INFORMATIONS, EDUCATION AND COMMUNICATION

INTRODUCTION:
Information, education and communication combines stages, approaches and methods that enable
individuals, families, group organizations and communities to play active role in achieving, protecting and
sustaining their own health. Embodied in IEC process of learning that empowers people to make decisions,
modify behaviours and change social conditions. Activities are developed based upon needs assessments,
sound educational principles, and periodic evaluation using a clear set of goals and objectives.
DEFINITION:
Information:
As per dictionary meaning, it refers to,
News or intelligence communicated by word or in writing.
Facts or data.
Knowledge derived from reading or instruction or gathered in any way.
Education:
1.It is the process by which behavioural change take place in an individual as a result of experience which he
has under gone.
2.Education is a learning process or a series of learning experiences through which an individual informs and
orients himself to develop skills and intelligent action.

Communication:
1. Communication is the process of attempting to change the behaviour of other. The communicators job is
chiefly helping people learn to look at things in a new way by sharing ideas and information.
2.Communication is transfer of information from the tender (teacher) to the receiver (students) so that it is
understood it its right context.

INFORMATION
INTRODUCTION:
Information as a concept has a diversity of meanings, from every day wage to technical settings.
Generally speaking, the concept of information is closely related to notions of constrains communication,
control, data form, instruction, knowledge, meaning, mental stimulus, pattern, perception and representation.

Etymology  Study of the origin and history of word:

According to oxford English dictionary, the first known historical meaning of word information in
English was the act of informing, or giving from or shape to the mind, as in education instruction or training.
The English word was apparently derived from the Latin assusative from [informationem] of the
nominative (information) this noun is on its turn derived from the verb “infornax” (to inform) in the sense of to
give form to the mind, “to discipline”, “instruct”, “teach”.
Information described in various ways.
Information as a message:
Information is a term with meanings depending on context, but it is a rule closely released to such
concepts as meaning, knowledge, instruction, communication, representation, and mental stimulus.
Information is a message received and understood.
Information is the result of processing, manipulating and organizing data in a way that adds to the
knowledge of the person receiving it.
Information is a state of a system of interest, message is the information materialized.
Information is a quality of a message from a sender to one or more receivers.
An important variation identified information as that which would be communicated by a message if
it were sent from a sender to a receive capable of understanding the message.

Information as a pattern:
Information can be defined as a pattern, a combination of qualities that form characteristics
arrangement. This view assumes neither accuracy nor directly communicating parties, but instead
assumes a separation between objects and its representation.
Painting and drawing contain information to the extent that they represent something such as an
assortment of objects on a table, a profits or a landscape.
In other words, when a pattern of something is transposed to a pattern of something else, the later is
information. This would be the case whether or not there was anything to perceive it.

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Information as sensory input:
Information is viewed as a type of input to an organism or designed device. Inputs are of two kinds.
some inputs are important to the function of the organism [for eg, food] or device [energy] by
themselves.
Other inputs (information) are important only because they are associated with casual inputs and can
be used to predict the occurrence of a casual input at a later time.
In practice, information is usually carried by weak stimuli that must be detected by specialized
sensory symptoms and amplified by energy inputs before they can be functional to the organism or
device.

Information as an influence which leads to a transformation:

Information is any type of pattern that influences the formation or transformation of other patterns. In
this sense there is no need for a conscious mind to perceive, much less appreciate the pattern.
In other words it can be said that information in this sense is something potentially perceived as
representation, though not created or presented for that purpose.

Information as a property in physics:

Information has a well designed meaning in physics. Examples of this include the phenomenon of
quantum enlargement where particles can interact without reference itself cannot travel faster than
light even if the information is transmitted in directly.
This could lead to the fact that all attempts at physically observing a article with an “entangled”
relation-ship to another are slowed down, even though the particles are not connected in any other
way other than by the information they carry.

Information as records:
Records are a specialized form of information. Essentially, records are information produced conscious
or a by-products of business activities or transaction and retained because of their value. Primarily their value
is as evidence of the activities of the organization but they may also be retained for their informational value.

Information and semiotics:

Beynon-Davis explains the multi-faceted concept of information in terms of that of signs and sign-
systems. Signs themselves can be considered in terms of four interdependent levels layers or branchers of
semiotics: Pragmatics, semantics, syntax and empirics. These four layers serve to connect the social world on
the one hand with the physical or technical world on the other.

Pragmatics is concerned with the purpose of communication. Pragmatics links the issue of signs with that of
intention. The focus of pragmatics is on the intentions of human agents underlying communicative beahviour.
In other words, intentions language to action.

Semantics is concerned with the meaning of a message conveyed in a communicative act. Semantics
considers the content of communication. Semantics is the study of the meaning of signs – the association
between signs and beahvour. Semantics can be considered as the study of the link between symbols and their
referents or concepts; particularly the way in which signs relate to human behaviour.
Syntax is concerned with the formation used to represent a message. Syntax as an area studies the form of
communication in terms of the logic and grammar of signs and sign symptoms.

Empirics is the study of the signals used to carry a message; the physical characteristics of the medium of
communication. Empirics is devoted to the study of communication channels and their characteristics, e.g.
sound, light, electronic transmission etc.

Communication Normally exists within the context of some social situation. The social situation sets the
context for the intentions conveyed (pragmatics) and the form in which communication takes place. In a
communicative situation intentions are expressed through messages which comprise collections of inter-
released signs taken from a language which is mutually understood by the agents involved in the
communication. Mutual under-standing implies that agent involves under-stand the chosen language in terms
of its agreed syntax (syntactics) and semantics. The sender codes the message in the language and sends the
message as signals along some communication channel (empirics). The chosen communication channel will
have inherent properties which determine outcomes such as the speed with which communication can take
place and over what distance.
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 EDUCATION
INTRODUCTION:
Education in its broadest sense is any act or experience that has a formative effect on the mind, character,
or physical ability of and individual (e.g), the consciousness of an infant is educated by its environment through
its interaction with its environment); and in its technical sense education is the process by which society
deliberately transmits its accumulated knowledge, values, and skills from one generation to another through
institutions. Teachers in such institutions direct the education of students and might draw on many subjects,
including reading, writing, mathematics, science and history. This technical process is sometimes called
schooling when referring to the compulsory education of youth.
The right of education has been described as a basic human rights; since 1952, Articles of the first
protocol to the European convention on Human Rights Obliges all signatory parties to guarantee the right to
education. At world level, the United Nations, inter-national convenant on economic, social and cultural rights
of 1966 guarantees this right under its Article 13.

SYSTEMS OF FORMAT EDUCATION:

Education: is a broad concept, referring to all the experiences in which students can learn something;
Instruction: refers to the intentional facilitating of learning toward identified objectives, delivered
either by an instructor or other forms.
Teaching: refers to the actions of a real live instructor designed to impart learning to the student.
Teaching: refers to learning with a view toward preparing learners with specific knowledge, skills,
or abilities that can be applied immediately upon completion.

Primary Education:
Primary (or elementary) education consists of the first few years of formal, structured education. In
general, main education consists of six or eight years of schooling starting at the age of five or six, although this
varies between, and sometimes within, countries. Globally, around 70% primary age children are enrolled in
primary education, and this proportion is rising. Under the education for all programs driven by UNESCO,
most countries have committed to achieving universal enrollment in primary education by 2015, and in many
countries, it is compulsory for children to receive primary education. The division between primary and
secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age.
Some education systems have separate middle schools, with the transition to the final stage of secondary
education taking place at around the age of fourteen. Schools that provide primary education, are mostly
referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and
junior schools.

Secondary education:
In the most contemporary educational systems of the world. Secondary education consists of the second
years of formal education that occurs during adolescence. It is characterized by transition from the typically
compulsory, comprehensive primary education for minors, to the optional, selective tertiary, “post-secondary”
or “higher” education (e.g. university, vocational school) for adults. Depending on the system, schools for this
period, or a part of it, may be called secondary or high schools, gymnasiums, lyaums, middle schools, colleges,
or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact
boundary between primary and secondary education also varies from country to country and even. Within
them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly
during the teenage years. In the United states and Canada primary and secondary education together are
sometimes referred to as K-12 education. The purpose of secondary education can be to give common
knowledge, to prepare for higher education or to train directly in a profession.

Higher education:
Higher education, also called tertiary, third stage, or post secondary education, is the non compulsory
educational level that follows the completion of a school providing a secondary education, such as a high
school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate
education, as well as vocational education and training. Colleges and universities are the main institutions that
provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education
generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education include teaching, research and social services activities of universities, and within the
realm of teaching, it includes both the under graduate level (sometimes referred to as tertiary education) and the

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graduate (or post graduate) level (sometimes referred to as graduate schools). Higher education in that country
generally involves work towards a degree-level or foundation degree qualification. In most developed
countries a high proportion of the population. Now enter higher education at some time in their lives. Higher
education is therefore very important to National economies, both as a significant industry in its own right, and
as a source of trained an educated personnel for the rest of the economy.

Adult education:
Adult education has become common in many countries. It takes on many forms, ranging from formal
class-based learning to self directed learning and, e-learning. A number of career specific couras such as
veterinary, medical billing and coding, real estate license, book keeping and many more are Now available to
students through the internet.

Alternative education:
Alternative education, also known as non-traditional education or educational alternative, is a broad term
that may be used to refer to all forms of education outside of traditional education (for all age groups and levels
of education). This may include not only forms of education designed for students with special needs (ranging
from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience
and employing alternative educational philosophies and methods.

Alternatives of the later type are often the result of education reform and are rooted in various
philosophies that are commonly fundamentally different from those of traditional compulsory education. While
some have strong political, scholarly, or philosophical orientations, others are more informal associations of
teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which
include charter schools, alternative schools, independent. Schools, and home based learning vary widely, but
often emphasize the value of small class size, close relationships between students and teachers, and a sense of
community.

Indigenous education:
Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative
within the scope of formal and non-formal education systems, has come to represent a significant factor
contributing to the success of those members of indigenous communities who choose to access these systems,
both as students/learners and as teachers/instructors.

As an educational method, the inclusion of indigenous ways of knowing, learning instructing, teaching
and training has been viewed by many critical and post modern scholars as important for ensuring that
students/learners and teachers/instructors (whether indigenous or non-indigenous) are able to benefit from
education in a culturally sensitive manner that drains upon, utilizes, promotes and enhances awareness of
indigenous traditions.

For indigenous students or learners, and teachers or instructors, the inclusion of these methods often
enhances educational effectiveness, success and learning outcomes by providing education that adheres to their
own inherent perspective ness, experiences and worldview. For non-indigenous students and teachers,
education using such methods often has the effect of raising awareness of the individual traditions and
collective experience of surrounding indigenous communities and peoples, thereby promoting greater respect
for and appreciation of the cultural realities of these communities and peoples.

In terms of educational content, the inclusion of indigenous knowledge, traditions, perspectives, world
views and conceptions within curricula, instructional materials and textbooks and course books have largely the
same effects as the inclusion of indigenous methods in education. Indigenous students and teachers benefit
from enhanced academic effectiveness, success and learning outcomes, while non-indigenous students/learners
and teachers often have greater awareness, respect, and appreciation for indigenous communities and peoples in
consequence of the content that is shared during the course of educational pursuits.

A prime example of how indigenous methods and content can be used to promote the above outcomes is
demonstrated within higher education in Canada. Due to certain jurisdictions focus on enhancing academic
success for Aboriginal learners and promoting the values of multiculturative is society, the inclusion of
indigenous methods and content in education is often seen as an important obligation and duty of both
governmental and educational authorities.

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Educational theory:
Education theory is the theory of the purpose, application and interpretation of education and learning. In
history begins with classical Greek educationalists and sophist and includes, since the 18 th century, pedagogy
and andragogy. In the 20th century, “theory” has become an umbrella term for a variety of scholarly approaches
to teaching, assessment and education law, most of which are informed by various academic fields.
Which can be seen in the below sections:

Economics of education:
It has been argue that high rates of education are essential for countries to be able to achieve high levels
of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should
grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich
countries.

History of education:
The history of education according to Director lenzen, president of the Treie University Berling 1994
“began either millions of years ago or at the end of 1770”. Education as a science cannot be separated from the
educational traditions that existed before. Adults trained the young of their society in the knowledge and skills
they would need to master and eventually pass on.

Philosophy of education:
It is the philosophical study of the purpose, process, nature and ideals of education philosophy of
education can naturally be considered a branch of both philosophy and education. Philosophy of education is
commonly housed in colleges and departments of education, yet it is applied philosophy, draving from the
traditional fields of philosophy and approaches to address questions regarding education policy, human
development, education research methodology, and curriculum theory, to name a few.

Educational Psychology:
Educational Psychology is the study of how humans learn in educational settings, the effectiveness of
educational interventions, the Psychology of teaching and the Social Psychology of schools at organizations.

Sociology of education:
The sociology of education is the study of how social institutions and forces affect educational process
and outcomes and vice versa.

Educational development:
In some developing countries, the number and seriousness of the problems faced are naturally greater.
People in more remote or agrarian areas are sometimes unaware of the importance of education. However,
many countries have an active ministry of education, and in many subjects, such as foreign language learning,
the degree of education is actually much higher than in industrialized countries for example, it is not at all
uncommon students in many developing countries to be reasonably fluent in multiple foreign languages,
whereas this is much more of a rarity in the supposedly “more educated” countries where mush of the
population is in fact monolingual.

There is also economic pressure from those parents who prefer their children making money in the short
term over any long-term benefits of education. Recent studies on child labor and poverty have suggested that
when poor families reach a certain economic threshold where families are able to provide for their basic needs,
parents return their children to school. This has been found to be true, once the threshold has been breached,
even if the professional economic value of the children’s work has increased since their return to school.
Teachers are often pain less than other similar professions.

Russia has more academic graduates than any other country in Europe.
A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a
relatively high population density. In some countries there are uniform, over structured, inflexible centralized
programs from a central agency that regulates all aspects of education. Due to globalization, increased pressure
on students in curricular activities.Removal of a certain percentage of students for improvisation of academics
(usually practiced in schools after 10th grade)India is now developing technologists that will Skep land based
phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the
country at a greatly reduced cost.

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Internationalisation:
Education is becoming increasingly international. Not only are the materials becoming more influenced
by the rich international environment, but exchanges among students at all levels are also playing an
increasingly important role. In Europe, for example, the so creates. Erasmus programme stimulates exchanges
across European universities. Also, the sores foundation provides many opportunities for students from central
Asia and Eastern Europe. Some scholars argue that, regardless of whether one system is considered better or
worse than another, experiencing a different way of education can often be considered to be the most important,
enriching element of an international learning experience.

Communication
Definitions of Communication:
Communication is the exchange of meaning between and among individuals through a shared system of
symbols that have some meaning for both the sender and receiver of the message. - Vertol, 1995
Communication is an enabling process that allows information to be transferred and ideas to be translated
into action. - Cyles R. Joiner 1988
Communication is a process of passing information and understanding from one person to another.
Rerth Davis

Meaning of communication:
The word “communication” derived from the latin word “communiqué” denoting “common”. By
communication we establishes a “commoners” with others. That is we try to share information an idea or
attitude.

Purpose of communication:
Communication is need to,
Establish and discriminate goals.
Develop plans for their achievement
Organise human and other resources in the most effective and efficacy way.
Select develop and appraise members of the organization.
Lead, direct, motivate and crease a climate in which people want to contribute.
Control performance.

Characteristics of communication:
o Communication is a pervasive function. It is required in all functions of management organization
involves transfer of information about tasks, authority and responsibility.
o Communication is a continues process. Ongoing circulation of information and ideas is essential
for organizational activity.
o The basic purpose of communication is to create mutual understanding and co-operative human
relationships.
o Communication is a two way process. It is not complete unless the message has been correctly
understood by the receive and his response becomes known to the sender.

Principles of communication:
1.Avoid being too formal or aloof:
Conveying warm friendly demeanous will encourage positive communication.
2. Avoid distraction:
Communication is an active process that requires focusing on the questioning and giving attention to the
interview. Minimize environmental distractions with adequate space, quiet and comfort.
3.Avoid ‘yes’ or ‘no’ responses:
Although appropriate in a very directive line of questioning, such responses discourage communication.
4.Do not homopolize conversation:
Although ‘yes’ and ‘no’ answers have a negative impression, so does the interview who disagree and fails
to respond to the specific question. Answer should be succinct, lengthy answer will be viewed unfavourably.
5.Avoid expressing you personal biases:
Successful communication requires that information exchanged is objective and factual. Subjectivity may
impact the quelling of the interaction and interference with the results or outcome of the process.

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LEVELS OF COMMUNICATION
Intrapersonal Communication:
Intrapersonal communication occurs within the individual. It is a self-talk or an internal dialogue that
occur constantly and consciously. The senders motivation is transmitting a message and the receives mind set
in interpreting the message or conditions by a continuous stream of “self-talk” – a process through which the
persons trust in the other intentions his feeling of being valued and fixed views in target subjects acquired from
precious experience are taken into account.

Interpersonal communication:
Inter personal communication is the interaction occurs between two people or in a small group. Healthy
interpersonal communication allows problem solving, sharing of ideas, decision making and personal group.
Healthy interpersonal communication allows problem solving, sharing of ideas, decision making and personal
growth. In administration being a member of nursing committee in hospital institution challenges the nurses
ability to express ideas clearly and decisively. Interpersonal communication is the heart of nursing practice.

Public communication:
Public communication is the interaction with large groups of people (eg) giving lecture to students and
speaking to a consumer group on health education.

TYPES OF COMMUNICATION
Verbal communication:
It refers to written and spoken messages exchanged in the form of words language is the chief vehicle of
communication words are tools or symbols used to express ideas or feelings. The written communication must
be based on four essential ‘Cs-clear, correct, complete and concise. To make a message clear nurses use
effective verbal communication such as;

Clarity and brevity:

Clarity can be achieved by speaking slowly and enunciating clearly. Using examples can make an
explanation easier to understand. Brevity is the best achieved by using words that express an ideal simply, i.e,
“Tell me what is your problem”.
Vocabulary:
Instead of using purely technical words use local words synonyms to technical words for better
understanding.

Denotative and connotative meaning:

A denotative meaning is one shared by individuals who are a common language that is used to define a
word so that it means the same to ever one. The connotative meaning of a word is the thoughts, feelings or
Pacing:
Verbal communication is successful when expressed at on appropriate speed or pace.
Timing and relevance:
Timing is critical to reception. For example if the supervisor/manager is in bad mood the time is wrong to
ask for a raise.
Humour:
It can be a powerful tool in promoting al aspects in management and also for well being laughter is the
best medicine. When it is used in good sense according to circumstances and events.

NON – VERBAL COMMUNICATION:

Communication occurs even without the uses of word various forms of non verbal communication
include personal appearance, facial expression intonation, posture and gait. It is the most powerful way the
people convey the messages to others. Body language is largely unconscious, so that persons are less able to
censor their non-verbal messages. It is one of the powerful way people convey message to others.

Meta communication:
It is a comment on the literal content and nature of the relationship between the person involved. It is
the message that conveys the senders attitudes, feelings and intentions towards listener. It may be verbal or
non-verbal. Non verbal shows genuine feelings or may be an attempt to tide feeling for example, similing
when angry.

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 Personal appearance:
The general impression formed of another person influences the response to that person. It often leads to
impressions about personality and self-concept.
Intonation:
The tone of the speaker’s voice can have a dramatic impact on a message’s meaning. A persons emotions can
directly influence tone of voice.

Facial expression:
The face is rich in communication potential. A mutual glance or meeting of eyes between two persons set the
tone for an interpersonal encounter. The face and eyes send otert of and subtle clues that assist in interpretation
of messages. Eg. surprise, fear, anger, disgust, happiness and sadness
Posture and guilt:
It reflects attitudes, emotions, self-concept and physical wellness.
Gestures:
It identifies three functions such as illustrating an idea, expressing and emotional state and signaling by
use of sign.
Touch:
It is a personal form of non-verbal communication. Persons engaged in communication must be close to
each other when touch is used.

ONE WAY COMMUNICATION [DIDACTIC METHOD]

The flow of communication is one way from the communicator to the audience. Eg. lecture in classroom.
Side effects:
Knowledge is imposed
Learning is authoritative
Little audience participation
No feed back
Does not influence human behaviours.

TWO WAY COMMUNICATION [SOCRATIC METHOD]

The Socratic method is two way method of communication in which both the communicator and the
audience take part. The audience may raise questions and add their own information, ideas and opinions to the
subject. The process of learning is active and democratic. It is likely to influence behaviour than one way
communication. Eg. Discussion method.

Formal communication:
It is an officially organized channels of communication within or outside the organization. A subordinate
has only one superior from whom he receives information and sends his suggestions. Eg. Nursing schools.

Informal communication:
It is commonly referred to as ‘grapevine’ or a ‘bush telegraph’. This is built around the social
relationship of members of the organization. It is more flexible than formal communication. Communication
is very faster. The informal communication channel can work as a powerful and purposeful tool of good
administrative process eg. casual groups.

Serial communication:
Person to person the message will be passed like a chain. Sender pass the message to one person, then
that receive passes information to other and so on.

Mechanical of Telecommunication and internet:

By the use of the mechanical device the communication will be sent. Telecommunication is the process
of communicating over distance using electronic instrument designed for the purpose. These are otherwise
known a point to point telecom systems. Eg. Radio, telephone, internet, telegraph, television.

Physiological communication:
If the stimuli are received by the body immediately the brain receives the information and transmits to the
respective organ through the neurons where it has to be passed.

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COMMUNICATION MODELS:
Shannon – weaver model:

Sender has Decides on Prepares Decides Transmits

Idea, thought media message on receiver message

Receiver message
Sends received
Feedback

This was considered to be the standard explanation on business communication. The sender encodes
and transmits a message, the receiver receives and decodes the message this model is improvement historically
because it depicted the complexity of communication and defined communication as a process involving gives
and take between the participants.
This model is limited because it focuses on the senders ability to prepare messages and ignores
inferences that the receiver makes.

Strategic model:
Put forward by Shelby. Shelby advocates using 4 steps in making choice about communication.
1 .Identify communication goal
Task:
Tell/understand, Sell/buy, Collaborate
Social:
Credibiling

2. Identify options
Content ,Organization/strategy, Style, Presentation, channel

3.Assess probable response

Relevant receiver variables, Relevant situational factors

4.Assess relative force

Effectiveness, Efficiency, Quality

Tragowski – Bowman model:

A comprehensive, useful framework for understanding communication within a management setting. The
aspect of human brain responsible for processing communication is called the cognitive management apparatus.
It consists of 4 linking process.

a) Information starting process:

It is the system that manages transmission of data.

b) Edition making process:

It is the system that categorized information and determines the importance of knowledge.
c) Behaviour process:
It is the system, that determines what actions needs to be done to process the information.

d) Business communication process:

It is the system that generates the messages from the sender and interpress messages from the receive.

Health communication model:

Peter North house and Laurel North house have conducted a health communication model that illustrates
the transaction between health care workers regarding health related issues.

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 Communication variables
Health care
contexts Health
transaction
s

Communication variables

Health Health
professional professional
This models takes a broader systems view of communication and shows how a series of factors can affect
interactions within health care setting. Three important variables of the health communication arte
highlighted.
 Relationships
 Transactions
 Contexts
Relationships:
Four major types of relationships exist in health care setting: Professional, professional – client,
professional significant other and client significant other. In this models the health professional is any person
who has the education, training and experience to provide services to other. Health professional include nurse,
social workers, administrators, physicians and therapists.
Transactions:
Transactions refer to the health released verbal and non-verbal interactions that occur between
participants in the health communication process. In the center of the model, health transactions are illustrated
by a circle from which an unending spiral emerges. This spiral indicates the ongoing, transactional nature of
health communication, which can occur at different process in the life of a person or organization.
Communication Variables are referred to at the top and bottom of the models and include factors such as
empathy, truest, self disclosure and confirmation.
Contexts:
Contexts refers to the settings in which health communication, takes place such as intensive care units,
homes, hospices, clinics, hospitals, skilled facilities and schools. Context also refers to the number and nature
of individuals or groups involved in communication. Communication can be one-to-one, in small groups or
teams, or in large groups of people, each type of communication has a mission. A third contextual factor is the
delivery system in effect such as primary care, team nursing, functional plan or care management. In the health
care, communication mode, relationship, transactions and context offer a system perspective on communication
in the health care.
COMMUNICATION OR COMMUNICATION NETWORK:
Communication network is a pattern of interconnected lines. It is system where the message may flow in
one direction or several direction.

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 Circle Network:
In the care of circle network message mores in wards.
Chain network:
The message flows as a direct vertical line along the scalar chain of command. All subordinate receives
orders and instructions from one superior.
Wheel network:
Number of subordinates to one superior. It is called wheel because all communication pass through the
center person similar to the tub of the wheel.
All-channel network:
It represents a free flow of communication.

COMPARISON – BETWEEN COMMUNICATION NETWORK

Pont of comparison Circle Chain Wheel All-channel

Sped Slowest Fast Fast Slow

Accuracy of problem Least accurate Very accurate Most accurate Very accurate
solving
Stability of leadership Very low Very high High Low
Morale High Low High Low

Flexibility to change High Low Low Highest

EFFECTIVE COMMUNICATION AT WORK PLACE

The communication climate should be in harmony with the corporate culture and should be used to
encourage positive values such as quality, independence, objectivity among nursing employees. The nurse
leader must establish the climate for effective communication wlody recommends the following.
Step I  Review your own communication technique.
Step II  Concentrate the staff’s attention an communication as needed skill that every one can develop.
Step III  Lead the staff into more positive interaction within the unit.
Step IV  Make daily rounds with the whole team.
Step V  From a group to reduce stress.

NEEDS OF IEC
- Good communication between assess and providers of any service is essential but it is especially
important when providing RH services, given the sensitive nature of some of the issues that are
addressed.
- IEC approaches must be carefully and appropriately defined and selected. Although good one-to-one’
communication at the point of service provision is essential for transmitting information and building
trust with the client.
- Communication with the other individuals and groups within the community is also vital. It is through
such communication networks that service providers can obtain information about user’s needs,
priorities and concerns. Such informal information gathering is the first step in assessing needs.
- It also helps providers better understand the specific setting and context in which they are working,
which will be useful in the development of IEC approaches, messages and materials.
- Passing on information by “Word-of-mouth” has been shown to be one of the most effective
communication channels for acquiring knowledge and promoting desired changes in behaviour. Field
staff should not ignore there informal opportunities to educate the public through casual conversation
with people in the community.
-
Service Users:
- Good communication skills are necessary to ensure that good-quality services are provided
and that services users are satisfied.
- It is through communication that trust and rapport are established between the provider and
user of a service. Emotional support and the communication of concern and understanding
by health staff are often as crucial in providing quality services as is clinical care.
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 - If there is a strong provider user relationship established in this way, it becomes easier to
more towards open dialague on more sensitive aspects of reproductive health.
-
IEC in Counselling:
Counselling is a key component of an IEC programme. The best of circumstances a good counselor
compassionate and most judgemental, is aware of verbal and non-verbal communication skills, is
knowledgeable. Concerning RH issues, and is respectful of the needs and rights of the users. In a refugee
situation, there is often a poor counselor to client ratio, emergencies are common and the local environment is
not conductive to counselling. However, at a minimums counselors should strive to ensure that every service
user has the right to the following.

Information: To learn about the benefits and availability of the services.

Access: To obtain services regardless of gender, creed, colour, marital status or location.
Choice:To understand and be able to apply all pertinent information to be able to make an informed choice, ask
questions freely, can be answered in an honest, clear and comprehensive manner.
Safety: A safe and effective service.
Privacy : To have a private environment during counselling or services.
Confidentiality: To be assured that any personal information will remain confidential.
Dignity: To be treated with courtesy, consideration and attentiveness.
Comfort: The feel comfortable when receiving services.
Continuity: To receive services and supplies for as long as needed.
Opinion:To express views on the services offered.

Role of the counselor in IEC programme:

The counselor role is to provide occurate and complex information to help the user make her/his
own decision about which, if any, part of the services he will use the role of the counselor is not to offer advice
or decide on the service to be used.
For (eg) the counselor, will explain the available family planning methods, their side effects and
for whom they are considered most suitable. The user then make a decision, based on the information given,
about which methods she/he wishes to use.
Effective counselling requires understanding one’s own values and not unduly influencing the
users by imposing, promoting or displaying them, particularly in cases where the providers and the users
values are different.

Part of IEC in Rural Health Assessment:

Rural health needs assessment tools;
They are
- Refugee leader questions
- Group discussion questions
- Survey for analysis by computer
- Survey for analysis by hand
- Health facility questionnaire check list.
The purpose of these tools is to assist relief workers in refugee/displaced person settings in gathering
information to assess attitudes toward RH practices and local medical practices/policies, the event of needed
services and the degree to which current services provide what is needed.
It is important to note that not all tools will be appropriate for all refugee situations. The order in which
the fools are used may also vary. In general refugee leaders are consulted before any information is gathered
from the longer population. This is often followed by group discussions, key informant interviews and
facilities review.
The information gathered through the needs assessment provides the framework for the development of
suitable IEC activities. Any culturally sensitive and appropriate.

These are the major steps you should follow when designing an IEC activity
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.
Establish behavioural objectives that will contribute to achieving the goal.

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 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 an achieving the behavioural
objectives.
Identify potential barriers and ways of overcoming them.
Identify potential partness, resources and other forms of support for your activities and gain their
sustained commitment.
Establish and 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 tract to what extent and how well the planned activities
have been carried out.

AN objective must be SMART:

S  Specific (what and who)
M  Measurable [something you can see, hear or touch usually expressed with an action verb]
A  Area specific [where]
R  Realistic [achievable]
T  Time – bound [when]

Steps in developing IEC Activities

GATHER method
G  Greet users
A  Ask users about themselves
T  Tell users about the services available
H  Help users choose the service(s) they wish to use.
E  Explain how to use the services
R  Return for follow-up.

IEC Messages:
Develop IEC messages
A good message is short, accurate and relevant. It will make, at the most 3 points.
It should be disseminated in the language of the target audience and should are vocabulary
appropriate for that audience.
The message tone may be humorous, didactic, authoritative, rational or emotially appealing.
It may be intended as a one-time appeal or as repetitive reinforcement.
It is often necessary to develop several versions of a message depending on the audience to whom
it is directed.

For eg:- Differing information about contraceptive services will be relevant to women who already have three
or four children. From that which would be appropriate for adolescents who are just beginning to be sexually
active. Their needs and priorities are different, so the IEC materials used with each group must also differ.
Find out if materials already exist in the host country or country of origin, and if appropriate use these initial of
developing new ones.

Pre-testing:
By trying out the materials with small groups from your larger target audience, is an essential part of
developing message and educational materials. It is through pre-testing that you will ensure that people
understand the messages as intended. Pre testing may need to be repeated frequently until you are sure your
information is being conveyed as desired.

Determine suitable methods and channels of action and communication:

Once the target audience is identified and researched and the key messages have been choosen, it is time
to decide which media and combinations of information channels will reach the target group. Both formal and
informal groups can be targeted. Different channels do different jobs. Each has its own strengths and
weakness, depending the role it will take in the communication programme. The choice of messages and media
will be influenced by many factors:- cost, literacy levels, artistic style within the community; familiarity with,
and extent of penetration of a particular medium for both service providers and uses; and availability of the
medium in the target population’s community.

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Links to providing services, support and follow-up:
For IEC of any kind to be effective it must be linked with the availability of support and resources. So
target audience can act in the manner which is being recommended. It is therefore essential that the content of
any IEC programme accurately reflect the nature and quality of the services provided. Logistical support must
be adequate to ensure the necessary supplies (material and human) are consistently available and adequate
training should be provided to health workers to support inter personal communication and community follow-
up. People must be able to act on the advice contained in the IEC messages and materials.

CONCLUSIONS:
For IEC of any kind to be effective it must be linked with the availability of support and resources. So
target audience can act in the manner which is being recommended. It is therefore essential that the content of
any IEC programme accurately reflect the nature and quality of the services provided logistical support must be
adequate to ensure the necessary supplies (material and human) are consistently available and adequate training
should be provided to health workers to support inter-personal communication and community follow up.
People must be able to act on the active contained in the IEC messages and materials.

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