استراتيجيات التعليم والتثقيف الصحى (معهد) PDF

Tanta University- Faculty of Nursing Technical Institute of Nursing ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Health Education and Teaching Strategies 2...

Tanta University- Faculty of Nursing Technical Institute of Nursing ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Health Education and Teaching Strategies 2024/2025 2024/2025 2024/2025 Prepared by: Dr / Amira Ahmed Amin Elbialy Lecturer of community health nursing Faculty of Nursing – Tanta University Dr. Samar Ahmed Maklad Lecturer of community health nursing Faculty of Nursing – Tanta University 2025 1  ‫جايؼح طُطا‬ ‫كهُح انرًشَض‬ ٍ‫ذىصُف يقشس دساس‬ )21( ‫ًَىرج‬ ‫ تُاَاخ انًقشس‬-1: ٍ‫اسرشاذُجُاخ انرؼهُى وانرثقُف انصح‬:‫اسى انًقشس‬ NUR 122:ٌ‫انشيضانكىد‬ ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ ‫ اسبوع‬/ ‫ ساعة‬2 :‫ػذد انىحذاخ انذساسُح‬ ‫ انًسرىٌ انثاٍَ يؼهذ‬-: ‫انرخصص‬ / ‫ساػاخ يؼرًذج‬ By the end of this course the student will be able to identify the ‫ أهذاف‬-2 basic concepts, principles, methods and ethical responsibilities of :‫انًقشس‬ health strategies and health education. 2024/2025 2024/2025 2024/2025 :‫ انًسرهذف يٍ ذذسَس انًقشس‬-2 :ٌ‫تُهاَح هزا انًقشس َكىٌ انطانة قادسا ػهً أ‬ A1- define health education -‫ا‬ ‫انًؼهىياخ‬ A2-Identifying health educators. :‫وانًفاهُى‬ A3-Determine principles & concepts of health education. A4-Mention importance of health promotion. A5-Describe aim of health education profession. 2  B1. Discuss the roles of health educators. -‫ب‬ ‫انًهاساخ‬ B2-Differentiate between method and materials of health :‫انزهُُح‬ education. xlb llopa toN -‫ج‬ ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ ‫انًهاساخ‬ ‫انًهُُح‬ ‫انخاصح‬ :‫تانًقشس‬ General & Transferable -‫د‬ ‫انًهاساخ‬ D1. Use appropriate interpersonal communication skills with :‫انؼايح‬ individuals and families during health education. 2024/2025 2024/2025 2024/2025 D2. Conduct networking skills to meet health needs of the community. D3. Build positive attitude toward importance of community health education programs. D4. Considering morals and ethical issues when providing health education to clients and their families. D5. Apply problem-solving skills for different situations faced at different clinical settings. D6. Establish appropriate professional attitudes and behaviors in different practice situations. 3  ‫ػذد انساػاخ‬ ‫انجذول‬ ‫انًىضــــــــــــــــــــىع‬ ٍُ‫انضي‬ ‫َظشي‬ ً‫ػًه‬ ‫و‬ Unit(1): Introduction to Health Education 2 kNNw tb1 1. sIbtludabplI 2 2. The concept of Health and its related terms. 3...nNlpIpbplI ll rN ob ouda bplI 4. Objectives and goals of Health Education. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Iu 2 kNNw 2 5. alIbNIb ll N ob Nuda bplI 1 6. Stages in adoption of new ideas and practices 7. Basic principles of Health Education. 8. }NbbpIu ll N ob Nuda bplI Unit II: Educational strategies rN ob Nuda bplI hNb lu slhhlI N ob Nuda bplI hNb lut 2 kNNw tu3 2024/2025 2 2024/2025 2024/2025 b kNNw 4 3 sIllth bplI ouda bplI slhhdIpa bplI (IEC) materials/Health Learning Materials (HLMs) slhhlI sIllth bplI ouda bplI slhhdIpa bplI h bNtp ot 4  ‫ال َُطثق‬ ‫ أسانُة‬-5 ‫انرؼهُى‬ ‫وانرؼهى‬ ‫نهطالب‬ ٌ‫رو‬ ‫انقذساخ‬ :‫انًحذودج‬ :‫ ذقىَى انطالب‬-6 ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 1. ppI o ktpbbNI Nn h -‫ا‬ 2. }NhNtbNt kltw ‫األسانُة‬ :‫انًسرخذيح‬ -‫ب‬ ‫انرىقُد نكم‬ 1-Written Examination …by the end of the educational semester. :‫يُها‬ 2-Semester … throughout the educational semester. 2024/2025 2024/2025 2024/2025 1- Final written exam ……...60degrees (60%) ‫ ذىصَغ‬-‫ج‬ :‫انذسجاخ‬ 2-Semester work …………. 40 degrees (40%) Total……. seereed 100 :‫ قائًح انكرة انذساسُح وانًشاجغ‬-7 1. srtrde srued ‫ كرة‬-‫ا‬ 2. Stellefson M, Paige SR, Chaney BH, Chaney JD. Evolving Role of :‫يهضيح‬ Social Media in Health Promotion: Updated Responsibilities for Health Education Specialists. sIbNtI bplI o tldtI o ll.1153:)4(11 ;2020.oIlptlIhNIb o |NtN ta Iu zdtopa rN ob 3. World Health Organization. WHO Guideline: recommendations on digital interventions for health system strengthening. ltou rN ob.ytu Ipe bplI. ry udpuNopINi 201O 5  1. Doobay-Persaud A, Adler MD, Bartell TR, et al. ~N a pIu b N Social Determinants of Health in Undergraduate Medical ‫ كرة‬-‫ب‬ Education: a Scoping Review. J Gen Intern Med. 2019; ‫يقرشحح‬ 34(5):720730. 2. Lewis JH, Lage OG, Grant BK, et al. Foundations for health promotion. Adv Med Educ Pract. 2020; 11: 369-377. ‫ دوسَاخ‬-‫ج‬ 1. Stellefson, Michael, Samantha R. Paige, Beth H. Chaney, and J. D. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Chaney. 2020. "Evolving Role of Social Media in Health ‫ػهًُح أو‬ Promotion: Updated Responsibilities for Health Education ‫َششاخ‬ Specialists" International Journal of Environmental Research and Public Health 17, no. 4: 1153. https://doi.org/10.3390/ijerph17041153 2024/2025 2024/2025 2024/2025 6  Table of Contents srstent Unit (1): Introduction to Health Education sIbtludabplI The concept of health and its related terms. Definition of health education Objectives and goals of health education. alIbNIb ll N ob Nuda bpn ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Stages in adoption of new ideas and practices Basic principles of Health Education. }NbbpIu ll N ob Nuda bplI Unit (2): Nursing health education and educators Identify health education and educators. Describe aim of health education profession. Discuss the roles of health educators. Identify 2024/2025 characteristics of health educators. 2024/2025 2024/2025 Enumerate barriers of health education. Unit (3): Health Counseling sIbtludabplI aldItNopIu slIaNlbt ll qNINt o ltpIaploNt ll aldItNopIu Skills and characteristics of effective counselor Visual aids and other tools for counseling }bNlt ll aldItNopIu)qs~ro|) dItNopIu ldbalhNtp abltt pIlodNIapIu al Unit (4): Educational Strategies:- rN ob Nuda bplI hNb lu slhhlI N ob Nuda bplI hNb lut Information Education Communication (IEC) materials/Health Learning Materials (HLMs) slhhlI sIllth bplI ouda bplI slhhdIpa bplI h bNtp ot 7  Production of Information Education Communication materials Unit (5): Health promotion sIbtludabplI uNlpIpbplI ll rN ob ltlhlbplI ~ N ldtlltN ll N ob ltlhlbplI ztpIaploNt ll N ob ltlhlbplI zNttlIt l tbpapl bpIu pI N ob ltlhlbplI Health promotion program elements Risk factors that prevent health promotion occurrence ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ rN ob ltlhlbplI llt INktltIt rN ob ltlhlbplI llt uloNtaNIbt rN ob ltlhlbplI llt klh I Role of the nurse in health promotion Unit (6): Designing of Health Education Program.nptadtt b N lo IIpIu ltlaNtt Describe phases of health education program designing. 2024/2025 Apply sessions for an educational program. 2024/2025 2024/2025 Unit (7): Ethical issue in health education nNlpIN Nb pat }b bN t tpa ltpIaploNt ll Nb pat Describe the responsibilities of health extension workers to community. 8  Unit (1): Introduction to Health Education Outlines 1. sIbtludabplI 2. The concept of Health and its related terms. 3. nNlpIpbplI ll rN ob ouda bplI 4. Objectives and goals of Health Education. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 5. alIbNIb ll N ob Nuda bplI 6. Stages in adoption of new ideas and practices 7. Basic principles of Health Education. 8. }NbbpIu ll N ob Nuda bplI semrstse rtunraed At the end of this chapter, the students will be able to: 2024/2025 2024/2025 2024/2025 1. Explain the concept of Health and its related terms. 2...nNlpIN rN ob ouda bplI 3. List objectives and goals of Health Education. 4. oIdhNt bN alIbNIb ll N ob Nuda bplI 5. Discuss stages in adoption of new ideas and practices 6. State basic principles of Health Education. 7. nNtatptN tNbbpIu ll N ob Nuda bplI nsurrstnutrs An individual‘s physical and mental well-being is the concern of two similar areas of education: health education and physical education. Both deal with habits of exercise, sleep, rest, and recreation. Since physical well-being is only one aspect of a person‘s overall health, physical education is often thought of as a part of health education. 9  Definition of key terms Health The WHO defines health in 1948 as a state of complete physical, social and mental well-being, and not merely the absence of disease or infirmity. Physical health ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ It refers to anatomical integrity and physiological functioning of the body. To say a person is physically healthy: All the body parts should be there. All of them are in their natural place and position. None of them has any pathology. All of them are doing their physiological 2024/2025 2024/2025 functions properly.2024/2025 And they work with each other harmoniously. Mental health It is ability to learn and think clearly. A person with good mental health is able to handle day-to-day events and obstacles, work towards important goals, and function effectively in society. Social health It is ability to make and maintain acceptable interactions with other people. Lifestyle ―A way of living based on identifiable patterns of behavior which are determined by the interplay between an individual‘s personal characteristics, 10  social interactions, and socioeconomic and environmental living conditions.‖ Prevention ―Measures not only to prevent the occurrence of disease, but also arrest its progress and reduce its consequences once it is established.‖ Disease ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Is the existence of some pathology or abnormality of the body, which is capable of detection using, accepted investigation methods. Health literacy ―The degree to which people are able to access, understand, appraise and communicate information to engage with the demands of different health contexts in order to promote and maintain good health across the life-course. 2024/2025 2024/2025 2024/2025 Health Education concepts and practice Definition of Health Education It is a series of planned teaching/learning activities designed for individuals, families, or groups aiming at changing people‘s knowledge, attitude, and practice toward health. The goals of health education Health education is an essential component of any program to improve the health of a community, and it has a major role in:- Reaching good health practice; for example, sanitation, clean drinking water, good hygiene, breast feeding, infant weaning, and oral rehydration. 11  Using preventive services – for example, immunization, screening, antenatal, and child health clinics; The correct use of medications and the pursuit of rehabilitation regimens – for example for tuberculosis and leprosy respectively; Recognizing early symptoms of disease and promoting early referral; Community support for primary health care and government control ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ measures. Enable people to increase control over their health and quality of life. Empowerment: Empowered learners feel competent and confident about making health decisions that are right for them. sratrsesud rl emfu estnmutrs 1- Educator (sender) who 2024/2025 2024/2025 is responsible for giving 2024/2025 the message of education to recipients. 2- Recipients, target individuals and groups who are exposed to the process of education..wNtt uNd h bNtp o ll Nuda bplI -3 4- Methods of education, how message of education reaches recipients. Contents of health education: - Human Biology -Nutrition -Hygiene - Family Health Care -Control of Communicable and Non- Communicable Diseases -Mental health - Prevention of Accidents 12  -Use of Health Services 1- ytams btrfrey Teach about structure and functions of the body and how to keep physical fit. Also, the need for exercise, rest and sleep, the effect of alcohol, smoking, resuscitation and first aid. 2- nturtutrs ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ The aim of health education in nutrition is to guide people to choose optimum and balanced diet who contain nutrient necessary for energy growth and repair 3- yyetese :~ pt t bkl tlNabt ( zNttlI o t( oIlptlIhNIb o 2024/2025 2024/2025 2024/2025 4-Mother and child health care as o zltb I b o a tN-sIbNI b o a tN - o Hygienic care of mother and child. o lo IIpIu p hpoF -N IpIu o shhdIpe bplI o ztNlNIbplI ll aapuNIb hlIu a poutNI 5-prevention of communicable disease:- The aim of education in prevention of communicable disease is to prevention of infection and importance of immunization. 13  6-Mental health The aim of education in mental health is to help people to mentally healthy and to prevent a mental breakdown. 7- Prevention of accident Safety education should direct to the three main areas, homes, road and place of working. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 8-Use of health services One of the aims of health education is to inform the public about the health services that are available in the community, and how to use them. Stages in adoption of new ideas and practices 2024/2025 2024/2025 2024/2025 Sumee rl tsmwmresedd Sumee rl mwmresedd xlb k tN ll INk puN qNbt tlhN pIllth bplI lt lt abpaN tdb Ilb u Ilk hda mutrsSumee rl evmft Sumee rl tsueredu & ppIu ldb ul Ib uNt } lkt pIbNtNtb bl wIlk npt ul Ib uNt hltN vptbNId tN u Sumee rl msrtutrs Sumee rl urtmf saaNlbt INk puN t tNINlpap o zdbt pb pIbl lt abpaN bl ph & ullbt pb 14  Principles of Health Education 1- Interest: The health educator will have to bring about recognition of the needs before he proceeds to tackle them. 2-Participation: Participation is based on the psychological principle of active learning; ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ it is better them passive learning, group discussion, and workshop. All of the previous is provide opportunities for active learning. 3-Known to unknown: In health education work, must proceed from the known t0 the unknown i.e. start where the people are and with what they understand and then proceed to new knowledge. 2024/2025 2024/2025 2024/2025 4-Comprehension: In health education must know the level of understanding, education and literacy of people to whom the teaching is directed. One barrier to communication is using words, which cannot be understood. Teaching should be within the mental capacity of the audience. 5- Reinforcement Few people can learn all that is new in a single period. Repetition at intervals is extremely useful, it assists comprehension and understanding. 6- :nrutvmutrs In every person, there is a fundamental desire to learn. A waking this desire is called motivation. 15  7· Learning by doing (practice and skills). 8- sraatstnmutrs Education is primarily a mother of communication. The health educator must know how to communicate with his audience. 9- :nrrs tams refmutrs The health educator must be kind and sympathetic and the people must ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ accept him, as their real friend 10-Leaders Psychologists have shown and established that we learn best from people whom we respect. In the field of health education, we try to penetrate the community though the local leaders. 2024/2025 Settings of 2024/2025 Health Education 2024/2025 There are five major settings particularly relevant to health education; schools, communities, work sites, health care settings and the consumer market place. 1. Sn ools Health education in schools includes classroom teaching, teacher training, and changes in school environment that support healthy behavior. School health education programs around the world have proven their value for the health and wellbeing of children, the young and communities. 2. sraatstuted Community based health education draws on social relationship and organizations have a significant effect on shaping an individual‗s attitude and behavior to reach large population by media and interpersonal strategies. 16  3. errs dtue Because people spend too much time at work, the work place is situated ideally as both a source of social support. Effective work site programs can harness social support as a buffer to stress, with the goal of improved workers health and health practices. 4. yemfu nmre deuutse ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Health education for patients, their families, and the surrounding communities and in-services training for health care providers are all part of health care today. Health education in these settings focuses on preventing or detecting disease and managing acute and chronic illness. 5. The consumer market place The advent of home health and self-care products as well as the use of health 2024/2025 2024/2025 2024/2025 appeals to sell consumer goods, has created new opportunities for health education and for misleading consumers about the potential health effects of items they purchase. 17  Unit (2): Nursing health education and educators Objectives:- At the end of this unit, the students will be able to:  Identify health education and educators.  Describe aim of health education profession.  Discuss the roles of health educators. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬  Identify characteristics of health educators.  Enumerate barriers of health education. Introduction: For many years, organizations governing and influencing nurses in practice have identified teaching as an essential responsibility of all registered nurses in caring for both well and ill clients. For nurses to fulfill 2024/2025 2024/2025 2024/2025 the role of educator, no matter whether their audience consists of patients, family members, nursing students, nursing staff, or other agency personnel, they must have a solid foundation in the principles of teaching and learning. The main objectives of studying nursing education are to: Build knowledge and appropriate attitudes concerning relevant health programs and strategies. shltllN lt abpa o twpoot Prepare students to support and follow local guidelines and polices and work within the national health system. Definition of Nurse Educator Is a nurse who teaches and prepares licensed practical nurses (LPN) and registered nurses (RN) for entry into practice positions. They can also teach in various patient care settings to provide continuing education to 18  licensed nursing staff. They teach in graduate programs at masters and doctoral level which prepare advanced practice nurses, nurse educators, nurse administrators, nurse researchers, and leaders in complex healthcare and educational organizations. Characteristics of health educators To be a good health educator you must be: 1. Knowledgeable of subject matter and related areas. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 2. Willingness to be flexible, to be direct or indirect as the situation demands. 3. Ability to perceive the world from the learners‘ point of view. 4. r lN ullu alhhdIpa bplI twpoot 5. Skill in asking questions (as opposed to seeing self as a kind of answering service.) 2024/2025 2024/2025 2024/2025 6. Reflection of an appreciative attitude (evidenced by nods, comments, smiles, etc.). 7. Use of conversational manner in teaching–informal, easy style. 8. Provision of well-established examination procedures. Role of the nurse as educator: 1. The role of educator is not primarily to teach, but to promote learning and provide for an environment conductive to learning. 2. Motivates individual to learn and makes it possible for them to learn. 3. To create the teachable moment than just waiting for it to happen. 4. The role of the nurse as teacher of patients and families, nursing staff, and students certainly should stem from a partnership philosophy. 19  5. The provision of information to the learner, who ever that learner may be, should stress the fact that teaching and learning are participatory processes. 6. Actively involve learners in the education process. 7. Assessment of learning needs the planning and designing of a teaching program, the implementation of instructional method & and materials. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 8. The evaluation of teaching and learning should involve both the educator and the learner. 9. No longer should teachers see themselves as simply transmitters of content and controllers of the learner. 10.The role of the educator has shifted from the traditional "giver of information" position to that of a process designer and manager. 2024/2025 2024/2025 Nursing education should prepare students to function in 2024/2025 the following key roles:  Care givers: who consider each patient holistically as an individual and provide high-quality, comprehensive, continual and personalized care within a relationship based on trust.  Decision-makers: who choose interventions and technology in an ethical and cost effective way?  Communicators: who are able to ask appropriate questions, listen, and advice, encourage, counsel, and educate individuals and groups to help them improve and protect their health?  Community leaders: who advocate for health and initiate health activities on behalf of community. 20   Managers: who work effectively with colleagues, staff and organizations and who collect, analyze and use health data to meet the health needs of individuals and communities. Education process parallels nursing process: ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 2024/2025 2024/2025 2024/2025 The education process, like the nursing process, consists of the basic elements of assessment, planning, implementation, and evaluation. There different in that the nursing process focuses on the planning and implementation of care based on the assessment an diagnosis of the physical and psychosocial needs of the patient. The education process, on the other hand focuses on the planning and implementation of teaching based on an assessment and prioritization of the client's learning needs, readiness to learn, and learning styles 21  The outcomes of the nursing process are achieved when the physical and psychosocial needs of the client are met. The outcomes of education process are achieved when changes in knowledge, attitudes, and skills occur. Both processes are ongoing, with assessment and evaluation perpetually redirecting the planning and implementation phases of the process. Potential outcomes of effective teaching by the nurse: 1. sIatN tN alItdhNt t bptl abplI ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 2. Improve quality of life Ensure continuity of care. 3. nNatN tN aopNIb InpNbF 4. Effectively reduce the complications of illness and the incidence of disease. 5. Promote adherence to treatment plans. 6. Maximize independence in the performance of activities of daily living 2024/2025 7. Energize and empower consumers 2024/2025 to become actively involved in 2024/2025 the planning of their care. Methods to determine learning needs of nursing staff: The following are methods that can be used specifically to determine the learning needs of nursing staff. (1) ertuues srb bednrttutrs A written description of what is required to effectively carry out job responsibilities is a source to determine potential learning needs of nursing staff. It can be the basis of establishing content in an orientation program for new staff or of designing continuing education opportunities for seasoned nurses. (2) Rrramf mss nslrramf Fquest Many times staff' will be asked for ideas for educational programs, which reflect what they perceive as needs. When doing a formalized 22  educational program, the educator must verify that these requests are congruent with the needs of other staff members. (3) stmftuy eddtrmsne Fetrrud Trends found in incident reports indicating safety violations or errors in procedures are a source for establishing learning needs of staff that education could adequately address. (4) s mru etstud ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Audits of charts help identify trends in practice. Does the staff have a learning need in terms of the actual charting? Is an intervention being newly implemented that was not done before? nlNt b N tNaltu pIupa bN tlhN ?pIalItptbNIaF kpb phloNhNIb bplI (5) Feetfmutrsd A thorough knowledge of hospital, professional, and healthcare 2024/2025 2024/2025 requirements helps to identify possible learning needs of staff.2024/2025 It is important for the educator to monitor new rules of practice that may arise from changes occurring within an institution or external to the organization that have implications for the delivery of care. Barriers to education and obstacles to learning: Barriers to education: Numerous authors have addressed major barriers interfering the ability of nurses to carry out their roles as educators. The following are the key organizational, environmental and educational factors that serve as impediments to educating others: 1. Lack of time to teach is cited by nurses as the greatest barrier to being able to carry out their educator role effectively. 23  2. Many nurses and other healthcare personnel are traditionally ill prepared to teach. 3. Personal characteristics of the nurse educator play an important role in determining the outcome of a teaching-learning interaction. 4. Until recently, low priority was often assigned to patient and staff education by administration and supervisory personal. 5. The lack of space and privacy in the various environmental settings ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ where nurses are expected to teach and learners are expected to learn is not always conductive to carrying out the teaching-learning process. 6. An absence of child-party reimbursement to support patient education programs relegates teaching and learning to less than high-priority status. Nursing services within healthcare facilities are subsumed under hospital room costs. 2024/2025 7. Some nurses and physicians2024/2025 2024/2025 question whether patient education is effective as a means to improve health outcomes. They view patients as impediments to teaching when patients do not display an interest in changing behavior. 8. There are a multitude of healthcare providers covering much of the same content, but not necessarily with consistency. Obstacles to Learning: The following are some of the major obstacles interfering with a learner's ability to attend to and prows information. 1. The stress of acute and chronic illness, anxiety, sensory deficits, and low literacy in patients are just a few problems that can diminish learner motivation and interfere with the process of learning. 24  2. The negative influence of the hospital environment itself, resulting in loss of control, lack of privacy, and social isolation, can interfere with a client's active role in health decision making and involvement in the teaching-learning process. 3. Lack of time to learn due to rapid patient discharge from care can discourage and frustrate the learner, impeding the ability and willingness to learn. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 4. Personal characteristics of the learner have major effects on the degree to which predetermined behavioral outcomes are achieved. 5. The extent of behavioral changes needed, both in number and in complexity, can overwhelm learners and dissuade them from attending to and accomplishing learning objectives and goals. 6. Lack of support and ongoing positive reinforcement from the nurse and 2024/2025 significant others serve to block2024/2025 the potential for learning. 2024/2025 7. Denial of learning needs, resentment of authority, and lack of willingness to take responsibility (locus of control) are some psychological obstacles to accomplishing behavioral change. 8. The inconvenience, complexity, inaccessibility, fragmentation, and dehumanization of the healthcare system often result in frustration and abandonment of efforts by the learner to participate in and comply with the goals and objectives for learning. 25  Unit (3): Health Counseling Out Lines: sIbtludabplI slIaNlbt ll aldItNopIu qNINt o ltpIaploNt ll aldItNopIu Skills and characteristics of effective counselor Visual aids and other tools for counseling ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ }bNlt ll aldItNopIu)qs~ro|) p abltt pIlodNIapIu aldItNopIu ldbalhNt :sbsenutved At the end of this unit, the students will be able to: 1. nNlpIN sldItNopIu 2. Enumerate the importance of counseling. 2024/2025 2024/2025 2024/2025 3. Differentiate between four types of Counseling. 4. vptb ltpIaploNt ll aldItNopIu 5. Enumerate the Characteristics of Effective counselor 6. vptb }b uNt ll aldItNopIu 7. oIdhNt bN lpNout b b sldItNopIu suutNtt 8..|Na oo }bNlt ll aldItNopIu 9. nptadtt p abltt pIlodNIapIu aldItNopIu ldbalhNt nsurrstnutrs Counseling is a relationship between a concerned person and a person with a need. This relationship is usually person-to-person, although sometimes it may involve more than two people. 26  Counseling: An interactive process characterized by a unique relationship between the counselor and client that leads to change in one or more of the following areas: Behavior. Beliefs or emotional concerns relating to perceptions..vNlNo ll NhlbplI o uptbtNtt nesermf trtsnttfed rl nrtsdeftse These are the important principles and conditions necessary for effective ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ counseling: Privacy — finds a quiet place to talk. ~ wN tdllpapNIb bphN.w pIb pI alIlpuNIbp opbF Conduct the discussion in a helpful atmosphere. Keep it simple — use words people can understand. 2024/2025 First things first — do not cause confusion by giving 2024/2025 2024/2025too much information. Say it again — repeat the most important instructions again and again. Use available visual aids like posters and flip charts, etc. Skills and characteristics of effective counselor: The most important characteristics are: Respect the dignity of others. Respect the client‗s concerns and ideas. Be non-judgmental and open. Show that you are being an active listener. gN Nhl b Nbpa Iu a tpIu gN lINtb Iu tNItpbplN Visual aids and other tools for counseling lltbNtt oN loNbt lt l ab t NNbt 27  lopl a tbt llNt N u ltlrNablt Iu bt Itl tNIapNt topuN t lkt models (such as female pelvis, penis) a ow lt k pbNtl tut )lpablut l t )lpabdtN oN loNbt tlIutd ut h lt llNht ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ real life examples, testimonies or case studies from women Written notes to remind you of points to cover Steps of counseling: The Gather approach GATHER is an acronym to help remember the 6 basic steps in the counseling process 2024/2025 nreeu u e nftesu —n 2024/2025 2024/2025 In the first case, give your full attention to your clients. Greet them in a respectful manner and introduce yourself after offering seats. Ask them how you can help them. Tell them that you will not tell others what they say. If the counseling is in a health institution, you have to explain what will happen during the visit, describing physical examinations and laboratory tests if necessary. Conduct counseling in a place where no-one can overhear your conversation. A — Ask the clients about themselves Help them to talk about their needs, doubts, concerns and any questions they might have. 28  If they are new, use a standard checklist or form of your Health Management Information system to write down their name and age, marital status, number of pregnancies, number of births, number of living children, current and past family planning use, and basic medical history. Explain that you are asking for this information in order to help you to provide appropriate information, so that they can choose the family ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ planning method which is the best for them. T — Tell them all about family planning methods Tell them which methods are available. Ask which methods interest them and what they know about the methods. Briefly describe each method of interest and explain how it works, its 2024/2025 2024/2025 advantages and disadvantages, and possible side-effects.2024/2025 H — Help them to choose a method To help them choose a method of contraception, ask them about their plans and family situation. If they are uncertain about the future, begin with the present situation. Ask what the spouse/partner likes and wants to use. Ask if there is anything they cannot understand, and repeat information when necessary. When the chosen method is not safe for them, explain clearly why the method may not be appropriate and help them choose another method. Check whether they have made a clear decision and specifically ask, ‗What method have you decided to use? E — Explain how to use a method After a method has been chosen, give supplies if appropriate. 29  If the method cannot be given immediately, explain how, when and where it will be provided. Explain how to use the method. Ask the client to repeat the instructions. Describe any possible side-effects and warning signs, and tell them what to do if they occur. Give them printed material about the method to take home if it is ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ available. Tell them when to come back for a follow-up visit and to come back sooner if they wish, or if side-effects or warning signs occur. —F tt-ettrtsu m reutrs vtdtu lrr lrffrw At the follow-up visit: Ask the client if she is, or they are, still using the method, and whether 2024/2025 2024/2025 2024/2025 there have been any problems. Ask if there have been any side-effects. Refer for treatment in the case of severe side-effects. Ask the client if they have any questions. Factors influencing counseling outcomes These factors are divided into three broad categories. 1. Factors related to counselor Respecting the rights of the client is essential to the quality and continuity of counseling. :olNtF aopNIb t b N tpu b bl 1. Information — to learn about their reproductive health, contraception and abortion options. 2. Access — to obtain services regardless of religion, ethnicity, age, and marital or economic status. 30  3. Choice — to decide freely whether to use contraception and, if so, which method. 4. Safety — to have a safe abortion and to practice safe, effective contraception. 5. Privacy — to have a private environment during counseling and services. 6. Confidentiality — to be assured that any personal information will remain confidential. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 7. Dignity — to be treated with courtesy, consideration and attentiveness. 8. Comfort — to feel comfortable when receiving services. 9. Continuity — to receive follow-up care and contraceptive services and supplies for as long as needed. 10. Opinion — to express views on the services offered. 2. Rmnurrd refmues ur u e nftesu 2024/2025 2024/2025 2024/2025 The client‗s level of knowledge and understanding may affect their choice. What they choose to do may also be affected by the extent to which they trust and respect you. Their personal situation may make it difficult for them to choose some methods, for example if their spouse or another family member has a different preference to them. 3. sxuersmf/trrermaamutn lmnurrd Shortage, unavailability of health services, in most health facilities the space or room for the provision of family planning is integrated with other reproductive health programs. This can make it really difficult for you to find a place where privacy and confidentiality can be maintained. 31  Unit (4): Educational strategies Health Education Methods and Materials -:stuftsed rN ob Nuda bplI hNb lut slhhlI N ob Nuda bplI hNb lut Information Education Communication (IEC) materials / Health ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ )vN tIpIu w bNtp ot )rvwt slhhlI sIllth bplI ouda bplI slhhdIpa bplI h bNtp ot Production of Information Education Communication materials Learning outcomes:- At the end of this unit, the students will be able to, Define health education method. 2024/2025 2024/2025 2024/2025 npllNtNIbp bN tNbkNNI hNb lut Iu h bNtp ot nNtatptN alhhlI N ob Nuda bplI hNb lut Discuss common Information Education Communication materials Identify steps of Information Education Communication production yemfu sstnmutrs neu rsd - Health education methods refer to ways through which messages are conveyed to achieve 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). 32  Common health education methods Informal methods 1. Health talks 2. Lecture 3. Brainstorming 4. Group discussion 5. Buzz group discussion 6. Demonstration ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 7. Role playing 8. Drama 9. Case studies 10. Traditional media Formal methods 1. Conference 2. Workshop 3. Seminar 4. Panel discussion 2024/2025 2024/2025 2024/2025 5. Symposium Informal methods 1- yemfu umfsd - 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. - It can be conducted with one person or with a family or group of people or through mass communication. 33  2. Lecture - It is oral, simple, quick and traditional way of presentation of the subject matter. - Presents factual material in direct, logical manner - oalIlhpa o - In most cases audience is passive Rrrad rl fenutre ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 1) Traditional lecture: Teacher is the only speaker. 2) Participatory lecture: Begins with learner brainstorming and use pause in between. 3) Feedback lecture: Mini lectures followed by small group discussion, it gives opportunity to manipulate lecture content. 2024/2025 4) Mediated lecture: Use of2024/2025 2024/2025 media such as films, slides along with traditional methods. 3. Group discussion - It is collective thinking process to solve problems. - 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. - Extremely useful in health education. 34  Sureseu d Pools ideas and experiences from group Effective after a presentation, film or experience that needs to be analyzed Allows everyone to participate in an active process trsdstatumu ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Not practical with more than 20 people pNk lNlloN a I ulhpI bN yb Ntt h F Ilb l tbpapl bN ~phN alItdhpIu 4. ptzz errtt 2024/2025 2024/2025 2024/2025 - A large group is divided into small group, of not more than 10 or 12 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. 5. prmtsdurratse 35  - 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. - Is a means of eliciting from the participants their ideas and solution on health issues. Sureseu d ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Allows creative thinking for new ideas Encourages full participation because all ideas equally recorded Draws on group's knowledge and experience statumutrsd If not facilitated well, criticism and evaluation may occur 2024/2025 2024/2025 2024/2025 6. bearsdurmutrs - Showing how is better than telling how. - Although basically focuses on practice/skill it involves theoretical teaching as well. - nrue u mu - You remember 20% of what you hear - You remember 50% of what you hear and see 36  - You remember 90% of what you hear, see and do and with repetition close to 100% is remembered. - 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. 7. tfmy-Frfe ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 2024/2025 2024/2025 2024/2025 - A type of drama in a simplified manner. It portrays expected behavior of people. - A role-play is a spontaneous and/or unrehearsed acting out of real-life situations..s tatplb pt Ilb INaNtt tF - 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. - Few minutes for instruction and 5-10 minutes for them to plan & think - A role play should last about 20 minutes. - hpIdbNt llt uptadttplI 30-soolk Ilb Nt 20 - People can better understand their problem and the behavior associated with the problem. 37  8. brmam - Drama is a presentation, in which the subject matter or topic is studied well either written or in words, and then presented in educative and recreating manner. - Needs detail planning and script development. - Audiences identify with characters and settings ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ - In a serial drama, for example, if the characters and settings are familiar to audiences, they can identify with the situations, and feelings of the characters. - Drama is very effective in behavior change communication - Many dramas portray positive, negative, and transitional role models. - Positive characters: model healthy values and behavior, and they are 2024/2025 2024/2025 2024/2025 rewarded. - Negative characters: model unhealthy behavior and antisocial values, and they suffer as a result. - Transitional characters: representing the audience, are uncertain at first about which behavior to adopt. 9. smde dutsy Case Study: is an in-depth analysis of real or simulated problems that help audiences to identify problems and suggest solutions according to their own contexts. 10. armstutrsmf aestm armstutrsmf aestm md  Poems  Songs 38   Games  Stories Traditional Medias are useful for the following reasons:- - They are realistic and based on the daily lives of local people - They can communicate attitudes, beliefs, values and feelings in powerful ways. - They can motivate people to change behavior. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ - They can show ways to solve problems. - Usually they are very interesting. Selection methods for health education Consider the following things before choosing health education method:- 1. How ready and able are people to change? 2024/2025 2024/2025 2024/2025 2..sldt coN tIpIui ltrNabplNt 3. How many people are involved? 4. Is the method appropriate to the local culture? 4.  b tNtldtaNt tN l po toN? 5. What mixture of methods is needed? 6. Subject matter (topic or problem) 7. vphpb bplIt ll bphN 8. What methods fit the characteristics of the target group? nrue u mu It is important thing to remember that effective health education is seldom achieved through the use of one method alone. 39  The best method of teaching combines the various methods. 2. Formal methods (Scientific methods):- 1. srsleresne - Conference refers to meeting for lectures of discussion where representative of various stakeholders participate. - Conference has a far broader spectrum of meaning than the other three ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ (seminar, workshop, and symposium). - Not limited to academic activities only; beyond academic where many diverse participants participate 2. errsd rt - It is a period of discussion and practical work on a particular subject in which a group of people share their knowledge and experiences. 2024/2025 - It is a series of educational 2024/2025 and work sessions (where 2024/2025 manual work is done). - Small groups of people meet together over a short period of time to concentrate on a defined area of concern. - It also means a group working together, on a creative project, discussing a topic, or studying a subject. - Workshops tend to be more intense than seminars. 3. Seatsmr - A seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that are educational in nature. -.}NhpI tt tN Nuda bplI o NlNIbt - It is usually held for groups of 10-50 individuals for about an hour though usually not in practice. 40  4. Syatrdtta - Is typically a more formal or academic gathering, featuring multiple experts delivering short presentations on a particular topic. - It is an academic in nature where experts (academicians) present their views on a particular theme. 4 :nmsef stdntddtrs ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ - It is a meeting where experts (two or more) are invited to make short presentation or speak on different aspect of the same subject area or theme. - For example, mental health in Egypt. Expert1: history of mental health in Egypt Exeprt2: Mental health and health policy Expert3: 2024/2025 Future of mental health 2024/2025 2024/2025 Health learning materials / Information education communication materials: They are teaching aids which give information and instruction about health specifically directed to a clearly defined group of audience. Role of IEC materials in behavior change communication Speak to the people without the presence of communicator. It serves as transferring of health message or acts as channel to carry a message to target audiences. Enhance the understanding, the credibility and the believability of health message. Remind the public the message they can received from different sources. 41  Motivate the public to seek for further information. Some IEC materials serve as means of delivering health message on very sensitive issues. oN loNbt ,plt Nn hloN There are four types of health learning materials: 1. ztpIbNu rvwt 2. €ptd o rvwt ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ 3. sdupl rvwt 4. lptd o rvwt-sdupl 1. Printed health learning materials - It is the production of multiple copies of an original image usually using ink pressed on to paper. 2024/2025 2024/2025 2024/2025 - It involves the exchange of facts, ideas, and opinions through a written instrument /materials. - It can be used as a medium in its own right or as support for other kinds of media. Example of print IEC materials 1. Poster 2. Flipcharts 3. Leaflets 4. Booklets 5. Cards 6. News paper etc.. 1- nrduer - Poster is a large sheet of paper ranging in size from large bill boards to small notices. - But often it has a size of 40cm wide and 60cm high. - A poster consists of; words and pictures or symbols that include a message on it. 42  srsuesu rl trduer All words in a poster should be in language the community understand or in two languages. The words should be few and simple to understand slogan -contain a maximum of 7 words. Put only one idea on a poster. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ The poster should encourage practice action oriented. It is better to use life picture if possible Posters should contain the following information:- o The year of publication o The place o The sponsoring organization Purpose of posters To reinforce/remind a message 2024/2025 the public is receiving2024/2025 2024/2025 through other channels. To give information and advice. e.g. learn more about malaria! To give directions and instructions for actions. e.g. poster about malaria prevention methods. To announce important events and programs. e.g. World Malaria Day. nrduer durrmee mss tutftzmutrs }bltN lltbNt pI t lN lo aN Post them in a place where many people can see them when passing by (e.g. market places, meeting halls, etc.) Ask permission before putting poster on a house or building. 43  Use as teaching aid to support your communication Never put posters on sacred or worshipping places. Do not leave a poster up for long time. 2- Rftt n mrud They are a series of pictures that are bound together, usually at the top, ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ and can be turned over by the educator. A flip chart is made up of a number of posters on a related subject that are shown one after the other. Are good to present several steps or aspects of a central topic. :ntrtrde To give information and instructions 2024/2025 2024/2025content 2024/2025 There should be a single separate idea on a chart. The arrangement should follow a logical order. Five is a good number of charts to put in a flip chart 3. Leaflets Leaflet or flyer is usually a short, often urgent, written message printed on just one side of single a standard weight paper. - Once there are more than five sheets it is common to use the term.itbNowlltc Brochure - gtla dtN pt hluplpNu oN loNb 44  - It is still a single sheet of paper but it's longer, folded up in ½ or 1/3 and printed on both sides. - It can explain things in more detail. It is useful for long-term use and is less likely to be thrown away. - We can fit more material into a brochure. - Leaflet and brochures are the most common way of using print media in health education. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ ntrtrde rl lfyerd mss brrn tred They are useful reinforcement for individual and group sessions Serve as a reminder of the main points that you have made. They are also helpful for sensitive subjects. Can provide people with enough basic information to encourage them to ask for more. 2024/2025 2024/2025 2024/2025 Leaflet/brochures … The content of the leaflet/brochures should CARE C clear – have something to say and say it A accurate – aim at precise R make it readable – use familiar words, and active verbs E have empathy – never forget that you are writing for another person 2. Visual health learning materials Include something seen, for example models, real objects, and photographs. Written words are not included under visuals. 45  Visuals are one of the strongest methods of communicating messages, especially where literacy status is low. Femf rbsenud mean things that are real. If your display is on ‗family planning methods‘, you would display real IUDs, pills, condoms, diaphragms, and foams. Models Models are three dimensional objects which look like the real objects. ‫ﺟﻬﺎﺩ ﻋﻠﻰ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻨﻴﻦ‬ Models might be used for 3 reasons: 1. If the real objects are not available 2. If the real object is too big to display. 3. If the real object is too small to be seen easily. 3. Audio Health Learning Materials 2024/2025 2024/2025 2024/2025 Includes anything heard such as spoken word, health talk, music, sound, etc. Radio and audio cassettes are common audio aids..~ NF tN N tpoF lltulbbNI Radio is a very powerful tool because no other mass media reaches more people than radio. Radio can reinforce the advice that people receive through other channels. 4. Audio visual Health Learning Materials Audio visuals are multi-sensory materials- combine both seeing and listening They convey messages with high motivational appeals. sb t lk tN o oplN tpbd bplI 46  These materials include TV, projected materials, and films or videos. Material production of IEC The success and impact of IEC materials depends largely on the understanding of the target audience including their characteristics,