INTRODUCTION:

Information, education and communication (IEC) are interrelated. Information is the knowledge derived
from study, experience or instruction. It can also be defined as a collection of facts or data. Education is both
the acquisition of knowledge and experience and the development of skills, habits and attitudes that help a
person lead a full and meaningful life. Communication is the interaction between two or more persons that
involves the exchange of information between the sender and the receiver. Therefore, information, education
and communication are closely related to health and play a vital role in creating awareness about health,
mobilizing people and making them knowledgeable about health-related factors through efficient mass
communication methods. IEC has two principal functions, i.e. informative and persuasive, which are
essential for bringing about prerequisite social mobilization and facilitating participatory development
toward the health of an individual , family & community.

DEFINITION:
IEC can be defined as an approach which attempts to change or reinforce a set of behaviours in a target
audience regarding a specific problem in a predefined period of time.
Reproductive health & research , WHO
CONCEPT:
Information, Education and Communication are interrelated.
• Education is obtained through information and communication; while education is a great source of
information on other hand communication is a link for education and information.
• So the application of IEC, All steps that is planning, implementation monitoring and evaluation should be
used with care.
• The ultimate aim of s of IEC; behaviour change and promotion of health status can be achieved.
• Target audience should be given due importance during IEC process.

OBJECTIVES:
 Increase reach of services
 Improve the quality of services.
 Make supervision more oriented towards problem solving.
 Link supervision with training at various level.
 Concentrate on local field problems both for development of training material and their users.
 Combine interpersonal communication strategy with mass media approach.
 Improve performance level through continuous with village community volunteers.

AIMS & SCOPE OF ICE:

 The main aims of IEC are -
1. To change the health behaviour of individual, family and community.
2. To prepare background or basis for change in health behaviour.
3. To change the norms of community.
4. To facilitate education for audience about public health and to create awareness in public opinion.
5. To obtain social, political support for health activities.
  The important scope/fields in IEC in relation to health are as follows-
1. Primary health care - Prevention of disease/control on communicable disease.
2. Reproductive health/maternal and child health services.
3. Family welfare
4. Nutritional services.
5. Personal hygiene.

1. INFORMATION:

Information is defined as one or more statement or fact that are received by a human which have some form
of worth to him.
This consists of providing scientific knowledge to the people about the health problems and how to prevent
them and promote and maintain health.
FUNCTIONS OF INFORMATION :
1. Reduces uncertainity or disorganization.
2. Regulate the level of social tension.
3.Fill the gap in knowledge and create awareness
4.Inspire people to move.
Examples: In reproductive and child health (RCH) program and subsequently the integrated management of
neonatal and childhood illnesses (IMNCI), information, education and communication (IEC) have specific
role to play for bringing desirable changes in health practices of people. This requires the maternal and child
health (MCH) functionaries to regularly undertake IEC programs, through individual or group approach.

2. EDUCATION :
Education is concerned with opening out the horizons to choose his interests and mode of living. It is a
process of continuous interaction in which both teachers taught and get benefitted. It helps to mould the
behaviour pattern of man and to adjust himself. Educational process is a planned effort to achieve pre-
determined objectives related to thinking, feeling and practices.

HEALTH EDUCATION :
Health education can be defined as a process aimed at encouraging people to want to be healthy, to know
how to stay healthy, to do what they can individually and collectively to maintain health and to seek help
when needed.
- The Declaration of Alma Ata(1978)

AIMS AND OBJECTIVES :

 To encourage people to adopt and sustain health promoting life style and practices.
 To promote the proper use of health services available to them.
 To arouse interest, provide new knowledge, improve skills and change attitudes in making rational
decisions to solve their own problems.
 To stimulate individual and community self reliance and participation to achieve health
development through individual and community involvement at every step from identifying
problems to solve them.

PRINCIPLES OF HEALTH EDUCATION:

 Credibility of message: It is the degree to which the message to be communicated is perceived as

trustworthy by the receiver.

 Creating interest among participants: It is a psychological principle that people are unlikely to listen
to things that are not of their interest. If a health programme is based on the felt needs, people will
participation the programme willingly.

 Motivating the participants: Motivation is like a petrol engine that drives the mental engine. It is the
fundamental desire in every person to learn. Motivation is contagious; one motivated person may
spread motivation throughout the group.

 Enhance comprehension of content: It means health education should be based on the level of
understanding, education and literacy of people at whom the teaching is directed. Teaching should be
within the mental capacity of the audience.

 Ensure reinforcement: Repetition at intervals is necessary to promote learning. Without

reinforcement and feedback, students can go back to the preawareness stage.

 Encourage active participation: Participation is a key word in health education. It is based on the
psychological principle of learning. Health education should aim at encouraging people to work
actively with health workers and others in identifying their own health problems and also in
developing solutions.

 Learning by doing: Teaching is effective when individuals actively participate in health education.
Learning becomes active and quicker if the individuals are made active physically as well as
psychologically.

 Known to unknown: It is based on the appreciative mass theory of learning. The people in a
community know something and the health educator enlarges this knowledge. If the health educator
links new knowledge with the old knowledge, it can enhance learning.

 Maintaining good human relations: Sharing of information, ideas and feelings happens most easily
between people who have a good relationship.

 Setting an example: The health educators should set a good example in the topic they are dealing
understanding with as it fosters better

 Regular feedback: Feedback is one of the key concepts of the system approach. The health educator
can modify the elements of the system in light of the feedback from his audience. For effective
communication, feedback is of paramount importance.

 Efficient leadership: Leaders are agents of change and they can be made use of in health education
work. Psychologists have shown and established that we learn best from people we respect and
regard.
 Examples : Antenatal counselling provides expectant parents with information and support to promote
healthy pregnancies, prevent complications, and prepare for childbirth and postnatal care. It aims to address
any concerns, medical or emotional, that may arise during pregnancy.

3. COMMUNICATION :

Communication is a process by which information is exchanged between individuals through a common

system of symbols and signs of behaviour.

-Webster's Dictionary
PROCESS OF COMMUNICATION :
 Referent : A referent motives the sender to share the information that may initiate communication.
Referents are the triggering factor of communication process.
 Sender / Encoder: Sender / Encoder is a person who sends the message. A sender utilizes symbols
(words, graphic required response. the views, background, approach, skills, competencies and
knowledge of the sender have a great impact on the message.
 Message : The message is the content of communication and may contain verbal, nonverbal or
symbolic language. It is an essential element of the communication process.
 Channel: A channel is a medium through which a message is sent or received between two or more
people. Several channels can be used to send or receive the message, i.e. seeing, hearing, touching,
smelling and tasting.
 Receiver / Decoder: Receiver / Decoder is a person for whom the message is intended/ aimed /
targeted. The degree to which the decoder understands the message is depends on various factors
like knowledge of recipient, their responsiveness to the message and the reliance of encoder on
decoder.
 Feedback: Feedback is the main component of communication process as it permits the sender to
analyse the efficacy of the message. It helps the sender in confirming the correct interpretation of
message by the decoder. Feedback may be verbal or non-verbal (in form of smiles, sighs, etc.). It
could also be in written form (memos, reports, etc).

SEVEN C’s OF EFFECTIVE COMMUNICATION :

1. Clarity: A clear message helps the receiver understand the message easily an appropriately avoiding
any possible misunderstandings.
 2. Completeness: Incomplete communication has no use; therefore, a message sent by the sender (or
receiver) must be complete to achieve the desired purpose of communication.
3. Conciseness: Communication can be more effective if the message is as concise as possible so the
meaning is not lost in a large amount of content and can be easily understood by the receiver.
4. Concreteness: Concrete communication is specific, clear and free from fuzziness. Concreteness
makes communication more specific and meaningful.
5. Correctness: Correct communication helps in having an error-free message or content in
communication.
6. Courtesy: Courtesy helps the senders/receivers express their politeness, empathy, enthusiasm,
sincerity, etc., in communication.
7. Consideration: Consideration helps in the of others' problems understanding by stepping into others
shoes. A message delivered following the principles of consideration is accepted by the recipient
more openly and easily.
Examples : obstetrics is one of the higher-risk clinical areas from liability and patient safety perspectives, it
is essential to implement a communication protocol to standardize the information exchange among
obstetric caregivers

MAJOR COMPONENTS OF IEC:

 Visit Schedules :Under IEC scheme the tour programs of health worker one drawn as a weekly
schedule rather than date wise calendar schedule, new system attempts to make the visit regular,
week days in a fortnight of a particular village. To establish a link between villager and workers. The
Village is divided into units of twenty house holds.
 Training :Training should not only cover technical aspect of program but also focus on problem
solving skills of workers. This is possible only when the worker are given training in the work
situation by their immediate supervisor at regular intervals. Training in this project in conducted at
sector PHC level and district level according to a predetermined schedule.
 Supervision: Each supervisor during visit
1. Records
2. Target achievements
3. New Instruction
 Monitoring and Evaluation : Success of any program depends of ability to monitor and evaluate
program adequately and accurately and to take corrective action if necessary.

RESOURCES FOR IEC :

1. Newspaper
2. Mass media
3. Television
4. Radio
5. Internet
 STEPS OF DEVELOPING ACTIVITIES:

The Information gathered through the needs assessment provides the framework for the development of
suitable IEC activities and materials must always be culturally sensitive and appropriate. These are the major
steps you should follow when designing an IEC activity.
1. Conduct a needs assessment: Set the goal. This is a broad statement of what you would like to see
accomplished with the target audience in the end.
2. Establish behavioural objectives that will contribute to achieve the goal: Develop the IEC activities and
involve as many other partners as possible. After their successful implementation, you should be able to
have a significant impact on achieving the behavioural objectives.
3. Identify potential barriers and ways of overcoming them.
4. Establish an evaluation plan. The indicators should determine the level of achievement of the
behavioural objectives. Having such specific indicators makes evaluating and monitoring the progress and
impact of the activities much easier. Additionally, process indicators could be established to track to what
extent and how well the planned activities have been carried out.

NURSE’S ROLE IN IEC :

 INDIVIDUAL LEVEL :
- Provides opportunity to develop personality, knowledge, skills and confidence.
- It increase awareness.
- Reinforcement to sustain behavioural change.
- Communication is very important in nursing practice.

 AT COMMUNITY LEVEL :
- Informing
-Persuading
- Motivating
- Encouraging

 The sufficient preparation and cooperation of the government and voluntary agencies, central health
education bureau, state health education bureau, directorate of audio visual publicity, local leaders,
teachers, health workers etc.

 It is necessary to remove various obstacles in communication.

 Health education should be planned and continuous.

 Periodical evaluation and expected correction of health education programmes with the help of
various tools and observation are also the responsibilities of a nurse.

SUMMARIZATION :
After the discussion of the topic the group will be able to know about the introduction of IEC, definition of
IEC, concept of IEC, objectives , aims & scopes of IEC, information , education & communication and their
importance, resources for IEC, major components of IEC, steps of developing activities, role of a nurse in
IEC.

CONCLUSION :

The Information, Education & Communication (IEC) strategy aims to create awareness and disseminate
information regarding the benefits available under various schemes/ programmes of the Ministry and to
guide the citizens on how to access them. The objective is also to encourage build-up of health seeking
behaviour among the masses in keeping with the focus on promotive and preventive health. The IEC
strategy has catered to the different needs of the rural and urban masses through the various tools used
for communication.

BIBLIOGRAPHY :
1. Basheer, P. Shebeer. , & Khan, S .Yaseen. “ A Concise Textbook of Advanced Nursing Practice.” 3rd
edition.Bangalore. EMMESS Medical Publishers.2022.p. 121-6
2. K, Park. “ Park’s textbook of Preventive and Social Medicine”. 21st ed.Jabalpur. BHANOT.2011.p. 793.
3.Samta, Soni., “Textbook of Advanced Nursing Practice”. New Delhi: Jaypee Brothers Medical Publishers;
2013.p. 190-3.
4.Sharma ,K .Suresh.,& Sharma, Reena. “Communication and Educational Technology”. New delhi.
ELSEVIER . latest edition.2019.p. 398-424
5. Chauhan , N. “INFORMATION ,EDUCATION AND COMMUNICATION”. SCRIBED. 3rd dec,2019.
https://www.slideshare.net/slideshow/information-education-and-communication-200940006/200940006
6. Sonwane ,S. “INFORMATION ,EDUCATION AND COMMUNICATION (IEC)” .SCRIBED.25th
jan,2022. https://www.slideshare.net/slideshow/informationeducation-and-communicationiec/251052691
7. World Health Organization. “INFORMATION ,EDUCATION AND COMMUNICATION/ LESSONS
FROM THE PAST; PRESPECTIVES FOR THE FUTURE”. WHO Publications.2001.p. 3.
https://apps.who.int/iris/bitstream/handle/10665/67127/WHO_RHR_01.22.pdf;sequence=1

INTRODUCTION:
Bladder catheterization is a commonly performed procedure in all hospitals. It can be performed by external,
urethral, and suprapubic techniques. It is associated with complications including but not limited to urinary
tract infection which is the most common hospital-acquired infection.

DEFINITION:
Introducing a catheter into the urinary bladder through urethra using aseptic technique for the purpose of
emptying the bladder.

TYPES:
1. Intermittent Catheterization: Introduction of a straight single use catheter long enough to drain
bladder 5 to 10 minutes when the bladder is empty. immediately withdraw the catheter.
Purposes:
 To relieve bladder distention.
 To measure the amount of residual urine when the bladder is incompletely emptied.
 To get a sterile urine specimen for diagnostic purpose.
 To empty bladder prior to delivery or abdominal surgery.
2. Indwelling Catheterization: An indwelling of Foleys' catheter remains in place for a longer period of
time until patient is able to void voluntarily or continuous accurate measurement are no longer necessary.
Purposes:
 To facilitate urinary elimination in incontinent patients.
 To relieve acute or chronic urinary retention.
 To prevent urine from passing over a wound e.g. after repair of the perineum.
 To facilitate continuous bladder drainage after injury or surgery on urinary tract or other major
surgeries.

INDICATIONS:
 Acute and chronic retention of Urine
 Incontinence of Urine
 Comatosed patients, neurogenic bladder, spinal cord injury, hypotonic bladder.
 Before surgical intervention of pelvic organs
 Investigative purpose

NURSE’S RESPONSIBILITY BEFORE CATHETERIZATION:

 At first check the physician's orders.
 Then identify the patient and check the purpose for the catheterization.
 Check the consciousness of the patient and the ability to follow the instruction.
 Check the general condition of the patient to maintain a desired position
 All the available articles check in the unit including the availability of the light.

ARTICLES:
 PROCEDURE RATIONALE
 Position the patient Male Supine position
ARTICLES Allows relaxation of muscles and easy access to
RATIONALE
with thighs slightly abducted. Female - urinary meatus.
A STERILE TRAY: position with knees flexed
Dorsal recumbent To avoid unnecessary exposure of the patient.
andSterile
apart. catheter (simple rubber catheter To drain urine from the bladder.
 Drape theindwelling
or an patient covering both
catheter) legs,
depending
leaving
upongenitalia exposed.
the purpose. To discard the used swabs.
 Place the clean kidney tray & paper bag To clean the perineum.
 A small bowl containing antiseptic
conveniently.
 Adjustsolution.
the light at the feet of bed if To visualize the genitalia.
necessary.
Cotton swabs. To clean the perineum.
 ScrubGauze
hands piece.
as for sterile procedure and put To minimize the risk of infection.
To hold the catheter and to separate labia.
on sterile gloves.
 A pair of gloves.
 Return to the bed side and tell patient to To maintain asepsis.
A pair of dissecting forceps or sponge To avoid contamination.
draw up the corners
holding forceps. of the draped sheet up To hold the swabs to clean the perineum.
to the knees or draw up the sheet with the
 A sterile towel. To make the sterile field.
elbow. To provide a sterile field.

 Place Kidney tray.
a sterile towel over the mackintosh if To collect urine.
available.
Specimen bottles.
To Collect the specimens if ordered
 Cleanse
A small
the bowl containing
perineal area. lubricant/sterile To minimize risk of contamination.
| water. To lubricate the catheter
 Syringe with distilled water and drainage
 Female wit the help of 2 swabs, separate the
tubing and collection bag if an To anchor catheter in the bladder.
labia majora with the thumb and the first
indwelling
finger of the left catheter is used.
hand. Take another swab
with the forceps and swab down the labia To avoid introducing the catheter into the
majora, labia minora and finally over the vagina there by making it unsterile.
A CLEAN TRAY:
meatus down ward stroke only. Discard the
swabs in the paper
 Kidney tray with bag cleanse
paper bag.area one To discard the used swabs.
swab
A at a time. Plug
mackintosh andthe vagina
towel with swab.
or draw sheet. To protect the bed.
Male with
Spota gloved
light. hand, pick up a cotton ball
with forceps and clean the penis. To visualize the meatus.
Bed sheet or draping sheet.Move it in a
circular motion from urethral meatus down to
 Screen. For draping the patient.
the base of glans. Repeat, using one swab once.
To maintain privacy.

PROCEDURE:
 Pick up the catheter with a gloved hand 3-4
inches from the catheter tip.
PROCEDURE RATIONALE
To allow easier manipulation and insertion of
  Lubricate
Explain the tip of the
procedure to catheter with a
the patient. catheter.
Promotes cooperation and decreases anxiety.
sterile lubricant/water.
 Set up the environment. Bring the articles To facilitate the procedure comfortably.
to the bedside and place in convenient To facilitate easy and safe insertion.
 Gently insert appropriate size of the catheter
position.
2-4 inches for the female. For the male To maintain privacy, confidentiality and dignity.
 Place a screen or draw curtain.
patient, lift penis from the shaft just below Ensure complete emptying of the bladder.
 Place a mackintosh with cover under the To protect bed linen.
the glans, perpendicular to the patient's body Prevent trauma, by avoiding force.
patient's buttocks.
and apply light traction upwards - Retract
 Bring the patient towards one side of the
the fore skin and introduce 7-9 inches. Do Prevents strain on the nurse's arm and back.
bed.
not use force to insert the catheter.

RATIONALE
 PROCEDURE
 Collect a urine specimen, if needed, by To obtain a sterile specimen.
placing the open end of catheter into the
specimen container.
To anchor catheter in the bladder.
 If indwelling catheter, inflate ballon
with the required amount of sterile
water. Remove the swab from the
vagina (female). To ensure anchoring.
 Pull gently to feel resistance.
 Securing the Catheter Female-Secure
Catheter tubing with a strip of non- Anchoring catheter reduces pressure on urethra, thus
reducing the possibility of a tissue
allergic tape. Allow for slack so that
injury in this area.
movement of the thigh does not cause
tension on the catheter.
Male - Secure the Catheter tubing on top
of the thigh or lower abdomen (with
Penis directed towards the chest).
Allow slack so that movement does not
cause tension on the catheter.

AFTER CARE OF THE PATIENTS & ARTICLES :

 Wash and dry the perineum to remove any urine left on the skin.
 Remove the drapes, replace the garments and bed cover.
 Position the patient for correct body alignment.
 Make the patient comfortable.
 Take all articles to the utility room. Measure the urine. Note the characteristics of urine and discard
safely solied swabs.
 Clean all the articles. Re-set the tray and send it for sterilization. Re set the articles to their proper
places.
 Send the urine specimen, if any, to the lab.
 Wash hand.
 Record the procedure with date, time, reason for catheterization, amount, color and any problem
encountered if any etc.
 Return to the patient, assess the discomfort if any. If the patient has indwelling catheter, teach
him/her how to maintain position without disrupting the drainage system.
 Maintain intake output chart.
CONCLUSION:
Catheterization is a common medical procedure used to drain urine from the bladder, monitor urine output,
and administer medications. Proper technique, sterile equipment, and careful maintenance are crucial to
prevent complications such as urinary tract infections, bladder damage, and kidney damage. Healthcare
professionals should follow established guidelines and protocols to ensure safe and effective catheterization.
Regular assessment and monitoring of patients undergoing catheterization are essential to minimize risks
and optimize outcomes.
 RETURN DEMONSTRATION
ON
CATHETERIZATION

SUBMITTED TO, SUBMITTED BY,

MADAM SUCHETA BHUNIA SAHELI SARKAR
LECTURER M.Sc. NURSING 1ST YEAR
B.M BIRLA COLLEGE OF B.M BIRLA COLLEGE OF
NURSING NURSING

SUBMISSION DATE : 02/04/25