Health Education

What the H. Educator should know about the community: Planning the H. Educ. Encounter
1. Culture or way of life -which problem needs urgent, not so urgent, very urgent H. Educ.
2. Knowledge of the leaders/family members and leadership patterns 1. Identifying levels and goals of prevention.
3. socio-economic status 2. Develop specific learning objectives
4. Problem that the people recognize and have interest in solving it. • classify whether: (ASK)
5. channels of communication - Cognitive - knowledge component
6. community/personal resources - Psychomotor - skills
7. past experiences of the community on health and illness - Affective - attitude
8. motivations of the people
9. principles of learning and barriers of learning Terms:
10. Educational methods and media and their effectiveness. Cognitive
1. Acquisition (observable) - state, identify, define, describe
Assessing the H. Educ. Situations 2. Comprehension - explain, distinguish, summarize, infer, predict
They have to feel the need to learn to be motivated. 3. Application - compute, modify, transfer, use
• Biophysical Consideration 4. Analysis - infer, use, deduce, diagram
-age, sex… (programs suited for such category) 5. Evaluation - compare, contrast
-physical and physiologic functions
-developmental considerations Affective
• Psychological considerations - look, hear, discern, respond, organizing, express, prefer, convince,
-awareness characterizing
-presence of anxiety
• Physical environment considerations Psychomotor
- Imitate, align, hold, grasp…
• Socio-cultural considerations
-current educational level
-language spoken or used
-practices/traditions “Health Education” is in lined with the definition of “nursing” that is to help
- Occupations of the group members individual to achieve their optimum health status.
• Behavioral considerations
Health is a response to the environment. - Dubos
-health behaviors
-ways of coping
Education - acquisition of the art of the utilization of knowledge
• Health system consideration Teaching - stimulation, directing, guiding and encouraging the use of
-consistency to medical system knowledge
- tap prior knowledge
General Principle for H. Educ. Planning - set objectives and goals
• Plan the process Learning - active process that needs participation
• Plan with people Process - progressive course of series
• Plan with data
• Plan for permanence Theories in Learning
• Plan for and according to priorities 1. Behaviorist Theory - learning occur as a result of conditioning
• Plan for measurable outcomes in acceptable formats - Classical Conditioning
• Plan for evaluation - Operant Conditioning
 - Change agent

2. Cognitive Learning Theory Approaches

Concept of Schemata - Interview
Accretion - learn fast - Counsel
Tuning - evolved or refined through out the lifespan - Open forum
Restructuring - old schema + new schema = new knowledge - Workshop
3. Levels of Processing - Lecture
4. Parallel Distributing - Symposium
5. Connectionistic Model - Group work
6. Stage Theory of Information - Community assembly
7. Social Learning - learning through interaction; reinforced until it retains - Use of laboratory
in the memory - Visual aids

Elements of Learning Process Health Teaching Plan

- Goal-oriented 1. Assess - identify the learning need or knowledge deficit
- Readiness in all aspect 2. HTP
- Situation (present alternative) - Objectives (ASK), SMART, BMCT
- Interpretation - Content - progression of competencies
- Response - Time allotment - specific for the content; not too long nor too short
- Consequence (confirmation or contradiction) - Learning activity - appropriate for the population; mechanics of the
- Reaction to thwarting activity
a. Try other methods until the right method is found - Resources - use indigenoius resources; shoul be classified to 3M
b. Do nothing at all or ejection of knowledge (Manpower, Money [budgeted], Materials)
- Evaluation - should be in lined with the objectives and/or
Principles of learning methodologies; measurable; how the obj. are met
- Learning is not memorizing
- Learning takes plsce only when the people recognize the need to learn • Multiple intelligences should be triggered. E.g. musically inclined
- Learning can increase knowledge irrespective of age people, use music to teach
- Learning must be meaningful • Assess comprehensively
- Learning doesn’t take place only in one situation
• Note the considerations in able to formulate a good nursing plan
- Realistic goals
- Human relations • Note the capability
- All learning are motivated • Consider the population in planning for the learning activity
• Content: Am I authorized to teach such?
Traits and Policies about educator
- Efficient
- Good communicator Communication Process
- Good listener Theories
- Keen observer 1. 2 Step Flow Theory - from a source to community leaders or
- Systematic influential people
- Creative and resourceful 1. Source 2. Community leaders
- Analytical 2. Roper’s Concentric Circle Theory -
- Tactful osmosis
- Open to ideas and suggestions
 3. Diffusion Theory - infos are disseminated through the different
stages:
• Awareness - problem identified
• Interest - finding methods or ways as solution
• Evaluation - weighing the advantages and disadvantages of
each methods
• Trial
• Adaptation
- Failure to adapt, back to the previous stage
Task of Communicators
1. Know what (to communicate to other people) !!!organize the content
2. Why (purpose of communicating)
3. How (methods/strategies to communicate) - methodology should be
consistent for the audience
4. Who (am I authorized to communicate such?)
5. When (proper timing) - be perceptive enough to know the needs of the
community
6. Look into the characteristics of the audience
7. Roles of the leaders in the community should be determined -
people as such can be tapped for additional help or resources
7 Cs of Communication
1. Context - situation or characteristics (is it appropriate?)
2. credibility - you should be authorized to talk about such
3. Content - the ideas should be coherent or congruent to each other;
focused on one area of concern
4. clarity - the purposes should be clear
5. continuity and consistency - means and ways to communicate
6. capability of the audience
Change Process
Social Change - change in the relationship within a system
External forces - conflicts or contacts to other social system
Internal forces - conflict between members on a social system
Stages
1. Development of innovation - new materials introduced into the
system
2. Diffusion of innovation - spread from the source
3. Legitimacy/ advocacy - spread through the leaders to the community
4. Adaptation - acceptance of the innovation
5. Adjustment - action towards the innovation
Pointers
1. Nature of change should be clear - purpose of change
2. Identify the strong forces advocating and deterring the change - pro’s
and anti’s
3. Nature and direction of change
4. Change should consider the established patterns
5. plan change in consistency with the established patterns
6. change should be made for impersonal requirement - it should be in
an impersonal basis
Educational Change Method
2 types of teaching
1. One way process / didactic method - “like this”, instructions, et.
2. 2 way process / Socratic method
Methods of bringing about change
1. Individual Approach
2. Group Approach
3. Mass contacts through mass media
Factors to be considered in planning for behavior changes to the people:
1. How the people concerned be brought in the planning
2. What are the various solution that can be offered to the people
3. Information or materials needed - resources
4. Criteria of progress
Curiosity_kills