Facilitators and teachers: Are health promotion learning outcomes pragmatic?

Abstract

This chapter provides some detailed examples of outcomes and resources aimed at enabling facilitators. The students themselves may have little interest or engagement with public health and health promotion issues and few express any interest in the field as a specialty when qualified. For any teacher working with public health- and health promotion-related outcomes, curriculum designers and the academics involved need to offer working definitions, although the caveat is that there is considerable overlap, a lack of consensus and they are mutually dependent on each other. In clinical settings, health promotion will frequently be linked less to health and more to disease and disease prevention..