health promotion poster assignment

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Project SHARE Curriculum: Designing Effective Posters to Promote a Health Campaign

• About the Curriculum
• About the Project
• Introduction to Health Equity
• Social Determinants of Health
• Health Literacy
• Locating & Evaluating Health Information
• Cultural Competence
• Family Health History
• Preventive Health
• Providers and Doctors' Appointments
• The Importance of Food Labels
• Planning a Nutritious Meal
• Designing Effective Presentations
• Speaking with Impact
• The Elevator Speech
• In Your Own Words
• Introduction to Policy
• Introduction to Advocacy

Designing Effective Posters to Promote a Health Campaign

• Getting Started with Outreach
• National Standards
• Engaging Stakeholders
• Icebreakers/Discussion
• Around Food
• Out of the Classroom
• Videos/Films/Games
• Project SHARE Instructor Survey
• Description & Objectives
• Lesson Plan Documents

Through the Designing Effective Posters to Promote a Health Campaign lesson, students will learn how posters can be an effective tool in a health campaign and will apply useful techniques in creating an effective poster.

Objectives:

• Describe how posters can be effective in a health campaign
• Apply skills and techniques for creating effective posters
• Instructor computer and projector
• Student computers/computer classroom
• Other: PowerPoint, Printer, Poster Board
• Lesson Plan - Designing Effective Posters to Promote a Healthcare Campaign
• Presentation - Designing Effective Posters to Promote a Health Campaign
• Step by Step Poster Guide

National Health Education Standards that Align with the Designing Effective Posters to Promote a Health Campaign Lesson

• 812.1 Utilize accurate peer and societal norms to formulate a health-enhancing message.
• 812.4 Adapt health messages and communication techniques to a specific target audience.

National Strategies that Align with the SHARE Curriculum

Healthy People 2020 Objectives

AH-2      Increase the proportion of adolescents who participate in extracurricular and/or out-of-school activities.

AH-3.2   Increase the proportion of parents who attend events and activities in which their adolescents participate.

National Partnership for Action

Goal 1         Awareness - Increase awareness of the significance of health disparities, their impact on the nation, and the actions necessary to improve health outcomes for racial, ethnic, and underserved populations.

Strategy 2:  Develop and support partnerships among public, nonprofit, and private entities to provide a comprehensive infrastructure to increase awareness, drive action, and ensure accountability in efforts to end health disparities and achieve health equity across the lifespan.

Goal 2:        Leadership - Strengthen and broaden leadership for addressing health disparities at all levels.

Strategy 7:  Invest in young people to prepare them to be future leaders and practitioners by actively engaging and including them in the planning and execution of health, wellness and safety initiatives.

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Course Description:

A poster is a communication tool that represents your work with a combination of verbal and visual presentations. This short training is designed in a  READY-SET-GO  format that will provide a quick overview of tools and strategies to organize an engaging poster. This training focuses on two types of public health posters: an outreach poster and a scientific poster. 

Learning Objectives: 

• Classify two different types of posters in public health
• Organize a poster
• Identify essential information for a poster presentation
• Explore citation styles

Target Audience:   Public health professionals and students

Duration:  30 minutes

Continuing Education Information:   0.5 CECH for CHES

Register HERE

• Online (self-paced)

Other Online Trainings

Social media is an ever-growing outlet that allows people to share whatever they would like with others around the world. Organizations are easily able to spread information about any topic to a very wide audience using social media. This can make sharing health resources and information with your community much more simple, reaching more people, and ideally making a greater impact.

This training consists of a presentation given by Karla D. Wagner, Ph.D, assistant professor at the University of Nevada, Reno School of Community Health Sciences. After the presentation you will be asked to complete a role play exercise where you provide information based on the material covered in the presentation.

In Arizona, almost one third of the population is Latinx or Hispanic. Mental health and mental illness are often stigmatized topics for the Latinx/Hispanic communities, compounding the existing institutional and systemic barriers that already impede access to mental health services.

The Western Region Public Health Training Center is a Continuing Professional Education (CPE) Accredited Provider with the Commission on Dietetic Registration (CDR). The University of Arizona Mel and Enid Zuckerman College of Public Health is a Designated Multiple Event Provider of Continuing Education Contact Hours (CECH) for Certified Health Education Specialists (CHES) through the National Commission for Health Education Credentialing, Inc. The Western Region Public Health Training Center is an organizational member of the True Health Initiative

Funding Statement

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under UB6HP31687 and the Regional Public Health Training Center Program for $1,013,453. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

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health promotion poster

Everything you need to know to pass your assessments can be located here on the portal. However, we recommend reading the relevant pages within your manual to reinforce your understanding and get the best learning experience.

For further reading, please refer to section four of your level 2 gym instruction manual, conducting client consultations to support positive behaviour change.

STEP 1 - Watch the webinars below

Creating infographicS using CANVA

Creating infographicS using google slides

STEP 2 - Check out the example infographics below

example infographic created in canva

example infographic created in google slides

STEP 3 - Now produce your own health promotion poster

Make sure you refer to the mark scheme in Google Drive when completing this assignment. There is also a Google slide template you can use in the assignment folder. If you use another application such as Powerpoint or Word please make sure you save it in your Google Drive folder so your assessor can locate it.

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• v.32(2); 2020 Jun

The Effectiveness of Leaflets and Posters as a Health Education Method

Nino hasanica.

1 Institute for Health and Food Safety Zenica, Department for School Hygiene, Zenica, Bosnia and Herzegovina

2 Medical Faculty, Unversity of Zenica, Health Care Study Section

Aida Ramic-Catak

3 Institute for Public Health FB&H; Bosnia and Herzegovina, Zenica, Bosnia and Herzegovina

Adnan Mujezinovic

Sead begagic, kenan galijasevic, introduction:.

Health education is a process of acquiring knowledge and skills in order to improve the health of the individual and the community. It is considered the most effective, most economical and most rational aspect of health care and health culture.

To provide data on the effectiveness of printed health-educational materials.

This is a quantitative, applied, descriptive-analytical study. According to the type of research, it presents a public health evaluation manipulative study with triple testing. The research was conducted in elementary schools in the Zenica-Doboj Canton. The total number of students participating in the research is divided into groups: examined, control group. The research consisted of four phases. The research tool is a modified questionnaire The Health Behavior in School-aged Children (HBSC) with 38 questions, 8 modules.

The total number of respondents was 120. The method of distribution of health-educational posters shows a lower but still present statistical significance (p<0.05) in relation to the acquired knowledge and a change in attitudes between the conducted surveys at different time points. There is no statistically significant change (p>0.05) in the level of knowledge and attitudes using leaflets between conducted surveys at three different times. In the control group without education, there was a low statistical significance (p<0.05) in terms of changing the level of knowledge and attitudes.

The distribution of health-educational posters is recommended in situations where it is necessary to reach a wide audience for a long period of time, if the site of the poster is protected. According to this study, there is no evidence that the leaflet distribution method should be used when it comes to the promotion of healthy lifestyles among healthy children. Alternative methods and ways of health education need to be identified.

1. INTRODUCTION

Health education is a process of acquiring knowledge and skills in order to improve the health of the individual and the community. It is considered the most effective, most economical and most rational aspect of health care and health culture. The goals of health education are to expand knowledge of one’s own health, change attitudes and apply a useful daily practice of a healthy life ( 1 ). Educational methods in the health care of the population need to be applied equally with all other methods of health promotion. When health problems are more complex, the methods of health education have to be more numerous and subtle, and therefore more necessary in modern health care ( 2 ). Didactic methods include medical lectures, health films, leaflets, posters, radio, television, multimedia advertising. In the use of didactic methods in health education, the starting point is that the person is an “empty vessel” that needs to be “filled” with knowledge and that it will integrate, interpret, reproduce and, accordingly, adopt and apply in practice ( 1 ).

Morrow in 2001 states that in the UK health promotion specialists have greatly realized that health-related behaviors are closely linked to the social environment and community ( 3 ). Singh and associates in 2016 state that there is a significant difference in the impact of health education using integrated leaflet distribution models, demonstrations and the use of audio-visual devices, compared to isolated leaflet distribution ( 4 ). Gupta and associates in 2016 on a sample of students come to the data that students prefer audio-visual media and Power Point presentations, rather than leaflets ( 5 ).

The purpose of this research is to provide data on the effectiveness of printed health-educational materials, posters and leaflets, as a method of health education. The aim of the research was to evaluate changes in the knowledge and attitudes of school children who received printed health-educational materials on healthy lifestyles.

This is a quantitative, applied, descriptive-analytical study. According to the type of research, it presents a public health evaluation manipulative study with triple testing (determining the condition at three time points).

The research was conducted in elementary schools in the Zenica-Doboj Canton. The total number of students participating in the research is divided into the following groups: examined group - A, control group (without education) - B. Group A is further divided into the following subgroups: distribution of health education posters - A1, distribution of health education leaflets - A2.

The research consisted of four phases: a) The first survey about healthy lifestyles to analyze and determine the level of student’s knowledge and attitudes before participating in a health education program; b) Implementing a health-educational program in relation to healthy lifestyles by the method of distribution of health-educational posters and leaflets, depending on the group of subjects; c) The second survey about healthy lifestyles to determine the level of knowledge and attitudes of the same students as first time a day after participating in a health education program; the control group of the subjects did not have this phase of the study; d) The final survey in both group A and group B to determine which of the health education methods leaves the longest cognitive information, attitudes and eventual behavioral changes; The final survey was conducted a month after health education program.

The research tool is a modified questionnaire The Health Behavior in School-aged Children (HBSC), conducted by the United States Department of Health and Human Services, the National Institute of Health, with over 200,000 young people in over 40 countries around the world. The questionnaire is anonymous. The questionnaire contains 38 questions distributed in 8 modules. Research instrument modules are based on general information and questions about the knowledge and attitudes of school children about healthy lifestyles, such as: nutrition and physical activity, hygiene and health, social negative behavior and school safety, life skills and communication, nicotine – alcohol – drugs, reproductive health. Questions in the questionnaire are: questions with a determined choice, questions that define the frequency, questions that offer a list of answers and a scale of priorities (descriptive grades that replace grades 1 to 5), and one open-type question.

The theme of health education processed in the health-educational leaflet and on the poster on the one hand and questions from the questionnaire on the other hand depended on one another – they are in agreement – so they were created simultaneously.

The criteria for exclusion from the research were as follows: a) students who undergo intensive education on healthy lifestyles due to their own illness; b) students with whom it is not possible to establish adequate cooperation (intellectual, speech problems); c) students for whom the parents gave written act to refuse participation in the research. The approval of the Pedagogical institute Zenica (Ministry of education, science, culture and sports of Zenica-Doboj Canton) was obtained.

The tests used for statistical processing are: The Cochran’s Q test is suitable for comparing the results at three points of time when it comes to dichotomous variables; The McNemar’s test is suitable for comparing the results of a group observed at two points of time (in a control, B group, without education). Questions in which the students did not participate in each survey and questions that the students did not answer were not taken into account at any point in time, and were presented as null data. Standard software statistical tools have been used (Microsoft Access, Microsoft Excel, and Microsoft Excel Plugin – Real Statistics).

The total number of respondents was 120; 63 (52.5%) boys and 57 (47.5%) girls. The age structure of the subjects ranged from 10 to 14 years of age. The most common year of birth was 2005; 33 (52.38%) boys and 26 (45.61%) girls. Table 1 shows the distribution of respondents by groups / methods of health education and time points of the survey.

Selection of some questions from the questionnaire

A total of 37 (58.73%) boys and 36 (63.15%) girls believe their body weight is about good. A total of 9 (14.28%) boys think their body is skinny. A total of 42 (35%) students answered that they were physically active every day during the last week at least 60 minutes, while 36 (30%) students had such physical activity for 1-2 days a week. Boys are more often physically active every day. A total of 74 (61.66%) students answered that they had breakfast every day. The difference is shown: 15 (23.8%) boys take breakfast 1-2 times a week, and this is claimed by only 3 (5.3%) girls. In total 81 (67.5%) students (more often boys) believe that friends on social networks are their real friends, or they are undecided on this matter.

Evaluation of the effectiveness of health education methods

The total number of valid answers in the group of students using posters as a method of health education was 1853. The calculated Q value was 8.620513, so the value of p was 0.003324 (p<0.05). The method of distribution of health-educational posters shows a somewhat lower but still present statistical significance in relation to the acquired knowledge and a change in attitudes between the conducted surveys at different time points. In the first round of the survey students gave 58.07% of the correct answers to questions from the questionnaire. After the poster distribution was carried out, the percentage of correct answers increased to 62.06%, and a month later to 62.76% ( Table 2 , Table 3 , Graph 1).

The total number of valid responses in the group of students using the health-education leaflet was 2442. The calculated Q value was 1, so the p value was 0.317311 (p>0.05). There is no statistically significant change in the level of knowledge and attitudes between conducted surveys at three different times. In the first round of the survey students gave 56.34% of the correct answers to the questions from the questionnaire. After the distribution of leaflets, the percentage of the correct answers increased negligibly to 56.39%, and a month later the students answered correctly to 55.86% of the questions ( Table 2 , Table 3 , Chart 1).

The total number of valid responses in the control group of the subjects was 3234. The calculated hi-square value was 10.685 (p<0.05). In the control group without education, there was a low statistical significance in terms of changing the level of knowledge and the change of attitudes between the surveys at two different times. In the first survey, respondents gave 45.98% of the correct answers to questions from the questionnaire, and after a month without any education the percentage of correct answers increased slightly to 48.52% ( Table 2 , Table 3 , Graph 1).

5. DISCUSSION

The HBSC study in Moldova from 2014 presents the results of 6642 respondents in age of 11, 13 and 15 ( 6 ). In Europe, 15-year-old girls consider themselves overweight ( 7 , 8 ). Only 23% of adolescents in Europe carry out minimum physical activity of 60 minutes per day, and 4.6% do not have physical activity on a daily basis ( 7 , 9 ). In Europe, only 60% of the respondents have breakfast every day, and every tenth jumps out the breakfast. A total of 13.1% of girls do not take breakfast in working days ( 8 , 10 ). The frequency of electronic media contacts shows a significant increase of over 15% between 11 and 15 years of age in Europe (more often among girls and rich families) ( 8 , 11 ).

In other surveys, most respondents answered that they receive entertainment information via television (72%), followed by counseling (14%), and educational information (14%). A total of 74% of respondents prefer to watch educational television series, 26% movies. Television could be considered to be method by which a wide range of audiences can be reached, if health-educational content were incorporated into other television content ( 12 ).

The reason for increasing knowledge and positively changing attitudes in applying posters in this research can be the simplicity of providing information on the poster. The poster stays in the long term in the place where it is set up, which allows for a long-term retention of knowledge and positive attitudes at approximately the same level as after the education. In the UK in 2001, research on health behavior of population was conducted, and it was concluded that it is closely related to the social environment and the community ( 3 ).

The reason for the fact that there is no increase in knowledge and a change in the attitude after the distribution of leaflets in this research can be the overload with the distribution of leaflets of various kinds, from marketing to health education. There is even a decrease in the knowledge of students after the distribution of leaflets. The overloading with this type of printed material could be a demotivating factor for learning. The knowledge and attitudes are changed in an extremely small and insignificant number of questions, between the first and second survey, and between the second and third survey. In most issues, knowledge remained the same, and there were also a large number of students who did not have prior knowledge but did not even learn. Health education work does not provide significant results regarding the acquired knowledge of students by the method of distribution of health-educational leaflets. According to this study, there is no evidence that the leaflets distribution method should be used when it comes to promotion of health and healthy lifestyles among healthy children, which are not even interested in such knowledge by their nature. However, it can be used in situations where it is necessary to reach a wide audience, the information being presented is not particularly important, or it is sufficient to be in the form of a notice (as a notice for a lecture, a workshop, a brief information about the results achieved in some work etc.). Different from healthy children, the method of distributing health-education leaflets may have potential in work with newly discovered cases of chronic mass non-communicable diseases when individuals are most motivated to learn about their illness ( 13 ). In the research of Singh and associates, the distribution of leaflets with the simultaneous use of practical demonstrations and audio-visual means in health education have much better results than the isolated distribution of printed materials, leaflets ( 4 ). In a study carried out by Gupta and associates among the student population, it was concluded that students consider PowerPoint presentations and audio-visual means as incomparably more acceptable methods of acquiring knowledge, opposed to printed materials, leaflets ( 5 ).

The reason for increasing the percentage of accurate responses in the control group may be the fact that students were interested in this topic after the first survey, but also that they listened some topics in the field of healthy lifestyles in other teaching subjects in schools (e.g. “Physical and health education”, “My environment” and similar teaching subjects). The essence of health education is in long-term knowledge retention and changing attitudes. People who are not health care workers as the most common source of health information suggest conversations with friends ( 14 ). Among health workers, a common source of information is other health professional, but also the media. Therefore, health workers are more inclined to use health knowledge sources that are based on greater expertise, while people who are not health care workers more often use informal sources of information (friends) ( 14 ). Comparing with the results of previous researches, the most dominant source of health information in the wider public is mass media (television, internet, journals), while health professionals, friends and family members are equally important sources of knowledge ( 15 , 16 ). Also, the results are similar to the results from a survey conducted on the nursing faculty, where the main source of information is the healthcare worker, while the knowledge through the thematic public tribunes on health is least represented ( 17 , 18 ).

“De-medicalization” of health education in the activities of the Institute for Health Protection Zaječar has shown that physicians are not the best health educators, for the simple reason that they are preoccupied with the phenomenon of disease ( 19 ). In 2000, the research was carried out in the state of Illinois, USA. As many as 81% of respondents consider it is necessary to introduce health education into schools as a separate teaching subject, and 83% think that the school should have a nurse in their team ( 20 ).

Health education is often an unheard and unjustifiably neglected health care measure, both by the population and by health professionals of all profiles and levels of education. Health education has unlimited possibilities and an unmatched number of different methods and a combination of methods for work ( 21 ).

According to this research, the distribution of health-educational posters is recommended in situations where it is necessary to reach a wide audience for a long period of time, if the site of the poster is protected, although this is not a guarantee that the increase in knowledge will be high.

The distribution of health-educational leaflets does not give significant results regarding the acquired knowledge of students. According to this study, there is no evidence that the leaflet distribution method should be used when it comes to the promotion of health and healthy lifestyles among healthy children, which, by their nature, are not even motivated for this kind of knowing.

Alternative health education methods need to be identified. Experts in nursing and health sciences in the field of health education have all the possibilities for professional realization.

6. CONCLUSION

Health education of the population in general, and especially for children, through the activity of specific preventive-promotional health care for young people in schools and faculties, should be given priority in order to influence the more positive and healthy lifestyles of the population, thereby reducing the negative health outcomes and high costs of health care ( 19 ).

Authors contribution:

Each author were included in all steps of preparation this article. Final proof reading was made by the first author.

Conflict of interest:

None declared.

Financial support and sponsorship:

Poster Examples

Here are some examples of posters for MPH Field Practice. Note the variety of ways to convey information and what aspects of the posters you find especially effective. For example, one thing that they all have in common is an excellent balance between visuals and words.

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Health Promotion Reflective Essay Sample

Health Promotion Reflection and Rationale for the creation of a Poster

Introduction

According to the World Health Organisation (WHO) definition of health refers to not only the absence of disease but complete social, mental, and physical well-being (WHO, 2021). "Health is created and lived by people within the settings of their everyday life; where they learn, work, play and love" (WHO, 1986, pp.3). From a medical perspective, illness refers to the feeling of and health which is personal and innate to the individual. It is often associated with the disease, but the disease may not be declared, such as cancer in its early stages (Boyd, 2000). Health promotion is a means of empowering and enabling a particular target group to use the available resources to promote action-oriented and competent-based health that is sustainable to reduced inequalities (Grabowski et al., 2017). Several tools and instruments are used to relay health promotion messages, such as the use of media, leaflets, one-on-one discussions, and focus groups; nonetheless, the current essay pays particular attention to using the poster as a health promotional tool. The following essay will provide a brief discussion on the process used to develop a health promotion poster (See Appendix 1) and later discuss the application of health promotion strategies for preventing illness and making every contact count across the lifespan.

However, the conceptualization of health by WHO described above has been criticised due to its unrealistic nature, inability to promote health, and lack of distinct parameters to measure it. Hence, Hubers et al. (2011) concept of health and well-being is favoured, which refers to the capacity to adapt and self-manage; this conceptualisation empowers individuals to be a salient force in determining their health. It also means that health is different from one person to the next depending on their situation in need (hence it considers the wider determinants of health). The principles of health promotion include: conceptualising health broadly and positively, involvement in addition to participation, a perspective on the individual setting, health equity, and development of action and its competence (Gregg and O'Hara, 2007). Health promotion strategies should be based on a life-course approach, which involves health promotion and health education measures, which are then supported by protective and preventive measures, with curative approaches being the last line of defence to quality of life and well-being (Eriksson and Lindström, 2008).

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According to an integrated review by Kemppainen et al. (2013), nurses have three roles in health promotion. One is the traditional general role of disease prevention in encouraging healthy behaviour. The second role involves patient-focused health promotion. The nurse identifies health promotion needs in different groups and gives specific advice based on their broad knowledge of various diseases and symptoms. Three, the nurses are seen as managers of health promotion projects through implementing health promotion plans, coordinating educational plans within the health facility and in the community, and being involved in health promotion activities for the person, their family, and even the community.

The poster being applied as a medium for communication transmits the message through graphical synthesis that combines images and text to draw the attention of the intended audience (Akister et al., 2000). The posters are considered a hybrid of paper and speech. This is because they offer more detail than speech but less detailed than paper and allows for more interactivity than both (Boggu and Singh, 2015). A poster should be visually appealing and have slogans and images that pull the audience's attention. A poster has a positive appeal, making it readily transcends public acceptance on an emotional, social, intellectual, sensorial, and economic level (Akister et al., 2000).

Before developing a health promotion strategy, one requires to perform a needs assessment. Information required is with regards to the size and nature of the population, identification of areas of unmet needs as well as those that are already met, the prevalence of the disease or condition one is interested in, the efficacy of available interventions, the available services in addition to their capacity, quality and effectiveness (Lawrence, 2020). The group notably used national statistics to define the UK population's problem, whereby 62% of the population is overweight while over 25% of adults are classified as obese (Public Health England [PHE], 2020). Obesity has been linked to metabolic syndrome, which triggers most chronic conditions such as diabetes heart disease and contributes to the National Health Service's significant disease burden. Complications of being overweight are estimated to cost the NHS 6.1 billion GBP every year (Scarborough et al., 2011).

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Additionally, the group drew information from the current political climate of the COVID-19 pandemic. The COVID-19 pandemic posed two obvious challenges; people were less likely to exercise because of the lockdown, which encouraged weight gain and being obese and overweight increases one's susceptibility to the Coronavirus through a decreased immune response and significantly higher inflammation levels (PHE, 2020). Nurses must recognise themselves as health promotion agents by making every contact count (MECC), which is a role that has been amplified by the Coronavirus, which minimizes community interventions due to the lockdown. Working with patients at the individual level denotes the nurse can tailor the interventions to every contact, consistent with the principles of person-centred care (NICE, 2019). Additionally, the MECC approach is a requirement of all nursing practitioners within the NHS. The team also ensured that the poster was brief per the national institute for healthcare excellence guidelines, which states that the interventions should be between 30 seconds to a couple of minutes for easy delivery during routine appointments where the nurse can take advantage of the contact to foster and promote health through behavioural change interventions. The nurse can use the poster to support the brief advice discussion, and patients can have a reference tool for audio-visual learning (NICE, 2019).

The team also considered the life-course approach in promoting health and well-being. Even though the intervention focused on adults, it recognises the intergenerational approach to health improvement (PHE, 2019). It is important to note that when adults change their diet, it creates a healthy environment for the dependents and children, who will also be exposed to healthier food choices (Caswell et al., 2013). Hence, reducing the likelihood of also developing obesity later in life. Also, the adults being more active will create a mental schema that will encourage them to be more active through the enculturation process (Caswell et al., 2013). Research by Fuemmeler et al. (2013) obesity in parents increases the likelihood of children becoming obese. When parents are obese, the children have a 10 to 12 fold chance of becoming obese.

One of the most salient stakeholders relied upon when making the health promotion poster is the government's department of health and social care (DHSC) new obesity strategy dubbed " Tackling obesity: empowering adults and children to live healthier lives" developed in 2020 which aims at getting people fit and healthy to protect themselves against covid-19. The UK government recognises obesity as a ticking time bomb due to the risk of severe illness and death from COVID-19. The NHS services will encourage health practitioners to become coaches of a healthy weight through training delivered by Public Health England. Excess weight is considered by the DHSC (2020) as one of the few factors that can be modified to reduce the impacts of the COVID-19 pandemic.

Concerning health, a strategy chosen, the Ottawa charter developed by WHO suggests three dimensions to health promotion that mediate, enable, and advocate (Saan and Wise, 2011; WHO, 2009). The mediation dimension requires coordination of all concerned stakeholders such as government sectors, voluntary organisations, local authorities, the industries, and the media to mediate the different interests in society to achieve better health outcomes (Saan and Wise, 2011; WHO, 2009). The enable dimension focuses on ensuring health equity is attained by reducing current health status differences and ensuring equal access to health resources, ensuring that one has the best health outcomes regardless of one demographic profile. The advocacy dimension aims at improving the conditions of an individual's political, economic, social, cultural, environmental, behavioural, and biological factors to ensure an improved quality of life (Saan and Wise, 2011; WHO, 2009).

The health promotion poster developed focused on their advocacy domain and specifically changed the behavioural factors to improve the individuals' quality of life by reducing their susceptibility to the Coronavirus (WHO, 2009). Health promotion aims to bolster one's personal and social skills development by providing the audience information about health and enhancing their life skills and how to ensure their choices promote their well-being (WHO, 2009).

The potential strategy that will be applied to convey the health promotion poster's information is a caring conversation developed by Dewar, which involves delivering compassionate care to human relationships (Dewar and MacBride, 2017). The 'caring conversations' aim at conversing with the patient at a deeper level and knowing who they are, what is important to them, and the experiences they have had, and their feelings towards them. In having a caring conversation, the nurse ought to have seven key attributes: courage, emotional connection, consideration of other perspectives, curiosity, collaboration, celebration, and compromise (Bullington et al., 2019). It is critical to be open to the patient's experience and point of view for them to field part of the intervention as opposed to being one-sided and providing a prescriptive approach rather than involving them and collaborating with them in developing the intervention, which is consistent with person-centred care (Dewar and MacBride, 2017). The person-centred approach allows for tailoring the nursing communication to consider the patient's disabilities to ensure that they understand the message relayed (Bullington et al., 2019). The caring conversation approach is consistent with the NMC (2018) code, which advocates that communication should be adapted and tailored to meet a person's needs.

Regarding health literacy, the poster used words that were easy to understand (Osborne, 2012). The words aimed to push the audience into understanding that obesity was a modifiable factor in helping them become more resilient to the COVID-19 pandemic. Additionally, the poster used numerous images and applied words sparingly to relay people's message to understand the language regardless of their ethnicities readily. The use of pictures is a universal language that creates visual appeal, and the fact that it transcends language barriers common in London due to the high percentage of black and ethnic minorities (BME) communities (Sany et al., 2020).

In conclusion, using the poster as a health promotional tool was effective, especially if the nurse combined it with less jargon and a caring conversation approach. The caring approach ensures avoidance of a one-size-fits-all approach to the conversational delivery but being considerate of the towards understanding them personally and adopting the approach of delivery to fit their context. It is also critical to underline the fact that the essay adopted Hubers et al. concept of health and well-being as a capacity to adapt and self-manage, which relegates the domain of health as being something that can be modified through behavioural change. The nurse focused on the advocacy role and specifically behavioural modification following the Ottawa charter's health promotion model. Evidence shows that the nurse has a role in health promotion, primarily through making every contact count. This role has been amplified by reducing communal avenues due to the lockdown brought on by the Coronavirus pandemic. Additionally, the poster applied a life-course approach by ensuring that adults in the family understood the role of behavioural change in weight and the benefits gained, extending to their children.

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Boggu, A.T. and Singh, J. (2015). Poster presentation as an effective communication tool in an EFL context. International Journal of Language and Linguistics , 2 (5), pp.203-213.

Boyd, K.M. (2000). Disease, illness, sickness, health, healing and wholeness: exploring some elusive concepts. Medical Humanities , 26 (1), pp.9-17.

Bullington, J., Söderlund, M., Sparén, E.B., Kneck, Å., Omérov, P. and Cronqvist, A. (2019). Communication skills in nursing: A phenomenologically-based communication training approach. Nurse education in practice , 39 , pp.136-141.

Caswell, J.A., Yaktine, A.L. and National Research Council. (2013). Individual, household, and environmental factors affecting food choices and access. In Supplemental Nutrition Assistance Program: Examining the Evidence to Define Benefit Adequacy . National Academies Press (US).

Dewar, B. and MacBride, T. (2017). Developing caring conversations in care homes: An appreciative inquiry. Health & social care in the community , 25 (4), pp.1375-1386.

DHSC (2020). Policy paper -Tackling obesity: empowering adults and children to live healthier lives . [online]. gov.uk. Available at: <https://www.gov.uk/government/publications/tackling-obesity-government-strategy/tackling-obesity-empowering-adults-and-children-to-live-healthier-lives> [Accessed  10 March 2021].

Eriksson, M. and Lindström, B. (2008). A salutogenic interpretation of the Ottawa Charter. Health promotion international , 23 (2), pp.190-199.

Fuemmeler, B.F., Lovelady, C.A., Zucker, N.L. and Østbye, T. (2013). Parental obesity moderates the relationship between childhood appetitive traits and weight. Obesity , 21 (4), pp.815-823.

Grabowski, D., Aagaard-Hansen, J., Willaing, I. and Jensen, B.B. (2017). Principled promotion of health: implementing five guiding health promotion principles for research-based prevention and management of diabetes. Societies , 7 (2), p.10.

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Huber, M., Knottnerus, J.A., Green, L., van der Horst, H., Jadad, A.R., Kromhout, D., Leonard, B., Lorig, K., Loureiro, M.I., van der Meer, J.W. and Schnabel, P. (2011). How should we define health?. Bmj , 343 .

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Lawrence, D. (2020). Planning health services. Oxford Handbook of Public Health Practice 4e , p.402.

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PHE (2019). Guidance Health matters: Prevention - a life course approach. [online].gov.uk. Available at: <https://www.gov.uk/government/publications/health-matters-life-course-approach-to-prevention/health-matters-prevention-a-life-course-approach> [Accessed  12 March 2021].

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Sany, S.B.T., Behzhad, F., Ferns, G. and Peyman, N.(2020). Communication skills training for physicians improves health literacy and medical outcomes among patients with hypertension: a randomized controlled trial. BMC health services research , 20 (1), p.60.

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Posters for the Prevention & Control of Cholera

• Oral Rehydration Solution

General Cholera Posters

Adequate sanitation, appropriate hygiene, creole-only resources.

These posters can be used to help educate people about good hygiene practices, methods for disinfecting water, and caring for family members who may be at risk of contracting cholera. They are designed for all audiences and the graphics have been made regionally specific.

Oral Rehydration Solution (ORS)

Message: How to Make Oral Rehydration Solution (ORS) Audience: General public

Available for 3 regions:

• How to Make Oral Rehydration Solution (ORS) pdf icon [PDF – 1 page] (English – 11 x 8.5)
• How to Make Oral Rehydration Solution (ORS) pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou prepare sewòm oral la (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Southeast Asia

Message: If You or Your Family Get Cholera (Adult) Audience: General public

• If You or Your Family Get Cholera pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Si ou menm oswa fanmi ou gen maladi kolera (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: If You or Your Family Get Cholera (Child) Audience: General public

• If You or Your Family Get Cholera pdf icon [PDF – 1 MB] (English – 11 x 8.5)

Message: In Strength There is Unity. Let us Help One Another Fight Against Cholera! Audience: General public

• Help One Another Fight Against Cholera pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Union Fet la Fos Youn ede lot kont kolera (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make Water Safe Using Household Bleach Audience: General public

• How to Make Water Safe Using Household Bleach pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan poufèdlopou bwe vin pwòp avèk klowòks ki sèvi nan kay (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to disinfect your water using WaterGuard® Audience: General public

• How to Make Water Safe Using WaterGuard® pdf icon [PDF – 1 page] (English – 11 x 8.5)

• How to Make Water Safe Using PuR® pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou mwen sèvi ak PuR® pou m rann dlo a pwòp? (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make Water Safe Using Aquatabs® (8.5 mg yellow packet) Audience: General public

• How to Make Water Safe Using Aquatabs® pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou fe dlo vin pwòp le ou sèvi ak Aquatabs® (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make Water Safe Using Aquatabs® (17 mg green packet) Audience: General public

• How to Make Water Safe Using Aquatabs® (17 mg green packet) pdf icon [PDF – 1 page] (English – 11 x 8.5)

Message: How to Make Water Safe Using Aquatabs® (33 mg green packet) Audience: General public

• How to Make Water Safe Using Aquatabs® (33 mg green packet) pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou fe dlo vin pwòp le’l ou sèvi ak Aquatabs® (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make Water Safe Using Aquatabs® (67 mg blue or black packet) Audience: General public

• How to Make Water Safe Using Aquatabs® (67 mg blue or black packet) pdf icon [PDF – 1 page] (English – 11 x 8.5)

Message: How to Make Water Safe Using Gadyen Dlo® Audience: General public

Available for 1 region:

• How to Make Water Safe Using Gadyen Dlo® pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan poumitilize Gadyen Dlo® pou m rann dlo a pwòp? (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make Water Safe Using Dlo Lavi® Audience: General public

• How to Make Water Safe Using Dlo Lavi® pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou m itilize Dlo Lavi pou m rann dlo a pwòp? (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Safe Sanitation and Cleaning Audience: General public

• Safe Sanitation and Cleaning pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Ijyèn Ak Netwayaj (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How and When to Wash Your Hands Audience: General public

• How and When to Wash Your Hands pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Lave men ou pou pa pran maladi kolera (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Make a Tippy Tap Audience: General public

Available for 3 regions in 3 formats and 3 languages:

• How to Make a Tippy Tap pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Comment fabriquer un tippy tap pour le lavage des mains à l’eau et au savon pdf icon [PDF – 1 page] (Français – 10.5×21 cm)
• Comment fabriquer un tippy tap pour le lavage des mains à l’eau et au savon pdf icon [PDF – 1 page] (Français – 56 x 76 cm)
• Fason pou Fè yon Wobinè ki Gen Pwent (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: How to Prepare Food Safely Audience: General public

• How to Prepare Food Safely pdf icon [PDF – 1 page] (English – 11 x 8.5)
• Kijan pou prepare manje ki pa kontamine (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Kijan pou fè dlo vin pwòp lè ou sèvi ak Aquatabs® 167 mg. Audience: General public

• Kijan pou fè dlo vin pwòp lè ou sèvi ak Aquatabs® 167 mg (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Fason pou prepare kadav yon moun ki mouri akòz maladi kolera. Audience: General public

• Fason pou prepare kadav yon moun ki mouri akòz maladi kolera (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Konsèy antèman ak seremoni antèman pou fanmi yo. Audience: General public

• Konsèy antèman ak seremoni antèman pou fanmi yo (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Fason pou netwaye atik pou kouche ak rad yon moun ki gen maladi kolera. Audience: General public

• Fason pou netwaye atik pou kouche ak rad yon moun ki gen maladi kolera (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

Message: Fason moun ki gen maladi kolera itilize pou lave kabann tibebe. Audience: General public

• Fason moun ki gen maladi kolera itilize pou lave kabann tibebe (for print only) pdf icon [PDF – 1 page] (Creole – 11 x 8.5)

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