Hawler Medical University

College of Nursing
Community Health Nursing
4th stage
The lecturer: Assist. Professor
Dr.Kareem Fattah Aziz
Al-Barzinjy
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Lecture E Health education:
Definition:
Health education is the process by which individuals and group of people learn to:
• Promote
• Maintain
• Restore health.
Education for health begins with people as they are, with whatever interests they
may have in improving their living conditions”
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Aims of health education:

1. To develop a sense of responsibility for health conditions, as individuals, as
members of families & communities. (Promotion, prevention of disease & early
diagnosis and management).
2. To promote and wisely‫ بحكمة‬use the available health services.
3. To be part of all education, and to continue throughout whole span of life.
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Principles of health education:

• Interest
• Participation
• Motivation
• Comprehension
• Proceeding from the known to the unknown
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 • Reinforcement through repetition
• Good human relations

Learning by doing:

If I hear, I forget
If I see, I remember
If I do, I know”.
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Elements of Health Education:

➢ Purpose
➢ Target population
➢ Time
➢ Activity
➢ Requirements and technology
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Steps for adopting new ideas & practices

• AWARENESS (Know about new ideas)

• INTEREST (Seeks more details)
• EVALUATION

(Advantages versus disadvantage. + testing usefulness)

• TRIAL (Decision put into practice)
• ADOPTION (person feels new idea is good and adopts it)
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Communication:

Communicator: the person or the team give the message (Educator).

Message: the contents (materials) of health education

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Channel: method of carrying the message
Audience: the receivers (users or targets) of the message
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Educator

• Personnel of health services.

• Medical students, nursing & social work.
• School personnel.
• Community leaders & influential.

Requirements:
• Personality: popular, influential and interested in work.
• Efficiency trained and prepared for the job.
• Must show good examples.

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Message:

• What information to be communicated.

• Simple, at the level of understanding.
• Culturally accepted.
• Interested.
• Meet a felt need.‫شعور‬
• Avoid technical jargon. Or unclear words.
• Use audiovisual aids.

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1-Individual

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Face to face
Education through spoken word.
A- Occasions of health appraisal.
B- Home visits Nurses
Health visitors
Social workers
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2- Group
a. Lessons and lectures in schools.
b. lectures in work places e.g. factories.
c. Demonstration and training
3- Mass media.
1. Broadcasting: radio & TV.
2. Written word: newspapers, posters, booklets.
3. Others e.g., theaters.
Barriers of Learning or education:

A- Internal Barriers
- Physical (Pain, fever…)
- Social (Education level, language…)
- Psychological (anxiety, depression…)

B- External Barriers
- Environment (noise….)
- Timing …
- Method of teaching ….
- Double bind in science policy (conflicting messages (a statement that
contains two commands that conflict each other.)

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Iatrogenic Health Education Disease

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Is disease or adverse response caused or made worse by health education. or
Iatrogenesis is the causation of a disease, a harmful complication, or other ill effect
by any medical activity or wrong education.,
Examples:
Side effect…..
Child safety

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THEORIES OF LEARNING

• Behavioral learning theory

• Cognitive
• Social
• Psychodynamic
• Humanistic
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1.Psychodynamics, also known as psychodynamic psychology, in its broadest

sense, is an approach to psychology that emphasizes systematic study of the
psychological forces that underlie human behavior, feelings, and emotions and how
they might relate to early experience. It is especially interested in the dynamic
relations between conscious motivation and unconscious motivation.

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2.behavioral learning theory is a popular concept that focuses on how students

learn. Behaviorism focuses on the idea that all behaviors are learned through
interaction with the environment.

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3.The term ‘social theory’ encompasses ideas about ‘how societies change and
develop, about methods of explaining social behavior, about power
and social structure, gender and ethnicity, modernity and ‘civilization’,
revolutions.
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Process of health education:

1.Dissemination of scientific knowledge

(about how to promote and maintain health),
2. leads to changes in attitudes and practices related to such changes

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CONTENTS OF HEALTH EDUCATION

• Nutrition
• Health habits
• Personal hygiene
• Safety rules
• Basic of disease & preventive measures
• Mental health
• Proper use of health services
• Sex education
• Special education for groups (food handlers, occupations, mothers,
school health etc.
• Principles of healthy life style e.g. sleep, exercise
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Evaluation of health education programs:

1.There should be continuous evaluation. Evaluation should not be left to the end
but should be done from time to time for purpose of making modifications to
achieve better results.

2. Evaluation is an essential part of quality improvement and when done well it can
help solve problems, inform decision making and build knowledge. While

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evaluation comes in many shapes and sizes, its key purpose is to help to develop a
deeper understanding of how best to improve health care.
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The major responsibilities for health educators are:

1-Assessing individual and community needs for health education

2-Planning effective health education programmed.

3-Implementing health education programmed

4-Evaluating the effectiveness of health education programmed.

5-Coordinating the provision of health education services.

6-Acting with leader people in health education
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Challenges of health education: .

1-Health education requirements.

2- Many health educators are often expected to divide their time between their own
work and projects

3-Many health educators have limited specialized training.

4- Confusion exists in the relationship between health education and the broader area
of health promotion
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References:
1.Keckley, P.H., & Hoffmann, M. (2010, October 28). Social networks in health care: Communication, collaboration and
insights. Deloitte Center for Health Solutions. Retrieved from http://www.deloitte.com/assets/
DcomUnitedStates/Local%20Assets/Documents/ US_CHS_2010SocialNetworks_070710.pdf Lipscomb,

2.MacDowell, M., Glasser, M., Fitts, M., Nielsen, K., & Hunsaker, M. (2010). A national view of rural health workforce issues in
the USA. Rural and Remote Health. Retrieved from http://www.rrh.org.au/publishedarticles/ article_print_1531.pdf

3.Ackerman M., Fliart R., Burgess L., & Poropatich R. (2010). Developing next-generation telehealth tools and technologies:
patients, systems, and data perspectives. Telemedicine and eHealth,

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4 WHO. Geneva. A primer for mainstreaming health promotion. Working draft for The Nairobi Global Conference on Health
Promotion, Kenya. 2009. Oct, [Last accessed on 2011 Apr 10]. Available from:

5 WHO. Geneva. The urgency of health promotion. Overview: 7 th Global Conference on Health Promotion, Kenya. 2009. Oct,
[Last accessed on 2011 Apr 10]. Available from: http://www.who.int /healthpromotion /conferences/7gchp/ overview/en
/index.html .

6. WHO. South East Asia Regional Office. Regional Strategy for Health Promotion for South East Asia. 2008. [Last accessed on
2011 Apr 10]. Available from: http://www.searo.who.int/LinkFiles/Reports_and_Publications_HE_194.pdf .