Course: Health Education

Hours Theory: 96
Hours Practical: 32
Assessment Marks: 100 (Theory 80 + Practical 40)

Course Description:
This course teaches the educational aspects of public health management, which is an
indispensable component for preventive health, a chief responsibility of the health post manager.
The course teaches the concepts and theories of health behaviors and the procedure for planning,
implementation and overall management of health education program. The aim of this course is
to develop the necessary skills for effective application of health education at the health post
level.
Objectives:
Upon completion of the course the learner will be able to:
1. Appreciate the significance of health education and health promotion in preventive,
promotive, curative and rehabilitative health care.
2. Identify and apply the theories and principles of health behavioral sciences in the process of
health education.
3. Identify, select and utilize suitable health education and health promotion methods and media
for successful implementation of health service programs.
4. Plan, implement and evaluate health education and health promotion programs.

Recommended Textbooks:
1. Pradhan, H.B., A textbook of Health Education. Educational Resources for Health, 1995.
2. Park, J.E. and Park, K., Textbook of Social and Preventive Medicine (20 th ed.) 1997.

Course: Health Education Hrs. theory 96 Hrs. lab 32

Unit 1: Introduction to Health Education Hrs. theory 8 Hrs. lab
Sub-unit 1.1: Overview of health education Hrs. theory 4 Hrs. lab
Objectives: Students will be able to Content:
1. Discuss the aims of health education. 1. Definition of health education.
2. Identify factors which influence health, and will 2. The objectives and importance of health education.
therefore influence health education. 3. Factors influencing health:
3. Give examples of the way each factor can affect health. i) Heredity
4. Discuss the significance of health education in ii) Environment
preventive, promotive, curative and rehabilitative iii) Life style
health care. iv) Socio- economic and cultural condition
5. Give an example of how health education can help v) Health services
prevent disease. vi) Geographical and environmental factors.
6. Give an example of how health education helps in
curing a disease.
7. Give an example of how health education can prevent
disease.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play

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Unit 1: Introduction to Health Education Hrs. theory Hrs. lab
Sub-unit 1.2: Principles and scope of health education Hrs. theory 4 Hrs. lab
Objectives: Students will be able to Content:
1. Describe the scope of health education. 1. Scope of health education
2. Explain the principles of health education; give an 2. Principles of health education
example for each one. 3. Persons responsible for health education.
3. Discuss which heath post staffs are responsible for
health education.
4. Discuss how the health assistant can promote health
education at the health post.

Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 2: Fundamental Factors of Health Education Hrs. theory 24 Hrs. lab
Sub-unit 2.1: Motivation Hrs. theory 6 Hrs. lab
Objectives: Students will be able to Content:
1. Identify the theories and principles of motivation. 1. Meaning and definition of motivation.
2. Apply the theories and principles of motivation in the 2. Kinds of motivation.
process of health education. a. Intrinsic
3. Give an example of intrinsic and extrinsic motivation. b. Extrinsic
4. Explain how you might encourage a person to quit 3. Factors affecting motivation
smoking by applying the principles of motivation. 4. Principles of motivation.
5. Discuss how to apply a theory of motivation to a health a. Rosenstock’s principle.
education class b. Kurt Lewin’s principle
c. Buchman’s principle
d. Maslow’s theory of human motivation
4. Importance of motivation in health education.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 2: Fundamental Factors of Health Education Hrs. theory Hrs. lab
Sub-unit 2.2: Learning Hrs. theory 8 Hrs. lab
Objectives: Students will be able to Content:
1. Describe the steps of the learning process. 1. Meaning and definition of learning.
2. Discuss factors which increase or decrease learning. 2. Ralph Gary’s principle of learning.
3. State Ralph Gary’s principle of learning with 3. Ways of learning and their effectiveness.
examples. a. Learning by hearing.
4. Illustrate the principle “relevancy improves learning” b. Learning by seeing.
when teaching the mother of a newborn. c. Learning by doing
5. Describe the different ways of learning. d. Learning by repetition
6. Identify your own ways of learning. e. Learning by imitation.
7. List Bloom's Taxonomy of learning domains. 4. Steps of learning process.
8. Illustrate the cognitive domain of learning and its uses. 5. Factors affecting learning:
a. Biological factors: Age, condition of
sensory organs.
b. Physical factors
c. Socio-cultural factors
d. Psychological factors
6. Bloom's Taxonomy of learning domains
7. Cognitive domain of learning and its uses
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play

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Unit 2: Fundamental Factors of Health Education Hrs. theory Hrs. lab
Sub-unit 2.3: Change process Hrs. theory 5 Hrs. lab
Objectives: Students will be able to Content:
1. Explain the theories of change process. 1. Concept of change and change process.
2. Describe how change process is part of health 2. Ways of bringing change:
education. a. Change by force
3. Identify one health behavior which is best changed by b. Change by identification
force. c. Change by internalization.
4. Identify one health behavior which illustrates a change
made by identification. 3. Resistance to change.
5. Describe an example of a health behavior change by 4. Ways of overcoming the resistances.
internalization.
6. Explain why people resist changes.
7. Give examples of overcoming resistance to health
behavior change.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 2: Fundamental Factors of Health Education Hrs. theory Hrs. lab
Sub-unit 2.4: Communication Hrs. theory 5 Hrs. lab
Objectives: Students will be able to Content:
1. Define communication. 1. Scope of communication.
2. Discuss types of communication. 2. Importance of communication.
3. Discuss principles of communication. 3. Principles of communication.
4. Discuss the basic elements of communication. 4. Methods of communication.
5. Identify barriers of communication and measures for 5. Barriers of communication
effective communication. 6. Measures for effective communication
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 3: Methods of Health Education Hrs. theory 15 Hrs. lab
Sub-unit 3.1: Individual and Group Methods Hrs. theory 9 Hrs. lab
Objectives: Students will be able to Content:
1. Describe the advantages and disadvantages of the 1. Meaning and definition of methods of health
different types of health education methods. education.
2. Select the suitable health education method for 2. Advantages and disadvantages of each method.
successful implementation of selected health education 3. Measures to make each method effective.
programmes. 4. Individual method:
3. Describe ways to make each method more successful. - Interview
- Counseling
5. Group methods:
- Group discussion, Demonstration, Role play,
Field trip, brainstorming, symposium, workshop
and mini-lecture.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance Group discussion, Demonstration, Role play, Field trip,
brainstorming, symposium, workshop and mini-lecture
Unit 3: Methods of Health Education Hrs. theory Hrs. lab
Sub-unit 3.2: Mass methods Hrs. theory 6 Hrs. lab
Objectives: Content:
1. Describe the methods for providing education to large 1. Mass method:
groups of people. a. Lecture
2. Identify the advantages and disadvantages of each b. Exhibition
method. c. Campaign
3. State the criteria for selecting an appropriate method. 2. Criteria for the selection of appropriate methods.
4. Give an example of an appropriate way to use each
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 method in a health education effort.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 4: Media of Health Education Hrs. theory 8 Hrs. lab
Sub-unit 4.1: Media Hrs. theory 8 Hrs. lab
Objectives: Content:
1. Describe the advantages and disadvantages of the 1. Meaning of each media:
different types of health education media. a. Audio aids: radio cassette player.
2. Identify criteria used for selecting appropriate media b. Visual aids: poster, pamphlet, flip chart,
for a method of providing education. model, real objects, bulletin board, wall
3. Select the appropriate media for health education chart, flannel graph.
programmes. c. Audio visual aids: TV, multimedia projector
4. Describe how to prepare and use audio and visual 2. Uses of each media.
aids. 3. Criteria for the selection of media.
4. Process of preparing each media.
5. Measures to use each media effectively.

Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 5: Planning of Health Education Programmes Hrs. theory 12 Hrs. lab
Sub-unit 5.1:Principles of planning Hrs. theory 6 Hrs. lab
Objectives: Students will be able to Content:
1. Describe the need for planned health education 1. Definition concept and importance of planning of
programmes. health education programme.
2. Give examples of useful data collection for selecting a 2. Steps of planning:
needed educational programme. a. Collection of data and information
3. State an example showing how to set priorities of b. Identifying health and health education needs on
health education needs. priority basis.
4. Differentiate between general and specific objectives. c. Setting goals and objectives: General objective
5. Describe ways to decide what and how much to teach and Specific objective.
in an educational programme. d. Identification of target group.
6. Identification of target groups. e. Selection of appropriate methods and media of
7. Selection of appropriate methods and media of health health education.
education. f. Identification of necessary and available
8. Identification of necessary and available resources. resources.
9. Development of details plan of evaluation eg. Time, g. Development of detailed plan of evaluation. E.g.
criteria and methods of evaluation. Time evaluation, criteria evaluation and methods
evaluation.
3. Development of contents.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 5: Planning of Health Education Programmes Hrs. theory Hrs. lab
Sub-unit 5.2: Application of planning Hrs. theory 6 Hrs. lab
Objectives: Students will be able to Content:
1. Describe what is meant by “target group” and give an 1. Development of contents to teach
example. 2. Identification of target group.
2. Discuss resources available to the health post worker. 3. Selection of appropriate methods and media of
3. Explain the importance of making plans with sufficient health education.
detail. 4. Identification of necessary and available resources.
4. Identify criteria and methods for evaluating a 5. Development of a detail plan for evaluation.
programme. a. time of evaluation.
5. Use all the components of planning to plan a health b. criteria of evaluation .
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 education programme. c. methods of evaluation.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 6: Implementation of Health Education Hrs. theory 5 Hrs. lab
Programmes
Sub-unit 6.1: Principles of implementation Hrs. theory 5 Hrs. lab
Objectives: Students will be able to Content:
1. State the strategies of implementation. 1. Implementation and its strategies.
2. Give examples of ways to build commitment for a a) Building commitment
program on vitamin A distribution. b) Training of manpower
3. Describe ways of training manpower for a program on c) Mobilizing resources
vitamin A distribution. d) Organizing community
4. Identify some local or national resources for a vitamin e) Monitoring of the program.
A distribution program. f) Supervision of health education workers
5. Tell how a health post incharge might monitor and g) Recording and reporting
supervise the activities of workers for the program. 2. Training of Human Resources
6. Explain why recording and reporting of program 3. Community Organization
results are important. 4. Evaluation of Health Education

Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 7: Evaluation of Health Education Programmes Hrs. theory 14 Hrs. lab
Sub-unit 7.1: Evaluation Hrs. theory 5 Hrs. lab
Objectives: Students will be able to Content:
1. Describe the benefits of evaluating a health education 1. Definition and meaning of evaluation.
program. 2. Importance of evaluation.
2. Explain how the program manager uses each of the 3. Stages of evaluation:
stages of evaluation. a. In the beginning (process evaluation)
3. Give examples of process evaluation and impact b. In the middle of the program.
evaluation. c. In the end of the program (impact evaluation).
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 7: Evaluation of Health Education Programmes Hrs. theory Hrs. lab
Sub-unit 7.1: Methods and Technique of Health Hrs. theory 9 Hrs. lab
Education program evaluation
Objectives: Students will be able to Content:
1. Give examples of ways to measure adequacy, 1. Types of evaluation
relevancy, and efficacy of an educational program. Diagnostic evaluation, process evaluation/formative
2. Stages of Evaluation. evaluation and summative evaluation.
3. Describe how a program could be found 2. Criteria of evaluation:
“inappropriate” by an evaluator. a. Adequacy
4. Discuss advantages and disadvantages of each method b. Relevancy
of evaluation. c. Efficacy
5. Apply the process of evaluation to a simulated or real d. Appropriateness
educational program. 3. Methods of evaluation:
a. Interview
b. Observation
c. Study of office records and reports
d. Meeting and discussion.
4. Process of evaluation
- Formulating the objectives of evaluation
- Determining proper methods and developing
appropriate tools of evaluation.
- Collecting the information and data.

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 - Analyzing and interpreting.
- Providing recommendations and suggestions.

Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Unit 8: Health Promotion Hrs. theory 4 Hrs. lab
Sub-unit 8.1: Health Promotion Hrs. theory 4 Hrs. lab
Objectives: Students will be able to Content:
1. Define the term health promotion. 1. Definition of health promotion.
2. Find out the scope of health promotion. 2. Scopes of health promotion
3. Discuss on International events on Health promotion 3. Principles of Health Promotion
4. International events on Health promotion eg.Ottawa
charter
Unit 9: Applied Health Education Hrs. theory 4 Hrs. lab
Objectives: Students will be able to Content:
1. Prepare simple media for health education 1. Identify the health education needs existing in the
a. Poster community
b. Pamphlet 2. Identify the resources for community education
c. Flip chart materials.
d. Flannel graph 3. Describe the procedures for developing simple
2. Identify the health education needs in a media.
community.
Evaluation methods: written examination, viva, community Teaching / Learning Activities: classroom instruction,
project performance textbook self-study, handouts, group discussion, role play
Practical Task Hrs. theory Hrs. lab 32
Students will perform at least following task as practical Time: Average time is 2-3 hrs per task.
performance of Health Education but subject teacher may
add any more task on the list.
1. Apply the planning, implementation and evaluation
process to develop a health education program for a
selected health problem.
2. Make a health education plan on any of the health
problem in community
3. Collect health education materials from different
organizations.
4. Prepare a material for use of multimedia
5. Prepare a Poster
6. Prepare a pamphlet
7. Prepare a flip chart
8. Prepare a leaflet
9. Perform a role play in class room setting
10. Plan and conduct an exhibition at College settings.
11. Perform Group discussion in class room settings
12. Perform Demonstration in class room settings
13. Perform lecture/ instruction in class room settings
14. Perform interview in class room settings
15. Perform counseling in class room settings

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