HEALTH EDUCATION

OBJECTIVE Define health education. Discuss the importance of health education in the improvement of health behavior. Explain the role and functions of the nurse as a health educator.

OBJECTIVE cont’ Describe the various strategies of community empowerment in the three level of care. Explain the importance of communication, networking and collaboration in community empowerment. Differentiate between health education &health promotion

Define health education

HEALTH EDUCATION  Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes. 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 controll over own´s health leading to optimalization of attitudes and habits related to lifestyle and increasing quality of life. ( WHO )

Health education It is a social science that draws from the biological, environmental, psychological, physical and medical science to promote health, prevent disease, disability and premature death through education –driven voluntary behavior change activities. (American association for health education.)

Health Education Health education is concerned with a range of goals, including giving information, attitude change, behavior and social change. It is concerned with helping people to help themselves and helping people work towards creating healthier conditions for everybody ( “making healthy choices easier choices” Ewles& simmets 1985 –Wass200)

Health Education? The development of an individual, group, institutional, community strategies in the improvement of their health knowledge, skills, attitude & behavior. Combination of learning experience designed to facilitate voluntary action conducive to health. (Green & Kreauter) Concerned with people at all stages of health & illness to maximize each person’s potential for healthy living.

Objective of Health Education/Health Empowerment As a preventative measures . Facilitate strategies for change. Dissemination of health information to those who need help. The empowerment of the community with health information. Change the health behavior of the community. Community to be able to care for themselves.

Why Health Education For the improvement of the health status of individual, families, communities, society & nation It enhance the quality of life for everyone. Focus on prevention, help reduce the health costs both for the individuals & nation spend on medical treatment.

Health Education Main principles Supported by the latest knowledge from research (medicine, sociology, psychology). A systematic, comprehensive and consistent activity. Adapted to age, gender, education and particular health, mental or social problems of an individual or community (school, entreprise, city). Encourages personal investment of an individual. Respects environment of an individual. Věra Kernová National Institute of Public Health Prague

Health Education in Communities Strategies Building collaborating team (physician, PH officer, health counsellor, NGO, schools, municipality, entreprise) Partnership and national networks (Healthy Cities, Healthy Schools), EU projects Providing regular information – media, bulletins Motivation actions related to days acknowledged by WHO – Health Day, Global Day without Tobacco, Mental Health Week, International Day of Fight against HIV/AIDS, etc. (Věra Kernová National Institute of Public Health Prague)

Community Mobilization Client –provider interaction SOCIAL CAPITAL SOCIAL MARKETING Community Mobilization Client –provider interaction Policy Communication HEALTH EDUCATION HEALTH LITERACY CHANGE BEHAVIOUR CHANGE ATTITUDE

Nurse as a Health Educator The nurse is an AGENT for change by helping identify and solve health related problems by : Informing Advising Help in the acquisition of skills Clarifying beliefs and values Enabling the adaptation of life styles Promoting change in the structure &organization which promote health. Provide a model of values and belief related to health.

cont NURSE AS HEALTH EDUCATOR At all the three level of health care the nurse empowers the individual family community colleagues (Clark 84)

NURSE AS HEALTH EDUCATOR cont. Empower CLIENT about Disease process sign& symptoms How to live with their health problem and live to their full potential Diagnostic and treatment procedures Preventative & promotive measures FORMAL OR INFORMAL

Activities of A Health Educator Assess individual & community needs Plan health education Develop health education program Coordinated health program Implement health education programs Evaluate health education programs Write proposal for health education Build coalitions Identify resources Organize & mobilize communities for action. Advocate for health related issues Develop Mass media campaign . Conduct research Encourage healthy behavior

Problems In Health Education. Geographical layout. Accessibility Language Illiteracy & literacy rate Cost Availability of resources . Culture

Problems In Health Education. cont Health Facilities Health Facilitators Attitudes both clients and educators Methods, message/material Educators or officials who carry out the task The tools use for demonstration  .

Health Literacy Illiteracy & Literacy –impact on health Health information Health Literacy : application of literacy skills to health& health care . Being able to participate individually, publically about health prevention and promotion & treatment , preference. Able to intergrade new information and understand process require to improve health ,have access to health resources

Health literacy Levels Function level literacy : receiving sufficient level of factual information on health risks& services available that they can participate in illness prevention and health protective activities. Communicative &Interactive Health Literacy: develop personal skills – developing capacity to influence social norms & helping others . Understanding how organization work being able to access services they need . Critical Health Literacy

Teaching Methodology S.T.G.Lewaravu

Teaching Objective. To be able to write teaching objectives for health education. Formulate a teaching plan Identify the different style of learning Utilize the different teaching strategies Develop appropriate teaching aids for the appropriate target group.

Teaching This is a process of helping others to learn and incorporate new behaviors into every day life. It is two way interaction Involve activities such as informing instructing, challenging & coaching Learners to use knowledge, skills & attitude.

Learning It is the essential part of education. New knowledge , skills& attitude are acquired to be applied in specific situation. Activities such as : Listening , observing, problem solving practicing discussing , writing, reflecting on experiences are involved.

Learning Outcomes The learner to have the following abilities: Demonstrate Describe Explain Analyse Synthesis information.

Learning OBJECTIVES Learning objective define what the clients should know and be able do at the end of the learning session. Three main types of learning. Knowledge: What clients know Skills: What clients are able to do Attitude: How clients feel about what they know and do.

Should write down objectives that can be measured and observed . The client should be told what is expected out of him/her/them (achievement) at the end of the session. The clients should be told exactly how & where to perform the activity if learning new skills. Should be relevant to the client’s learning need.

Why learning objectives are important.? It determine ----- what is to be taught How it is taught How it can be assessed

PLANNING Target group Number of clients Time Topic Objective Teaching methods Teaching aids Evaluation

TEACHING STRATEGIES

Learning Process Learning depend on several factors. Environment Client Teacher whether it is a formal or informal session .

Environment. Conducive to learning: adequate for the no of participants. Temperature comfortable Noise? Seating arrangement Audiovisual equipment working Physiological needs are met.

THE ENVIRONMENT OF LEARNING

Target Groups for Health Education Health education is directed towards individual, families, group and whole communities. The Individual The well The sick The carer Those who are at risk -------- The young, the old, the youth, middle age – THE WHOLE COMMUNTY.

Identifying The Target Group

Client Background Knowledge Client who need advice What are they thinking about their belief their customs and daily habits the way they live their capabilities they do not have they cannot do STUDY YOUR CLIENT

CLIENT VIP Motivated to learn Preferred learning style. Physiological need Comfortability & safety of the learner Sense of belonging Inclusion and consultation of the course objective .

WHAT TO CONSIDER SIZE OF THE GROUP COMPOSITION OF THE GROUP STRUCTURE OF THE GROUP PURPOSE OF THE GROUP OPITIMAL SIZE 2. AGE, GENDER,MINORITES, LEARNING ABILITIES 3 HOW WERE THEY CHOSEN 4.COMMUNICATE TO THEM CLEARLY WHAT TSK TO BE Carried out, learning processed are important .their role in the

Client Autonomous & self directed Life experience &knowledge Goal oriented Relevancy oriented Practical Shown respect Free to direct themselves teacher to actively involve them in learning process & serve as facilitators. 2. Include work related activities.family responsibilities & previous education. Connect knowledge to experience base. 3 what goal to attain should be clearly define 4should see the need to be informed, why the need to learn new skills, change life Should focus on the part that is most useful to them. They should be told how useful the topic is to their life, family community health Teacher should acknowledge the experience the learners have and their particption.

Client Ensure that client learn through. Motivation Reinforcement Retention Transference Association Similarity Degree of learning Critical attribute element. ( Stephen Lieb 1991) Motivation set a ton for the lesson establish a friendly , open atomoshphere set appropriate level of concern . The level of tension must be adjusted to meet the importance of the objective. People learn best under low to moderate stress.If stress is too high it can be a barrrier to learning. Set an appropriate difficulty. The degree of difficulty should be set high enough to challenge particpants. Reinforcement Positive reinforcement use good, Retention. Try and get the learner to see the purpose and meaning of the information being givent They must be able to understand be able to interpret and apply the information. Transference the ability to use the information taught in the course to a new setting . Associate associate the new information with something they alredy knew. Similarity similar to materials learners already know eg framwork, or pattern. Degree of origibal learning particpants degree or origibal leaning was high. Information learned conatins elelmts that are xetremely beneficial to them

Teacher YOU WALK THE TALK ! Role model Facilitator

LEARNING STYLES Not all students learn equally; VISUAL AUDITORY KINESTHETIC See readings)

Teaching Strategies Only certain teaching methods are applicable in particular situation. No single method is superior. Choose the teaching method that is appropriate for the target group and what is needed to be taught & where it is to be taught.

TEACHING METHODOLOGY LECTURE/SEMINAR GROUP DISCUSSION ROLE PLAY DEMONSTRATION INSRUCTION STORY TELLING JINGELS SONGS PANEL DISCUSSION

TEACHING STRATEGIES 1. Combination of teaching strategies can be utilised in one session of health education. 2. A single teaching strategy can also be used in a single education session. Depending on what is to be taught and the target group.

TEACHING AIDS Posters Radio Audio Visual Books Flip Charts Bulletin board Exhibits News paper Puppet show

Teaching Aids Appropriateness to the target group Pictures Language used Font size Readable from a distance. Word used. . Accessible to the general population.

Seating Arrangement Arranged in a way that is comfortable for every body. Accessible to the educator Encourage full participation of the students. (Refer to hand out).

Prior to the teaching session. Check on the following: Adequate learning materials – no participants Venue—conducive for learning Seating arrangement Teaching aids– e.g mike ,audio visual. Resource personals TO BE CHECKED AN HOUR BEFORE THE SESSION.

Evaluation of Method and Teaching Aids Accepetability. Appropriateness Effectiveness Efficiency---

Effect of Health Education HAVING YOUR OWN RUBBISH PIT

Evaluation of Education Activities Time. Suitability of health personel Number and quality of media. Coverage of population Extend of population applying knowledge.

Learning starts at birth and it ends when we die Learning starts at birth and it ends when we die. It is a continues process through out the life span

Reflection Time Differences Primary Health Care Health Promotion Health Education :

Reference American Association for Health Education. Kinger.A.M.(1997) Teaching for health( 2nd ed) New York. Churchill Living stone. Quinn.F.M.(2000) Principles and Practice of Nurse Education .(4th ed). London: Nelson. Thornes. Wass.A. (2000) Promoting Health the Primary Health Care Approach.

Any question Have a nice day