Modul 9 - Selection Of Educational Strategies

SELECTION OF EDUCATIONAL STRATEGIES Module 9

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

PRECEDE FRAMEWORK 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

HEALTH EDUCATION STRATEGY • A combination of methods, approaches and techniques that may be used to affect the predisposing, reinforcing and enabling factors which directly or indirectly influence behaviours. • Educational strategies can be classified into 3 broad categories: 1. Communication methods: Lecture-discussion Individual counseling or instruction Media techniques (mass media, audio visual aids, educational television, programmed learning)

HEALTH EDUCATION STRATEGY 1. Training methods: Skill development Simulation and games Inquiry learning Small-group discussion Modeling Behaviour modification

2. Organizational methods: Community development Social action Social planning Organizational development

HEALTH EDUCATION STRATEGY • Predisposing and enabling factors are influenced by: ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫ ▫

Lecture discussion Individual instruction Mass media Audiovisual aids Programmed learning Educational television Skill development Simulation and games Inquiry learning Small group discussion Modeling Behaviour modification

HEALTH EDUCATION STRATEGY • Enabling factors are influenced by: ▫ ▫ ▫ ▫

Community development Social action Social planning Organizational development

LECTURE • The lecture is one of the world’s oldest formal teaching methods. • The lecture pass on information, influence opinion, stimulate thought and develops critical thinking through reliance on a verbal message. • The lecture method is frequently used in conjunction with question-and-answer period. • Effective teaching method is when the students are allowed to clarify their understanding. • This technique frequently used most by health educators and other health personnel, particularly in school and clinical settings.

INDIVIDUAL INSTRUCTION • Individual instruction is referring to instruction on a one-to-one basis. • Example, counseling in patient settings and community health education during home visit.

MEDIA • Health educators use 4 media techniques: ▫ Mass media ▫ Audiovisual aids ▫ Educational television ▫ Programmed learning • In media technique, the messages are conveyed through television, radio, charts, posters, manuals or teaching machines, instead of face-to-face communications. • Common electronic media are radio, television, common print media (magazine, newspaper, billboards).

MEDIA • Three effects of mass media: ▫ Increase knowledge ▫ Reinforce previously held attitudes ▫ Cause behavioral change, provided that a psychological predisposing to such an action already exists.

Medium Criterion

Newspaper

Television

Radio

Magazines

Outdoor adv

Transit Adv

Direct mail

Selectivity

Medium

Low

High

High

Low-medium

Low

High

Cost/person

High

Low (public service announcement)- high

Low

Medium

Medium

Low

High

Socioeconomic groups most reached

Middle; upper

Lower; middle

All classes

Middle; upper

Middle; upper

Lower; middle

All classes

Age range most reached

Middle; old

Children; old; house wife during day

Teen; old

Young; middle adult

Young; middle adult

All ages

All ages

Complexity of message

High

Medium

Low

High

Low

Low

Medium

Effectiveness/ person exposed

Medium

Low-medium

Medium

Medium-high

Low-medium

Low

High

AUDIOVISUAL AIDS • Intended only to supplement and reinforce other educational methods, such as lectures, group discussion, games or behaviour modification. • Examples: ▫ Audio only (cassette tapes, records) ▫ Visual (textbooks, charts, posters, diagrams, OHP, pamphlets) ▫ Audio & visual (movies, slide-tape programs)

AUDIOVISUAL AIDS

ROGRAMMED LEARNING efer to learning brought about by means of teaching machines, programmed tests and computers which can programmed to present materials in a carefully organized sequential system. rogrammed learning allows learners to progress at their own rates and fostered by a development of computer technology and individualized learning experiences.

AUDIOVISUAL AIDS • EDUCATIONAL TELEVISION • Like programmed learning, can be used to present self-contained instructional programs. • SKILL DEVELOPMENT • Is a performance-oriented educational method that emphasizes the development of specific psychomotor competencies. • Skill development methods include explanations of the need for a procedure and how it is done (demonstration). • May improve communication skill, values clarification and group decision making.

SIMULATION AND GAMES • Simulation is an experiential method in which a model of a real-life situation is used to stimulate and aid learning. • Simulation may take the form of games, dramatization, sociodrama, role playing, case study and computerized models. • Subjects that can apply this approach are: • • • • • • •

Aging Sexual transmitted disease Human sexuality Consumer health Health careers Safety education Health planning

INQUIRY LEARNING • Other terms are discovery approach, problem solving and immersion learning. • Learners are encourage to formulate and test their own hypotheses. • Emphasis is on independent thinking and understanding the process by which knowledge is acquired rather than on knowledge itself. • This approach fosters learners motivation and development of the cognitive skill of application, analysis, synthesis and evaluation, surpassing conventional currentl approaches in facilitating critical thinking, democratic corporation, complex problem solving and value clarification.

PEER-GROUP DISCUSSION • A workshop method of learning and teaching such psychotherapy, team building, community organizing demonstrated that the advantages of developing positive health practice and enhancing long-term motivation among individual in the team. • Example, convincing women to examine their breast and to receive breast examination from their physicians.

MODELING & BEHAVIOUR MODIFICATION • MODELING • The term modeling refers to the human inclination to imitate human behaviours. • Results in the development of conceptual rules that allow for adaptation

• BEHAVIOUR MODIFICATION • Behaviour modification is the modification of specific behaviour according to the concepts of stimulus control and punishments and by its own consequence conditioning. • Examples of approaches are counter conditioning, thought stopping, covert reinforcement, extinction and modeling.

COMMUNITY DEVELOPMENT • Community development or locality development is a process-oriented method of community organizing that emphasizes the development of skills, abilities and understanding in an entire community for the purpose of social improvement. • This approach is based on the self-help, consensus approach to problem solving and effective in areas with reconcilable interest and compatible social groups – like in rural areas. • The evaluation of community organizing programs is more difficult than the assessment of other health education methods and approaches because the effects of these programs are long-term and difficult to differentiate between program and non-program effects on the outcomes.

SOCIAL ACTION • Is a mode of community organizing • Examples of social actions: rallies, marches and boycotts. • Health professional use other community approaches, perhaps because social action represent too radical from their skill or mandates.

SOCIAL PLANNING & ORGANIZATIONAL DEVELOPMENT • Method used by city planners, welfare councils, community health planners, policy makers and high level administrators. • Start with data gathering and rational problem-solving techniques and the achievement of the goals are within an institutional context. • Organizational development is a similar approach to problem solving. • The main techniques are team building, conflict management, technostructurals changes, data feedback and training. • Organizational development is typically addressed to enabling factors. • Example, centralizing the waste collection mechanisms in rural areas.

How to choose the most appropriate strategy • Select a minimum of 3 educational strategies for any health education class. Make sure that all factors – predisposing, enabling and reinforcing factors receive attention. • In most health educational programs, audiovisual aids or other media techniques should be one of the 3 strategies. They are effective in reinforcing and strengthening other educational strategies. • The longer the health education program (both in terms of hours and number of sessions), the greater the number of educational strategies that should be used. •

How to choose the most appropriate strategy • A program is best begun with simpler, cheaper educational methods like lecture-discussion, individual instruction and audiovisual aids that influence the predisposing factors. Then use more sophisticated and expensive approaches such as behaviour modification, small group discussion and community organizing strategies if the first programs are unsuccessful. • The more complex the cause of the behaviour problem, the greater the range of the strategies that will be required. • Educational strategies that influence predisposing factors only will generally have only short-term effects and generally simpler and less expensive that for other factors (reinforcing and enabling).

How to choose the most appropriate strategy • Strategies that influence reinforcing factors will have intermediate effects. • Programs that are designed to influence predisposing, reinforcing and enabling factors will have the greatest effects in long-term changes.

It is time for you to choose the most appropriate strategies for your project.

Thank you