Health Messages

Dr. M. Javaid A. Ghani,

Khyber Medical University,
Peshawar, Pakistan
1
Health Messages

Health communication is a key strategy to inform the public about

health concerns and to maintain important health issues on the
public agenda.

The use of the mass and multi media and other technological
innovations to disseminate useful health information to the public,
increases awareness of specific aspects of individual and collective
health as well as importance of health in development.

Health communication is directed towards improving the health

status of individuals and populations. Much of modern culture is
transmitted by the mass and multi media which has both positive
and negative implications for health.

2
• Health communication encompasses several areas including edutainment
(television programs, DVDs , software, etc. that entertain you while they teach you
something), interpersonal communication, media advocacy,
• It can take many forms from mass and multimedia communications to traditional
and culture-specific communication such as story telling, puppet shows and songs.
• Communication goes far beyond providing people with information. It involves
listening to people, sharing information in interesting and accessible ways and
helping them understand its relevance to their lives. Hence the key health
messages should contain the essential information that people need to protect
themselves and their children.
• These messages should be clear, brief and practical, so people can easily
understand them and take the recommended action.

3
Communication breakdowns
• The message may reach only some of the intended target
audience because the communication channels were not
effective.
Example:
Using only printed materials – such as newspaper articles and
leaflets – will not reach those who cannot read, and the use of
radio and television will reach only those who have access to
these media.
Solution:
If possible, use a combination of mass media to inform the
audience and person-to-person communication to reinforce the
message. Find out what communication channels are most likely
to reach and have credibility with the audience.
4
People may receive the message but not understand it.

Example:

The message may use technical terminology or be

expressed in the wrong language or dialect.

Solution:

When translating or adapting the messages, use

simple, non-technical language. Pre-test the messages
to check if the intended audience understands them.

5
 People may receive the message but misinterpret it and
apply it incorrectly.

Example:
Mothers who have been taught to use oral rehydration
solution (ORS) may still use too much water, which makes
the solution ineffective, or too little, making the solution
potentially dangerous.
Solution:
If any new skills are required, provide adequate training
and follow up periodically to identify and correct any
problems by offering additional support or revising the
message. Repeat the information to reinforce it.

6
 People may receive and understand the information but
not act on it because it conflicts with existing attitudes and
beliefs.

Example:

Mothers who are instructed to continue feeding a child

suffering from diarrhoea may not act on this information
because it conflicts with a common, traditional belief that
the stomach needs to ‘rest’ during diarrhoea.

Solution:

Prepare messages that dispel harmful myths in a culturally

sensitive way.

7
 People may receive and understand the new information
but be unable to act on it because of various reasons, such
as poverty, or because basic services are not available.

Example:

Mass media campaigns can increase community demand

for packets of ORS. But if the packets are too expensive or
unavailable locally, the money spent on such mass
campaigns is wasted.

Solution:

Liaise with local health authorities before undertaking

media campaigns to ensure that the recommended services
or products are available and affordable.
8
9
10
Part II

11
Guide for Developing Health Messages / Materials

• When writing, adapting, or choosing Health Messages /

materials, ask yourself, “Have I considered culture,
language, and health literacy?”

• Do I understand culture, and health literacy?

• Who is my audience? Did I engage with them? Have they

identified their needs?

12
Have I considered . . .
 

• Culture: What cultural groups do I work with? What issues do

they face? How do I reflect their life experience, and culture?
How will they have access to my information?

• Race/ethnicity: Did I consider the needs and lived experience

of local racially and ethnically diverse individuals, such as
immigrants and refugees? Did I consider race and ethnicity in
content, images and examples?
• Sex/gender: Did I consider the needs and lived experience of
men and women, boys and girls? Did I make sure I have not
stereotyped roles and behaviors? Did I consider sex and gender
diversity in content, images and examples?

13
• Socio-economic status: Did I consider the effects of low social
status and low income on health? Can those on low incomes
relate to this? Will they have access to it?

• Ability: Did I consider people with differing levels of physical or

mental ability?

• Location: Did I consider where people live, including rural and

urban realities (for example, safety, access to services and
transportation)?

• Age: Did I consider different age groups, for example children,

youth, seniors, and the middle-aged?

• Spirituality: Did I consider diverse faiths, spiritual beliefs, and

practices?

14
FORMAT OF A HEALTH MESSAGE
• Adapt, choose, or write materials for the literacy level of
your audience.
• Write with clarity and understanding in mind. Use shorter
and familiar words and clear language. Avoid jargon,
acronyms, abbreviations, and technical terms.
• Use fewer than 20 words per sentence.
• Use a logical order with one main idea per paragraph.
• Put the most important information first.
• Write the way people speak. Use a friendly and inviting tone.
Use “you” and ‘we” not “patient,” “consumer,” or “client.”

15
• Include only what is necessary.
• Use bias-free, inclusive language.
• Avoid the use of italics and shadowing. These are hard to read.
• Use images, diagrams, and text descriptions that assist with
understanding.
• Use personal and community channels to share health
messages.
• Keep in mind the stigmas facing people with limited literacy
and health literacy skills.
• Encourage and empower people to ask questions and learn
more through the materials you provide.

16