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1、Designing Effective Health Education ProgramsExtension Health Institute November 7 and 8, 2002 Presenter: Dr. Bobbi Clarke, Professor, Extension Health Specialist, and Co-Director for The University of Tennessee Center for Community-based Health Initiatives1Why You Are Here?: Participant Outcomes1.
2、Describe the complex interacting factors that influence health. 2. Utilize behavior change models in planning, implementing and evaluating health programs. 3. Develop an evaluation plan.2When you hear the term “health education” what comes to mind?3Definition of Health EducationnAny combination of l
3、earning experiences designed to facilitate voluntary adoptions of behaviors conducive to health.nEducate, motivate, refer, follow-upnComplex health care systemnTargets: knowledge, attitudes, behaviors4What is the ultimate goal of health education?5Ultimate Goal of Health Education?nEnable people to
4、increase control over their health and quality of life.nEmpowerment: Empowered learners feel competent and confident about making health decisions that are right for them. (Extension goal)6Health Education Produces Health LiteracynCapacity of individuals to obtain, interpret, and understand health i
5、nformation and services. (Extension: Impart Knowledge)nCompetence to use such information and services in ways which enhance/maintain health of self and family members. (Extension: Develop Decision Making Skills)7Health Literate Person Is One Who:nCan think things through and make health choices in
6、solving his/her own problems as well as family member problems.nIs responsible and makes health choices that benefit his/herself and family members.nIs in charge of his/her own health learning and teaches family members to do the same.nCan use communication skills to express needs, questions, and co
7、ncerns to health care providers and staff.8How Can Extension Develop Health Literate Clientele?nDevelop knowledge and skills related to:nConcepts related to healthy lifestyles, self-care and disease prevention/managementnAccessing health information and health- promoting products and servicesnAnalyz
8、ing the influence of media, technology, and other factors on healthnUsing interpersonal skills to enhance or maintain health9How Can Extension Develop Health Literate Clientele? (cont.)nDevelop knowledge and skills related to:nUsing self-assessment, goal-setting and decision making skills to maintai
9、n and/or enhance healthnAdvocating for personal, family, and/or community healthnEngaging in health enhancing behaviorsnEngaging in risk reduction behaviors10Extensions Goal?nDevelop Savvy Health Care Consumers (Health Literate Consumers) through:nHealth Inservice training of county Extension educat
10、ors and volunteers-Health Literate Professionals (multi state, Health Institute, National Extension Priester ConferenceApril 22-24) on health topics, health literacy, and cultural health literacynHealth education programsnMedia (radio, TV, exhibits, newspapernPublicationsnInternet information: infor
11、mation, interactive programs, linking to credible informationnCommunity partnerships11Is there a difference between health education and health promotion?nHealth education: learner directednHealth promotion: broader concept directed toward advocating healthnIndividual and community educationnEnviron
12、mental changenPolicy changesnEconomic changesnShifts in societal norms12Source for Professional Updating/ Credible InformationnUT Extension Health Program Web Site is a source designed for Extension educators: http:/www.utextension.utk.edu/health13Key Point: The learners actions take place in a syst
13、em the world they live in-with elements that are controllable and uncontrollable.14Value of Behavior Theory Models?nTry to explain why people do what they do.nProvide a framework for how the trainer can best design a program for learner success and trainer accountability.15Individual Change ModelsnP
14、eople learn through their own experiences: nHealth Belief ModelnStages of Change ModelnConsumer Information Processing Model16Health Belief Model (Table 1, p. 3)nExplains noncompliance to health recommendations-why people dont act on health recommendations.nDont understand the seriousness of disease
15、nDont feel susceptible to diseasenDont see benefits/Do see barriers to actionnNeed a cue to action17Compliance Occurs IfnPerson is motivated by:nIndividual perceptions: factors that affect their perception of the illness/problemnPerceived susceptibilitynPerceived seriousnessnModifying factors: ndemo
16、graphic variables (ethnicity, culture, age, gender, education, income, etc.nPerceived threat of the health problemnCue to action: media, friends, relativenCompilation of these factors leads to “cue to action”nLikelihood of action: perceived benefits (less pain) minus the perceived barriers (time, cost) 18Health Belief ModelnImpact to Trainer: Readiness to act by self-selecting educational programnD
