Health education& Promotion.pptx in ortho

Health education& Promotion.pptx in Orthopedics

1. Health education & Promotion

2. Objectives By the end of the unit the you will be able to; Describe the concept and purpose of health education and health promotion Describe the strategies of Health education and community health assessment Describe the principles, process and methods of health education Explain how to plan and execute a health education session

3. Explain the roles of health Educators Explain the contents of Health Education Describe the steps of initiating a health education program Explain the steps in delivering a health talk Describe the principles of adult learning Describe the communication skills used in health education

4. Health Education Definitions WHO 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 control over own's health leading to optimization of attitudes and habits related to lifestyle and increasing quality of life.

5. Health education is a process aimed at encouraging people to want to be healthy, to know how to stay healthy, to do what they can individually and collectively to maintain health and to seek help when needed. Health education can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health.

6. HEALTH PROMOTION I s the effort by the government or other service providers to build capacity of the community to take control of their health.

7. What is the difference between Health education & Health Promotion? Health education, as the name implies, is a field of study that draws from medical sciences and all physical and biological along with emotional and psychological experiences to inform and educate people to promote health and to prevent diseases. It imparts knowledge and skills to develop and maintain behaviors and attitudes.

8. Health promotion aims to influence the behaviors of people and organizations so that they change their lifestyles and accept their responsibility in causing health problems for others (for example, smoking in public and drunk driving). Health promotion takes the shape of advertisements that try to exert influence on the social behaviors of people and also to make them understand the importance of healthy behaviors and attitudes.

9. Health promotion tries to shift the focus of responsibility from governments and health professionals to organizations and people by raising the levels of awareness about diseases and prevention of diseases through healthy behaviors and attitudes. for example like in covid -19

10. Types of Health Education Patient/client teaching -There is need for health ideas and procedures to be presented to people in talks and demonstration . The teaching could involve an individual, or a group of patients

11. community health needs assessment A community health needs assessment (CHNA) is a systematic process involving the community to identify and analyze community health needs . The process provides a way for communities to prioritize health needs , and to plan and act upon unmet community health needs

12. 10 Steps in Community Health Assessment Development Process Establishing the assessment team. Identifying and securing resources. Identifying and engaging community partners. Collecting, Analyzing, and Presenting Data. Setting Health Priorities. Clarifying the Issue. Setting Goals and Measuring Progress. Choosing the Strategy.

13. EXAMPLES OF CHANNELS OF HEALTH EDUCATION AND HEALTH PROMOTION Radio H/E programmes Drama shows Film show Person to person Posters, books & magazines(IEC materials) Bronchures Mobile audio systems/P.A system T.V Newspapers

14. Health Promotion Home improvement campaigns Selection and training community health workers Family health days eg Men’s health days Home visiting programs Health counseling Provision of safe water sources

15. PRIMARY ROLE The primary role of the health education specialist is to facilitate the learning process and help the individual or community to make informed decisions about health / disease issues.

16. Importance of Health Education To create awareness on health issues. To prevent disease occurrence in the community. To make community aware of the available health services. To make health workers aware of the health needs and health problems of the community. It builds skills of the community/individuals to manage their health problems.

17. Purpose/objectives of Health Education To increase knowledge of the factors that affect health To encourage behaviour that promotes and maintains health To enlist support for public health measures , and when necessary to press for appropriate government action To encourage appropriate use of health services especially preventive services

18. 5. To inform the public about medical advances , their uses and limitations 6. Prioritisation of the community’s needs 7. Early diagnosis and prevention of disease 8. Empowerment of all individuals to realise their rights and responsibilities for the attainment of good health for all

19. Principles of Health Education These are the building blocks or pillars of H/E. They include; Interest Participation; learning by doing. Comprehension Reinforcement Motivation

20. INTEREST People do not listen to those things which are not of their interest. People are not interested in health slogans such as “Take Care Of Your Health”, “Be Healthy”, “Be Clean”, etc. Therefore Health Educators must find out the real needs of the people. Health Educators must identify the felt needs of the people & should be able to address them. Where the need/demand is not felt, the Health Educator should create it.

21. PARTICIPATION/COMMUNITY INVOLVEMENT Participation is based on the psychological principle that group learning, group discussion provide opportunities for active learning. Health Education must involve social participation where people are active participants rather than active listeners or spectators. Learning is an action process, not a “memorizing “ one in the narrow sense. “If I hear, I forget, if I see, I remember, if I do, I know”, so health habits should be cultivated in practice.

22. COMPREHENSION In health, one must know the level of understanding of the targeted people. Thus, the teaching must be within the mental capacity of the target group

23. MOTIVATION In every person, there is a fundamental desire to learn. Awakening of this desire is called motivation. There are two types of motives; primary & secondary. Primary motives are; sex, hunger, survival, which initiate people into action. These motives are inborn desires.

24. REINFORCEMENT Few people can learn and adopt new ideas for the first time. Repetition at intervals is extremely useful. It assists comprehension and understanding. Therefore, health instruction needs reinforcement(repetitive support and inducement).

25. Others are Setting an example Good Human Relations sharing of ideas information's and feelings. Feedback to modifies elements of the system (message, channels). Role models and leaders

26. KNOWN TO THE UNKNOWN For imparting Health Education, one should proceed from the known to the unknown. One should start from where people are i.e. with what they understand, then proceed with new knowledge. The existing knowledge of the people should be used as pegs on which to hang new knowledge.

27. SEVEN KEY ROLES OF HEALTH EDUCATORS Implement Health Education strategies, interventions and programmes . Communicate and advocate for health & Health Education. Conduct evaluation and research related Health Education. Serve as a Health Education resource person. Assess individual and community needs for Health Education. Plan Health Education strategies, interventions and programmes .

28. Process of health education (A)To assess the patients learning needs. (B)To establish the teaching and learning objectives. (C)To constitute the teaching plan. (D)To implement the teaching plan. (E) To evaluate the teaching and learning.

29. Methods of Health Education Individual Approach Counseling. Clinic Consultation. On-site Visit. Group Approach Lectures. Group Or Panel Discussion. Workshop Seminars. Mass Approach Radio, T.V Newspapers. Printed Materials. Internet

30. Contents of Health Education 1.Human biology: i.e., how to keep physically fit, the effects of alcohol, smoking & drug on the body. 2.Nutrition: the aim is to promote good dietary habits. 3.Hygiene: personal and environmental. 4.Family health: HE promote the family ’ s self reliance regarding i.e., child bearing & rearing.

31. 5 .Disease prevention and control: education of people about the prevention & control of locally endemic diseases is the first of eight essential activities in PHC. 6 .Mental health. 7.Prevention of accidents. 8.Use of health services.

32. Approaches/strategies of Health Education Individual teaching (one-to-one) At the personal level , teaching must be practical realistic and appropriate to the actual problem that concerns the individual e.g. malnourished child. -Group teaching This involves sharing health message with a group of people with similar problems e.g. diabetic patients , family planning clients etc - Mass media Use of radio , TV sets to reach many people eg message on an important disease like cholera, HIV/AIDS etc

33. Skills needed in health Education and promotion You'll need to have: excellent oral and written communication skills. good networking skills. the ability to build and maintain good relationships with individuals and organisations - including public, private, community and voluntary bodies. good presentation skills for speaking to groups.

34. STEPS OF INITIATING A HEALTH EDUCATION PROGRAMME IN THE COMMUNITY Assessing individual and community health education needs Meeting the health facility staff to lay the strategies Interaction with community leaders Plan for collection of baseline data i.e. baseline survey

35. CT Involve the DHMT (District Health Management Team), as your supervisors to assist you with technical knowledge and material support. Meeting with community members to decide the plan of action e.g. venue dates & time Identify the available community resources. Discuss the evaluation mechanisms

36. Preparation of teaching /learning resources Implementation of the programme Evaluation of the programme i.e. to assess the effectiveness of the programme Discuss with the community leaders any follow-up action required

37. Simple Lesson Plan Systemic planned summary of teaching/learning process which consist of the topic to be taught, objectives, content and teaching /learning resources

38. Learning objectives The description of the behavior expected of a client after instructions. Objectives are behavioral in nature and must be SMART SPECIFIC MEASURABLE ACHIEVABLE REALISTIC TIME BOUND

39. Components of a lesson Plan Date and time of the day Topic or subtopic Venue Audience Language used Method of teaching Objectives or aims of the teaching Content (body) Evaluation –assess behavior change summary-highlighting the main points

40. Example of a simple lesson plan Date &time Venue: Out Patient Department (OPD) waiting bay Audience: Out patients Topic : Balanced diet Language: English/Kiswahili/Kikuyu Teaching /leaning methods: Discussion, demonstration , lecture, role play etc Teaching /learning resources: Posters , notes, real objects , audio visual aids etc

41. OBJECTIVES By the end of the lesson ,the patient will be able to : Define a balanced diet Describe the components of a balanced diet Explain the importance of a balanced diet Give a return demonstration on a balanced meal Explain the importance of a balanced diet

42. Content Introduction -Definition of the topic and its importance -Assess the patients’ knowledge on the topic Body -Describe the three classes of food i.e. proteins, carbohydrates & vitamins -Demonstration & return on a balanced meal

43. Evaluation Allow patients to ask questions or clarifications. Ask them a few questions to assess their new knowledge Summary Briefly go through the main points

44. Learning-teaching resources Audio- visual aids are more effective and provide lasting experience. They are more interesting with greater depth of learning e.g. Models Specimens Apparatus Television films Posters

45. Photographs Flash cards,slides,overhead projector Radio and tape recorder Maps Diagrams and printed materials Real objects like food stuff

46. What you need to deliver H/Education Communication Communicator: the person or the team who will give the message (Educator). Message: the contents (materials) of health education Channel: method of carrying the message Audience: the receivers (users or targets) of the message

47. Procedure of giving a health talk Purpose/objectives - To deliver a health message To enlighten a patient/client on a particular disease of their concern -To teach a patient/client a procedure

48. TARGET GROUP Inpatients /outpatients Family planning clients Antenatal mothers Post-natal mothers Community groups such as Traditional Birth Attendants Patients on discharge Patients’ relatives Students in schools

49. Steps in developing a health talk Assessment of client’s needs The health worker assess the client’s specific needs e.g. What is the actual problem How can the person be taught Can I help the person change his/her attitude for better healthy living

50. Planning and formulating learning objectives Objectives will depend on the problems or the needs identified in the individual or group of clients. They are behavioral in nature (SMART) Allocate adequate time for learning and ensure a conducive environment.

51. Select suitable time for both the health worker and the clients. Select and prepare teaching resources i.e teaching aides to facilitate the teaching/learning process. Choose appropriate venue.

52. Implementation Organization at the venue Consider the content presentation. Do not keep the clients waiting for too long . Choose appropriate method for teaching e.g. discussions, role play, demonstrations and return demonstration

53. Evaluation and summary Allow clients to ask questions and clarifications Assess how much learning has taken place by asking the clients questions i.e. check for behavior and attitude change. Ask for a return demonstration where applicable. Summarize the topic by highlighting the important issues, or the main points.

54. LEARNING learning is a process of acquiring knowledge, skills and attitudes, which results in modification or change in thinking and behaviour. Factors that facilitate learning in adults They make the decision to learn on their own The information or skills acquired are of immediate use to them Information or skills given/shared relate to their immediate or future activity They know what to expect or what is expected of them

55. Learning takes place in an atmosphere of trust, acceptance and encouragement There are no distractions during the learning session The information to be learnt is clear and relevant to their needs They are involved in what is being taught and are actively involved in the learning activities The material being learnt is based or related to what they already know They receive immediate feedback from the teacher about their performance

56. Principles of Adult learning Individual pace. Active learning. Integrated learning. Cumulative learning. Learning for understanding and application of knowledge. Relevant and useful learning. Interest for learning. Progression in learning. Open minded, reflective and critical learning. Respect for teachers and students.

57. Learning Process The steps of the learning process Motivate- willingness to learn Facilitation - Find out what to learn Arrange and guide practice- practice and perform Reinforce - get feedback on performance satisfaction at success

58. Factors that Influence effective learning behaviour Motivation- Learners should see the need or benefits of learning e.g. getting a job or acquiring certain skills i.e. engineer, doctor etc. Interest to learn -learners must show interest or enthusiasm in learning The environment- the environment should be conducive to facilitate learning i.e. a quiet place for good concentration The learner- Must be ready to learn

59. Presenter- Should have the necessary skills to deliver the content in a way learners will understand Presentation -Should comprise various teaching methods such as lecturing, demonstration, discussion, practical and many others to make learning simple. Reinforcement- This include feedback in terms of giving a test to ensure learners understood the content fully

60. Communication skills used in Health Education Observations Convincing Listening Asking Telling Confidence Non-verbal communications i.e. eye contact, gestures, tone etc. Clarity

61. Audio Visual Aids Audio is any instructional device that can be heard but not seen. Visual is any instructional device that can be seen. Classification of Aids Projected aids Non-projected aids

62. Films Film strips Slides Opaque projector Over head projector

63. Non-projected Aids Audio aids- radio, television, recordings Graphic aids- charts, diagrams, pictures, posters, models Display boards- black boards, magnetic boards, peg board Activity aids- demonstrations, experiments, field trips

64. Communication Barriers Social and cultural gap between the sender and the receiver Limited receptiveness of receiver Negative attitude of the sender Limited understanding and memory Insufficient emphasis by the sender (health professional) Contradictory messages Health education without identifying the “needs "of the community

65. Stages of Change 1. Precontemplation 2.Contemplation 3.Preparation 4.Action 5.Maintenance

66. Precontemplation Definition – the action of looking thoughtfully at something for a long time. – Before changing their behavior Intervention Approach – Novel information – Persuasive communications – Experiences Contemplation Definition – Person is beginning to consider behavior change. – Important stage of information acquisition Intervention Approach – Motivated by role modeling and persuasive communications – Receptive to planned or incidental learning experiences.

67. Preparation Definition – Deciding to change by preparing and experimenting. – Psychological preparation of trying on or visualizing new behaviors and sharing the idea with others. Deciding to change. Intervention Approach – How-to information, skill development, attitude change Action Definition – Actually trying the new behavior Intervention Approach – Skill – Reinforcement – Support – Self-management – Attitude and attribution change

68. Maintenance Definition – Establishment of the new behavior – Taking on the new attitudinal and environmental supports Intervention Approach – Relapse prevention skills – Self-management – Social and environmental support

69. References World Health Organization - http://www.who.int/topics/health_education/en/ National Institute of Public Health Prague – http://www.szu.czhttp://www.szu.cz Health promotion and health education in practice / Leo Baric. - Altrincham , England: Barns Publication, 1994. -Module 1: Definition of problems and choice of solutions. -Module 2: The organizational model. -Module 3: Research, evaluation and auditing. - 624p. James F. McKenzie, Brad L. Neiger & Rosemary Thackeray (2012) Planning, Implementing, & Evaluating Health Promotion 2-Donald J. Breckon , John R. Harvey & R. Brick Lancaster (1998) Community Health Education: Settings, Roles, and Skills for the 21st Century [Hardcover]

70. Thank You