Methods And Models of Health Education

1. HEALTH EDUCATION
MODES & METHODS
MS. NAZMA SHAIKH
ROLL NO: 18
HEALTH PLANNING
PGDHMHC SEM II
She’s here to teach us about
health education, its models
and methods.
Health
Education,
Models and
Methods

2. • Introduction
• Definition
• Objectives
• Aims
• Essentials of health education
• Methods
• Models

3. Introduction
• Health education is the process of
imparting information about health
in such a way that the recipient is
motivated to use that information
for the protection or advancement
of his own, his family’s or his
community’s health
• Health education is an active
learning process, which aims at
favourably changing attitudes and
influencing behaviour

4. It is a vital practise of prevention
It is the channel for reaching the people and alerting them to the
doctor services and to all other community health resources
A “Health educated” person is well aware of his or her own
responsibility and of the steps he himself must take to receive
the full benefits of prevention at all levels.

5. Definitions
• Health education is a profession of educating people about health. Areas
within this profession encompass environmental health, physical health,
social health, emotional health, intellectual health, and spiritual health, as
well as sexual and reproductive health education.
• Health education can be defined as the principle by which individuals and
groups of people, learn to behave in a manner conducive to the promotion,
maintenance, or restoration of health.
• The World Health Organization defined Health Education as "comprising of
consciously constructed opportunities for learning involving some form of
communication designed to improve health literacy, including improving
knowledge, and developing life skills which are conducive to individual and
community health."

6. Objectives
• INFORMING PEOPLE: people are informed about the different diseases, their
etiology and how to prevent them.
• MOTIVATING PEOPLE: concerned with clarifying/ changing or forming
attitudes, beliefs, values or opinions. After health information is given it is
necessary to motivate them alter their lifestyles so that it becomes favourable
to promoting health and preventing disease. Motivation is defined as “a
combination of forces which initiate, direct and sustain behaviour”
• GUIDING IN TO ACTION: concerned with development of skills and action. A
person who has obtained health information might be motivated to change
his behaviour and lifestyle. However he might need professional help and
guidance so as to bring about these changes and to sustain these altered
lifestyles

7. Aim of Health Education
• To inform the general public of the principles of physical and mental
hygiene and methods of preventing avoidable diseases.
• To create an informed body of opinion and knowledge. (social
workers, teachers)
• To give the public accurate information of medical discoveries.
• To facilitate the acceptance and proper usage of medical measures.

8. Essentials of Health Education
Accuracy and Truth
Presentation must be simple
Health education should be factual
Principles of health should be taught

9. What is “Methods and Models”
• Method: A procedure, technique or way of doing something,
especially in accordance with a definite plan. It is
operational.
• Models: A standard or example for imitation or comparison.
It is abstract, theory and conceptual.

10. Methods of Health Education
Informal Methods
Health talk
Lecture
Brainstorming
Group discussion
Buzz group discussion
Demonstration
Role play
Drama
Case studies
Traditional Media
Formal Methods
Conference
Workshop
Seminar
Panel discussion
Symposium
Methods of health education are the techniques or ways in which series of activities are carried out to
communicate ideas, information's and develops necessary skills and attitude.

11. Health talk
• When talks are on health agenda
we call it health talks.
• It is the most natural way of
communicating with people to
share health knowledge and
facts.
• Can be conducted with one
person or with a family or group
of people or through mass
communication

12. Lecture
• It is oral, simple, quick and
traditional way of presentation
of the subject matter.
• Presents factual material in
direct, logical manner
• Economical
• In most cases audience is passive

13. Forms of lecture
Traditional
lecture
Teacher is the only speaker
Participatory
lectures
Begins with learner brainstorming
and use pause in between
Mediated
lectures
Use of media such as films, slides
along with traditional methods

14. Group Discussions
• The participants have equal
chance to express freely and
exchange ideas
• The subject of discussion is
taken up and shared equally by
all the members of the group.
• It is collective thinking process to
solve problems.
• Extremely useful in health
education

15. Buzz Group
• A large group is divided into
small group, of not more than 10
or 12 people in each small group
and they have given a time to
discuss the problem.
• Then, the whole group is
reconvened and the reporters of
the small groups will report their
findings and recommendation

16. Brainstorming
• Instead of discussing the problem at great length the participants
encouraged to make a list in a short period of time all the ideas that
come to their mind regarding the problems without discussing among
themselves
• Is a means of eliciting from the participants their ideas and solution
on health issues.

17. Demonstration
• “Showing how is better than
telling how.”
• Although basically focuses on
practice/skill it involves
theoretical teaching as well.

18. Role play
• A type of drama in a simplified manner. It portrays expected behaviour of
people.
• A role-play is a spontaneous and/or unrehearsed acting out of real-life
situations. A script is not necessary.
• It is a very direct way of learning; you are given a role or character and
have to think and speak immediately with out detailed planning.
• Few minutes for instruction and 5-10 minutes for them to plan & think
• A role play should last about 20 minutes.
• Allow another 20-30 minutes for discussion
• People can better understand their problem and the behavior associated
with the problem

19. Drama
• Drama is a presentation, in which the subject matter or topic is
studied well either written or in words, and then presented in
educative and recreating manner.
• Needs detail planning and script development , practicing.
• Audiences identify with characters and settings
• In a serial drama, for example, if the characters and settings are
familiar to audiences, they can identify with the situations, and
feelings of the characters.
• Drama is very effective in behaviour change communication

20. • Many dramas portray positive, negative, and transitional role models.
Positive characters: model healthy values and behaviour, and they are
rewarded.
Negative characters: model unhealthy behaviour and antisocial
values, and they suffer as a result.
Transitional characters: representing the audience, are uncertain at
first about which behaviour to adopt.

21. Case Study
• Case Study: is an in-depth analysis of real or simulated problems that
help audiences to identify problems and suggest solutions according
to their own contexts.

22. Traditional media
• Traditional Medias are useful for
the following reasons
• They are realistic and based on the
daily lives of local people
• They can communicate attitudes,
beliefs, values and feelings in
powerful ways.
• They can motivate people to
change behaviour.
• They can show ways to solve
problems.
• Usually they are very interesting.
Ways of Media
1)Poems
2) Songs
3) Proverbs
4) Dances with songs
5) Fable
6) Games
7) Stories
8) Town criers etc.

23. Conference
• It composed of 2 to 50 persons
representing several organizations,
departments or point of view
within an organization, meet
together exhibit a common interest
and present two or more sides of
their problems.
• They gather information and
discuss mutual problems with a
reasonable solutions as the
desirable end.
• The various phases of the problems
may be presented by co-operative
or hostile groups.

24. Workshop
• Consists of series of meetings, usually four or
more with the emphasis on individual work,
within the group with the help of consultants
and resources personnel.
• Learning takes place in a friendly, happy and a
democratic atmosphere, under expert
guidance.
• In workshops participants get fully involved in
the learning process: small and large group
discussions, activities & exercises,
opportunities to practice applying the
concepts that are presented.
Example: Workshop on CPR by presence of
intensivists

25. Seminar
• Seminar is an instructional
technique of higher learning
which involves paper reading on
a theme and followed by the
group discussions to clarify the
complex aspects of the theme.
• Once all the speakers complete
their presentations, chairperson
opens the discussion session by
inviting participants to come out
with their doubts, clarifications
and contributions.

26. Panel Discussion
• 4 to 8 persons- Qualified- talk and
discuss about a problem or a topic in
front of a large group or audience.
• The panel compromises a chairman or
moderator or 4 to 8 speakers.
• Discussions should be spontaneous
and natural
Ø Moderator summarizes and highlights
the points
Ø Audience are allowed to put
questions and seek clarification
Ø Example: Talk-Show in presence of
audience

27. Symposium
• Series of speeches on a selected topics
• Each person or expert presents an aspect of the subject briefly
• No discussion among the symposium members
• Chairperson makes a comprehensive summary at the end.
• In the end, audience may ask questions.

28. Models of Health Education
Medical
Method
Motivation
Method
Social
intervention
Method

29. Medical Model
• Dissemination of health information based on scientific facts.
• Assumption was that people would act on the information supplied
by health professionals to improve their health.
• In this model social, cultural and psychological factors were thought
to be of little or no importance.
• Did not bridge the gap between knowledge and behaviour.
• Focuses on the physical or biological aspects of disease and illness. It
is a medical model of care practised by doctors and or/ health
professional and is associated with the diagnosis, cure and treatment
of diseases.

30. Motivation Model
• Motivational Model of health education conceptualizes that people
are motivated to change behaviour to healthy practises , when a
particular health-behaviour addresses or arouse their “need”.
• In other words needs and wants of the individuals have to be tackled
by framing an incentive plan.

31. Stages in Adoption of new ideas and Practises
STAGE OF UNAWARENESS
Not aware of new ideas or practise
STAGE OF ACTIONS/ ADOPTIONS
Accepts new idea as beneficial to him
& adopts it
STAGE OF INTEREST
Shows interest to know more, listen,
read etc
STAGE OF AWARENESS
Gets some information but not know
too much
STAGE OF ACCEPTANCE/REJECTION
STAGE OF EVALUATION
Finds out advantages & disadvantages
in various situations
Motivation

32. SOCIAL INTERVENTIONAL MODEL
INTRA PERSONAL ENVIRONMENTALINTER PEROSNAL
• Rational Model
• Health belief Model
• Trans- theoretical
Model
• Planned behaviour
theory
• Activated health
education Model
• Social Learning
(Cognitive Model)
• Communication
Theory
• Diffusions of
innovations

33. 1. The Rational Model: This model, also known as the
“knowledge, attitudes, practices model” (KAP), is based on the premise that
increasing a person’s knowledge will prompt a behaviour change.
2. The Health Belief Model (HBM): Human health decision making and
subsequent behaviour is based on the following six constructs:
- perceived susceptibility,
- severity,
- benefits and barriers,
- cues to action and
- self-efficacy.
This model proposes that people, when presented with a risk message,
engage in two appraisal processes: a determination of whether they are
susceptible to the threat and whether the threat is severe; and whether the
recommended action can reduce that threat (i.e. response efficacy) and
whether they can successfully perform the recommended action (i.e. self-
efficacy).

34. Health Belief Model

35. ● Perceived susceptibility.
The subjective perception of the risk the individual is at from a state or condition.
● Perceived severity.
Subjective evaluation of the seriousness of the consequences associated with the
state or condition.
● Perceived threat.
The product/sum of severity and susceptibility. This combined quantum might be
seen as indicative of the level of motivation an individual has to act to avoid a
particular outcome.
● Perceived benefits.
The subjectively understood positive benefits of taking a health action to offset a
perceived threat. This perception will be influenced not only by specific proximal
factors, but an individual’s overall ‘health motivation’.
● Perceived barriers.
The perceived negatively valued aspects of taking the action, or overcoming
anticipated barriers to taking it.
● Self -efficacy.
Belief in one’s ability to execute a given behaviour.

36. ● Expectations, which are the product/sum of perceived benefits,
barriers and self-efficacy. This may be seen as indicative of the extent
to which the individual will try to take a given action.
● Cues to action.
Reminders or prompts to take actions consistent with an intention,
ranging from advertising to personal communications from health
professionals, family members and/or peers.
● Demographic and socio-economic variables.
These may include age, race, ethnicity (cultural identity), education and
income.

37. 3. The trans-theoretical model of
change.
Behaviour change is viewed as a
progression through a series of
five stages: Pre-contemplation,
Contemplation, Preparation,
Action and Maintenance. People
have specific informational needs
at each stage, and health
educators can offer the most
effective intervention strategies
based on the recipients’ stage of
change.

38. 4. The theory of planned behaviour: The theory holds that intent is influenced not
only by the attitude towards behaviour but also the perception of social norms (the
strength of others’ opinions on the behaviour and a person’s own motivation to
comply with those of significant others).
5. The activated health education model: This is a three phase model that actively
engages individuals in the assessment of their health (experiential phase); presents
information and creates awareness of the target behaviour (awareness phase); and
facilitates its identification and clarification of personal health values and develops
a customized plan for behaviour change (responsibility phase).

39. 6. Social cognitive theory: According to this theory, three main factors
affect the likelihood that a person will change health behaviour: self-
efficacy, goals and outcome expectancies. If individuals have a sense of
self-efficacy, they can change behaviour even when faced with
obstacles.

40. 7. Communication theory: This theory holds that multilevel strategies are necessary
depending on who is being targeted, such as tailored messages at the individual
level, targeted messages at the group level, social marketing at the community
level, media advocacy at the policy level and mass media campaigns at the
population level.
8. Diffusion of innovation theory: This theory holds that there are five categories of
people: innovators, early adopters, early majority adopters, late majority adopters
and laggards; and the numbers in each category are distributed normally: the
classic bell curve. By identifying the characteristics of people in each adopter
category, health educators can more effectively plan and implement strategies that
are customized to their needs.
Early adopters tend to be integrated into the local social system more
than innovators. People in the early adopter category seem to have
the greatest degree of opinion leadership in most social systems.
They provide advice and information sought by other adopters about
an innovation. Change agents will seek out early adopters to help
speed the diffusion process. The early adopter is usually respected by
his or her peers and has a reputation for successful and discrete use
of new ideas.

41. In a field such as Health, it is natural that “Helping
people to help themselves “ should be as important as
direct services.
THANK YOU