Health education is a vital part of community health nursing, because the promotion, maintenance, and restoration of health require that patients understand health care requirements. Health education is an integral part of all health services and all health personnel's who are responsible for providing health care.

1. Presented By
Preety Thakur
SMVDCoN
Health
Education

2. Health education is a vital part of community health
nursing, because the promotion, maintenance, and
restoration of health require that patients understand
health care requirements. Health education is an integral
part of all health services and all health personnel's who
are responsible for providing health care. It is so essential
for community health nurses because they have key
position to provide education because they see patients
with varying needs and abilities in many settings.
Introduction

3. • Health education is the process by which individuals and group of
people learn to:-
ü Promote
ü Maintain
ü Restore health
“ Education for health begins with people as they are, with whatever
interest they may have in improving their living conditions”
Definition

4. Health education or health
promotion?
• Health education is defined as:
Any combination of learning experience designed to
facilitate voluntary adaptation of behaviour conducive to
health.
This definition imply:-
ü All possible channels of influence on health are
appropriately combined and designed to support adaptation
of behaviour.
ü The word “voluntary” is significant for ethical reasons.
(Educators should not force people to do what they don’t
want to do.)

5. Cont….
üThe word “designed” refers to planned integral,
intended activities rather than casual.
• Health Promotion:-
üIf any combination of educational, organisational,
economic & environmental support for behaviour &
condition of living conducive to health.
üHealth promotion is widely used term to encompass
various activities.

6. Cont…
• For example:-
vBehaviour & life style
vPreventive health services
vHealth protection directed at environment
vHealth related public policy
vEconomic & regulatory measures.
( Health education is the primary and dominant
measure in health promotion)

7. 1. To develop a sense of responsibility for health condition,
as individuals, as members of families & communities.
( promotion, prevention of diseases & early diagnosis &
management.)
2. To promote and wisely use the available health services.
3. To be part of all education, & to continue throughout
whole span of life.
Aims of health education

8. • To develop scientific knowledge, attitude, skills on
health matters to enable people to develop correct
habits.
• To help people achieve health by their own actions
and efforts.
Cont….

9. • To inform people or disseminate scientific knowledge about
prevention of disease and promotion of health.
• To motivate people to change their habits and life style,
which are harmful to their health and also motivate people
to adopt habits and ways of living conducive to health.
• To guide the people who need the help to adopt and
maintain healthy practices and life styles by showing proper
community resources.
Objectives of health education

10. • The role of health care providers in this regard compromise to:
a. Provide opportunities for people to learn how to identify and analyse
health and health related problems, and how to set their own target
and priorities.
b. Make health and health related information easily accessible to the
community.
c. Indicate to the people alternative solutions for solving the health and
health related problems they have identify.
d. People must have access to proven preventive measures.
Role of health care providers

11. • Dissemination of scientific knowledge (about how
to promote & maintain health) leads to changes in
knowledge attitude practice related to such changes.
Process of health education

12. • Establishing a planning group
• Stating goals
• Stating objectives
• Identifying methods
• Identifying resources and barriers
• Developing the evaluation plan
• Implementing the plan
• Evaluating the program
Steps

13. • Nutrition
• Health habits
• Personal hygiene
• Safety rules
• Basic knowledge of disease & preventive measures
• Mental health
• Proper use of health services
• Sex education
• Social education for groups (occupations, mothers,
school health etc.)
Contents of health education

14. 1. Interest:- it is a principle that are ‘unlikely’ to listen to
those things which are not their interest.
2. Participation:- it plays an important role in health
education. It is based on the principles of active learning.
Health education should aim at encouraging people to
work actively with health workers and others in identifying
their own health problems and also in developing solutions
and plans to work them out.
3. Comprehension:- one barrier to communication is using
words which cannot be understood. In health education,
CHN should always communicate in the language people
understand,and never use words which are strange and new
Principles of health education

15. 4. Proceeding from the known to the unknown:- in health education work, we must
proceed “from the concrete to the abstract”; “ from the particular to the general”; “from
the simple to the more complicated”; “ from the easy to more difficult”; and “from the
known to the unknown”.
5. Reinforcement:- if there is no reinforcement, there is every possibility of the
individual going back to the pre- awareness stage.
6. Good human relations:- sharing of information, ideas and feelings happen most
easily between people who have a relationship. Building good relationship with people
goes hand in hand with developing communication skills.
7. Learning by doing:- the chinese proverb: “If I hear, I forget; If I see, I remember;
If I do, I know” illustrates the importance of learning by doing.
cont..

16. 8. Motivation:- i.e awakening the desire to know & learn.
There are two types of motives- primary and secondary
1) Primary motives:- (e.g hunger, sex, survival) are driving forces
initiating people into action; these motives are inborn desires.
2) Secondary motives:- are based on desires created by outside forces
or incentives. such as praise, love, recognition, competition,
punishment.
9. Feedback:- the health educator can modify the elements of the
system (e.g., message, channels) in the light of feedback from his
audience. For effective communication, feedback is of paramount
importance.
10. Leaders:- leaders are agents of change and they can be made use
of in health education programme. If the leaders are convinced first
about a given programme, the rest of the task of implementing the
programme will be easy.
Cont…

17. • There should be continuous evaluation:-
üEvaluation should not be left to the end but should
be done from time to time for purpose of making
modifications to achieve better results.
Evaluation of health education
programmes

18. Evaluation cycle
Describe
problem
Describe
program
Establish basis
for proof of
effectiveness
State goals
Determine
needed
information
Organize
data base
Develop
and test
instruments
Determine
data
collecting
method
Analyse &
compare
result
Modify
program

19. METHODS OF
HEALTH
EDUCATION

20. Methods of health education
Diadactic
• Mass media
• Lectures,
• Films
• Tv
• Radio
• AV aids
• Exhibition
Socratic
• Group discussion
• Pannel discussion
• Seminar
• Symposium
• Demonstration
• Role play

21. INDIVIDUAL
APPROACH
• GROUP
APPROACH
• MASS
APPROACH
METHODS OF HEALTH EDUCATION

22. INDIVIDUAL
APPROACH
• Health education at individual level is done to help individual
to learn health information to change his attitude and
behavior which are health promotive and health protective.
• Health education is done according to the situation and based
on the learning needs of the individual
• Health education can be incidental and well planned.
• It is done whenever the individual comes in contact with
health workers.
• It can be in the family, school, health centers, clinics,
outpatient departments, hospital wards.

23. • It can be a child, an adolescent, adult,
eligible mother and father, sick or well
individual, antenatal or postnatal mother,
elderly man or woman etc.
• Specific topics can be discussed and argued
which may help to bring in changes.
• This approach though effective but
expensive has limited accessibility
Cont………

24. INDIVIDUAL APPROACH

25. choice of subject in group teaching is very
important
selection of suitable method of health
education including audio-visual aids for
successful group health education.
GROUP APPROACH
Health education is meant for teaching
health matters to specific groups in a
defined setup

26. LECTURE
METHOD
WORKSHOPS
GROUP
DISCUSSION
DEMONSTRATION
SYMPOSIUM
PANEL
DISCUSSION
ROLE
PLAYING
Methods under group
approach

27. INTERVIEW
DIALOGUE
BUZZ SESSION
BRAIN STORMING SESSION
FIELD TRIP METHOD
SKITS
OTHERS are……………

28. LECTURE
METHOD or CHALK AND
TALK

29. • The health educator requires speaking ability and expertise
in subject matter
• The content need to be organized well, topic should be
based on a topic of current interest or health needs of the
group.
• the preferable size of the group should be 30-45.
• The time limit should not be more than 45-50 minutes or 15
to 20 minute.
• Questions can be asked while imparting information to clarify
concepts.
• Ensure attention of the audience.
GUIDELINES

30. In this method, the educators show the various steps
of doing procedure in systemic and skillful way.
• Here a procedure is carried out step before an
audience or the target group.
• It involves the audience in discussion.
DEMONSTRATION

31. • Dramatizes by arousing interest
• Upholds the principle of “seeing is believing” and
“learning by doing”
• Can bring desirable changes in the behavior
pertaining to the use of new practices.
• The clinical teaching in hospital is based on
demonstrations.
• This method has a high motivational value.
Advantages

32. Group discussion
A “group” is an “aggregation of people interacting
in a face to face situation.” It is a very effective
method of Bi- way communication. This method
gives opportunity to exchange ideas and views
among health educator and audience or among the
audience themselves

33. • The group should comprise not less than 6 and more
than 12 members.
• The participates are all seated in a circle, so that each
is fully visible to all the others.
• There should be a group leader who initiates the
subject.
• They also select reporter.
GUIDELINES

34. PANEL
DISCUSSION
In this method of group
discussion presentation,
4 to 6 expert members
discuss among
themselves a given
topic or problem of
interest to people in
front of them.

35. • It consists of a chairman or moderator and from 4 to 8
speakers.
• The chairman opens the meeting, welcomes the group and
introduces the panel speakers.
• He introduces the topic briefly and invites the panel
speakers to present their point of view.
• It can be very effective method of education, provided it is
properly planned and guided.
• It needs only qualified speakers.
• Planning consumes a lot of time and energy.
GUIDELINES

36. SYMPOSIUM
It is a series of speeches on a selected
subject by experts. In this method
presentation is done by 3 or 5 speakers
who are expert on a selected subject in
front of the audience. There is a
chairperson who introduces the topic
and the experts

37. • Each person or expert presents as aspect of the subject,
briefly.
• There is no discussion among the symposium members
unlike in panel discussion.
• At the end of presentation the audience can ask question ,
clarify their quarries , give their views and comments
• The chairperson makes comprehensive summary at the end
of the entire session.
GUIDELINES

38. WORKSHOPS
It consists of a series of
meetings, usually four or
more, with emphasis on
individual work, within the
group, with the help of
consultants and resource
personnel.

39. • The total workshop may be divided into small groups
and each group will choose a chairman and a recorder.
• The individual work solves a part of the problem
through their personal effort with the help of
consultants.
• Contribute to group work and group discussion and
leave the workshop with a plan of action on the
problem.
• Learning takes place in a friendly, happy and
democratic atmosphere, under expert guidance.
• The workshop provides each participant to improve his
Cont….

40. ROLE
PLAY

41. • Use to practice real life situation.
• The size of the group is thought to be best at about 25.
• It is used to provide discussion of problem of human
relationship.
• It is particularly useful educational device for school
children.
• It is followed by a discussion of the problem.
• The limitation by role playing includes that group members
may be too shy to participate and intended content may or
may not surface.
GUIDELINES

42. SEMINARS
AND
CONFERENCES
This category contains a large
component of commercialized
continuing education. It refers to a
group of persons who have prepared
themselves on a particular topic or
problems and will speak to the
audience.

43. • It contains large component of material for a day or two on a given
topic or selected group of topic.
• Report prepared is also circulated later as material of reference and
awareness.
• There is a moderator for discussion on each person’s presentation.
• It is very effective but costly method
• It needs proper planning to arrange a seminar.
• Usually held on a regional, state or national level.
• It covers a single topic in depth or be broadly comprehensive
• They use a variety of formats to aid the learning process from self
instruction to multi-media.
GUIDELINES

44. INTERVIEW
Refers to a presentation in
which one or more
individual answer questions
posed by one or more
interviewers in front of the
audience.

45. Social Dialogue
• In this method, two
expert members have
a dilogue about a
particular health
issue,or probleem
between them in
front of the audience

46. • In this, a large group is divided into several small groups to
meet simultaneously to discuss either the same
issues/problem or different aspects of the same
issues/problem.
• These small groups, after their discussion is over, meet in
large groups, pool their finding and recommendations.
• The final report is presented in front of the whole group.
BUZZ SESSION

47. Brain Storming Session
• Refers to participants
“throw out” as many
ideas as possible on
given subject: ideas are
recorded as they are
given and are discussed
& finalized later

48. OPEN FORUM
Refers to the public meetings
which are held for various
purposes in the community, e.g.
Gram sabha. In this participants
are asked to say their problem,
views etc. it thus helps in
identifying people’s health
concerns.

49. • In this, a particular event, health situation or a condition is
presented in detail to a group of participants. It is followed by
discussion or written activity .The group is then helped to
discuss its various aspects, identify related problems and factors,
suggest alternative solution to deal with the event / health
situation/condition.
CASE STUDY METHODS

50. In this, an education tour is organized
for a group to have first hand
information through direct observant
about a place, object etc., has additional
benefit of group interaction and
entertainment during travelling time.
FIELD TRIP

51. SKITS
• Refers to a brief, rehearsed, dramatic presentation. It
may evoke emotional involvement and stimulate
discussion.

52. TASK FORCE
• Refers to a small, organized committee to
achieve goal that cannot be efficiently reached
by larger group or individual.

53. • Mass Approach are a “one- way”
communication. It is for creating
awareness in people at large i.e. general
public. The education is done using “mass
media” of communication.
MASS APPROACH

54. • RADIO
• FILMS
• TELEVISION
• HEALTH EXHIBITION/ HEALTH FAIRS /
HEALTH MUSEUM
• INTERNET
• NEWSPAPERS
• PRINTED MATERIAL
• MAGAZINES AND JOURNALS
• DIRECT MAILING
• FOLK MEDIA
• POSTERS , BILLBOARDS AND SIGNS
TYPES OF MASS MEDIA

55. RADIO

56. FILMS

57. TELEVISION

58. HEALTH EXHIBITION/ HEALTH
FAIRS /HEALTH MUSEUM

59. INTERNET

60. NEWSPAPERS

61. PRINTED
MATERIAL

62. MAGAZINES
AND
JOURNALS

63. DIRECT MAILING

64. FOLK MEDIA

65. POSTERS AND SIGNS