Health Education Health Education Concepts and PracticeConcepts and Practice

DR. Mona M. Abd El MaksoudDR. Mona M. Abd El Maksoud

At the end of lecture the student willAt the end of lecture the student willbe able tobe able to:: Define health educationDefine health education List at least two objectives of health education.List at least two objectives of health education. Identify the dimensions of health education Identify the dimensions of health education Determine principles of health education.Determine principles of health education. Determine who are health educatorDetermine who are health educator Identify the role of nurse as educatorsIdentify the role of nurse as educators Lists sittings of health educationsLists sittings of health educations Apply of health education models Apply of health education models

A Health Education isA Health Education is... ...

A process that informs, motivates and helps A process that informs, motivates and helps people to adopt and maintain healthy people to adopt and maintain healthy practice and lifestyles, and advocates practice and lifestyles, and advocates environmental changes as needed.environmental changes as needed.

Why is it important to educate Why is it important to educate about health?about health?1- Create health consciousness and motivate 1- Create health consciousness and motivate

people to change their habits, and ways of people to change their habits, and ways of livingliving

2- To enhance the ability of people to cope 2- To enhance the ability of people to cope effectively with health promotion, effectively with health promotion, health health maintenance and illness control.maintenance and illness control.

3- To equip the population with skills, 3- To equip the population with skills, knowledge and attitude to enable knowledge and attitude to enable them to solve their health problems them to solve their health problems by their own actions and effortby their own actions and effort

4- To reduce undesired risks of disease 4- To reduce undesired risks of disease and illnessand illness

Seven dominions of health educationSeven dominions of health education 1.1. Health education concerning with Health education concerning with

whole personwhole person2.2. Health education is life long process Health education is life long process

from birth to deathfrom birth to death3.3. Health education is concerning with Health education is concerning with

people at all points of health and people at all points of health and illnessillness

4.4. Health education is directed towards Health education is directed towards individuals, families, groups and individuals, families, groups and whole communitieswhole communities

5- health education involves formal and 5- health education involves formal and informal teachinginformal teaching

6- 6- Health education is concerning with Health education is concerning with helping people to help themselves and helping people to help themselves and work towards creating healthier work towards creating healthier conditionsconditions

7- Health education is concerning with 7- Health education is concerning with range of goals: knowledge, attitude, range of goals: knowledge, attitude, practice (KAP)practice (KAP)

Components of health education Components of health education

Human Human biologybiology

NutritionNutrition HygieneHygiene

Personal Personal HygieneHygiene

Environmental Environmental HygieneHygiene

Family Family health carehealth care

Control of communicable Control of communicable and non-communicable and non-communicable diseasesdiseases

Mental healthMental health Prevention of Prevention of accidentsaccidents

Use of health Use of health servicesservices

Who are the health educatorsWho are the health educators??All member of health departments:All member of health departments: physician, nurses, mid-wives, health physician, nurses, mid-wives, health

visitorsvisitors Social workersSocial workers TeachersTeachers Religions and community leaders Religions and community leaders

( influencing group)( influencing group) Personal of many voluntary and Personal of many voluntary and

community organization. community organization.

Nurses as health educatorsNurses as health educators Nurse educators combine their clinical abilities with Nurse educators combine their clinical abilities with responsibilities related toresponsibilities related to::

Assess individual and community needsAssess individual and community needs Plan health education programs Plan health education programs Develop health education programsDevelop health education programs Implement health education programsImplement health education programs Evaluate health education programsEvaluate health education programs Develop mass media campaigns Develop mass media campaigns Conduct research Conduct research Participating in Speaking/presenting at nursing Participating in Speaking/presenting at nursing

conferencesconferences

Components of health educationComponents of health education

EducatorEducator ( (sendersender) who is responsible for giving ) who is responsible for giving

the message of education to recipients.the message of education to recipients.

RecipientsRecipients, target individuals and groups who are , target individuals and groups who are

exposed to the process of education.exposed to the process of education.

MessageMessage, material of education. , material of education.

Methods of educationMethods of education,, how message of education how message of education

reaches recipients. reaches recipients.

What's the principles of health education?What's the principles of health education?

InterestInterest ParticipationParticipation Known to Known to unknownunknown

ComprehensionComprehension

ReinforcementReinforcement MotivationMotivation

Learning by doingLearning by doingGood relationship Good relationship and leadershipand leadership

Make use of life Make use of life situationsituation

Basic principals that guide Basic principals that guide effective educatorseffective educators

1- Sending a clear and specific message 1- Sending a clear and specific message 2- Selecting appropriate learning format 2- Selecting appropriate learning format 3- Selecting suitable learning environment 3- Selecting suitable learning environment 4- Organizing learning experiences 4- Organizing learning experiences 5- Encouraging learner participation in 5- Encouraging learner participation in

learning learning 6- Providing evaluation and feedback 6- Providing evaluation and feedback

Suitable setting for health Suitable setting for health educationeducation

1- 1- Hospitals and clinicsHospitals and clinics

2- Home2- Home

3- School3- School

4- Work sites 4- Work sites

5- Community 5- Community

Health education modelsHealth education models::

1) perceived susceptibility1) perceived susceptibility,, a person's opinion of the a person's opinion of the chances of getting a certain conditionchances of getting a certain condition

2) perceived severity2) perceived severity,, a person's opinion of how a person's opinion of how serious this condition isserious this condition is

The HBM can be outlined using four constructs The HBM can be outlined using four constructs which represent the perceived threat and benefitswhich represent the perceived threat and benefits::

(A) Health Belief Model

3) perceived benefits3) perceived benefits,, a person's opinion of the a person's opinion of the effectiveness of some advised action to reduce the effectiveness of some advised action to reduce the risk or seriousness of the impactrisk or seriousness of the impact

4) perceived barriers4) perceived barriers, a person's opinion of the , a person's opinion of the

concrete and psychological costs of this advised concrete and psychological costs of this advised action. action.

5) Cues to action5) Cues to action.. These are events (internal or These are events (internal or external) which can activate a person's "readiness external) which can activate a person's "readiness to act" and stimulate anto act" and stimulate an

6) Self-Efficacy6) Self-Efficacy: : This is the person's confidence and This is the person's confidence and belief in their own ability to take the given action. belief in their own ability to take the given action.

Stages of Change ModelStages of Change Model There are six stages that have been identified in There are six stages that have been identified in

the model: the model: 1) Pre-contemplation 1) Pre-contemplation - the person is unaware of - the person is unaware of

the problem or has not thought seriously about the problem or has not thought seriously about changechange

2) Contemplation 2) Contemplation - the person is seriously - the person is seriously thinking about a change (in the near future);thinking about a change (in the near future);

3) Preparation 3) Preparation - the person is planning to take - the person is planning to take action and is making final adjustments before action and is making final adjustments before changing behavior; changing behavior;

4) Action4) Action - the person implements some - the person implements some specific action plan to overtly modify behavior specific action plan to overtly modify behavior and surroundings;and surroundings;

5) Maintenance 5) Maintenance - the person continues with - the person continues with desirable actions (repeating the periodic desirable actions (repeating the periodic recommended steps while struggling to recommended steps while struggling to prevent lapses and relapse; and prevent lapses and relapse; and

6) Termination 6) Termination - the person has zero temptation - the person has zero temptation and the ability to resist relapse. and the ability to resist relapse.

“ “I never teach my pupil. I only I never teach my pupil. I only attempt to provide the conditions attempt to provide the conditions in which they can learn”in which they can learn”

Albert EinsteinAlbert Einstein

ThanksThanksAny Question?Any Question?

Principles of health educationPrinciples of health education1-1- The educator must be aware of the customs, health The educator must be aware of the customs, health

problems, health needs and attitudes of the local problems, health needs and attitudes of the local

communitycommunity

2. 2. The time, place, and people to be taught must be The time, place, and people to be taught must be

carefully considered. carefully considered. 33. The topic must be chosen to meet the needs of people.. The topic must be chosen to meet the needs of people.44. The most essential and important topics should be . The most essential and important topics should be

given prioritygiven priority

5. The educator must motivate the people to the 5. The educator must motivate the people to the

action required.action required.

6. The teacher should evaluate his / her own 6. The teacher should evaluate his / her own

teaching to see its effectiveness.teaching to see its effectiveness.

7. The best method should depend on the group, 7. The best method should depend on the group,

their previous knowledge, place and time their previous knowledge, place and time

available and the cultural backgroundavailable and the cultural background