This document provides information on a lecture for a group of nursing students on principles of information, education, and communication (IEC). It defines key terms like learning, teaching, communication and provides objectives of the lecture. It discusses principles of IEC, purposes and barriers to communication, and methods and techniques for IEC. It also addresses designing teaching aids, teaching methodology including lesson planning, principles of teaching and learning, and utilization of learning opportunities. The document aims to equip nursing students with knowledge on providing effective IEC to clients.

1. MKUSHI COLLEGE OF
APPLIED SCEINCES
PUBLIC HEALTH
NURSING
Lecturer: Mr. Banda
GROUP 3
UNGO MAMBWE
MERCY CHISHIMA
AMARIA MUTUTA
ANGESS TEMBO
WILLIAM MALICHI
IRRIAM KAUMBA

2. OBJECTIVES
 Principles of IEC
 Communication purpose and Barriers
 Methods and Techniques of (IEC)
 Designing, Preparation and Selection of teaching Aids
 Teaching Methodology
 Principles of Teaching and Learning
 Audio Visual aids
 Utilisation of Learning Opportunities

3. DEFINATIONS
Learning: This is a process of gaining knowledge and
expertise. The emphasis is on a recipient of
knowledge and skills and results in behavioural
changes.
Teaching: his is the process of transferring
information. It involves establishing and arranging
events t facilitate learning. Teaching emphasises on
the provider of the knowledge.
Communication: the imparting or exchanging of

4. DEFINATIONS
 Information is telling something to an individual about a
person or a thing or a subject.
 Education: is a gradual process of learning through which a
person gains knowledge and understanding of a subject.
 Communication is a two way process of giving information or
sharing ideas between two or more people.
 Message: a verbal or written communication is what is
transmitted in the communication process Information
Education and Communication: a public health approach
aiming at changing or reinforcing health-related behaviours
in a target audience, concerning a specific problem and

5. PRINCIPLES OF INFORMATION, EDUCATION
AND COMMUNICATION (IEC)
WHO recommends the following framework principles wh
developing, implementing, and evaluating IEC interventio
Clear objectives
Client centeredness
Appropriate research methodology
Emphasis on positive behaviour change
Carefully crafted and tested educational messages
Appropriate channels of communication

6.  Use of inexpensive educational materials
 Culturally relevant graphic messages for home use
 Linkage with health care delivery system
 Mechanisms for monitoring, evaluation and
feedback

7. PURPOSE OF COMMUNICATION
The purposes of communication include the following:
For sharing of Information and Ideas
To increase Knowledge
To influence people for change in attitudes and
beliefs
For bringing about behavioural change
For persuasion and negotiation
For motivation
To provide counselling

8.  For giving Instructions
 To help reaching a decision
 To building human relationship
 For entertainment

9. BARRIERS TO COMMUNICATION
As a good communicator, you should be aware of the
following communication barriers so that your message
can be well received. The following are some of the
barriers to communication:
Physiological. These are barriers that result from the
receivers physical state. For example, if a person is
hard of hearing, they may have a problem hearing
what you are saying. You should therefore use media
that can get the message to them, e. g, a poster or
written document.

10. Psychological – emotional disturbances, neurosis,
levels of intelligence, language or comprehension.
When the receiver has a psychological problem it means
they may not be able to appreciate what you are saying,
therefore the problem will need to be solved before
proceeding with giving the information you want to
send. If the problem is with the sender it means you
also need to solve your issue in order to effectively
communicate to your clients

11. Environmental barriers to effective IEC are noise,
invisibility and congestion. These can cause
distraction and lack of concentration. Identify a
place where it is quiet and enough lighting in
order for the participants to get the information.
Cultural – illiteracy, low levels of knowledge and
understanding, customs, beliefs, religion,
attitudes, economic and social class differences,
language variations, cultural difficulties between
foreigners and nationals, between urban education
and the rural population.

12. Even when health services are readily available, the
social and cultural barriers can present serious
problems to the achievement of health behaviour
change.
Using words: which cannot be understood by the
audience (bombastic words). As health care provider
you need to assess the level of education of those
listening to your information so that you use the
language that is appropriate and they can understand.

13. Information- The information you prepare may be
too much so that the receiver is overloaded and
they lose concentration or it can be inadequate to
meet their needs this will lead to failure to get
the information you are trying to send. There are
times that the message you choose might
contradicting the beliefs or priorities of your
clients, this will make them loose interest in what
you are talking about.
Poor communication skills by the sender – The
sender might not be loud enough to be heard or

14. Media- In certain circumstances the means you use
to send the message may not be appropriate for the
information you are trying to pass on. For example
you are teaching mothers on the exercises to use
after delivery; you decide to give a lecture, when
demonstration could have been more appropriate.
Insufficient feedback- Feedback helps you to
identify whether the methods you are using for
teaching are ideal for your clients therefore it is
important to ask them whether they are getting the
message. It can also be that you do not give
response when they ask questions hence they will

15. HEALTH COMMUNICATION
Individual Approach Group Approach
 Personal contact Lectures
 Home visit Demonstrations
 Personal letters Discussion methods

16. -Group discussion Printed material (fliers)
-Panel discussions Direct mailing
-Symposium Posters, bill boards & signs
-conferences Health museums & exhibitions
-serminars Folk methods
-Role play (drama) exhibitions
-Role play (drama) Internet

17. METHODS AND TECHNIQUES OF (IEC)
 Selecting and sequencing content
Select the content that is most appropriate and
relevant to clients’ needs and that is likely to result in
accomplishing the stated learning objectives
Organize content in logical sequence from simple to
complex or from familiar to less familiar.
 Selecting teaching technique
Depends on characteristics of clients, type of learning
tasks, content involved, and availability of resources
to implement strategies.

18. Strategies should address content to be presented and
interest of the audience
Consider learner’s preferred mode of learning e.g.
visually, discussion, role play, drama.
 Reviewing Or Developing Educational Material
Materials used should be appropriate to the audience
and content in terms of age group, adolescents,
youths, adults. Example if projecting information,
audience must have a clear view of the information.
If demonstrating all must have clear vision of what is
being demonstrated.

19.  Planning Evaluation
Evaluation is a systematic continuous process of
collecting, analyzing and interpreting information to
determine the extent to which the participants are
receiving instructional (specific) objectives, quality of
teaching effectiveness of the programmer.
There are two types of evalution namely: -
• Formative evaluation: is continuous evaluation
during the session. It involves the effects of the
presentation as it is given. It includes determining
whether clients understand what is being presented

20. Summative evaluation: comes at the end of the
session. It is designed to determine the extent to
which the instructional (specific) objectives have been
achieved.
Purposes of evaluation
 Provides feedback to clients and make them aware
of the parts learnt and those that are not
understood.
 Monitor progress so as to identify specific
difficulties of individuals and suggest remedial
measures.
 Measures effectiveness of teaching.

21. DESIGNING, PREPARATION AND SELECTION OF TEACHING A
(tape, mega-phone, camera, sound examples o
multimedia)
No health education can be effective without audio
visual Aids. Audio-visual Aids help to:
Simplify unfamiliar concepts
Bring about understanding where words fail
Reinforce learning by appealing to more than one sence
Provide a dynamic way of avoiding monotomy.
Some of the Audio-visual Aids are

22. 1.Auditory Aids – Radio, tape-recorder, microphone,
amplifiers, earphones
2.Visual Aids Not requiring projection: chalkboard,
white board and markers, leaflets, posters, charts,
models, specimens.
 Requiring projections: Slides, film strips. Computers
and LCDs, overhead projector and transparencies.
3.Combined Audio-Visual Aids: elevision, sound films
(cinemas), slide-tape combination, computer.
Knowledge of the advantages and disadvantages of

23. AUDIO-VISUAL AIDS
This Is the use of models, pictures and other things
to help the learner visualize the message being
sent.
TYPES OF AUDIO-VISUAL AIDS
• Auditory Aids (Radio, Earphone, Microphone)
• Visual aids
 Not requiring projector(chalkboard, white
board, poster,charts and models)
 Requiring projection(computer, LCD, film
strip)

24. COMBINED AUDIO VISUAL AIDS
• TV
• SOUND FILM
• CINEMAS
• SLIDE TAPE
Examples Of Audio Visual
Things to note when using Audio visual aids
 Social economic status(interest of the audience,
experience, intelligent).
 The presenter’s familiarity with the originality
and the skill in the selection, preparation and
use of it’s very important.

25.  Audio visual aids should have specific education
value and stimulate interest.
 Audio visual aids should have specific education
value and stimulate interest.
Audio visual aids should suit the objective and should
have unique features.

26. MERITS OF AUDIO VISUAL AIDS
• It brings about understanding where words
fail
• Provide a dynamic way of avoiding monotony
• Teaching aids makes it easier for the
educator to relate to everyday activities
• Simply unfamiliar concepts
• They improve concentration when various
method are used
• It relates theory to practice

27. TEACHING METHODOLOGY
• Is refer to a set of practices and principles used by
teachers to make the process of teaching and
learning highly effective for their learners.
Lesson Planning
• A lesson plan is a written description of what will be
done in a teaching and learning situation to achieve
the purpose of the session.
Purposes Of A Lesson Plan
i. Lesson presentation is organised and systematic
ii. Time required for the session is identified and made
available

28. Componets Of A Lesson Plan
There are different formats of organising a lesson plan.
However, all matter what format is used the lesson plan
for teaching session defines the following:-
Topic: the subject matter to be discussed
Objective: indication of what the participants will
receive
Target group: know the level of your audience
Facilitator: person conducting the lesson plan.
Content: the learning experiences that the

29. Content: the learning experiences that the
participants should have to achieve the stated
objectives.
Teaching methods: techniques you are going to use
to deliver the subject matter.
Venue: where the lesson will be conducted from
Duration: how long it will take to present the
lesson.
Time: time of presentation.
Teaching or learning materials/aids: items that are

30. Introduction: A brief discussion of what is to be
presented by the facilitator Evaluation: to find
out/assess how much the learns know or have
assimilated.
Summary: reinforcement of key elements relevant to
the topics.
Conclusion: brief or opinion which is as a result of
reasoning or make final decisions for something/lesson.

31. Specific
Objective
Content Teaching
Aids
Teacher’s
Activity
learners
Activity
Evaluation

32. PRINCIPLES OF TEACHING AND LEARNING
Credibility: the degree to which the message to
be communicated is perceived trustworthy by the
receiver, unless people have trust and confidence
in the communicator, no desired action will ensue
after receiving the message.
Interest: Pschologically, people may not listen to
the message unless they have an interest in it.
The communicator has to explain the need of the
message before he starts to communicate to the

33. Participation: A key to health education. It is based on
the psychological principle of active learning.
Motivation: in every individual there is fundamental
desire to learn. Awafening this desire is called
motivation.
Comprehension: in health education we must know
the level of understanding, education and literacy of
people whom the teaching is directed. Never use
words which cannot be understood by the people.

34.  Reinforcement: few people can learn all that is
new in asingle period of time.if there is no
repetition there is a tendency of going back to
pre-awareness stage. If the massage is repeated in
different ways, people are more likely to
remember it.
 Learning by doing: learning is an action
process;nota memorising one in thenarrow
sence.”If I hear I forget; if I see I remember; if I do
I know” illustrate the importance of doing.

35.  Known to unknown: in health education we
proceed from a concrete to abstract i.e. from
the particular to the general, from simple to
the more complicated; from easy to more
difficult; and from known to unknown. The
rules are that where people are and with what
they understand and then proceed to new
knowledge.
 Setting an example: a health educator must set
a good example in the things he is teaching. If
he is explaining on the hazards of smoking, he

36. Leaders: psychologists have shown and established
that we learn best from the people whom we have
regard and respect in the community e.g the village
headman, school teacher or political worker.
 Good human relations: sharing of information, ideas
and feelings happen most easily between people who
have a good relationship. This goes hand in hand
with developing communication skills.
 Feedback: for effective communication feedback is

37. UTILISATION OF LEARNING OPPORTUNITIES
Priority Learning Needs
A client may exhibit several unrelated
learning needs. Because clients can
assimilate only a certain amount of
information at a time, the nurse and client
need to decide which learning needs
should be addressed first. Other needs can
be addressed later.
Identifying Goals And Levels Of Prevention

38. Goals: (vision) involve specifying the broad purpose of
the lesson e.g. the goals of a presentation on AIDs,
might be a broaden learners’ understanding of AIDs and
decrease fears of the disease.
Identifying Goals for an educational encounter also
enables the community health nurse to identify the
level of prevention to be addressed e.g. the goal of
reducing the incidence of HIV infection.

39. DEVELOPING AND CLASSIFYING OBJECTIVES
Developing Learning Objectives
Learning objectives are statements of specific behaviours
expected in the health education encounter.
There are two types or objectives: -
General Objective
It is a general description of the qualifications that a student
can acquire with the aid of the study unit, (Horst & Martens,
2013). This is an overall aim or goal. It states the end product
or outcome of the learning/training experiences e.g. if the
client is lacking knowledge on the importance of family

40. Specific Objectives
These are also called instructional objectives. They
describe behaviour that constitutes learning. These are
are much smaller components or precise tasks that are
are part of the activities to be performed e.g. some
specific objectives on the importance of family planning
planning would be: -
 Define family planning.
 State the methods of family planning used.
 Mention advantages /disadvantages of family

41. Characteristics of a well stated specific objective
Relevant: it should relate to the aims of the training
that are primarily based on the professional functions
the health service provider will perform. They are
derived from the health needs of the production.
Feasible: something that can be done and achieved.
Observable: something that can be observed otherwise
it will be impossible to measure.
Measurable: can be measured by some criterion.

42. Specific: Describe the exact action that is expected from
the learning experience. Use verbs such as list, mention,
state, define, identify, describe, outline. Do not use
loaded words like; know, understand, appreciate, discuss
These are used in general objectives because they need
to be defined further into components to indicate what
they exactly mean.

43. Summary
We have looked at the definition of key terms like learning and
teaching. We discussed the principles of IEC among which are clarity
of objectives, client centeredness, emphasis is on positive behaviour
change etc. We looked on communication purposes and barriers; the
purpose is to share information and ideas while barriers include
physical, psychological social barriers just to mention a few. We also
discussed various methods and techniques involved in delivering the
message such as type of audience and appropriate teaching methods
e.g discussion role play etc. We discussed designing, preparation and
selection of teaching Aids and looked at a lesson plan preparation
which emphasised on clarity of objectives. We also discussed some of
the principles of teaching and learning so as to make IEC effective. I
hope this knowledge you have achieved will help you provide good
and effective IEC to your clients.

44. References
 Basavanthappa B.T. (2005). Nursing Education ,Jaypee Brothers medical Publications, New Delhi
India
 Clark, M.J. (1998). Nursing in the Community. Dimensions of Community Health Nursing.3rd ed.
Applieton and Lange, California.
 Horst, Z & Martens, M, 2013: The formulation of learning objectives, University of Twente,
Netherlands. http://oxforddictionaries.com/definition/english/communication
 Ministry of Health, (2002). Integrated Technical Guidelines for Front Health Workers. Lusaka,
Zambia Oxford dictionary, oxford university press.
 Park, K. (2005). Park’s Textbook of Preventive and Social Medicine. 18th ed. PremNager, Jabalpur.