Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #113168

Lori Keeling Buhi, MPH¹, Desiree Rivers, MSPH², Kyrel L. Rowell, MPH², Gabriela Trevino², Melanie Sarabia, BCH, BA², and B. Lee Green, PhD². (1) Bryan-College Station Community Health Center, 3370 South Texas Avenue, Bryan, TX 77802, 979-595-1703, lbuhi@bvcaa.org, (2) Texas A&M University, Center for the Study of Health Disparities, 112 Harrington Tower, TAMU 4222, College Station, TX 77843

The scientific evidence is clear: knowledge does not equal behavior change. Behavior change requires moving beyond provision of information. Self-management education (SME) presents a promising practice for changing behavior. Evidence suggests SME improves knowledge, elicits behavior change and improves individual outcomes. The purpose of this session is to: define SME, describe cornerstones of effective SME, delineate how SME differs from patient education, and outline reasons health educators are ideally suited to provide SME. SME refers to the process of providing individuals with the knowledge and skills necessary to manage their health and make positive behavior changes. The cornerstones of SME are: assessment of individual needs/health practices, provision of education in response to identified needs, collaborative goal setting and problem-solving, evaluation of progress, and follow-up on goals. SME differs from patient education in that patient education focuses on provision of information and generally assumes knowledge equals behavior change. SME focuses on increasing self-efficacy, assuming confidence promotes behavior change and yields better health outcomes. Although traditionally not extensively involved in SME, health educators are ideally suited for this role. Health educators are trained in behavior change theories/strategies, which are vital in assisting individuals with goal setting and problem-solving. Moreover, health educator responsibilities/competencies reflect the cornerstones of SME. Health educators are trained in needs assessment, planning, implementation and evaluation of programming, coordinating health education services, and acting as a resource person. Implications for the field will be discussed and recommendations will be provided regarding future roles in SME for the health education professional.

Learning Objectives:

• • Define self-management education
• • Describe cornerstones of effective self-management education
• • Delineate how self-management education differs from traditional patient education
• • Outline reasons health educators are ideally suited to provide self-management education
• • Provide recommendations regarding future roles in self-management education for the health education professional and implications for the field

Keywords: Health Education Strategies, Self-Management

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.