HEALTH EDUCATION AND PROMOTION

Learning objectives:

At the end of the activity, students are expected to:

1. Discuss and explain the difference between health education and health promotion.
2. Identify and categorized correctly the different health behaviors.
3. Explain the usage of different models in health education and promotion.
4. Differentiate the different types of models in health education and promotion.
5. Apply the appropriate model in health education and promotion for the given health issue.
6. Discuss the different models of learning.
7. Identify and assess the type of learning based on the models of learning.
8. Discuss the different methods of teaching
9. Differentiate cognitive and affective teaching methods.

Pre-Laboratory Discussion:

HEALTH EDUCATION

“Health education is a process that bridges the gap between health information and health
practice” (Presidents Committee on Health Education, 2973)

“Process of bringing about behavioral changes in individuals, groups, and larger populations from
behaviors that are presumed to be detrimental to health, to behaviors that are conducive to present
and future health” (Simmonds, 1976)

“any combination of learning experiences designed to facilitate voluntary adaptations of behavior

conducive to health.” (Green, 1980)

“process of assisting individuals, acting separately or collectively, to make informed decisions

about matters affecting the personal health and that of others.” (National Task Force on the
Preparation and Practice of Health Educators, 1983)
Health Education covers the continuum of what Leavell calls the levels of prevention from health
promotion, specific health protection, early diagnosis and treatment, disability limitation to
rehabilitation. While health education plays an important role in the first phases, health promotion is
essential component of other phases. All the program thrusts of the health care delivery system have
a corresponding health education/promotion components. Take the case of HIV/ADIS prevention and
control. In the absence of possible treatment, educating people on how to prevent the risk behaviors
become of utmost importance. The same is true with chronic degenerative diseases where life styles
play an important role.

The various labels used for health education programs and activities – dissemination of health
information, communication, social marketing, motivation programs, behavior modification, health
counseling, etc. – illustrate the scope, diversity and boundaries of educational application in health.

Health education can take place in various settings, either formally and informally/incidentally. The
major settings are 1) health care settings in health centers, clinics, hospitals, health maintenance
organizations where health education for patients, families, the surrounding communities can take
place and where the training of health care providers have become part of health care today, 2) schools
where desirable health behavior is installed from the grades through health teaching, supportive
hygienic school environment, school health services, teachers training and the training of health
professional, 3) communities where through the community organization approach, communities are
able to identify their health problems and through group decision and action, find solutions to their
problems; 4) the workplace such industries, offices, food establishments, entertainment
establishments, hotels, etc. where one can find captive groups with specific health problems that are
common to each group.

Health Behaviour

Three Categories:

● Preventive health behavior – any activity undertaken by an individual who believes himself to
be healthy for the purpose of preventing or detecting illness in an asymptomatic state
● Illness behavior – any activity undertaken by an individual who perceives himself to be ill; to
define the state of his health to discover suitable remedy
● Sick role behavior – any behavior undertaken by an individual who considered himself to be ill
for the purpose of getting well

Foundations of Health Education:

● Philosophical – serves as a beacon of light so that health educators may be properly guided in
their work (ex. People-centered)
● Biomedical – which gives the health educators the content on WHAT of health education
programs
● Behavioral Science – provides the educator the HOW or methods of bringing about the
behavioral change
HEALTH PROMOTION

The first use of the term health promotion occurred in 1945 when Henry E. Sigerist, the great medical historian
defined the four major tasks of medicine as 1)the promotion of health , 2)the prevention of illness 3) the
restoration of the sick and 4) rehabilitation. According to him, “health is promoted by providing a decent
standard of living, good labor conditions, education, physical culture, means of rest and recreation” and called
for coordinated efforts of statement, labor, industry, educations and physicians. These concepts are found in
the Ottawa Charter for Health Promotion which occurred 40 years later.

Epidemiologists have given us powerful weapons to prevent causes of death, disability and illness by
discovering a variety of specific causative factors in the physical (radiation, toxic, chemicals, etc) and social
environment (tobacco use, fatty diets, alcohol consumption, sedentary habits, etc). The latter are considered
life-style factors in the sense that individuals can make decisions which affect their exposure to these agents.

Principles of Health Promotion

● Health promotion involves the population as a whole in the context of their everyday life
● Health promotion is directed towards action on the determinants or cause of health.
● Health promotion combines diverse, but complementary methods or approaches, including
communication, education, legislation, community development and spontaneous local activities
● Health promotion aims particularly at effective and concrete public participation.
● Health promotion is primarily a societal and political venture and not a medical service, although
health professionals have an important role in advocating and enabling health.

LEARNING PROCESS

• shown by change of behavior as a change of behavior as a result of experience

• it is the acquisition of new behavior patterns
• it may be a confirmation or an invalidation of existing patterns of behavior which lead to
strengthening or a weakening of old behavior patterns.

ELEMENTS OF LEARNING

● Goal - the behavior change must be relevant to the needs and concerns of the person
● Readiness – the person must be “physically, mentally and emotionally prepared to handle the change
in behavior
● Situation – it must provide the learner a viable alternatives.
● Interpretation – the way he or she perceives things or interprets a situation is based by her background
– socioeconomic status, values, orientation, previous experience and interaction with other people.
● Response – the person will then act according to what she perceives and expects will brin her the best
result
● Consequence – the result of her response would either be a confirmation or a contradiction of her
expectations.
● Reaction to thwarting – the consequence is unfavorable or not consistent with the expectations then
the person can explore the alternatives.
 Teaching and Learning Activities:

• Create a health educational video that addresses present health issues

• Correlate the created promotional material to the community in the fundamental concept of Health
Education and Promotion.

References:

1. Teodoro V. Tiglao: A Guide for Health Education of the Public, U.P.College of Public Health, 1973

2. Green W L & Morton B: An Introduction to Health Education (MacMillan Public House, New York, 1984)
 ACTIVITY 04:
Laboratory report
HEALTH EDUCATION AND PROMOTION

Name: Score:

Section: Group: Date:

ADDRESSING CURRENT HEALTH ISSUES:

A PROMOTIONAL VIDEO

INSTRUCTIONS:
● Health issues will be chosen through a lottery.
● A 5-minute commercial must be created by each group showcasing the way/s of
addressing the picked health issue, a mascot and a leaflet must also be provided in
consistency with the chosen health issue.
● The commercial should run only for 5 minutes and the mascot should be part of the video.
● Props/Design used in the presentation must only be with the use of recycled materials.
● The performance should be based on the learned methods on learning, communication
and concepts in health education and promotion.
● Discussion must follow after the presentation.
● Grading Scheme:
Originality: 30%
Relevance to the topic: 20%
Utilization of recycled materials: 20%
Over-all Presentation: 30%
Total: 100%
 Review Questions

1. Based on the presentation, what are the principles used to come up with this kind of material.

2. In your opinion, what do you think is the advantage of communicating health information to the
community?

3. As a student, what do you think is the most effective way of disseminating information to the
members of the community?