Health Education

MR. RAM NARAYAN MANDAL FACULTY, Dept. of Health Education

A.I.I.H.& P.H.

Definition of Health Education

"Health Education is any combination of learning experiences designed to facilitate voluntary adaptations of behavior conducive to health..." (Green, Kreuter, Deeds and Partridge)

“Health Education is a process of growth in an individual by means of which he alters his behavior or changes his attitude towards health practices as a result of new experiences he has had”

(Dorothy B. Nyswander)

Contd

Health Education is the combination of planned social actions and learning experiences designed to enable people to gain control over the determinants of health and health behaviors and the conditions that affect their health status and the health status of others

(IUHE conference at Helsinki)

Definition

Comprising of consciously constructed opportunities for learning involving some form of communication designed to improve health literacy,including improving knowledge and developing skills which are conducive to individual and community health (WHO)

Behavior Cognitive skill-related to the act of

describing or explaining things on the basis of knowledge acquired.

Affective skill-related to thinking resulting in decision making, analysing ,interpreting

It is a kind of attitudinal skill. Psychomotor skill- It is related to performing

certain actby the use of bodily parts.

Purposes of health Education

1. To help people realize that health is the individual, family and community asset.

2. To help people acquire health knowledge and information, develop positive attitudes and skills, which enable them to protect from diseases and improve their health.

Contd..

3.To help people identify their health problems and encourage them to solve those problems by their own actions and efforts by utilizing local resources to maximum level.

4.To encourage people to develop and also utilize the available health services provided for them.

Models of Health Education

Health Belief Model Transtheoretical model

PRECEDE-PROCEED Model

Health Belief model

HBM is a psychological model that attempts to explain and predict health behavior i.e why people would or would not use available preventive services.

It focus on the attitudes and beliefs of individuals

It was developed in response to the failure of a free TB health screening program.

Core assumptions and statements

HBM is based on the understanding that a person will take a health related action if that person

1. Feels that a negative condition can be avoided(i.e HIV)

2. Has a positive expectation that by taking a recommended action he/she will avoid a negative health condition(condom use)

3.Beliefs that he/she can successfully take a recommended health action(i.e he/she can use condom comfortably and with confidence)

Health belief model

Concept   Condom Use Education Example

     

1. Perceived Susceptibility

 

Believe they can get STIs or HIV or become pregnant.

     

2. Perceived Severity

 

Believe that the consequences of getting STIs or HIV or unwanted pregnancyor

     

3. Perceived Benefits

 

Believe that the recommended action of using condoms would protect them from getting STIs or HIV or a pregnancy.

 

4. Perceived Barriers  

Identify personal barriers to using condoms (i.e., condoms limit the feeling or they are too embarrassed to talk to their partner about it) and explore ways to eliminate or reduce these barriers (i.e., teach them to put lubricant inside the condom to increase sensation for the male and have them practice condom communication skills to decrease their embarrassment level).

       

 

5. Cues to Action

 

Receive reminder cues for action in the form of incentives or reminder messages.

       

 

6. Self-Efficacy  

Confident in using a condom correctly in all circumstances.

       

Stages of change model or Transtheoretical model

• Precontemplation-the person is unaware of the problem or has not thought seriously about change•Contemplation- the person is seriously thinking about a change in the near future•Preparation-the person is planning to take action and making final adjusments before changing behavior•Action-the person implements some specific action plan to overtly modify behavior and surroundings•Maintenance-the person continues with desirable actions •Termination- the person has ability to resist relapse

PRECEDE- PROCEED model (Predisposing,reinforcing,and enabling constructs in educational diagnosis and evaluation)- policy,regulatory and organisational construct in educational and environmental development)

Phases of PRECEDE-PROCEDE Model

Phase-1.Social diagnosis (based on social problem)

Phase-2. Epidemiological diagnosis (morbidity, mortality, fertility etc.)

Phase-3. Behavioral diagnosis (each behavior defined in terms of timing,frequency,duration etc)

Phase-4 Educational diagnosis (based on pre-disposing, enabling and reinforcing factors that need to be analysed for each behavior)

Phase-5. Administrative diagnosis

Phase 6-Imlementation Phese7- Process Evaluation Phase8-Impact Evaluation Phase9-Outcome evaluation

Health Education components of community health

Direct communication Training & CoIndirect

communication

Pre-disposing

FactorsA, B, V

Enabling factorsA, A, A &

skills

Reinforcing factorsSupport from

family, peers, HCP

Motivation Facilitation Reinforcement

Behavioral causes

Health problem

Social problem

I. Analysis of the Situation

A. Purpose (Health situation that the program is trying to improve)

B. Key Issue (Behavior or change that needs to occur to improve the health situation)

C. Context (Strengths, Weaknesses, Opportunities, and Threats [SWOT] that affect the health situation)

D. Gaps in information available to the program planners and to the audience that limit the program’s ability to develop sound strategy.

E. Formative Research (New information that will address the gaps identified above)

II. Communication Strategy

F. Audiences (Primary, secondary and/or influencing audiences)

G. Objectives

H. Strategic Approach

I. Key Message Points

J.Channels and Tools

IV. Evaluation—Tracking Progress and Evaluating Impact

III. Management Considerations

A. Partner Roles and Responsibilities

B. Timeline for Strategy Implementation

C. Budget

D. Monitoring Plan

THANK YOU