This document discusses strategies and methods for health education. It describes three main strategies: communication, training, and community organization. Communication strategies aim to build awareness and change attitudes using individual, group, and mass methods. These include health talks, counseling, interviews, print materials, folk media, and mass media. Training strategies involve teaching necessary skills. Community organization strategies mobilize communities. The document provides details on various communication methods and how to plan and deliver health talks effectively. It emphasizes the importance of selecting appropriate strategies and methods based on the target audience and objectives.
This document outlines various health education strategies and methods. The three main categories of strategies are communication, training, and community organization. Communication strategies aim to build awareness and influence beliefs through both direct methods like counseling and indirect methods like mass media campaigns. Training strategies include educational group activities like lectures, discussions, and demonstrations. Community organization strategies mobilize communities and institutions to address health issues. Selection of the appropriate strategy depends on the target factors to be influenced, such as knowledge, attitudes, or enabling skills. Common communication methods include print materials, folk media, mass media, and personal interactions.
The document provides information on health education for undergraduate students. It defines health education as a process that informs and motivates people to adopt healthy lifestyles. It discusses various methods of health education including lectures, group discussions, home visits, and the use of audiovisual aids. The key principles of effective health education outlined are credibility, interest, participation, motivation, and reinforcement.
What is health education? difference between health education and propoganda, audio and visual aids used to deliver health education. types of communication. Steps to plan a dental health education program.
This document provides guidance for creating easy-to-understand health communication materials. It discusses the importance of considering an audience's culture and literacy skills when designing materials. The guide outlines best practices for making messages clear, using effective text and visuals, layout and design considerations, and testing materials for readability. Appendices include checklists and resources for communication planning and calculating readability formulas. The overall goal is to transform technical health information into formats audiences can understand and relate to.
This document discusses various materials used in health education, including print media, audiovisual aids, folk media, mass media, and more specialized tools. It provides details on the purpose and proper use of different materials like pamphlets, posters, flip charts, photographs, films, and counseling. The document emphasizes selecting materials based on the target population and intended outcomes, and provides guidance on developing effective printed resources and counseling skills.
Counselling is defined as a face-to-face communication process between a counsellor and client aimed at helping clients make decisions or solve problems. It involves establishing rapport, assessing issues, setting goals, providing interventions, and follow up. Counselling addresses a wide scope of issues from work stress, mental health, relationships, career guidance, and more. Effective counsellors employ good listening skills, questioning techniques, empathy, and help clients gain self-awareness and problem-solving abilities. Counselling is evaluated based on how well its goals of facilitating change and growth are achieved. It differs from health education in being confidential, focused on individual needs, and aimed at behavioral and attitudinal changes beyond knowledge gain.
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.
This document outlines various health education strategies and methods. The three main categories of strategies are communication, training, and community organization. Communication strategies aim to build awareness and influence beliefs through both direct methods like counseling and indirect methods like mass media campaigns. Training strategies include educational group activities like lectures, discussions, and demonstrations. Community organization strategies mobilize communities and institutions to address health issues. Selection of the appropriate strategy depends on the target factors to be influenced, such as knowledge, attitudes, or enabling skills. Common communication methods include print materials, folk media, mass media, and personal interactions.
The document provides information on health education for undergraduate students. It defines health education as a process that informs and motivates people to adopt healthy lifestyles. It discusses various methods of health education including lectures, group discussions, home visits, and the use of audiovisual aids. The key principles of effective health education outlined are credibility, interest, participation, motivation, and reinforcement.
What is health education? difference between health education and propoganda, audio and visual aids used to deliver health education. types of communication. Steps to plan a dental health education program.
This document provides guidance for creating easy-to-understand health communication materials. It discusses the importance of considering an audience's culture and literacy skills when designing materials. The guide outlines best practices for making messages clear, using effective text and visuals, layout and design considerations, and testing materials for readability. Appendices include checklists and resources for communication planning and calculating readability formulas. The overall goal is to transform technical health information into formats audiences can understand and relate to.
This document discusses various materials used in health education, including print media, audiovisual aids, folk media, mass media, and more specialized tools. It provides details on the purpose and proper use of different materials like pamphlets, posters, flip charts, photographs, films, and counseling. The document emphasizes selecting materials based on the target population and intended outcomes, and provides guidance on developing effective printed resources and counseling skills.
Counselling is defined as a face-to-face communication process between a counsellor and client aimed at helping clients make decisions or solve problems. It involves establishing rapport, assessing issues, setting goals, providing interventions, and follow up. Counselling addresses a wide scope of issues from work stress, mental health, relationships, career guidance, and more. Effective counsellors employ good listening skills, questioning techniques, empathy, and help clients gain self-awareness and problem-solving abilities. Counselling is evaluated based on how well its goals of facilitating change and growth are achieved. It differs from health education in being confidential, focused on individual needs, and aimed at behavioral and attitudinal changes beyond knowledge gain.
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 provides guidance for creating easy-to-understand health communication materials. It outlines key principles for making messages clear, using effective visuals and design, considering cultural factors, and testing materials for readability. The guidelines can help transform complicated health information into formats that various audiences can relate to and comprehend.
Community Teaching Work Plan ProposalPlanning and Topi.docxpickersgillkayne
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Salice Acha Njei
Estimated Time Teaching Will Last:40 minutes
Location of Teaching:
Long term care facility
Supplies, Material, Equipment Needed: Printed materials, posters, and pencils
Estimated Cost: $40
Community and Target Aggregate: 15 people
Topic: Primary Prevention/Health Promotion
*Comments from the instructor after grading this Community Teaching Work Plan Proposal:( Good job on your proposal! Nursing Diagnosis was implied yet not stated. Some objectives are not measurable). Please kindly state the Nursing Diagnosis.
Identification of Focus for Community Teaching (Hypertension): Primary Prevention/Health Promotion: The set of methods or measures that are used to prevent the disease before its exposure to the people is disease prevention. The promotion of health is the way of making people aware of maintaining health and adopting healthy lifestyles. Both use the same strategies and focused on health care (Bakhshi et al. 2015).
Epidemiological Rationale for Topic (Statistics Related to Topic): Health promotion programs and policies enable the communities to understand the importance of environmental and personal factors to maintain their health. These programs or campaigns must be properly organized so that most number of people will know the significance of maintaining physical and mental health (Kaakinen et al. 2018).
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: This is related to the methods or activities related to seeking health care. This includes the set of activities that provides the topics to select the nursing interventions and to achieve the results according to the nurse’s responsibilities. Methods include the adoption of self-care practices, progress maintenance, to start the program related to the reduction of stress and anxiety and have a potential to learn about the diseases causes and treatment (Doenges et al. 2016).
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
The practice of reading is significant to achieve learning outcomes. There must be a connection of nurses with patients so that they can understand their problems and what steps can be taken to solve those problems. They can learn from professionals or with other fellow members. This will ma.
Community Teaching Work Plan ProposalPlanning and Topi.docxjanthony65
The document provides a community teaching work plan proposal for a topic on primary prevention and health promotion. It includes details on the teacher, estimated time and cost, location, supplies needed, and target community. The topic is identified as hypertension and epidemiological data on the topic is provided. Teaching criteria, objectives, methods, evaluation plans, barriers, and therapeutic communication techniques are also outlined.
Community Teaching Work Plan ProposalPlanning and Topi.docxtemplestewart19
The document provides a community teaching work plan proposal for a topic on primary prevention and health promotion. It includes details on the teacher, estimated time and cost, location, supplies needed, and target community. The topic is identified as hypertension and related nursing diagnosis, readiness for learning, learning theory, goals, objectives, content, teaching strategies, evaluations, and potential barriers are outlined. Therapeutic communication techniques are also described.
This document discusses communication skills and concepts relevant to healthcare professionals. It covers definitions of communication, principles of communication like listening, probing and observing. It discusses consultation and counseling processes, models of breaking bad news, and dealing with angry patients. It provides guidance on initiating sessions, gathering information, building relationships, explaining and planning, and closing sessions. Quizzes are also included to test understanding of communication skills.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
The document describes various methods of health education, including individual methods like interviews and counseling, and group methods like mini lectures, demonstrations, role plays, and group discussions. It provides details on the procedures and advantages and disadvantages of each method. The individual methods allow for personal communication but are limited in reach, while the group methods can educate more people at once but involve less interaction.
This document provides an overview of counseling as presented by Fatma Ibrahim Abdel-latif Megahed. It begins with learning objectives and then defines counseling, discusses its importance and types. It outlines key elements and principles of counseling as well as skills used. The document then discusses informed consent, characteristics of counselors, their role and steps in the counseling process. It concludes with applications and problems of counseling. The overall presentation provides a comprehensive introduction to counseling.
This document provides background information on Information, Education and Communication (IEC) materials used for health promotion. IEC combines strategies to empower communities to improve their own health. The goals of IEC are to change health behaviors, prepare communities for behavior change, change social norms, educate audiences about public health, and gain support for health activities. IEC involves providing information, education, and using communication channels like group discussions, demonstrations, lectures, counseling and mass media to disseminate health messages to individuals, groups and communities. The document describes various IEC tools and how they are classified based on the target audience as individual, group or mass communication approaches.
This document provides an overview of public communication campaigns and strategies for effective public speaking. It defines public communication campaigns as attempts to shape behavior through coordinated media and messaging. The document outlines two main types of campaigns - those aimed at individual behavior change and those for mobilizing public action. It also discusses theories guiding campaigns, challenges, and how to plan and deliver effective public speeches that further organizational messaging goals.
Chamberlain College of NursingNR305 Health Assessment Patient.docxsleeperharwell
Chamberlain College of Nursing NR305 Health Assessment
Patient Teaching Plan
NOTE: Please do NOT remove any of the text on this form. Do NOT use any other form but this one. Fill it in and submit in its entirety to aid in its grading.
Your Name: Date:
Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population.
Directions:
· This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project.
Patient Teaching Plan
HEALTH TOPIC
ANSWER
State the topic you have selected for your Teaching Project.
(Please select from the list provided in the Teaching Project guidelines located in Module 4.)
Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.
The topic I decided to select for my Teaching Project is Depression.
Depression is one of the common diseases that have killed many people, especially older people. Therefore, teaching about this topic will be very important to most of the people as they will be able to understand what is it, how they acquire, and how they can prevent it. Depression is very common to the older adults and thus, the community should assume it and treat it as a usual way of ageing among the adults (National Institute on Aging, 2017). Only a few people open up about this kind of disease and discuss their health status and symptoms with healthcare providers (Lyness, 2019).
This topic is also significant to the patients when they get educated about depression as it will help in addressing the early signs and symptoms of depression. This will help in controlling depression at early stages to prevent other dangerous results such as suicides, poor quality of life to those affected individuals and different associated physical prognoses especially if the person has been in medical conditions.
POPULATION
ANSWER
Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool.
The population I will focus on is when teaching with visual teaching planning is the older people. Most of the focus is precisely those who are under nursing care services and are suffering from depression due to various reasons.
BARRIERS
ANSWER
What are some potential learning barriers for this population of learners?
(Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.)
During the teaching planning and learning process, several potential barriers can hinder the process among the population. Educational barriers are one of the common barrier that will hinder learning. This is because most of the adults did not get enough education; ther.
The document describes various individual and group methods of health education. It discusses individual methods like interviews and counseling. It provides details on the procedures and advantages/disadvantages of interviews. It also covers group methods such as mini lectures, demonstrations, role plays, and group discussions. It explains the procedures and advantages/disadvantages of each method. The document aims to outline effective procedures for using different health education methods.
1. Oral presentations are a formal, structured way to communicate information to an audience using visual aids.
2. When preparing a presentation, presenters should plan by defining the purpose and analyzing the audience and occasion, prepare the content and visual aids, and practice delivering the presentation.
3. Effective delivery involves reducing stage fright through preparation, speaking clearly and making eye contact with the audience, and using natural gestures and good posture.
This document discusses public speaking. It begins by defining public speaking as communicating messages or opinions in front of many people with the goal of being understood and potentially changing views. It then provides tips for good public speaking, such as rehearsing, mastering the material, understanding the audience, practicing body language, and choosing appropriate clothing. Finally, it outlines ethics of public speaking, including talking about important topics, choosing topics that promote positive values, speaking to benefit listeners, using honest materials and reasoning, considering the consequences of words, and striving to improve skills.
This document discusses health education and mental health. It defines health education as a process aimed at encouraging people to maintain and improve their health. The document outlines the aims and key principles of health education, including generating interest, ensuring credibility, promoting participation, and motivating behavior change. It also discusses the communication process, types of communication, barriers to communication, and the scope of information, education, and communication related to health and mental health. Specifically, it defines mental health and mental illness, and outlines the large burden that mental disorders place worldwide.
This document discusses health education and its importance. It defines health education as informing, motivating, and helping people adopt and maintain healthy practices. The key points are:
- Health education aims to ensure communities value health, equip people with skills to solve health problems themselves, and promote proper use of health services.
- Models of health education include cognitive (providing information), motivational (addressing barriers to applying information), and social intervention (addressing prerequisites for health like income, food, shelter).
- The principles of effective health education are interest, participation, starting from known concepts, comprehension, reinforcement, motivation, learning by doing, using respected leaders, and building good relationships.
- The process
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
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.
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.
This document provides an overview of health education. It defines health education as opportunities to improve health literacy and defines health as complete physical, mental, and social well-being. The objectives of health education are to inform people, motivate behavior change, and guide people into action. Health education uses various principles, educational aids like audiovisual tools, and methods including individual, group, and mass approaches. The stages of adoption of new ideas and practices are also outlined.
communication and behaviour change, sociocultural dimensionsaidamohamed12
This document provides information about a communication course taught by Professor Aida Mohey Mohamed. The course aims to help students communicate effectively at various levels and use different media to mobilize communities. Students will demonstrate their skills through exams, discussions, designing a public education poster, and oral presentations. The syllabus outlines 14 weekly topics that will be covered, including communication processes, verbal and listening skills, technology, and health behavior change. Students will be assessed through a midterm, quizzes, assignments, presentations, and a final exam. Reference materials and expectations for the class are also outlined.
Lecture 10.pdf: vaccine recommendations in specific groupsaidamohamed12
This document provides recommendations for vaccine administration in specific groups. It discusses routine and catch-up vaccinations for adolescents including Tdap, meningococcal, HPV, and influenza vaccines. It recommends annual influenza and pneumococcal vaccines for the elderly to prevent complications. For international travelers, it advises assessing destination risk and updating routine vaccines plus typhoid, yellow fever, Japanese encephalitis, meningococcal, rabies, and COVID vaccines if needed. Occupational workers may require hepatitis B, influenza, varicella, tuberculosis screening and vaccines depending on their exposure risks. Common refugee vaccines include routine, hepatitis A & B, meningococcal, tuberculosis screening, influenza, pneumococcal and HPV vaccines.
The document provides guidance for creating easy-to-understand health communication materials. It outlines key principles for making messages clear, using effective visuals and design, considering cultural factors, and testing materials for readability. The guidelines can help transform complicated health information into formats that various audiences can relate to and comprehend.
Community Teaching Work Plan ProposalPlanning and Topi.docxpickersgillkayne
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:
Salice Acha Njei
Estimated Time Teaching Will Last:40 minutes
Location of Teaching:
Long term care facility
Supplies, Material, Equipment Needed: Printed materials, posters, and pencils
Estimated Cost: $40
Community and Target Aggregate: 15 people
Topic: Primary Prevention/Health Promotion
*Comments from the instructor after grading this Community Teaching Work Plan Proposal:( Good job on your proposal! Nursing Diagnosis was implied yet not stated. Some objectives are not measurable). Please kindly state the Nursing Diagnosis.
Identification of Focus for Community Teaching (Hypertension): Primary Prevention/Health Promotion: The set of methods or measures that are used to prevent the disease before its exposure to the people is disease prevention. The promotion of health is the way of making people aware of maintaining health and adopting healthy lifestyles. Both use the same strategies and focused on health care (Bakhshi et al. 2015).
Epidemiological Rationale for Topic (Statistics Related to Topic): Health promotion programs and policies enable the communities to understand the importance of environmental and personal factors to maintain their health. These programs or campaigns must be properly organized so that most number of people will know the significance of maintaining physical and mental health (Kaakinen et al. 2018).
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: This is related to the methods or activities related to seeking health care. This includes the set of activities that provides the topics to select the nursing interventions and to achieve the results according to the nurse’s responsibilities. Methods include the adoption of self-care practices, progress maintenance, to start the program related to the reduction of stress and anxiety and have a potential to learn about the diseases causes and treatment (Doenges et al. 2016).
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
The practice of reading is significant to achieve learning outcomes. There must be a connection of nurses with patients so that they can understand their problems and what steps can be taken to solve those problems. They can learn from professionals or with other fellow members. This will ma.
Community Teaching Work Plan ProposalPlanning and Topi.docxjanthony65
The document provides a community teaching work plan proposal for a topic on primary prevention and health promotion. It includes details on the teacher, estimated time and cost, location, supplies needed, and target community. The topic is identified as hypertension and epidemiological data on the topic is provided. Teaching criteria, objectives, methods, evaluation plans, barriers, and therapeutic communication techniques are also outlined.
Community Teaching Work Plan ProposalPlanning and Topi.docxtemplestewart19
The document provides a community teaching work plan proposal for a topic on primary prevention and health promotion. It includes details on the teacher, estimated time and cost, location, supplies needed, and target community. The topic is identified as hypertension and related nursing diagnosis, readiness for learning, learning theory, goals, objectives, content, teaching strategies, evaluations, and potential barriers are outlined. Therapeutic communication techniques are also described.
This document discusses communication skills and concepts relevant to healthcare professionals. It covers definitions of communication, principles of communication like listening, probing and observing. It discusses consultation and counseling processes, models of breaking bad news, and dealing with angry patients. It provides guidance on initiating sessions, gathering information, building relationships, explaining and planning, and closing sessions. Quizzes are also included to test understanding of communication skills.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
The document describes various methods of health education, including individual methods like interviews and counseling, and group methods like mini lectures, demonstrations, role plays, and group discussions. It provides details on the procedures and advantages and disadvantages of each method. The individual methods allow for personal communication but are limited in reach, while the group methods can educate more people at once but involve less interaction.
This document provides an overview of counseling as presented by Fatma Ibrahim Abdel-latif Megahed. It begins with learning objectives and then defines counseling, discusses its importance and types. It outlines key elements and principles of counseling as well as skills used. The document then discusses informed consent, characteristics of counselors, their role and steps in the counseling process. It concludes with applications and problems of counseling. The overall presentation provides a comprehensive introduction to counseling.
This document provides background information on Information, Education and Communication (IEC) materials used for health promotion. IEC combines strategies to empower communities to improve their own health. The goals of IEC are to change health behaviors, prepare communities for behavior change, change social norms, educate audiences about public health, and gain support for health activities. IEC involves providing information, education, and using communication channels like group discussions, demonstrations, lectures, counseling and mass media to disseminate health messages to individuals, groups and communities. The document describes various IEC tools and how they are classified based on the target audience as individual, group or mass communication approaches.
This document provides an overview of public communication campaigns and strategies for effective public speaking. It defines public communication campaigns as attempts to shape behavior through coordinated media and messaging. The document outlines two main types of campaigns - those aimed at individual behavior change and those for mobilizing public action. It also discusses theories guiding campaigns, challenges, and how to plan and deliver effective public speeches that further organizational messaging goals.
Chamberlain College of NursingNR305 Health Assessment Patient.docxsleeperharwell
Chamberlain College of Nursing NR305 Health Assessment
Patient Teaching Plan
NOTE: Please do NOT remove any of the text on this form. Do NOT use any other form but this one. Fill it in and submit in its entirety to aid in its grading.
Your Name: Date:
Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population.
Directions:
· This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project.
Patient Teaching Plan
HEALTH TOPIC
ANSWER
State the topic you have selected for your Teaching Project.
(Please select from the list provided in the Teaching Project guidelines located in Module 4.)
Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.
The topic I decided to select for my Teaching Project is Depression.
Depression is one of the common diseases that have killed many people, especially older people. Therefore, teaching about this topic will be very important to most of the people as they will be able to understand what is it, how they acquire, and how they can prevent it. Depression is very common to the older adults and thus, the community should assume it and treat it as a usual way of ageing among the adults (National Institute on Aging, 2017). Only a few people open up about this kind of disease and discuss their health status and symptoms with healthcare providers (Lyness, 2019).
This topic is also significant to the patients when they get educated about depression as it will help in addressing the early signs and symptoms of depression. This will help in controlling depression at early stages to prevent other dangerous results such as suicides, poor quality of life to those affected individuals and different associated physical prognoses especially if the person has been in medical conditions.
POPULATION
ANSWER
Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool.
The population I will focus on is when teaching with visual teaching planning is the older people. Most of the focus is precisely those who are under nursing care services and are suffering from depression due to various reasons.
BARRIERS
ANSWER
What are some potential learning barriers for this population of learners?
(Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.)
During the teaching planning and learning process, several potential barriers can hinder the process among the population. Educational barriers are one of the common barrier that will hinder learning. This is because most of the adults did not get enough education; ther.
The document describes various individual and group methods of health education. It discusses individual methods like interviews and counseling. It provides details on the procedures and advantages/disadvantages of interviews. It also covers group methods such as mini lectures, demonstrations, role plays, and group discussions. It explains the procedures and advantages/disadvantages of each method. The document aims to outline effective procedures for using different health education methods.
1. Oral presentations are a formal, structured way to communicate information to an audience using visual aids.
2. When preparing a presentation, presenters should plan by defining the purpose and analyzing the audience and occasion, prepare the content and visual aids, and practice delivering the presentation.
3. Effective delivery involves reducing stage fright through preparation, speaking clearly and making eye contact with the audience, and using natural gestures and good posture.
This document discusses public speaking. It begins by defining public speaking as communicating messages or opinions in front of many people with the goal of being understood and potentially changing views. It then provides tips for good public speaking, such as rehearsing, mastering the material, understanding the audience, practicing body language, and choosing appropriate clothing. Finally, it outlines ethics of public speaking, including talking about important topics, choosing topics that promote positive values, speaking to benefit listeners, using honest materials and reasoning, considering the consequences of words, and striving to improve skills.
This document discusses health education and mental health. It defines health education as a process aimed at encouraging people to maintain and improve their health. The document outlines the aims and key principles of health education, including generating interest, ensuring credibility, promoting participation, and motivating behavior change. It also discusses the communication process, types of communication, barriers to communication, and the scope of information, education, and communication related to health and mental health. Specifically, it defines mental health and mental illness, and outlines the large burden that mental disorders place worldwide.
This document discusses health education and its importance. It defines health education as informing, motivating, and helping people adopt and maintain healthy practices. The key points are:
- Health education aims to ensure communities value health, equip people with skills to solve health problems themselves, and promote proper use of health services.
- Models of health education include cognitive (providing information), motivational (addressing barriers to applying information), and social intervention (addressing prerequisites for health like income, food, shelter).
- The principles of effective health education are interest, participation, starting from known concepts, comprehension, reinforcement, motivation, learning by doing, using respected leaders, and building good relationships.
- The process
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
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.
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.
This document provides an overview of health education. It defines health education as opportunities to improve health literacy and defines health as complete physical, mental, and social well-being. The objectives of health education are to inform people, motivate behavior change, and guide people into action. Health education uses various principles, educational aids like audiovisual tools, and methods including individual, group, and mass approaches. The stages of adoption of new ideas and practices are also outlined.
communication and behaviour change, sociocultural dimensionsaidamohamed12
This document provides information about a communication course taught by Professor Aida Mohey Mohamed. The course aims to help students communicate effectively at various levels and use different media to mobilize communities. Students will demonstrate their skills through exams, discussions, designing a public education poster, and oral presentations. The syllabus outlines 14 weekly topics that will be covered, including communication processes, verbal and listening skills, technology, and health behavior change. Students will be assessed through a midterm, quizzes, assignments, presentations, and a final exam. Reference materials and expectations for the class are also outlined.
Lecture 10.pdf: vaccine recommendations in specific groupsaidamohamed12
This document provides recommendations for vaccine administration in specific groups. It discusses routine and catch-up vaccinations for adolescents including Tdap, meningococcal, HPV, and influenza vaccines. It recommends annual influenza and pneumococcal vaccines for the elderly to prevent complications. For international travelers, it advises assessing destination risk and updating routine vaccines plus typhoid, yellow fever, Japanese encephalitis, meningococcal, rabies, and COVID vaccines if needed. Occupational workers may require hepatitis B, influenza, varicella, tuberculosis screening and vaccines depending on their exposure risks. Common refugee vaccines include routine, hepatitis A & B, meningococcal, tuberculosis screening, influenza, pneumococcal and HPV vaccines.
This document provides an orientation for a research step 1 course, which is the first step in a 4-step medical research curriculum. It introduces the course coordinator and outlines the course objectives, topics, assignments, assessment, and resources. Over the course of 5 lectures and 4 tutorials, students will learn about introducing medical research, searching literature, citing and referencing sources, writing literature reviews, and research ethics. Students will work in groups to write a literature review on an approved topic and submit it along with a reflection form for a total of 5 marks. The course will also include a 20 question multiple choice exam worth 20 marks.
1. The document introduces immunity and vaccines, outlining the benefits of immunization programs. It discusses the immune system and how it protects the body from infection through antibodies, memory cells, and herd immunity.
2. Specific types of immunity are described, including naturally acquired active immunity from infection, naturally acquired passive immunity from maternal antibodies, and artificially acquired active immunity from vaccination.
3. The goal of immunization programs is to provide artificially acquired active immunity through vaccination and raise herd immunity levels to over 80% to protect communities from communicable diseases.
The document discusses key concepts related to health including defining health from narrow and broad perspectives, components of health, and approaches to achieve health. It defines health using the WHO definition of complete physical, mental, and social well-being. Health has physical, mental/psychological, and social components. The document differentiates disease, illness, and sickness and lists legal, administrative, and educational approaches to improve health.
This document discusses social media for health communications. It provides definitions of social media and quick facts about social media usage. It then discusses the importance of social media at the CDC and how it complements traditional communications, increases engagement, and allows for rapid communication. The document reviews specific social media tools like buttons, widgets, videos, blogs, Twitter, and social networking sites. It also discusses challenges of social media and examples of CDC's successful social media campaigns around flu and a TV show about a disease outbreak. The document concludes with developing a social media communications strategy and identifying CDC resources.
This document provides guidance on planning a health education session, including how to write educational objectives and select appropriate strategies, methods, learning aids, and assessment. Educational objectives should be SMART (specific, measurable, achievable, realistic, and time-bound) and cover who, what, how much, when and where. Objectives related to knowledge and beliefs can be achieved through communication strategies, while objectives targeting skills require training strategies. A variety of methods should be selected including at least one audiovisual method. Learning aids must be specified. Achievement of objectives can be assessed through questioning, discussion products, and observing skills practices using checklists.
practicaciting lsession citation and referencing .pptxaidamohamed12
The document provides guidance on using Vancouver style for citing and referencing academic sources. It discusses referencing books, journal articles, tables, figures, and websites according to Vancouver style. Key points include listing all authors for references with six or fewer authors, and listing the first six authors followed by "et al." for references with seven or more authors. Journal titles should be abbreviated according to the style used in Medline. The document also notes that tables should be numbered consecutively and have brief titles, while figure captions should include legends, numbers, and labels. Plagiarism can be avoided by properly citing sources using quotes or paraphrasing and including references.
Reference manager software helps researchers and authors organize and cite references. It allows users to collect bibliographic references, insert citations, and automatically generate bibliographies. Popular reference manager programs include EndNote, Mendeley, and Zotero. EndNote is a commercial software that stores reference information and permits collaboration. It offers various formatting styles but can be expensive and complex. Overall, reference managers save time and help keep track of references.
This document provides guidance on referencing in academic writing. It begins by explaining why referencing is important, such as to avoid plagiarism and validate arguments. The key differences between references and bibliographies are defined. Various referencing styles - Harvard and Vancouver - are introduced. Detailed instructions are given on how to cite different publication types like books, book chapters, journal articles, and webpages according to these styles. The Vancouver style and its numbering system for in-text citations are explained in depth. The goal of students is to properly attribute all sources used in their academic work.
This document provides guidance on referencing and avoiding plagiarism in academic work. It discusses what referencing is, why it is important, and the key components of referencing like citations in text, reference lists, and bibliographies. The document outlines the various types of sources that should be referenced like books, journal articles, websites, and personal communications. It also covers topics like what plagiarism is, how to properly cite sources in the body of the text, and how to format reference lists.
This document summarizes key concepts in health psychology, including how both physiology and psychology impact health. It discusses lifestyle, stress, the general adaptation syndrome, and the autonomic nervous system. It also examines the relationship between stress and health, stress buffers like social support and exercise, and coping strategies for optimists and pessimists. Finally, it outlines several models for health education and prevention.
This document provides guidance on referencing styles and citing sources in academic work. It discusses the importance of referencing to avoid plagiarism and add credibility. It also differentiates between references cited in text and additional sources in a bibliography. The document outlines the Vancouver and Harvard styles for citing sources like books, book chapters, journal articles and webpages in references. It provides examples of how to format citations in these styles.
The document discusses Sigmund Freud's structural model of the psyche and various defence mechanisms. Freud proposed that the psyche is composed of the id, ego, and superego. The id operates based on the pleasure principle, the ego mediates between the id and reality, and the superego incorporates moral standards. Defence mechanisms function to reduce anxiety by distorting or blocking unconscious impulses. The document classifies defences into narcissistic-psychotic, immature, neurotic, and mature categories and provides examples to illustrate different defences such as projection, rationalization, and sublimation.
This document provides an overview of personality and personality theories. It defines personality as individual differences in behavior and consistency across situations. It identifies key determinants of personality like brain structure, physical factors, heredity, culture, family and social groups. It describes the "Big Five" personality traits and four personality types. It also outlines several theories of personality including psychoanalytic, trait, humanistic, and social-cognitive theories.
Active listening is an important communication skill that involves fully focusing on the speaker, understanding their message, and responding thoughtfully. It requires paying attention not just to the words but also non-verbal cues like tone of voice and body language. While hearing is a physical process, listening is a mental activity that uses the brain to comprehend sounds. Barriers like distractions, biases, disinterest, and close-mindedness can prevent effective active listening.
This document discusses social and cultural determinants of health and provides examples of how culture impacts health behaviors and healthcare. It defines culture and lists its key elements. It distinguishes between collectivistic and individualistic cultures and how they differ in communication styles and decision making. The document outlines factors healthcare providers should consider regarding patients' views of health, illness, treatment, and interactions with providers to provide culturally competent care.
The document summarizes some of Sigmund Freud's key concepts regarding the structures of the psyche and defense mechanisms. It describes:
1) Freud proposed the id, ego, and superego as the three structures of the psyche. The id operates on the pleasure principle, the ego balances id urges with reality, and the superego incorporates moral standards.
2) Defense mechanisms like projection, denial, and distortion are used by the ego to protect the psyche from anxiety by distorting or blocking unconscious urges.
3) Defense mechanisms range from immature ones like acting out and passive aggression seen in children, to more mature defenses like humor and sublimation used by healthy adults.
This document discusses health education and health promotion. It defines health education as the process by which individuals and groups learn to promote, maintain, and restore their health. Health promotion encompasses various activities aimed at behaviors and living conditions conducive to health. The document provides objectives for health education skills training. It outlines tips for effective health education, including using demonstration, audiovisual aids, and role-playing to convey messages clearly and make a strong positive impression on patients.
The document discusses the principles of health education, including educational diagnosis, participation, using multiple methods, planning and organizing, basing education on facts, segmenting audiences, assessing needs, and respecting local culture. It also describes the targets of health education as individuals, groups, and communities. There are three levels of health education for disease prevention: primary aims to prevent disease onset, secondary aims to prevent disability, and tertiary aims to avoid major disability for chronic conditions. Finally, it lists schools, workplaces, healthcare settings, and homes as common locations for delivering health education.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
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Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Lecture 7.pptx
1. Strategies and Methods of
Health Education
Prof. Aida Mohey
Head of community Medicine department
aida_mohey@yahoo.com
2. Learning Objectives
1. Describe the categories of health
education strategies: community
organization, training, and
communication.
2. Identify methods used in each of the
three categories of strategies.
3. Identify the criteria of selecting the
appropriate strategy and method
3. Strategies used in health education
I. Communication strategy
II.Training strategy
III.Organization strategy
Each strategy has its own methods or channels
4. Method of health education are
the technique or ways in which
series of activities are carried out
to communicate ideas,
information and develop
necessary skills and attitude.
6. Communication strategy is used to deal
with:
Predisposing factors to build awareness,
change beliefs and attitudes and clarify
values.
The three first phases in the process of
changing behavior namely: unawareness
(pre contemplation), thoughtful thinking
and intention to act (contemplation) and
trials.
7. Methods of health education
1. Individual
method
2. Group method
3. Mass method
8. Remember
1. Educational methods that influence predisposing factors will only have short term
effects.
2. Methods that influence reinforcing factors will have an intermediate effect. They are
more expensive than communication methods. They are applied when the change of
behavior has occurred.
3. Health education interventions that are designed to influence predisposing,
reinforcing and enabling factors will produce long-term behavioral change.
4. Strategies addressed to enabling factors are most expensive
5. Some methods have to be pretested before being used as posters, songs, films, puppet
show…. etc.
9. Methods/channels
1. Print material
Pamphlets, books and brochures……etc.
Posters, calendars, wall-calendars, wall
chart…etc.
Flip charts, flash cards, comics, and
photographs….etc.
2. Folk media
Theatre, plays, puppet shows, role plays,
story–telling
Songs, dance and poems
Messages printed on cloth
3. Mass media
Newspapers and magazines
Radio and televisions announcement,
advertisements , dramas
4. Visual electronic media
Videos, films and internet… etc.
5. Personal communication
Personal consultations and instructions
Consultation
Counseling
Group discussion
Health talks
6. Special events
Awareness days
Competitions
7. Mixture of methods
Displays
There are seven types of methods/channels used in communication strategy.
11. 1. Posters
A poster is a large sheet of paper (60 cm X 90cm) that portray a message using words and
pictures or familiar symbols. Posters can be used effectively to provide information or
advice. It reinforces messages delivered by other channels. Posters can be used to give
directions and instructions as well as to announce events
They are used with individuals, small groups and large ones. They should be placed
in place where the target audience can see them. Posters require pretesting to ensure
that the message is well understood by the target population.
12. Rules in making posters
Only one idea should be portrayed.
All words should be in the local language.
Words should be few and simple.
Symbols should be understood by the target audience.
Color should be used to attract attention.
13. 2. Flip chart
A flip chart is formed of a number of charts joined
together at the top that are meant to be shown one after
another. Each chart present one message. The charts are
arranged in order. In this way several steps of a certain
task (e.g. preparing oral rehydration salt) or aspects of a
central topic (e.g. food groups) are presented. They are
also used to record information. They are best used with
small groups.
15. 1. One to one consultation
One-to one consultation can be used when:
a) An individual has a special health problem which is sensitive that cannot be dealt with
in a group setting as sexually transmitted diseases (STDs) or child abuse.
b) A person has a problem that is not shared by the group or is not the focus of the
discussion or health.
c) A resistant person refuses to join group activity in relation to certain health behavior.
16. 2. Counseling
Counseling means choice and not force or advice.
Counseling is a process that involves helping people to make decisions, and giving them
confidence to put their decisions into practice. It is done to help individuals and families to
understand their problems and decide how to solve them.
Remember
Counselling is discussed in details in Step IV communication skills.
17. 3. Health Talk
A health talk is a talk with or without illustrations or
demonstrations. The participants listen and watch the
verbal presentation of information given by the educator.
The educator shares information and facts with audience.
Health talks are the most common way for sharing
knowledge and facts with groups or individuals. A health
talk is similar to a lecture but it is of short duration (20-30
minutes). It must be followed by a group discussion of at
least 15 minutes for responding to questions.
Talk alone is much like giving advice. To make a talk more
educational, it must be combined with other methods as
posters, slides, flip charts, data show etc. It should be tied
into local setting by the use of proverbs. The health
educator can also use discussions, demonstrations and
stories to make his talk more interesting use etc.
Remember
. Health talk is one- way method. It is speaker centered.
18. How to plan a health talk?
I- Prerequisite
a- Know the group you will meet and find their needs and interests.
b- Select a single topic that is appropriate to the group.
c- Write your objectives.
d- Be sure that you have the correct and up-to-date information.
19. II- Prepare your content
Most talks are divided into introduction, body, conclusion and discussion guide.
A- Start by writing the body
1-Use a simple statement related to the topic (“I
will explain why the topic is important”).
2- Cover the major points only.
3- Evaluate each point in terms of whether it
will contribute to the main purpose or not.
4- Exclude unnecessary points.
5- Organize your talk in sequence.
6- You can use different patterns.
20. Examples of patterns that can be used in organizing health talks
1-The topical pattern: The information selected and arranged according to its importance.
Certain points are given a priority for example if you are discussing management of
dehydration focus on oral rehydration and breast feeding.
2- The time pattern: The organisation is based upon the chronological relationship between
the main points for example if you are giving a health talk on preparing ORS, you should
explain steps in the order in which they happen.
3-The comparison pattern: This pattern will permit the speaker to compare say between
breast feeding versus artificial feeding.
4-The classification pattern: This pattern is used when you classify events, causes or
people for example food groups.
5-The cause and effect pattern: Here you view causes and their effects as related to each
other for example Smoking, diet, stress and lack of exercise and CHD.
6-The solving pattern: In this pattern you analyse the problem, then discuss how it is solved
for example diarrhoea and how to prevent and treat it.
Remember
21. B- Write down your introduction
B- Write down your introduction
Prepare the introduction carefully. It should attract attention. You can use a proverb, a story
or a recent event. In writing your introduction do not use ideas stated in the body.
C- Prepare the conclusion carefully.
It should remind the audience with the purpose of the talk and important points covered.
D- Develop the discussion guide.
It should be related to your objectives. It should cover questions related to important ideas
stated. Also be prepared to receive other questions.
22. How to deliver successfully a health talk?
1. First know your audience.
2. Introduce the subject.
3. State your objectives clearly at the beginning of the health talk.
4. Focus on what the learners are expected to accomplish.
5. The health talk should have an introduction, body of content and conclusion.
6. Break the material into short sections.
7. At the end of each section ask the learners questions and give them immediate feedback.
8. Repeat and restate frequently.
9. Go from:
- Simple to complex.
- Known to unknown.
- Concrete to abstract.
10. Use audio-visuals whenever needed.
11. Use examples and current information.
12. At the end of the talk invite questions and ask questions and give feedback.
23. Tips for effective health talking
A. Opening the talk
o Avoid a cold start.
o Minimize nervousness.
o Grab audience attention.
o Establish rapport with your audience.
o Show the link between your talk and previous methods used.
B- During the talk
o Convey your enthusiasm for the material.
o Pronounce words clearly.
o Speak at a suitable volume not too loud or too soft.
o Speak at a suitable tempo neither too slowly nor too quickly.
o Make the pitch of your voice appropriate neither too high or too low.
o Use body language.
o Make eye contact with audience.
o Pause.
o Pace your presentation.
o Keep your sense of humour.
o Feel the atmosphere.
o Get feedback from the audience.
C. Closing the talk
o Draw some conclusions.
o Round out your presentation and tie up loose ends.
o Link to next health talks.
24. Utilities of health talk
1. Give knowledge and facts.
2. Allow for direct personal tailoring of messages to specific group.
3. Allow for immediate response to questions and answers.
4. Inexpensive.
Limitations of health talk
1. Its success depend entirely on the communication skill of the speaker and his accurate knowledge about the subject.
2. Audience must come to speaker.
3. It provides information only.
Remember
You have to prepare several health talks and deliver them in your practical classes. You will select topics related to reproductive
health, family planning and child care.
25. Individual
method
The method where receiver of message is
single individual and health education
providers also single or in sometimes may
be more then one individual.
This method involves person to person or
face to face communication which
provides maximum opportunity of two way
flows of ideas, knowledge and
information.
27. Intervie
w
Interview is to meet and talk each other
and collect information and ideas.
Facial expression, gesture, body
language, eye contact, personal space
and other non verbal forms should equally
important as verbal responses.
28. Interview
Contd…
Types of interview
There are various type of interview they
are:-
Structured interview
Unstructured interview
Formal interview
Informal interview
In-depth interview
29. Interview
Contd…
Procedure of interview
1. Preparation for interview
Decide the topic and objective of interview
Collect sufficient information about the topic
Decide the interviewee
Develop questionnaire
Decide place and time of interview
Take consent by interviewee
Organized arrangement for interview eg room
arrangement, tea or water if required,
stationary to note down
30. Procedure of interview
contd….
2. Beginning of interview
Establish rapport with interviewee
State the purpose and importance of interview
and realize interviewee about the responsibility
Askquestionpolitely, listen carefullyand
maintain eye contact
Don’t comment during the interview
Provide enough time for think and response
Keep on the subject and keep control of the
interview
Keep the interview like the healthy conversation
rather then making it question answer or quiz
session
Avoid anything disturbing the interview
31. Procedure of interview
contd….
3. Conclusion, suggestion and report
Discuss with interviewee to reach
the conclusion regarding the
problem
Give suggestion according to need
Close interview in a friendly manner by
thanks and greeting
Make written report of the interview result
32. Advantage and
Disadvantage of
intervie
w
Advanta
ge
It helps
attitude,
subject
to know individual’s
knowledge, feelings and
practice in particular
Exchange of ideas and feeling
Helpful to reach better conclusions of
certain problems
Easy to conduct with less cost and
limited facilities
Even illiterate persons can be interviewed
and taught
33. Disadvantage of
interview
If proper rapport is not build and trust
cannot be achieved interview may refuse
to answer or may not give true answer
It takes more time and will be difficult to
cover wide range of target population
34. Counseli
ng
Counseling is the process of encouraging
and helping an individual in identifying
problem, exploring cause of problem and
identify the way of its solution
The decision of action strategies is
made on Client's own choice with least
of advice from the counselor
35. Procedure of
Counseling
1. Rapport building
2. Identifying Client need or problems
3. The counselor should help the Client in
finding ways to solve the problem by
encouraging in discussion and develop
problem solving strategies based on the
situation
4. Maintaining patience
5. Keep secret
6. Return follow up counseling
36. GATHER in Family Planning
Counseling
G – Greet the Client respectfully
A – Ask them about their family planning
needs T – T
ell them
about different contraceptives
options and methods
H – Help them to make decisions about
choices of methods
E – Explainand demonstrate how to use
the method
R – Return visit and follow up
37. Advantage and
Disadvantage of
Counseling
Advantage
It is helpful in dealing with individual Clint
and motivate to take necessary action to
solve health problems by himself
It maintain two way communication
It is not required to be literate for counseling
Clint can understand the positive and
negative point of particular subject matter
Help to solve the complicated and
serious problems
38. Disadvanta
ge
It takes more time
It is difficult to cover wide range of
people
There may be need of privacy to
explore problem