Both the nature of theory and the way it is taught can overpower health education practitioners.
As a consequence, myths which maintain theory and practice in separate realms may develop.
This paper argues that to remedy this situation, practitioners must be helped to gain greater control of theory.
Specific suggestions for accomplishing this goal are offered in a three-part prescription.
First, concepts and teaching methods are introduced to dismantle myths about theory and to help practitioners understand its origins, nature, and functions.
Second, health educators are encouraged to acknowledge limitations in theories currently guiding their practice.
Mots-clés Pascal : Education sanitaire, Théorie, Programme sanitaire, Prévention, Modèle
Mots-clés Pascal anglais : Health education, Theory, Sanitary program, Prevention, Models
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 92-0585634
Code Inist : 002B30A03A. Création : 199406.