health education and communication with methods

health education

1. HEALTH EDUCATION
&
Promotion Concepts
Prof. AWATIF ALAM & Prof. ASHRY GAD
Department of Family & Community
Medicine
KSU

2. Definition:
“Health education is the process by which
individuals and group of people learn to “:

Promote, Maintain, Restore health

Address risks, prevent disease/injury
“Education for health begins with people as
they are, with whatever interests they may
have in improving their living conditions”.

3. A planned combination of educational,
political, regulatory, and organizational
supports for actions and conditions of living
conducive to the health of individuals,
groups, or communities.
DEFINITIONS OF HEALTH PROMOTION
Green & Kreuter, 1999

4. The process of enabling people to increase control
over and improve their health…
A commitment to dealing with challenges of
reducing inequities, extending the scope of
prevention, and helping people to cope with their
circumstances…
Creating environments conducive to health, in
which people are better able to take care of
themselves
DEFINITIONS OF HEALTH PROMOTION

5. BASIC CHARACTERISTICS
OF HEALTH PROMOTION
1.Enabling people to take control over, and
responsibility for, their health as an important
component of everyday life.
2.Requiring the close cooperation of sectors
beyond the health services.
3.Combining diverse, but complimentary,
methods or approaches.
4.Encouraging effective and concrete public
participation.

6. Health Promotion Action Means:

Build Public Health Policy

Create Supportive Environments

Strengthen Community Actions

Develop Personal Skills

Re-orient Health Services

Moving into the future

7. THE TRIAD OF HEALTH PROMOTION
HEALTH
EDUCATION
HEALTH
PROTECTION
DISEASE
PREVENTION

8. The Health Promotion Triad
Health
Education
Health
Protecti
on
Preve
ntion

9. DISEASE PREVENTION
THREE LEVELS
Primary
Secondary
Tertiary

10. Primary
Prevention
Secondary
Prevention
Healthy
individual
Biological
onset of
disease
Risk
Factors
Immunizatio
n Health
Education
Prophylaxis
Screening
Surveillance
Rehabilitation
Support
Asymptomatic
signs
Functional
Status
Symptoms and
signs
Diagnosis
Treatment
Compliance
Adherence
The Phases of Prevention in relation to
natural history of disease
Clinical
Course of
disease
Chronic
disease
Cure
Disability
Death
Tertiary
Prevention

11. Health Promotion Context: Place of
Health Education in Public Health

12. THREE SPHERES
•Health Education
•Prevention
•Health Protection
SEVEN DOMAINS
1.Prevention
2.Lifestyle
3.Preventive Policies
4.Policy Maker
Education
5. Health
Education
6. Health Protection
7. Policy Support
HEALTH PROMOTION MODELS

13. 13
Health Promotion
(Ottawa Charter)

Process of enabling people to increase control over, and to improve,
their health…

…. health promotion is not just the responsibility of health sector, but
goes beyond healthy life styles to well being

Health Promotion concept recognizes the role of socio-political environment,
public policies, health system and access to care, physical environment,
culture, and health related attitudes and behaviors towards health and
diseases. Health Education targets health related beliefs, attitudes and
behaviors of individuals and populations. Therefore, while Health Education
plays an important role there is a need to understand that a larger role is
played by national policies, social context, cultural values, health system
access

14. 14
Health Promotion – Framework

Advocacy to make political, economic, social, environmental, cultural,
behavioral & biological factors favorable to health.

Enable people by ensuring equal opportunities

associated text refers to ‘opportunities for access to information, life
skills, and making health choices (HEALTH EDUCATION contributes to
achieving this goal)’ -- [and this enables person to take action]

Mediate a coordinated action by government, health, social and
economic sectors, NGOs, Industry, professional & social groups

15. 15
Health Promotion Actions

Healthy Public Policies -- for healthier goods & services,
healthier environment, equal opportunities

Creation of Supportive Environment

Environment - Social, Physical

Work, Community, Society levels

Strengthening Community Actions

Community participation, empowerment, action. Health
Education also helps in empowering people for effective
participation and taking part in actions which make positive
changes to environment, health care services, policies

16. 16
Health Promotion Actions (contd.)

Develop Personal Skills

By education, information, training

Reorient Health Services

Health sector must move in a HP direction beyond clinical

Respect cultural needs

17. 17
Targets of health education: definitions

Health Behaviour: Activity undertaken for the purpose of
prevention of diseases, or detecting these at an early stage,
or managing them effectively

Belief: A statement or body of statements held to be true by
an individual or group.

Attitude: Position, disposition, or manner with regard to a
person or thing

18. AIMS OF HEALTH EDUCATION:
1. To develop a sense of responsibility for health conditions, as
individuals, as members of families & communities.
(Promotion ,prevention of disease & early diagnosis and
management ). While, as mentioned previously,
environment, policy, social context plays a major role
towards shaping the health attitudes and behaviors,
information, knowledge and skills at personal level are also
important to adopt healthy behaviors
2. To promote and wisely use the available health services.
3. To be part of all education, and to continue throughout whole
span of life.

19. Process of health education:

Dissemination of scientific knowledge
about how to promote and maintain health),
lead to changes in the Knowledge, Attitudes, and
Practices (behavior) related to such changes.

20. Steps for adopting new ideas & practices :

AWARENESS (Know about new ideas)

INTEREST (Seeks more details )

EVALUATION
(Advantages versus disadvant.+ testing usefulness )

TRIAL (Decision put into practice)

ADOPTION (person feels new idea is good and adopts it)

21. Contents of Health Education

RISK FACTORS: e.g. smoking, drugs, road traffic accident
risks

HEALTH ENHACING PRACTICES: e.g. exercise, nutrition

OCCUPATIONAL FACTORS: Safety, Hygiene

INFECTION CONTROL: e.g. hand washing

CHRONIC ILLNESS, MENTAL HELATH: Knowledge about
risks, improvement actions such as promoting togetherness

SEXUAL HEALTH i.e. information about STI

HEALTH SERVICES: Information about access, Awareness
about the need to use the health services

SPECIAL GROUPS (food handlers, occupations, mothers,
school health)

22. Principles of
Health Education

Interest

Participation

Motivation

Comprehension

Proceeding from the known to the unknown

Reinforcement through repetition

Good human relations

People, facts and media:
“knowledgeable, attractive , palatable & acceptable “.

23. Principles of
Health Education

Learning by doing:
“ If I hear, I forget
If I see, I remember
If I do, I know”.

Motivation i.e. awakening the desire to know and
learn:
- Primary motives, e.g. inborn desires, hunger
- Secondary motives, i.e. desires created by incentives
such as praise, love, recognition, competition.

24. 24
Health Education: Individuals
About

For example, for Healthy behaviors (e.g. breast
feeding), secondary prevention
Settings where education is imparted
Health care settings, Home, Video/Internet
Approaches to health education for individuals

Risk assessments in various settings

Information, contract, evaluation for behavior change
Methods for health education for individuals

Information provision in-person, print/electronic media
Issues

High Cost, Focus on Disease rather than on health

25. 25
Health Education: Groups
About

Behavior change, supportive environment,
community action, access to care
Settings

Health care settings, community, workplace
Approaches

Knowledge & skill development

Peer learning

Training for behavior change
Methods

Didactic & experiential methods
Issues
Difficult to comprehend and manage group dynamics,
difficult to achieve skills to facilitate groups

26. Communication in health education:

Education is primarily a matter of communication, the components of
which are:
CHANNELS AUDIENCE MESSAGE COMMUNICATOR
- Individual - Conform with - Educator
- Media - Group objectives.
-----------------------------------------------------------------------------------------
- 2 way - Public - understandable - needs+ interest
of audience
-----------------------------------------------------------------------------------------
- 1 way - Public - Acceptable - ? Content of
message
-----------------------------------------------------------------------------------------

27. Evaluation of health education programs:
There should be continuous
evaluation.

Evaluation should not be
left to the end but should
be done from time to time
for purpose of making
modifications to achieve
better results.

28. EVALUATION CYCLE:
Describe problem Describe program State goals Determine needed
information
Modify program Establish basis for
proof of effectiveness

Analyze &compare Organize data Develop& test Determine data
results base instruments collecting method