Introduction of Health Education

Transcription

1 Introduction of Health Education.. ก 1

2 ก ก ก. 1. ก 2. ก 3. ก ก ก 4. ก ก ก ก 5. ก ก ก ก ก 6. ก ก ก ก 2

3 ก ก ก 1. MCQ ก 2 ก ก 5-6 ก ก ก ก 10, ก 1 (ก ) 3. ก ก กก 10,

4 1.Concept of Health Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. WHO

5 Concept of Health Physical Health; anatomical integrity and physiological function of the body Mental health, ability to Learn and think clearly Social Health, ability to make and maintain acceptable interactions with others people 5

6 Disease,Illness,Sickness Disease is the existence of some pathology or abnormality of the body, which is capable of detection using, accepted investigation methods. Illness is the subjective state of a person who feels aware of not well being. Sickness is a state of social dysfunction; a role that individual assumes when ill. 6

7 Health education definition a combination of learning experiences designed to facilitate voluntary action conductive to health Lawrence Green

8 Health education definition Combination ก ก ก ก Program ก ก Facilitate ก Designed ก ก Program ก ก ก Voluntary action ก ก ก ก 8

9 Aims and Principles of Health Education 1. ก ก ก ก ก ก ก 2. ก ก 9

10 Aims and Principles of Health Education กก ก ก ก ก 3. ก 4. ก ก ก ก 5. ก ก ก ก 6. ก 10

11 Aims and Principles of Health Education กก ก ก 7. ก ก ก ก ก ก 8. ก ก ก ก ก ก ก ก ก 9. ก ก ก (step by step) 11

12 Aims and Principles of Health Education กก ก ก 7. ก ก ก ก ก ก 8. ก ก ก ก ก ก ก ก ก 9. ก ก ก (step by step) 12

13 Approach to Health Education ก ก (The persuasion approach) ก ก ก ก (The informed decision making) 13

14 Targets to Health Education ก 14

15 Who is responsible for Health Education? 15

16 ก ก ก ก ก ก 16

17 2.Health and Human Behaviors Most health issues cannot dealt with by treatment alone. The promotion of health and prevention of diseases will usually involve some changes in life styles or human behaviors 17

18 Behaviors Behaviors is an action that has a specific frequency, duration and purpose whelther conscious or unconscious. It is what we do and how we act. In Health education, it is very important to be able to identify the practices that cause, cure, or prevent a problem. 18

19 ก ก ก ก

20 PHASES BETWEEN KNOWLEDGE & BEHAVIOUR Knowledge of correct health action Perception Interpretation Salience Putting the knowledge into action Source: Adapted from Fishbein & Ajzen 1975.)

21 BEHAVIOUR 1. HEALTH-DIRECTED 2. HEALTH-RELATED

22 TYPES OF HEALTH-RELATED BAHAVIOUR 1. PREVENTIVE HEALTH BEHAVIOUR 2. ILLNESS BEHAVIOUR 3. SICK-ROLE BEHAVIOUR

23 HEALTH BELIEF MODEL First they must feel personally threatened by disease I.e. they must feel personally susceptible to a disease with serious or severe consequences Second they must believe that the benefits of taking the preventive action outweigh the perceived barriers to (and/or cost of) preventive action

24 HEALTH BELIEF MODEL (Visual) INDIVIDUAL PERCEPTIONS Perceived Susceptibility to Disease X MODIFYING FACTORS Demographic variable [age, sex, race ethnicity, etc.] Socio-psychological variables Perceived Threat of Disease X LIKELIHOOD OF ACTION Perceived benefits of preventive action minus Perceived barriers to preventive action Perceived Severity of Disease X Cues To Action Mass Media Campaigns Advice from others Reminder postcard from physicilan or dentist Illness of familiy member or friend Newspaper or magazine article Likelihood of Taking Recommended Preventive Health Action

25 Modified Health Belief Model as Applied to HIV/AIDS Programme Perceived susceptibility Young man has been engaging in sex with multiple partners. Perceived Severity Young man believes that AIDS is a death sentence since there is no cure. Perceived Threat Young man believes that he is at risk because friend is ill. Cues to Action Radio messages explaining the need for safe sex. Peer education on safe sex and HIV. Benefits/ barriers Condoms are easy to use, one can feel safe Condoms not readily available, costly Desired Behaviour Young man buys and uses condoms regularly. Self-efficacy Young man has had practice using condoms and feels confident to use them.

26 Stages of changing health behavior (Adapted from Neesham C, 1993 and Prochaska J & DiClemente C, 1984) Action: Making changes Maintenance: Maintaining change Exit: Maintaining safer lifestyle Pre-contemplation Not interested in changing risky lifestyle Commitment: Ready to change Contemplating: Thinking about change Relapse: Relapsing back

27 Stages of Change as applied to HIV/AIDS Program Precontemplation Young man has heard about AIDS but doesn t think it is relevant to his life. Contemplation Young man believes that he and his friends are at risk and thinks that he should do something. Decision/ Determination Young man is ready & plans to use condoms so goes to a shop to buy them. Maintenance Wearing condoms has become a habit and young man regularly buys them. Action Young man buys and uses condoms.

28 The Precede-Proceed Planning Model Step 5 Administrative and policy assessment Step 4 Educational and ecological assessment PRECEDE Step 3 Behavioral and environmental assessment Step 2 Epidemiological assessment Step 1 Social assessment Health promotion Predisposing factors Health education Policy regulation organization Reinforcing factors Enabling factors Behavior and lifestyle Environment Health Quality of life Step 6 Implementation Step 7 Process evaluation Step 8 Impact evaluation PROCEE D Step 9 Outcome evaluation Source: Green & Krenter, 1999

29 Factors affecting human behaviors 1.Predisposing factors; provide the rational or motivation for behavior to occur; knowledge Belief Attitude Values 29

30 Factors affecting human behaviors 2.Enabling factors; these are characteristics of the environment that facilitate healthy behavior and any skill or resources required to attain the behavior. Enabling factors are required for a motivation to be realized. ก ก ก ก ก 30

31 Factors affecting human behaviors 3.Enabling factors; Behavioral intention Behavioral change Enabling factors 31

32 Factors affecting human behaviors 3.Reinforcing factors; these factors come subsequent to the behavior. They are important for persistence or repetition of the behavior. Family Peers, teachers Employers Health volunteer Community leaders 32

33 ก ก ก ก ก Healthy person Early signs Disease Death Primary prevention Secondary prevention Tertiary prevention Level of prevention of diseases 33

34 3.Health communication ก appropriate design 34

35 What is communication? ก ก ก, ก ก ก ก ก ก ก ก ก ก ก ก ก ก ก 35

36 Component of communication Source (sender) Message (evidence based, feasible, requires minimum time, effort, realistic, cultural acceptable, meet felt need, easy to understand) Channel (verbal, visual, print material etc.) Receiver (audience) 36

37 One way communication The model is best used by organizations when message is simple and needs to be communicated quickly. sender message Channel Receiver 37

38 Two way communication The model is best used by organizations when the message is more complex. feedback sender message Channel Receiver 38

39 Communication stage Aims of health education : Communicate for a special purpose- to promote improvements in health through the modification of the human, social and political factors that influence behaviors. 39

40 Communication stage sender receiver Reaches senses Gain attention Message understood Acceptance/change Behavior change Change in health 40

41 Communication stage Stage I; ก ก Stage II; ก ก ; ก ก - ก ก ก ก ก Stage III; ก ก Stage IV; ก ก Stage V; ก ก ก ก ก Stage VI; ก 41

42 Communication stage Stage I; ก ก Stage II; ก ก ; ก ก - ก ก ก ก ก Stage III; ก ก Stage IV; ก ก Stage V; ก ก ก ก ก Stage VI; ก 42

43 Common communication approaches 1. Informing 2. Education 3. Persuading 4. Entertaining 43

44 Methods of communication 1. Intra-personal communication 2. Inter-personal communication 3. Mass communication 44

45 Intra-personal communication It take place inside a person 45

46 Inter-personal communication ก กก Two way communication ก ก (sensitive) ก ก ก ก 46

47 Mass communication ก ก ก ก ก ก ก ก One way communication ก 47

48 ก 1. Noise 2. ก We cannot avoid or overcome all these barriers but we have to find way to minimizing them. 48

49 Effective communication All barriers have been removed. Proper media has been chosen. A good presentation has been made. 2 way communication has been established. 49

50 4. Education methods and materials Way to put across health message Direct- interpersonal (individual and group) Indirect-mass media and visual aids 50

51 I: Education methods Individual education methods Counseling Home visit 51

52 Education methods Group education methods Formal group Informal group 52

53 Common methods used for group education Group discussion- size of a group Meeting Club Drama Role play Demonstration Village criers Song Stories Proverbs 53

54 II; Teaching material(aids) 1.Audio-spoken word(talk), music or any others sounds. Effective when based on similar or known experience Could be distorted or misunderstood when translated Easily forgotten 54

55 II; Teaching material(aids) Audio Health talk Know the group Select single and simple topic Limit the point to only main one Write down what you will say, use example, proverb and stories to emphasize the ponts Make use of visual aids Talk as short as possible min 55

56 II; Teaching material(aids) Visual aids 2.Visual aids; objects that are seen Easily arouse interest Speed up and enhance understand Stimulate active thinking Create opportunity for active learning Help memory provide shared experince 56

57 II; Teaching material(aids) Visual aids The Chinese proverb if I hear, I forgot If I see, I remember If I do, I know 57

58 II; Teaching material(aids) Visual aids 2.Visual aids; Non projected material(aids) or graphics Shown or displayed and do not necessary depend on any projected equipment Leaflets Newspaper/newsletters Photograph Poster Flipchart Flannel graphs display 58

59 II; Teaching material(aids) Visual aids Projected aids- using projector. Lecture, seminars, training Group not more than 30 59

60 Mass media Microphones or public address system Radio Television Cinema Newsprint Poster Exhibitions 60

61 5.ก ก ก ก ก Assess resource prioritize Set Objectives Selecting appropriate methods Develop indicators Carry out the project Define problems evaluate Information gathering Re-plan 61

62 Step of Planning 1.Information gathering community, target group Communication network 2.Define and prioritizing problems-needs, Illness,common diseases 3.Setting goals and objectives-health objectives, education objectives 4.Identifying and obtaining resources health education resources 5.Selecting appropriate methods 62

63 Carry out and evaluation program 1.Development and implementing a program 2.Evaluate the program Plan KAP Change in behavior 63

64 6.Ethical issues in Health Education 1. The principle of autonomy- respect the person rights. 2. Beneficence 3. Do no harm 4. Justice(Fairness) 5. Truth telling (honesty) 64

65 ก 1. Sadaf S, Ali SK, Zuberi RW. Educational models and strategies in health education. Introduction. Educ Health (Abingdon)2009 May;22(1): Walt G. Introduction to community health education. J Trop Pediatr1986;32 Suppl:11-4. ก ก 65