Health education concepts and practice

1. Health EducationHealth Education
Concepts and PracticeConcepts and Practice
DR. Mona M. Abd El MaksoudDR. Mona M. Abd El Maksoud

2. At the end of lecture the student willAt the end of lecture the student will
be able tobe able to::
 Define health educationDefine health education
 List at least two objectives of health education.List at least two objectives of health education.
 Identify the dimensions of health educationIdentify the dimensions of health education
 Determine principles of health education.Determine principles of health education.
 Determine who are health educatorDetermine who are health educator
 Identify the role of nurse as educatorsIdentify the role of nurse as educators
 Lists sittings of health educationsLists sittings of health educations
 Apply of health education modelsApply of health education models

3. A Health Education isA Health Education is......
A process that informs, motivates and helpsA process that informs, motivates and helps
people to adopt and maintain healthypeople to adopt and maintain healthy
practice and lifestyles, and advocatespractice and lifestyles, and advocates
environmental changes as needed.environmental changes as needed.

4. Why is it important to educateWhy is it important to educate
about health?about health?
1- Create health consciousness and motivate1- Create health consciousness and motivate
people to change their habits, and ways ofpeople to change their habits, and ways of
livingliving
2- To enhance the ability of people to cope2- To enhance the ability of people to cope
effectively with health promotion,effectively with health promotion, healthhealth
maintenance and illness control.maintenance and illness control.

5. 3- To equip the population with skills,3- To equip the population with skills,
knowledge and attitude to enableknowledge and attitude to enable
them to solve their health problemsthem to solve their health problems
by their own actions and effortby their own actions and effort
4- To reduce undesired risks of disease4- To reduce undesired risks of disease
and illnessand illness

6. Seven dominions of health educationSeven dominions of health education
1.1. Health education concerning withHealth education concerning with
whole personwhole person
2.2. Health education is life long processHealth education is life long process
from birth to deathfrom birth to death
3.3. Health education is concerning withHealth education is concerning with
people at all points of health andpeople at all points of health and
illnessillness
4.4. Health education is directed towardsHealth education is directed towards
individuals, families, groups andindividuals, families, groups and
whole communitieswhole communities

7. 5- health education involves formal and5- health education involves formal and
informal teachinginformal teaching
6-6- Health education is concerning withHealth education is concerning with
helping people to help themselves andhelping people to help themselves and
work towards creating healthierwork towards creating healthier
conditionsconditions
7- Health education is concerning with7- Health education is concerning with
range of goals: knowledge, attitude,range of goals: knowledge, attitude,
practice (KAP)practice (KAP)

8. Components of health educationComponents of health education
HumanHuman
biologybiology
NutritionNutrition HygieneHygiene
PersonalPersonal
HygieneHygiene
EnvironmentalEnvironmental
HygieneHygiene
FamilyFamily
health carehealth care
Control of communicableControl of communicable
and non-communicableand non-communicable
diseasesdiseases
Mental healthMental health Prevention ofPrevention of
accidentsaccidents
Use of healthUse of health
servicesservices

9. Who are the health educatorsWho are the health educators??
All member of health departments:All member of health departments:
 physician, nurses, mid-wives, healthphysician, nurses, mid-wives, health
visitorsvisitors
 Social workersSocial workers
 TeachersTeachers
 Religions and community leadersReligions and community leaders
( influencing group)( influencing group)
 Personal of many voluntary andPersonal of many voluntary and
community organization.community organization.

10. Nurses as health educatorsNurses as health educators
Nurse educators combine their clinical abilities withNurse educators combine their clinical abilities with
responsibilities related toresponsibilities related to::
 Assess individual and community needsAssess individual and community needs
 Plan health education programsPlan health education programs
 Develop health education programsDevelop health education programs
 Implement health education programsImplement health education programs
 Evaluate health education programsEvaluate health education programs
 Develop mass media campaignsDevelop mass media campaigns
 Conduct researchConduct research
 Participating in Speaking/presenting at nursingParticipating in Speaking/presenting at nursing
conferencesconferences

11. Components of health educationComponents of health education
 EducatorEducator ((sendersender) who is responsible for giving) who is responsible for giving
the message of education to recipients.the message of education to recipients.
 RecipientsRecipients, target individuals and groups who are, target individuals and groups who are
exposed to the process of education.exposed to the process of education.
 MessageMessage, material of education., material of education.
 Methods of educationMethods of education,, how message of educationhow message of education
reaches recipients.reaches recipients.

12. What's the principles of health education?What's the principles of health education?
InterestInterest ParticipationParticipation Known toKnown to
unknownunknown
ComprehensionComprehension
ReinforcementReinforcement MotivationMotivation
Learning by doingLearning by doingGood relationshipGood relationship
and leadershipand leadership
Make use of lifeMake use of life
situationsituation

13. Basic principals that guideBasic principals that guide
effective educatorseffective educators
 1- Sending a clear and specific message1- Sending a clear and specific message
 2- Selecting appropriate learning format2- Selecting appropriate learning format
 3- Selecting suitable learning environment3- Selecting suitable learning environment
 4- Organizing learning experiences4- Organizing learning experiences
 5- Encouraging learner participation in5- Encouraging learner participation in
learninglearning
 6- Providing evaluation and feedback6- Providing evaluation and feedback

14. Suitable setting for healthSuitable setting for health
educationeducation
1-1- Hospitals and clinicsHospitals and clinics
2- Home2- Home
3- School3- School
4- Work sites4- Work sites
5- Community5- Community

15. Health education modelsHealth education models::
1) perceived susceptibility1) perceived susceptibility,, a person's opinion of thea person's opinion of the
chances of getting a certain conditionchances of getting a certain condition
2) perceived severity2) perceived severity,, a person's opinion of howa person's opinion of how
serious this condition isserious this condition is
The HBM can be outlined using four constructsThe HBM can be outlined using four constructs
which represent the perceived threat and benefitswhich represent the perceived threat and benefits::
(A) Health Belief Model

16. 3) perceived benefits3) perceived benefits,, a person's opinion of thea person's opinion of the
effectiveness of some advised action to reduce theeffectiveness of some advised action to reduce the
risk or seriousness of the impactrisk or seriousness of the impact
4) perceived barriers4) perceived barriers, a person's opinion of the, a person's opinion of the
concrete and psychological costs of this advisedconcrete and psychological costs of this advised
action.action.
5) Cues to action5) Cues to action.. These are events (internal orThese are events (internal or
external) which can activate a person's "readinessexternal) which can activate a person's "readiness
to act" and stimulate anto act" and stimulate an
6) Self-Efficacy6) Self-Efficacy:: This is the person's confidence andThis is the person's confidence and
belief in their own ability to take the given action.belief in their own ability to take the given action.

17. Stages of Change ModelStages of Change Model
There are six stages that have been identified inThere are six stages that have been identified in
the model:the model:
1) Pre-contemplation1) Pre-contemplation - the person is unaware of- the person is unaware of
the problem or has not thought seriously aboutthe problem or has not thought seriously about
changechange
2) Contemplation2) Contemplation - the person is seriously- the person is seriously
thinking about a change (in the near future);thinking about a change (in the near future);
3) Preparation3) Preparation - the person is planning to take- the person is planning to take
action and is making final adjustments beforeaction and is making final adjustments before
changing behavior;changing behavior;

18. 4) Action4) Action - the person implements some- the person implements some
specific action plan to overtly modify behaviorspecific action plan to overtly modify behavior
and surroundings;and surroundings;
5) Maintenance5) Maintenance - the person continues with- the person continues with
desirable actions (repeating the periodicdesirable actions (repeating the periodic
recommended steps while struggling torecommended steps while struggling to
prevent lapses and relapse; andprevent lapses and relapse; and
6) Termination6) Termination - the person has zero temptation- the person has zero temptation
and the ability to resist relapse.and the ability to resist relapse.

19. ““I never teach my pupil. I onlyI never teach my pupil. I only
attempt to provide the conditionsattempt to provide the conditions
in which they can learn”in which they can learn”
Albert EinsteinAlbert Einstein

20. ThanksThanks
Any Question?Any Question?

21. Principles of health educationPrinciples of health education
1-1- The educator must be aware of the customs, healthThe educator must be aware of the customs, health
problems, health needs and attitudes of the localproblems, health needs and attitudes of the local
communitycommunity
2.2. The time, place, and people to be taught must beThe time, place, and people to be taught must be
carefully considered.carefully considered.
33. The topic must be chosen to meet the needs of people.. The topic must be chosen to meet the needs of people.
44. The most essential and important topics should be. The most essential and important topics should be
given prioritygiven priority

22. 5. The educator must motivate the people to the5. The educator must motivate the people to the
action required.action required.
6. The teacher should evaluate his / her own6. The teacher should evaluate his / her own
teaching to see its effectiveness.teaching to see its effectiveness.
7. The best method should depend on the group,7. The best method should depend on the group,
their previous knowledge, place and timetheir previous knowledge, place and time
available and the cultural backgroundavailable and the cultural background