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healtheducationppt.pptx

This document provides definitions and discusses concepts and principles of health promotion, health education, information, education and communication (IEC), and behavior change communication (BCC). It defines key terms and outlines various approaches to health education, including regulatory, service, educational, and primary healthcare approaches. The document discusses principles of health education, contents that should be covered, and practices like use of audiovisual aids and group communication methods.

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Describe & Discuss- Concepts & Principles of Health Promotion, Health Education, IEC & BCC (CM 1.6) Prof Dr. Sanjev Dave HOD Department of Community Medicine Soban Singh Jeena Govt Institute of Medical sciences & Research,Almora (Uttarakhand)
Contents • Introduction • Definitions of HE, HP, IEC & BCC, SBCC • Approach to health education • Principles of health education • Contents of health education • Practice of health education • Health educators • Central Health Education Bureau • Code of ethics • Success stories
Introduction Health education forms an important part of the health promotion activities. These activities occur in schools, workplaces, clinics and communities and include topics such as healthy eating, physical activity, tobacco use prevention, mental health, HIV/AIDS prevention and safety.
Introduction • Health education + educational , motivational, skill-building and consciousness-raising techniques >>>> building individuals’ capacities • Healthy public policies provide the environmental supports >>>>encourage and enhance behaviour change. • By influencing both, brings about meaningful and sustained change in the health of individuals and communities can occur.
Introduction • It has become the integral part of various national health programs such a RNTCP, RMNCH+A, and many communicable and non- communicable diseases. • Health literacy is an outcome of effective health education, increasing individuals’ capacities to access and use health information to make appropriate health decisions and maintain basic health.
Why effective Communication needed?
Effective Communication Requirements
Health Communication?
Health education Health education has been used interchangeably with • Behaviour change communication • Information, Education & Communication (IEC)
Definition • Health promotion is the process of enabling people to increase control over, and to improve their health. • Reference: Ottawa Charter for Health Promotion. WHO, Geneva,1986
Definition • Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes (WHO)
• Health literacy: “The degree to which people are able to access, understand, appraise and communicate information to engage with the demands of different health contexts in order to promote and maintain good health across the life course.” (WHO) Definition
DEFINITIONS • Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report. • Attitude: Manner, disposition, feeling, or position toward a person or thing. • Skills : The ability to do something well, arising from talent, training, or practice.
DEFINITIONS • Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth. • Values: Ideas, ideals, customs that arouse an emotional response for or against them.
Behaviour Change Communication • Is a process of working with individuals, families and communities through different communication channels • to promote positive health behaviours • and support an environment that enables the community to maintain positive behaviours taken on.
Information Education and Communication • Is a process of working with individuals, communities and societies to develop communication strategies to promote positive behaviours that are appropriate to their settings.
Health promotion model
Relationship between major health concepts
Health Education Propagan da Knowledge and skills actively acquired(active thinking) Develops reflective behavior .Trains people to use judgement before acting Appeals to reason Develops individuality ,personality and self expression Knowledge acquired through self reliant activity The process is behavior centered aims at developing favorable Knowledge instilled in the minds of the people(facts) Develops reflexive behavior; aims at impulsive action Appeals to emotion Develops a standard pattern of attitudes and behaviors according to would used Knowledge is spoon fed ad received The process is information centered – no change of attitude or behavior designed
Aims and Objectives (a) To encourage people to adopt and sustain health promoting life style and practices (b) To promote the proper use of the health services available to them (c) To arouse interest to provide new knowledge ,improve skilled and change attitudes in making rational decisions to solve their own problems (d) To stimulate individual and community self reliance and participation to achieve health development through individual and community involvement at every step from identifying problems to solving them.
APPROACH IN HEALTH EDUCATION 1. Regulatory Approach(Managed Prevention) 2. ServiceApproach 3. EducationalApproach 4. Primary health careApproach
Legal or Regulatory Approach • Any governmental intervention, direct or indirect, designed to alter human behaviour. • Eg: Child marriage act in India, Seat belts rule in cars etc. • Advantages: Simple , Quick • Particularly , be useful in times of emergency or in limited situations such as control of an epidemic disease or management of fairs and festivals
Limitations : • In area of personal choice (alcohol , exercise etc.) no govt. can take away their right of freedom • Difficult to enforce laws without a vast administrative infrastructure and considerable expenditure. Legal or Regulatory Approach
Service Approach • Intends to provide all the health facilities needed by the people at their door steps on the assumption that people would use them to improve their own health. • Limitation :not based on the felt-needs of people For example, when water seal latrines were provided, free of cost, in some villages in India under the Community Development Programme, people did not use them. This serves to illustrate that we may provide free service to the people, but there is no guarantee that the service will be used by them.
Educational Approach • Most effective • Gives autonomy towards their own lives • Components : 1. motivation 2. communication 3. decision making • results slow , but permanent and enduring. • Sufficient time for an individual to bring about changes and learning new facts as well as unlearning wrong information as well.
Primary health care approach • Radically new approach starting from the people with their full participation and active involvement in the planning and delivery of health services based on principals of art health care via community involvement and inter- sectoral coordination • Individuals helped to become self-reliant in matters of health
• It can be done if the people receive the necessary guidance from health care providers in identifying their health problems and finding workable solutions. • This approach is a fundamental shift from the earlier approaches. Primary health care approach
• Since individuals vary so much in their socio- economic conditions, traditions, attitudes, beliefs and level of knowledge • Asingle approach may not be suitable. • Combination of approaches must be evolved depending upon local circumstances APPROACH IN HEALTH EDUCATION
CONTENTS OF HEALTH EDUCATION • Human Biology: The effects of alcohol, smoking, resuscitation and first aid are also taught. • Nutrition: Eighth WHO Expert Committee on nutrition stated that education in nutrition is a major strategic method for the prevention of malnutrition. • Hygiene: PERSONAL HYGIENE includes bathing, clothing, washing hands and toilet; care of feet, nails and teeth; spitting, coughing, sneezing, personal appearance and inculcation of clean habits in the young.
• ENVIRONMENTALHYGIENE: • Objectives • (a) to educate the people in the principles of environmental health with a view to bring about desired changes in health practices • (b) to secure adoption, wide use and maintenance of environmental health facilities, and CONTENTS OF HEALTH EDUCATION
• (c) to promote active participation of the people in planning, construction and operational stages of environmental improvements. • Family Health Care: The aim of health education is to strengthen and improve the quality of life of the family as a unit so that it can survive the vicissitudes of rapid and complex social changes. CONTENTS OF HEALTH EDUCATION
Control of Communicable and Non - communicable Diseases: • People are encouraged to participate in programmes of disease control, health protection and promotion. • Mental health::The aim of education in mental health is to help people to keep mentally healthy and to prevent a mental breakdown CONTENTS OF HEALTH EDUCATION
• Prevention ofAccidents: • occur in three main areas: the home, road and the place of work. • Safety education should be directed to these areas. • It should be the concern of the engineering department and also the responsibility of the police department to enforce rules of road safety. • Management must provide a safe environment, and promote general order and cleanliness. CONTENTS OF HEALTH EDUCATION
• Use of Health Services • inform the public about the health services that are available in the community, and how to use them. • They should not be misused or abused CONTENTS OF HEALTH EDUCATION
Principles of Health Education 1.Community involvement in planning health education is essential. Without community involvement the chances of any programme succeeding are slim. 2.The promotion of self esteem should be an integral component of all health education programmes.
• 3. Voluntarism is ethical principle on which all health education programme should be built without it health education programmes become propaganda. • Health education should not seek to coerce but should rather aim to facilitate informed choice. Principles of Health Education
• 4. Health education should respect cultural norms and take account of the economic and environmental constraints face by people. It should seek positively to enhance respect for all. • 5. Good human relations are of utmost importance in learning. Principles of Health Education
• 6. Evaluation needs to be an integral part of health education. • 7. There should be a responsibility for the accuracy of information and the appropriateness of methods used. • 8. Every health campaign needs reinforcement. Repetition of messages at intervals is useful. Principles of Health Education
Practice of Health education • 1. Audio visual aids –Audio –Visual –Audio Visual • 2. Methods of health communication –Individual / Family –Group –General public (Mass communication )
Combination of Audio-Visual Aids • Sound & sight combined together to create a better presentation  televisions  tape and slide combinations  Video Cassette Players and Recorders  Motivation pictures or Cinemas  Multimedia Computers
Practice of Health education • 1. Audio visual aids –Audio –Visual –Audio Visual • 2. Methods of health communication –Individual / Family –Group –General public(Mass communication )
Individual and Family Health Education Personal interviews 1.Personal contact 2.Home visits 3.Personal letter 4.Health Counseling – Public health supervisors, nursing staff and health visitors – visit hundreds of homes; – opportunities for individual teaching
Counseling • Counseling- a confidential dialogue between a client and a health care provider aimed at enabling the client to cope with stress and take personnel decisions related to disease. • The aim of counseling based on the needs of the client. • Purpose: three fold to >>help clients manage their problems more effectively, >>to develop unused opportunities to cope more fully, and >>to help and empower clients to become more effective self helpers in the future.
Elements of counseling G: greet the clients and make them comfortable and give full attention. A: ask/ascertain the needs/problem or reasons for coming. T: telling different choices/options/methods to cope with problem. H: help the client to make voluntary decisions. E: explain fully the chosen decision/action/method. R: return for follow-up visit.
Group Health Education • an effective way of educating the community. • The choice of subject is very important it must relate direct to the interest of the group health. • These methods are effective in –promoting behavioral change, –influences opinion, –develop critical thinking –increase motivation.
Methods of Group Health Education Lectures Demonstrations Discussion methods
Lectures • carefully prepared oral presentation of facts, organized thoughts and ideas by a qualified person. • Aids: • 1.Flipchart 2Flannelgraph 3.Exhibits 4. Films and charts Demerits: • students are involved to a minimum extent; • learning is passive; • do not stimulate thinking or problem-solving capacity; • the comprehension of a lecture varies with the student; the health behavior of the listeners is not necessarily affected.
• are carefully prepared presentation to show how to perform a skill or procedure. Merits: • Dramatization help arousing interest • persuades the onlookers to adopt recommended practices • upholds the principles of "seeing is believing“ and "learning by doing", and • can bring desirable changes in the Behaviour pertaining to the use of new practice. Demonstrations
• have a high educational value in programmes like • environmental sanitation (e.g installation of a hand pump, construction of a sanitary latrine); • mother and child health (e.g. demonstration of oral rehydration technique) and control of diseases (e.g., scabies). • has a high motivational value. Demonstrations
-Group discussion -Symposium -Conferences -Role play -Colloquy - Focus group discussion -Panel discussion -Workshop -Seminars -Brain storming - Campaign -Delphi method Discussion methods
Group discussion • Group is an "aggregation of people interacting in a face to face situation“ • very effective method of health communication. • Provides a wider interaction among members than is possible with other methods.
Group discussion For effective group discussion • Group size - 6 -12 members. • The participants are seated in a circle, so that each is fully visible to all the others. • Group leader - initiates the subject, • Helps the discussion in the proper manner, prevents side-conversations, encourages everyone to participate and sums up the discussion in the end .
• express ideas clearly and concisely • listen to what others say • do not interrupt when others are speaking • make only relevant remarks • accept criticism gracefully and • help to reach conclusions Group discussion Rules for members
Good Group discussio n
Panel discussion • 4 to 8 persons – qualified - talk and discuss about a problem or a topic in front of a large group or audience . • The panel comprises a chairmen or a moderator from 4 to 8 speakers. • Success of the panel discussion depends on : • Chairperson to keep the train of thoughts of track. • Discussion should be spontaneous and natural
Symposium • Series of speeches on a selected subjects • Each person or expert presents an aspect of the subject briefly • No discussion among the symposium members. • Chair person makes a comprehensive summary at the end
Work shop • Consist of series of meetings, usually four or more with the emphasis on individual work, within the group with the help of consultants and resource personnel. • Learning takes place in a friendly , happy and a democratic atmosphere, under expert guidance.
Role playing • Socio- drama in which the situation is dramatized by a group . • audience is actively concerned with the drama. • Sympathetic attention to what is going on ,or suggest alternative solutions at the request of leader • The size of the group 25. • Best for schools.
Seminars • A group of persons gathered for the purpose of studying a subject under the leadership of an expert or learned person. • They are normally identified with learning institutions. • The participants bring with them a background of training and experience in the area.
Conference • It composed of two to fifty persons representing several organizations, departments, or points of view within an organization, meet together exhibit a common interest and present two or more sides of their problems. • They gather information and discuss mutual problems with a reasonable solution as the desirable end. • The various phases of the problem may be presented by co-operative or hostile groups
Brain storming • It is a type of small group interaction designed to encourage the free introduction of ideas on a restricted basis and without any limitations as to feasibility. • Participants are encouraged to list for a period of time all the ideas that come to their minds regarding some problem and are asked not to judge these ideas during the session. • Judgment of the ideas will come at a later period in which all contributions will be sorted, evaluated and perhaps later adopted.
COLLOQUY • A Colloquy is an informal method of discourse which is a modified form of the panel, using one group of three to four persons from the audience and another group of three to four resources persons or experts on the subject to be considered. • The panel members elected from the audience present the problem and the experts comment on various aspects of it. • The general audience and panel members participate whenever they so desire under the guidance of a moderator
CAMPAIGN • A campaign is an intensive teaching activity undertaken at an opportune moment for a brief period, focusing attention in a concerted manner towards a particular problem so as to stimulate the widest possible interest in the community. • Campaign methods can be used only after an advocated practice & is found acceptable to the local people through method or result demonstrations or other extension methods.
Focus Group Discussions (FGD) • It is a group discussion of 6-20 persons guided by a facilitator during which group members talk freely and spontaneously about a certain topic or health problem. • The purpose of a focus group discussion is to obtain in-depth information on concept, perceptions and ideas of group on a particular topic.
• The topic should be narrowly focused • Selection of participants is also focused by targeting individuals who meet specific criteria • Topic should be of interest to both the investigator and respondents. • The emphasis should be on interaction between or among the group members.
Delphi technique • Delphi technique is “a judgmental forecasting procedure for obtaining, exchanging, and developing informed opinion about future events” Or • a method for structuring a groups’ communication process so that the process is effective in allowing a group of individuals as a whole, to deal with a complex problem”