Health Education-Intro-Learning-Principles-Communication-Planninng.pptx

2. Course Title: Health Education

3. Health
Education and
Promotion

4. Health Education
Learning Outcomes
• By the end of this lecture students will be able to
1. Define health, health education ,health
promotion and behavior.
2. Understand alma ata declaration.
3. Describe the objectives and focal contents of
health education.
4. Analyze and understand the stages of
learning
5. Understand the role of communication, its

5. Health
By WHO
• State of complete physical, social, mental well
being and not merely an absence of disease.

6. Health Education
A process that informs, motivates and helps
people to adopt and maintain healthy practices
and lifestyle
Any educational activity which aims to achieve a
health related goal (WHO, 1984)

7. Health Promotion & Behavior
• Health Promotion: The informing and
motivating of people to adopt health
behaviors to improve health.
• Health Behavior: an action that helps
prevent illness and promotes
health for a population

8. ALMA –ATA DECLARATION
INDIVIDUAL
MODIFICATION
PREVENTION
COMMUNITY
PARTICIPATION
CHANGING CONCEPTS
Alma-Ata Declaration 1978
SOCIAL
ENVIRONMENT
PROMOTION
COMMUNITY
INVOLVEMENT

9. OBJECTIVES OF HE
• INFORMATION
• MOTIVATION
• GUIDANCE

10. Focal Contents Of HE
• Human biology
• Nutrition
• Hygiene
• Family Health Care
• Control of Communicable and Non-
Communicable Diseases
• Mental Health
• Prevention of Accidents

11. Stages of Learning
• Unawareness

• Awareness 
• Self-Interest 
• Involvement 
• Action 
• Habit

12. • Awareness
Individual become aware of the new idea/practice
through friends, newspaper, radio, television,
health education
• Interest
If interest develops s/he will try to find out more details
through different resources
• Evaluation
Mental exercise. The person judges the pros and cons,
evaluates its usefulness. Result is acceptance, rejection
or trial

13. • Trial
Seek more information/clarification for solving
problems that may be encountered in implementing it
• Adoption
After evaluation and trial --- adoption
Gradual or Sudden
Observed that Initially slow adaptation but increases
gradually as acceptance and evaluation increases

14. Role of
Communication

15. Role of Communication
• Education- Primarily a matter of
communication
• Purpose:
Transmit information to individuals or groups
with a view to bring about Behavioral Changes

16. Key elements in communication
process
• Communicator (provider)
• Message (information)
• Audience (consumer)
• Channels of communication (medium used)

17. Barriers in Process of
Communication

18. Barriers of Communication
• Physiological Barriers
• Psychological Barriers
• Environmental Barriers
• Cultural Barriers

19. Barriers of Communication
• Physiological
 Difficulty in hearing, seeing, understanding
or self-expression
• Psychological
Emotional disturbances, depression

20. • Environmental
 Noise, invisibility, congested areas
and crowding
• Cultural
Customs, beliefs and attitudes
For effective communication the barriers should be
identified and removed

21. PRINCIPLES
OF HEALTH
EDUCATION

22. • IPL-KCRM-LGS
Interest
Participation
Known to Unknown
Comprehension
Reinforcement
Motivation
Learning By Doing
Soil, Seed & Sower
Good
Human Relations
Leaders

23. Principles of Health Education
1. Development of interest
 Health teaching should relate to the interest of the
people
 Program based on „felt needs -
‟ people will gladly
participate
2. Participation
 Key word in health education
 The best and active way of learning
 Seminars, group discussions, conferences

24. 3. Proceed from known to unknown
Start from where the people are
What they understand
Then proceed to new knowledge
4. Comprehensive education
Use simple words rather than technical words

25. 5. Motivation
• Awakening the desire to learn and follow
Primary (inborn urges of the body e.g; hunger)
Secondary (desires created by outside incentives
of forces e.g; praise, rivalry, love, reward)
6. Reinforcement
Repitition at intervals - Extremely useful
Practical demonstrations
“Booster dose”

26. 7. Learning by doing - „Hands-o
n
‟
 “If i hear, i forget; if i see, i remember;
if i do, i know”
Very practical, effective way of learning
 Action-process and NOT a
memorizing one

27. 8. Soil, Seed and Sower
People- Soil
Health facts- Seeds [scientific and truthful]
Sower - The transmitting media [attractive, palatable,
and acceptable]
9. Good human relations
Utmost importance in learning
Educator must be sincere, kind and sympathetic to the
public

28. 10. Leaders/respectable position
• People learn best from the people they regard and
respect
Local leaders – Convinced first then penetrate
community
Village headman/School teacher /Political
worker

29. METHODS IN
HEALTH
COMMUNICATION

31. • Advantages:
▫ Can discuss, argue & persuade the individual to
change his behaviour.
▫ Can ask questions in terms of specific
interests.
• Disadvantage:
Small scale & numbers
INDIVIDUAL
APPROACH

33. GROUP APPROACH
Role Playing
Group Approach
Lecture Demonstrations
Group
Discussion
Panel
Discussion Symposium Workshop
Conferences & Seminars

35. MASS APPROACH
Mass Approach
Television
Printed
Materials
Health
Museums
Radio
Exhibitions
Health
Magazines
Movies
Posters/Signs
Newspapers

36. Health education materials
• Auditory Aids
Radio
Tape recorders
Microphones
Amplifiers
Ear phones

37. Visual Aids
• Requiring
projection
Slides
Film strips
Overhead
projectors
Video
cassettes
Computer
programs
• Not requiring
projection
Flip charts
Black/white
boards
Leaflets
Posters
Models
Flash cards
Graphs
Photographs
Information
sheets

38. • Combined Audiovisual Aids
Television
Sound films
Tape and slide combination
Multimedia computers

39. Important considerations for using
audiovisual aids
1.Selection and use should be guided by program
objectives
2.Considered as educational tools only
3.Suitable for the particular groups
4.Scientifically accurate in content
5.Attractive and appealing

40. Settings for Health Education
Primary care
Hospitals/clinic
Schools/colleges
Pre-school education and care
Commercial organizations
Workplace
Community- based initiatives
Old people s
‟ residential homes

41. SKILLS IN HEALTH EDUCATION
• Communication skills
• Assessing needs
• Motivational interviewing
• Presentation skills
• Goal setting
• Teaching skills
• Working with small groups
• Measuring and monitoring change

42. Potential partners
Teachers / Lecturers
General practitioners
Voluntary workers
Health visitors
School nurses
Hygienists
Pharmacists

43. Pre-school caregivers
Media
Business and
commercial
people
School governors/ Local
authority
Politicians- local and
national governments

44. Planning@Health Education
• To be effective, health education needs to be
properly planned and organized
(Watt & Fuller,1999)
• Planning provides
 A clear defined structure to an activity
 Focuses attention on the needs of the
target group
 Avoids duplication of activity

45. PLANING A
HE PROGRAMME

46. Planning A
Health Education Programme
Collect
Baseline
Information
Define Target
Population
Assessment of
Baseline
Knowledge
Anchorage
Attitudes
Level of Literacy
Define
Objectives
Asses
Resources
Pilot Study
Time
Evaluation

47. How to Implement
these strategies ????