This document discusses key concepts in health education and community mobilization. It defines health education as a planned opportunity for people to learn about health and make behavioral changes. The goals of health education include increasing health awareness and knowledge, changing attitudes and social norms, and promoting behavior change. Effective health education programs involve assessing community needs, setting objectives, planning content and evaluation methods, implementing activities, and monitoring outcomes. Community participation is important for ensuring programs address local needs and empower communities to solve their own health problems.

1. Health education and
community
mobilization
By
Prof. Dr Mona Aboserea
Faculty of medicine
Zagazig University

2. Contents
Definition of HE
HE goals
HE concepts
HE dimensions
HE Concepts
HE program
Community participation

3. Definition
It is a planned opportunity for people to learn
about health and make changes in their
behavior.
[It includes]
Raising
awareness
Providing
information
motivation
persuasion
Equipping
with skills &
confidence

4. Conciousness vs awareness
Consciousness and Awareness are two concepts that
are very familiar in philosophy
Consciousness is defined as a state of awareness,
or being aware of an external object or something
within oneself as being aware of yourself or
aware of others.
 Awareness, is described as the state or ability to
perceive . Awareness is the ability to feel, to be
conscious of events, objects, thoughts, emotions,
or sensory patterns) react with others or
surroundings(

5. Awareness knowledge
Definition is perceiving, knowing, feeling,
or being conscious of events,
objects, thoughts, emotions, or
sensory patterns.
is facts, information, and skills
acquired through experience or
education.
Depth of
understandi
ng
does not refer to a deep
understanding, may be referred
as common knowledge, social
or political issue
usually refers to external events or
information.
Example programs such as autism
awareness and breast cancer
awareness aim to improve the
general knowledge of people
about these conditions.
However, awareness is not the
same as knowledge
Medical doctor has theoretical
knowledge about physiology and
various diseases. This knowledge is
mainly acquired through education.
At the same time, a doctor also has
to have very practical skills such as
examining patients, making
diagnoses and making surgical
interventions. This knowledge can
only be acquired by practical

6. Information Science
Data Data Data
Information
Information
Knowledg
e
WisdomWisdom

7. Definition of DataDefinition of Data
Information Science
Data = undigested observations and unvarnished facts
Fact, text, graphic, image, sound
Without meaningful relation to anything else
A thing

8. DefinitionDefinition ofof InformationInformation
Information Science
Information = organized data
Formatted, filtered, organized, structured,
interpreted, summarized data
 data + meaning = information
Relates to a description, definition or
perspective (what, who, when , where)

9. Definition of KnowledgeDefinition of Knowledge
Information Science
Knowledge = information that has been organized,
internalized and integrated with experience, study, or
intuition
Case, rule, process, model, ideas
Rules and procedures that guide decisions and actions
Information + application = knowledge
Comprises of strategy, practice, method, or approach (how)

10. Health education goals:
Health consciousness
Increase awareness of
health status
(knowing).

11. Knowledge goal
Give information
about a problem that
people are already
aware about it
(knowing).

12. Self awareness goal
Clarifying values
about health. Helping
people to identify
what is really
important to them
(Feeling).

13. Attitude change goal
Change what people
feel, believe and what
their opinion about
(Feeling).

14. Decision making goal
Decide what to do in
the future about health
in general or a
particular health
problem (knowing &
feeling).

15. Do something about
health (Doing).

16. Social change goal
Complex goal of making (healthy choices easier
choices)
Changing social, physical environment so that
people are encouraged to adopt health behaviors.

18. Effect of physical exercise on
health
1. conscious exercise is healthy.
2. Knowledge strength my body & heart.
3. Self awareness feel unfit.
4. Attitude change believed exercise is valuable
5. Decision making will join sport club.
6. Behavior change go to club, walk to work ext..
7. Social change sport facilities available

19. Effect of physical exercise on
health
1 & 2 Know
3 & 4 Feel
5 Know & Feel
6 Do
7 Healthy choices are
easier

20. Health education

21. Concepts of health education
It comprises three levels:
I. Primary: It aims to prevent illness & improve
quality of healthy life [children & adults].
II. Secondary: Restore former state of health
[improve compliance with ttt or change harmful
behavior]
III. Tertiary: How to make best of remaining x
health potentials [Rehabilitation]

22. Dimensions of health
education
1. Whole person [physical, mental, social].
2. Life long process.
3. All points of health & illness [1ry, 2ry & 3ry].
4. Directed towards [persons, families, group &
community.]
5. Help in making health choices easier choices
6. Involve [formal & informal teaching].
7. Wide range of goals [information, attitude
change, behavior change & social change].

23. Health education program
Rememmber
•Source.
•Encoder.
•Transmitter
message
channel
Noise
source
Received
message
•Receiver.
•Decoder.
•Destination

24. Link between knowledge attitude &
behavior
-Social class.
-Education.
-Age.
- sex.
Beliefs - Attitudes - Intention - Behavior.
-Peer.
-Pressure.
-Culture.
-Norms.
Knowledge
experience
Expectation of
others

25. Methods of Health
Education
• Health talks
• Seminars
• Focus Group Discussions
• Workshops
• Demonstration
• Role playing/ Drama

26. Health education
program

27. HE program

28. Health education program
I. Planning:
A. Situation analysis [collection of information].
B. Planning of the program.
II. Implementation:
A. Relationship between educator & client.
B. The communication styles.
C. Barriers.
III. Monitoring & Evaluation:
A. Structure.
B. Process.
C. Outcome.

29. Situation analysis
1. Identify consumers:
[WHO]
Number, sex, level of knowledge, culture, experience, language,
attitude, motivation, expectations & receptiveness.
( )
2. Identify needs & priorities:
It will determine the objectives and outcome

30. Assessing Needs
By asking series of questions:
A.what sort of need it is?
B.Who decided that there is a need?
C.What are the grounds for deciding there is a need?
D.Is health education the answer to the need?

31. Setting HE priorities
1. Is it a health promotion issue?
2. Is prevention effective?
3. Can it be done & will be successful with that group?
4. Do we have sufficient resources [knowledge,
materials]?
5. Do we have means for prevention?
6. Why produce worries if we have nothing to do?
7. What was done by others?

32. Situation analysis
3- Decides goals & objectives
The goals will be reached by the end of the
program.
Objectives should be:
1. Understandable by the learner.
2.Describing the learner terminal behavior.
3. Realistic.
4.Can be evaluated.

33. Situation analysis
4- Identify resources
Certain items has to be covered
1. The educator characteristics & their rules?
2.Client capabilities?
3.People can influence clients?
4.Exciting polices or plans?
5.Facilities & materials?

34. Planning of the program
1- plan content & methods
Which method and aids are best for objectives?
Which method and aids will be accepted by
consumer?
Which method and aids are suitable for the
content?

35. Guidelines to select the HE method

36. Planning of the program
2- plan evaluation methods
A.self evaluation:
did we do a good job?
Satisfied or not?
How can improve?
A.Peer evaluation:
A colleague evaluate.
A.Client evaluation:
Feedback?
Type of attitude?

37. II. implementation
Take action & carry out the program
1. Relationship between educator & client:
a. Factors related to educator
b. Factors related to client
[Feelings that lead to either accepting or refusing the message]
• Recognize client’s
knowledge,
believes, point of
view
• Encourage client
to think for
himself
• Create open
trustable
atmosphere

38. Situation clients adopt –ve feelings
Ignoring capabilities and strengths of the client.
Ignoring client efforts & achievements.
Raising the sense of guilt & anxiety.
Bad experience of the client.
Lack of trust.
The educator is a threat.
Clients believe he knows everything.
Client is intimidated.

39. Situation clients adopt +ve feelings
The educator praises effort of the client.
The educator does not imply the client’s behavior
as morally bad.
Minimize feelings of helplessness.

40. II. implementation
Take action & carry out the program
2.The communication style:
a. Authoritarian or paternalistic style
+ve aspects:
 Clear guidelines.
 Easily resolve the problem.
- ve aspects:
 - ve attitude of the client

41. II. implementation
Take action & carry out the program
2.The communication style:
a. permissive or democrat style
+ve aspects:
 Clients are reactive.
 Allowed to express their feelings.
 They take responsibility.
- ve aspects:
 Discussed subjects limited to client's likes.
 Uncomfortable issues are not considered.

42. II. implementation
Take action & carry out the program
3.Barriers:
a.Social & cultural gap between educator and client.
Different social class.
Different religious beliefs.
Different values & different
gender.

43. II. implementation
Take action & carry out the program
3.Barriers:
b.Limited receptiveness of client.
Defects in client abilities to receive
Message due to illness, tiredness, pain
Emotional distraction or being too busy.

44. II. implementation
Take action & carry out the program
3.Barriers:
a. Limited understanding & memory.
Limited intelligence.
Poor memory.
Use of medical jargon.

45. II. implementation
Take action & carry out the program
3.Barriers:
d. Insufficient emphasis on education by the health professional
Educator is too confident so acts in reluctant way.
Educator is too busy and didn’t prepare the materials.
Educator is in a hurry & not enthusiastic.
Educator doesn’t believe in the value of HE.

46. II. implementation
Take action & carry out the program
3.Barriers:
d. The delivered messages are contradictory.
Different health professionals
say different things.
Family, friends &neighbors
contradict the Health Providers.
Expert keep changing their minds.

47. III. Monitoring & Evaluation
Monitoring of
1. Structure.
2. Process.
3. Outcome.
Evaluation provide a systematic logical method to make
decision for improving the education program.
It will determine whether the benefits outweigh the
cost, time, resources in comparison to other means of
intervention.

48. 1- Structure
Evaluation of components:
1. Place.
2. Aids.
3. Materials.
Received through written feedback from the learner
[evaluation sheet].
Received also in verbal forms or non verbal as [facial
expressions or enthusiasm or participation level]

49. 2. Process
It examine the dynamic components of the
educational program
Involves evaluation of the sustainability of the
process used to meet the goals & objectives
Assess the dynamics of interaction between
educators & learners

50. 2. Process

51. 3. Outcome
It will reflect the changes that did occur in the
different stages of the process of HE.
1. Changes in Health consciousness:
The level of interest of consumers [no of clients]
The degree the media covered the HE activities.
Data collected from questionnaires.

52. 3. Outcome
2. Changes in knowledge:
 Interviews & discussion between educator
&clients
 Observation of use of knowledge by the clients.
 The results of the pre & post tests.

53. 3. Outcome
3.Changes in self awareness & attitudes:
Observing the changes in what the clients do
during HE.
Ask the clients to rate their attitudes.

54. 3. Outcome
4.Changes in decision making:
What the client proposes to do whether verbally
or in writing.

55. 3. Outcome
5.Behavioral changes:
Changes in no of clients attending the service.
Changes of smoking behavior noticed from
questionnaire.

56. 3. Outcome
6.Social changes:
Policy changes: [increase areas where smoking is
forbidden in public areas].
Changes in legislations: [obligatory use of seat
belts].
Increase in facilities that promote healthy
behavior [sports clubs].

57. Community participation

58. Definition
In short people share the same experiences and
belong to the same culture.

59. Role of community in inducing change
It ensures the program represents the
perceptions, needs, culture, beliefs & priorities of
the community.
Community participation ensures community
ownership & motivation.
Make people feel they have a role & are able to
make their own decisions thus become
empowered and more able to solve problems.

60. Ways of developing community participation
1. Be open about policies & plans.
2. Plan for the community expressed needs.
3. De- centralize planning.
4. Develop joint forum & network.
5. Provide support, advice, & training for
community groups.
6. Help them with fund & resources.
7. Support advocacy project

61. Applications
Apply health education program to prevent iron
deficiency anemia among pregnant women???
How to mobilize the community to share in the 100
million health campaign??????