Health Education

Health Education What the H. Educator should know about the community: 1. Culture or way of life 2. Knowledge of the leaders/family members and leadership patterns 3. socio-economic status 4. Problem that the people recognize and have interest in solving it. 5. channels of communication 6. community/personal resources 7. past experiences of the community on health and illness 8. motivations of the people 9. principles of learning and barriers of learning 10. Educational methods and media and their effectiveness. Assessing the H. Educ. Situations They have to feel the need to learn to be motivated. • Biophysical Consideration -age, sex… (programs suited for such category) -physical and physiologic functions -developmental considerations • Psychological considerations -awareness -presence of anxiety • Physical environment considerations • Socio-cultural considerations -current educational level -language spoken or used -practices/traditions - Occupations of the group members • Behavioral considerations -health behaviors -ways of coping • Health system consideration -consistency to medical system General Principle for H. Educ. Planning • Plan the process • Plan with people • Plan with data • Plan for permanence • Plan for and according to priorities • Plan for measurable outcomes in acceptable formats • Plan for evaluation

Planning the H. Educ. Encounter -which problem needs urgent, not so urgent, very urgent H. Educ. 1. Identifying levels and goals of prevention. 2. Develop specific learning objectives • classify whether: (ASK) - Cognitive - knowledge component - Psychomotor - skills - Affective - attitude Terms: Cognitive 1. Acquisition (observable) - state, identify, define, describe 2. Comprehension - explain, distinguish, summarize, infer, predict 3. Application - compute, modify, transfer, use 4. Analysis - infer, use, deduce, diagram 5. Evaluation - compare, contrast Affective - look, hear, discern, respond, organizing, express, prefer, convince, characterizing Psychomotor - Imitate, align, hold, grasp…

“Health Education” is in lined with the definition of “nursing” that is to help individual to achieve their optimum health status. Health is a response to the environment. - Dubos Education - acquisition of the art of the utilization of knowledge Teaching - stimulation, directing, guiding and encouraging the use of knowledge - tap prior knowledge - set objectives and goals Learning - active process that needs participation Process - progressive course of series Theories in Learning 1. Behaviorist Theory - learning occur as a result of conditioning - Classical Conditioning - Operant Conditioning

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Change agent

2. Cognitive Learning Theory Concept of Schemata Accretion - learn fast Tuning - evolved or refined through out the lifespan Restructuring - old schema + new schema = new knowledge 3. Levels of Processing 4. Parallel Distributing 5. Connectionistic Model 6. Stage Theory of Information 7. Social Learning - learning through interaction; reinforced until it retains in the memory

Approaches - Interview - Counsel - Open forum - Workshop - Lecture - Symposium - Group work - Community assembly - Use of laboratory - Visual aids

Elements of Learning Process - Goal-oriented - Readiness in all aspect - Situation (present alternative) - Interpretation - Response - Consequence (confirmation or contradiction) - Reaction to thwarting a. Try other methods until the right method is found b. Do nothing at all or ejection of knowledge

Health Teaching Plan 1. Assess - identify the learning need or knowledge deficit 2. HTP - Objectives (ASK), SMART, BMCT - Content - progression of competencies - Time allotment - specific for the content; not too long nor too short - Learning activity - appropriate for the population; mechanics of the activity - Resources - use indigenoius resources; shoul be classified to 3M (Manpower, Money [budgeted], Materials) - Evaluation - should be in lined with the objectives and/or methodologies; measurable; how the obj. are met

Principles of learning - Learning is not memorizing - Learning takes plsce only when the people recognize the need to learn - Learning can increase knowledge irrespective of age - Learning must be meaningful - Learning doesn’t take place only in one situation - Realistic goals - Human relations - All learning are motivated Traits and Policies about educator - Efficient - Good communicator - Good listener - Keen observer - Systematic - Creative and resourceful - Analytical - Tactful - Open to ideas and suggestions

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Multiple intelligences should be triggered. E.g. musically inclined people, use music to teach Assess comprehensively Note the considerations in able to formulate a good nursing plan Note the capability Consider the population in planning for the learning activity Content: Am I authorized to teach such?

Communication Process Theories 1. 2 Step Flow Theory - from a source to community leaders or influential people 1. Source 2. Community leaders 2. Roper’s Concentric Circle Theory osmosis

3. Diffusion Theory - infos are disseminated through the different

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stages: • Awareness - problem identified • Interest - finding methods or ways as solution • Evaluation - weighing the advantages and disadvantages of each methods • Trial • Adaptation Failure to adapt, back to the previous stage

Task of Communicators 1. Know what (to communicate to other people) !!!organize the content 2. Why (purpose of communicating) 3. How (methods/strategies to communicate) - methodology should be consistent for the audience 4. Who (am I authorized to communicate such?) 5. When (proper timing) - be perceptive enough to know the needs of the community 6. Look into the characteristics of the audience 7. Roles of the leaders in the community should be determined people as such can be tapped for additional help or resources 7 Cs of Communication 1. Context - situation or characteristics (is it appropriate?) 2. credibility - you should be authorized to talk about such 3. Content - the ideas should be coherent or congruent to each other; focused on one area of concern 4. clarity - the purposes should be clear 5. continuity and consistency - means and ways to communicate 6. capability of the audience

Change Process Social Change - change in the relationship within a system External forces - conflicts or contacts to other social system Internal forces - conflict between members on a social system Stages 1. Development of innovation - new materials introduced into the system 2. Diffusion of innovation - spread from the source 3. Legitimacy/ advocacy - spread through the leaders to the community 4. Adaptation - acceptance of the innovation 5. Adjustment - action towards the innovation Pointers 1. Nature of change should be clear - purpose of change 2. Identify the strong forces advocating and deterring the change - pro’s and anti’s 3. Nature and direction of change 4. Change should consider the established patterns 5. plan change in consistency with the established patterns 6. change should be made for impersonal requirement - it should be in an impersonal basis Educational Change Method 2 types of teaching 1. One way process / didactic method - “like this”, instructions, et. 2. 2 way process / Socratic method Methods of bringing about change 1. Individual Approach 2. Group Approach 3. Mass contacts through mass media Factors to be considered in planning for behavior changes to the people: 1. How the people concerned be brought in the planning 2. What are the various solution that can be offered to the people 3. Information or materials needed - resources 4. Criteria of progress

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