Principles of Health Education Assessment

• The use of preventive services like immunization,
screening, antenatal, and child health clinics
sanitation.
• The correct use of medications and the pursuit of
rehabilitation regimens (TB, leprosy)
• The recognition of early symptoms of disease and
promoting early referral.
Good Health Practices:
• A process which provides the educator with
information regarding the students knowledge
and skills.
Planning
• A carefully organized written presentation of
what the learner needs to learn and how the
educator is going to initiate the teaching process.

Implementation
• Sanitation
• Good Hygiene • This includes procedures or techniques and
• Breastfeeding strategies that teacher will use to best implement
• Clean drinking water the plan.
• Infant weaning
• Oral hydration Evaluation

• Measurement of the teaching-learning

performance of both the teacher and learner.
Conducting Health Education

• Patient’s Room
• Outpatient’s department 7 Principles of good practice teaching in Undergraduate
• Health centers Education
• Community barangay hall 1. Encourage interaction between the teacher and
• Church the learner
• Community centers 2. Collaborative Learning
• Schools 3. Students should engage in active learning
4. Giving prompt feedback
5. Emphasizing time on task
Who should do Health Education? 6. Higher expectation
7. Respecting the diverse talents and ways of
• All health workers are responsible for promoting learning.
health and instituting preventive aspects of care.

Barriers to Teaching
How should Health Education be Conducted?
• Factors that impede the ability to deliver
• Demonstration educational services
• Word of mouth
• Use of audiovisual aids Obstacles to Learning
• Film showing
• Factors that negatively affect the ability of the
• Modular instruction learner to pay attention and process of
information.

Characteristics of Effective Health Education

• Opinion markers Barriers to Education (Breckon, 1994)

• Reinforcement • Student Factors
• Adaptable through different techniques o Physical Disability
• Entertaining ▪ Lacks ramps/elevator, heavy
• “Localized” doors, inaccessible
• Short term benefits washrooms, transportation,
• Learner participation and feedback communication.
• Demonstrative o Negative attitude and stereotypes
▪ Lack of knowledge about and
sensitivity to disability issues.
Education Process (e.g. difficult for student with
disabilities to cope)
• A systemic, sequential, logical, scientifically o Student’s capabilities, personal beliefs
based, and planned course of action consisting of and values.
teaching and learning. o Students are more likely to drop out of
school if schooling is irrelevant to
realities: “facts and skills for life”
 ▪ 3 domain of education: skill
attitude knowledge
o Female face more challenges:
▪ Choice of career
▪ Portrayed stereotypically in
lessons
▪ Male dominated “areas” (not
true in medical field esp.
medtech)
• Institution Factors
o Inadequate physical facilities and
funding
o Philosophy, vision, mission of schools
o The legal framework around education
▪ Free education laws may not
exist
▪ Prohibit pregnant girls from
attending school
o Issues of Safety and Security Inside and
Outside School
▪ Parents are less likely to allow
their students to travel long
distance
▪ Physical violence in school,
corporate violence, sexual
violence
▪ Traditional gender division of
labor
▪ Adequate hygiene and
sanitary facilities
▪ Crisis and unstable situations
are often denied the right to
education.
o Accountability Movement
• Teacher factors
o Teachers Qualifications and Values
▪ Personality traits and values
▪ Professional behavior
▪ Outlook in life
o Knowledge, skills and values of the
teacher
o Inadequate professional preparation
misconception of “anyone can teach
health”
o Lack of certification
o Encroachment of other discipline
Barriers to Learning
• First barrier to Study
o Lack of mass (physical object) of what is
being studied
▪ It would be difficult to
understand how to use a
computer for the first time if
you did not have the
computer there in front of
you.
▪ In fact, lacking the object
associated with a word can
inhibit all understanding.
• Second Barrier to Study
o Too steep a study gradient
▪ Too steep a gradient consists
of not having mastered prior
skills before going on to more
complicated or detailed
steps.
▪ A student who has skipped a
gradient may feel a sort of
confusion or a feeling of
reeling
▪ Referred as “missed basic
skills” or “insufficient basic
skills”
o Third Barriers to Study
▪ It produces a vast panorama
of reactions and is the prime
factor involved with stupidity
▪ It also determines whether or
not one can actually perform
a learned skill, and to what
degree of proficiency
▪ The mis understood word can
stop a student in his tracks
completely
▪ Knowing how to determine
when there is a
misunderstood word or
symbol, how to find it and
how to handle it are critical to
the success of any student.
Obstacles to learning
• Memory fades
o When reading long passages, our
memories for the first taught facts and
concepts may have faded by the time
we get to later passages.
• Interference occurs
o When we try to learn several things
close together, our minds will confuse
many of them and weaken the accuracy
of our memories.
o Implication: we need to use techniques
that overcome interference.
• Distractions lower attention
o Inner feelings and thoughts can also
distract us; doing two things one at the
same time weakens our focus.
o Implication: fighting distractions
• Too fast working speeds prevent learning
o When we feel we must rush to get a
learning task done, we can outrun our
mind’s limited speed of taking in
information, making associations to it.
o Implication: Make your working speed
adapt to your mind’s natural speed of
working.
• Complex material hinders learning
o When a book has to explain a topic with
many parts that lack an obvious
pattern, it is hard to understand and
hard to remember.
o Implication: Recognize complexity and
study to make it understandable.
• Large volumes of material hinder learning
o When there is a lot of material to
remember and too little time to learn it,
we can fail to reach our learning goals.
Similarly, when we are trying to
 develop skills doing procedures with
many parts to them, we may not have
enough time to practice and will fail to
build up skills.
o Implication: Recognize heavy demands
and choose the most important to
study.
• Meaningless material hinders learning
• Misconceptions
• Bad habits
• Bad habits of reading and studying tend to persist
o A common bad reading habit is to read
passively, just letting the words and
meanings slide by.

Conditions of Learning

• Verbal information
o The ability of the student to express
her ideas
• Intellectual Skills
o This includes learning to analyze and
synthesize situations in order to plan
for alternative solutions to identified
problems
• Cognitive Strategies
o The student recognizes learning
experiences best suited to her own
needs and makes use of resources to
strengthen and develop thinking.
• Motor Skills
o These are actions done corresponding
to what is thought about and what is
learned.
• Attitudes, Feelings, and Emotions