Activity 3
Community Health Education
Name: _Malondon,Tcha Mae Date submitted: _________________ Deadline of
submission: _____________ Rating:
________________________
Introduction
Health education and health promotion have been used as interchangeable concepts,
but these two involve distinct activities. Health education is a process whereby
knowledge, attitude, and practice of people are changed to improve individual, family,
and community health. Health promotion, on the other hand, is the process of enabling
people to increase control over, and to improve, their health.
Health education involves giving information and teaching individuals and communities
how to achieve better health. Health education has been defined as those “activities
which raise an individual’s awareness, giving the individual the health knowledge
required to enable him or her to decide on particular health action” (Mackintosh, 1996).
The sequence of steps in health education include creating awareness, motivation and
decision-making action to practice health services:
Information - provision of knowledge
Communication - exchange of information
Education - change in knowledge, attitude and skills
The following are some health education teaching methods and strategies that can be
integrated in planning and implementing health programs and services:
Interviewing
Counseling
Community assembly
Lecture - discussion
Health talks
Demonstration
Workshop
Case study
Role play
Group buzz
Objectives
Students should be able to:
Identify and discuss the diagnostic stages of planning for community health education
Apply health education strategies to foster health in the community
Explain why health education is a vital part of community public health
Activity
A. Diagnostic stages of Planning for Community Health Education
Group work
A community health education begins ideally with an analysis of social problems or
quality-of-life concerns. It then assesses the incidence, prevalence, and cause of health
problems associated with the community. The following are the diagnostic steps:
Social diagnosis
Epidemiological diagnosis
d) Administrative This phase assess policies, resources, circumstances, pre
diagnosis situations that could hinder or facilitate the development o
Behavioral diagnosis
Educational diagnosis
Administrative diagnosis
Procedures: 1. Describe the diagnostic steps
Diagnostic steps Description
a) Social diagnosis The focus of this phase is to identify and evaluate the social
problems that impact the quality of life in your population.
Doing this phase will help us gain an understanding of the social
problems that affect the quality of life of people in our community
and how local people see those problems.
Epidemiological This phase determines the health problems or other issues that
diagnosis affect the community’s quality of life.
Defining these health problems can help establish a relationship
between health problems and the quality of life. It can also lead to
the setting of priorities, which will guide your health education
programs and show you how to best use your resources.
b) Behavioral This phase is the analysis of behavioral links to the health problems
diagnosis that are identified in the epidemiological or social diagnosis.
It focuses on the systematic identification of health practices or
behaviors that cause health problems in your community.
c) Educational This phase of assessment pinpoints the factors that must be
diagnosis changed to initiate and maintain behavioral change.
It looks at the specific features that hinder or promote behaviour
related to the health issues that are important in the community.
What are the needed to be identified and analyzed in each?
Diagnostic steps
a) Social diagnosis In this phase, We will define the ultimate outcome. And the focus here is on
what the community wants and needs, which may seem unrelated to the
issue we plan to focus on. Like, what outcome does the community find
most important? Eliminating or reducing a particular problem
(homelessness)? Addressing an issue (race)? or Improving or maintaining
certain aspects of the quality of life (environmental protection?)
This phase starts with the collection of demographic data, which is then
presented to the community to help citizens decide on priorities.
b) Epidemiological In this phase, we will Identify the issue. Therefore, we will identify for the
diagnosis issues and factors that might cause or influence the outcome we’ve
identified in Phase 1 (including supports for and barriers to achieving it), and
select those that are most important, and that can be influenced by an
intervention.
c) Behavioral In this phase, we will focus on examining the factors that influence behavior,
diagnosis lifestyle, and responses to environment. Here, we identify the factors that
will create the behavior and environmental changes we’ve decided on in
Phase 2.
d) Educational In this phase, identify the predisposing, enabling, and reinforcing factors that
diagnosis act as supports for or barriers to changing the behaviors and
environmental factors you identified in Phase 3.
e) Administrative In this phase, we identify (and adjust where necessary) the internal
diagnosis administrative issues and internal and external policy issues that can affect
the successful conduct of the intervention. Those administrative and policy
concerns include generating the funding and other resources for the
intervention.
2. Using the for health education planning, illustrate the steps and its important
components through a chart or schematic diagram
