Class 4: Health Education

Health Education

Health Education

Any combination of learning experiences designed to help individuals and communities improve their health by increasing their knowledge or influencing their attitudes

1. Access: knowing is irrelevent if you do not have access to resources.

2. Support: an unsupportive environment can be detrimental to goals

3. No guarantee the information will make sense/ make a difference

Why is information alone insufficient to change behaviour? [3]

•Involves the use of teaching–learning strategies

•Learners maintain voluntary control over the decision to make changes in their actions

•Focuses on behaviour changes that have been found to improve health and well-being

Several key components of health education: [3]

1.Help individuals, families, and communities achieve, through their own actions and initiative, optimal states of health

2.Facilitate voluntary actions to promote health

3.Improve health literacy

Three goals of health education:

Empowerment

Giving health education in a positive way. Knowing their strengths, having an encouraging but realistic attitude.

Autonomy

Letting the client have a say in their care, giving the independence. Right to self determination

Protection motivation theory

External pressure to change. Engagement in health-promoting behaviour is based upon three factors:

•One’s beliefs about the severity of the illness

•Perceived benefits of change

•Barriers and confidence levels (self-efficacy) in creating change

Focuses on how fear influences change.

Social cognitive theory

Social learning theory to increase self efficacy. Individualized education, with more personalized message. Focuses on behaviour, cognition, and environment.

Self efficacy

Competence of one’s ability to successfully perform chance

Transtheoretical Model of Change

Health education model useful for determining where a person is in relation to making a behaviour for change. Health-related behaviour changes progress through five stages. Focuses on SMART goals and explores learner’s ambivalence

1. specific

2. measurable

3. attainable

4. realistic

5. time specific

SMART goals

1. Precontemplation

2. Contemplation

3. Planning or preparing

4. Active

5. Maintenance

Five stages of transtheoretical model for change:

Shared decision making

increases clinical awareness and skills in addressing issues that may not be uncovered in an information-giving style of education

Justice

What is fair and right

Beneficence

Do good

Community-based social marketing

Marketing principles and techniques (prompts, messaging images) used to promote sustainability and benefit the individual and society.

Teaching Plan

Represents a package of educational services provided to a consumer or a student, written from the learner’s point of view

Start with main objectives, look at textbook and literature, get specific class objectives. Choose method of delivery based on who you are teaching

How are teaching plans created?

1. Cognitive

2. Psychomotor

3. affective

Three domains of learning

Cognitive domain of learning

Development of new facts or concepts, and building on or applying knowledge to new situations. Need to know what the patient needs to know.

Psychomotor domain of learning

Developing physical skills from simple to complex actions. Patients need it too. They need to know skills to manage their illness.

Affective domain of learning

Alludes to the recognition of values, religious, or spiritual beliefs, family interaction patterns and relationships, and personal attitudes that affect decisions and problem-solving progress

1. Lecture

2. on-to-one instruction

3. discussion

4. audiovisual or print

5. computer-assisted simulation

Cognitive teaching strategies [5]

1. Demonstration

2. practice

3. mental imaging (remembering activity)

Psychomotor teaching strategies: [3]

1. Role modeling

2. discussion

3. role playing

4. simulation gaming/virtual reality

Affective (feeling) teaching strategies [4]

1. What are some basic considerations for selectin teaching methods?

2. How to maintain learning climate

3. What actions increase the effectiveness of learning methods?

4. How can technology support learning?

5. What methods tend to promote behavior change?

Question to consider for type of learning strategy:

1. Create sense of preparedness and organization

2. maintain high level of motivation, attention, progression

3. Anticipate group needs

4. Work with group

5. Assess individual and group learning needs

how to foster a learning climate: [5]

•Seek self-assessment opportunities

•Identify, list, and prioritize learning need.

•Begin to identify the resources that are available for reading, instructor training, and practice teaching

•Select the target population and the general topic

•Draft an initial set of learning goals

•Work through the steps of the teaching–learning process, including the development of a teaching plan

•Identify other people or a project team to help

Teaching and organizational skills: [7]

1. Written or oral testing, demonstration, etc..

2. Obtain feedback

3. End-of-Program questionnaires

4. Verbal and non-veral feedback

How to evaluate the teaching process: