Modul 4 - Theory And Pronciple Of Health Education

THEORY AND PRINCIPLE OF HEALTH EDUCATION Module 4

HEALTH PROMOTION & EDUCATION (DEMA 3253) DIPLOMA IN ENVIRONMENTAL HEALTH VICTORIA INTERNATIONAL COLLEGE PREPARED BY: MR KHAIRUL NIZAM MOHD ISA

DEFINITION OF HEALTH EDUCATION ▫ Health education is a process which bridges the gap between health information and health practices. (President’s Committee of Health Education, 1977). ▫ Health education is any combination of learning experiences designed to facilitate voluntary adaptations of behavior conducive to health (Green et al. 1980)

THE SCOPE OF HEALTH EDUCATION • Terms for health education programs 1. Motivation programs Motivation is referring to the internal dynamics behavior construction, not to the external stimuli. Thus, based on the use of motive-arousing appeals. Not a voluntary change.

2. Behavior modification Designed to bring about changes in behavior by means of changes in knowledge or attitudes. Subjects voluntarily want changes they desire in their own behavior. Designed to specifically to increase the degree of selfcontrol and self-direction.

THE SCOPE OF HEALTH EDUCATION 1. Health counseling and communications Counseling is more psychotherapeutic rather than educational. Approach to voluntary change the subject’s health behavior. By emotional disturbance interferes with voluntary control of behavior.

THE SCOPE OF HEALTH EDUCATION • Other forms and methods of health education 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Community organization In-service training Consultation Group work Computer-assisted instruction Non-computerized teaching machines and audiovisual method Patient teaching Health fairs Exhibits Libraries Conferences Routine health provider-consumer interaction

HEALTH EDUCATION AS INTERVENTION

100 (a) 80 Percentage of population engaged in 60 negative health behavior 40

Health education intervention

x

Reduction in negative health behavior (eg. unprotected intercourse)

20 Time

100 (b) 80 Percentage of population engaged in 60 negative health behavior 40

Health education intervention Prevented increase in negative health behavior (eg. Smoking in teenagers)

x

20 Time

100 (c) 80 Percentage of population engaged in 60 positive health behavior 40

Health education intervention Increase in positive health behavior (eg. Compliance with a prescribed regimen)

x

20 Time

100 (d) 80 Percentage of population engaged in 60 positive health behavior 40

Health education intervention

x

Prevented decrease in positive health behavior (eg. Maintenance of diet)

20 Time

THE 7 PHASES OF PRECEDE Phase 6 Administrative diagnosis

Direct communication: public, patients

Phase 4-5 Educational diagnosis

Phase 3 Behavioral diagnosis

Predisposing factors: knowledge, attitudes, values, perceptions

Phase 1-2 Epidemiological & social diagnosis

Nonhealth factors Quality of life

Nonbehavioral causes Health education components of health program

Indirect communication: staff development, training, supervision, consultation, feedback

Enabling factors: Availability of resources, accessibility, referrals, skills Reinforcing factors: Attitudes and behavior of health and other personnel, peers, parents, employers, ect.

Behavioral causes Behavioral indicators: utilization, preventive actions, consumption patterns, compliance, selfcare Dimensions: Earliness, frequency, quality, range, persistence

Health problems

Vital indicators: Morbidity, Mortality, fertility, disability Dimensions: incidence, prevalence, distribution, intensity, duration

Subjectively defined problems of individuals or communities Social indicators: illegitimacy, population, welfare, unemployment, absenteeism, alienation, hostility, discrimination, votes, riots, crime, crowding

THE 7 PHASES OF PRECEDE • The PRECEDE framework directed the initial attention to outcome rather than to inputs (begin the health education planning process from the outcome).

• Phase 1 ▫ Begins with a consideration of quality of life by assessing some of the general problems of concern to the people in the population of patients, students, workers or consumers. ▫ Social problems can be used as a parameter of the quality of life.

• Phase 2 ▫ Identify the specific health problems that appear to be contributing to the social problems noted in Phase 1. ▫ Use information from epidemiology, medical finding and available data sources generated by investigators.

THE 7 PHASES OF PRECEDE • Phase 3 ▫ Identifying the specific health related behaviors that appear to be linked to the health problem chosen as deserving of most attention in Phase 2. ▫ Nonbehavioral factors: economic, genetic and environmental factors are indirectly influence health.

THE 7 PHASES OF PRECEDE • Phase 4 ▫ Potential factors that can affect the health behaviors: 1. Predisposing factors (person attitudes, beliefs, values, perceptions, facilities or hinder person’s motivation to change) 2. Enabling factors (barriers created mainly by societal force or systems such as limited facilities, inadequate personal or community resources, skill and knowledge, lack of income or health insurance and even restrictive laws and statutes) 3. Reinforcing factors (feedback from subjects which may be either to encourage or to discourage behavioral change)

THE 7 PHASES OF PRECEDE • Phase 5 ▫ Decide which factors need to be focus for the intervention program. ▫ The decision is based on the resources and importance available.

• Phase 6 ▫ Implementation of a program

• Phase 7 ▫ Evaluate the outcome and diagnose the preceding phases.

THE 7 PHASES OF PRECEDE • The PRECEDE framework for planning is founded on the requirements of four disciplines: ▫ Epidemiology ▫ Social/behavioral sciences ▫ Administration ▫ Education • Successful completion of phase 1,2 and 3 depends heavily on the use of epidemiological method and information. • While phase 3 and 4 requires social/behavioral theory and concepts. • In the phase of designing and implementing a health education program require knowledge of educational and administrative theory and experience.

Thank you for your attention