HEALTH EDUCATION

OBJECTIVE
• Define health education.
• Discuss the importance of health
education in the improvement of health
behavior.
• Explain the role and functions of the
nurse as a health educator.
 OBJECTIVE cont’
• Describe the various strategies of
community empowerment in the three
level of care.
• Explain the importance of communication,
networking and collaboration in
community empowerment.
• Differentiate between health education
& health promotion
 HEALTH EDUCATION
• Health education is any combination of learning
experiences designed to help individuals and
communities improve their health, by increasing
their knowledge or influencing their attitudes.
• Process of providing information and advice
related to healthy lifestyle and encouraging the
development of knowledge, attitudes and skills
aimed at behaviour change of individuals or
communities.
• Enables and influences controll over own´s health
leading to optimalization of attitudes and habits
related to lifestyle and increasing quality of life.
• ( WHO )
 Health education
• It is a social science that draws from
the biological, environmental,
psychological, physical and medical
science to promote health, prevent
disease, disability and premature death
through education –driven voluntary
behavior change activities.
(American association for health education.)
 Health Education
• Health education is concerned with a
range of goals, including giving
information, attitude change, behavior
and social change.
• It is concerned with helping people to
help themselves and helping people work
towards creating healthier conditions for
everybody ( “making healthy choices
easier choices”Ewles& simmets 1985 –Wass200)
 Health Education?
• The development of an individual, group,
institutional, community strategies in the
improvement of their health knowledge,
skills, attitude & behavior.
• Combination of learning experience
designed to facilitate voluntary action
conducive to health. (Green & Kreauter)
• Concerned with people at all stages of
health & illness to maximize each person’s
potential for healthy living.
 Objective of Health Education/Health
Empowerment
• As a preventative measures .
• Facilitate strategies for change.
• Dissemination of health information to those who
need help.
• The empowerment of the community with health
information.
• Change the health behavior of the community.
• Community to be able to care for
themselves.
 Why Health Education
• For the improvement of the health
status of individual, families,
communities, society & nation
• It enhance the quality of life for
everyone.
• Focus on prevention, help reduce the
health costs both for the individuals &
nation spend on medical treatment.
 Health Education
Main principles
• Supported by the latest knowledge from research
(medicine, sociology, psychology).
• A systematic, comprehensive and consistent activity.
• Adapted to age, gender, education and particular
health, mental or social problems of an individual or
community (school, entreprise, city).
• Encourages personal investment of an individual.
• Respects environment of an individual.
• Věra Kernová National Institute of Public
Health Prague
 Health Education in Communities
Strategies
• Building collaborating team (physician, PH officer,
health counsellor, NGO, schools, municipality,
entreprise)
• Partnership and national networks (Healthy Cities,
Healthy Schools), health projects
• Providing regular information – media, bulletins
• Motivation actions related to days acknowledged
by WHO – Health Day, Global Day without
Tobacco, Mental Health Week, International Day
of Fight against HIV/AIDS, etc.
SOCIAL SOCIAL
MARKETING Community Client –provider
CAPITAL Policy
Mobilization interaction
Communi
cation
HEALTH EDUCATION

CHANGE
CHANGE ATTITUDE
BEHAVIOUR
Nurse as a Health Educator
• The nurse is an AGENT for change by helping identify and
solve health related problems by :
 Informing
 Advising
 Help in the acquisition of skills
 Clarifying beliefs and values
 Enabling the adaptation of life styles
 Promoting change in the structure & organization which
promote health.
 Provide a model of values and belief related to
 health.
NURSE AS HEALTH EDUCATOR
cont
At all the three level of health care
the nurse empowers the
individual
family
community
colleagues (Clark 84)
NURSE AS HEALTH EDUCATOR
cont.
• Empower CLIENT about
• Disease process sign & symptoms
☻How to live with their health
problem and live to their full
potential
☻Diagnostic and treatment procedures
☻Preventative & promotive measures

FORMAL OR INFORMAL
 Activities of A Health Educator
• Assess individual & community needs
• Plan health education
• Develop health education program
• Coordinated health program
• Implement health education programs
• Evaluate health education programs
• Write proposal for health education
• Build coalitions
• Identify resources
• Organize & mobilize communities for action.
• Advocate for health related issues
• Develop Mass media campaign .
• Conduct research
 Problems In Health
Education.
Geographical layout.
Accessibility
Language
Illiteracy & literacy rate
Cost
Availability of resources .
Culture
 Problems In Health Education.
cont

• Health Facilities
• Health Facilitators
• Attitudes both clients and educators
• Methods, message/material
• Educators or officials who carry out the task
• The tools use for demonstration
• .
 Health Literacy
• Illiteracy & Literacy –impact on health
• Health information
• Health Literacy : application of literacy skills to
health & health care .
 Being able to participate individually, publically
about health prevention and promotion &
treatment, preference.
 Able to intergrade new information and understand
process require to improve health, have access to
health resources
 Health Literacy
• Health Literacy merupakan istilah yang mulai diperkenalkan
pada tahun 1970 dan mengalami peningkatan penggunaan
dalam public health dan health care yang berkaitan dengan
kapasitas seseorang untuk memenuhi kebutuhan kesehatan
yang komplek dalam masyarakat yang modern.
• Health Literacy artinya menempatkan kesehatan sebagai
bagian dalam keluarga dan masyarakat, memahami faktor-
faktor yang mempengaruhinya dan mengetahui bagaimana
mengatasinya.
• Seseorang dengan tingkat health literacy yang adekuat
mempunyai kemampuan untuk mengambil tanggungjawab
terhadap kesehatannya maupun kesehatan keluarga dan
masyarakat.
 Health literacy Levels

• Function level literacy : receiving sufficient level of factual

information on health risks & services available that they can
participate in illness prevention and health protective
activities.
• Communicative & Interactive Health Literacy: develop
personal skills – developing capacity to influence social norms
& helping others . Understanding how organization work being
able to access services they need .
• Critical Health Literacy is potentially a higher order process
that could be developed through education to critically
appraise information of relevance to health
Teaching Methodology
 Teaching Objective.
• To be able to write teaching objectives
for health education.
• Formulate a teaching plan
• Identify the different style of learning
• Utilize the different teaching strategies
• Develop appropriate teaching aids for
the appropriate target group.
 Teaching
• This is a process of helping others to
learn and incorporate new behaviors
into every day life.
• It is two way interaction
• Involve activities such as informing
instructing, challenging & coaching
• Learners to use knowledge, skills &
attitude.
 Learning

It is the essential part of education.

New knowledge , skills& attitude are
acquired to be applied in specific situation.
Activities such as :
Listening , observing, problem solving
practicing discussing , writing, reflecting
on experiences are involved.
 Learning Outcomes
The learner to have the following
abilities:
Demonstrate
Describe
Explain
Analyse
Synthesis information.
 Learning OBJECTIVES
• Learning objective define what the clients
should know and be able do at the end of
the learning session.
Three main types of learning.
Knowledge: What clients know
Skills: What clients are able to do
Attitude: How clients feel about what they
know and do.
Should write down objectives that can
be measured and observed .
The client should be told what is
expected out of him/her/them
(achievement) at the end of the
session.
The clients should be told exactly
how & where to perform the activity
if learning new skills.
Should be relevant to the client’s
learning need.
Why learning objectives
are important.?
• It determine -----
what is to be taught
How it is taught
How it can be assessed
 PLANNING
Target group
Number of clients
Time
Topic
Objective
Teaching methods
Teaching aids
Evaluation
 TEACHING
STRATEGIES
 Learning Process
Learning depend on several factors.

☻Environment
☻Client
☻Teacher
whether it is a formal or informal
session .
 Environment.
Conducive to learning:
 adequate for the no of participants.
Temperature comfortable
Noise?
Seating arrangement
Audiovisual equipment working
Physiological needs are met.

 Target Groups for Health
Education
• Health education is directed towards individual,
families, group and whole communities.
 The Individual
The well
The sick
The carer
Those who are at risk --------
 The young, the old, the youth, middle age –
 THE WHOLE COMMUNTY.
Client Background Knowledge
• Client who need advice
What
☺ are they thinking about
☺ their belief
☺ their customs and daily habits
☺ the way they live
☺ their capabilities
☺ they do not have
☺ they cannot do
 CLIENT
❇ VIP
❇ Motivated to learn
❇Preferred learning style.
❇Physiological need
❇Comfortability & safety of the learner
❇Sense of belonging
❇Inclusion and consultation of the course
objective .
 WHAT TO CONSIDER
• SIZE OF THE GROUP
• COMPOSITION OF THE GROUP
• STRUCTURE OF THE GROUP
• PURPOSE OF THE GROUP
 Client
• Autonomous & self directed
• Life experience &knowledge
• Goal oriented
• Relevancy oriented
• Practical
• Shown respect
 Client
Ensure that client learn through.
• Motivation
• Reinforcement
• Retention
• Transference
Association
Similarity
Degree of learning
Critical attribute element.

• ( Stephen Lieb 1991)

 Teacher
❁YOU WALK THE TALK !
❁ Role model
❁Facilitator
 LEARNING STYLES
Not all students learn equally;

• VISUAL

• AUDITORY

• KINESTHETIC
 Teaching Strategies
Only certain teaching methods are
applicable in particular situation.
No single method is superior.
Choose the teaching method that is
appropriate for the target group and
what is needed to be taught & where
it is to be taught.
 TEACHING METHODOLOGY
• LECTURE/SEMINAR
• GROUP DISCUSSION
• ROLE PLAY
• DEMONSTRATION
• INSRUCTION
• STORY TELLING
• JINGELS
• SONGS
PANEL DISCUSSION
 TEACHING STRATEGIES

• 1. Combination of teaching strategies

can be utilised in one session of health
education.
2. A single teaching strategy can also
be used in a single education session.
 Depending on what is to be taught
and the target group.
 TEACHING AIDS
• Posters
• Radio
• Audio Visual
• Books
• Flip Charts
• Bulletin board
• Exhibits
• News paper
 Teaching Aids
• Appropriateness to the target group
☻Pictures
☻Language used
☻Font size Readable from a distance.
☻Word used.
. Accessible to the general population.
 Seating Arrangement
• Arranged in a way that is
comfortable for every body.
• Accessible to the educator
• Encourage full participation of the
students.
• (Refer to hand out).
 Prior to the teaching session.

Check on the following:

✒Adequate learning materials – no
participants
✒ Venue—conducive for learning
✒ Seating arrangement
✒ Teaching aids– e.g mike ,audio visual.
✒ Resource personals
 TO BE CHECKED AN HOUR BEFORE THE SESSION.
 Evaluation
of Method and Teaching Aids
• Accepetability.
• Appropriateness
• Effectiveness
• Efficiency---
 Evaluation of Education
Activities
• Time.
• Suitability of health personel
• Number and quality of media.
• Coverage of population
• Extend of population applying
knowledge.
Learning starts at birth and it
ends when we die. It is a
continues process through out
the life span
 Reflection Time Differences
• Primary Health Care

• Health Promotion

• Health Education :
 Reference
• American Association for Health
Education.
• Kinger.A.M.(1997) Teaching for health( 2nd
ed) New York. Churchill Living stone.
• Quinn.F.M.(2000) Principles and Practice
of Nurse Education .(4th ed). London:
Nelson. Thornes.
• Wass.A. (2000) Promoting Health the
Primary Health Care Approach.