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HEALTH EDUCATION & Promotion Concepts

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Health Education Strategies - Doctor of Philosophy (Ph.D.) in Health Behavior and Health Education

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In today's world, it's more important than ever to take care of our health. And one key way to do this is through health education strategies. From teaching children about healthy eating habits to promoting exercise and stress management in the workplace, these strategies can benefit people of all ages and backgrounds. This can be one of the objectives of studying Health Education, but how to promote such an interesting field of study in front of potential college students? With this editable template in white! It has simple slides, small squares with health-themed icons, and all kinds of customizable assets.

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• Preferences

HEALTH EDUCATION - PowerPoint PPT Presentation

HEALTH EDUCATION

Aims of health education to inform the general public of the principles of physical and mental hygiene and methods of preventing avoidable diseases. – powerpoint ppt presentation.

• The practice of instructing people and communities in the principles of hygiene and in ways of avoiding disease is a very ancient one.
• An elementary study of the history of medicine reveals that since time immemorial it has been considered a necessity to instruct communities in health matters for their protection and survival.
• The National Conference on Preventive Medicine USA
• Health education is a process which informs, motivate and helps people to adopt and maintain healthy practices and life styles advocates environmental changes as needed to facilitate this goal and conducts professional training and research to the same end.
• WHO Definition
• Health education, like general education, is concerned with changes in knowledge, feelings and behaviour of people.In its most usual forms, it concentrates on devoloping such health practices as are believed to bring about the best possible state of well being.
• To inform the general public of the principles of physical and mental hygiene and methods of preventing avoidable diseases.
• To create an informed body of opinion and knowledge. (social workers, teachers)
• To give the public accurate information of medical discoveries.
• To facilitate the acceptance and proper usage of medical measures.
• Legal or Regulatory Approach
• Administrative or Service Approach
• Educational Approach
• Makes use of the law to protect the health of the public.
• Eg Epidemic Diseases Act , Pollution Act
• Limitations
• 1. applicable only at certain times or limited situations.
• 2. they may not alter the behaviour of the individual.
• Intends to provide all the health facilities needed by the people
• felt needs of people
• most effective
• 1. motivation
• 2. communication
• 3. decision making
• results slow , but permanent and enduring.
• Suffient time for an individual to bring about changes
• learning new facts as well as unlearning wrong information as well.
• Human Biology
• Family Health Care
• Control of Communicable and Non- Communicable Diseases
• Mental health
• Prevention of Accidents
• Use of Health Services
• for prevention of malnutrition
• Taught nutrient value of food stufs
• Method of preparation , storage
• Help people to choose balanced diet
• Strengthen and improve the health of the family as a unit rather than as an individual.
• Maternal and child health care, family planning, immunization, nutrition, etc.
• Provide elementary knowledge about the nature of the diseases and methods of preventing them.
• Depression, neurosis, mental anxiety and emotional disturbances
• Basic knowledge of common psychological ailments, its detectio, methods of prevention and treatment.
• People taught about basic safety rules and prevent common accidents.
• People should be informed about various health services and preventive programmes available to them.
• PARTICIPATION
• COMPREHENSION
• REINFORCEMENT
• KNOWN TO UNKNOWN
• LEARNING BY DOING
• SOIL, SEED SOWER
• COMMUNITY LEADERS
• GOOD HEALTH RELATIONS
• Topic of interest
• Identify the felt needs of the people
• Then prepare a programme
• Educator should encourage people to participate in health education programmes
• Group discussions, panel discussions, etc provide oppurtunities for peoples participation
• Leads to acceptance
• Start with what the people already know and then give the new knowledge
• Existing knowledge as people as the basic step
• Determine the level of literacy and understanding of audience.
• Language of communication, understandable to audience
• Usage of technical or medical terms should be avoided.
• Also called as booster dose
• Refers to repetition needed
• When not possible for people to learn new things in short time
• Defined as the fundamental desire for learning in an individual
• primary motive ? inborn desires
• food, clothing, housing
• secondary motive ? outside forces
• gifts, a word of praise,
• love, rewards
• Learning process accompanied by doing the new things.
• Based on famous Chinese proverb if I hear, I forget if I see, I remember if I do, I know.
• Soil ? people to whom education is given
• Seeds ? Health facts to be given
• Sower ?media to transmit the facts
• All components are interdependent and result in dynamic interaction.
• health educator should have good personal qualities
• Should be able to maintain friendly relations with people
• Should have a kind nad sympathetic attitude
• Leaders can be used to reach people of the community and to convince them about the need for health education.
• Psychological barriers
• ? emotional disturbances
• ? depression
• Physiological barriers
• ? difficulties in self-expression
• ? difficulties in hearing or seeing
• ? difficulties in understanding
• Environmental barriers
• ? excessive noise
• ? difficulties in vision
• ? congested areas
• Cultural barriers
• ? persistent patterns of behaviour, habits, beliefs, customs, attitudes, religion, etc
• 1. Audio aids
• 2. Visual aids
• 3. Combination of Audio-Visual aids
• Based on principles of sound, electricity and magnetism
• ? megaphones
• ? public addressing systems or
• microphones
• ? Gramophone records
• ? Tape recorders
• ? Sound amplifiers
• Based on principles of projection
• Projected aids needs projection from a
• source on to a screen
• ? films or cinemas
• ? film strips
• ? overhead projectors
• ? epidiascopes
• ? transparencies
• ? bioscopes
• ? video cassettes
• ? silent films
• Non-projected Aids do not require
• ? blackboard
• ? photographs
• ? flashcards
• ? brochures
• Other aids traditional media which makes use of light and sound stimuli
• ? Folk dances and Folk songs
• ? Puppet shows
• Modern media available
• Sound sight combined together to create a better presentation
• ? televisions
• ? tape and slide combinations
• ? Video Cassette Players and Recorders
• ? Motivation pictures or Cinemas
• ? Multimedia Computers
• Mass communication literally means communication that is given to a community where the people gathered together does not belong to one particular group.
• ? large no. of people can be reached
• ? people of all socio-economic status
• irrespective of their caste, creed and religion
• televisions, radios, posters, news papers, etc
• Accuracy and Truth
• Presentation must be simple
• Health education should be factual
• Principles of health should be taught
• In a field such as health, it is natural that helping people to help themselves should be as important as direct service.

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• Health Education and Community Mobilization Module: Ethiopian Federal Ministry of Health
• Health Education and Community Mobilization Module: Acknowledgements
• Health Education, Advocacy and Community Mobilisation Module: Introduction
• Health Education, Advocacy and Community Mobilisation Module: 1. Starting your Health Education Work: Basic Principles
• Health Education, Advocacy and Community Mobilisation Module: 2. Approaches to Health Education
• Health Education, Advocacy and Community Mobilisation Module: 3. Factors Affecting Human Health
• Health Education, Advocacy and Community Mobilisation Module: 4. Human Behaviour and Health: 1
• Health Education, Advocacy and Community Mobilisation: 5. Human Behaviour and Health: 2
• Health Education, Advocacy and Community Mobilisation Module: 6. Principles of Learning
• Health Education, Advocacy and Community Mobilisation Module: 7. Introduction to Health Communication
• Health Education, Advocacy and Community Mobilisation Module: 8. Components of Health Communication
• Health Education, Advocacy and Community Mobilisation Module: 9. Methods and Approaches of Health Communication
• Introduction
• Learning Outcomes for Study Session 10
• 10.1.1  Health talks
• 10.1.2  Lecture
• 10.1.3  Group discussion
• 10.1.4  Buzz group
• 10.1.5  Demonstration
• 10.1.6  Role play
• 10.1.7  Drama

10.1.8  Traditional means of communication

10.2.1  Printed materials

• 10.2.2  Visual materials
• 10.2.3  Audio and audio-visual materials
• Summary of Study Session 10
• Self-Assessment Questions (SAQs) for Study Session 10
• Health Education, Advocacy and Community Mobilisation Module: 11. Counselling and Group Work in Health Education
• Health Education, Advocacy and Community Mobilisation Module: 12. Planning Health Education Programmes: 1
• Health Education, Advocacy and Community Mobilisation Module: 13. Planning Health Education Programmes: 2
• Health Education, Advocacy and Community Mobilisation Module: 14. Implementing Health Education Programmes: 1
• Health Education, Advocacy and Community Mobilisation Module: 15. Implementing Health Education Programmes: 2
• Health Education, Advocacy and Community Mobilisation Module: 16. Evaluation of Health Education Programmes
• Health Education, Advocacy and Community Mobilisation Module: 17. Advocacy
• Health Education, Advocacy and Community Mobilisation Module: 18. Advocacy Tools and the Role of Health Extension Practitioners
• Health Education, Advocacy and Community Mobilisation Module: 19. Community Mobilisation
• Health Education, Advocacy and Community Mobilisation Module: 20. Community Conversation
• Download PDF version
• Health Education, Advocacy and Community Mobilisation Part 1 PDF (3.6MB)
• Health Education, Advocacy and Community Mobilisation Part 2 PDF (5MB)

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Health Education, Advocacy and Community Mobilisation

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10.2  Health learning materials

Health learning materials are those teaching aids that give information and instruction about health specifically directed to a clearly defined group or audience. The health learning materials that can be used in health education and promotion are usually broadly classified into four categories: printed materials, visual materials, audio and audio-visual materials.

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Chapter 14 Evaluation in Healthcare Education

Jan 05, 2020

430 likes | 490 Views

Chapter 14 Evaluation in Healthcare Education. An Evaluation Is:. The final components of; Education process Nursing process Decision-making process Because these process are cyclic ,so evaluation serves as a bridge at the end of one process that guides direction of the next process.

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• designing evaluation
• formative assessment
• outcome summative evaluation
• long term occurs infrequently

Presentation Transcript

Chapter 14Evaluation in Healthcare Education

An Evaluation Is: • The final components of; • Education process • Nursing process • Decision-making process • Because these process are cyclic ,so evaluation serves as a bridge at the end of one process that guides direction of the next process

Definition of Evaluation Gathering, summarizing, interpreting, and using data to determine the extent to which an action was successful A systematic process by which the worth or value of something-in this case teaching and learning –is judged

Evaluation • Evaluations are not intended to be generalizable, but are conducted to determine effectiveness of a specific intervention in a specific setting with an identified individual or group.

What is the relationship between Evaluation, Evidence-Based Practice EBP and Practice-based evidence PBE

Evidence-Based Practice EBP • EBP has evolved and expanded over decades and can be defined as the conscientious use of current best evidence in making decisions about patient care (Melnyk and Fineout-Overholt,2005,p.6) • It includes results of systematically conducted evaluation from researches

Practice-based evidence PBE • PBE is just beginning to be defined and include results of systematically conducted evaluation from practice and clinical experience rather than from research

The Difference between Assessment and Evaluation Assessment = Input Evaluation = Output

The Difference between Assessment and Evaluation Assessment and evaluation are two concepts that are highly interrelated and are often used interchangeably as terms, but they are not synonymous. Assessment: a process to gather, summarize, interpret, and use data to decide a direction for action. Evaluation: a process to gather, summarize, interpret, and use data to determine the extent to which an action was successful.

Formative and summative assessment • Formative assessment • A set of formal and informal assessment methods undertaken by the teachers at the time of the learning process is known as Formative Assessment. It is a  part of the instructional process, which is undertaken by the teachers, with an objective of enhancing the student’s understanding and competency, by modifying teaching and learning methods.

Formative Assessment attempts to provide direct and detailed feedback to both teachers and students, regarding the performance and learning of the student. It is a continuous process, that observes student’s needs and progress, in the learning process. • The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

More specifically, formative assessments: • help students identify their strengths and weaknesses and target areas that need work • help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: • draw a concept map in class to represent their understanding of a topic • submit one or two sentences identifying the main point of a lecture • turn in a research proposal for early feedback

Summative assessment • refers to the evaluation of students; that focuses on the result. It is a part of the grading process which is given periodically to the participants, usually at the conclusion of the course, term or unit. The purpose is to check the knowledge of the students, i.e. to what extent they have learned the material, taught to them.

Summative Assessment, seeks to evaluate the effectiveness of the course or program, checks the learning progress, etc. Scores, grades or percentage obtained to act as an indicator that shows the quality of the curriculum and forms a basis for rankings in schools.

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. • Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: • a midterm exam • a final project • a paper • a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

Basic difference between Formative and summative assessment

Steps in Evaluation • Focus of evaluation • Designing evaluation • Conducting evaluation • Analyze and interpret data • Reporting and using result of data

STEP ONE Focus of evaluation

RSA Evaluation Model • RSA model places five basic types of evaluation in relation to one another based on purpose ,related question, scope and resources components of evaluation focus (Figure 14-1) • These 5 types leading from the simple to complex

RSA Evaluation Model high low frequency time & cost Impact Outcome Content Process low Total Program high

Process (Formative) Evaluation • Purpose: to make adjustments as soon as needed during education process • Scope: limited to specific learning experience; frequent; concurrent with learning

Content Evaluation • Purpose: to determine whether learners have acquired knowledge/skills just taught • Scope: limited to specific learning experience and objectives; immediately after education completed (short-term)

Outcome (Summative) Evaluation • Purpose: to determine effects of teaching • Scope: broader scope, more long term and less frequent than content evaluation

Impact Evaluation • Purpose: to determine relative effects of education on institution or community • Scope: broad, complex, sophisticated, long-term; occurs infrequently

Total Program Evaluation • Purpose: to determine extent to which total program meets/exceeds long-term goals • Scope: broad, long-term/strategic; lengthy, therefore conducted infrequently

STEP TWODesigning the evaluation

Designing the evaluationAn important question to be answered in designing an evaluation is “How rigorous should the evaluation be”All evaluation should be systematic and and carefully planned and structured before they are conducted.Evaluation design could be structured from a research perspective

Essential questions to be asked when designing evaluation tool • What types of data will be collected? • Complete (people, program, environment) • From whom or what will data be collected? • From participants, surrogates, documents, and/or preexisting databases • Include population or sample

How, when, and where will data be collected? • By observation, interview, questionnaire, test, record review, secondary analysis • Consistent with type of evaluation • Consistent with questions to be answered • By whom will data be collected? • By learner, educator, evaluator, and/or trained data collector • Select to minimize bias

Evaluation Barriers • Lack of clarity • Resolve by clearly describing five evaluation components. • Specify and operationally define terms. • Lack of ability • Resolve by making necessary resources available. • Solicit support from experts.

Fear of punishment or loss of self-esteem • Resolve by being aware of existence of fear among those being evaluated. • Focus on data and results without personalizing or blaming. • Point out achievements. • Encourage ongoing effort. • COMMUNICATE!!!

Selecting an Evaluation Instrument • Identify existing instruments through literature search, review of similar evaluations conducted in the past. • Critique potential instruments for: • Fit with definitions of factors to be measured • Evidence of reliability and validity, especially with a similar population • Appropriateness for those being evaluated • Affordability, feasibility

STEP THREE Conducting an evaluation

When conducting an evaluation: • Conduct a pilot test first. • Assess feasibility of conducting the full evaluation as planned. • Assess reliability, validity of instruments. • Include extra time. • Be prepared for unexpected delays. • Keep a sense of humor!

STEP FOUR Data Analysis and Interpretation

Data Analysis and Interpretation The purpose for conducting data analysis is two-fold: • To organize data so that they can provide meaningful information, such as through the use of tables and graphs, and 2. To provide answers to evaluation questions. Data can be quantitative and/or qualitative in nature.

STEP FIVE Reporting and using result of data

Reporting and using Evaluation Results • Be audience focused. • Begin with a one-page executive summary. • Use format and language clear to the audience. • Present results in person and in writing. • Provide specific recommendations. • Stick to the evaluation purpose. • Directly answer questions asked.

Use data as intended. • Maintain consistency between results and interpretation of results. • Identify limitations.

Summary of Evaluation Process • The process of evaluation in healthcare education is to gather, summarize, interpret, and use data to determine the extent to which an educational activity is efficient, effective, and useful to learners, teachers, and sponsors. • Each aspect of the evaluation process is important, but all of them are meaningless unless the results of evaluation are used to guide future action in planning and carrying out interventions.

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