Health Promotion and Health Education Transcribed by: Camille Deidre Habawel

Lecturer: Josephine Carnate MD, MPH Proofread by: Kristelle Verunque

Methods Targets Purpose Field

Role The process Of assisting To make On Health •teachers

Professionals
Delineation individuals informed matters
Project decision affecting
1970 individual, •What should be learned?
family, Proper •What are the teaching materials?
communit Health •What are the methods suitable?
y health Education •Evaluate if learning has taken place

Greene Any Designed to Voluntary Conducive

1980 combination facilitate adaptation to health Inviduals,
families, •learners
of learning of
communitie •(ex: teach how not to get sick)
experience behaviours s
Saffrin 1990 Planned, Designed to Will be Health
systematic maximize able to enhancing
and ongoing the make decisions HEALTH PROMOTION
learning prospect decisions - Is the process of enabling people to
opportunitie that each increase control over and to improve their
s student health

- Process: therefore it is not haphazard, it is

planned
RATIONALE/PURPOSE OF HEALTH EDUCATION
- Improve: to enable people to control their
Primary Health Care health, to empower
- Is essential health care - Defined by WHO Ottawa Charter for Health
- 3 As Promotion (1986)
o Accessible
o Affordable - Health education is a part of Health
o Acceptable promotion
- Full involvement through decision making
Strategies for health promotion
by individuals, families or communities
o When, Where, Who, Whether or 1. Develop personal skills – this is a job of
not to follow instructions Health Education
o Informed decision making
equipped with necessary 2. Strengthen community action
knowledge and skills will be
3. Create supportive environments
provided by HEALTH EDUCATION
4. Build supportive public policy

5. Re-orient health services

Page 1 of 7
COMMUNICATION Barriers to Effective Communication

- Basis of teaching – learning

Barriers Cs of Effective
DEFINITION ELEMENTS Communication

1. Is a sharing SENDER Initiates 1. Sender Credible – age, gender,

between 2 (educator) expertise, position
or more
RECEIVER Target
people of 2. Receiver Capable – physical, emotion,
(learner)
etc
2. Information, MESSAGE Content of
thoughts (health sender
3. Message/ Content meaningful – clear,
and messages)
Feedback concise, constructive,
opinions FEEDBACK Content of
concrete, correct
through receiver
4. Channel Channel Approriate, Context
3. Speech, MEDIUM Way the
Conducive
writing or communicati
signs on is passed
CHANNEL from sender
to receiver
THE TRAINING CYCLE
Vital in communication
1. Purpose
2. Effect
3. Common language or sign

PROCESS OF COMMUNICATION

Page 2 of 7
SITUATIONAL ANALYSIS

1. Identification of problems

2. Program of action

3. Identification of jobs/tasks

TASK ANALYSIS

1. Identification of subtasks

2. Identification of needed KSA (knowledge,

skills, attitude)

TRAINING NEEDS ANALYSIS

1. Gaps in KSA (Which KSAs are not in the

learner?)

2. To train or not to train decision?

CURRICULUM SESSION PLAN

A written description of A small curriculum

what happens throught A tool to organize a
the duration of the shorter period of
course teaching
Includes: Includes
Objectives of the Objectives of the
course session
General teaching Specific teaching
methods methods
Time/place of Time/place of
learning learning
Methods of Methods of
assessment if learning assessment if learning
has occured has occured

Page 3 of 7
 THE TRAINING PROCESS

SESSION PLANNING SESSION IMPLEMENTATION SESSION EVALUATION

1. GROUP/AUDIENCE 1. INTRODUCTION Make sure the questions cover
How much do they already know about the Start the session punctually. topics that have been discussed.
subject?
What is their intellectual level? Is the group Announce the subject and Make sure that questions are not
homogenous? objectives of the session. ambiguous.
Does the group have any particular learning Relate the session to
difficulties? previous topics. Give feedback
What is the size of the group?
2. BODY OF THE SESSION
Follow the logical
sequence.
Use questions to check
understanding.
Keep track of time.

3. RECAPITULATION and
SYNTHESIS
Review the topics that have been
2. OBJECTIVES covered.
What is it that you want Clear up questions.
participants/students to be able to do
or understand better/ differently after
the session?
Objectives should be SMART
Should be stated in the LEARNER’S
TERMINAL BEHAVIOR

3. TIME
What is it the total time available for
the session?
What time of the day or evening will
the session be given?

4. RESOURCES
Are the necessary equipment
available?
Overhead/ slide projector Movie
projector/VCR, Computer-LCD

Page 4 of 7
5. SUBJECT MATTER

6. SESSION MATERIAL

7. SESSION PLAN
The order/sequence of the topics to
be discussed should be logical:
Known –– Unknown
Simple –– Complex
Particular –– General
Basic –– Clinical

Page 5 of 7
EXAMPLE OF A SESSION PLAN

Page 6 of 7
 TRAINING STRATEGIES

HOW TO TEACH
KNOWLEDGE SKILLS INSTRUCTIONAL VIDEOS
1. What to teach

2. Order of presentation
Known –– Unknown
Simple –– Complex
Particular –– General
Basic –– Clinical

3. Training strategies
A. Lecture

B. Visual Aids

Role play – commonly used

Simulation – costly, but causes no harm
on actual px
Case studies – simulators in paper

C. Publications/Leaflets

Page 7 of 7