1. CHS 478 Health Education in Health Services Iffat Elbarazi Lect.2 1429-sem2

2. HEALTH EDUCATION SKILLS SELF MANAGEMENT: –Stress management –Communication –decision making –Planning –Goal setting

3. Cont’d Relationship management: –Application of stress management –Communication –Decision making –Planning –Goal setting

4. Cont’d Stress Management Communication Decision making Planning Goal setting Advocacy Support Counselling

5. Effective Educator Consistent Humorous Enjoy and love his/her work Cheerful knowledgeable Respectful Trained/experiences good communicator Sensitive Professional Prepared Able to say I don’t know

6. Skills Stylish, be herself Energetic Listener Appreciative Positive Friendly Encourage participation, Gives clear instructions Give examples Shares feelings/thoughts Assertive empathetic

7. knowledge Theories of learning; –Ecological theories: Interpersonal, community and Individual theories –Framework: Social marketing, preceed- Proceed model

8. –1- Individual level theories: – Health belief model –Stage of change –Theory of reasoned action –2-Interpersonal Theories –Social cognitive theory –Expectations –3- Individual level Theories –Community organizations –Innovation –Organizational change

9. Foundation of Health Education Behavioral sciences Education Public health Supported by: economics, philosophy, history, political sciences and medical sciences

10. Behavioral sciences Usually concerned with how and why people behave as they do, it includes psychology, sociology and anthropology

11. Education Public education Community education Adult education Training Counseling

12. Public Health Biostatistics Health Promotion Health sciences Epidemiology Disease prevention Environmental health Health Administration/management

13. Learning Theories Key Point: The learner’s actions take place in a system—the world they live in---with elements that are controllable and uncontrollable Learning is:” an enduring change in observable behavior that occurs as a result of experience“

14. Learning As a result of: classical conditioning: a stimulus is associated with a negative or positive experience resulting in a feeling or emotional response Operant conditioning: following a behavior a consequence happens influencing whether to repeat it or not Social learning: through observations and choices

15. Cognitive Theory Man is like a machine, experience is the teacher Man’s brain works on cognitive process Need to focus (limit stimuli) The less experience the slower the brain to pick up Short term memory can hold up to 9-19 items in 20 seconds Repeating will help in retention in the long term memory Imagery means forming a mental picture Encoding Perception Examples

16. Developmental theory Learning occurs throughout life and is influenced by psychomotor, cognitive, and developmental tasks Ability is stable but intelligence changes Adult have completed maturation so they have full cognitive abilities but each stage has certain developmental tasks Implications: Physical changes must be considered Intelligence may require to slow down Motivation is influences by stages

17. Humanistic theory Learning is a response for the total person: intellectual, emotional, physical, psycho-social, unique potential Facilitator depends upon previous experience, readiness, motivation, abilities, Facilitator must take into account the whole person, and must consider, needs, environment, abilities Content is less important than process

18. Instructional Approaches Pedagodical Model: Means Teaching method:: Teacher who decides what, how, when to teachPedagodical Model: Means Teaching method:: Teacher who decides what, how, when to teach Andragogical: Art of science of helping adult learn: Power lies within learnerand address learning needs as identified by learnAndragogical: Art of science of helping adult learn: Power lies within learnerand address learning needs as identified by learn In applying elements of this model characteristcs of adult learner should be consideredIn applying elements of this model characteristcs of adult learner should be considered

19. Characteristics of the Adult Learner (Andragogy) As a person matures: –His/her self-concept moves from dependency to self-directing –Accumulates a growing reservoir of experience, which is a rich resource for learning –Change in time perspective: from future application of knowledge to immediacy of application---more problem-centered than subject-centered in learning –Motivated to learn by internal factors rather than external ones

20. Characteristics Adult learner Established Beliefs, values Less flexible Are accustomed to responsibility Have rich experience Motivated to learn on need to learn basis Approach learning from problem centered focus Have different learning styles Are different at developmental stages Fear failure and embarrassment Need praise and encouragement

21. Thoughts related to Adults Independent May see preceptor as negative force based on previous experience May be active participants in learning process The more stress a person experience the more specific and concrete approaches need to be Self esteem is very important

22. Principles of Learning applied in clinical setting Learning is: facilitated when perceived as relevant when critical thinking is used at all times Requires active learner Takes place from simple to complex Takes place through senses Is facilitated through correlation bet theory and practice Feedback motivates learner Responsibility taking is a learned behaviors Is influenced by individual differences Build upon learning to become one integrated value When patients have confidence by practice Need to be adjusted to the patient’s abilities

23. Learning Need to be ongoing: Follow ups, periodic meetings, support groups, annual meetings,