1. Model for Health Education Planning
and Resource Development
(MHEPRD)
Basanta Chalise (01)
Institute of Medicine (IOM)
MHPE first batch

2. Outline of presentation
• Different planning models in health
promotion and education
• Components of behaviour change
• Differences between Model and Theory
• Model for Health Education Planning and
Resource Development (MHEPRD)
• Health education resource

3. Objectives
• At the end of the presentation participants
will be able to
– List different types of planning models in health
promotion and education
– Identify the components of behaviour change
– Identify the differences between model and
theory
– Describe about the MHEPRD
– Describe about the health education resource

4. Different planning models in health
promotion and education
• Assessment Protocol for Excellence in Public Health (APEXPH)
• CDCynergy
• Comprehensive Health Education Model (CHEM)
• Intervention mapping model
• Model for Health Education Planning (MHEP)
• Model for Health Education Planning and Resource
Development (MHEPRD)
• Multilevel Approach to Community Health (MATCH)
• PEN-3 model
• Planned Approach to Community Health (PATCH)
• PRECEDE-PROCEED model
• Health promoting self care system model
• A stage planning program model for health education and
health promotion activity

5. Components of behaviour change
• No one theory can address all variables that
contribute to a person’s behavior, and not all
theories are applicable to all situations.
• Most theories address eight components of
behavior change

6. Conti..
o The person has formed a strong positive intention.
o There are no environmental constraints.
o The person has the skills necessary to perform.
o The person believes the advantages of performing.
o The person perceives more social (normative) pressure to
perform the behavior than not to do so.
o The person perceives that performing the behavior is
more consistent than inconsistent with his or her own
self-image (personal norms, personal standards).
o The person’s emotional reaction to performing the
behavior is more positive than negative.
o The person perceives that he or she has the capability to
perform the behavior under a number of different
circumstances.

7. Differences between Model and Theory
Theory Model
Explains or predicts
phenomenon
Simplified, miniaturized
application of concepts for
addressing problems
Micro-level guidance Macro-level guidance
Empirically tested Not enough empirical evidence
Based on previous literature Creative
Usually parsimonious Usually tries to cover a lot
Does not contain any model May embody one or more
theories
Example: Social cognitive
theory
Example: PRECEDE-PROCEED
model

8. Model for Health Education Planning
and Resource Development
(MHEPRD)
• MHEPRD was proposed by Bates and Winder
(1984) in the early 1980s but it is not among
the popular models and is not used these days.
• The hallmarks of this model are that it
considers planning a cyclical process and it
considers evaluation not as a separate step but
as a integrate element throughout the model.

9. Five phases in the model
• Health education plans
– An end result of the needs assessment and an ongoing
evaluation process.
• Demonstration programs
– Developed through a development process and an
ongoing evaluation process.
• Operational programs
– The validation process determines which programs
should be continued and thus made operational and
which ones must be dropped. The ongoing evaluation
continues in this phase. This phase also entails
development of an implementation plan.

10. Conti..
• Research programs
– Implementation of those programs that are based
on sound research continues in the
implementation plan.
• Information and statistics
– The data generated once again goes through the
policy analysis process in phase 1 and guides
further planning.

11. Health education resource
• There are many types of health education
resources, for example: pamphlets, billboards,
posters, booklets, DVDs, television or radio
campaigns, online tools, social marketing etc.
• Aims to build the knowledge and skills of
their audience and help the audience manage
and improve their health.

12. Health education resource
• Health education resources need to:
– be easily understood by the main audience
– encourage improved health outcomes for the
main audience
– provide the right information, at the right time, in
the right place, using the right format for the main
audience
– build the health literacy of the main audience.

13. Guiding principles
1. Be prepared
2. Be clear
3. Be open
4. Be relationship focused
5. Be accountable
6. Test, test and test again

14. The stages of developing health
education resources
1. Need 2. Audience 3. Health literacy
4. Resource scope
5. Draft and test
6. Publish and distribute
7. Evaluate 8. Learn

15. References
• A guide to developing health education
resources in New Zealand, Ministry of Health,
2012.
• Frost R. Health Promotion Theories and
Models for Program Planning and
Implementation, University of Arizona, 2008
January.
• Raingruber B. Health promotion theories.

16. Thank You