HEALTH

EDUCATION
Historical Development
◦The concept of educating about health has been around since the dawn of humans.
Some one may have eaten a particular plant or herb first and become ill.That person
would then warn (educate) others against eating the same substance. Conversely,
someone may have ingested a plant or herb that produced a desired effect. That
person would then encourage (educate) others to use this substance.
◦At the time of Alta Ata declaration of Primary Health Care in 1978, health education
was put as one of the components of PHC and it was recognized as a fundamental
tool to the attainment of health for all. Adopting this declaration, Ethiopia utilizes
health education as a primary means of prevention of diseases and promotion of
health. In view of this, the national health policy and Health Sector Development
Program of Ethiopia have identified health education as a major component of
program services
Health education – a combination of learning experiences designed to
facilitate voluntary actions conducive to health.
Combination: emphasizes the importance of matching the multiple
determinants of behavior with multiple learning experiences as
systematically planned activity.
Facilitate means create favorable conditions for action.
Voluntary action means behavioral measures are undertaken by an
individual, group or community to achieve an intended health effect with
out the use of force.
Health promotion – a combination of educational and environmental
supports for action and conditions of living conducive to health.
Various terms used for communication and health education activities:
Information,Education and Communication (IEC) is a term originally from
family planning and more recently HIV/AIDS control program in developing
countries.
Information: a collection of useful briefs or detailed ideas, processes, data
and theories that can be used for a certain period of time.
Education: A complex and planned learning experiences that aims to bring
about changes in cognitive (knowledge), affective (attitude, belief, value)
and psychomotor (skill) domains of behavior.
Communication: the process of sharing ideas, information, knowledge, and
experience among people using different channels.
Social mobilization is a term used to describe a campaign approach
combining mass media and working with community groups and
organizations.
Health extension is an approach of promoting change through
demonstration, working with opinion leaders and community based
educational activities.
Nutrition education is education directed at the promotion of nutrition
and covers choice of food,food-preparationand storage of food.
Family life education - education of young people in a range of topics
that include family planning, child rearing and childcare and responsible
parenthood.
Patient education – education in hospital and clinic settings
linked to following of treatment procedures, medication, and
home care and rehabilitation procedures.
Behavior Change Communication (BCC) – an interactive process
aimed at changing individual and social behavior, using
targeted, specific messages and different communication
approaches, which are linked to services for effective outcomes.
Advocacy – communication strategies focusing on policy makers,
community leaders and opinion leaders to gain commitment and
support.
Aims and Principles of Health Education
Aims
1. Motivating people to adopt health-promoting behaviors by
providing appropriate knowledge and helping to develop
positive attitude.
2. Helping people to make decisions about their health and
acquire the necessary confidence and skills to put their
decisions into practice.
Basic Principles
1. All health education should be need based.
2. Health education aims at change of behavior.
3. It is necessary to have a free flow of communication.
Trends and Issues
There have been awareness campaigns towards the
prevention, monitoring and control of potentially epidemic
diseases.
Parental worries about drug use led to more specific
interventions
which were meant to warn children of its dangers.
Understanding Health Components
Health refers to a condition of physical, mental and social well-
being and the absence of disease or other abnormal condition.
3 positive concept of health:
1. reflecting concern for the individual as a total person
2. placing health in the context of the environment
3. equating health with productive creative living
Components of Health
1. Social Health – the ability to interact well with people and the
environment and having satisfying interpersonal relationships.
2. Mental Health – refers the ability to learn; one’s intellectual capabilities.
3. Emotional Health – refers to the ability to control emotions so that one
feels comfortable expressing them when appropriate and does express them
appropriately.
4. Spiritual Health – refers to the belief in some unifying force; nature,
scientific laws, godlike force
5. Physical Health – refers to the ability to perform daily tasks without undue
fatigue; biologically integrity if the individual
The Health-Illness Continuum
A continuum is a grid or graduated scale. The health grid
shows where a health axis and an environmental axis intersect.
The resulting quadrants represent degrees of health and
wellness.
Wellness – refers to an active process of becoming aware of and making choices
toward a higher level of well-being.
Family wellness – a well family offers trust, love and support that the individual does
not have to expend energy to meet basic needs and can move forward on the wellness
continuum.
Environmental wellness - the community enhances both family and individual wellness
by providing effective sanitation and safe water,disposing sewage safely and
preserving beauty and wildlife.
Societal wellness – the status of the larger social group affects the status of smaller
groups.
Total health – refer to the lifelong interdependence, constant interaction, and balance
of the physical, emotional, social, and intellectual dimensions of human growth and
development.
Legal Basis of Health Education
Health education is teaching people about health. Learning
about health is enabling every citizen of the country to realize
his birthright of health and longevity, as stated in the 1987
Constitution of the Philippines, Article II,Section 15
“The State shall protect and promote the right to the health
of the people and instill health consciousness among them”
Preparing for Health Education
Instruction
Educators in the past twenty years have made major
breakthroughs to enhance instructional processes.Their studies
of effective schools and classrooms have paved the way for an
empirically based understanding of what “really” works in
schools so that students can learn more successfully, live more
independently, and practice their chosen careers more fruitfully.
 A Brief History of Health Education
Historical accounts revealed that people of the ancient world were
so concerned about their health.This could have been true
Since the early Greeks believed in what Plato had envisioned about
health-a sound mind in a sound body; for the good of the soul.
In the 1970s, the Role Delineation Project, a national project and
was designed to explore eventual credentialing or accrediting health
educators, developed a specific description of the role of educators.
 In 1980, health education instruction was operationally defined by the
members of the Role Delineation Project as; “ the process of assisting
individuals, acting separately and collectively,to make informed
decisions on matters affecting individual, family and community health.
In 1985, the Wisconsin Department of Public Instructions Guide to
Curriculum Planning on Health Education adapted the term total health
in connection with health education.
Health education at present is conceived as any combination of
learning experiences designed to facilitate voluntary adaptations of
behavior conducive to health.
 Understanding Health Education Instructional Approach
Approach – an enlightened objective viewpoint toward teaching
which provides sound philosophy and orientation to the whole
process of teaching including the selection of an instructional
method.
An approach specifies and describes the major goal of teaching,
the nature of the subject matter and the teaching learning
process, the role of the teacher, expectations from the students,
kind of evaluation techniques, and suitable teaching methods
and strategies to be employed.
 Mode of Health Education Instruction
1. Health Education Objectives – the acquisition of knowledge on healthy
behaviors is of primary importance in health education instruction such that
the selection of objectives leading to the adoption of these behaviors is of
equal significance.
2. Mode of Instructions – selection of teaching methods in the instructional
process has always been a prerogative of the health education
teacher.Learning and understanding group process skills for effective
implementation by the instructor becomes a necessity.
3. Evaluaton – at the end of every session or lesson, evaluation is a means
to determine whether the educational objectives have been achieve.
Health Education Research Goals
Major objective of health education is to encourage among
learners the adoption of health related behaviors believed to be
healthy,this is where research in health education comes in as it
aims to affect the change.
Health education today is understood to be a process in which
the goal is to free people so that they make health-realted
decisions based upon their needs and interests as long as these
decisions do not adversely affect others.
Instruction refers to one part of the curriculum; the content or
the subject matter teachers teach, and the methods or
strategies used by teachers to teach it.
- Characterized as a process in which teachers attempt to
make learning sensible and students attempt to make sense of
learning.
 Stages of Instructional Planning
1. Conceptual Stage – concerned primarily with formulating
general goals and ideas for instruction.It is the curative and
brainstorming stage and its emphasis is holistic and thematic.
2. Definitional Stage – concerned with the specification of
instructional objectives, the teacher determines realistic
instructional objectives (the specific objectives of the subject)are
explicit statements about intended outcomes of teaching which
are derived from the general goals of instruction developed in the
conceptual stage.
3. Developmental Stage – involves selecting teaching methods
and procedures,concerned with designing and organizing
instructional processes to bring about intended learning
outcomes.Teachers have to consider the most appropriate
instructional materials, teaching activities, modes of
presentation and organization of learning activities.
4. Operational Stage – the required materials, aids, worksheets,
and tests have to be prepared and time schedules or other
acquired arrangements ( such as planned visits and outings)
need to be organized.
5. Progressive Evaluation – it involves monitoring progress,
checking whether the students have learned what the teacher
wants them to learn and whether the teaching program is
working according to plan.
2 interrelated aspects
1. designing ways of assessing student learning
2. concerned with checking the effectiveness of planning
 Significance of Syllabus Planning
Syllabus – is the course plan that a health educator prepares before
actual health education instruction begins.
A syllabus of health education should contain the title of the subject,
credits, course description, statement of goals and objectives,
teaching method, contents/topics of the course,materials to be
utilized, student activities/course requirements, target dates and
systems of evaluations, and a list of references.For a subject that is
both lecture and laboratory, it is advised that separate syllabi for a
lecture and laboratory portions be prepared.
The Course Description – presents in summary form the
contents of the subject for the whole semester or year.
ex: Course Description for Health Education
This course discusses the fundamental concepts and
components of health and reviews the current health situation
in the country. It presents those strategies of health education
that will eventually enhance learning, acquisition, and
application of desirable health behaviors leading to the
attainment of total health.
Indicating Credits – writing the number units to be earned by
every learner in the subject after the semester.
Stating Instructional Goals and Objectives
Aims – refers to a general statement of intent for a course, should
be significant, clear, and concise when it provides
meaningfulness.
Goal – provides a more specific sense of direction in teaching,
brings an aim down to the level of the school curriculum where it
can be tied to a specific behavior, condition, and proficiency level
by the objective.
Objective – states the specific observable behavior which a
particular learner has to achieve, the condition under which
the behavior must be demonstrated, and the proficiency level
at which the behavior is to be performed.
Determining/Writing Specific Instructional Objective – these
objectives should be expressed in terms of learning outcomes
which students are expected to have achieved at the end of
the lesson may refer to knowledge, skills, and attitudes or
values to be acquired by the students.
 Taxonomy of Educational Objectives (Borich 1988)
Cognitive objectives are for knowledge, comprehension,
application, analysis, synthesis and evaluation processes.
Cognitive Verbs
1. Cognitive verbs for acquisition of knowledge
define listrecall
describe match recite
identify label select
name outline state
2. Cognitive verbs for comprehension
convert estimatesummarize
defend explain infer
distinguish extend paraphrase
discriminate generalize predict
3. Cognitive verbs for application
change modify relate
computeoperate solve
demonstrate organize transfer
develop prepare use
4. Cognitive verbs for analysis
breakdown distinguish point out
deduce illustraterelate
diagram infer separate
differentiate outline subdivide
5. Cognitive verbs for synthesis
categorize create formulate
compile design predict
compose devise produce
6. Cognitive verbs for evaluation
appraise criticize support
comparedefend validate
contrast justify judge
The Affective Objectives are for receiving, responding, valuing, organizing, and
characterizing purposes
Affective verbs
1. Affective verbs for receiving
listen notice look
attend be aware hear
share control discern
2. Affective verbs for responding
comply discuss applaud
follow practice participate
volunteer play obey
3. Affective verbs for valuing
helps acts prefer
debate express convince
argue organize display
4. Affective verbs for organizing
select compare systematize
decide define theorize
balance formulate abstract
5. Affective verbs for characterizing
display avoid resist
require manage internalize
revise resolve exhibit
 The Psychomotor Objectives are for imitation, manipulation, precision,
articulation and naturalization.
Psychomotor verbs
1. Psychomotor verbs for imitation
repeat align hold
place rest grasp
step followbalance
2. Psychomotor verbs for precision
accurately with controlproficiently
independently errorlessly with balance
3. Psychomotor verbs for manipulation
type operate print
practice key-in focus
print turn handle
write use
4. Psychomotor verbs for articulation
harmonyspeed confidence
coordination timing stability
integration smoothness proportion
Psychomotor verbs for naturalization
naturallyeffortlessly professionally
with ease automatically with poise
routinelyspontaneously with perfection
Indicating Methods of Teaching – tells how the lessons will be taught, either
in a deductive or inductive way, more specific methods are lecture,
experimental, discovery, and others.
Teaching methods are selected based on the type, content, and purpose of
the lesson.The type of learners and the physical features of the teaching
venues/classrooms are also considered in the selection of teaching method.
Organizing Contents of Instruction – is intelligent selection and
inclusion of topics relevant to the course description.The contents of
instructions are organized into unit topics and their corresponding
major topics that are logically and sequentially arranged and
presented to achieve the desired changes in the behavior of learners.
a. The Main Topic
The first step involves the selection of a specific topic as theme in a
subject. The theme may involve facts, relationships, or concepts, or
skill sequences.The themes are usually chosen after the teacher has
considered course description, curriculum requirements and student
needs.
b. The Selection of Contents/Subtopics
In selecting the content, the main topic and the range of students
interest and abilities should be the major considerations.
The selection of content is part of the definitional stage in our
general instruction model.
c. The Task Analysis – aims to identify what a student has to do to
complete a specified performance, allows the teacher to
determine the component taks which make up the target
performance.
Task classification – refers to the process of classifying the target
performance into different categories, such as the learning of facts, concepts,
relationships, rules, cognitive strategies, motor skills, or attitudes and
values.This analysis allows the teacher to define in specific terms the
learning outcomes that syudents are expected to achieve.
d. The Sequencing and Scheduling – after completing an information-
processing analysis when the component tasks of a target performance have
been identified, teachers may then examine the relationships among these
tasks so as to determine the most appropriate sequence in which these
should be taught.
A hierarchical order is present when certain high order tasks cannot be
adequately learned unless the student has mastered low order tasks.
e. The Selection of Teaching Strategies – in this development stage
of planning process, teachers should decide the kind of teaching
methods to employ, the use of media and materials, the type of
learning activities to be provided for student and ways of grouping
students for instruction.
f. The Learning Motivation and Reinforcement Techniques – for
instruction to be effective, the planned strategy has to be
supplemented by procedures that aim to motivate students to
learn. Teachers need to design specific reinforcement techniques
and ways of arousing and maintaining student interest in the topic.
 g. The Planning for Feedback and Corrective Procedures –
Practical ways of making use of feedback to organize corrective
Instruction should also be considered.Alternative materials and the
activities should be designed for those students who might not be
able to achieve the prescribed objectives after initial teaching.
h. The Planning for Assessment and Evaluation Procedures – devices
for measuring prerequisite skills, knowledge of content learned and
final learning outcomes for the unit of instruction need to be designed.
These may take the form of oral or written test, formal or informal
procedures, or exercises and assignments set for evaluative purposes.
Choosing Teaching Materials – indicate the audio-visual materials needed
to motivate learning or to supplement and enhance the teaching-learning
strategies.
Identifying the Student Activities/Course Requirements – this portion
includes enumeration of student activities to meet basic requirements of
the course.
ex: field trips, recitations, assignments, reports
Targeting Instruction Dates for the Syllabus Content – the allocation of
number of weeks or number of hours is usually done by grading
period,allowances must be given for holidays and days of examination.
Planning for an Evaluation System – is a systematic process of
collecting, analyzing and interpreting informatin to determine
the extent to which the students are achieving instructional
objectives, provides information for variety of educational
decisions.
General Principles of Evaluation:
1. Determining and clarifying what is to be evaluated always has
priority in the evaluation process.
2. Evaluation techniques should be selected according to the purposes
to be served.
3. Comprehensive evaluation requires a variety of evaluation
techniques.
4. Proper use of evaluation techniques requires an awareness of both
their limitations and their strengths.
5. Evaluation is a means to an end, not an end itself.
Steps in Planning the Evaluation System:
1. Identify the purposes of the evaluation.
2. Assess the needs of the learners and the institution.
3. Determine the scope and limitations of the evaluation.
4. Select the appropriate evaluation techniques.
5. Determine the nature and number of evaluation instruments
needed.
6. Define the rating system qualitatively and quantitatively
7. Prepare the blueprint of the evaluation.
The Principle of Time on Task
Homes and Croll (1989) observed that the amount of time devoted by learners
to school work plus homework or assignment tend to influence the amount of
learning.There are instances when learners seem not to concentrate on what
is going on inside the classroom,their minds seem to wander
elsewhere;preoccupied with something that seems to be simply more
rewarding for them.
Such strategies are assignment or homework, structuring lessons to avoid
unwanted or unrelated interruptions, providing active rather than passive
learning, engaging in a dialogue or discussion, making these strategies work
effectively is a question of motivation.
The Principles of Motivation
a. intrinsic motivation – based on the fundamental needs and drives of
the student which trigger his/her innate desire to act.
Varied forms of intrinsic motivation are the desire to acquire knowledge,
the desire to explore, and the desire to construct .
b. extrinsic motivation – based on incentives to make students more
active and responsive and the effect of such incentives varies in relation
to gender, age, and mental ability.
To use motivation properly is to make it interesting,motivation with
humor, especially if it is related to the concepts taught, enlivens classes
and aids long term retention.
Techniques for Motivating Students
1. Contracts – work is completed in anticipation of an agreed reward.
2. Games and simulations – provide pictures of real life situations
that promote the direct involvement of learners in the learning
process.
3. Use of Audiovisual Aids – create curiosity and attract the attention
of the students,can also supplement things which cannot be found
in the book.
4. Self-paced,Programmed Tests – provide non-threatening,
individualized contexts in which learning can take place.
5. Volunteering – call for volunteers to an appealing but instructive
task at the current level of functioning, of poorly-motivated
learners and asking for their assistance.
6. Grouping – grouping by abilities , interests,needs can break
down fear of failure and set learner to begin task.
7. Grades and Tests – checking student progress, diagnosing
weaknesses, evaluating performance.
8. Using praise and encouragement – must be applied consistently
and represent as honest appraisal of the learners true
achievement
9. Providing Explanations – learners who know the reasons
behind a request or an activity are more likely to work
earnestly.
10. Offering to Help – availability of assistance that implies
teachers support and warmth can help learners take
assignments seriously to begin and complete correctly.
11. Accepting Diversity – ability to accept the learners for who
and what they are, tolerance for their values, attitudes, and
lifestyles are important motivating factors.
12. Emphasizing Reward not Punishment – emphasis placed on
rewards should outweigh the emphasis on penalties for
misbehavior.
13. Knowledge of Results – studies have proven that students
who are informed of their learning progress showed marked
improvement in attaining instructional goals.
The Principle of Mastery Learning
Bloom (1968) initiated a new era of educational thinking in
his published article entitled “Learning for Mastery”. His notion
was that what any person in the world can learn, almost all
persons can learn if provided with appropriate prior and
current conditions of learning.The key to achieving this was
not student aptitude but effective instruction.
 These “appropriate prior and current conditions” as identified
by Bloom are as follows:
1. Clear, high and realistic expectations.
2. Clear criteria of what constitutes success.
3. Rapid detection and remediation of underachievement.
4. Sufficient time for students to achieve mastery.
5. Appropriate cognitive and affective prerequisites.
6. Quality instruction.
 The research syntheses on mastery learning have revealed the following:
1. Mastery learning is most effective if programs are group-based rather
than individualized.
2. Mastery learning do not have a “ levelling down” effect on the learning
of high achievers.
3. Mastery learning is more effective if combined with other successful
strategies such as cooperative learning.
4. Teachers who adopt mastery learning procedures begin to feel better
about their teaching and to accept greater responsibility for student
learning.
The Principles of High Expectations
Anticipation is the other term for expectation.That every student
can learn effectively is an expectation of every administrator
and teacher, and each one believes, communicates this belief to
students and parents. Expectation is an essential characteristic
or feature of mastery learning.
One of the high expectations in the teaching of health education
is doing independent health care among the learners of the
course to a certain degree of competency in the promotion of
total health in the environment where they belong.
 Chapter 8
Exemplifying Strategies
It is an observable fact “that nursing education has been
profoundly affected by behaviorism, best evidenced by its focus
on objectives, or goals, to be masters throughout the
educational process. The ability to demonstrate the identified
behavior is assumed to reflect learning, and there has been
little concern how that learning occurred.
Exemplifying Strategies
1. Non- verbal mode – modelling-patterning approaches apply those
procedures similar to inquiry.
A model is usually needed for instructional purposes, it is
recognizably scale representation of an object or even the human
body showing its distinct systems, organs and specific parts.
Ex: a spot map of a barangay where Community Health Nursing
is applied, this representative model of the barangay shows its
socio-demographic profiles ( location, boundaries, population,etc…)
Models are classified in order to:
1. Show the exterior form of an object, a building or an engine,…
2. Show the internal structures of animal anatomy, human
anatomy, insect bodies, instruments, machines, etc…
3. Assemble the parts of the human body, instrument, machine,…
4. Demonstrate how an object or a structure operates/functions in
relation to all its parts/components.
A teacher who utilizes models should always remember to avoid
oversimplification as they are representations of the real object.
 A mock up is a working replica and imitation of the actual
thing made from real or synthetic material. It is used when
practice or training and actual demonstration on the real object
would be too expensive or impossible due to size or weight.
Mock-ups provide the student with actual learning process.
2. Verbal Mode
A. Microteaching – A would be or beginning health educator
needs to understand the cycle of microteaching to improve
his/her technique.
Start here: teach – view – criticize – reteach – review – criticize
Getting ready for Microteaching
Learning all strategy-related theories of teaching in just a
semester is not enough. The prospective health educator should
strive to improve his/her innate potentials and capabilitiesfor
him/her to be able to conduct health education ina more
professional manner in the near future.
Knowledge, Skills and Attitudes
A prospective health educator should acquired the following KSA,
as a preparation for teaching:
1. Better understanding of people, as a result of interviews and
discussions with leaders and laymen.
2. Familiarity with the community through field trips to government
offices and agencies, business establishments and othe places of
interests.
3. Functional knowledge of individual differences through case
studies, practicum, and observations.
4. Effective use of group dynamics in both school and community
related activities and programs.
5. Intelligent utilization of community resources, human, and
material.
6. Manifestation of self-confidence and proficiency to a higher degree
in other courses, particularly those in strategies.
7. More tolerant attitude toward other people through active
participation in sports and/or socio-cultural activities/function.
8. Unwavering faith in God – for he who trusts in the Lord keeps his
days longer, healthier, and useful in His service..
Significance of Microteaching to Prospective Health Educators
In educational context,there is a need for the critic,
cooperating teacher, supervising teacher, principal, college
dean, to put more value on microteaching to develop and
enhance further the KSA.
In nursing context, there is also an imperative need for the
professor/instructor of methods and professional nursing
course,academic coordinator,RLE coordinator, level coordinator
to appreciate more the importance of microteaching as they aim
for quality nursing education.
Microteaching is providing the prospective health educator the opportunities to apply
learned theories before actual teaching.
Techniques of Microteaching
1.The micro lesson is usually video-taped.
2.Observe the microteaching cycle properly.
3.Remember given instruction on the teaching skill to be learned or emphasized
4.Try the skill with three to five students or peers while under observation by
instructor/professor
5. Have a replay of the video-taped lesson after the microteaching for the prospective
teaching observers, this procedure enables the observer/critic to give their criticism or
suggestions so that the prospective teacher can replan and reteach to another group.
6. Reteaching will have to be observed,recorded or video taped for review or re-evaluation.
Pointers to Improve Microteaching
1. Familiarize them with the basic teaching skills like lesson planning,
motivating, asking question and the like;
2. Let them have sufficient knowledge of the particular lesson or
concept to be taught
3. Select the teaching task to be learned or practiced like conducting.
4. Let students microteach the observation and supervision under a
critic
5. Evaluate the microteaching attempt with the teacher or student-
observer giving his/her objective and constructive criticisms.
 B. Simulation – role-playing, sociodrama, and problem
solving are teaching strategies where simulation technique is
used. The teacher merely facilitate the activity and have the
students take roles of one director and players.
Simulation is imitative in nature where students mimic or
copy speech or gestures of known personalities with the aim to
amuse others.