Principles of health education_ JohaliPriHE2012_2017 (©)

JohaliCHS282JOHALI_PriHE2012_2017
PRINCIPLES OF HEALTH EDUCATION
‫الرحيم‬‫الرحمن‬ ‫هللا‬ ‫بسم‬
Welcome PHE QHE C-P Centered
Ready + Willing 1St Step - ZD HE Happiness
Don’t teach me – Help Promote Me
EISA ALI JOHALI ‫علي‬ ‫بن‬‫ى‬ ‫عيس‬‫الجوحلي‬
https://wiki.answers.com/Q/User:Johaliask
http://fac.ksu.edu.sa/ejohali/courses

EISA ALI JOHALI
‫علي‬ ‫بن‬‫ى‬ ‫عيس‬‫الجوحلي‬
A Lecturer
• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987
• Short Fellowship Planning Health Professions Education, UIC, USA 199
• MA (Ed.) Philosophies and Sciences of Teaching, Learning and
Curriculum in Nursing, UK 1995
• PhD Health Sciences By Accrediting Prior Experiences, Hill University
Sept. 2012
• Author of Two Published Books & 3 Projected
http://fac.ksu.edu.sa/ejohali
Johali59@hotmail.com
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896
https://twitter.com/TheNature2011 Dr. Eisa Johali
‫الرحيم‬ ‫الرحمن‬ ‫هللا‬ ‫بسم‬
Face book Group https://www.facebook.com/group !!!!!!!!!!!!!!!!!!!!!!!! ‫ا‬‫انطلقوااااااااااا‬
LinkedIn Group: Jhttps://www.linkedin.com/group !!!!!!!!!!!!!!!!!!!!!!!
Researchgate: ??????????? !!! ?
Twitter: @JohaliPriHE1st2016 !!!!!

PHE Promotion
•‫وآلن‬ ‫واالجتهاد‬ ‫الحرص‬ ‫من‬ ‫الجودة‬ ‫ألن‬”‫االحساس‬‫ومتاعب‬‫ومشكالت‬ ‫بمرض‬‫والشعور‬‫االخرين‬“‫طلبا‬ ‫هذا‬ ‫مقررنا‬ ‫غاية‬ ‫هي‬‫للحسنيين‬،
‫في‬ ‫وهي‬”‫ى‬‫التقو‬“‫التقوى‬ ‫في‬ ‫الحكيم‬ ‫الذكر‬ ‫من‬ ‫بآيات‬ ‫هده‬ ‫مقدمتنا‬ ‫نستهل‬ ،:
‫ا‬ ً‫ج‬َ‫ر‬
ْ
‫خ‬ َ‫م‬ ُ‫ه‬
َ
‫ل‬ ْ‫ل‬َ‫ع‬ ْ‫ج‬َ‫ي‬ َ‫هللا‬ ِ‫ق‬َّ‫ت‬َ‫ي‬ ْ‫ن‬ َ‫م‬َ‫و‬*ْ‫ح‬َ‫ي‬
َ
‫ال‬
ُ
‫ث‬ْ‫ي‬ َ‫ح‬ ْ‫ن‬ِ‫م‬ ُ‫ه‬
ْ
‫ق‬
ُ‫ز‬ْ‫ر‬َ‫ي‬َ‫و‬ُُ ِ‫س‬
َ
‫َت‬[‫الطالق‬/2،3]
‫ا‬ً‫ان‬
َ
‫ق‬ْ‫ر‬
ُ
‫ف‬ ْ‫م‬
ُ
‫ك‬
َ
‫ل‬ ْ‫ل‬َ‫ع‬ ْ‫ج‬َ‫ي‬ َ‫هللا‬ ‫وا‬ ُ‫ق‬َّ‫ت‬
َ
‫ت‬ ْ‫ن‬ِ‫إ‬[‫األنفال‬/29.]
•‫نبينا‬ ‫الكريم‬ ‫رسوله‬ ‫وقول‬”‫محمد‬“‫عنه‬ ‫هللا‬ ‫رضي‬ ‫مالك‬ ‫بن‬ ‫أنس‬ ‫عن‬ ،‫والسالم‬ ‫الصالة‬ ‫أفضل‬ ‫عليه‬:
(‫لنفسه‬ ُ‫يح‬ ‫ما‬ ‫ألخيه‬ُ‫يح‬ ‫حتى‬‫أحدكم‬‫يؤمن‬ ‫ال‬)‫البخاري‬ ‫أخرجه‬
• ‫وقوله‬‫صلى‬‫هللا‬‫علية‬‫وسلم‬(‫كان‬‫هللا‬‫في‬‫ن‬‫عو‬‫العبد‬‫ما‬‫كان‬‫العبد‬‫في‬‫ن‬‫عو‬‫أخيه‬)‫رواه‬‫مسلم‬‫وأبو‬‫داود‬‫والترمذي‬
These Islamic Calls are our Evidences to assure Quality of Profession; Quality
of HEPT & Quality of Life today and for the Day after.
Meanwhile, do not forget the most common Arab Proverb:
“Nothing Itching Your Skin Like Your Nail”
“ ‫ظفرك‬ ‫مثل‬ ‫جلدك‬‫يحك‬ ‫”ما‬
So; Who can itch your skin! Effectively? You or other eg. teacher
When you will feel better & Who can understand better: the Passive
student who taught or filled by other the teacher? Or the active
student who learn by himself or at least participate /share learning
with teacher?.
Thus, what do you prefer /recommend:
Be Passive Student & Patient? Or Be Active ?
JohaliPriHE2012_2017

PHE Introductory
As an introductory to this probing “Lectures’ Note”, I would like to send a progressive educational
message to my dear “Adult Learners”.
My dear learner remember that you are not a primary school pupil neither a an elementary nor even,
a secondary student. You are an adult learner that in order to success in this progressive course and in your
life as well, you have to “Think, Participate, Practice & Reflect on and in, you have to react actively and
voluntarily at every session. This is not a traditional lectures’ note that you can just read, store and recall. it
is a “Lifelong Learning Guide (LLG)” to help you to think around, back, about, over and up. It is
prepared to promote you to search about the most appropriate knowledge, attitude that can lead to the right
behavior for you, your patients and community as well.
This LLG consists of nine major learning units. Before briefing the history of medical laboratory
science & education, it starts probing the reasons why you are studying this course (HE; CN; HEPT;
HERT; HEMLT; HEHA). The second and third units promote you to determine the boundaries of the
quality of H & E through the modern philosophical and scientific concepts of education and health that can
guide you to, the Fourth by which you will distinguish the appropriate methodologies and technologies that can
enable you to plan and develop effective health education activities to increase the quality of Patients’
Healthful Life.
In order to learn the course well, you have to use "Your All Senses" and "Abilities", as well;
You have to attend, see, listen, ask, discuss and participate actively in teaching, learning and assessing your
self, your colleague, your teaching and learning process and materials, your curriculum, and your teacher, as
well.
Finally, if you do so, do not worry, you will success in your course
and your life as well.
With this Concise & its T&L Plan and Process
“All the Learners will success; Except the one Who DO NOT Like”
Don’t Be Ready & Welling to Success – Don’t Attend – Be Active

Johali Course Syllabus – Objectives & Plan 2017
Course (code and NO): (CHS 282) Course title: Principles of health education
Credit hours: 2 (2+0) Level: 5
Contact hours: 2 Prerequisite: CHS 212
Course Description
OLD
Health Education Definition, philosophy, need of health education. Principles of teaching and learning
process, domains of learning, scope of teaching: teaching knowledge, attitudes, different types of skills.
Application of education principles for improving health education, task analysis, curriculum & lesson plan
development, improving learning environment
Johali 2014
This in an introductory course to all yours' (Health Education) specialty
courses. If you are ready you will probe the historical and philosophical roots
of "Education – Health" and define the related terms. know scopes and aims
of health education, and investigate its basic principles. Then you will know,
indentify and write health education aims, goals, the teaching and learning
objectives using the meaningful leaning domains cognitive, affect-attitudes,
thinking, and the psychomotor action skills. After task and community
analysis, you will have a trial how to use these bases and principles to develop
and improving health education programs, lessons and plan. organizational
paradigms, cost containment, and continuous quality improvement
All the Learners will success; Except the one Who DO NOT Like”
Don’t Be Ready &Welling to Success – Don’t Attend – Be Active……

1 Topics to be Covered
TOPICS Teaching and Learning Activities Weeks hours
 Understanding each other's - Presenting and discussion the Course
Objectives and Teaching Plan - Reasoning Why PHE (The Place of PHE
in HE Profession & Education
All Success Except Who Don't Like ( Not Ready and Willing To
………(
1 2
 A Brief Historical with Probing PHE: from where to start " Health –
Education" & Defining Terms
2nd -3rd 4
 Philosophical bases of Health Education 4th -5th 4
1st Midterm Exam Smart Assignments plan and choice
 Health Education scopes , aims and roles and principles 8th – 9th 4
 Task – Community Analysis 6th -8th 6
 Teaching and Learning domains : cognitive, affect-attitudes,
thinking, and the psychomotor
9th – 11th 6
2nd midterm exam Presenting Smart Assignments
 Meaningful teaching and learning objectives: cognitive, affect-
attitudes, thinking, and the action skills
 Develop tentative framework for effective health education
12-15 4

Johali Self Smart Assignment _ Smart Research _ Activity
‫الذكية‬ ‫الذاتية‬ ‫البحثية‬ ‫املشاركة‬ ‫ات‬‫ر‬‫وخيا‬ ‫خطة‬
‫أهمها‬ ‫كثيرة‬ ‫مميزة‬ ‫بحثية‬ ‫مشاركات‬‫فرص‬ ‫وهناك‬:
•‫صحيفة‬ ‫بأي‬ ‫صحفي‬ ‫مقال‬‫او‬‫ويبدأ‬ ‫غب‬‫ير‬ ‫من‬ ‫وساعد‬ ‫الجامعة‬ ‫برسالة‬
•‫نقاش‬ ‫ع‬‫موضو‬ ‫وطرح‬ ‫مجاني‬ ‫حساب‬ ‫فتح‬‫او‬‫من‬ ‫مشاركات‬ ‫تفاعل‬ ‫على‬ ‫للحصول‬ ‫متابعة‬ ‫مع‬ ‫أكثر‬ ‫أو‬ ‫ال‬‫ؤ‬‫س‬
‫في‬ ‫وذلك‬ ‫مشاركات‬ ‫عشر‬ ‫عن‬ ‫تقل‬ ‫ال‬ ‫اآلخرين‬:
•LinkedIn:all should learn by " LinkedIn; Twitter; Face book with minimum standard below
•‫البحث‬ ‫ابة‬‫و‬‫ب‬‫الجامعي‬ ‫بريدك‬ ‫رسمي‬ ‫بريد‬ ‫يطلب‬ ‫غالبا‬*
https://www.researchgate.net/application.Login.html-
•‫قووووقل‬_‫ياهو‬
•‫الجامعة‬ ‫منتديات‬‫او‬‫المقرر‬ ‫حول‬ ‫منتدى‬ ‫أي‬
•‫فتح‬‫قروب‬‫اطساااب‬‫و‬–‫ام‬‫ر‬‫تيليق‬–‫ام‬‫ر‬‫انستق‬.._‫سناب‬‫شات‬...‫يو‬‫تيوب‬...‫وصو‬ ‫الجميع‬ ‫تفاعل‬ ‫مع‬‫وكل‬ ‫ر‬
‫المقرر‬ ‫حول‬ ‫الوسائط‬
•‫في‬ ‫الكتروني‬ ‫تعلم‬ ‫مجموعة‬ ‫فتح‬‫مسنجر‬‫ا‬‫ر‬‫محاض‬ ‫ثالث‬ ‫عن‬ ‫يقل‬ ‫ال‬ ‫وتفاعل‬ ‫وتعلم‬ ‫اجعة‬‫ر‬‫م‬ ‫وتنسيق‬‫تقارير‬ ‫مع‬ ‫ت‬
•‫أو‬ ‫صفحة‬ ‫فتح‬‫قروب‬‫فيسبوك‬‫وتويتر‬‫صفحة‬‫او‬‫هشتاق‬.....‫ش‬ ‫المقرر‬ ‫من‬ ‫ونشاط‬ ‫الجميع‬ ‫ضم‬ ‫مع‬‫رط‬
•‫موقع‬ ‫في‬ ‫المقرر‬ ‫باسم‬ ‫فيديو‬ ‫قناة‬ ‫فتح‬‫يوتيوب‬‫خمسة‬ ‫األقل‬ ‫على‬ ‫فيديوهات‬ ‫اعدا‬‫و‬ ‫تسجيل‬ ‫و‬
•‫عن‬ ‫يقل‬ ‫ال‬ ‫للجميع‬ ‫اجعة‬‫ر‬‫وم‬ ‫دردشة‬ ‫لقاءات‬ ‫تنظم‬3‫موقع‬ ‫أي‬ ‫في‬ ‫لقاءات‬
•‫عليها‬ ‫متفق‬ ‫المقرر‬ ‫مفاهيم‬ ‫حول‬ ‫استطالعات‬...‫بالتشاور‬ ‫مصغر‬ ‫استطالع‬ ‫نموذج‬ ‫يتطلب‬‫او‬‫نم‬ ‫احد‬‫اذج‬
‫موقعي‬ ‫في‬ ‫المحملة‬
•‫الكريم‬ ‫آن‬‫ر‬‫الق‬ ‫في‬ ‫المقرر‬ ‫مفاهيم‬ ‫مكانة‬ ‫حول‬ ‫إحصائي‬ ‫الكتروني‬ ‫بحث‬(‫إحصائي‬ ‫ذاتي‬ ‫بحث‬)
•‫اعداد‬‫ذاتي‬‫فيدوهاتات‬
•‫بدقة‬ ‫وتعليماتها‬ ‫الخطة‬ ‫وفق‬ ‫ى‬‫أخر‬‫و‬‫المقرر‬ ‫مفاهيم‬ ‫وفق‬‫اللتي‬‫عليها‬ ‫التركيز‬ ‫تم‬(‫بالتشاور‬‫ال‬‫و‬‫ا‬)
(‫ع‬‫األسبو‬ ‫في‬ ‫ها‬‫تقارير‬ ‫وتسلم‬ ‫ه‬‫مبتكر‬ ‫ن‬‫تكو‬ ‫أن‬ ‫يشترط‬ ‫المشاركات‬ ‫جميع‬11‫التقييم‬ ‫قبل‬2‫ع‬‫بأسبو‬
)
‫بحثية‬ ‫مشاركة‬‫كخيار‬ ‫االستطالعات‬ ‫تنفيذ‬ ‫وتعليمات‬ ‫ضوابط‬
•‫بالمقرر‬ ‫وعالقته‬ ‫انه‬‫و‬‫عن‬ ‫وفق‬ ‫عليه‬ ‫المتفق‬ ‫استطالع‬ ‫اختيار‬(‫ا‬ ‫اتفاق‬‫و‬ ‫الختيار‬ ‫حد‬ ‫أقصى‬‫الحادي‬ ‫ع‬‫ألسبو‬
‫عشر‬)‫استطالع‬ ‫ال‬ ‫بعد‬
•‫المقرر‬ ‫بمفاهيم‬ ‫االستطالع‬ ‫ارتباط‬
•‫الناس‬ ‫لعامة‬ ‫عام‬ ‫التنفيذ‬ ‫كان‬ ‫على‬ ‫االتفاق‬‫او‬‫اكاديمي‬‫فقط‬ ‫تدريس‬ ‫هيئة‬ ‫تعليمية‬ ‫لجهات‬‫او‬‫تدريس‬ ‫هيئة‬
‫و‬‫طالب‬‫او‬‫صحية‬ ‫افق‬‫ر‬‫م‬ ‫في‬ ‫مهني‬ ‫أو‬ ‫فقط‬ ‫طالب‬
•‫عام‬ ‫المستهدف‬ ‫المجتمع‬ ‫عينة‬ ‫تحديد‬‫الي‬‫مجتمع‬ ‫أي‬ ‫في‬ ‫عمر‬‫او‬‫حي‬‫او‬‫مدينة‬‫او‬‫أصدقاء‬..
•‫مثل‬ ‫اصل‬‫و‬‫الت‬ ‫اقع‬‫و‬‫م‬ ‫عبر‬ ‫ممكن‬‫اطساب‬‫و‬‫او‬‫فيس‬‫و‬‫وتويتر‬‫ت‬ ‫مع‬ ‫اصل‬‫و‬‫ت‬ ‫موقع‬ ‫أي‬ ‫أو‬ ‫ولينكدان‬‫جديد‬
‫العدد‬ ‫إجمالي‬‫و‬‫عن‬ ‫تقل‬ ‫ال‬ ‫المعادة‬‫و‬ ‫المرسلة‬ ‫النماذج‬ ‫وعدد‬ ‫المستهدفين‬ ‫عدد‬60‫امن‬ ‫مثال‬ ‫اإلجمالي‬ ‫من‬
‫معك‬ ‫كان‬100‫متصل‬‫او‬‫تغطية‬ ‫البد‬ ‫صديق‬60‫منهم‬
‫لنشاط‬ ‫األدنى‬ ‫الحد‬Guideline For Full
Mark
LinkedIn_Facebook_Twitter
Eisa Johal
•More connections at least 25 new _ 50 with old
• Join others related groups in LinkedIn at least
5new groups in health and education plus '
health education and promotion' Minimum 10
Groups
•At least 10 discussions from the course
•Follow at least 10 pioneers people, companies,
organizations include 3 health education and
promotion
•Like 50 at least
•Twitter: 50 New Twits from the course with
25 retwitte with short survey
•Facebook: ‫المقرر‬ ‫من‬ ‫مواضيع‬ ‫عشر‬/‫بما‬ ‫التخصص‬
‫عن‬ ‫يقل‬ ‫ال‬ 50 ‫مشارك‬ ‫متابع‬‫و‬‫موضوع‬ ‫لكل‬ ‫معجب‬
‫األدنى‬ ‫الحد‬‫تويتر‬_‫فيس‬:‫الزم‬10،‫المقرر‬ ‫من‬ ‫منشور‬50
‫مشارك‬_‫متابع‬_،‫معك‬ ‫نشيط‬ ‫صديق‬50،‫تعليق‬50
‫تفضيل‬_،‫إعجاب‬‫و‬25‫رتويت‬‫مصغر‬ ‫الكتروني‬ ‫استطالع‬ ‫مع‬
‫في‬ ‫هنا‬‫تويتر‬,‫وفيس‬‫ومتاح‬ ‫سهل‬(

Major Text Book & References
• Your Smart Note in this Class
• This Lecture:
The Principles of Health Education – The First Step Towards ZDHE –
JohaliCHS282PriHE2013_2016
http://faculty.ksu.edu.sa/JOHALI/JOHALI%20NEW%20ACADEMIC%20YEAR%202014/default.aspx?RootFolde
%2FJOHALI%2FJOHALI%20NEW%20ACADEMIC%20YEAR%202014%2FShared%20Documents%2F2ND%20S
EMESTER%202014%2FCHS282JOHALI2014PHE1&FolderCTID=0x0120006D152863CDF1824C914A4BF8E26
A3E2D&View={0EF7A9A2-D995-48E7-9F44-24481332655A
Reading Text:
• Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health
Department, SUNY College at Cortland
• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications
for the 21st century.Journal of Health Education, 26(6), 326-332
• http://www.preservearticles.com/201105156674/principles-of-health-education.html
• Define – Roles:
• http://wiki.answers.com/Q/What_are_the_roles_of_health_education_in_pulic_health?#slide=2
• WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a
foundation document to guide capacity development of health. Regional Office for the Eastern
Mediterranean

Reasoning WHY PHE ?
Why you are study this course
Now Let Us Start Small Group Brainstorming
What is a Health Educator?
By Amy McCauley, eHow Presenter
Read more: Video: What is a Health
Educator? |
eHow.com http://www.ehow.com/video_4
872867_health-
educator_.html#ixzz2IkxDv9cB
Let us Start with: These Educational Videos
Health Education Specialists: Promoting a Healthy World
http://www.youtube.com/watch?v=ErBECLCWNOk
An Introduction To Health Education By Ms.
Ria Gandhi
http://www.youtube.com/watch?v=V9Xk350kN98
Conclude ;
1) PHE is the first step to all HE Courses
2) It is Part of My Job Description (HEJD)
3) Assure Quality of HE

Johali PHE Reasoning …WHY ?
Health Educator Job Description
Job Title : Health Education Specialist
Scientific Degree : Bachelor Degree AMS .
Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific
Knowledge & Skills:
•Knowledge of health and educational issues,
•Effective teaching methods and technologies
•Effective Communication and Counseling
Reported to: the Health Education Consultant MasterPhD
Job Definition (Summary) :
Health Education and Promotion job is a focal point for all allied health professions and health issues.
Thus, HE have to work effectively with health teams, with community and organization representatives,
they have to facilitate, teach and promote clients to learn how to improve and maintain healthy
behaviors.
Major Job Duties:
As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in
the following “Duties and Responsibilities”:
1. Assessing patients, school and community health education needs
2. Managing and organizing health education activities.
3. Participate in providing health education in the local community (Inside Health Services and
outside organizations such schools and industries..);
4. Select health education methodology appropriate to the target clients taken in consideration
cultural interests and needs.
5. Prepare and participate in designing, evaluation and development of health education materials
6. Supervise and participate in process of designing and implementing health education plans.
7. Give Special Patients Counseling eg; diabetic patient education
8. Improve his/her personal and professional knowledge and skills.

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
PROBE to DEFINE TERMS
Looking for
The E; H & HE that can Assure the Quality of Healthfully Life ?

• Place of Health & HE in the Holy Quran & Prophet
Medicine ? (Ego Reflective Assignment) Worldwide,
the literature of both health and education neglected
health education and its facts including the Islamic
concepts until the early of this century.
• It was only in the late 1919 that the term “Health
Education” was recognized in the Western literature
by:
The term “Health Education” was proposed first about 1919 at
a conference in New York of leaders of health and education called
the Child Health Organization. The word “Hygiene” has become
some popular in schools with both teachers and pupils that it was
believed a new and more definitive term would be helpful in
popularizing health practice. “Health Education” as a term to replace
“Hygiene” was advanced by the director of the organization and after
much discussion adopted.
(Kime et al 1977)
What Is the Education That We Have To Look For

• In the 1940s, quality assurance and standards for professional,
then accreditation introduced.
• In the 1970s, health education started to evolve as a profession
in the sociological perspective. Efforts to create a health education code of
ethics
• The above historical statement clarify the nature of modern HE, it indicates
that Hygiene (Germ-free, Pure, and Healthful) was the previous
term of health education in the Western literature.
• It confirms the Integrated Relationship between the two Sciences
“Education - Health” that can simplified by the following
formula:
EDUCATION  HEALTH  Healthful Life
SO, What is the “EDUCATION” that leads to HEALTH?" & Go ahead
to promote the Quality of HE

• How did the Old Greece and Muslims Philosophers and
Scientists educate (Socrates; Aristotle; Plato & Ibn
Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego
Reflective Assignment)
• The term “Education” came from:
– the Latin words “Educo = To lead out” the &
"Educare = Training the mind;
– the English term "Educe = To draw out".
• In Islam and Arabic language “Education” means:
Breeding & Perfection; reform ،‫تربية‬،‫تهذيب‬‫وإصالح‬
• The latest ًWestern educational philosophies such as
“the progressivism & the reconstructionism” connect
"Education" to the “Freedom = the Democracy”.
In the late 17 Century, "Rousseau" a French teacher addressed the
following advice:
Give your scholar no verbal lessons, he should be taught
by experience alone...Put the problems before him and
let him solve them himself. Let him know nothing
because you have told him, but because he has learnt it
for himself. Let him not be taught science, let him
discover it. (Johali 1995).

• Also, Albert Einstein" (1878-1955) the
German/US Physicist said:
"I never teach my pupils; I only attempt
to provide the condition in which they can
Learn“ (Valcin 2001)
These advices formed the foundation of the progressive, freedom
or democratic education that produced many modern educational
theories and strategies such as: Problem-Solving & Problem Based
Learning; Learning by Experience or Experiential Learning ;
Learning by Discovery, and finally, "Andragogy” the"Student/Patient
Centred Leaning. Eventhough, the Western Philosophers still looking
the education that assure the quality..

• The Optimists (Idealists) of the above philosophies and
theories believe in the “Ideal Education” that “:
A Perfect Education will Produce a Perfect Society or
Heaven on the Earth”
As A Muslim; Do you believe ? (If you don’t?!, Your Religion
Do)
• This believe was strongly criticized by many educational
philosophies such as, the Realism who reject the terms
“perfect or idealist”; the Behaviorism who see “education
in their behaviors” and, the Experientialism who connects
“education to the experience only”.
• Reflecting on the above educational concepts with health
considerations, the logical definition of “General
Education” can be concluded as:
“A Lifelong Process of Growth and Development”

Self thinking “EGO QUESTION: Modify the above definition of
“general education” into an Islamic definition?”
====

“A Growth and Development Process for …….. ?& the …… …. ”

• The Ideal Islamic Definition of “GE” is
A Growth and Development Process TODAY & for the DAY
AFTER
OR
A Process of Meaningful Learning for Today & the Day After
• The appropriate “Education” ‫تعليم‬/‫تثقيف‬ that can be defined as:
An intellectual & behavioral process of “Teaching and Learning” activities
that influence the growth & development and promote healthful life.
Still, “What Teaching ‫&تدريس‬ What is Learning ‫تعلم‬ ” that can
promote the QHEHِ?

While the traditional “Teaching” is understood as:
• “A teacher based process of providing and injecting knowledge,
attitudes and skills” to inflate memory.
• The “TEACHING” that we are looking is “a process of promoting and
helping other to LEARN.
• The traditional behaviorism “Learning” is realized as “a process of
gaining deep and wide knowledge, attitudes and skills that can control
and shape behaviors. Such learning is a form of training rather than
education.
• While, The Millennium “LEARNING” that we are looking for is:
“An Independent Process of Growth and Development within the
personal science, technology, experience, & behavior
What Is the Education That We Have To Look For

Common Philosophies (Systems) of Education
Key Concepts Most Common Philosophies & Theories of Education
Humanism Technocrat Progressivism Reconstruction
Transfer Shape Travel /Jearny Grow
Education
/Process
Preserve&
Transmit
Knowledg
e
Adaptation/
Training
Training/Skills/Obj
ectives
Personal Growth
&
Development
Society-Centered
Create better
society
Knowledge/
Theory
worthwhile relative- essential
for safe
practice
Life experience
Tentative
Student interest
Life experience
Tentative Society
interest
Skills/
Practice
Relative to
safe
practice
Vital Vital Vital
Teacher/HE Centre /
Transferor
Instructor &
Guide
Facilitator Indoctrinator/
Orientator
Examination/
Evaluation
Vital-theory Vital- practical Self interest &
evaluation
Vital theory-
practice for
better society
Student/Patie
nt
Passive-
container
Fully-
controlled
Passive- holder
practically
fully
supervised
Active/ Free-
interest
Active
Semi-control
Curriculum/Pl
an
Map of key
Subject
Schedule of Basic
Skills/ a kind of
Technology
Portfolio of
Experiences
Agenda of Cultural
Issues
JohaliPriHE
2012_2017

http://thesaurus.com/browse/education

1) Hold a Small Group Discussion
2) Visit: Welcome visit my e_Sites My groups:
• http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=199928773&qid=58db8
a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660
• http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981338&qid=ffd428bb-f5f5-
4541-9445-acf0889173df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660
What Does Health Means to You ?
Health has a long history with huge philosophical concepts, may be
the first health meaning raised before billions of years, the early ..
The Philosophy Network
What is the Heallth That You Are Looking For ?

COMMON PHILOSOPHIES OF HEALTH
WHAT IS HEALTH?
that we are look for:?
Medics
“Curative
Medicine”
Behaviori
sts
Social
Scientists
Humanists Idealists
Physical fitness
absence of
disease
harmonious
functioning of
organs
Commodity
“Just Feeling
Good”
ability to
adapt
“Adaptati
on”
(HBM)
Well social
function
absent of
all
diseases,
health
problems
&
handicaps
Personal
strengthab
ility Self
Growth &
Developme
nt
Perfect
well-
being in
every
respect
Behaviorist also come under Realism = Pragmatic

What “HEALTH” Means to You Health you are looking foreHC
• To be appropriate for all nation; the “WHO Constitution
1946”, “Health” is defined as:
A STATE OF COMPLETE PHYSICAL, MENTAL AND
SOCIAL WELLBEING AND NOT MERELY THE ABSENCE
OF DISEASE AND INFIRMITY.
---------------
Infirmity = any health problem or defect
Complete = Total; Whole; Absolute & Perfect
-----------------------
Ego Reflective Thinking & Assignment
As an ideal religious centred society, how we can create an accepted “Health”
Definition with Evidences from Holy Quran & Sunnah ”?
------------------------
Now, think what is next…?
Defining HE that can assure grantee the Quality of healthful
Life
( Perfect Health As we defined in HeSHE )
What Health Means to You Health That You Are Looking For ?

WHAT IS HEALTH EDUCATION?
As health + education, “HEALTH EDUCATION” has different
meanings. Based on the scientific principles of the “Learning and
Behavioral Theories & Models” and “the Diagnostic Approach of
Planning H. E.”, the most appropriate definition can be a
combination of these two definitions:
WHO” DEFINITION
A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, & SOCIAL
DIMENTIONS RELATING TO ACTIVITIES THAT INCREASE THE
ABILITIES OF PEOPLE TO MAKE INFORMED DECISIONS AFFECTING
THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.
&
BEHAVIORIST DEFINITION
ANY COMBINATION OF LEARNING EXPERIENCES DESIGNED TO
FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR
CONDUCTIVE TO HEALTH.
-------------------------
Ego Exercise ( who you can extract create meaningful HE goals
objectives (Later)
Now ….Think which is the HE that you are looking ? Are dim
What HE Means to You HE That You Are Looking For ?

Thus, let us hold a “Learning Debate”
• Based on these literature, the nature of the Saudi
community and culture, the nature and fortitude
future of HE, the ideal definition of a “National
Health; & National HE” that the whole people can
understand, accept and react with it positively, is:

A NATIONAL DEFINITION OF HEALTH & HE
The history of health, education and health education show
that health education has many definitions and understanding.
These definitions and understanding are varied from generation to
other and from nation to nation according to their cultural and social
background. To motivate people to accept and react positively with
health education message and activities, the early and the religious
based definitions were considering the terms "Moral; Spiritual &
Emotional"... As an outcome of the Western Age of Reasoning,
these morality terms were neglected. At the early of 20 century, there
were worldwide debates regarding the most appropriate definitions
for health, education, and health education. As a result of these
philosophical and scientific debates, the early terms and many other
such as “physical and / or intellectual, mental and / or
psychological, cultural/environmental and or social….” were
discussed for the best health education definition. Beside "Politics"
the administrator factor, there are many other factors such as
"economical, scientific and technological" factors such as poverty,
hunger, hazards that can affect the quality of health full life of
people (-ve/+ve).
• Ego (self) Reflective Learning:
What is the National HE that We have to look for

What is the National HE that We have to look for
An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual,
(5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10)
Environmental, (11) Economical, with (12) Professional Ethics, that can help
people/customers to “grow; develop”, and make informal decisions affecting their
personal, family and community well being.
“An outcome of NUR/MLT Student Group Work 21/2/1427”
An Ideal dynamic educational process of (1) Moral, (2)
Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6)
Emotional (7) Psychological, (8) Social, (9) Cultural, (10)
Environmental including Climate, (11) Economical, (12)
Political with (13) Professional Ethics and (14) appropriate
“Technological mean” that can help people/customers to
“grow; develop”, and make informal decisions within a
specific “Time” affecting their personal, family and community
well being.
“An outcome of “Has’ Student-Lecturer Dialogue NurHE 1423; HEHA 28/2/1427”modified 1428 ; CN 2011; HE 2013
Do you have any addition .. New dimension / factor can affect your health … ?!
THINK & DRAW IN A PHILOSOPICAL MODEL “Diagram”JohaliPriHE2012_2017

Health- Illness – Sickness - Disease Scale
Severe, disabling, and life-
threatening illness effecting
physical, mental and social
health
Disease Health
Complete
• Physical
• Mental
• Social
• Emotional
• Spiritual health
• … etc
WELLNESS
A purposeful, enjoyable, and deliberate lifestyle choice characterized by
personal responsibility and optimal enhancement of physical, mental,
emotional, social, and spiritual health. ( to maximum all 15 dimensions )
WELLNESS Model

Draw
Education - Health – HE Integrated
Integrated Self Creative Conceptual diagrams
Johali PriHEWellness Model
Later after understanding philosophical and scientific
models

Ethical
Occupational
Environmental
Economical
Technological
Intellectual
Social
Mental
Psychological
Physical
SpiritualMoral
Johali Wellness_Happiness Model
Emotional
Cultural
Political
Johali Wellness_Happiness Health Model = TQ Perfect Health Project ‫العافية‬‫نموذج‬ ‫مشروح‬‫الجوحلي‬
Who Can Draw A Best
Redraw like this or more attractive

HE Philosophy-Why?
• Direction
• Guidance
• Consistency
• Profession
• Ethical
• Definition
HE Philosophical Bases
 Freeing/Functioning = free people to make the best health decisions
 Cognitive Based = Focus on content and information, increase in knowledge to
help in making decisions
 Social Change = Focus on the role of health education in creating social,
economic, and political change that benefit all.
 Decision Making/Skills-based = Concern with simulated problems, case
studies, scenarios, create and analyze potential solutions, critical thinking skills developed
 Behavior Change = Focus on modifying unhealthy habits
the PEDDPGC
The 5 Historical Philosophies Johali FCSDB

Some philosophical questions you might have
 Should I develop my own philosophy?
 Will my philosophy “work” in all situations?
 What if I don’t “fit” into one of the existing philosophical positions?
 What is the difference between a “goal” of HE and a philosophy?
What is the difference between a “goal; vision, mission of HE and “ philosophy “ ?
• Goal = result, outcome, long(er) term
• Philosophy = how to get to the result
One way to think about it
Tomasso's Pizza & Subs
1229 West Palmetto Park Road Boca Raton, FL
 Mission Statement
We are Committed to using the
finest ingredients in our recipes.
No food leaves our kitchen that
we ourselves would not eat.

Philosophy is
- A Greek comes from the Greek φιλοσοφία (philosophia), which literally means
"love of wisdom", and was originally a word referring to the special way of life
of early Greek philosophers.[4][5][6]
- The study of general and fundamental problems, such as existence, knowledge,
values, reason, mind, and language.[1][2]
- It is distinguished from other ways of addressing such problems by its critical,
generally systematic approach and its reliance on rational argument.[3]
HE Philosophy reflects:
• The way in which you consistently act toward other people is often a reflection of
your philosophy concerning the importance of people in general:
• The profession of Health Education is considered a helping profession.
• Those who work in the profession should value helping others.

Should I develop my own philosophy ? Will my philosophy “work” in all situations?

Determining your philosophy
• Goal of HE is focused on behavior
• Parts/steps/strategies to promoting and maintaining
behavior
• Deciding where to stop
HE
Behavior ?
knowledge knowledge
application
DM & PS
Related skills
behavior-
Related skills
Knowledge

Sample 1 School Community HE Philosophy
http://www.healthpromotion.cywhs.sa.gov.au/content.aspx?p=154

Optimum health
Independence handicap
Deviation
From
Health
death &
Health breakdown
independence
h ea lth p r om otion
&
Nu r sin g ca r e
HP & NC
PHILOSOPHY OF HEALTH & NURSING MODEL2000UKP
UK P 2 0 0 0 & B eyon d Th e Used P h ilosoph ies & Scien ces
Sample 2 Johali 1995 Nursing _HE Philosophy
in the UK Advanced Nursing P 2000
Source:
http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20Publishing%20Books&Folder
CTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}

Sample Johali 2013 Andragogy _LinkedIn

HE
Scopes Goals Basic Principles

Ego Exercise
Go back to the probe historical and
philosophical bases , the WHO & Behavioral
Definitions of Health & HE
How you can extract create meaningful HE
goals objectives :
As an ideal modern religious centered society,
how we can create HE Overall Goals _ Objectives
that you and others like…can attract others
- An ideal “accepted & promoting goalobjective
- A Persuasive HE goal objective

Read HE Definition
H E  QUALITY OF HEALTHFUL LIFE
&
THE TWO MAJOR HE OBJECTIVES
ARE

• HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED
DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-
BEING.
• FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO
HEALTH.
BY
ENCOURAGING, MOTIVATING, PROMOTE ........NOT TEACH/INSTRUCTORDER
PEOPLEPATIENTS TO:

• ACQUIRE .………………………………...…,.
• PERCEPT (Accept/ not Reject) .….......
• MOTIVATE To (accept) ……….…………..
• MODIFYHELP CHANGE voluntary ..........……
&
PROMOTE SELF / INDEPENDENT / MAINTAIN HEALTH BEHAVIORS

Aims – Objective of Health education
1. Health promotion and disease prevention.
2. Early diagnosis and management.
3. Utilization of available health services.
Aims
1. To make health an assets valued by the community.
2. To help people to increase knowledge of the factors that affect
health.
3. To encourage behavior which promotes and maintains health.
4. To enlist support for public health measures, and when
necessary, to press for appropriate institutional and national
action.
5. To encourage appropriate use of health services especially
preventive services.
6. To inform the public about medical advances, their uses and
their limitations
Objectives
JohaliPriHE2012_20
17

Nature Bases & Components
of
Health Education Principles
HEP

Three Bases of HE Principles
• B1: Health education is an essential component of any
programme to improve the health of communities.
• B2: Effective planning of any health education programme
depends on identifying the problems/ needs of the people
(PcHEP)
• B3: The introduction of new practices may fail if they are
incompatible with “local beliefs and practices “ (Islam).
JohaliPriHE2012_201
7

Principles (Cont.)
• B4: Any proposal for a change of practice should:
• meet a felt need of the community
• be simple to put into practice with the existing knowledge
and skills in the community;
• fit in with existing life style and culture and not conflict with
local beliefs (Islam);
• be locally affordable (money, materials, and time)
• B5: Flexible and fit in with people’s circumstances-For
example, education about nutrition should be based on foods that are
available locally, aids for the disabled made from local materials, latrines
built with traditional methods.

Principles (Cont.)
• B6: Require continuous dialogue with the community to
find acceptable solutions to meet their needs.
• B7: Local taboos may be obstacles to implementing
health education but many of them actually support the
health education programme.

B8. Psychological Shadow HEPs
• Learning by doing:
“ If I hear, I forget
If I see, I remember
If I do, I know”.
• Motivation,
i.e. awakening the desire to know and learn:
- Primary motives; e.g. internal the inborn desires , hunger, sex.
- Secondary motives; i.e. desires created by incentives such as
praise, love, recognition, competition.

The 10th HEPrinciples Johali IPMCPRGPFM_KAA
1. Interest
2. Participation
3. Motivation
4. Comprehension
5. Proceeding from the known to the unknown
6. Reinforcement through repetition
7. Good human relations
8. People, 9 Facts and 10 Media:
8. knowledgeable, 9. attractive, 10 acceptable “.
10th PHE Model

Contents of health education
1. Personal hygiene
2. Proper health habits and behaviors (Balance
Nutrition-Dietitian - Unhealthy e.g; SmokingSubstanceDrug.. )
3. Personal preventive measures
4. Accidents and Safety rules
5. Proper use of health services – Misuse
6. Mental health
7. Sexual education (within Islamic teaching)
8. Special education (occupation, mothers …..etc)

Adoption of new ideas or practice
The Five steps
1. Awareness (know)
2. Interests (details)
3. Evaluation (Advantages Vs Disadvantages)
4. Trial (practices)
5. Adoption (habit)

Stages for health education
The 6 Ss (Johali SPEMAC)
• Stage of Sensitization
• Stage of Publicity
• Stage of Education
• Stage of Motivation and Action
• Stage of Attitude change
• Stage of Community Transformation (social change)

PHE Major Characteristics
 It involves the use of multiple strategies and
methods.
 It is a systematically planned activity or process
 It is a health intervention which is devoid of
coercion (Order; Compulsion; Forces…opp: persuasion-
motivation)
 Done with the full understanding and free
acceptance by the target audience.
 It focuses on human health related behavior or
action: (a) Healthy (b) Unhealthy
 It is a process

HEPs’ Principles of Teaching and Learning
Summary of Theories of Meaningful Learning
• Principles …..
• Teaching and Learning domains : cognitive, affect-
attitudes, thinking, and the psychomotor
https://www.facebook.com/groups/614365715299250/
‫هاية‬‫التقييم‬ ‫قبل‬ ‫هنا‬ ‫شرح‬1

5 + 7
The Five Simples Principles of Teaching
Acadia Institute for Teaching and Technology
“Acadia” Faculty Said:
The
• Take a personal interest in students patients beyond the
classroom
• Be willing to listen to and help studentspatients
• Care about studentspatients - Be there for them
• Remember that studentspatients can teach you
• Truly care about your students in general
- Gagne, R - Principles of Instructional Design
- Arthur W. Chickering - Principles for Good Practice
23 Acadia faculty - Recognized as excellent teachers

Principle 1
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39:
3-7, March 1987
“Frequent student-faculty contact in and out of classes is the most important
factor in student motivation and involvement. Faculty concern helps students
get through rough times and keep on working. Knowing a few faculty
members well enhances students’ intellectual commitment and encourages
them to think about their own values and future plans.”
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
Good practice encourages student-faculty contact
Acadia Institute for Teaching and Technology 1
Principle 1
–Arthur W. Chickering and Zelda F. Gamson,“Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
“Frequent student-faculty contact in and out of classes is the most
important factor in student motivationand involvement.Faculty
concern helps students get through rough times and keep on
working. Knowing a few faculty members well enhances students’
intellectual commitment and encourages them to think about their
own values and future plans.”
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
Good practice encourages student-faculty
contact
The 7 Ps

Principle 2
“Learning is enhanced when it is more like a team effort than a solo
race. Good learning, like good work, is collaborative and social, not
competitive and isolated. Working with others often increases
involvement in learning. Sharing one’s own ideas and responding to
others’ reactions improves thinking and deepens understanding.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
Group work is important
Emotional intelligence
Good practice encourages cooperation among
students
Principle 3
“Learning is not a spectator sport. Students do not learn much just
sitting in classes listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must talk about what
they are learning, write about it, relate it to past experiences, and
apply it to their daily lives. They must make what they learn part of
themselves.”
Active learning helps students construct authentic knowledge
We only truly learn what we make a part of ourselves
StudentInfo
Know
Good practice encourages active learning

Principle 5
“Time plus energy equals learning. There is no substitute for time on
task. Learning to use one’s time well is critical for students and
professionals alike. Students need help in learning effective time
management. Allocating realistic amounts of time means effective
learning for students and effective teaching for faculty. How an
institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis
for high performance for all.”
Emphasize time on task (in class, outside of class)
Provide checkpoints
Good practice emphasizes time on task
Principle 4
“Knowing what you know and don’t know focuses learning. Students
need appropriate feedback on performance to benefit from courses.
In getting started, students need help in assessing existing
knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement.
At various points during college, and at the end, students need
chances to reflect on what they have learned, what they still need to
know, and how to assess themselves.”
Appropriate and timely feedback is critical
The cycle of learning
Material
Good practice gives prompt feedback

Principle 6
“Expect more and you will get it. High expectations are important for
everyone—for the poorly prepared, for those unwilling to exert
themselves, and for the bright and well motivated. Expecting
students to perform well becomes a self-fulfilling prophecy when
teachers and institutions hold high expectations for themselves and
make extra efforts.”
Celebrate success
You hit what you aim for (or at least come close)
Good practice communicates high
expectations

Principle 7
“There are many roads to learning. People bring different talents
and styles of learning to college. Brilliant students in the seminar
room may be all thumbs in the lab or art studio. Students rich in
hands-on experience may not do so well with theory. Students need
the opportunity to show their talents and learn in ways that work for
them. Then they can be pushed to learn in new ways that do not
come so easily.”
Start with success
Identify student learning styles (Visual, auditory, kinaesthetic etc..)
Hello
Good practice respects diverse talents and
ways of learning

Survey says
• Take a personal interest in students beyond the
classroom
• Be willing to listen to and help students
• Care about students; be there for them
• Remember that students can teach you
• Truly care about your students in general
Students = Patients

Why
Resistances Barriers Changes
PHE
The Story of Behavior
What – Why – How
Can You – Do You Accept Change

Major HE Variables in Behavior Change
Thoughts and ideas inside a person’s mind have
significant influence on an individual’s health behaviors.
These variables interact with social and environmental factors
and it is the synergy among all these influences that operate on
behavior.
• Knowledge: An intellectual acquaintance with facts, truth, or
principles gained by sight, experience, or report.
• Skills : The ability to do something well, arising from talent,
training, or practice.
• Belief : Acceptance of or confidence in an alleged fact or body
of facts as true or right without positive knowledge or proof; a
perceived truth.
• Attitude: Manner, disposition, feeling, or position toward a
person or thing.
• Values: Ideas, ideals, customs that arouse an emotional
response for or against them.
• In Medicine Summarized in CAPS KAPS JohaliPriHE2012_2017

Theory of Reasoned Action
TRA has been explained and predicted a variety of human behaviors since 1967.
It based on the Premise that “humans are rational and that the behaviors being explored are
under volitional control, It provides a construct links Individual beliefs, attitudes, intentions, and
behavior (Fishbein et al1994).
This TRA based on 6 Variables :
1) Behavior: A specific behavior defined by a combination of four components: action, target,
context, and time (e.g., implementing a HIV risk reduction strategy (action) by workers using clove
and mask (target) in communicating with HIV inpatients (context) every time (time).
2) Intention: The intent to perform a behavior is the best predictor that a desired behavior will
actually occur. In order to measure it accurately and effectively, intent should be defined using the
same components used to define behavior: action, target, context, and time. Both attitude and norms,
described below, influence one's intention to perform a behavior.
3) Attitude: A person's positive or negative feelings toward performing the defined behavior.
4) Behavioral Beliefs: Behavioral beliefs are a combination of a person's beliefs regarding the
outcomes of a defined behavior and the person's evaluation of potential outcomes.
5) Norms: A person's perception of other people's opinions regarding the defined behavior.
6) Normative Beliefs: Normative beliefs are a combination of a person's beliefs regarding other
people's views of a behavior and the person's willingness to conform to those views. As with
behavioral beliefs, normative beliefs regarding other people's opinions and the evaluation of those
opinions will vary from population to population. The TRA provides a framework for linking each of
the above variables together ( above diagram). Essentially, the behavioral and normative beliefs
referred to as cognitive structures -- influence individual attitudes and subjective norms, respectively.
In turn, attitudes and norms shape a person's intention to perform a behavior.
(Summarize and reorganize these 6 in 5 Only … BIBAN - Redraw model … )JohaliPriHE2012_2017

Theory of Reasoned Action
Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hall, Inc.
As HE; think and describe this diagrammatic model …..to what cases and how you
can use …Then read author’s description …You can summarize –redraw more
accurate

The Belief
• Anticipated value of
the recommended
course of action.
• Must believe
recommended health
action will do good if
they are to comply.
• Perception of negative
consequences
• Greatest predictive
value of whether
behavior will be
practiced.
Benefits Barriers

Stages of Change
Psychologists developed the Stages of Change Theory
(SCT) in 1982 to compare smokers in therapy and self-changers
along a behavior change continuum. The rationale behind
"staging" people, as such, was to tailor therapy to a
person's needs at his/her particular point in the
change process. As a result, the four original components of
the Stages of Change Theory (Pre-contemplation, Contemplation,
Action, and Maintenance) were identified and resented as a linear
process of change. Since then, a fifth stage (preparation for
action) has been incorporated into the theory, as well as ten
processes that help predict and motivate individual movement
across stages. In addition, the stages are no longer considered to be
linear; rather, they are components of a cyclical process that
varies for each individual.

The stages and processes, as described by Prochaska, DiClemente and Norcross (1992),
are listed below.
1) Pre-Contemplation: Individual has the problem (whether he/she recognizes it
or not) and has no intention of changing. With PC Processes: 1. Consciousness
raising (information and knowledge) 2. Dramatic relief (role playing) 3.
Environmental Reevaluation (how problem affects physical environment)
2) Contemplation: Individual recognizes the problem and is seriously thinking
about changing..With C Processes: Self-reevaluation (assessing one's feelings
regarding behavior)
3) Preparation for Action: Individual recognizes the problem and intends to
change the behavior within the next month. Some behavior change efforts may be
reported, such as inconsistent condom usage. However, the defined behavior change
criterion has not been reached (i.e., consistent condom usage). With PA Processes:
Self-liberation (commitment or belief in ability to change)
4) Action: Individual has enacted consistent behavior change (i.e., consistent condom
usage) for less than six months….With A Processes: 1. Reinforcement management
(overt and covert rewards) 2. Helping relationships (social support, selfhelp groups)
3. Counter-conditioning (alternatives for behavior) 4. Stimulus control (avoid high-
risk cues)
5) Maintenance: Individual maintains new behavior for six months or more. A
variety of behaviors, such as smoking cessation, weight control efforts and
mammography screening, have been explored in U.S. populations using the Stages of
Change Theory (Prochaska, 1994).
Stages of Change Model the PCPAM

Stages of Change Model the PCPAM
Source: Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992). In search of how people change
-- applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.

Figure 1 Cycle of change (after Prochaska and DiClemente7) in Bondy, C 2004, J R Soc Med. 2004; 97(Suppl 44): 43–47.
Stages of Change Model the PCPAM Model

AIDS Risk Reduction Model (ARRM)
http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubwyzclvqjcbdgexyzl3m
su4mn6xv5j/bccsummaryfourmajortheories.pdf Stage 1
Stage 1 Stage 2 Stage 3

Teaching – Learning
Domains - Objectives - Plan
ProgramsCurriculumLessons Activities

Bloom's Taxonomy of Educational Objectives
Blooms Taxonomy and Lesson Planning
http://www.youtube.com/watch?NR=1&feature=endscreen&v=LrKmM1cEffU
INTRODUCTION
Learn By See & Doing
http://www.youtube.com/watch?v=__YdXxwBZ7Q
http://www.youtube.com/watch?v=uQ5o__jCfgo

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
Learn to behave -design -plan and develop HE Lessons Curriculum
BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Domains
Simple / Dependent / Passive
COGNITIVE
Know – Knowledge
AFFECTIVE
Think – Value – Response - Judge
PSYCHOMOTOR/ACTION
Intellectual Skills
Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move
Complex / Independent / Active

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES-
Learn to behave -design -plan and develop HE Lessons Curriculum
The BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES Domains Verbs
Simple / Dependent / Passive
Behavioral ObjectiveAreaClass
Action/
Psycho
AffectCognitive
Reflect/MoveReceiveRememberKnowledg
e
Knowledge
CommunicateRespondReasonComprehension
ActValue/apprisePlan to solveInt. AbilityApplication
AdaptOrganize/characterFormatAnalysis
DevelopCreate/InterpretUnderstandInt. SkillsSynthesis
DecideExt JudgeInter JudgeEvaluation
Complex / Independent / Active / Deep understanding

By Bloom and All Above
You Can
Plan, Design & Develop ZD HEP
ProgramsCurriculumLessons Activities

Imagine a perfect curriculum–
one that is tailored to your
learning outcomes, with content
sequencing that’s just right,
teaching types that highlight
your institution’s approach to
learning, and everything
assessed and evaluated in just
the right spots. It’s a thing of
beauty.
Curriculum management: by Brian Clare Tree Model of 2014
http://www.one45.com/
http://www.one45.com/curriculum/what-is-curriculum-management /

Johali Saudi HEP Curriculum Planning and Development Models 1379-1423

MAJOR REFERENCES & RESOURCES (Sample)
- Johali, E. A (1995)The Philosophies and Sciences of Teaching Learning and the Curriculum in the United Kingdom Project 2000 and in the Saudi Arabian Nursing Education Programmes: towards a Philosophyof Science-based Saudi Nursing Education. MA (Ed) dissertation, Faculty of Educational studies, University of Southampton, UK.
- Johali (2012) Health Education and Promotion for All Health Professions HEPAHP (old: Health Administrator & Technicians HEHAT: A Creative Scientific Educational Book (Under Publication Dar Alawael Pub. Damascus, Syria).
- Reason J. Human error. New York: Cambridge University Press; 1990.
- Wagdi, M. N (1999) Exploring the Scientific Miracle of The Holy Qur'an (Dr. Mohammad N. Wagdi, Ph.D.) http://www.scienceinquran.com/index.html
2.
Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ?
Posted 2 months ago Of the 16 Votes :
• Totally Disagre 2 (12%)
• Disagree 1 (6%)
Totally Agree 11 (68%)
• Agree, to some extent 1 (6%)
Other please clarify 1 (6%)
So, How about us ?!
METHODS
New Innovated Approach based on Historical Documentary Educational
Development Analysis’ called Johali HiDEDA (johali 1995) used as a guideline, to
review and analyze religious - cultural - Professional educational evidences
WE HAVE PROBLEMS NOT JUST A PROBLEM
Beside luck of qualitative researches regarding quality of
CAMS graduates, education and curriculum, there are wide
criticisms and long historical debating regarding quantity and
quality of applied medical professions. The imbalance and gap
between theory and practice is more critical problem that will
never solved without clear philosophy and appropriate applied
scientific theories.
Towards a Saudi Arabian
Step Up Nursing and Applied Medical Education Developmental Strategy
Eisa Ali Johali
PhD EL Health Sciences Hill University 2011
CONCLUSION & RECOMMENDATION
In the Name of God the Most Graceful the Most Merciful
OBJECTIVES
.1Investigate the historical roots of nursing education in the United Kingdom and Saudi
Arabia, as example for all health professions education.
.2Explore and compare the curriculum, teaching and learning philosophical and
scientific developmental models in the UK-P2000 and beyond and Saudi Associated
Nursing Programme (SANPs)?.
.3Examine and compare wither these programmes are using philosophies and
scientific models used to prepare, design, structure and organize theory and practice
to assure quality of curriculum, teaching and learning ?
.4Explore how people think about ‘philosophy and science of AME’ ?
10. The ProgramCurriculum Lesson
Philosophy (rationale- models- general aim &
objectives)- Framework & Syllabi..
PastPresent Future
History Documentary Development EL
Religions;Culture; Society; Professions
* INT NAHPs + NEL1970-2013 = 3RD Millennium SUNAME
*USA1991+UK1995+USAUSCAN&JAPGERM200-2007+NEL1975-2013
PROBLEMS
Johali SUNHEP the 3RD Millennium Developmental Strategy
SAUDI CAMS
P ROGRAMS
9: Course Design: the Syllabus
Title -Coding –Duration & Location –Teaching staff- Learning Objectives &
Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg &
Learning methodologies & technologies-Evaluation-Resources & References
8: Course Specification - Description
Theory-Theory- Theory Practice- Practice -Practice
6-7 : General Ed. Aims & Objectives
Cognitive Affective Psychomotor - Knowledge Value Attitudes – Action
4 & 5 : Analysis & Diagnosis of:
Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P
ROFESSIONAL COMPETENCIES”
“Intellectual – Communication- Ethics – Education & Technical……”
1 , 2 & 3 : Assessment- Job Reclassification & Specification
Community - Population - Cultural and – Professions Nature & Needs
“Global – National Situational Experiences PROFESSIONAL COMPETENCIES”
Government – Private National Health Care Services
This study begins by deliberating on the problems of the Saudi Arabian Nursing and Applied Medical
Education and Practice (SANAMEP), mainly the debate between the educational institutions,
educationists and health services settings and practitioners regarding the quality of the graduates and the
worldwide dilemma of the gap between theory and practice. Under the Historical Educational
Developmental Research, this paper uses a combination of educational action research approaches, the
Documentary Evidence Analysis' and the Reflective Experience (Best, J. and Kahn, J. 1986; Cohen, L. and Manion, L.
(1989, 1994). It traced to the early 1991 academic experiential learning. It is a reflection on action research,
joint a national reflective experience compare to the international experiences mainly the United Stated
experiences in nursing and allied medical education and curriculum development (Johali 1991), and the
United Kingdom Advanced Nursing Programme the UK P2000 and beyond ( Johali 1995). It find that
while our education and curriculum development based on unplanned selecting and modifying, the USA
and UK curriculum and education development based on well strategic planning projects. It assume that
"The Western philosophy and science of curriculum, teaching and learning may guide us towards a factual way to overcome
our considerable problems and may assure quality as well. . The most common educational philosophies, theories
and models of curriculum, teaching and learning development in UK, US, and SA experiences have been
explored and compared. Finally based on Poppers' notions of conjectures and refutations (Popper K 1972),
the recent literature as well the common curriculum philosophies and sciences were tentatively refuted
with regard to Islamic and democratic education, and the relevant philosophies are conjectured. As a part
of its conclusion and recommendations, the study endeavors to modify Mieghan's philosophy (Meighan, R.
1989, 2001) into a philosophy of fourteen theories as a base for future developmental studies and set a
millennium scientific based framework for step up educational and curriculum development.
1. In Nursing, the origins of the modern models of curriculum planning, designing and development began with technocratic traditions as an instrument and train for preparing skilled workforce…..The Technocratic models put forward by
(Bobbitt, Tyler, Taba, and Bloom's Taxonomy), emphasis the ‘objectives-centred curriculum.’ These models give an order of stages for deciding the curriculum objectives, which then control the remaining stages of curriculum planning and
development.
2. As nursing widely linked to social care, arts and sciences… UK P2000 used Lawton's model of curriculum planning by cultural analysis addresses philosophical, social and psychological questions to guide curriculum planners to select the
appropriate curriculum learning experiences. Its main concern is how to select worthwhile and socially interesting curriculum activities to be included in a common core curriculum & Skilbeck's model of situational analysis and the alternative
models consist of a combination of objectives, content and process models. They are adapted to be value Free and flexible.
3. Despite the great advanced in nursing and medical practice, education and research more than all other medical and applied medical professions, nursing and medical practice and education planning and development still control by traditional
philosophies and sciences such ‘pedagogy the content, subject, know…objectives ….teacher…instructor centred ……Even Problem solving, evidence based… are used in a traditional manner….
5. Although, the great scientific research regarding the value of ‘andragogy’’ the adult learning, meaningful learning, quality of active students …there is few advances to apply these qualitative concepts, few have its Owen theories…. Nurse have few
chance to think,reflect, and create
ABSTRAC

2.
In the Name of God the Most Graceful the Most Merciful
10. The ProgramCurriculum Lesson
Philosophy (rationale- models- general aim &
objectives)- Framework & Syllabi..
Johali SUNHEP the 3RD Millennium Developmental Strategy
9: Course Design: the Syllabus
Title -Coding –Duration & Location –Teaching staff- Learning Objectives &
Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg &
Learning methodologies & technologies-Evaluation-Resources & References
8: Course Specification - Description
Theory-Theory- Theory Practice- Practice -Practice
6-7 : General Ed. Aims & Objectives
Cognitive Affective Psychomotor - Knowledge Value Attitudes – Action
4 & 5 : Analysis & Diagnosis of:
Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P
ROFESSIONAL COMPETENCIES”
“Intellectual – Communication- Ethics – Education & Technical……”
1 , 2 & 3 : Assessment- Job Reclassification & Specification
Community - Population - Cultural and – Professions Nature & Needs
“Global – National Situational Experiences PROFESSIONAL COMPETENCIES”
Government – Private National Health Care Services
Johali 10 Step Up Model for
HE Lesson-Curriculum-Program Planning and Development -the
SUNHE PModel

The Lecturer Publications
Further Future References
Plus; Johali (2014) Health Education and Promotion” In Press 2012

Major Text Book & References
• Your Smart Note in this Class
• This Lecture:
– The Principles of Health Education – The First Step
Towards ZDHE – JohaliCHS282PriHE2013_2016
• Principles & Foundations Of Health Promotion And Education by Randall R.
• Cottrell, James F. McKenzie, James T. Girvan, Addison-Wesley, 2005.
• Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health
Department, SUNY College at Cortland
• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications
for the 21st century.Journal of Health Education, 26(6), 326-332
• http://www.preservearticles.com/201105156674/principles-of-health-education.html
• Ref & Souces For Smart Assignments
• http://wiki.answers.com/Q/What_are_the_principles_of_health_education (Can You
Answer ….use this courses …get abswer of others )
• WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a
foundation document to guide capacity development of health. Regional Office for the Eastern
Mediterranean
The Essentials of Health and Fitness
Giving the body with proper nutrition is a must in health and fitness. The body needs ample amount of
vitamins, minerals, protein, fat, and carbohydrates to function optimally and be free of diseases.........more
http://www.healthornutrition.com/the-essentials-of-health-and-fitness/

With My
Great Best Wishes
• Be Excellency - ZD
• Be Critical Thinkers
• Be Creative; &
• Meaningful Assertive Smart Lifelong and
Day After HE Learners

Principles of health education_ JohaliPriHE2012_2017 (©)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to Principles of health education_ JohaliPriHE2012_2017 (©)

Similar to Principles of health education_ JohaliPriHE2012_2017 (©) (20)

Recently uploaded

Recently uploaded (20)

Principles of health education_ JohaliPriHE2012_2017 (©)