2. By the end of the class the learners will be able to:
Define health education, teaching and learning
Identify the goals of health education
Discuss the role of health education in PHC
List levels of education with examples
List the advantages of imparting health education
Analyze the steps required for health education
Discuss models used for health education
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3. • Describe the methodologies for imparting health
education
• Discuss the domains of learning
• Discuss few essential principles of teaching and
learning
• Formulate a teaching plan to conduct session at
community level
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RMH 3
4. Education that increases the awareness and
favorably influences the attitudes and knowledge
relating to the improvement of health on a
personal or community basis.
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RMH 4
5. OR
In simple aspect health education is planned
attempt to change what people think, feel and
do, with a goal of promoting higher level of
health.
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RMH 5
6. OR
In broader aspect health education is a
process that informs, motivates and helps
people to adopt and maintain healthy
practices and life styles, advocates
environmental changes as needed to facilitate
this goal, and conducts professional training
and research to the same end.
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7. • Health education aims to produce positive
behavior changes in individuals and
communities. It is a tool which enables people
to take more control over their own health and
over the factors (environmental, social,
person, etc) which affect their health.
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8. • It helps people understand that health is the
most valuable community asset; and to help
them achieve health by their own activities
and efforts.
• To develop a sense of responsibility for
improvement of their health as individual
members of the family and communities.
• To develop scientific knowledge, attitude,
skills on health matters to enable people to
develop correct habits.
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9. • To alter behavior which may have direct
or indirect influence on spread of disease.
• To educate people for proper use of health
services.
• To create in him an interest in his and of
other family members’ health and well-
being.
• To create in him a desire to support Health
Education Program in his area.
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RMH 9
10. Health education is one of the 8 elements but it
is important strategy in all these, especially in
MCH and child care. According to PHC
approach, education should be a process which
enables people to:
• Define their own problems and needs
• To understand what they can do about these
problems and needs with the available
resources
• Decide on the appropriate action
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11. Objective of these plans emphasize that:
Public education and awareness should be
increased regarding the role of lifestyles and
behavioral choices and in prevention,
causations and management of communicable
and non communicable diseases, including
trauma and mental illness.
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RMH 11
12. Schools:
• Child to child education
• Health festivals
Special health days:
• Celebration of highlighted important
dates with health issues such as World
Diabetes Day, Polio Eradication, Mental
Health Day.
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RMH 12
13. Primary education:
Purpose: To prevent occurrence of any
health problems in order to maintain the
quality of life.
Example: Educating a patient about
balanced and fiber diet who has high risk
of Diabetes.
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14. Secondary education:
Purpose: To prevent complications, limit
disability in case of presence of a
reversible health problem and to help
client cope with the situation.
Example: Help to adjust habits in case of
Diabetes
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RMH 14
15. Tertiary education
Purpose: Restoration of the maximum
level of function and health status when
the problem is irreversible.
Example: adjust eating habits to ensure
maximum health and minimum
complications of diabetes like neuropathy.
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16. • Disseminate information
• Ensure safety & security
• Promotion of health
• Maintenance of present health
• Reduces risks and medication errors
• Recognition of early onset of signs &
symptoms
• Prevention of complications
• Restoring optimal level of wellness
(Rehabilitation)
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RMH 16
17. Before planning a session, following questions
need to be asked by self:
• What is the problem?
• Who are my learners?
• What do I want them to be able to do and
know?
• Where and for how long will teaching take
place?
• What methods will be used?12/13/2
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RMH 17
18. • What visual aids will be used?
• How will I know that how effective the
teaching was?
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RMH 18
19. • Meet, greet & introduce yourself, develop
rapport and understanding with clients
• Share your visit objectives with them
• Plan meetings at suitable time
• Develop trust & working relation
• Get awareness about the language, customs,
values, beliefs and habits of community
• Asses knowledge and practices of community
• Identify and list the health problems
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RMH 19
20. • Group the problems as health problems,
environmental problems, social & cultural
problems & economical problems
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RMH 20
21. • Discuss & Prioritize health problems
• Develop Teaching Plan
• Conduct teaching
• Feedback & Follow up
• Reassess and restart.
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RMH 21
22. Assessment
Collect, categorize and sort data
to identify the problem list
Planning
Negotiation of learning goals b/w nurse & client
to develop teaching plan for priority learning
need
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23. Implementation:
Design plan to meet learning needs of clients
and implement it
Evaluation
Gather information to define extent of learning
to evaluate accomplishment of goals
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RMH 23
24. Teaching:
Is the process of carrying out those activities that experience has shown to be
effective in getting students to learn.
Learning:
Learning is the process of information we encounter, which leads to changes or an
increase in our knowledge and abilities.
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25. All learners will learn
All learners can learn much high standards regardless of their race, ethnicity,
family, income, gender, etc.
All learners do not learn in the same way or at the same pace.
Learning is not limited to school. It can happen anywhere.
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26. Consider learning process:
Donot teach unless the student wants to
learn.
Interest:
find real or felt needs; create self-awareness
Participation:
Ensure active participation of learners
Known to unknown:
Start with what already is known to
community
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27. Comprehension:
Ensure understanding of content, use
language people know. Are they
literate? Are they able to interpretate
visual aids?
Reinforcement:
Repetition is needed as a booster dose.
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28. • Motivation:
• Combination of forces which initiates, directs
and sustains behavior towards a particular goal
is best
Learning by doing:
Different learning styles, use of different senses for learning facilitate the
learning.
Know the customs, habits, need etc:
Use truthful health facts. Attractive and acceptable media to get active
participation by learners.
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29. • Good human relationships:
To create better learning atmosphere;
Build rapport to convince leaders
“agents of change "for bringing change
through health education.
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30. Andragogy:
The art and science of helping adults learn.
It refers to learner-focused education.
Its characteristics include:
• Self concept
• Self-directed personality
• Past life experience, knowledge & time
perspective
• Readiness and internal motivation and
incentives are more important for andragogy.
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31. Pedagogy:
Literally means the art and science of
educating children. It is a teacher-
focused learning.
Its characteristics include:
• It is teacher directed who assume learner
knows nothing
• Learner is a dependent personality
• It is considered to be a traditional type of
teaching
• Here external rewards and punishments are
motivators.
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32. • Lecture method
• Group discussions
• Panel discussions
• Role plays
• Case studies
• Story telling
• Trip or tour
• Demonstration
• Use of Audio-visual aids
• Chalk board
• Magic board
• Flip Charts
• Flash card games
• Puzzles games
• Pictures
• Posters
• Models
• Photos
• Drawings
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33. Preschool Simple language, games, songs, rhymes,
demonstration/ return demonstrations.
School–age Language varies with grade level and
cognitive ability with interactive session.
Adolescent Cooperative learning, problem-based
learning, discussion, demonstration.
Adult Lecture, discussion, demonstration and
role play.
Senior Lecture, discussion, demonstration, and
role plays with respect to mental levels.
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35. Health Teaching Plan Form
Date______ Student name_______ Topic ___________
Audience #. _____ Age_____ Sex______ Place _______
Objectives Content Time
Frame
Strategies Evaluati
on
Cognitive
Affective
Psychomotor
domains
Out Line
What you
intent to
teach
Goal: Role plays
Lectures
Presentation
Art Gallery
Guided
Imaginary
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37. • Design teaching based on assessments of
individual clients
• Create a learning environment
• Keep things simple
• Focus on one issue at a time
• Be sure written materials are appropriate
• Be specific
• Avoid threatening message that generate fear
• Explain what you will be teaching and why it
is important
• Develop mechanisms for support
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38. CONT…
• Discuss resources for further
information
• Review major points of each learning
session
• Keep learners involved: Ask for
feedback and evaluation.
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39. Difference in health education
and nursing process
The nursing process can be carried out
independently by the nurse. The nurse if the sole
participant. The education process
involves multiple people, including the teacher and the
learner ,
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40. This can create difficulties if the teacher and the
student are not on
the same page. It is important for the teacher to
understand which teaching
techniques will be most beneficial to the learning. Also
the teacher cannot
successfully teach if the learner is not engaged and
willing to accept new
information
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41. . If the patient is unwilling to change their behavior, the
techniques used by the nurse are mute.
Perhaps the biggest difference is that teaching and
learning can be done
in a multitude of ways, whereas nursing care is more
limited. There are only so
many correct ways to clean a wound or insert a Foley.
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42. Education can be provided verbally, visually, or
physically in many different ways.
The education process takes this further by teaching
the patient how to apply these skills or concepts
independently. Thus, the goal of the two processes are
different. The nursing goal is to provide care and get
the patient healthy, whereas the education goal is to
allow the patient and/or
their family members to provide their own care and
stay healthy.
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43. Methods of Health Education
Two main methods
Didactic (based on direct instructions to group
or individual)also known as one way method
(example: lecture , mass media)
Socratic method is based on the interchange of
knowledge among people themselves also
known as two way method (group
discussion,panel,seminar,symposium,etc)
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44. References:
Basavanthappa, B.T. (2006). Community Health Nursing.
New Delhi: Jaypee Brothers.
Illyas, M., Bair, L. A., & Rashid, S. (2000). Health Education
and Communication. In Illyas, M., Malik, G.Q., Ansari,
M.A., Mubasher, M., & Khan, I.A. (Editors) Community
Medicine (5th ed.). pp. 1083 - 1096). Karachi: Time
Traders.
https://lagas.org/identify-the-nursing-process-and-the-
education-process/
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