Spiritual_Wellness_Holistic_Health_and_the_Practic

Philosophical Trends in Health Education 83
EXHIBIT 10.1 Sample Vignette from Health Education
Philosophy Inventory
Setting: University/College
Recent studies indicate that success in meeting Healthy People Objectives for the 1980s
was mainly attributable to legislation which mandated certain health related behaviors, i.e.,
car seats for children, air bags in vehicles, raising legal drinking age, lowering restrictions
for Medicaid eligibility, etc. You are teaching a college general education Healthful Living
Course which typically defines health in terms of individual choices. This course adopts
a holistic approach to health education by stressing the interconnectedness of all health
dimensions and the development of full human potential. Would you restructure your
course to spend time addressing more societal concerns of health? How would you divide
the percentage of time dedicated to individual choices and societal health concerns?
100% Individual 50%/50% 100% Societal
Health Concerns (IHC) IHC/SHC Health Concerns (SHC)
Place a mark (X) on the continuum where it would most accurately describe your beliefs/
actions as a health educator in this setting.
Please describe the reason you chose your action:
VALIDITY AND RELIABILITY
HEPI was sent to a panel of five experts to determine consensual validity. Expert panel
reviewers consisted of five nationally renowned health educators. The vignettes, continuum,
and rank exercise were demonstrated to accurately reflect and measure preferences
and beliefs of the five health education philosophies. Reliability for the content
analysis was ascertained by determining inter - coder and intra - coder reliability
(Krippendorf, 1980). Mean percentile agreement for inter - coder reliability was .93,
while intra - coder reliability was .97. Reliability for this study was considered high.
RESULTS
Total number of responses was 106, or 51.7 percent. Seven of the inventories were
returned blank, thus reducing response number of usable forms to 99 or 48.3 percent.
Practitioners ’ return rate ( n 53, 49.5 percent) was slightly higher than the return rate
of academicians ( n 46, 46.9 percent). High response rate for a rather arduous and
time - consuming mailed questionnaire indicated interest by the profession to engage in