SELECTION OF EDUCATIONAL

STRATEGIES
Module 9

HEALTH PROMOTION & EDUCATION (DEMA 3253)

DIPLOMA IN ENVIRONMENTAL HEALTH
VICTORIA INTERNATIONAL COLLEGE

PREPARED BY: MR KHAIRUL NIZAM MOHD ISA

 PRECEDE FRAMEWORK
Phase 6 Phase 4-5 Phase 3 Phase 1-2
Administrative diagnosis Educational diagnosis Behavioral diagnosis Epidemiological & social diagnosis

Predisposing
Direct factors:
communication: knowledge,
public, patients attitudes, values, Nonhealth factors
perceptions
Nonbehavioral Quality of life
causes
Health education Enabling factors:
Availability of Health problems Subjectively
components of Behavioral causes
resources, defined problems
health program
accessibility, of individuals or
referrals, skills Behavioral Vital indicators: communities
indicators: Morbidity,
utilization, Mortality, fertility, Social indicators:
Indirect Reinforcing preventive actions, disability illegitimacy,
communication: factors: Attitudes consumption population,
staff and behavior of patterns, welfare,
development, health and other compliance, self- Dimensions: unemployment,
training, personnel, peers, care incidence, absenteeism,
supervision, parents, prevalence, alienation,
consultation, employers, ect. distribution, hostility,
Dimensions:
feedback intensity, discrimination,
Earliness,
duration votes, riots,
frequency, quality,
crime, crowding
range, persistence
HEALTH EDUCATION STRATEGY

• A combination of methods, approaches and techniques that

may be used to affect the predisposing, reinforcing and
enabling factors which directly or indirectly influence
behaviours.
• Educational strategies can be classified into 3 broad
categories:
1. Communication methods:
Lecture-discussion
Individual counseling or instruction
Media techniques (mass media, audio visual aids, educational
television, programmed learning)
HEALTH EDUCATION STRATEGY
1. Training methods:
Skill development
Simulation and games
Inquiry learning
Small-group discussion
Modeling
Behaviour modification

2. Organizational methods:
Community development
Social action
Social planning
Organizational development
HEALTH EDUCATION STRATEGY
• Predisposing and enabling factors are influenced by:
▫ Lecture discussion
▫ Individual instruction
▫ Mass media
▫ Audiovisual aids
▫ Programmed learning
▫ Educational television
▫ Skill development
▫ Simulation and games
▫ Inquiry learning
▫ Small group discussion
▫ Modeling
▫ Behaviour modification
HEALTH EDUCATION STRATEGY
• Enabling factors are influenced by:
▫ Community development
▫ Social action
▫ Social planning
▫ Organizational development
LECTURE
• The lecture is one of the world’s oldest formal teaching
methods.
• The lecture pass on information, influence opinion, stimulate
thought and develops critical thinking through reliance on a
verbal message.
• The lecture method is frequently used in conjunction with
question-and-answer period.
• Effective teaching method is when the students are allowed to
clarify their understanding.
• This technique frequently used most by health educators and
other health personnel, particularly in school and clinical
settings.
INDIVIDUAL INSTRUCTION
• Individual instruction is referring to instruction on a one-to-one
basis.
• Example, counseling in patient settings and community health
education during home visit.
MEDIA
• Health educators use 4 media techniques:
▫ Mass media
▫ Audiovisual aids
▫ Educational television
▫ Programmed learning

• In media technique, the messages are conveyed through television, radio,

charts, posters, manuals or teaching machines, instead of face-to-face
communications.
• Common electronic media are radio, television, common print media
(magazine, newspaper, billboards).
MEDIA
• Three effects of mass media:
▫ Increase knowledge
▫ Reinforce previously held attitudes
▫ Cause behavioral change, provided that a psychological predisposing to
such an action already exists.
 Medium

Criterion Newspaper Television Radio Magazines Outdoor adv Transit Adv Direct mail

Selectivity Medium Low High High Low-medium Low High

Cost/person High Low (public service Low Medium Medium Low High
announcement)- high
Socioeconomic Middle; Lower; middle All Middle; upper Middle; upper Lower; All classes
groups most upper classes middle
reached
Age range most Middle; Children; old; house Teen; old Young; Young; middle All ages All ages
reached old wife during day middle adult adult
Complexity of High Medium Low High Low Low Medium
message
Effectiveness/ Medium Low-medium Medium Medium-high Low-medium Low High
person exposed
AUDIOVISUAL AIDS

• Intended only to supplement and reinforce other educational

methods, such as lectures, group discussion, games or
behaviour modification.
• Examples:
▫ Audio only (cassette tapes, records)
▫ Visual (textbooks, charts, posters, diagrams, OHP, pamphlets)
▫ Audio & visual (movies, slide-tape programs)
AUDIOVISUAL AIDS

ROGRAMMED LEARNING
efer to learning brought about by means of teaching machines, programmed
tests and computers which can programmed to present materials in a carefully
organized sequential system.

rogrammed learning allows learners to progress at their own rates and

fostered by a development of computer technology and individualized
learning experiences.
AUDIOVISUAL AIDS
• EDUCATIONAL TELEVISION
• Like programmed learning, can be used to present self-contained
instructional programs.

• SKILL DEVELOPMENT
• Is a performance-oriented educational method that emphasizes the
development of specific psychomotor competencies.
• Skill development methods include explanations of the need for a
procedure and how it is done (demonstration).
• May improve communication skill, values clarification and group decision
making.
SIMULATION AND GAMES
• Simulation is an experiential method in which a model of a
real-life situation is used to stimulate and aid learning.
• Simulation may take the form of games, dramatization,
sociodrama, role playing, case study and computerized
models.
• Subjects that can apply this approach are:
• Aging
• Sexual transmitted disease
• Human sexuality
• Consumer health
• Health careers
• Safety education
• Health planning
INQUIRY LEARNING
• Other terms are discovery approach, problem solving and immersion
learning.
• Learners are encourage to formulate and test their own hypotheses.
• Emphasis is on independent thinking and understanding the process by
which knowledge is acquired rather than on knowledge itself.
• This approach fosters learners motivation and development of the
cognitive skill of application, analysis, synthesis and evaluation,
surpassing conventional currentl approaches in facilitating critical
thinking, democratic corporation, complex problem solving and value
clarification.
PEER-GROUP DISCUSSION
• A workshop method of learning and teaching such psychotherapy, team
building, community organizing demonstrated that the advantages of
developing positive health practice and enhancing long-term motivation
among individual in the team.
• Example, convincing women to examine their breast and to receive breast
examination from their physicians.
MODELING & BEHAVIOUR MODIFICATION
• MODELING
• The term modeling refers to the human inclination to imitate human
behaviours.
• Results in the development of conceptual rules that allow for adaptation

• BEHAVIOUR MODIFICATION
• Behaviour modification is the modification of specific behaviour
according to the concepts of stimulus control and punishments and by its
own consequence conditioning.
• Examples of approaches are counter conditioning, thought stopping, covert
reinforcement, extinction and modeling.
COMMUNITY DEVELOPMENT
• Community development or locality development is a process-oriented
method of community organizing that emphasizes the development of
skills, abilities and understanding in an entire community for the purpose
of social improvement.

• This approach is based on the self-help, consensus approach to problem

solving and effective in areas with reconcilable interest and compatible
social groups – like in rural areas.

• The evaluation of community organizing programs is more difficult than

the assessment of other health education methods and approaches because
the effects of these programs are long-term and difficult to differentiate
between program and non-program effects on the outcomes.
SOCIAL ACTION
• Is a mode of community organizing
• Examples of social actions: rallies, marches and boycotts.
• Health professional use other community approaches, perhaps because
social action represent too radical from their skill or mandates.
SOCIAL PLANNING & ORGANIZATIONAL
DEVELOPMENT
• Method used by city planners, welfare councils, community health
planners, policy makers and high level administrators.
• Start with data gathering and rational problem-solving techniques and the
achievement of the goals are within an institutional context.

• Organizational development is a similar approach to problem solving.

• The main techniques are team building, conflict management,
technostructurals changes, data feedback and training.
• Organizational development is typically addressed to enabling factors.
• Example, centralizing the waste collection mechanisms in rural areas.
How to choose the most appropriate strategy
• Select a minimum of 3 educational strategies for any health education
class. Make sure that all factors – predisposing, enabling and reinforcing
factors receive attention.

• In most health educational programs, audiovisual aids or other media

techniques should be one of the 3 strategies. They are effective in
reinforcing and strengthening other educational strategies.

• The longer the health education program (both in terms of hours and
number of sessions), the greater the number of educational strategies that
should be used.

•
How to choose the most appropriate strategy
• A program is best begun with simpler, cheaper educational methods like
lecture-discussion, individual instruction and audiovisual aids that
influence the predisposing factors. Then use more sophisticated and
expensive approaches such as behaviour modification, small group
discussion and community organizing strategies if the first programs are
unsuccessful.

• The more complex the cause of the behaviour problem, the greater the
range of the strategies that will be required.

• Educational strategies that influence predisposing factors only will

generally have only short-term effects and generally simpler and less
expensive that for other factors (reinforcing and enabling).
How to choose the most appropriate strategy

• Strategies that influence reinforcing factors will have intermediate effects.

• Programs that are designed to influence predisposing, reinforcing and

enabling factors will have the greatest effects in long-term changes.
It is time for you to choose the most appropriate
strategies for your project.
Thank you