Health Education
Combination of planned learning experiences using evidence-based practices and/or sound theories that provide the opportunity to acquire knowledge, attitudes and skills needed to adopt and maintain healthy behaviors
The credentialing organization for Health Educators
- Health educators work to encourage health lifestyles and well-ness through educating individuals and community about behaviors that promote healthy living & prevent disease
- They attempt to prevent illnesses by educating individuals about health-relate
The process of Health Education
1. Conduct a needs assessment (of your own knowledge and of the audience - what do they know? What do they need to know to be healthy?)
2. Write goals and objectives for the audience
3. Choose teaching methods
4. Implement teaching methods
5. Evaluate
6.
Various settings for Health Education
Schools, Governmental community health agencies, Non-profit community health agencies, Worksites, & Health care settings
How is it different than teaching another subject?
Information is constantly changing. It is much more personal. It is not just about relaying information. It requires skills, not just knowledge.
Needs Assessment
Process by which the program planner identifies and measures gaps between what is and what ought to be
Goals VS Objectives
1. Goal: broad statement of direction used to specify the overall intent of a program
2. Objective: measurable, time framed, focused on a single outcome, based on needs assessment
4 Qualities of an effective objective
1. Measurable
2. Time Framed
3. Focused on a single outcome
4. Based on needs assessment
ABCDE of writing objectives
A = Audience
B = Behavior
C = Condition
D = Degree
E = Evidence
Multiple Intelligences
1. Verbal/Linguistic - reading & word games
2. Logical/Mathematical - logic games, experiments, puzzles
3. Visual/Spatial - drawing & imagery
4. Bodily/kinesthetic - physical activity, role playing & hands on
5. Musical/Rhythmic - turn lessons into lyrics
Adult VS Young Learners
1. Adults: Self-directed learning, challenge new info, immediate application of learning, accept responsibility for learning, broad experience to apply to learning
2. Young Learners: Adult dependent learning, accept new info, delayed application of learni
90/20/8 - Pike's Rule
- No session should last more 90 minutes
- Change your teaching method every 20 minutes
- Participants should actively manipulate the content every 8 minutes
ELC - Experiential Learning Cycle
1. Do something
2. "What?" - what did we do? What did you notice?
3. "So what?" - How does this compare to what you already knew?
4. "Now what?" - What will you do as a result? How will you change?
Acknowledging Responses
Nod
Smile
Thank the person
Ask for clarification
Re-phrase what you heard
Ask the class what they think of the response
7 seconds rule
After you ask a question,count to 7 in your head. Maintain eye contact with the class to convey your confidence that they know the answer
Misstatements by a participant
1. Can you tell me where you heard the info from because my research shows something different
2. Has anyone else ever heard this?
3. Actually, that is a myth that has been cleared up by...
Danger of "You
You is frequently followed by the word "should" and this is never good. Instead say: EC are available at the pharmacy. Someone experiencing these symptoms can visit a doctor. Etc.
Disclosure of personal information
1. When you might disclose information:
- Only with an established individual or group with lots of trust
- Only when it enhances learning and the example makes a good point
2. When you should not disclose information:
- For ego-enhancement, to get a laug
Using ELC to help learners review and apply material being taught
Use ELC:
After a video
An activity
A game
An experiment
As your "8" in the 90/20/8
Answering Questions (Questions not prepared for)
- I don't know, but I'll get back to you
- Thats a great questions! I don't have the answer right now, but let's look it up
- I don't know, but you can probably find the answer in one of these resources
Plain Language
Technique for communicating clearly. It is one tool for improving health literacy
Importance of Ground Rules
To ensure that discussions are spirited and passionate without descending
into argumentation, to ensure that everyone is heard, to ensure that participants work together toward
greater understanding rather than contribute disjointed pieces
Teaching Methods
Ice breakers
Audio
Brainstorming
Case studies
Lecture
Code of Ethics of Health Educators
Provides a framework of shared values within the professions in which Health Education is practiced. Its grounded in fundamental ethical principles including: promoting justice, doing good, and avoidance of harm.
The responsibility: aspire to the highest