MT EDUC

HEALTH EDUCATION
1st SHIFTING

I. Health
 Old English: “to heal”
 Middle English: “to be sound in body, mind and spirit”
 Classic Greek (medicine): “prolong life and prevent disease”
 Ancient India (medicine): “Ayurveda” – the science of life or health
 17th century (medical books): “restoration”
 19th century: “hygiene”
 After WWII, WHO (1948)
o “It is a state of complete physical, mental and social well-being and not merely the absence of disease
or infirmity”
o It is a dynamic state – it changes from time to time
 “It is a state of complete physical, mental and social well-being and not merely the absence of disease of infirmity”
o Physical health: the anatomical integrity and physiological functioning of the body
o Mental health: ability to learn and think clearly
o Social health: ability to maintain or make acceptable interactions with other people
o Disease: existence of some pathology or abnormality of the body which is capable of detection using
the accepted investigation testing

II. Education
 Communication of information
 Knowledge, skills and values of the society
 Succeeding generation
 Intellectual and practical methods
 To function in society

III. Health Education

 WHO (1998)
o “Process of providing information and advice related to healthy lifestyle and encouraging the
development of knowledge, attitudes and skills aimed at behavior change of individuals or
communities”
 Joint Committee (2001)
o “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”

IV. Teaching
 An interactive process that promotes learning
 A system of activities intended to produce learning
 Mixture of art and science
 There is an adaptation and modification of behavior

V. Learning
 Involves mental activity
 Knowledge, skills, habits, attitudes, ideals, appreciations and ideas
 Acquired, retained and utilized
 Adaptation and modification of behavior

VI. Historical Development of Health Education

 Pre-historic era
o Trial and error
o Medical lore passed down from generation to generation
o Throughout history, people have always turned to some type of medicine or physician for counsel
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HEALTH EDUCATION
1st SHIFTING

 Ancient Cultures
o Good hygiene practices
o Code of Hammurabi – most complete and perfect collection of Babylonian laws developed during the
reign of Hammurab; earliest written record concerning public health
o Before science enabled us to determine pathogenic cause of disease, spiritual explanations and
leadership prevailed
 Middle Ages
o Overcrowding and sanitation
o Little emphasis on cleanliness in early Christianity
o Disease was caused by sin or disobeying God
o Time of great epidemics – Bubonic plague: also known as the “Black Death”; killed 30-60% of Europe’s
population and is spread by the bite of infected fleas
 Renaissance
o Beginning of change
o Disease and plague still rampant
o Bloodletting popular – the major form of treatment during this time
o “Water casting” – urine testing
o Leeuwenhoek discovered the microscope
o Hygiene of royalty
o It is now okay to study the human body and anatomy, as it is already considered as a study that is
advanced
 Age of Enlightenment
o The period of revolution, growth, and industrialization
o Disease and plagues still raged
o Miasmas Theory of Disease – vapor or miasmas rising from the cave (which contained organic matter)
travelled and spread through the air; this was thought to be the cause and growth of diseases
o Edward Jenner discovered vaccine procedure for smallpox
 1800’s: Bacterial period of public health
o 1842 Edwin Chadwick’s report – the report on the sanitary conditions of the laboring population of
Great Britain
- He found out that there was a link between poor living standards and the spread/growth of
disease
o Louis Pasteur: Germ Theory of Disease
o Joseph Lister: Antiseptic Method
 1970’s: The Era of Prevention
o CDC (Communicable Disease Center) was established – mission was to conduct field investigations,
training, and control of communicable diseases such as malaria (now it is called Centers for Disease
Control and Prevention)
o Healthy people: the surgeon general’s report on health promotion and disease prevention was
published
 1980’s
o Initial role delineation study for health education
o First certified health education specialists (CHES) recognized
 1990’s
o Competencies Update Project (CUP) – checks how health educators apply their practice
 2000’s
o Unified code of ethics
o Report of Joint Committee on health education & promotion terminology
o Promotion of CHES (Certified Health Education Specialist)
o Outcome-based education and practice
o Patient protection & Affordable Care Act (expands health care coverage)
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HEALTH EDUCATION
1st SHIFTING

VII. Dimensions of Teaching-Learning Process

 Teaching objectives and learning needs
 Teaching-learning process
 Instructional content
 Teaching strategies
 External conditions
 Inter-Intra personal relationships
 Outcome of health education process

VIII. Outcome of Health Education Process (1)

 Cognition change
o Knowledge or perception of a person
 Attitude change
o Beliefs, predisposition, intentions and tendencies
 Behavior change
o Individual/group’s knowledge, attitude and practice

IX. Outcome of Health Education Process (2)

 Processes that determine the extent to which a person may be persuaded to change
o Attention
o Comprehension
o Acceptance
o Retention
 Barriers to change
o Cultural barriers
o Social barriers
o Psychological barriers
o Language difficulties
 Barriers to teaching
o Lack of time to teach
o Lack of competence or confidence with teaching skills
o Lack of motivation
o Low priority to patient and staff education
o Environment-conducive
 Obstacle to learning
o Lack of time – rapid discharge; amount of information
o Presence of illness
o Low literacy
o Hospital environment
o Personal characteristics of the learner
o Extent of behavioral changes
o Lack of support
o Denial of learning needs
o Inconvenience in healthcare facilities

X. Filipino Health Value System

 The Philippine healthcare sector
o Mission
- to create a sustainable, high quality, and cost efficient healthcare system that can be accessed by
all Filipinos
 Hospitals
o Most of the gov’t hospitals provide quality healthcare in the same way private hospitals do
o Main difference between public and private hospitals are the facilities and technologies offered
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HEALTH EDUCATION
1st SHIFTING

 Emergency care
o Specialist medical and surgical care is available in some facilities in Manila but not in all areas
o The public emergency system directs most serious emergencies into designated public facilities which
may cause logistical and payment issues
 Pharmacies
o Strict guidelines in relation to prescription
o Filipino pharmacists have stringent directives in relation for the sale of such drugs

 Cost of healthcare
o Hospitals are not that expensive in the Philippines
o Medicines are affordable
o People are very hospitable and accommodating
o Doctors and practitioners are friendly
o Place is very inviting
 Formal/Informal sectors
o Formal
- Consists of registered medical and non-medical facilities and registered medical personnel
o Informal
- Largely unregistered by government regulation agencies
- Consists mainly of traditional healers and unlicensed midwives
 Modern/Traditional
o Modern medical services or
o Traditional medical practices
- Massage, faith healers, acupuncture, herbal clinics
 National Health Insurance Program
o To provide universal health coverage for the Philippine population
o To ensure that Filipinos have financial access to health services
 Health sector and hospital reform programs
o The development of information and communication technology (ICT) software
o To facilitate health insurance access
o Devolution of medical services from the central to the local government
o Corporatization of public health providers
o Promotion of a national health insurance program