Health Education Responsibilities and Core Competencies PDF

Health education responsibilities and core competencies DR\ Rehab Hanie Elkazaz professor of pediatric nursing  Objectives At the end of this unit, each student will be able to: Define competency. Illustrate heath educator's responsib...

Health education responsibilities and core competencies DR\ Rehab Hanie Elkazaz professor of pediatric nursing  Objectives At the end of this unit, each student will be able to: Define competency. Illustrate heath educator's responsibilities within competencies. Plan an effective program. Implement an effective program Recognize evaluation methods..  Concept of competency Competencies are the knowledge, skills, abilities, and behaviors required for public health professionals to succeed in their roles  Concept of competency Knowledge is information developed or learned through experience, study or investigation. Skill is the result of repeatedly applying knowledge or ability. Competencies are inherent qualities an individual owns – combining skills, knowledge, and ability...  Why are core competencies important for health educator? Competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are required each day  Health education responsibilities: I: Assessment of Needs and Capacity Area 2: Planning Area 3: Implementation Area 4: Evaluation and Research Area 5: Advocacy Area 6: Communication Area 7: Leadership and Management Area 8: Ethics and Professionalism  Area I. Assessment Needs and resources Prior to implementing a health education initiative, attention needs to be given to identifying the health needs and resources of the community by involving the participant to state their needs and available resources.  Area I. Assessment Needs and resources Competency A: Obtain health-related data about social and cultural environments. needs and interests. Competency B: Distinguish between behavior that fosters and that which hinders wellbeing  Area II: Planning Involves identifying the health problems in the community that are preventable through community intervention, formulating goals, identifying target behavior and environmental characteristics that will be focus the of the intervention efforts, deciding how stakeholders will be involved and building a consistent planning group.  Area II: Planning Competency A: Formulate appropriate and measurable program objectives. Competency B: Design educational program consistent with specified program objectives  Steps in Planning 1. Information gathering. 2.Defining and prioritizing problems 3. Setting goals and Objectives 4. Identifying and Obtaining Resources 5. Selecting appropriate Methods  Area III: Implementation Competency A: Select methods and media best suited to implement program plans for specific learners. Competency B: Monitor educational program, adjusting objectives and activities as necessary  Area III: Implementation Implementing health education program is a work plan or a picture or “map” of what will be done, when, who will do it, and at what cost each step of activities be accomplished  The action plan should include: Goal and objectives. What steps will be taken - list of activities? Who will be responsible for each step? What materials, equipment, people, funds will be used for each step (resources)? When each step will be completed - target date?  Area IV: Evaluating effectiveness of health education program Competency A: Develop plans to assess achievement of program objectives. Competency B : Carry out evaluation plans.  Area IV: Evaluation and Research Purpose of Evaluation Judge the worth of the program or the intervention. Use evaluation findings for the purposes of improving and refining the program or the intervention.  Area V: Advocacy. Identify a current or emerging health issue requiring policy, systems, or environmental change. Engage stakeholders in addressing the health issue and planning advocacy efforts. Use media to conduct advocacy (e.g., social media) Conduct process, impact, and outcome evaluation of advocacy efforts.  Area VI: Communications. Determine factors that affect communication with the identified audience(s). Determine communication objective(s) for audience(s). Select methods and technologies used to deliver message(s)  Area VI: Communications Deliver the message(s) effectively using the identified media and strategies. Conduct process and impact evaluations of communications.  Area VII: Leadership and Management Coordinate relationships with partners and stakeholders (e.g., individuals, teams, and committees). Prepare others to provide health education and promotion Manage human resources(Facilitate understanding and sensitivity for various cultures, values, and traditions. Evaluate internal and external financial needs and funding sources  Area VIII: Ethics and Professionalism Practice in accordance with established ethical principles. Serve as an confident resource on health education and promotion. Engage in professional development to maintain and/or enhance proficiency. Promote the health education profession to stakeholders, the public, and others.  Ethical issues &human behavior in health education DR\ Rehab Hanie Elkazaz professor of pediatric nursing  Objectives At the end of this unit, each student will be able to: 1. Define ethics. 2. Mention basic principles of ethics. 3. Define code of ethics and standard of conduct. 4. Discuss health educator responsibility within code of ethics..  Objectives At the end of this unit, each student will be able to: 5- Define human behavior and related terms. 6- Describe the factors which affect human behavior. 7- Discuss on the role of human behavior in prevention of disease and promotion  Concept of Ethics Ethics is a branch of philosophy dealing with the moral value of human conduct and the rules that govern it. It is the right thing to do for society and self Ethics is the discipline dealing with what is bad what is good with moral duty and obligation Basic Ethical Principles Underling in Health Care Behaviors  Basic Ethical Principles Underling in Health Care Behaviors 1.The principle of autonomy. 2. Beneficence (doing good). 3. Non-maleficence (doing no harm). 4. Justice (fairness). 5.The principle of truth telling (honesty)  1. The principle of autonomy Autonomy involves respecting another person’s rights and dignity such that a person reaches a maximum level of fulfillment as a human being. Example : Relationship between health care worker and community member is based on a respect for him or her as a person and with individual rights Rights in relation to health care are usually taken to include: The right to information The right to privacy and confidentiality The right to appropriate care and treatment  2. Beneficence (doing good) Beneficence means doing or promoting good for others as well as preventing, removing, and avoiding harm for others. Example : provide information about emergency first aid to reduce the risks of accident.  3. Non-maleficence (doing no harm) Non-maleficence holds a central position in the tradition of medical ethics and guards against avoidable harm to subjects. In short, it refers to non-infliction of harm to others. Example : E.g. use of sterile needles.  4. Justice (fairness) This principle states that human being should treat other human being fairly and justly in distributing goodness and badness among them. justice should include: Fair distribution of rare resources Respect for individual and group rights Following morally acceptable laws  5.The principle of truth telling (honesty) At the heart of any moral relationship, there is communication. A necessary component of any meaningful communication is telling the truth and being honest..  Health educators follow some Ethical codes when making professional decisions. Responsibility to the public Responsibility to the profession Responsibility to employers Responsibility in the delivery of health education Responsibility in research and evaluation Responsibility in professional preparation  I. Responsibility to the Public ▪ Health educators support the right of individuals to make informed decisions regarding health. Health educators encourage actions and social policies that support and facilitate the best balance of benefits over harm for all affected parties  I. Responsibility to the Public ▪ Health educators protect the privacy and dignity of individuals. Health educators respect and acknowledge the rights of others to hold diverse values, attitudes, and opinions. Health educators provide services fairly to all people  II: Responsibility to the Profession Health educators are responsible for: Their professional behavior The reputation of their profession, Promoting ethical conduct among their colleagues.  III. Responsibility in the Delivery of Health Education Health Educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality, and worth of all people by adapting strategies and methods to the needs of diverse populations and communities.  IV. Responsibility in Research and Evaluation Health Educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with institutional policies and professional standards. Health educators support principles and practices of research and evaluation that do no harm to individuals, groups, society, or the environment  Definition of human behavior Human behavior refers to the way humans act and interact. It is based on and influenced by several factors, such as genetic make-up, culture and individual values and attitudes.  Definition of health behavior It can be described as the lifestyle or the behavior of patients with a positive or negative impact on health. ▪ Lifestyle affects a patient’s health, is related to the maintenance of his health, and may be related to causing damage to his health  Examples of behaviors promoting health and preventing diseases 1. Healthy behaviors: - actions that healthy people undertake to keep themselves or others healthy and prevent disease. Good nutrition, breast feeding, reduction of health damaging behaviors like smoking. 2. Utilization behaviors: - utilization of health services such as antenatal care, child health, immunization, family planning…et  Examples of behaviors promoting health and preventing diseases 3.Illness behavior: - recognition of early symptoms and prompt self- referral for treatment. 4. Compliance behaviors: - following a course of prescribed drugs  Examples of behaviors promoting health and preventing diseases 5. Rehabilitation behaviors: - what people need to do after a serious illness to prevent further disability. 6. Community action: - actions by individuals and groups to change and improve their surroundings to meet special needs  Factors affecting health behavior can be identified I. Predisposing factors are those characteristics of a person or population that motivate behavior before the occurrence of that behavior. Peoples’ knowledge, beliefs, values and attitudes are predisposing factors and always affect the way they behave. Predisposing factors are motivational factors subject to change through direct communication or education.  Factors affecting behavior can be identified 2- Enabling factors refer to characteristics of the environment that facilitate healthy behavior. They also include the skills and resources required to attain a behavior. For example enabling factors for a mother to give oral rehydration salts to her child with diarrhea include having time, a suitable container and the salt solution itself.  Factors affecting behavior can be identified Reinforcing factors are the positive or negative influences or feedback from others that encourage or discourage health-related behavior change. The most important reinforcing factors are usually related to social influences from family, peers, teachers or employers.