unitr v Health EducationHealth Promotion.pdf

TLP 5th Semester

1. Unit V: Health Education/Health Promotion

FACULTY
SHAMSUDDIN
Teaching & Learning

2. Objectives
At the end of this unit; the learners would be able to:
Define key terms

Discuss the basic goals of health education, and factors influencing on
health education

Utilize the health belief model and health promotion model a n d relate
to cognitive and behaviorist theories

Discuss the steps in developing the health education program

Utilize effectively a variety of teaching aids and creative applicati on
of teaching strategies

Plan patient and family education session

3. Health is a state of complete physical, mental, and social well-
being, and not merely the absence of disease or infirmity

Key Points:
Physical health: The body is functioning well and free from
illness.
Mental health: Emotional and psychological well-being; coping
with stress and challenges.
Social health: Positive relationships and ability to interact well
with others.
What is Health?

4. •Health Education is the process of providing information and teaching individuals and
communities how to improve health through knowledge and behavior change.

•Health Promotion is broader. It includes health education but also involves policy-making,
community development, and creating environments that support health and well-being.

•Key Differences

Aspect
Health Education Health Promotion
Focus
Information and behavior
change
Holistic approach to health
improvement
Scope Individual or group level
Individual, community, and
policy level
Methods
Teaching, counseling,
training
Environmental changes,
policy advocacy, community
mobilization

5. Nursing-Related Examples
Smoking Cessation
Health Education: A nurse gives a one-on-one counselling session
on the dangers of smoking and ways to quit.
Health Promotion: The nurse participates in a hospital-wide
smoke-free policy and supports community anti-smoking
campaigns.
Diabetes Management
Health Education: A nurse conducts a workshop for diabetic
patients on managing blood sugar, diet, and exercise.
Health Promotion: The nurse collaborates with local markets to
offer affordable healthy food options in the community.
Immunization Campaign
Health Education: A nurse explains to parents the importance and
safety of childhood vaccines.
Health Promotion: The nurse helps organize a free immunization
drive and advocates for better access to vaccines in underserved
areas

6. Aims of Health education
I.To uutilization of available health services.
II.To promote healthy lifestyles and behaviors
III.To prevent diseases and health problems
IV.To increase awareness about health issues
V.To encourage responsible decision-making
VI.To develop skills for maintaining and improving health
VII.To reduce health-related risk factors
VIII.To enhance quality of life

7. Specific objectives of health education
•To provide accurate knowledge about health and disease prevention
?????? Reference: World Health Organization (WHO), 2020 – Health Promotion Glossary

•To develop skills in individuals and communities to make informed health decisions
?????? Reference: Green, L.W., & Kreuter, M.W. (2005) – Health Program Planning: An Educational and Ecological Approach

•To promote healthy attitudes and behaviors
?????? Reference: U.S. Department of Health and Human Services, 2010 – Healthy People 2020 Framework

•To encourage the use of available health services
?????? Reference: Park, K. (2021) – Preventive and Social Medicine

•To motivate individuals to take responsibility for their health
?????? Reference: Glanz, Rimer, & Viswanath (2008) – Health Behavior and Health Education: Theory, Research, and Practice

•To reduce risk factors associated with major health problems
?????? Reference: WHO, 2020 – Global Action Plan for the Prevention and Control of Noncommunicable Diseases


•To support rehabilitation and the management of chronic illnesses
?????? Reference: Nutbeam, D. (2000) – Health literacy as a public health goal: a challenge for contemporary health education and communication strategies
into the 21st century

8. Stages for Health Education
Assessment of Needs
Identify the health problems, target population, and existing knowledge/attitudes.
?????? Reference: Green, L.W., & Kreuter, M.W. (2005). Health Program Planning

Planning and Development
Set clear goals, objectives, and choose appropriate teaching methods and materials.
?????? Reference: Glanz, Rimer, & Viswanath (2008). Health Behavior and Health Education

Implementation
Deliver the health education sessions using chosen strategies (e.g., workshops, community outreach).
?????? Reference: Park, K. (2021). Preventive and Social Medicine

Evaluation
Measure the effectiveness of the education in terms of knowledge gained, behavior changed, or health
improved.
?????? Reference: WHO (2020). Health Promotion Evaluation: Recommendations to Policymakers

Feedback and Follow-up
Use the evaluation results to improve future programs and offer ongoing support or education.
?????? Reference: Nutbeam, D. (2000). Health Literacy as a Public Health Goal

9. Contents of Health Education
Personal Hygiene
Bathing, oral care, hand washing, nail and hair hygiene.
Nutrition and Balanced Diet
Importance of healthy eating, food groups, and dietary practices.
Communicable and Non-communicable Diseases
Causes, prevention, and management (e.g., TB, malaria, diabetes, hypertension).
Environmental Sanitation
Clean water, waste disposal, pollution control, and vector control.
Mental Health
Stress management, emotional well-being, coping skills.
Family Planning and Reproductive Health
Contraception, maternal care, STIs, and adolescent health.
Substance Abuse Prevention
Effects of tobacco, alcohol, and drugs and strategies for prevention.
Health Services Utilization
Importance of regular checkups, vaccinations, and using health facilities.
First Aid and Emergency Care
Basic first aid knowledge for injuries, burns, and accidents.
Health Rights and Responsibilities
Awareness of patients’ rights and community health responsibilities.
?????? Reference:
Park, K. (2021). Preventive
and Social Medicine
WHO (2020). Health
Education: Theoretical
Concepts, Effective
Strategies and Core
Competencies

10. Principles of Health Education (Enlisted):
1.Interest
2.Participation
3.Comprehension
4.Reinforcement
5.Motivation
6.Learning by doing
7.Good human relations
8.Use of appropriate methods and media
9.Feedback and evaluation
10.Cultural sensitivity ( respecting the cultural beliefs, values, traditions, language)
11.Consistency with health goals
12.Credibility of the message and educator

A nurse educates diabetic patients on healthy eating and later reinforces the same
information during follow-up visits and support group meetings.

11. Communication
Communication in health education and promotion involves the exchange of information to
influence health behaviors, raise awareness, and encourage healthy decision-making
?????? Importance
Improves Health Literacy: Helps individuals understand health information and services.
Promotes Behavior Change: Encourages positive lifestyle changes (e.g., quitting smoking,
exercising).
Builds Trust: Strengthens the relationship between healthcare providers and the public.
Reduces Health Disparities: Reaches diverse populations with culturally appropriate
messages.
Supports Policy Advocacy: Communicates the need for health policies and community
support
???????????? Key Tools & Channels
Mass Media: TV, radio, newspapers
Social Media: Facebook, Twitter, Instagram
Interpersonal Communication: Counselling, peer education
Community Outreach: Health fairs, workshops
Printed Materials:, posters,

12. ?????? Effective Communication Strategies
Audience-Centered: Tailored to the specific needs and culture of the target
group.
Clear & Simple Language: Avoiding jargon and using visuals.
Interactive: Encouraging dialogue and feedback.
Consistent Messaging: Repetition across channels builds trust and recall.

Examples in Practice
Campaigns on HIV prevention, vaccination drives, diabetes management, or
mental health awareness.
Educating communities about clean water, nutrition, or reproductive health

13. Good Communication Techniques in Health Education & Promotion
???????????? 1. Active Listening
Focus fully on the speaker
Avoid interrupting
Use nods and brief verbal cues (e.g., “I see,” “Go
on”)
?????? 2. Use Simple, Clear Language
Avoid medical jargon
Break down complex ideas
Use short sentences and everyday words
?????? 3. Use Open-Ended Questions
Encourages more than yes/no answers
Helps understand beliefs, feelings, and knowledge

E.g., “What do you think about...?” instead of “Do you
understand?”
????????????‍???????????? 4. Nonverbal Communication
Maintain eye contact
Use facial expressions and gestures to reinforce messages
Be aware of body language
?????? 5. Be Culturally Sensitive
Respect cultural values and language preferences
Use interpreters or translated materials when needed
Avoid assumptions about beliefs or practices
?????? 6. Tailor the Message to the Audience
Consider age, education level, literacy, and background
Use relatable examples or visuals
Customize tone and style
?????? 7. Provide Feedback & Clarification
Ask for feedback to ensure understanding
Use the “teach-back” method: ask the person to repeat
the information in their own words
Clarify and correct gently if needed
?????? 8. Build Trust and Rapport
Show empathy and respect
Be honest and transparent
Avoid judgmental language

14. ?????? Communication Barriers in Health Education & Health Promotion
1. Language Barriers
Use of medical jargon or unfamiliar terms
Lack of translation for non-native speakers
Low literacy levels
4. Physical Barriers
Hearing or visual impairments
Poor environmental conditions (noise,
lighting)
Distance or lack of access to healthcare
2. Cultural Barriers
Different beliefs, values, or customs
Mistrust due to past discrimination
Misinterpretation of body language or tone
5. Socioeconomic Barriers
Poverty or lack of education
Limited access to information channels
(internet, TV)
Distrust in healthcare systems
3. Psychological Barriers
Stress, anxiety, or fear
Mental health conditions affecting
perception
Resistance to change or denial of illness
6. Organizational Barriers
Overly complex healthcare systems
Lack of trained personnel
Inadequate time with patients

15. ?????? Who is a Health Educator?
A health educator is a trained professional who helps individuals and communities improve or maintain health
by:
Teaching about healthy behaviors
Promoting wellness
Supporting public health initiative
???????????? Key Roles and Responsibilities

Assess Needs
Identify the health education needs of individuals
and communities.
Conduct surveys, interviews, or focus groups.

Develop Programs
Design educational materials and campaigns.
Tailor content to meet cultural, social, and age-
specific needs.

Deliver Education
Organize and lead workshops, seminars, and
school health programs.
Use clear and engaging communication
techniques.
Promote Behavior Change
Encourage people to adopt healthier habits.
Use motivational strategies and goal setting.

Evaluate Outcomes
Measure the effectiveness of health programs.
Adjust programs based on feedback and data.

Advocate
Promote policies that support health (e.g., smoke-
free zones, vaccination).
Collaborate with other professionals and community
leaders.

Build Trust
Foster open communication with communities.
Be empathetic, respectful, and non-judgmental

16. 23
1
Health Belief Model
Perceived benefits of
preventive actions
Minus
Perceived barriers to
preventive actions
Modifying Factors Likelihood of Actions Individual Perception
Cues to actions
Mass media campaigns
Advice from others
Reminder postcard from physician or dentist
Illness of a family member or a friend
Newspaper or magazine articles
Demographic variables
(age, sex, race, ethnicity).
Socio-Psychological
variables (personality,
social class, peer and
reference group pressure).
Perceived
Susceptibility of
disease
Perceived
Seriousness
(Severity) of
disease
Perceived threat of
disease
Likelihood of
taking
recommended
preventive
health actions
M. Iqbal, KMU

17. ?????? Health Belief Model (HBM) Overview
The HBM suggests that a person’s decision to take a health-related action depends on their perceptions of the
following key components
Core Components of HBM:


Perceived Susceptibility
"Am I at risk?"
Belief about the chances of getting a disease or health
condition.
consequences of the disease.
Perceived Barriers
"What’s stopping me?"
Belief about the costs (emotional, physical, social,
financial) of taking the action
Perceived Severity
"How serious is the condition?"
Belief about the seriousness of the
Cues to Action
"What will prompt me to act?"
External or internal triggers (e.g., illness in family,
health campaign, reminders)
Perceived Benefits
"Will taking action help?"
Belief that a specific action will reduce risk or
seriousness
Self-Efficacy
"Can I do this?"
Confidence in one’s ability to successfully take action.
?????? How It’s Used in Health Promotion
Health educators use HBM to:
Design messages that address barriers and boost self-efficacy
Increase perceived risk and severity where needed
Highlight benefits of taking preventive action
Provide cues to action like posters, texts, or public campaigns

18. Modifying Factors in the Health Belief Model (HBM)

Modifying factors are individual or social characteristics that influence how a person perceives health threats
and responds to health messages.
These factors shape the beliefs in the six core components of the Health Belief Model (like perceived risk or
benefits
?????? Key Modifying Factors:
1. Demographic Variables
Age, gender, ethnicity, education, income, marital status
➡?????? Example: Older adults may perceive a higher risk of chronic diseases
2. Sociopsychological Variables
Peer pressure, social class, personality, support systems, group norms
➡?????? Example: A person in a health-conscious social group may be more likely to exercise.
3. Structural Variables
Knowledge about the health issue
Prior experience with the disease or similar health actions
➡?????? Example: Someone who has had the flu before may be more likely to get vaccinated

19. ?????? Likelihood of Action in the Health Belief Model (HBM)
Likelihood of Action is the final outcome in the Health Belief
Model — it represents a person's readiness to take a health-
related action based on their beliefs and perception
It Depends On:
Perceived Threat
= Perceived Susceptibility + Perceived Severity
➡?????? "How likely am I to get sick, and how bad will it be?"
Perceived Benefits vs. Perceived Barriers
➡?????? "Will taking action help me, and are the obstacles worth
it?"
Self-Efficacy
➡?????? *"Can I actually do this?"
Cues to Action
➡?????? "What reminders or motivations push me to act?

20. ?????? When is Action Most Likely?

A person is more likely to take action if:

They feel at real risk (susceptibility)

The condition seems serious

The solution seems effective

Barriers are low

They feel capable of taking action (high self-efficacy)

They’ve received a trigger (e.g., symptoms, advice, media message

21. Examples of Preventive Health Behavior
1. ?????? Getting Vaccinated
What it prevents: Diseases like influenza, COVID-19, HPV,
hepatitis
Why it’s preventive: Boosts the immune system before exposure
to disease
HBM Connection:
Perceived susceptibility: Risk of catching flu
Perceived benefit: Vaccine prevents illness
Cues to action: Health campaign or clinic reminder
2. ?????? Brushing and Flossing Teeth Daily
What it prevents: Tooth decay, gum disease
Why it’s preventive: Removes plaque and prevents cavities
HBM Connection:
Perceived severity: Avoid painful dental problems
Perceived barrier: Time/effort
Self-efficacy: Confidence in being able to do it consistently


3. ??????‍♀?????? Engaging in Regular Physical Activity
What it prevents: Heart disease, obesity,
diabetes, certain cancers

Why it’s preventive: Improves heart health,
metabolism, and weight management

HBM Connection:
Perceived benefit: Stay healthy and
energized

Perceived barrier: Lack of time or
motivation

Cues to action: Doctor’s advice or fitness
campaign

22. Organize and Prioritize in Health Education & Promotion

In the context of health education and promotion, “Organize
and Prioritize” means structuring your goals, resources, and
actions to ensure the most effective outcomes

?????? Why It Matters
Maximizes impact with limited time and resources
Ensures urgent health issues are addressed first
Helps manage multiple health needs in a community
Improves program planning, implementation, and evaluation

23. How to Organize and Prioritize


1. Assess Needs
Gather data on community health status
Identify health problems and their
causes
2. Rank by Priority
Consider:
Severity of the health issue
Number of people affected
Community concern
Potential for change
Availability of resources
3. Set SMART Goals
Specific
Measurable
Achievable
Relevant
Time-bound
4. Allocate Resources Wisely
Match funding, personnel, and tools to
top priorities
Focus on evidence-based interventions
5. Create a Timeline
Break the plan into manageable steps
Schedule according to priority and resource availability

24. Organize And Prioritize
??????​ Develop a purpose
??????​ Size of the problem
??????​ Seriousness of the problem
??????​ Effectiveness of interventions
??????​ Community involvement and contribution
??????​ Support of leadership
??????​ Model mutual respect
??????​ Encourage people to think and act for themselves

25. Characteristics of good health
to do work. •The person has capability
•The person feels himself efficient to take
decisions and work accordingly .
•The person remains in sound mental
condition.
•The person remain free from any disease.
•The person does not suffer from mental
tension.

26. Requirements of Good Health
?????? 1. Balanced Diet
?????? 2. Regular Physical Activity
?????? 3. Adequate Rest and Sleep
?????? 4. Mental and Emotional Well-being
?????? 5. Good Personal Hygiene
?????? 6. Access to Healthcare
?????? 7. Clean Environment
❤?????? 8. Healthy Social Relationships

27. Factors affecting Health
1. Biological Factors
1.Biological Factors
Genetics (heredity)
Age
Sex
Immunity
Body structure
2. Psychological Factors
Stress
Emotions
Mental health
Coping mechanisms
Behavior and lifestyle
3. Environmental Factors
Air and water quality
Sanitation
Climate and geography
Housing
Noise and radiation exposure
?????? 4. Health Services
Accessibility
Availability
Quality of care
Affordability
Health education and promotion
???????????? 5. Socioeconomic and Cultural Factors
Income and occupation
Education level
Religion and customs
Cultural beliefs and practices
Social support and community norms

28. References
1. Bastable, S. B. (2021).
Title: Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (6th ed.)
Publisher: Jones & Bartlett Learning
?????? This is one of the most comprehensive and widely used nursing texts on health education and teaching principles.
?????? https://www.jblearning.com
2. Redman, B. K. (2007).
Title: The Practice of Patient Education: A Case Study Approach (10th ed.)
Publisher: Mosby
?????? Focuses on the application of teaching-learning principles in real-world nursing and patient education.
3. Rankin, S. H., Stallings, K. D., & London, F. (2005).
Title: Patient Education in Health and Illness (6th ed.)
Publisher: Lippincott Williams & Wilkins
?????? Combines health education theory with nursing practice, especially in patient-centered education

4. Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2014).
Title: Health Promotion in Nursing Practice (7th ed.)
Publisher: Pearson
?????? Strong integration of health promotion theory, nursing process, and practical nursing interventions.
5. Oermann, M. H., & Gaberson, K. B. (2021).
Title: Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation and Curriculum
Development (3rd ed.)
Publisher: Springer Publishing Company
?????? Focuses on nurse educators and applies teaching-learning principles in academic and clinical settings