CHAPTER 1

HEALTH EDUCATION PERSPECTIVE

Learning Outcomes

1. Explain the concept of Health and Education

2. Define Health Education
3. State the historical development of Health Education
4. Describe and understand the Dimensions of
Teaching- Learning Process
5. Describe and demonstrate the outcomes of health
education process
Health Education
Health
• Old English: “to heal”

• Middle English: “to be sound in body, mind and

spirit”
• Classic Greek (medicine): “prolong
life and prevent disease”

• Hippocratic philosophy: “ Healthy

mind in a healthy Body”
• Ancient India (medicine): “Ayurveda”
• Science of Life
• Holistic Approach to Healthcare
• 17th Century (medical books): “restoration”

• 19th Century: “hygiene”

Health

• After World War II, WHO (1948)

• “It is a state of complete physical, mental and
social well being and not merely the absence of
disease or infirmity.”
• It is a dynamic state.
 Health
⚫Physical health
⚫Anatomical integrity and
physiological functioning of the body.
• Presence of all body parts
• all of them are in their natural
place and position
• absence of pathology
• proper physiological function
• working harmoniously
⚫Mental health
⚫Ability to learn and think clearly.
• able to handle day-to-day events and obstacles
• work towards important goals
• function effectively in society
⚫Social health
⚫Ability to make and maintain acceptable interactions with other
people.
• Empathy
• build relationship with others
• connect to positive social network
• dealing with conflict appropriately
Disease
Existence of some pathology or abnormality of the body, which
is capable of detection using, accepted investigation method.
Illness
Subjective state of a Person who feels aware of not being well
Sickness
state of social dysfunction
Education
• It is the communication of information about
knowledge, skills and values of the society to
each succeeding generation to help them
acquire the intellectual and practical methods to
function in society.
 Health Education

• WHO (1998)
“Process of providing information and advice related to
healthy lifestyle and encouraging the development of
knowledge, attitudes and skills aimed at behaviour change
of individuals or communities.”
Health Education

• Joint Committee (2001)

“any combination of planned learning experiences based on sound
theories that provide individuals, groups, and communities the
opportunity to acquire information and the skills needed to make
quality health decisions
Teaching

⚫ an interactive process that promotes

learning
⚫ a system of activities intended to produce
learning
⚫ mixture of an art and science
Learning

• involves mental activity by means of which

knowledge, skills, habits, attitudes, ideals,
appreciations and ideas are acquired, retained and
utilized resulting in the progressive adaptation and
modification of behaviour
 Historical Development of Health Education

⚫PRE-HISTORIC ERA
⚫Trial and error
⚫Medical lore passed down from generation to
generation
⚫Throughout history people have always turned to
some type of medicine man or physician for counsel
 Historical Development of Health Education

⚫ANCIENT CULTURES
⚫Good hygiene practices
⚫Code of Hammurabi
⚫Before science enabled us to determine
pathogenic causes of disease, spiritual
explanations and leadership prevailed
 Historical Development of Health Education

• MIDDLE AGES
• Overcrowding and sanitation
• Little emphasis on cleanliness in
early Christianity
• Disease was caused by sin or
disobeying God
• Time of great epidemics –
bubonic plague
 Historical Development of Health Education
• RENAISSANCE
• Beginning of change
• Disease and plague still rampant
• Bloodletting popular
• “water casting”
• Leeuwenhoek discovered the microscope
• Hygiene of royalty
• OK to study the human body and anatomy
advanced
 Historical Development of Health Education

• AGE OF ENLIGHTENMENT
• Disease and plagues still
raged
• Miasmas theory of
disease took hold
 Historical Development of Health Education

• Edward Jenner
discovered
vaccine
procedure for
smallpox
 Historical Development of Health Education

• 1800’s (Bacterial period of public Health)

• 1842 Edwin Chadwick’s report
• Louis Pasteur – Germ theory of disease
• Joseph Lister – antiseptic method
 Historical Development of Health Education

• 1970’s: The Era of Prevention

• CDC was established
• Healthy People: The Surgeon General’s Report on Health
Promotion and Disease Prevention was published
• 1980’s
• Initial Role Delineation study for Health Education
• First Certified Health Education Specialists (CHES) recognized
 Historical Development of Health Education

• 1990’S
• Competencies Update Project (CUP)
• 2000’S
• Unified Code of Ethics
• Report of Joint Committee on Health Education & Promotion
Terminology
• Outcome-Based Education & Practice
• Patient Protection & Affordable Care Act (expands health care
coverage)
Dimensions Of Teaching-Learning Process

• Teaching objectives & Learning Needs

• Teaching-Learning Process
• Instructional Content
• Teaching Strategies
• External Conditions
• Inter-Intra personal relationships
• Outcome of Health Education Process
 Teaching objectives & Learning Needs

What do the students need to know?

• setting and communicating clear lesson

goals
- must provide challenge
- explain the connections between
learning goals, learning activities and
assessment tasks
Teaching-Learning Process

• deliver structured lessons which

incorporate a series of clear steps
and transitions between them,
scaffold learning to build students’
knowledge and skills
Instructional Content

Should Contain:
-visuals that establishes the purpose
of the lesson
-organization of the lesson
- Modeling to the teacher’s
performance expectations
Teaching Strategies
How do I teach it?

The relationship between what is

taught and how it is taught is
critical in order to maximise
student learning.
External Conditions
Inter-Intra personal relationships
 Outcome Of Health Education Process

• COGNITION CHANGE
• knowledge or perception of a person
• ATTITUDE CHANGE
• beliefs, predisposition, intentions and tendencies
• BEHAVIOR CHANGE
• individual / group’s knowledge, attitude and practice
 Outcome Of Health Education Process

• PROCESSES THAT DETERMINE THE EXTENT TO WHICH A

PERSON MAY BE PERSUADED TO CHANGE
• Attention
• Comprehension
• Acceptance
• Retention
 Outcome Of Health Education Process

• BARRIERS TO CHANGE
• Cultural barriers
• Social barriers
• Psychological barriers
• Language difficulties
 Outcome Of Health Education Process

• BARRIERS TO TEACHING
• Lack of Time to teach
• Lack of competence or confidence with teaching skills
• Lack of motivation
• Low priority to patient and staff education
• Environment – conducive
 Outcome Of Health Education Process

• OBSTACLE TO LEARNING
• Lack of Time – rapid discharge+ amount of information
• Presence of illness
• Low literacy
• Hospital Environment
• Personal Characteristics of the learner
 Outcome Of Health Education Process

• OBSTACLE TO LEARNING
• Extent of behavioral changes
• Lack of support
• Denial of learning needs
• Inconvenience in healthcare facilities
References
1. Fry, H., Ketteridge, S., & Marshall, S. (2009). A Handbook for Teaching and
Learning in Higher Education Enhancing Academic Practice, 3rd ed. Taylor &
Francis. ISBN 0-203-89141-4 Master e-book ISBN
2. Kaur, B. (2012). Understanding Teaching and Learning Classroom
Research Revisited. Sense Publishers. ISBN: 978-94-6091-864-3
3. Perdiguero, E., et al. History of Health, a valuable tool in public health. J
Epidemiol Community Health 2001;55:667–673
4. Department of Education and Training of Melbourne. June 2017. Victoria
State Government. High Impact Teaching Strategies.
5. Hammerness, K & others (2005). ‘How teachers learn and develop’ in
Darling-Hammond, L (ed.), Preparing Teachers for a Changing World:
What Teachers Should Learn and Be Able to Do. John Wiley & Sons, San
Francisco, pp. 358-89.
References
• Cohenmiller, A.S. , Merrill, M., Shamatov, Duishon. Effective
Teaching Strategies: A Brief Overview.
https://www.researchgate.net/publication/325415903
• Hoberman, M. (2017). Highly Effective Teaching Strategies. Winning in the
Classroom. Grade Success. ISBN-13: 978-0692790465
Thank you!
 Classroom Activity
Workshop (Group work and Reporting)
1. Divide the Class into 5 groups
2. GIve a Laboratory Related Topic (e.g. Laboratory Waste Management,
Laboratory Safety, Laboratory Unity, Laboratory Automation, Laboratory
Quality Assurance)
3. Discuss in the group and present in a TABULAR format the ffg:
a. What Cognition, Attitude and Behavior Change are you aiming?
b. What core process that will determine the person/organization may be
persuaded to change?
c. Identify the Barriers to change, Barriers for Teaching and Barriers for
Learning
d. How will you assess the outcome of the change?
4. Two (2) representatives per group will be presenting their Groupwork