Different ways to promote health and how to give health education..?

1. Unit 2
Information, Education and
C0mmunication For Health

2. Post RN BSN
Semester IV
College of Nursing,
King Edward Medical University,
LHR.

3. Objectives:
 At the end of this presentation learner will be able to
……
 1: Define health and health promotion
 2: Explain health behavior and health education
 3: Describe planning for health education
 4: Discuss health education with individual, group and
communities
 5: Enumerate about communicating health message
 6: Discuss about using mass media

4. Health Behavior and Health
Education
What Is Health Education?
 health education attempts to close the
gap
between what is known about optimum
health
practice and that which is actually
practiced.
(Griffiths, 1972)
 any combination of learning experiences
designed
to facilitate voluntary adaptations of
behavior
conducive to health. (Green, 1980)

5. Purpose of Health Education
 To change individual behavior
 To change behavior of enough individuals that
overall statistics will change.
 To achieve change through a variety of techniques
 motivate individuals to change
 force individuals to change

6. Health Education Come From?
 Three main settings
 Communities
 Schools
 Patient care sites

7. Changes in Health Education
 Changes in the prevalent health issues at
individual, community, and national level have
driven different perspective of how we do health
education.
 Leading causes of morbidity (acute to chronic)
 Leading causes of mortality (lifestyle issues)
 This has led to a shift from the 1970s 1980s
emphasis on health as an individual level issue
to our current recognition of the broader social
influences on health


8. health promotion According to WHO
 Health promotion is the process of enabling
people to increase control over, and to improve,
their health. It moves beyond a focus on
individual behavior towards a wide range of
social and environmental interventions

9. Health Promotion in Pakistan
 The health promotion programme is a WHO collaboration
with national and provincial health authorites and other
partners. It is not limited to a specific health problem or set
of behaviours, but addresses a variety of population groups,
risk factors, diseases and settings, including emergency
situations.
 Health promotion interventions are made in the areas of
education, community development, policy, legislation and
regulation. These are done not only for the prevention of
noncommunicable diseases, but for the prevention of
communicable diseases, injury and violence as well.

10. Health Behavior
 The actions of individuals, groups, and
organizations as well as the determinants,
correlates, and consequences of these actions.
 Social change
 Policy development and implementation
 Improved coping skills
 Enhanced quality of life

11. The Challenge
 Understanding and improving health is the
central
challenge of public policy today.
 But.in order to create sound policy (the most
efficient way to effect some types of health
behavior and health status change), sound,
accurate information about health behavior
change is needed

12. Planning Health Education
Programme


13. Introduction
 Careful planning is essential to the success of all health education
activities. This study session is the first of two sessions that will
help you to learn about ways in which you can plan your health
education activities.
 interventions, the basic concepts of planning, and what steps to
take when you are planning. which is the first step in planning
health education and promotion.

14. Planning health education activities
. Planning is the process of making thoughtful and
systematic decisions about what needs to be done, how it
has to be done, by whom, and with what resources.
Planning is central to health education and health
promotion activities
If you do not have a plan, it will not be clear to you how and
when you are going to carry out the necessary tasks.
Everyone makes plans — for looking after their family, for
cooking, and so on. You can build on experience you
already have in planning, and apply it to health education.

15. Purpose of planning in health
education
 There are several benefits to planning your activities. Firstly,
planning enables you to match your resources to the problem
you intend to solve.
 Secondly, planning helps you to use resources more efficiently
so you can ensure the best use of scarce resources.
 Thirdly, it can help avoid duplication of activities. For
example, you wouldn’t offer health education to households on
the same topic at every visit.
 Fourthly, planning helps you prioritize needs and activities.
This is useful because your community may have a lot of
problems, but not the resources or the capacity to solve all
these problems at the same time. Finally, planning enables you
to think about how to develop the best methods with which to
solve a problem.

16. Steps involved in planning health education

17. principles of planning in health education
 It is important that plans are made with the needs and context of the
community in mind. You should try to understand what is currently
happening in the community you work in.
 Consider the basic needs and interests of the community. If you do not
consider the local needs and interests, your plans will not be effective.
 Plan with the people involved in the implementation of an activity. If
you include people they will be more likely to participate, and the plan
will be more likely to succeed.
 Identify and use all relevant community resources.
 Planning should be flexible, not rigid. You can modify your plans when
necessary. For example, you would have to change your priorities if a
new problem, needing an urgent response, arose.
 The planned activity should be achievable, and take into consideration
the financial, personnel, and time constraints on the resources you
have available. You should not plan unachievable activities.

18. Health Education For individual,

19. INDIVIDUAL APPROACH
 Personal contact/face to face discussion
 To: Understand client attitudes
 Clear their doubts
 Correct misconceptions
 Identify & remove barriers in the way of adapting
health practices

20. Steps to individual approach
> Planning
for visit
Conducting
individual
interview
Follow up
INDIVIDU
AL
APPROAC
H
Personal
contact
include-
Home
visits
Personal
letters

21. GROUP HEALTH EDUCATION
 Group size should be < 20-25 members  It is
based on the principle that the members of the
group are helped to think, discuss, decide and
then follow up their decisions by action

22. Health education in community
 It is meant for a defined community:
 To create awareness
 To help people understand their health problems
and needs
 To find alternative solution, implement them
 Evaluate and get feedback
 Health education in community requires support
of local leaders who are influential and have
people’s support .

23. Populations
 Target populations:- Although intervention strategy
is community based, interventions target
 specific population. Assessing shared risk behaviors
And making education plan accordingly

24. Communicating the health message
 Communication occurs when a message is transmitted and
received. The message in health education is something that
it is considered important for the people in the community to
know or do. The source may be a local health worker or a
national government, or members of the community may
themselves recognize a need for change. The message may
be transmitted person-to-person in private conversation, or
in a group meeting or health talk, or indirectly by a radio
broadcast or newspaper.

25. Health communication message
Health communication is defined as "the
process of promoting health by
disseminating messages through mass
media, interpersonal channels, and events."
There are different types of health
communication, including
persuasive/behavioral communication, risk
communication, media advocacy, and
entertainment education, .

26. Methods for communicating health
messages
Generally, there are four approaches to
health communication:
Informative,
 Educating,
Persuasive
 Prompting

27. Communicate with health
 Health communication strategies aim to change
people's knowledge, attitudes, and/or behaviors; for
example:
 Increase risk perception.
 Reinforce positive behaviors.
 Influence social norms.
 Increase availability of support and needed services.
 Empower individuals to change or improve their
health conditions.

28. purpose of health messages
 Health messages have become a major tool
in assisting patients to change behavior. The
public health community has recognized the potential
for health communication to modify beliefs and
behavior and has been working for many years to
develop communication campaigns to change health
behavior.

29. Methods of effective health
information communication
 Here are five ways to ensure effective
communication between healthcare
professionals.
 Assess Your Current Method of Communication. ...
 Streamline Communication Channels. ...
 Encourage Mobile Collaboration for Effective
Communication Between Healthcare Professionals. ...
 Give Healthcare Employees a Voice

30. Mass media in Health

31. Role of Mass Media.
 Mass media play crucial role in
 disseminating health information and increasing
awareness about health education.
 Media not only spread awareness, but also inform and
educate people over a period of time. This ultimately
helps in the change of attitude & behavior of audience
for achieving better health.

32. Methods of of mass method health education
 These have been classified as below:
 One – way or didactic methods:
 · Lecture
 · Films
 · Charts
 · Flannel graph
 · Exhibits
 · Flashcards

33. mass communication in health?
 Mass communication is
 one component of effective public health
program implementation
 It includes news stories (“earned media”),
 Paid media (advertising),
 social and digital media (eg, social networking sites,
text messaging, mobile applications, websites, blogs)

34. improved knowledge about health
media improved people's knowledge about health
 Social media provides the means for individuals,
employers and health care providers, to share
preventative information and it also makes it possible
to create support structures that track individual
health status, as well as enable the construction of
support networks between patients following
diagnosis

35. RELATING MASS MEDIA TO
NURSING
 As with nursing, communication is seen to be a central
 premise of health promotion (MacDonald 1998). It is
 suggested that McLuhan's (1964) famous aphorism 'the
 medium is the message' supports the position of mass
 media as a powerful means of communicating health
 messages to speci®c audiences. Continuing notions that
 mass media offer an enormous potential to promote
 health, both through individual and community
 empowerment initiatives, establish a clear relationship

36. References
 Roussel L. With Russell C.Swansburg MANAGEMENT AND LEADERSHIP FOR
NURSE ADMINISTRATION.chap #20 building a portfolio for academic and
clinical partnership(FIFTH EDITION)Pp 610-615. Jones and barlett publishers
Canada.
 Sharma SK. Communication and Educational Technology for Health care
professionals. 2nd Edition (2016). Elsevier India Pvt. Ltd.; Pp 213, 410-13
 Neeraja KP. Textbook of Communication and Educational Technology for
Nurses. 1st Edition (2011).
 Jaypee Brothers Medical Publishers. Pp 515-20
 Neeraja KP. Textbook of Nursing Education. 1st Edition (2003).
 Jaypee Brothers Medical Publishers. Pp 351-52
 Basvanthappa BT. Communication and Educational Technology for Nures. 1st
Edition (2011).
 Jaypee Brothers Medical Publishers. Pp 361-64
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3324158/#:~:text=In%20the%20pro
fession%20of%20nursing%2C%20academic%2Dservice%20partnerships%20are%2
0most,%2C%20and%20research%20%5B7%5D