Health Promotion Assessment Tool
Additional Definitions
The Health Promotion Assessment Tool is intended to help enrich and strengthen online resources collections, new content, and other areas of health promotion practice. It is a checklist that can be adapted and used to map the health promotion content and nature of a resource. That resource can be a collection of resources, a website, or an original document.
The Health Promotion Assessment Tool was developed for the Canadian Health Network (CHN) by Health Nexus staff in 2006 to help strengthen the health promotion focus of CHN collections and content. It maps target populations, health promotion settings, level of intervention, health promotion strategies and the determinants of health. It also flags resources that promote participation and empowerment, that are action-oriented, and that build assets and strengths. Anyone interested in improving the health promotion focus of their work is welcome to contact us for further information at .
Using this tool will assist in informing decision-making and planning.
It can do this by assisting affiliates to:
Assess the overall health promotion focus
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The
tool does not provide a pass or fail for individual resources.
The tool is not limited to any one function, or any one person. |
Things to Consider When Assessing a Document
The content of a resource, website or original document should reflect multiple health promotion strategies and take a positive focus. Health promotion content should promote participation, enabling and empowerment, and building of individuals' assets and strengths. It should have a selection of these characteristics:
| Health Promotion Assessment Tool | Date: September 2006 |
| Promotes participation Yes No n/a | Is Action-Oriented Yes No n/a | Focus on assets, strengths, capacities Yes No n/a |
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WHO
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WHERE
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HOW
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WHAT
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Written
for
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About
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Strategy
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Determinant
of health
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Aboriginal Peoples |
Aboriginal Peoples |
Individual |
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Children |
Children |
Family |
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Group |
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Men |
Men |
Community |
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Society |
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People with Disabilities |
People with Disabilities |
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| Setting / Place | ||||
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Seniors |
Seniors |
Health Services |
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Women |
Women |
Home, Residence |
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Youth |
Youth |
Leisure, Recreation |
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Social Services |
Research |
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General |
General |
Workplace |
Health Services [access to] |
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| not applicable |
WHY
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not applicable | ||
| not applicable |
This tool/checklist has been adapted from the Subject Search Framework of the Ontario Health Promotion E-Mail Bulletin (http://www.ohpe.ca).
Download Brief Glossary of Health Promotion Strategies and Determinants of Health in Word
Additional Scope Notes, Definitions and Resources
TOP LEVEL - Participation, Action, Assets
Promotes
Participation
Participation is about individuals becoming involved, engaged, enabled,
empowered and taking part in their health. Not being 'told' what to
do, they take part in their health, their communities and society. Participation
is related to inclusion, to the sense of belonging; and how inclusive
the resource is of various populations, groups, and abilities to participate.
Is
Action Oriented
is to be checked or highlighted if the resource includes strategies
for action by the individual, a group, family, community or a different
sector or government - what is meant to change? Action-oriented resources
provide enough information for the reader to take action and are also
those resources that point to specific actions.
These two elements go back to the Ottawa
Charter for Health Promotion - "to enable all people to achieve
their fullest health potential by being able to take control of those
things which determine their health" and to act on, as individuals,
groups or communities, living conditions to be healthier.
An example may illustrate the differences: The "Second Hand Smoke" resource from the Lung Association 'promotes participation' as the reader is encouraged to become involved in finding solutions (which may not be acting upon them - it may be recognition of their knowledge and experience, their 'readiness'), and also the action-oriented can be selected because of the specific actions recommended.
Focuses
on assets, strengths, capacities
Francophone
Note: A correction has been suggested to the definition of Francophone
that is provided in the link from the checklist. The change is marked
in bold.
Definition: "The Francophone population of Canada is made
up of many communities. Although they share a number of characteristics,
each community has its own unique features and issues. Unlike Québécois
Francophones who have strength in numbers, Franco-Canadians (outside
of the province of Québec) are a linguistic minority with fewer
means and resources at their disposal. As a linguistic minority, they
face a number of obstacles including illiteracy, assimilation, cultural
isolation and problems taking charge of their own destiny."
Source: Francophones and Tobacco Use in Canada Lessons Learned
From the Tobacco Demand Reduction Strategy 1994-1997, section 2.3.1 The
Francophone population is made up of distinct communities. Health Canada.
Link: http://www.hc-sc.gc.ca/hl-vs/pubs/tobac-tabac/ftuc-tcfc/ftuc-tcfc04_e.html
Multicultural
Note: Reaching multicultural populations is a part of CHN's key strategic
direction to respond to the diverse needs of Canadians. However, it has
proven difficult to find a clear definition or description of 'multicultural'.
Related terms of 'multiculturalism', 'ethno-cultural', 'ethno-racial',
'diverse', 'visible minorities', 'immigrants' and 'cross-cultural' all
appear to be used in federal and provincial governments. The following
descriptions are offered for consideration. All are drawn from federal
government online sources.
Definition 1. Multiculturalism
Canadian multiculturalism is fundamental to our belief that all citizens
are equal. Multiculturalism ensures that all citizens can keep their identities,
can take pride in their ancestry and have a sense of belonging. Acceptance
gives Canadians a feeling of security and self-confidence, making them
more open to, and accepting of, diverse cultures. The Canadian experience
has shown that multiculturalism encourages racial and ethnic harmony and
cross-cultural understanding, and discourages ghettoization, hatred, discrimination
and violence.
Source: Canadian Heritage / Patrimoine canadien - Multiculturalism
Link: http://www.patrimoinecanadien.gc.ca/progs/multi/what-multi_e.cfm
Definition 2. Multicultural
Populations
The Canadian Multiculturalism Act (1988) states that, "the government
of Canada recognizes the diversity of Canadians as regards race, national
or ethnic origin, colour and religion as a fundamental characteristic
of Canadian society and is committed to a policy of multiculturalism".
Similarly, according to the Canada Health Act, "the primary objective
of Canadian health care policy is to protect, promote and restore the
physical and mental well-being of residents of Canada and to facilitate
reasonable access to health services without financial or other barriers"
(CHA, 1985). Nevertheless, significant other barriers to access to health
services do exist for immigrants and ethno-racial minorities, many of
them created by the health care system itself.
Source: J. Oxman-Martinez & J. Hanley, "Health and Social
Services for Canada's Multicultural Population: Conclusions", paper
for Canada 2017: Serving Canada's Multicultural Population for the Future:
Policy Forum, March 22-23, 2005. Heritage Canada, Ottawa.
Link: http://patrimoinecanadien.gc.ca/progs/multi/canada2017/4_e.cfm#9
Definition 3. Population
Groups Categories
Note: Included in the first version of the checklist
was the link to the census 2001 response categories for 'Population Groups',
which states:
In 2001, a note on the census questionnaire informed respondents that
this information is collected to support programs which promote equal
opportunity for everyone to share in the social, cultural and economic
life of Canada. Respondents were asked to mark or specify one or more
of the following: White; Chinese; South Asian (e.g., East Indian, Pakistani,
Sri Lankan, etc.); Black; Filipino; Latin American; Southeast Asian (e.g.,
Cambodian, Indonesian, Laotian, Vietnamese, etc.); Arab; West Asian (e.g.,
Afghan, Iranian, etc.); Japanese; Korean; Other.
Source: Statistics Canada, Census Population Groups, 2001.
Link: http://www12.statcan.ca/english/census01/Products/Reference/dict/pop098.htm
Definition 4. Visible
Minorities
The term visible minority is defined in the Employment Equity Act as referring
to "persons, other than Aboriginal peoples who are non-Caucasian
in race or non-white in colour". This category includes: Chinese,
South Asian, Black, Filipino, Latin American, Southeast Asian, Arab, West
Asian, Japanese, Korean, and Pacific Islanders.
Source: Statistics Canada, Visible Minorities, Census 2001.
Link: http://www12.statcan.ca/english/census01/Products/Reference/dict/pop127.htm
Note: There is no readily accessible set of definitions or explanations for the Level column. These Levels are the focus point for change of knowledge, behaviour, attitude or action that is expected as a result of the intervention or information resource. The following example and explanations are offered to help clarify the use of these categories:
What is the difference
between a Group, Community or Society?
For example, how would you rate resources aimed at school children and/or
teachers and school administrators as in school nutrition policies or
issues?
A resource that is directed towards everyone related to a school or across a school board is about change in the school 'Community'. That is, the level of change that is expected, where the action or use of the resource is larger than a 'group' of students or teachers, administrators or parents would be in the 'interest community' (rather than geographic community) of a school. The Setting may be 'Education, School' as well.
Try to distinguish between the Level of activity or use (individual, family, group, community, society) and the Setting or place (education, health, social services, home, recreation, work...) by the physical or social context, and organizational structure of Setting.
A 'Group' would include an informal and formal combination of people (such as a group of students, teachers or neighbours, or self-help group), an association (like a parent's council, PTA or shared interest association), organization or collaboration/coalition. The WHO glossary of health promotion provides a definition of community (http://www.ohprs.ca/hp101/toolkit/gloss.htm#community) which can be expanded. Think of 'community' first as geographic, then secondly as "a range of communities based on variables such as geography, occupation, social and leisure interests".
Society is a larger
body, which could be geographic of municipal, regional, provincial, national
- or in context of a sector or norms of influence beyond the 'community'
that an individual, family or group would relate to.
Settings for health
Note: The following definition covers all the settings
or places where health promotion happens. It is taken from the Health
Promotion Glossary, and has a short definition, followed by a longer description.
Both definition and description are included in the glossary of the OHPRS
HP-101 online course, accessible through a direct link provided below.
Definition: The place or social context in which people engage
in daily activities in which environmental, organizational and personal
factors interact to affect health and wellbeing.
A setting is also where people actively use and shape the environment
and thus create or solve problems relating to health. Settings can normally
be identified as having physical boundaries, a range of people with defined
roles, and an organizational structure. Action to promote health through
different settings can take many different forms, often through some form
of organizational development, including change to the physical environment,
to the organizational structure, administration and management. Settings
can also be used to promote health by reaching people who work in them,
or using them to gain access to services, and through the interaction
of different settings with the wider community. Examples of settings include
schools, work sites, hospitals, villages and cities.
Source: Ontario Health Promotion Resource System (OHPRS) HP-101
Health Promotion On-Line Course - Glossary.
Link: http://www.ohprs.ca/hp101/toolkit/gloss.htm#settingsforhealth
Source (original): Nutbeam, D. (1998) Health Promotion Glossary.
World Health Organization. Geneva.
Link: http://www.who.int/hpr/NPH/docs/hp_glossary_en.pdf
Primary Prevention -- To engage in actions that prevent the initial occurrence of disorders or diseases by focusing on risk factors or environmental conditions that can result in the diseases or disorders
Secondary Prevention - Early detection including to stop or slow down existing disease and its effects through action on contributing factors
Tertiary Prevention - To reduce the occurrence of relapses/progression for someone living with a chronic disease or disorder while sustaining or improving quality of life
Harm Reduction - Actions to decrease the adverse health, social and economic consequences of engaging in risky behaviours without requiring abstinence (e.g. smoking, drugs)
Source: Jackson, S. (2005). Overview of Current Health Promotion Approaches - presentation to Canadian Health Network, Regional Workshops September 2005, and Prevention Workshop November 2005. Centre for Health Promotion, University of Toronto. Toronto Ontario.
Definition 2. Prevention Levels
Prevention of health problems (e.g., disease, injury) occurs at three
levels:
* Primary prevention involves activities aimed at reducing factors leading
to health problems.
* Secondary prevention activities involve early detection of and intervention
in the potential development or occurrence of a health problem.
* Tertiary prevention is focused on treatment of a health problem to lessen
its effects and to prevent further deterioration and recurrence
Source: PHAC, Population Health Approach - Implementing
Link: http://www.phac-aspc.gc.ca/ph-sp/phdd/implement/implementation.html#prevention
Definition 3. Prevention
(chronic disease)
"Prevention: covers measures not only to prevent the occurrence of
disease, such as risk factor reduction, but also to arrest its progress
and reduce its consequences once established. Primary prevention is directed
towards preventing the initial occurrence of a disorder. Secondary and
tertiary prevention seek to arrest or retard existing disease and its
effects through early detection and appropriate treatment; or to reduce
the occurrence of relapses and the establishment of chronic conditions
through, for example, effective rehabilitation. Disease prevention is
sometimes used as a complementary term alongside health promotion. Although
there is frequent overlap between the content and strategies, disease
prevention is defined separately. Disease prevention in this context is
considered to be action, which usually emanates from the health sector,
dealing with individuals and populations identified as exhibiting identifiable
risk factors, often associated with different risk behaviours."
Source: Chronic Disease Prevention Alliance of Canada (CDPAC) Definitions
Link: http://www.cdpac.ca/content/faqs/alliance_definitions.asp
and the World
Health Organization Health Promotion Glossary, 1998 (pdf)
Definition 4. Prevention
"Prevention can be divided into three levels for comparison. Primary
prevention is directed toward preventing the initial occurrence of a disorder;
secondary prevention seeks to arrest or retard existing disease and its
effects; and tertiary prevention seeks to reduce the occurrence of relapses."
Source: Centre for Addiction & Mental Health, Health Promotion
Resources, at
Link: http://www.camh.net/About_CAMH/Health_Promotion/Health_Promotion_Resources/
Definition: To make information available to people and communities in a way that improves perception, knowledge or realization of an issue or activity. Unlike education or [health] communication, awareness is not action-oriented or measurable.
Example: British
Columbia Persons with AIDS Society Aims to enable persons living with
AIDS and HIV to empower themselves through mutual support and collective
action…. Works to prevent HIV transmission through education and
awareness-raising.
Capacity Building
Definition: "The contemporary view of capacity-building goes
beyond the conventional perception of training. The central concerns of
management - to manage change, to resolve conflict, to manage institutional
pluralism, to enhance coordination, to foster communication, and to ensure
that data and information are shared - require a broad and holistic view
of capacity development. This definition covers both institutional and
community-based capacity building. One of the key requirements in this
regard is to recognize that the social whole is more than the sum of its
individual components."
Source: Massey University, New Zealand as cited in CDPAC Definitions.
Link: http://www.cdpac.ca/content/faqs/alliance_definitions.asp
Definition:
At an organizational level, cultural competence refers to a set of congruent
attitudes, practices, policies, and structures that come together in a
system or agency and enables professionals to work more effectively in
cross-cultural situations.
Source: excerpt
from Olavarria M., Beaulac J., Bélanger A., Young M., & Aubry
T. Organizational Cultural Competence: Self-Assessment Tools for Community
Health and Social Service Organizations. Centretown Community Health Centre,
Ottawa; Nov. 2005. (p. 3 bottom paragraph, PDF)
Link:
http://www.socialsciences.uottawa.ca/crcs/pdf/organizational_cultural_competence_21-12-2005.pdf
Intersectoral Collaboration
Definition: "A recognized relationship between part or parts
of the health sector with part or parts of another sector which has been
formed to take action on an issue to achieve health outcomes … in
a way that is more effective, efficient or sustainable than could be achieved
by the health sector acting alone." WHO International Conference
on Intersectoral Action for Health, 1997 It may take different forms such
as cooperative initiatives, alliances, coalitions or partnerships…
What distinguishes it from other processes is the explicit intention of
participants from different sectors, and different levels and parts of
a particular sector, to address a common purpose.
Source: "Intersectoral Action: Towards Population Health".
Report of the Federal/ Provincial/ Territorial Committee on Population
Health, June 1999. Health Canada, Ottawa. Section 2, Page 8 [PDF]
Link: http://www.phac-aspc.gc.ca/ph-sp/phdd/collab/collab1.html#def_isa
OR http://www.phac-aspc.gc.ca/ph-sp/phdd/pdf/inters_eng.pdf
Organizational
Development/ Change
Definition of Organizational development: A process typically used
in industry although applicable to other settings such as communities,
to improve performance, productivity and morale issues, and attain an
optimally functioning organization, with a high level of cohesion, well-being
and satisfaction on the part of all those involved (J. Raeburn & I.
Rootman, (1998). People-Centred Health Promotion. London: John Wiley and
Sons.).
Source: Centre for Addiction & Mental Health, Health Promotion
Resources.
Link: http://www.camh.net/About_CAMH/Health_Promotion/Health_Promotion_Resources/
The above Notes, Definitions,
Sources, Links were compiled by the former Health Promotion Affiliate
of the Canadian Health Network. These links to resources and websites
are provided solely for the convenience of users and Health Nexus does
not accept liability for any injury, loss or damage whatsoever incurred
by the use of, reliance on, or inability to use the website or the information
therein.
Last updated on: May, 2008