| 000 | 03021cam a2200541 4500500 | ||
|---|---|---|---|
| 005 | 20250121143635.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aRondon, Julia _eauthor |
| 700 | 1 | 0 |
_a Benkhoucha, Cynthia _eauthor |
| 700 | 1 | 0 |
_a Cornec, Nathalie _eauthor |
| 700 | 1 | 0 |
_a Fleur, Lisbeth _eauthor |
| 700 | 1 | 0 |
_a Lhours, Gaëlle _eauthor |
| 700 | 1 | 0 |
_a Marchais, Stéphanie _eauthor |
| 700 | 1 | 0 |
_a Saugeron, Benoit _eauthor |
| 700 | 1 | 0 |
_a Sonnier, Pierre _eauthor |
| 700 | 1 | 0 |
_a Sylvain, Marion _eauthor |
| 245 | 0 | 0 | _aThe role of a health promotion prevention and education resources center in times of health crisis |
| 260 | _c2022. | ||
| 500 | _a82 | ||
| 520 | _aThe COVID-19 pandemic outbreak has had massive consequences on health care systems. At the same time, the health crisis caused an overabundance of information. Access to accurate and verified information became crucial to professionals and the population to understand the epidemic and the prevention measures. In this context, the Regional health education committee of Provence-Alpes-Côte d’Azur (CRES), health promotion and education resources center, played its role as a health public actor by getting involved in a transfer of knowledge through the creation of 3 tools: a newsletter, an audio recording collection and a training program. It also transformed its regular activities by using digital solutions.This article describes the necessary adaptation to an unprecedented situation by creating new activities and adjusting usual ones to a complex context. It also shows how these activities were relevant and met the need of the professionals.The evaluation results prove that the provided tools were pertinent: the need of the professionals to access clear and scientifically proven information was satisfied. The CRES acted as an essential participant from the beginning of the crisis by making access to information easier.New needs related to the epidemic are nowadays spotted and are today’s new concrete perspectives for the CRES activities. | ||
| 690 | _aprimary prevention | ||
| 690 | _ainformation science | ||
| 690 | _aknowledge transfer | ||
| 690 | _acrisis management skills | ||
| 690 | _aCOVID-19 | ||
| 690 | _ahealth promotion | ||
| 690 | _atraining | ||
| 690 | _ahealth education | ||
| 690 | _aSRAS virus | ||
| 690 | _ainformation diffusion | ||
| 690 | _ainformation | ||
| 690 | _aaccess to information | ||
| 690 | _aprimary prevention | ||
| 690 | _ainformation science | ||
| 690 | _aknowledge transfer | ||
| 690 | _acrisis management skills | ||
| 690 | _aCOVID-19 | ||
| 690 | _ahealth promotion | ||
| 690 | _atraining | ||
| 690 | _ahealth education | ||
| 690 | _aSRAS virus | ||
| 690 | _ainformation diffusion | ||
| 690 | _ainformation | ||
| 690 | _aaccess to information | ||
| 786 | 0 | _nSanté Publique | 33 | 6 | 2022-03-11 | p. 1023-1032 | 0995-3914 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-sante-publique-2021-6-page-1023?lang=en&redirect-ssocas=7080 |
| 999 |
_c587674 _d587674 |
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