INSTITUTE OF HEALTH SCIENCES

FORTNIGHT REPORT
23RD FEBRUARY- 06TH MARCH 2015

HEALTH EDUCATION

KWENENG EAST GROUP

OLEBILE BONNY DIKAGO 1266

BOTSALANO MMOLAINYANE 1268
SYLVESTER NDITO MOSIIWA 1272

SUBMISSION DATE: 09/03/2015

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Table of Contents
1. INTRODUCTION...............................................................................................................................3
1.1. Goal:................................................................................................................................................3
1.2. Objectives........................................................................................................................................3
2. ACHIEVEMENTS..............................................................................................................................4
3. EXPERIENCES..................................................................................................................................5
4. RELATIONSHIP OF EXPERIENCE TO THEORIES, MODELS, PROCESSES AND
PRINCIPLES OF HEALTH EDUCATION................................................................................................6
5. CONSTRAINTS..................................................................................................................................7
6. CONCLUSION...................................................................................................................................8
7. RECOMMENDATIONS.....................................................................................................................9
8. REFERENCES..................................................................................................................................10

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 1. INTRODUCTION
To promote and restore the health of Kweneng East community, we conducted a series of events
from the 23rd of February to the 06th of March 2015. These events, together with what we
achieved, our experiences and all the challenges that we encountered in the past two weeks are
well discussed in this document. Also included in this document are our future plans for taking
note of the objectives that we did not achieve as planned due to challenges encountered. Below
are the goal and objectives for the two weeks:

1.1. Goal: To implement the planned interventions within Kweneng East District
community.

1.2. Objectives
i. Sensitize the school community about HPV vaccine from the 23rd- 27th February 2015
ii. Raise awareness on HIV to the general public during the month of Youth Against
iii. To sensitize real estate employees about TB by the end of the 3rd March 2015.
iv. To sensitize the traditional healer on integrated management of childhood illness by
the end of 3rd March
v. To prepare for the workshop that is planned for Friday by the end of 3rd March 2015
vi. To sensitize the community about the different ways of preventing TB by the end of
4th March 2015
vii. To finish with planning for the workshop on HIV/AIDS which will be held on 6 th of
March 2015 by the end of 5th of March 2015
viii. Sensitize the community youth organizations about HIV/AIDS by the end of the 6 th of
March 2015.

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 2. ACHIEVEMENTS
From the 23rd to the 27th February 2015 Health Education students were in different Kweneng
East communities to sensitize villagers about HPV for students aged between 9 and 12 years.
This was done as a way of letting parents know that this vaccine will be given to their daughters
on the set dates which are mentioned above. According to Buttler, (2001), health educator or the
patient educator has a crucial role in secondary prevention. One of the core beliefs of a health
educator is that prevention is better than cure, which is basically the truth, hence the reason why
health educators implemented strategies which aim at preventing any health problems before the
onset of illnesses or infections. As the administering of the vaccine was on-going, parents’
concern was at the same time being requested for. HPV is a combination of millions of viruses
that attack the reproductive parts. Research conducted showed that HPV is the leading cause of
cervical cancer amongst females. Therefore the vaccine had been enrolled out for primary school
girls as they are believed to have not yet started engaging in sexual activities as to make them
less vulnerable to the disease associated with the HPV mostly cervical cancer.

On the second week, different activities were planned for, and these activities were mostly
achieved except for the activity which was planned with traditional healers. Trainers managed to
talk to Real Estate Construction company employees about TB and even distribute IEC
materials. For all that was done with them by the Health Education students, they were glad and
even requested a wellness day with us. This was because they felt it important for them to know
their health status in all different aspects, not only TB since they work in a dusty area. The TB
activity was as well done with the community where they were being educated and issued
stickers and other IEC materials which they can use to carry home and read them on their own.
Other sectors helped students with different IEC materials which they used though they were not
enough. Tea was even offered during the workshop by a certain company which through our
preceptors became a success. The workshop itself was better though through it students leant
important factors concerning the target group and information to be given to it.

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 3. EXPERIENCES
Trainees have learned to work with different people and create a tranquil atmosphere in order to
achieve a common goal as different materials were taken from other sectors, and even worked
with Boitekanelo College students to achieve our goal. Students also learned how to interact with
people to provide them with relevant information. Through the experience of conducting a
workshop about HIV/AIDS with the three main components being Safe Male Circumcision
(SMC), Correct and Consistent Condom use (CCC) and Multiple Concurrent Partnerships (MCP)
students have learned that as health educators they must be confident about the information they
are giving so as to build trust and attract attention from the audience. Again, students learnt that
they must always give relevant information which the audience have less knowledge on. Though
some of the topics and the information they presented on was not familiar, most of it was well
known by the audience because they asked so many questions relating to the topics. The
audience (Life Aid Abstinence Group) was largely involved in SMC events that they knew
everything about it.

Activities that were supposed to be done at the mall were cancelled because the mall
management could not give the students a permission to go ahead with the activity, their reasons
being that it is the end of month, so the activity will disturb their customers. The educational
session that we planned to be done with Real estate construction company workers we also could
not do it because they said they just received materials so they had to work under pressure
because, they have been in short of materials and not much work has been done in the past days.
Responding to the unsuccessfulness of these activities the students made a new plan for the final
week of the fortnight week.

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 4. RELATIONSHIP OF EXPERIENCE TO THEORIES, MODELS,
PROCESSES AND PRINCIPLES OF HEALTH EDUCATION
The Jakarta Declaration emphasizes the need to have adequate and reliable information about the
community that one is going to be working with, that is why students had to use different sources
to get information about the group they were conducting a workshop with (Hodges and Videto,
2005). Students, by this, need to always conduct a needs assessment about the audience that they
will be working with.

Trainees need that collaboration is key component in the prospect of health education and
promotion as we worked with other trainees from Boitekanelo College during some of the
activities that were done, especially the one for TB at the bus rank and the workshop with Life
Aid, (Butler, 2001).

The Ottawa Charter Declaration for health promotion has an action area which is to strengthen
community action for health, (McKenzie, Neiger and Thackeray, 2013). This encourages the
involvement of community members in health areas like students did with educating the
community and even carrying a workshop with one of the youth organizations around the
district.

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 5. CONSTRAINTS
Shortage of resources- This is one of the major challenges that the group encountered during the
entire time spent in the field practicum now. To travel to different place to do planned activities
is always a challenge due to lack of transport, hence re-planning was done for activities that were
planned for 2nd -6th March 2015. Another activity which was denied access was that of using the
mall as we planned, the Mafenyatlala mall management said month end is the busiest time for
business, so our activity might disturb their customers. Again, students encountered a problem
where they had to get tea for participants in the workshop they planned because there is reported
shortage of funds to carry-out such activities or feed the targeted audience.

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 6. CONCLUSION
Despite all the challenges and the constraints that we came across, we managed to achieve most
of the activities we have planned, even with the re-planning. A lot was learned from the
workshop that was conducted on Friday the 6th, especially the importance of intensely doing the
needs assessment. The public transport drivers responded well to the TB education we gave them
as they even allowed students to stick TB stickers on their buses, combis and taxies.

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7. RECOMMENDATIONS
We recommend that

 Transport be provided for students to travel to different working areas they have planned
for.

 The field practicum time be placed to a time that could favor all the activities that
students have planned for because there is shortage of funds for planned activities as it is
the end of the financial year

 That we be told on time about the activities that the DHMT has planned for, which might
need our assistance so that we plan for them well on time

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 8. REFERENCES
Butler, T.J, (2001). Principles of Health Education and Health Promotion. 3rded, USA:
Wadsworth/ Thomson Learning Publishers

McKenzie, F.J, Neiger, L. B., & Thackeray, R., (2013), Planning, Implementing and Evaluating
Health Promotion Programs: A Primer. 6thed, USA, Pearson education publishers.