teachers than nurses and more schools than clinics by an order of magnitude.

Policies Impacted Upon By the Need for Health Education

The first policy here is the Primary Care Workforce Outside of Major Medical Centers.

This policy indicates that general pediatrics remain stable and remain at a higher percentage in major medical centers. It shows whether Pediatric demands are in balance with pediatric workforce and how significant the mal-distributions are.

Pediatric perspectives are largely needed to guide the nation in child development since their voice advocates are lost in the current health and education decisions of the nation. Pediatricians also provide significant collaborative support for complicated pediatric patients for those outside the major medical centers.

The other policy here is Adult Primary Care. The situation for primary care goes beyond major medical centers and involving adult primary care but it does not look promising. For family physicians real training begins after departure from major medical centers where they learn to support themselves and their patients and communities.

Those in other specialties that often do not leave major medical centers, there are very little stimulus to shape a person, a place or the practice of medicine and therefore the revered ground lies within major medical centers and more are inter-connected to such centers.

What is more apparent is that primary health care is not able to survive outside of supported positions in major medical centers without significantly adapting to increased reimbursement and minimized costs.

Primary care should not therefore be leader subject to the changing tides of health policy, thus primary care and public health education should focus on driving an efficient economic innovation that has no equal cornerstone of a national model that have a chance to be treated equitably.

Reference

Community Toolbox (2003). Getting grants and financial resources. Retrieved February 25, 2009, from http://ctb.ku.edu/tools/en/chapter_1042.htm

Fundsnet Services Online (n.d.). Educational grants. Retrieved February 25, 2009 from http://www.fundsnetservices.com/searchresult.php?sbcat_id=6

U.S. Department of Health and Human Services. (n.d.) Funding Opportunities. Agency for Healthcare Research and Quality. Retrieved february 25, 2009, from http://www.ahrq.gov/fund/