modul 4 - theory and pronciple of health education

8/14/2019 Modul 4 - Theory and Pronciple of Health Education

1/16

THEORY AND PRINCIPLE OF

HEALTH EDUCATIONModule 4

HEALTH PROMOTION & EDUCATION (DEMA 3253)

DIPLOMA IN ENVIRONMENTAL HEALTH

VICTORIA INTERNATIONAL COLLEGE

PREPARED BY: MR KHAIRUL NIZAM MOHD ISA


2/16


3/16

THE SCOPE OF HEALTH EDUCATION

Terms for health education programs1. Motivation programs

Motivation is referring to the internal dynamics behaviorconstruction, not to the external stimuli.

Thus, based on the use of motive-arousing appeals.

Not a voluntary change.

2. Behavior modificationDesigned to bring about changes in behavior by means ofchanges in knowledge or attitudes.

Subjects voluntarily want changes they desire in their ownbehavior.

Designed to specifically to increase the degree of self-control and self-direction.


4/16


1. Health counseling and communicationsCounseling is more psychotherapeutic rather than educational.

Approach to voluntary change the subjects health behavior.By emotional disturbance interferes with voluntary control of

behavior.


5/16


Other forms and methods of health education1. Community organization2. In-service training

3. Consultation4. Group work5. Computer-assisted instruction6. Non-computerized teaching machines and audiovisual method7. Patient teaching8. Health fairs9. Exhibits10. Libraries11. Conferences12. Routine health provider-consumer interaction


6/16

HEALTH EDUCATION AS INTERVENTION

100

80

60

40

20

xReduction in negative health

behavior

(eg. unprotected intercourse)

Health education intervention

(a)

Percentage of

population engaged in

negative health

behavior

Time


7/16

100

80

60

40

20

x

Prevented increase in

negative health behavior

(eg. Smoking in teenagers)

Health education intervention(b)Percentage of


negative health

behavior

Time


8/16

100

80

60

40

20

x

Increase in positive health

behavior (eg. Compliance

with a prescribed regimen)

Health education intervention(c)Percentage of


positive health

behavior

Time


9/16

100

80

60

40

20

xPrevented decrease in

positive health behavior

(eg. Maintenance of diet)

Health education intervention(d)Percentage of


positive health

behavior

Time


10/16

THE 7 PHASES OF PRECEDE

Health education

components of

health program

Predisposing

factors:

knowledge,

attitudes, values,

perceptions

Enabling factors:

Availability of

resources,

accessibility,

referrals, skills

Reinforcing

factors: Attitudes

and behavior of

health and other

personnel,

peers, parents,

employers, ect.

Nonbehavioral

causes

Behavioral causes

Behavioral

indicators:

utilization,

preventive actions,

consumption

patterns,

compliance, self-

care

Indirect

communication:

staff

development,

training,

supervision,

consultation,

feedback

Direct

communication:

public, patients Nonhealth

factors

Health problems

Vital indicators:

Morbidity,

Mortality, fertility,disability

Dimensions:

incidence,

prevalence,

distribution,

intensity,

duration

Quality of life

Subjectively

defined problems

of individuals or

communities

Social indicators:illegitimacy,

population,

welfare,

unemployment,

absenteeism,

alienation,

hostility,

discrimination,

votes, riots,crime, crowding

Dimensions:

Earliness,

frequency, quality,

range, persistence

Phase 6

Administrative diagnosis

Phase 4-5

Educational diagnosisPhase 3

Behavioral diagnosis

Phase 1-2

Epidemiological & social diagnosis


11/16


The PRECEDE framework directed the initial attention to outcome

rather than to inputs (begin the health education planning process

from the outcome).

Phase 1 Begins with a consideration of quality of life by assessing some of

the general problems of concern to the people in the population

of patients, students, workers or consumers.

Social problems can be used as a parameter of the quality of life.

Phase 2

Identify the specific health problems that appear to be

contributing to the social problems noted in Phase 1.

Use information from epidemiology, medical finding and available

data sources generated by investigators.


12/16


Phase 3

Identifying the specific health related behaviors that appear to be

linked to the health problem chosen as deserving of most attention in

Phase 2.

Nonbehavioral factors: economic, genetic and environmental factorsare indirectly influence health.


13/16


Phase 4

Potential factors that can affect the health behaviors:

1. Predisposing factors (person attitudes, beliefs, values,perceptions, facilities or hinder persons motivation to

change)

2. Enabling factors (barriers created mainly by societal force or

systems such as limited facilities, inadequate personal or

community resources, skill and knowledge, lack of income orhealth insurance and even restrictive laws and statutes)

3. Reinforcing factors (feedback from subjects which may be

either to encourage or to discourage behavioral change)


14/16


Phase 5

Decide which factors need to be focus for the intervention

program. The decision is based on the resources and importance

available.

Phase 6

Implementation of a program

Phase 7

Evaluate the outcome and diagnose the preceding phases.


15/16


The PRECEDE framework for planning is founded on the

requirements of four disciplines:

Epidemiology

Social/behavioral sciences

Administration

Education

Successful completion of phase 1,2 and 3 depends heavily on the

use of epidemiological method and information. While phase 3 and 4 requires social/behavioral theory and

concepts.

In the phase of designing and implementing a health education

program require knowledge of educational and administrative theory

and experience.


16/16

Thank you for your attention

modul 4 - theory and pronciple of health education

Documents