Health
Education
Process
Health Education Process
• Involves a series of steps and strategies to
promote health and enhance individuals'
knowledge, attitudes, and skills related to
health.
Health Education Process
Assessment
• The first step in the health education
process is to assess the needs and
characteristics of the target audience. This
involves gathering information about their
knowledge, attitudes, beliefs, behaviors,
and health-related needs. Assessment
methods may include surveys, interviews,
focus groups, and observation.
Health Education Process
Assessment
• Identifying the Purpose
• Gathering Data and Analyzing Data
• Interpreting Findings
• Identifying Priorities
• Setting Objectives
• Informing Planning
• Monitoring and Evaluation
• Feedback and Iteration
Health Education Process
Planning
• Based on the assessment findings, health
educators develop a plan that outlines the goals,
objectives, and strategies for the health
education program. The plan should be tailored
to the specific needs and characteristics of the
target audience. It may include selecting
appropriate educational materials, determining
the delivery methods, and identifying resources
needed for implementation.
Health Education Process
Planning
• Assessment of Needs
• Setting Objectives
• Selection of Intervention Strategies
• Development of Educational Materials
• Identification of Resources
• Development of a Implementation Timeline
• Evaluation Planning
Health Education Process
Implementation
• In this stage, the health education program is
put into action. Health educators deliver the
planned interventions, which may include
classroom sessions, workshops, community
events, online modules, or one-on-one
counseling. Implementation involves engaging
the target audience, providing relevant
information, and facilitating active learning and
participation.
Health Education Process
Evaluation
• is a crucial step to assess the effectiveness and
impact of the health education program. It
involves collecting data to determine whether
the program achieved its intended outcomes
and objectives. Evaluation methods may include
pre- and post-assessments, surveys, interviews,
focus groups, and observation. The findings
from the evaluation help in identifying strengths,
weaknesses, and areas for improvement in the
program.
Health Education Process
Feedback and Revision
• Based on the evaluation results, health
educators provide feedback to stakeholders,
including participants, program planners, and
funders. This feedback informs the revision and
improvement of the health education program.
Lessons learned from the evaluation are used to
make necessary adjustments to the content,
delivery methods, and strategies for future
implementations.
Health Education Process
Sustainability
• Sustainability involves ensuring the long-term
impact and continuation of the health education
program. This may include developing
partnerships, securing funding, training
community members as health advocates, and
integrating health education into existing
systems and structures.
Health Education Process
Sustainability
• Throughout the health education process, it is
important to consider cultural sensitivity,
inclusivity, and the diverse needs of the target
audience. Collaboration with stakeholders, such
as community members, healthcare providers,
and policymakers, can also enhance the
effectiveness and reach of the health education
program.
Health Education Process
Sustainability
• Remember, the health education process is a
dynamic and ongoing effort that requires
continuous adaptation and improvement to
address the evolving health needs of individuals
and communities.
Health Education Process
Learning Needs
Assessing Learning Needs
gaps in knowledge that exist between a
desired level of performance and the actual level
of performance.
• Identify the learner
• Choose the right setting
• Collect data about the learner
• Collect data from the learner
Health Education Process
Learning Needs
• Involve members of the healthcare
• Prioritize needs
• Determine availability of educational
resources
• Assess the demands of the organization
• Take time-management issues into
account
Health Education Process
Readiness
• Readiness to learn
when the learner demonstrates an interest
in learning the information necessary to
maintain
optimal health or to become more skillful
in a job.
Health Education Process
Readiness
• Physical Readiness
– Measures of ability - ability to perform a task requires fine
and/or gross motor movements, sensory acuity, adequate
strength, flexibility, coordination, and endurance
– Complexity of tasks - Variations in the complexity of the task
affect the extent to which the learner can master the behavioural
changes in the cognitive, affective, and psychomotor domains.
– Environmental effects - An environment conducive to learning
helps to hold the learner’s attention and stimulate interest in
learning.
Health Education Process
Readiness
• Physical Readiness
– Health status - The amount of energy available and the
individual’s present comfort level are factors that significantly
influence that individual’s readiness to learn.
– Gender - Changes are beginning to be seen in the health-
seeking behaviour of men and women as a result of the
increased focus of people of all sexes on healthier lifestyles and
the blending of gender roles in the home and workplace.
Health Education Process
Readiness
• Emotional Readiness
– Anxiety level - influences a person’s ability to perform at
cognitive, affective, and psychomotor levels
– Support system - those available to assist with self-care
activities
– Motivation- willingness to take action
– Risk-taking behaviour- intrinsic in the activities people perform
daily
– Frame of mind- concern about here and now versus the future
– Developmental stage- teachable moment
Health Education Process
Readiness
• Experiential Readiness
learners past experiences with learning
– Level of aspiration - the extent to which someone is driven to
achieve is related to the type of short- and long-term goals
established
– Past-coping mechanism
– Cultural background
– Locus of control - internal or external stimuli in ascertaining the
learner’s previous life patterns of responsibility and
assertiveness
Health Education Process
Readiness
• Knowledge Readiness
- Learner’s present knowledge base, the level of cognitive ability,
the existence of any learning disabilities and/ or reading problems,
and the preferred style of learning.
– Present knowledge base - how much someone already knows
about a specific subject or how proficient that person is at
performing a task.
– Cognitive ability- the extent to which information can be
processed
Health Education Process
Readiness
• Knowledge Readiness
– Learning and reading disabilities -
accompanied by low-level reading skills (not
necessarily indicative of individual’s
intellectual abilities)
– Learning styles
Health Education Process
Learning Styles
• Learning Styles
In health education, individuals may have different learning styles,
which are preferred ways of processing and retaining information.
Understanding different learning styles can help educators tailor their
teaching methods to better meet the needs of their students.
– Visual Learners - Visual learners prefer to learn through visual
aids such as diagrams, charts, and videos. They benefit from
seeing information presented in a visual format and may have a
better understanding and retention of health concepts when they
can visualize them.
Health Education Process
Learning Styles
• Learning Styles
– Auditory Learners - learn best through listening and verbal
communication. They prefer to hear information through
lectures, discussions, and audio recordings. They may benefit
from group discussions and verbal explanations to understand
health concepts effectively..
– Kinesthetic Learners - learn best through hands-on activities
and physical experiences. They prefer to engage in practical
demonstrations, role-plays, and interactive exercises.
Kinesthetic learners may benefit from experiential learning
opportunities in health education, such as simulations or hands-
on experiments.
Health Education Process
Learning Styles
• Learning Styles
– Reading/Writing Learners - prefer to learn through written
materials. They excel in reading and writing activities, such as
reading textbooks, taking notes, and writing summaries.
Providing written materials, handouts, and opportunities for note-
taking can support their learning in health education.
– Social Learners- thrive in group settings and prefer to learn
through interactions with others. They benefit from group
discussions, collaborative projects, and peer-to-peer learning.
Creating opportunities for group work, team activities, and
discussions can enhance their learning experience in health
education.
Health Education Process
Learning Styles
• Learning Styles
– It is important to note that individuals may have a combination of
learning styles, and their preferred style may vary depending on
the context and content of the health education program.
Educators can incorporate a variety of teaching methods and
strategies to cater to different learning styles and create a more
inclusive and engaging learning environment.
