INFORMATION, EDUCATION AND COMMUNICATION FOR HEALTHmathewtjoy
The document discusses health education and communication. It defines health education as aiming to achieve individual and community health by translating health knowledge into desirable behaviors. Health education involves providing information, motivating behavior change, and guiding people to adopt healthy practices. It should be tailored based on the target population's sociocultural characteristics. Effective health communication requires clear, accurate, consistent messages delivered by trusted sources across various individual, group and mass methods and media.
The document discusses various methods of clinical teaching in nursing. It defines clinical teaching as assisting students to apply nursing theory to practical situations and develop nursing theory from clinical practice. Some key methods of clinical teaching discussed include conferences, case presentations, nursing rounds, nursing care plans, clinical simulation, group discussions, process recording, and demonstrations. The goals of clinical teaching are to develop students' problem-solving, critical thinking, and psychomotor skills as well as a holistic and systematic approach to patient care.
The document discusses various methods and media used for health education. It describes individual methods like interview and counseling which involve one-on-one communication. Group methods like demonstration, mini-lecture, and role playing are discussed which educate small groups. Mass methods like lectures and exhibitions aim to educate large audiences. Key criteria for selecting appropriate methods include feasibility, nature of the audience, accessibility, beliefs about different media, and the teaching objective. Audio, visual, and audiovisual media are also categorized.
The document discusses principles of adult learning and medical education as a system. It defines adult learning and outlines the principles of adult learning, including that adults are problem-centric, prefer active and self-directed learning approaches, and draw on previous experience. It also describes learning styles and processes. Additionally, it frames medical education as a system with inputs, processes, outputs and feedback, and discusses the educator's role in optimizing the system to achieve desired outputs.
This document discusses competency-based medical education (CBME) and its advantages over traditional medical education. It defines key terms like competence, competency, and competent. CBME focuses on outcomes, emphasizes abilities over time-based learning, and promotes learner-centeredness with segmented achievement and assessment. Unlike traditional education, CBME is outcome-based, integrative, learner-centered, and time-independent with individualized, workplace-based learning and assessment. Competencies are broken into milestones to be achieved over time, with formative assessment and feedback to ensure holistic competency development. CBME aims to produce competent Indian medical graduates by defining their roles and competencies to be developed through milestone-based learning and
This document provides information about using an opaque projector and overhead projector for educational presentations. It discusses the main components and functions of each device, including how to properly display materials, prepare transparencies, and operate the equipment safely. Guidelines are provided for font size, margins, and limiting content to optimize visibility. Both projectors allow magnification of materials and facilitate teaching large audiences, though opaque projectors require total darkness while overhead projectors can be used with dimmed lights.
This document discusses video teleconferencing (VTC), which allows users at multiple locations to interact and transmit two-way audio and video streams. It notes key aspects of VTC including necessary equipment like cameras and codecs. VTC can be used for meetings, teaching, management, remote diagnosis, interviews, and legal proceedings. Benefits include convenience, cost-effectiveness, and time savings, while drawbacks can include low image quality, jerky movements, and delays in sound.
This document discusses methods and media for health education. It describes various individual, group, and mass methods for providing health education, such as interviews, counseling, role playing, and lectures. It also outlines different types of audio, visual, and audiovisual media that can be used, including radios, posters, pamphlets, slide projectors, and televisions. The document then focuses specifically on audio/auditory aids like radios, tape recorders, and cassette players. It provides details on how each of these aids can be used effectively for health education, along with their advantages and disadvantages.
INFORMATION, EDUCATION AND COMMUNICATION FOR HEALTHmathewtjoy
The document discusses health education and communication. It defines health education as aiming to achieve individual and community health by translating health knowledge into desirable behaviors. Health education involves providing information, motivating behavior change, and guiding people to adopt healthy practices. It should be tailored based on the target population's sociocultural characteristics. Effective health communication requires clear, accurate, consistent messages delivered by trusted sources across various individual, group and mass methods and media.
The document discusses various methods of clinical teaching in nursing. It defines clinical teaching as assisting students to apply nursing theory to practical situations and develop nursing theory from clinical practice. Some key methods of clinical teaching discussed include conferences, case presentations, nursing rounds, nursing care plans, clinical simulation, group discussions, process recording, and demonstrations. The goals of clinical teaching are to develop students' problem-solving, critical thinking, and psychomotor skills as well as a holistic and systematic approach to patient care.
The document discusses various methods and media used for health education. It describes individual methods like interview and counseling which involve one-on-one communication. Group methods like demonstration, mini-lecture, and role playing are discussed which educate small groups. Mass methods like lectures and exhibitions aim to educate large audiences. Key criteria for selecting appropriate methods include feasibility, nature of the audience, accessibility, beliefs about different media, and the teaching objective. Audio, visual, and audiovisual media are also categorized.
The document discusses principles of adult learning and medical education as a system. It defines adult learning and outlines the principles of adult learning, including that adults are problem-centric, prefer active and self-directed learning approaches, and draw on previous experience. It also describes learning styles and processes. Additionally, it frames medical education as a system with inputs, processes, outputs and feedback, and discusses the educator's role in optimizing the system to achieve desired outputs.
This document discusses competency-based medical education (CBME) and its advantages over traditional medical education. It defines key terms like competence, competency, and competent. CBME focuses on outcomes, emphasizes abilities over time-based learning, and promotes learner-centeredness with segmented achievement and assessment. Unlike traditional education, CBME is outcome-based, integrative, learner-centered, and time-independent with individualized, workplace-based learning and assessment. Competencies are broken into milestones to be achieved over time, with formative assessment and feedback to ensure holistic competency development. CBME aims to produce competent Indian medical graduates by defining their roles and competencies to be developed through milestone-based learning and
This document provides information about using an opaque projector and overhead projector for educational presentations. It discusses the main components and functions of each device, including how to properly display materials, prepare transparencies, and operate the equipment safely. Guidelines are provided for font size, margins, and limiting content to optimize visibility. Both projectors allow magnification of materials and facilitate teaching large audiences, though opaque projectors require total darkness while overhead projectors can be used with dimmed lights.
This document discusses video teleconferencing (VTC), which allows users at multiple locations to interact and transmit two-way audio and video streams. It notes key aspects of VTC including necessary equipment like cameras and codecs. VTC can be used for meetings, teaching, management, remote diagnosis, interviews, and legal proceedings. Benefits include convenience, cost-effectiveness, and time savings, while drawbacks can include low image quality, jerky movements, and delays in sound.
This document discusses methods and media for health education. It describes various individual, group, and mass methods for providing health education, such as interviews, counseling, role playing, and lectures. It also outlines different types of audio, visual, and audiovisual media that can be used, including radios, posters, pamphlets, slide projectors, and televisions. The document then focuses specifically on audio/auditory aids like radios, tape recorders, and cassette players. It provides details on how each of these aids can be used effectively for health education, along with their advantages and disadvantages.
An exhibition is a systematic display of educational materials that allows for interaction in order to educate a large number of people within a limited time period and at a specific location. Exhibitions are self-explanatory, organized around themes, and can be permanent or temporary. They are used to educate people, demonstrate student learning, and explore multiple perspectives. Planning a successful exhibition requires determining the target audience, objectives, theme, materials, and location as well as arranging exhibits logically and making the space attractive and functional.
Nursing care plan based on self care deficit theory by Dorothea Orem. The process is on Medical Surgical Nursing. It is helpful for students of M.Sc Nursing.
This document provides an overview of family nursing and home nursing. It defines family nursing as providing care to families and addressing health issues affecting the family unit. Home nursing is defined as specialized nursing care delivered in home health settings, such as visiting sick individuals at home. The document discusses different types of families and roles of nurses in family and home care, including as educators, counselors, and advocates. It also covers principles, approaches, theories, services, and barriers related to family nursing practice and home nursing.
The clinical teaching is a type of group conference in which a patient or patients are observed and studied, discussed, demonstrated and directed towards the improvement of nursing care.
This document discusses different types of three-dimensional aids used in education, including models, objects, specimens, and dioramas. It defines these terms and provides examples. Models are described as representations that show height, width and depth to depict real objects. Objects and specimens are actual real-world items used for instruction. Dioramas are three-dimensional arrangements that illustrate a central theme. The document discusses when and how these different three-dimensional aids can be used, materials for creating them, advantages like enhancing observation skills, and disadvantages like requiring maintenance.
This document discusses curriculum development for a nursing program. It begins by defining curriculum as the systematic arrangement of selected experiences planned by an educational institution to achieve particular aims. It then discusses various concepts of curriculum from different authors. The document outlines the nature of curriculum, need for curriculum development, principles of curriculum development, the curriculum framework, and steps in the curriculum development process including planning, development, implementation, and evaluation phases.
Business boot camp presentation for slideshareMichael
The Business Boot Camp is being established by Michael Allen to provide young entrepreneurs aged 18-25 with essential business skills not taught in school. The immersive program will help candidates build confidence, networks, and resources over 3 months to successfully start businesses focused on personal, financial, and social responsibility. Local businesses sponsor and support the Boot Camp by providing mentors, speakers, and materials to develop the next generation of community-oriented entrepreneurs.
This document discusses various teaching and learning methods that can be used depending on the objectives and competencies being taught. It describes different methods such as lectures, seminars, group discussions, role plays, demonstrations, tutorials and workshops that target different domains of learning. The key factors to consider when choosing a method include the domain of learning, level of students, resources available and time. Effective teachers combine multiple methods to achieve learning objectives.
The document discusses the determinants of health according to the WHO, including the social and economic environment, the physical environment, and individual characteristics and behaviors. It then provides more details on biological, behavioral, social-economic, and physical environment determinants. The document was prepared by Yiga James Mulindwa for a faculty of science and technology on health determinants for benign prostatic hyperplasia.
This document outlines the syllabus for a public and community health course at Salem State University. The course will introduce students to issues in public and community health education. It will be taught on Mondays, Wednesdays, and Fridays from 10am to 11:15am in room 213 of the Keefe Center. The instructor is Dr. Brian Witkov and students will learn about planning, implementing, and assessing health promotion programs while covering national and global health topics. Assignments include tests, presentations, and a group health promotion program. The goal is for students to gain skills for careers in public and community health education.
administrating test,scoring, grading vs markskrishu29
This document summarizes a seminar presentation on administering tests, scoring, grading, and marks. It begins with objectives of explaining concepts like administering tests, scoring, grading methods, and the differences between grading and marks. It then provides details on administering tests, including guiding principles, steps, and ways to prevent cheating. It describes scoring and different scoring issues. It also explains concepts like scores, grading methods, marking schemes, and the differences between grading and marks. The document aims to give students knowledge about key aspects of testing, scoring, grading, and marking student performance.
Introduction to REVISED BASIC COURSE WORKSHOP IN MED EDUCATIONanitasreekanth
This document discusses the need for revised basic course workshops (RBCW) in medical education in India. It notes that the goal of medical education is to produce graduates with the necessary knowledge, skills, and attitudes to serve as effective primary physicians. It advocates using a systems approach and spiral education model. The changing healthcare landscape and increasing number of medical colleges necessitate updating curricula. Medical education units were established in colleges for faculty development and better curriculum implementation. The role of MEUs is to help faculty develop teaching strategies, evaluate programs, and ensure use of skill labs through monitoring and committee meetings.
Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
Osce revised basic workshop in medical education technologiessatyajit saha
This document discusses the objective structured clinical examination (OSCE) and its use in medical education.
The OSCE breaks clinical skills down into individual components and assesses each component at separate stations over a circuit of rotations. Stations consist of either skills demonstrations with checklists or multiple choice questions. This standardized approach aims to eliminate variability and subjectivity in exams.
Some key advantages of the OSCE include assessing a wide range of clinical skills, producing a valid and reproducible exam, and reducing examiner bias. Potential disadvantages include the effort required to develop stations and the inability to test integrated clinical reasoning. The document provides guidance on organizing, conducting, and adapting OSCEs to evaluate preclinical and paraclinical subjects through objective
The document discusses various teaching and learning methods. It describes that learning is an individualized process influenced by intrinsic and extrinsic factors. The role of teachers is to facilitate learning through different methods like transmitting information, instructing, coaching, and facilitating problem-based or project-based learning. Some key teaching methods discussed include lectures, small group teaching, individualized teaching, and experiential teaching. Problem-based learning is described as a student-centered approach that uses clinical problems to stimulate self-directed learning.
DICOM is a standard for handling, storing, transmitting and printing medical imaging information. It defines a file format and network communication protocol to allow integration of imaging systems from different manufacturers into a PACS. DICOM facilitates interoperability between medical devices by specifying protocols, commands, information that can be exchanged and storage services for medical images and related data. The goals are compatibility between systems and improved workflow efficiency in healthcare.
This document discusses selecting appropriate teaching methods based on learning objectives and competencies. It provides examples of using role plays to teach communication skills and outlines factors to consider like the domain, level, and learning styles of students. The key points are that teaching methods should engage and activate students, facilitate demonstrating competency, and align with defined learning outcomes without hidden agendas. Role plays and focusing on key skills are given as examples of effective methods.
The document provides information on health education. It discusses that health education aims to impart health information to motivate people to protect their own and community's health through behavior change. It also discusses that health education is vital for disease prevention. The document then defines health education according to WHO and outlines its objectives of informing, motivating and guiding people to take action. It further discusses various approaches like legal, administrative and educational approaches to achieve health and principles of health education.
Radiation Oncology Speciality by Dr.Majed AlghamdiMajed Alghamdi
This document discusses radiation oncology and radiation therapy. It begins with an overview of the history and development of radiotherapy. It then describes the roles of various professionals involved in radiation oncology. The document outlines different types of radiation therapy including external beam radiotherapy techniques like IMRT and VMAT as well as brachytherapy and stereotactic radiosurgery. It provides examples of how different radiation therapy techniques are used to treat various cancer sites. In summary, the document provides a comprehensive overview of the field of radiation oncology and the various radiation therapy options available to treat cancer.
The health belief model is a psychological model that aims to explain health behaviors. It proposes that a person's likelihood of engaging in a health-related behavior depends on their perceptions of four key areas: susceptibility to an illness, severity of an illness, benefits of preventive action, and barriers to preventive action. The model was later updated to include additional factors like cues to action and self-efficacy. It is used to understand behaviors related to disease prevention and early detection.
The document discusses Nola Pender's Health Promotion Model. Some key points:
- Pender developed the Health Promotion Model in the 1980s to explore factors influencing health behaviors. It focuses on health promotion rather than disease/illness.
- The model has cognitive-perceptual factors like perceived benefits/barriers, and modifying factors like interpersonal/situational influences. Commitment to a plan and competing preferences also factor in.
- The model draws from social cognitive theory and expectancy value theory. It views individuals as active in regulating their own behavior and interacting with their environment.
- Pender's research career focused on health promotion. The Health Promotion Model is widely
An exhibition is a systematic display of educational materials that allows for interaction in order to educate a large number of people within a limited time period and at a specific location. Exhibitions are self-explanatory, organized around themes, and can be permanent or temporary. They are used to educate people, demonstrate student learning, and explore multiple perspectives. Planning a successful exhibition requires determining the target audience, objectives, theme, materials, and location as well as arranging exhibits logically and making the space attractive and functional.
Nursing care plan based on self care deficit theory by Dorothea Orem. The process is on Medical Surgical Nursing. It is helpful for students of M.Sc Nursing.
This document provides an overview of family nursing and home nursing. It defines family nursing as providing care to families and addressing health issues affecting the family unit. Home nursing is defined as specialized nursing care delivered in home health settings, such as visiting sick individuals at home. The document discusses different types of families and roles of nurses in family and home care, including as educators, counselors, and advocates. It also covers principles, approaches, theories, services, and barriers related to family nursing practice and home nursing.
The clinical teaching is a type of group conference in which a patient or patients are observed and studied, discussed, demonstrated and directed towards the improvement of nursing care.
This document discusses different types of three-dimensional aids used in education, including models, objects, specimens, and dioramas. It defines these terms and provides examples. Models are described as representations that show height, width and depth to depict real objects. Objects and specimens are actual real-world items used for instruction. Dioramas are three-dimensional arrangements that illustrate a central theme. The document discusses when and how these different three-dimensional aids can be used, materials for creating them, advantages like enhancing observation skills, and disadvantages like requiring maintenance.
This document discusses curriculum development for a nursing program. It begins by defining curriculum as the systematic arrangement of selected experiences planned by an educational institution to achieve particular aims. It then discusses various concepts of curriculum from different authors. The document outlines the nature of curriculum, need for curriculum development, principles of curriculum development, the curriculum framework, and steps in the curriculum development process including planning, development, implementation, and evaluation phases.
Business boot camp presentation for slideshareMichael
The Business Boot Camp is being established by Michael Allen to provide young entrepreneurs aged 18-25 with essential business skills not taught in school. The immersive program will help candidates build confidence, networks, and resources over 3 months to successfully start businesses focused on personal, financial, and social responsibility. Local businesses sponsor and support the Boot Camp by providing mentors, speakers, and materials to develop the next generation of community-oriented entrepreneurs.
This document discusses various teaching and learning methods that can be used depending on the objectives and competencies being taught. It describes different methods such as lectures, seminars, group discussions, role plays, demonstrations, tutorials and workshops that target different domains of learning. The key factors to consider when choosing a method include the domain of learning, level of students, resources available and time. Effective teachers combine multiple methods to achieve learning objectives.
The document discusses the determinants of health according to the WHO, including the social and economic environment, the physical environment, and individual characteristics and behaviors. It then provides more details on biological, behavioral, social-economic, and physical environment determinants. The document was prepared by Yiga James Mulindwa for a faculty of science and technology on health determinants for benign prostatic hyperplasia.
This document outlines the syllabus for a public and community health course at Salem State University. The course will introduce students to issues in public and community health education. It will be taught on Mondays, Wednesdays, and Fridays from 10am to 11:15am in room 213 of the Keefe Center. The instructor is Dr. Brian Witkov and students will learn about planning, implementing, and assessing health promotion programs while covering national and global health topics. Assignments include tests, presentations, and a group health promotion program. The goal is for students to gain skills for careers in public and community health education.
administrating test,scoring, grading vs markskrishu29
This document summarizes a seminar presentation on administering tests, scoring, grading, and marks. It begins with objectives of explaining concepts like administering tests, scoring, grading methods, and the differences between grading and marks. It then provides details on administering tests, including guiding principles, steps, and ways to prevent cheating. It describes scoring and different scoring issues. It also explains concepts like scores, grading methods, marking schemes, and the differences between grading and marks. The document aims to give students knowledge about key aspects of testing, scoring, grading, and marking student performance.
Introduction to REVISED BASIC COURSE WORKSHOP IN MED EDUCATIONanitasreekanth
This document discusses the need for revised basic course workshops (RBCW) in medical education in India. It notes that the goal of medical education is to produce graduates with the necessary knowledge, skills, and attitudes to serve as effective primary physicians. It advocates using a systems approach and spiral education model. The changing healthcare landscape and increasing number of medical colleges necessitate updating curricula. Medical education units were established in colleges for faculty development and better curriculum implementation. The role of MEUs is to help faculty develop teaching strategies, evaluate programs, and ensure use of skill labs through monitoring and committee meetings.
Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
Osce revised basic workshop in medical education technologiessatyajit saha
This document discusses the objective structured clinical examination (OSCE) and its use in medical education.
The OSCE breaks clinical skills down into individual components and assesses each component at separate stations over a circuit of rotations. Stations consist of either skills demonstrations with checklists or multiple choice questions. This standardized approach aims to eliminate variability and subjectivity in exams.
Some key advantages of the OSCE include assessing a wide range of clinical skills, producing a valid and reproducible exam, and reducing examiner bias. Potential disadvantages include the effort required to develop stations and the inability to test integrated clinical reasoning. The document provides guidance on organizing, conducting, and adapting OSCEs to evaluate preclinical and paraclinical subjects through objective
The document discusses various teaching and learning methods. It describes that learning is an individualized process influenced by intrinsic and extrinsic factors. The role of teachers is to facilitate learning through different methods like transmitting information, instructing, coaching, and facilitating problem-based or project-based learning. Some key teaching methods discussed include lectures, small group teaching, individualized teaching, and experiential teaching. Problem-based learning is described as a student-centered approach that uses clinical problems to stimulate self-directed learning.
DICOM is a standard for handling, storing, transmitting and printing medical imaging information. It defines a file format and network communication protocol to allow integration of imaging systems from different manufacturers into a PACS. DICOM facilitates interoperability between medical devices by specifying protocols, commands, information that can be exchanged and storage services for medical images and related data. The goals are compatibility between systems and improved workflow efficiency in healthcare.
This document discusses selecting appropriate teaching methods based on learning objectives and competencies. It provides examples of using role plays to teach communication skills and outlines factors to consider like the domain, level, and learning styles of students. The key points are that teaching methods should engage and activate students, facilitate demonstrating competency, and align with defined learning outcomes without hidden agendas. Role plays and focusing on key skills are given as examples of effective methods.
The document provides information on health education. It discusses that health education aims to impart health information to motivate people to protect their own and community's health through behavior change. It also discusses that health education is vital for disease prevention. The document then defines health education according to WHO and outlines its objectives of informing, motivating and guiding people to take action. It further discusses various approaches like legal, administrative and educational approaches to achieve health and principles of health education.
Radiation Oncology Speciality by Dr.Majed AlghamdiMajed Alghamdi
This document discusses radiation oncology and radiation therapy. It begins with an overview of the history and development of radiotherapy. It then describes the roles of various professionals involved in radiation oncology. The document outlines different types of radiation therapy including external beam radiotherapy techniques like IMRT and VMAT as well as brachytherapy and stereotactic radiosurgery. It provides examples of how different radiation therapy techniques are used to treat various cancer sites. In summary, the document provides a comprehensive overview of the field of radiation oncology and the various radiation therapy options available to treat cancer.
The health belief model is a psychological model that aims to explain health behaviors. It proposes that a person's likelihood of engaging in a health-related behavior depends on their perceptions of four key areas: susceptibility to an illness, severity of an illness, benefits of preventive action, and barriers to preventive action. The model was later updated to include additional factors like cues to action and self-efficacy. It is used to understand behaviors related to disease prevention and early detection.
The document discusses Nola Pender's Health Promotion Model. Some key points:
- Pender developed the Health Promotion Model in the 1980s to explore factors influencing health behaviors. It focuses on health promotion rather than disease/illness.
- The model has cognitive-perceptual factors like perceived benefits/barriers, and modifying factors like interpersonal/situational influences. Commitment to a plan and competing preferences also factor in.
- The model draws from social cognitive theory and expectancy value theory. It views individuals as active in regulating their own behavior and interacting with their environment.
- Pender's research career focused on health promotion. The Health Promotion Model is widely
The document discusses several theories that are relevant to peer education programs aimed at behavior change. It describes theories such as the information deficit model, affective education model, health belief model, theory of reasoned action, diffusion of innovations theory, IMBR model, social ecological model, social learning theory, and theory of participatory education. It analyzes how concepts from each theory can inform peer education approaches. At the end, it poses the question of whether peer education is best guided by a single theory or a theoretical framework that draws from multiple theories.
This document discusses health and behavior. It defines behavior and mentions types of health-related behavior. Factors affecting human behavior are discussed, including knowledge, attitudes, culture, and social norms. The stages of behavior change are also outlined, from precontemplation to termination. Behavior change involves altering habits for long-term health improvements in areas like smoking cessation, diet, exercise, and safe sex practices.
This is basics of SBCC- Theories of behavior change and health communication. This has been developed using presentations and study materials I received as a student. This also include definitions and charts/models used in other presentations already available in the web and not my original work.
The document summarizes the Health Belief Model, which proposes that a person's health behaviors depend on their perceptions of four key areas: the severity of a potential illness, their susceptibility to that illness, the benefits of preventive actions, and barriers to taking those actions. The model also includes modifying factors like age, gender and knowledge that influence perceptions. It explains the relationship between perceptions, likelihood of action, and individual behaviors regarding health issues.
The document discusses Nola Pender's Health Promotion Model. It introduces Pender as the nursing theorist who developed the model. The model focuses on health promotion and disease prevention. It views individuals as active participants in their health and considers biological, psychological and social factors. The model has been widely used in nursing research, education and practice to promote healthy behaviors and prevent illness.
The document discusses Nola Pender's Health Promotion Model. It introduces Pender as the nursing theorist who developed the model. The model focuses on health promotion and disease prevention. It views individuals as active participants in their health and considers biological, psychological and social factors. The model has been widely used in nursing research, education and practice to promote healthy behaviors and prevent illness.
This document discusses theories of health behaviour and models for behaviour change. It provides an overview of several influential theories:
- Health Belief Model which assumes behaviour change occurs when an individual perceives a health threat and believes a behaviour can reduce it.
- Transtheoretical Model which proposes individuals progress through stages of change.
- Theory of Planned Behaviour which links behaviours to beliefs, norms and perceived behavioural control.
- Social Cognitive Theory which emphasizes learning from models and social environment.
The document also outlines barriers to behaviour change and notes behavioural science can help design effective public health interventions by understanding factors influencing individual and population health decisions and actions.
This document discusses health education and promotion. It defines key terms like health, disease, illness, and wellness. It outlines the aims, principles, and methods of health education, including individual methods like counseling and interviews, and group methods like discussions, role-plays, and brainstorming. It describes the roles of health educators in communicating, assessing needs, planning and implementing strategies, and conducting research. The document emphasizes that health education aims to enable behavior and lifestyle changes conducive to health promotion.
The document discusses several models related to health behavior and nursing care, including the health belief model, holistic health model, and Pender's health promotion model. The health belief model proposes that health-related actions depend on perceptions of susceptibility, severity, benefits and barriers. The holistic health model sees people as ever-changing systems influenced by environment. Pender's health promotion model focuses on factors influencing health-promoting behaviors.
Among the many models of health related quality of life, Pender’s Health promotion behavior model helps to identify factors influenced the decisions and actions of individuals that were made to prevent disease and promote a healthy lifestyle.
The document discusses behaviour change communication (BCC), defining it as an interactive process that promotes positive health behaviors through various communication channels. It outlines the key elements and stages of BCC, including awareness, knowledge, attitude change, practice of new behaviors, and reinforcement. The document also covers audience segmentation, approaches and channels for BCC, and how to define objectives for behavior change communication.
This document discusses human behavior and factors that influence it. It begins by defining key concepts like behavior, its components, and types of health behaviors. It then discusses three main categories of factors that affect human behavior:
1) Predisposing factors - factors that provide motivation for behavior change, like knowledge, attitudes, beliefs, and values.
2) Enabling factors - skills and resources that facilitate behavior change like availability of services and new skills.
3) Reinforcing factors - consequences of behaviors that encourage or discourage repetition, like social support from significant others. Understanding how these factors influence behavior is important for health promotion and disease prevention efforts.
This document defines health education and outlines several models used in health education. It provides definitions of health education from several sources that describe it as a process of facilitating voluntary behavior changes through learning experiences. It also describes several models used in health education, including the health belief model, transtheoretical model, and PRECEDE-PROCEED model. For each model, it provides an overview and examples of how they are applied to promote behaviors like condom use. Finally, it outlines the typical components and phases of planning, implementing, and evaluating a health education program.
This document provides information on health promotion and education programs. It defines key terms like health education and health promotion. It discusses various models and theories of health behavior change. It also outlines principles, methods, and important considerations for effective health education programming, including targeting different audiences and settings, using various educational approaches and tools, planning evaluation, and addressing barriers. The overall purpose is to educate about concepts and best practices in health promotion.
Chapter one introduction to health educationhajji abdiqani
The document outlines an introductory course on health education, defining key terms like health, health education, and the various approaches used. It describes health as a state of complete physical, mental, and social well-being, and defines health education as experiences designed to facilitate voluntary actions for health. The document also discusses the basic principles of health education, including that it should be needs-based and aim to change behaviors through effective communication strategies.
This document discusses techniques for encouraging behavior change in patients. It explains motivational interviewing and the stages of change model, which are patient-centered approaches that explore and resolve ambivalence about behavior change. The biomedical model of simply telling patients what to do is compared to the psychosocial model of empowering patients as partners in their own care. Specific motivational interviewing techniques discussed include assessing a patient's barriers, priorities, readiness to change, and use of tools like the readiness ruler to evaluate importance and confidence in behavior change. The overall goal is a collaborative approach that helps patients move through stages of change at their own pace.
Theories and-models-frequently-used-in-health-promotionDanzo Joseph
The document discusses several theories and models that are frequently used in health promotion. At the individual level, theories include the health belief model, stages of change model, and relapse prevention model. Interpersonal level theories cover social learning theory, theory of reasoned action, and theory of planned behavior. Community level models involve the community organization model, ecological approaches, organizational change theory, and diffusion of innovations theory. Each theory or model addresses key concepts relevant to health behavior change.
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Basic cardiac life support and advance cardiac life support pptAbhisikta Raikwar
In which I tried to add all content from all resources..
Please read and use this knowledge to your academic as well as for saving a human life..
Best of luck.
Thankyou 🌷
The document discusses Pap smear tests and cervical biopsies. It provides definitions of Pap smear tests and describes the procedures, including preparation, instruments used, and roles of nurses. Cervical biopsies are defined and the types, indications, contraindications, procedures, and possible complications are outlined. The document is submitted to the principal of KINSR by Tarini Tarang, a third year nursing student.
CONGENITAL AMONALIES IN FEMALE REPRODUCTIVE SYSTEM.pptxAbhisikta Raikwar
This document discusses congenital anomalies of the female reproductive system. It defines congenital anomaly as any physical abnormality present at birth. Causes may include hormones, genetics, or teratogens. Anomalies can occur externally in structures like the vulva or internally in organs. Examples provided include imperforate hymen, bicornuate uterus, and Müllerian anomalies. Diagnostic tools include hysterosalpingogram, ultrasound, and MRI. Treatment depends on the anomaly but may involve non-invasive measures like dilators or invasive surgery like hysteroscopy or laparoscopy.
so there is the ppt of thermal cautrization and there type, indication,uses, mainly nursing management made by Bsc nursing 3rd year student from K.I.N.S.R KANPUR.
thankyou for visiting
good luck for your future.
Ensure the highest quality care for your patients with Cardiac Registry Support's cancer registry services. We support accreditation efforts and quality improvement initiatives, allowing you to benchmark performance and demonstrate adherence to best practices. Confidence starts with data. Partner with Cardiac Registry Support. For more details visit https://cardiacregistrysupport.com/cancer-registry-services/
Sectional dentures for microstomia patients.pptxSatvikaPrasad
Microstomia, characterized by an abnormally small oral aperture, presents significant challenges in prosthodontic treatment, including limited access for examination, difficulties in impression making, and challenges with prosthesis insertion and removal. To manage these issues, customized impression techniques using sectional trays and elastomeric materials are employed. Prostheses may be designed in segments or with flexible materials to facilitate handling. Minimally invasive procedures and the use of digital technologies can enhance patient comfort. Education and training for patients on prosthesis care and maintenance are crucial for compliance. Regular follow-up and a multidisciplinary approach, involving collaboration with other specialists, ensure comprehensive care and improved quality of life for microstomia patients.
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The Ultimate Guide in Setting Up Market Research System in Health-TechGokul Rangarajan
How to effectively start market research in the health tech industry by defining objectives, crafting problem statements, selecting methods, identifying data collection sources, and setting clear timelines. This guide covers all the preliminary steps needed to lay a strong foundation for your research.
"Market Research it too text-booky, I am in the market for a decade, I am living research book" this is what the founder I met on the event claimed, few of my colleagues rolled their eyes. Its true that one cannot over look the real life experience, but one cannot out beat structured gold mine of market research.
Many 0 to 1 startup founders often overlook market research, but this critical step can make or break a venture, especially in health tech.
But Why do they skip it?
Limited resources—time, money, and manpower—are common culprits.
"In fact, a survey by CB Insights found that 42% of startups fail due to no market need, which is like building a spaceship to Mars only to realise you forgot the fuel."
Sudharsan Srinivasan
Operational Partner Pitchworks VC Studio
Overconfidence in their product’s success leads founders to assume it will naturally find its market, especially in health tech where patient needs, entire system issues and regulatory requirements are as complex as trying to perform brain surgery with a butter knife. Additionally, the pressure to launch quickly and the belief in their own intuition further contribute to this oversight. Yet, thorough market research in health tech could be the key to transforming a startup's vision into a life-saving reality, instead of a medical mishap waiting to happen.
Example of Market Research working
Innovaccer, founded by Abhinav Shashank in 2014, focuses on improving healthcare delivery through data-driven insights and interoperability solutions. Before launching their platform, Innovaccer conducted extensive market research to understand the challenges faced by healthcare organizations and the potential for innovation in healthcare IT.
Identifying Pain Points: Innovaccer surveyed healthcare providers to understand their difficulties with data integration, care coordination, and patient engagement. They found widespread frustration with siloed systems and inefficient workflows.
Competitive Analysis: Analyzed competitors offering similar solutions in healthcare analytics and interoperability. Identified gaps in comprehensive data aggregation, real-time analytics, and actionable insights.
Regulatory Compliance: Ensured their platform complied with HIPAA and other healthcare data privacy regulations. This compliance was crucial to gaining trust from healthcare providers wary of data security issues.
Customer Validation: Conducted pilot programs with several healthcare organizations to validate the platform's effectiveness in improving care outcomes and operational efficiency. Gathered feedback to refine features and user interface.
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Cancer treatment has advanced significantly over the years, offering patients various options tailored to their specific type of cancer and stage of disease. Understanding the different types of cancer treatments can help patients make informed decisions about their care. In this ppt, we have listed most common forms of cancer treatment available today.
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Certain chemicals, such as phthalates and parabens, can disrupt the body's hormones and have significant effects on health. According to data, hormone-related health issues such as uterine fibroids, infertility, early puberty and more aggressive forms of breast and endometrial cancers disproportionately affect Black women. Our guest speaker, Jasmine A. McDonald, PhD, an Assistant Professor in the Department of Epidemiology at Columbia University in New York City, discusses the scientific reasons why Black women should pay attention to specific chemicals in their personal care products, like hair care, and ways to minimize their exposure.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Health Tech Market Intelligence Prelim Questions -Gokul Rangarajan
The Ultimate Guide to Setting up Market Research in Health Tech part -1
How to effectively start market research in the health tech industry by defining objectives, crafting problem statements, selecting methods, identifying data collection sources, and setting clear timelines. This guide covers all the preliminary steps needed to lay a strong foundation for your research.
This lays foundation of scoping research project what are the
Before embarking on a research project, especially one aimed at scoping and defining parameters like the one described for health tech IT, several crucial considerations should be addressed. Here’s a comprehensive guide covering key aspects to ensure a well-structured and successful research initiative:
1. Define Research Objectives and Scope
Clear Objectives: Define specific goals such as understanding market needs, identifying new opportunities, assessing risks, or refining pricing strategies.
Scope Definition: Clearly outline the boundaries of the research in terms of geographical focus, target demographics (e.g., age, socio-economic status), and industry sectors (e.g., healthcare IT).
3. Review Existing Literature and Resources
Literature Review: Conduct a thorough review of existing research, market reports, and relevant literature to build foundational knowledge.
Gap Analysis: Identify gaps in existing knowledge or areas where further exploration is needed.
4. Select Research Methodology and Tools
Methodological Approach: Choose appropriate research methods such as surveys, interviews, focus groups, or data analytics.
Tools and Resources: Select tools like Google Forms for surveys, analytics platforms (e.g., SimilarWeb, Statista), and expert consultations.
5. Ethical Considerations and Compliance
Ethical Approval: Ensure compliance with ethical guidelines for research involving human subjects.
Data Privacy: Implement measures to protect participant confidentiality and adhere to data protection regulations (e.g., GDPR, HIPAA).
6. Budget and Resource Allocation
Resource Planning: Allocate resources including time, budget, and personnel required for each phase of the research.
Contingency Planning: Anticipate and plan for unforeseen challenges or adjustments to the research plan.
7. Develop Research Instruments
Survey Design: Create well-structured surveys using tools like Google Forms to gather quantitative data.
Interview and Focus Group Guides: Prepare detailed scripts and discussion points for qualitative data collection.
8. Sampling Strategy
Sampling Design: Define the sampling frame, size, and method (e.g., random sampling, stratified sampling) to ensure representation of target demographics.
Participant Recruitment: Plan recruitment strategies to reach and engage the intended participant groups effectively.
9. Data Collection and Analysis Plan
Data Collection: Implement methods for data gathering, ensuring consistency and validity.
Analysis Techniques: Decide on analytical approaches (e.g., statistical
3. CONTENTS
1.COMMUNICATION
4. STEPS &TECHNIQUES OF BEHAVIOUR
CHANGES
3. HEALTH BELIEF MODEL
2. HUMAN BEHAVIOUR
6. BARRIER OF EFFECTIVE
COMMUNICATION
5.SOCIAL AND BEHAVIOUR CHANGE
STRETEGIES
4. Behaviour change interventions are 'Coordinated sets of
activities designed to change specified behaviour patterns.
Behavioral change can be a temporary or permanent effect
that is considered a change in an individual's behavior when
compared to previous behavior.
BEHAVIOUR CHANGE COMMUNICATION SKILLS
INTRODUCTION
5.
6. DEFINITION
Communication is the act of
sharing or exchanging information,
ideas or feelings.
OR
communication is a process or
exchanging ideas , thoughts and
information between the
individual and groups.
7. TYPE OF COMMUNICATION
• Formal and informal.
• verbal and nonverbal.
• one way and two way.
• vertical and horizontal.
8. LEVEL OF COMMUNICATION
• Intrapersonal communication.
• Interpersonal communication.
• Small group communication.
• Mass communication.
9. PURPOSE/IMPORTANCE OF COMMUNICATION
• Exchanging ideas regarding health.
• Encourage cooperation, coordination ,good interpersonal relation and
motivating among health workers.
• Publication of health policies ,action and activities and remove rumour.
• Maintaining continuous public contact.
• Maintaining health records and to receive correct report.
• Obtaining feedback from community.
• Making health education effective.
•
12. 01 HUMAN BEHAVIOUR
1. Human behaviour as any activity undertaken for the purpose of
preventing or detection disease or for improving health and well
being.
2. Human behaviour is responsible for many health problems and
sometimes solution of health problem.
Factors affecting human behaviour:
• Knowledge
• Belief
• Attitude
• Values
• Norms
• self image
• emotions
14. 3.1 The health belief model(HBM)
• The health belief model (HBM) is a psychological health behaviour change
model was developed by Rosenstoch's and Backer and Maiman's It
addresses the Relationship between a person's belief and behaviour.
• The health belief model (HBM)helps to understand factors influencing
patients Perception, belief, and behaviour to plan care that will most
effectively help patients maintain or restore health and prevent illness
16. Perceived susceptibility:
• Perceived susceptibility refers to beliefs about the likelihood of getting a
disease or condition. For ex- a woman must believe there is a possibility
of getting breast cancer before she will be interested in obtaining a
mammogram.
• Ex-corona virus.
• This model predicts that individuals who perceive that they are
susceptible to a particular health problem will engage in behaviors to
reduce their risk of developing the health problem.
COMPONENTS OF HEALTH BELIEF MODEL
17. Perceived severity
• Feelings about the seriousness of contract illness or of leaving it
untreated include evaluations of both medical and clinical consequences.
• Individuals who perceive a given health problem as serious are more
likely to engage in behaviors to prevent the health problem from
occurring. Eg: a person know corona virus is vary dangerous, so he can
make changes in his behaviour.
18. Perceived barrier
• One’s opinion of the tangible and psychological costs of the advised
action.
• Ex-if he quit smoking the withdrawl symptoms are appears.
Perceived benefits
• The perceived effectiveness of taking action to improve a health
condition or Belief in efficacy of the advised action to reduce risk or
seriousness of impact ,For example, person believe to wear
sunscreen to protect from skin cancer.
• ex-yoga diet exercise etc to reduce risk factor of disease.
19. Cues to action
• Factors that activate "readiness to change"
• This model suggests that a cue, or trigger, is necessary for prompting
engagement in health promoting behaviors.
• Internal cues - Physiological cues (e.g., pain, symptoms)
• External cues - events or information from media, or health care
providers.
20. Self-efficacy
• Self confidence in one's ability to take action Are confident in their
ability to successfully perform an action.
• Self-efficacy was added to better explain individual differences in
health behaviors. Developers of the model recognized that
confidence in one's ability to effect change in outcomes was a key
component of health behavior change.
21. For example
1. Perceived susceptibility -mother belief his baby is susceptible for TB
,polio ,communicable disease etc.
2. Perceived severity -she believe that these disease are high infectious.
3. Perceived benefit- then she belief that vaccination is safe and protect
his child from communicable disease.
4. Perceived barrier-she identify her personal barriers like myths.
5. Cue to action- get reminder from TV/news paper.
23. Pre-Contemplation: At this stage the individual is yet to determine a
problem even exists in their behaviour.
Contemplation: Acknowledgment of the problem begins, but the
individual may not be ready to make a change.
Preparation/Determination: Getting ready to make a change.
Action/Willpower: Making decisive action towards changing behaviour.
At this point the individual is undergoing increased awareness,
education, and capacity building.
STEPS OF BCC
24. Maintenance: Here the individual tries to consistently maintain the
changed behaviour. In this regard, consistency can be linked to a cycle of
information and engagement to create an environment that is conducive
towards positive change.
Termination: Full change occurs at this stage, the individual does not return
to old behaviour.
25.
26. TECHNIQUES OF BCC
• Motivation : By driving fores to achieve something.
• Reinforcement: Repetitive tries to do
• Education: It focus on apply acquired knowledge
• Information: Used with the belief that audience lacks information.it
is source dominated and one way.
• Social pressure :Pressure by family or close friends and personal need
of health services not willing to undergo treatment by someone.
