3. DEFINITION
Planned opportunity for people to learn about health & make
changes in their behavior.
[It includes]
Raising
awareness
Providing
information
Motivation
&
persuasion
Equipping
with skills
&
confidence
4. GOALS OF HEALTH EDUCATION
Health
consciousness
Knowledge
Self
awareness
Attitude
change
Decision
making
Behavior
change
Social change
5. Health
consciousness
Increase awareness of health
status
knowing
Knowledge
Give information about a problem that
people are already aware about it
knowing
Self
awareness
Clarifying values about health. Helping
people to identify what is really important to
them
Feeling
Attitude
change
Change what people feel, believe and what
their opinion about
Feeling
Decision
making
Decide what to do in the future about health
in general or a particular health problem
knowing &
feeling
Behavior
change Do something about health Doing
Social
change
Complex goal healthy choices
easier choices
6. SOCIAL CHANGE GOAL
Complex goal of making
Healthy choices Easier choices
Changing social, physical environment so that people are encouraged
to adopt health behaviors.
7. 1. Conscious exercise is healthy.
2. Knowledge strength my body & heart.
3. Self awareness feel unfit.
4. Attitude change believed exercise is valuable
5. Decision making will join sport club.
6. Behavior change go to club, walk to work ext..
7. Social change sport facilities available
8. EFFECT OF PHYSICAL EXERCISE ON HEALTH
1 & 2 Know
3 & 4 Feel
5 Know & Feel
6 Do
7 Healthy choices are easier
9. 3ry
2ry
1ry
• How to make best of remaining
health potentials “Rehabilitation”
• Restore former state of health
[improve compliance with ttt or
change harmful behavior
• Prevent illness
• Improve quality of healthy life
Concepts of HE
10. Whole person [physical, mental, social].
Life long process.
All points of health & illness [1ry, 2ry & 3ry].
Directed towards [persons, families, group & community.]
Help in making health choices easier choices
Involve [formal & informal teaching].
Wide range of goals [information, attitude change, behavior change & social change].
DIMENSIONS OF HE
18. What sort of need
it is?
Who decided that there is
a need?
What are the grounds for
deciding there is a need?
Is HE the answer to the
need?
Assessing
Needs
Is it a health promotion
issue?
Is prevention
effective?
Can it be done & will be
successful with that group?
Do we have sufficient
resources [knowledge,
materials]?
Do we have means for
prevention?
Why produce worries if
we have nothing to do?
What was done by
others?
Setting HE
Priorities
2. Identify Needs &
Priorities:
It will determine the
objectives & outcome
19. Health Education Needs
Felt or perceived needs
What people want but not
necessary expressed
Normative needs
Level of services which experts set
versus desirable standard for
individual or whole community
Comparative needs
Comparing service provision
across communities or groups
Expressed needs
Actual number of people using
or demanding a service
20. 3- Decides Goals & Objectives
Goal = Broad Aim
Goals will be reached by the end of the program.
Objectives should be “SMART”:
21. Identify
Resources
3Ms + T
The educator
characteristics & their
rules?
Client
capabilities?
People can
influence
clients?
Exciting
polices or
plans?
Facilities &
materials?
22. PLANNING OF THE PROGRAM
Content & Methods
• Best for Objectives
• Accepted by Consumer
• Suitable for Content
Evaluation
“ Structure-Process-Outcome”
• Self
• Peer
• Client
23. GUIDELINES TO
SELECT THE HE
METHOD
Interesting
Acceptable
Provide
opportunity
Appropriate
Involve
learner
Feasible
Readily
available
Cost efficient
Can be used
Achieve
objectives
24. 2- Plan evaluation methods
Self evaluation:
• Did we do a good
job?
• Satisfied or not?
• How can
improve?
Peer evaluation:
• A colleague
evaluate.
Client evaluation:
• Feedback?
• Type of attitude?
25. II. IMPLEMENTATION
• Factors related to Educator
• Factors related to Clients
Relationship
“Educator &
Clients”
• Authoritarian or Paternalistic
• Permissive or Democratic
Communication Styles
• Social & Cultural gab
• Limited Receptiveness
• Limited Understanding & Memory
• Insufficient Emphasis on education
• Delivered messages are Contradictory.
Barriers
26. 1. Relationship between educator & client:
a. Factors related to educator
Judging
Recognize
client’s
Knowledge,
Believes,
Point of view
Two-way discussion
Encourage
client to
think for
himself
Expert-role
Create
Open
Trustable
Atmosphere
27. SITUATION CLIENTS ADOPT –VE FEELINGS
Ignoring
capabilities &
strengths of the
client
Ignoring client
efforts &
achievements
Raising the sense
of guilt &
anxiety
Bad experience
of the client
Lack of trust
The educator is
a threat
“criticism”
Clients believe
he knows
everything
Client is
intimidated
b. Factors related to client
[Feelings that lead to either accepting or refusing the message]
28. SITUATION CLIENTS ADOPT +VE FEELINGS
The educator praises effort of the client.
The educator dosn’t imply the client’s behavior as morally bad.
Minimize feelings of helplessness.
29.
30. 2. The communication style:
b. Permissive or democratic style
+ve aspects:
o Clients are reactive.
o Allowed to express their feelings.
o They take responsibility.
- ve aspects:
o Discussed subjects limited to client's
likes.
o Uncomfortable issues are not
considered.
a. Authoritarian or
paternalistic style
“Strict obedience”
+ve aspects:
o Clear guidelines.
o Easily resolve the problem.
- ve aspects:
o - ve attitude of the client
32. Barriers:
a. Social & Cultural gab between educator & client.
Different Social class.
Religious beliefs.
Values
Gender.
b. Limited receptiveness of client.
Illness, Tiredness, pain, Emotional distraction or being too busy.
33. c. Limited understanding & memory.
• Limited intelligence.
• Poor memory.
• Use of medical jargon.
d. Insufficient emphasis on education by the health professional
• Educator is too confident so acts in reluctant way.
• Educator is too busy and didn’t prepare the materials.
• Educator is in a hurry & not enthusiastic.
• Educator doesn’t believe in the value of HE.
34. d. The delivered messages are contradictory.
• Different specialties say different things.
• Family, friends & neighbors contradict the HP.
• Expert keep changing their minds.
35. III. MONITORING & EVALUATION
SYSTEMATIC & LOGICAL METHOD
FOR MAKING DECISIONS TO
IMPROVE HE PROGRAM
Structure
Place
Materials
Aids
Process Outcome
Health consciousness
Knowledge
Self awareness &
attitudes
Decision making
Behavior
Social
36. 1- STRUCTURE
Evaluation of components:
1. Place.
2. Aids.
3. Materials.
- Written feedback from the learner [evaluation sheet].
- Verbal forms or non verbal as [facial expressions or enthusiasm or
participation level]
37. 2. PROCESS
It examine the dynamic components of the educational program
Involves evaluation of the sustainability of the process used to meet the
goals & objectives
Assess the dynamics of interaction between educators & learners
39. 1. Changes in Health Consciousness:
The level of interest of consumers [no of clients]
The degree the media covered the HE activities.
Data collected from questionnaires.
2. Changes in Knowledge:
Interviews & discussion between educator &clients
Observation of use of knowledge by the clients.
The results of the pre & post tests.
40. 3. Changes in Self Awareness & Attitudes:
Observing the changes in what the clients do during HE.
Ask the clients to rate their attitudes.
4. Changes in Decision Making:
What the client proposes to do whether verbally or in
writing.
41. 5. Behavioral changes “records”:
Changes in no of clients attending the service.
Changes of smoking behavior noticed from questionnaire.
6. Social changes:
Policy changes: [increase areas where smoking is forbidden in
public areas].
Changes in legislations: [obligatory use of seat belts].
↑ in facilities that promote healthy behavior [sports clubs].
45. DEFINITION
In short people share the same experiences and
belong to the same culture.
46. ROLE OF COMMUNITY IN INDUCING CHANGE
• It ensures the program represents the perceptions, needs,
culture, beliefs & priorities of the community.
• Community participation ensures community ownership &
motivation.
• Make people feel they have a role & are able to make their own
decisions thus become empowered and more able to solve
problems.
47. WAYS OF DEVELOPING COMMUNITY PARTICIPATION
Be open about policies & plans.
Plan for the community expressed needs.
De-centralize planning.
Develop joint forum & network.
Provide support, advice & training for community groups.
Help them with fund & resources.
Support advocacy project
