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Health Education & Behavior, Vol. 22, No. 3, 329-345 (1994)
DOI: 10.1177/109019819402200306

Settings as an Important Dimension in Health Education/Promotion Policy, Programs, and Research

Patricia Dolan Mullen, DrPH

Center for Health Promotion, Research, and Development, School of Public Health, University of Texas

David Evans, PhD

College of Physicians and Surgeons, Columbia University

Jean Forster, PhD, MPH

School of Public Health, University of Minnesota

Nell H. Gottlieb, PhD

Department of Kinesiology and Health Education, University of Texas at Austin

Matt Kreuter, PhD

School of Public Health, Division of Behavioral Science and Health Education, Saint Louis University

Robert Moon, MPH

Montana Department of Health and Environmental Sciences

Thomas O'Rourke, PhD

Department of Community Health, University of Illinois

Victor J. Strecher, PhD, MPH

Department of Health Behavior and Health Education, School of Public Health, University of North Carolina

Settings—community, worksite, schools, and healthcare sites—constitute an important dimension of health education/health promotion policy and programs and for research about program needs, feasibility, efficacy, and effectiveness. These settings vary in the extent of coverage of and relationships with their respective constituencies, valued outcomes, and quantity and quality of evidence about the effectiveness of setting-specific and cross-setting programs. Main sources of evidence for program efficacy and effectiveness are summarized, leading to the conclusion that strides have been made toward building a strong evidentiary base for health education/health promotion in these settings. Gaps in research exist, especially for diffusion of effective programs, new technologies, the influence of policy, relations between settings, and approaches to marginal and special subgroups. Recommendations are offered for cross-setting and within-setting research related to intervention.


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