Prepared by:

ADONIS, Alvin C. & APON, Crisilda M.

BEEd 4A
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Introduction:

Given the numerous health education initiatives

that have occurred over the past 30 to 40 years,
the multiple target groups and issues that have
been addressed, and the differing evaluation
methods that have been used, one is left with the
question: what are the core ingredients of success?
What methods have stood the test of time and
appear to be essential components of health
education programmes and services aimed at
enhancing an individual’s and a community’s health? 2
 Evidence-based health education interventions
are those that are most likely to be based on
theory and have been shown through empirical
study to be effective. The use of theory-based
interventions, evaluated through appropriate
designs, contributes to the understanding of why
interventions do or do not “work” under particular
conditions.

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Components that appear to be essential to effective community-
based health education and prevention strategies include the
following:

• Participant involvement - Community members

should be involved in all phases of a programme’s
development: identifying community needs, enlisting
the aid of community organizations, planning and
implementing programme activities and evaluating
results. Wide and comprehensive representation of
community members on programme planning bodies
provides for a sense of ownership and empowerment
that will enhance the programme’s impact. 4
• Planning - Many programmes take two or three
years to move from original conceptualization to the
point at which services are delivered. Planning
involves identifying the health problems in the
community that are preventable through community
intervention, formulating goals, identifying target
behaviour and environmental characteristics that
will be the focus of the intervention efforts,
deciding how stakeholders will be involved and
building a cohesive planning group.
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• Needs and resources assessment - Prior to
implementing a health education initiative, attention
needs to be given to identifying the health needs
and capacities of the community and the resources
that are available.

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• A comprehensive programme - The programmes
with the greatest promise are comprehensive, in
that they deal with multiple risk factors, use
several different channels of programme delivery,
target several different levels (individuals, families,
social networks, organizations, the community as a
whole) and are designed to change not only risk
behaviour but also the factors and conditions that
sustain this behaviour (e.g. motivation, social
environment).
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• An integrated programme - The programme
should be integrated; each component of the
programme should reinforce the other components.
Programmes should also be physically integrated
into the settings where people live their lives (e.g.
worksites) rather than solely in clinics.

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• Long-term change - Health education programmes
should be designed to produce stable and lasting
changes in health behaviour. This requires longer-
term funding of the programme and the
development of a permanent health education
infrastructure within the community.

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• Altering community norms - In order to have a
significant impact on an entire organization or
community, the health education programme must
be able to alter community or organizational norms
and standards of behaviour. This requires that a
substantial proportion of the community’s or
organization’s members be exposed to programme
messages, or preferably, be involved in programme
activities in some way.

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• Research and evaluation - A comprehensive
evaluation and research process is necessary, not
only to document programme outcomes and effects,
but to describe its formation and process, and its
cost-effectiveness and benefits.

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 Definition of PLANNING
 PLANNING – is an anticipatory decision making
about what needs to be done, how it was to be
done, and with what resources.

 It is central to health education and health

promotion process.

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 Purposes of PLANNING
 Best use of scarce resources.

 Avoid duplication and wasteful expenditure

 Helps for problem utilization

 Develop a best course of action

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 Principles of PLANNING
 Based on careful analysis of the situations
 Relate to basic needs and interests of the people
 Planned with the people who are involved in its
implementation
 Flexible enough to meet long time situation
 Should be a continuous process
 Should be achievable considering such factors
such finance, personnel, time etc.
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 Steps of
PLANNING
Health
Education
Intervention

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 Step 1 - Situational Analysis
 The local situation is the bench mark from where
people should start the process of program
planning.

 After assembling the facts pertaining to local

situations, it is important to analyze these facts
in such a way that they will be useful to
individuals or planners.
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 Information for Situational Analysis
The information collected may include:

 Community and its topography

 Demographic and Socio-economic characteristics

…next is the conduct of need assessment

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 Community Need Assessment
 Assessment – is the process of identifying and
understanding a problem or set of problems and
later planning a series of actions to deal with
the problems.
 Identify:
 What is the problem
 Magnitude/size of the problem
 Severity of the problem
 Community practice, service/resources, cultural
practices/social influences with regard to the problem
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Sources of Data for Need Assessment
• Survey
Primary
Data
• Interview

• Existing records
Secondary
Data
• Data collected for various purpose

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 Step 2 – Identify Problems and Prioritize
What do we have at the end of needs assessment?

 A number of problems are emerged out of needs

assessment.

 Since it is not possible or feasible to deal with

all the problems at once, we will have to
prioritize.
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 Criteria to Prioritize
1. Magnitude of the Problem – how widespread the
problem is?
2. Severity of the Problem – fatality, consequence,
disability
3. Feasibility – in terms of time, resources, etc.
4. Government concern – Priority policy
5. Community concern – felt need of the community
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 Step 3 – Setting Objectives

“If you do not know where you are going, then

any road will do.”

“If you do not know where you are going, how

will you know when you arrived?”

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 Once the problems have been prioritized the
next step is to set objective.
 It is impossible to evaluate a course or a
program efficiently without a clearly stated
objective
 A program objective is a series of statement
that must answer:
 What do we want to achieve?
 Where?
 Who is the target group?
 When do we want to achieve?
 Extent of achievement? 23
 For example, to increase immunization coverage
from 70% to 95% among under 5 children in
Barangay Bilogbilog by 2020.

What increase immunization coverage

Where Barangay Bilogbilog
Who Among under 5 year children
When By 2020
Extent From 70% to 95%
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 Types of OBJECTIVES

HEALTH Objectives

BEHAVIORAL Objectives

LEARNING Objectives

RESOURCE Objectives
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 Health Objectives
 Describe how health status is to be improved.
 They are termed as “outcome objective”.
 They are ends/represent true bottom line of the
program.

e.g. To reduce infant mortality by 2/3 by the

end of 2019.

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 Behavioral Objective
 Refers to the actual things the program will
encourage people to do or not to do.
e.g. To reduce cigarette smokers by 50%.

Learning Objectives
 Describe knowledge, attitude, or skill
development.
e.g. Clients should be able to describe three
ways of HIV/AIDS transmission. 27
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Hierarchy of Learning Objectives
[Link] Objectives

[Link] Objectives

[Link]
In order to change Objectives
[Link]
behaviors, these four Awareness is easier to
factors must be changed change than knowledge,
first and you must have Objectives knowledge is easier than
objective for each factors if attitude, and changing skill
you want to change them needs more time and effort
 Resource Objective
 Is what the program planners hope to provide,
be it the essential service or material support.
e.g.
• To establish three counseling center by the
end of 2019.
• To supply 3,000 poster for each health center
in Tanauan City by the end of 2019.
• To distribute 10,000 vaccines by the end of
2020. 29
 Objectives should be S-M-A-R-T
S • Specific, simple – relates to a specific event

M • Measurable – has an indicator which is measurable

A • Achievable – considering resources at hand

• Realistic/Relevant – can reduce or solve a problem

R relevant to community
• Time bound – can be accomplished in a specified
T period of time
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 Step 4 – Develop Plan of Work
 A plan of work is a detailed schedule of
activities to be done in a given period of time.

 It should specify the role of different persons

involved, the time in which the particular
activities have to be carried, and the different
methods to be used.

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 Work Plan . . .
In short, Action Plan should answer the following
questions;.
 When should it start and when should it be
completed?
 Who does it.
 Who is responsible for seeing it is actually
carried out?
 What materials and resources are needed?
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Step 5 – Implementation of the Programs
 Implementation is carrying out the plan or
putting the plan/program into action.

 It is translating the goals, objectives and

methods into a community based health education
programs.

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 Monitoring
 Is the systematic collection and analysis of
information on the project progress.
 It helps to keep the work on track.
 Enables the planners to detect any kind of
problems related to the performance of the
activities as early as possible and to give
relevant solutions to the problems detected.
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 Step 6 – Evaluation
 Evaluation is the process of assessing whether
the health education interventions are attaining
their goals and objectives which are
predetermined while planning the interventions.

 It measures the effectiveness and efficiency of

the health education interventions.

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• Dramatic results - Prevention’s results are often
“invisible”. It may involve the heart attack that
doesn’t occur, the lung cancer that doesn’t form or
the injury that does not disable. The story of
individuals averting heart disease through diet and
physical activity is not as sensational or dramatic
as the weekly statistics on heart bypass
operations. Prevention tends to be non-sensational,
subtle and therefore easily ignored.

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• We tend to focus on the crisis - Within the
medical care sector, patients are often “triaged”,
with priority given to those in greatest need or
distress. Because of the moral obligation to reach
out to those in greatest need, vast resources
continue to be expended on rescuing people in
crisis. What remains is limited time and resources
to spend on ways to prevent crisis and the need for
rescue. Lobby groups form if treatment services
are not available on demand, while few people would
demonstrate in demand of timely and accessible
health education services. 39
• Time - While some of the results from a
preventive act may be immediate (e.g. a life saved
because of wearing a seat belt), other results may
take months if not years for the benefits to
become apparent. This time-lag makes it difficult
for the public to relate a preventive action to a
positive outcome. As well, many health education
initiatives are either one-time events or lack
sufficient funds to develop longer-term strategies
for addressing the known risk factors that are
barriers to building community capacity.
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• Complex issues - To be effective, prevention
needs to target multiple causes of a disease, such
as dietary and physical activity patterns, peer
influences and supports, and the stress of one’s
social circumstances. This demands that preventive
services include not only those services found within
the traditional health area but also those in other
areas such as housing, transportation and
agriculture.
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• Practitioners’ knowledge - Persons engaged in
providing health education services are not aware
of the accumulated knowledge that has been
learned across many fields. Health education
programmes often reinvent the wheel rather than
build on advances.

• Low tech - “We seem to take on faith that the

more dazzling the technological features of an
intervention–whether diagnostic or therapeutic–the
greater its value to society”. Health education
usually requires little technology. 42
• Vested interests - One of health education’s
greatest challenges relates to the strong
commercial forces that flex their economic muscle
to stifle often meagre prevention budgets and
efforts. For example, annual sales of tobacco and
high-fat foods are in the millions of dollars, and
advertisements are slick and targeted. Most
children can easily recite jingles from advertising
by fast food outlets and soft drinks companies…

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…Extensive research is conducted by industries on
ways in which to influence segments of the
population to eat, drink and engage in behaviour
that compromises people’s health. Preventive
efforts are overwhelmed by these well resourced,
carefully planned and strategically marketed
products.

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