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Health education
1. Health Education
MR. RAM NARAYAN MANDAL
FACULTY, Dept. of Health Education
A.I.I.H.& P.H.
2. Definition of Health Education
"Health Education is any combination of learning
experiences designed to facilitate voluntary
adaptations of behavior conducive to health..."
(Green, Kreuter, Deeds and Partridge)
“Health Education is a process of growth in an
individual by means of which he alters his behavior
or changes his attitude towards health practices
as a result of new experiences he has had”
(Dorothy B. Nyswander)
3. Contd
Health Education is the combination of
planned social actions and learning
experiences designed to enable people to
gain control over the determinants of
health and health behaviors and the
conditions that affect their health status
and the health status of others
(IUHE conference at Helsinki)
4. Definition
Comprising of consciously constructed
opportunities for learning involving some
form of communication designed to
improve health literacy,including improving
knowledge and developing skills which are
conducive to individual and community
health (WHO)
5. Behavior
Cognitive skill-related to the act of
describing or explaining things on the
basis of knowledge acquired.
Affective skill-related to thinking resulting
in decision making, analysing ,interpreting
It is a kind of attitudinal skill.
Psychomotor skill- It is related to
performing certain actby the use of bodily
parts.
6. Purposes of health Education
1. To help people realize that health is the
individual, family and community asset.
2. To help people acquire health knowledge
and information, develop positive
attitudes and skills, which enable them to
protect from diseases and improve their
health.
7. Contd..
3.To help people identify their health
problems and encourage them to solve
those problems by their own actions and
efforts by utilizing local resources to
maximum level.
4.To encourage people to develop and
also utilize the available health services
provided for them.
8. Models of Health Education
Health Belief Model
Transtheoretical model
PRECEDE-PROCEED Model
9. Health Belief model
HBM is a psychological model that attempts
to explain and predict health behavior i.e
why people would or would not use
available preventive services.
It focus on the attitudes and beliefs of
individuals
It was developed in response to the failure
of a free TB health screening program.
10. Core assumptions and statements
HBM is based on the understanding that a
person will take a health related action if
that person
1. Feels that a negative condition can be
avoided(i.e HIV)
2. Has a positive expectation that by taking a
recommended action he/she will avoid a
negative health condition(condom use)
11. 3.Beliefs that he/she can successfully take a
recommended health action(i.e he/she can
use condom comfortably and with
confidence)
14. Concept Condom Use Education Example
1. Perceived
Susceptibility
Believe they can get STIs or HIV or become pregnant.
2. Perceived
Severity
Believe that the consequences of getting STIs or HIV or
unwanted pregnancy
or
3. Perceived
Benefits
Believe that the recommended action of using condoms would
protect them from getting STIs or HIV or a pregnancy.
15. 4.
Perceived
Barriers
Identify personal barriers to using condoms (i.e., condoms limit
the feeling or they are too embarrassed to talk to their
partner about it) and explore ways to eliminate or reduce these
barriers (i.e., teach them to put lubricant inside the condom to
increase sensation for the male and have them practice condom
communication skills to decrease their embarrassment level).
5. Cues to
Action
Receive reminder cues for action in the form of incentives or
reminder messages.
6. Self-
Efficacy
Confident in using a condom correctly in all circumstances.
16. Stages of change model or Transtheoretical model
• Precontemplation-the person is unaware of the problem or
has not thought seriously about change
•Contemplation- the person is seriously thinking about a
change in the near future
•Preparation-the person is planning to take action and making
final adjusments before changing behavior
•Action-the person implements some specific action plan to
overtly modify behavior and surroundings
•Maintenance-the person continues with desirable actions
•Termination- the person has ability to resist relapse
17.
18. PRECEDE- PROCEED model
(Predisposing,reinforcing,and enabling
constructs in educational diagnosis and
evaluation)- policy,regulatory and
organisational construct in educational
and environmental development)
19. Phases of PRECEDE-PROCEDE Model
Phase-1.Social diagnosis (based on social
problem)
Phase-2. Epidemiological diagnosis (morbidity,
mortality, fertility etc.)
Phase-3. Behavioral diagnosis (each behavior
defined in terms of timing,frequency,duration
etc)
Phase-4 Educational diagnosis (based on pre-disposing,
enabling and reinforcing factors that
need to be analysed for each behavior)
Phase-5. Administrative diagnosis
21. Health Education components
of community health
Direct communication Training & Co
Indirect
communication
Pre-disposing
Factors
A, B, V
Enabling factors
A, A, A &
skills
Reinforcing factors
Support from
family, peers, HCP
Motivation Facilitation Reinforcement
Behavioral causes
Health problem
Social problem
22.
23.
24. I. Analysis of the Situation
A. Purpose (Health situation that the program is
trying to improve)
B. Key Issue (Behavior or change that needs to
occur to improve the health situation)
C. Context (Strengths, Weaknesses,
Opportunities, and Threats [SWOT] that affect
the health situation)
D. Gaps in information available to the program
planners and to the audience that limit the
program’s ability to develop sound strategy.
E. Formative Research (New information that
will address the gaps identified above)
25. II. Communication Strategy
F. Audiences (Primary, secondary and/or
influencing audiences)
G. Objectives
H. Strategic Approach
I. Key Message Points
J.Channels and Tools
