HPDP NS 3

Dambidollo University
Institute of Health
Department of Public Health
HPDP for Nursing students
By ChimdesaJ. (MSc HN)

Dec. 2023
ChimdesaJ.[MSc HN] 1
Brainstorming
• Health Education Methods?
Health Education Methods
➢Methods refers to ways through which messages are conveyed to
achieve a desired behavioral changes in a target audience.
➢In health education it is not enough to decide what will be done; by

whom and when, we also need to decide how it will be done
(methods).
HE methods…
• There are many methods to be used in health education, because there
are many ways of solving problem.
• Therefore there are some important points that to be taken into

consideration when choosing a method.
HE methods…
• First of all the method must suit the situation and the problem and
before choosing a method the person practicing health education must
understand the problem at hand.
• Using educational methods and forms of communication that is

natural for the people that you are working with can greatly enhance
the delivery of the health message.
prerequisites for putting educational
methods into practice
There are three things to consider when putting educational methods
into use
• When to find people
• Where to find people
• How to involve people
HE methods…
• It is important thing to remember that effective health education is

seldom achieved through the use of one method alone.
• Both effectiveness and costs must be considered in choosing a

combination of techniques.
• The best method of teaching combines the various methods
Teaching methods can also be grouped depending up on the three
domains of learning.
A. Methods appropriate for cognitive domain: Lecture method,

Discussion, etc
B. Methods Appropriate for Affective domain: Drama, role play,
Articles, songs, Experience sharing/value , etc
C. Methods Appropriate for psychomotor domain: Demonstration, Re-
demonstration, etc
1. Health talks
• When talks are on health agenda we call it health talks.

• It is the most natural way of communicating with people to share
health knowledge and facts.
• In health talks, unclear points could be asked and discussed.
Health talks…
• Group size
• The group could be small or large. For example a talk broad cast over
the radio may reach everyone in the country.
• Talks are good if conducted with small gatherings (5-10 people).
• But the larger the group the less chance for each person to participate.
2. Lecture or Speech
• It is an oral presentation.
• The speaker has to be conversant with the subject.
• He has to organize his thoughts and ideas.
• It is a simple and quick traditional way of presenting
the materials.
• Lecturer or speaker can prepare the talk in a logical
fashion and can talk uninterruptedly.
• Nobody can normally interrupt or intervene.
• Nowadays lectures are supported by suitable visual
aids.
• If the speaker is not impressive and effective the
listeners will get bored, sleepy, distracted and so on.
The lecture method may prove ineffective if:
a. The speaker wanders from the subject;

b. The speaker does not talk with proper
introduction; emphasis, etc.,
c. The speaker talks in a high flown language not
understandable by the audience; and
d. The speaker distorts facts for selfish purposes.
Strengths and limitations of Lecture
Limitations
Strengths
• Efficient • Ineffective
• Good for introduction • Audience is passive
• Presents factual material in direct, • Experts are not always good
logical manner teachers
• Contains experience which inspire • Learning is difficult to gauge
• Stimulates thinking to open • Communication in one way
discussion
• Useful for large groups
3. Lecture with discussion
• Incorporate discussion into lecture

Strengths
• Involves audience at least after the lecture
• Audience can question, clarify & challenge
Limitations
• Time may limit the discussion period
• Its quality is limited to the quality of questions and discussion
4. Dialogue
• Instead of a single lecture, two persons with expertise
carry out a discussion or dialogue between themselves
in front of the audience for the purpose of educating
them.
• The dialogue as an educational method is easy to
arrange and carry out.
• Since two persons take responsibilities there is
likelihood of greater interest generated.
• However, care should be taken to see that the
discussion does not deviate from the subject.
• Dialogue is also applicable to a more matured group.
5. Symposium
• This is a lecture in one form but the difference is that different

speakers are asked to give a lecture on the same subject.
• The speakers prepare the talk in such a manner that each one of
them presents a particular aspect of the subject.
• Ultimately the audience gets the benefit of the understanding of the
subject with its different aspects dealt separately by each speaker.
Symposium…
• The symposium is of special use and relevance in any subject where

a number of experts are available to take up different issues and view
points and thrash them out.
• Because of the variety of speakers the symposium is more interesting
than the lecture by one person alone.
Symposium….
• The symposium does not allow or give any scope for audience
participation and feedback.
• Symposium is of particular application to a mature group who has
the listening attitude and the capacity to appreciate the different
aspects of the subject by listening.
• Needless to say expert members must be available to make
symposium impressive and effective.
6. Panel discussion
• In this educational method a small group of persons get around the

table in the presence of the audience and discuss among themselves
the topic or subject which is relevant to the audience and in which the
panel members have specialized knowledge.
• It is a to and from discussion among the panel members to touch on
all aspects of the topic and the audience appreciates the same by
listening.
Panel discussion….
• In a panel discussion also there is no scope for the audience to
participate.
• However, if there is an arrangement by which the audience can be
allowed to throw questions or comments towards the end then it
becomes panel discussion forum.
7. Forum
• In the formal stage setting of:

 lecture,
 symposium or
 panel,
• If it is desired to give opportunity to the audience to participate by
raising questions, doubts, etc., the forum is arranged for at the end of
the panel discussion, symposium or lecture.
• It is otherwise question time for the audience.
• It is a good feedback mechanism.
8. Group discussion
• Health education has been quick to recognize that groups provide an

ideal set-up for learning in a way that leads to change and action.
• Discussion in a group allows people to say what is in their minds.
• They can talk about their problems, share ideas, support and
encourage each other to solve problems and change their behavior.
• For sharing of ideas an ideal group is the one with 5-10 members. If
the members are large every one may not have a chance to speak.
Group discussion…
• The participants have equal chance to express freely and exchange
ideas.
• The subject of discussion is taken up and shared equally by all the
members of the group.
• It is collective thinking process to solve problems.
• Have been found extremely useful because of the commonness of goal
and collective planning and implementation.
Group discussion…
Strengths Limitations:
• Pools ideas and experiences • Not practical with more that 20

from group people
• Effective after a presentation, • Few people can dominate
film or experience that needs to • Others may not participate
be analyzed
• Is time consuming
• allows everyone to participate in
an active process • Can get off the track
9. Buzz group or Buzz sessions
• A large group is divided into small group, of not more
than 2-6 people in each small group and they have
given a time to discuss the problem.
• Then, the whole group is reconvened and the

reporters of the small groups will report their findings
and recommendation
10. Brainstorming
• Is a means of eliciting from the participants their ideas and solution

on health issues.
• Instead of discussing the problem at great length the participants
encouraged to make a list in a short period of time all the ideas that
come to their mind regarding the problems without discussing among
themselves
Brainstorming…
Strengths
• Listening exercise that allows creative thinking for new
ideas
• Encourages full participation because all ideas equally
recorded
• Draws on group's knowledge and experience
• Spirit of congeniality is created
• One idea can spark off other ideas
Limitations
• Can be unfocused
• Needs to be limited to 5 - 7 minutes
• People may have difficulty getting away from known
reality
• If not facilitated well, criticism and evaluation may occur
11. Demonstration
• A demonstration is a step-by step procedure that is performed before a

group.
• They involve a mixture of theoretical teaching and of practical work,
which makes them lively.
• It is used to show how to do something.
• The main purpose of demonstrations is helping people learn new skills.
• The size of the group should be small to let members get the chance to
practice.
• It is particularly useful when combined with a home visit. This allows
people to work with familiar materials available in the locality.
Demonstration….
• Demonstration is a pleasant way of sharing skills and knowledge.
• Although basically focuses on practice it involves theoretical teaching
as well. “Showing how is better than telling how.”
• The following concept is derived from the Chinese proverb
• If I hear, I forget symbols
• If I see, I remember visuals
• If I do, I know experience
Demonstration…
• Note that,
• You remember 20% of what you hear
• You remember 50% of what you hear and see
• You remember 90% of what you hear, see and do and with repetition
close to 100% is remembered.
Demonstration…
• Purpose of Demonstration: Help people learn new skills e.g. ORS
preparation, how to use condom, etc.
• Demonstration can be used with individuals and small groups.
• If the group is too large, members will not get a chance to practice the
skills and ask questions.
For effective demonstration
• It must be realistic.
• It should fit with the local culture.
• Use familiar materials.
• Have enough materials for everyone to practice
12. Role-play
• The player tries to behave in a way that the character might behave
when faced with a given situation or problem.
• It is used to show different people feel about a problem and what
they should do about it.
• A type of drama in a simplified manner. It portrays expected behavior
of people.
Role-play…
• A role-play is a spontaneous and/or unrehearsed acting out of real-life

situations. A script is not necessary.
• It is a very direct way of learning; you are given a role or character
and have to think and speak immediately without detailed planning.
Role-play….
• Learning takes place through active experience; it is not passive. It

uses situations that the members of the group are likely to find
themselves during their lives.
• And in a role-play people volunteer to play the parts in natural
way.
• Other people watch carefully and may offer suggestions to the
players and some of these watching may decide to join into the play.
Role-play…
• Usually done with small group, 2-3 people. e.g. a health worker and 1
or 2 other people.
• Can also be done with 1 individual. e.g. the health worker may ask a
person who come in private to act out his own situation.
Ideal time requirement for a role play
• Few minutes for instruction and 5-10 minutes for them to plan &
think
• A role play should last about 20 minutes
• Allow to continue or to repeat the play if the audience is interested.
13. ‘Village’ criers
• They spread information in the community in the past eras & even
today in remote areas where modern mass media are scarce.
• When they have something to say, ordered by village leaders, they
may use a bell or drum to attract attention.
14. Songs
• People sing to express ideas and feelings, such as love and sadness, to
tell story of a famous person, commemorate religious days etc.
• Particularly village people like to sing and dance and almost every
village have someone who can sing and put works to music.
• In addition to expression of feelings, songs can also be used to give
ideas about health.
15. Stories
• Stories often tell about the deeds of famous heroes or of people who
lived in the village long ago.
• Story telling is highly effective, can be developed in any situation or
culture, and requires no money or equipment.
• It should include some strong emotions like sadness, anger; humor, or
happiness as well as some tension and surprise.
16. Proverbs
• They are short common-sense sayings that are handed down from
generation to generation.
• They are like advice on how best to behave.
• Some proverbs are straight forward- others are more complicated.
17. Drama
• Drama is less common in villages, but it is a good means to

entertain people in a message.
• Their preparation, practice and others may incur time and money.
• This means that it is somehow difficult to prepare repeatedly.
• Yet, they are extremely useful for conferences, workshops and
refresher courses.
Selection of Teaching Methods and Materials
• The selection of the teaching methods and aids depends on

1. The type of the message
2. The purpose
3. The people addressed
4. Availability of resources
5. Availability of skills.
.
THANK YOU

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Dambidollo University

HPDP for Nursing students

By ChimdesaJ. (MSc HN)

➢In health education it is not enough to decide what will be done; by

• Therefore there are some important points that to be taken into

• Using educational methods and forms of communication that is

• It is important thing to remember that effective health education is

• Both effectiveness and costs must be considered in choosing a

• The best method of teaching combines the various methods

A. Methods appropriate for cognitive domain: Lecture method,

• When talks are on health agenda we call it health talks.

a. The speaker wanders from the subject;

• Incorporate discussion into lecture

• This is a lecture in one form but the difference is that different

• The symposium is of special use and relevance in any subject where

• In this educational method a small group of persons get around the

• In the formal stage setting of:

• Health education has been quick to recognize that groups provide an

• Pools ideas and experiences • Not practical with more that 20

• Then, the whole group is reconvened and the

• Is a means of eliciting from the participants their ideas and solution

• A demonstration is a step-by step procedure that is performed before a

• A role-play is a spontaneous and/or unrehearsed acting out of real-life

• Learning takes place through active experience; it is not passive. It

• Drama is less common in villages, but it is a good means to

• The selection of the teaching methods and aids depends on

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