‫بسم هللا الرحمن الرحيم‬
KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY
CAMS \ CHS
DEPARTMENT
NUTRITION HEALTH EDUCATION &
PATIENT COUNSELING
The Way To APCHER Healthy Life
The Quality Notational Plan
Traditional\ unbalanced Habit
Promote and Help To ……..
The NHEPC 2012
EISA ALI JOHALI
CHS456
‫عيس ى بن علي الجوحلي‬
Johali2012
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‫بسم هللا الرحمن الرحيم‬
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A Lecturer
• Bachelor A. M. Sc. Heath Education, KSU 1407 /1987
•Short Fellowship Planning Health Professions Education, UIC, USA
199
•MA (Ed.) Philosophies and Sciences of Teaching, Learning and
Curriculum in Nursing, UK 1995
•PhD Health Sciences By Accrediting Prior Experiences, Hill University
Sept. 2012
Author of Two Published Books & 3 Projected
http://faculty.ksu.edu.sa/JOHALI/default.aspx
Johali59@hotmail.com WL Messengers NEHPC2012
http://sa.linkedin.com/pub/eisa-johali/31/3a6/896
https://twitter.com/TheNature2011 Dr. Eisa Johali
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CHS456 Promontory
‫ ألن الجودة من الحرص واالجتهاد وآلن ”اإلحساس والشعور بمرض ومشكالت ومتاعب اآلخرين“هي غاية كل مسلم مؤمن وهي غايتنا‬
:‫ نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى‬،“‫ وهي في ”التقوى‬،‫في عملنا وتعليمنا طلبا للحسنين‬
]3 ،2/‫[الطالق‬
 ‫ َو َم ْن َي َّت ِق َهللا َي ْج َع ْل َل ُه َم ْخ َر ًجا * َو َي ْر ُز ْق ُه ِم ْن َح ْي ُث َال َي ْح َت ِس ُب‬
.]29/‫[األنفال‬
َ
َ ‫ إ ْن َت َّت ُقوا‬ 
 ‫هللا َي ْج َع ْل ل ُك ْم ُف ْر َق ًانا‬
ِ
:‫ عن أنس بن مالك رضي هللا عنه‬،‫ وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم‬
)‫( ال يؤمن أحدكم حتى يحب ألخيه ما يحب لنفسه‬
‫وقوله صلى هللا علية وسلم (كان هللا في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي‬
‫أخرجه البخاري‬

These Islamic Calls are our Evidences to assure Quality of Profession; Quality
of NHEPC & Quality of Life today and for the Day after.
Meanwhile, do not forget the most common Arab Proverb:
“Nothing Itching Your Skin Like Your Nail”
”‫“ما يحك جلدك مثل ظفرك‬
Who can itch your skin! Effectively? You or other eg. teacher ?
- When you will feel better &
- Who can understand better: the Passive student who taught or
filled by other the teacher? Or the active student who learn by
himself or at least participate /share learning with teacher?.
-
Thus, what do you prefer /recommend:
Be Passive Student & Patient? Or Be Active ?
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A CONCISE OF NHEPC
The COURSE EDUCATIONAL OBJECTIVES









Explore the sciences of health, education, health education from the
nature and duties of your profession practice and education courses,
Briefly highlight the historical overview of Nutrition Health Education,
Probe education ↔ health & briefly highlight philosophical & scientific
NHE roots.
Well realize the recent HE scientific concepts, methodologies,
technologies & planning procedures that can promote the quality of
lifelong health.
Define Global health education ↔ Create a“ National Definition” which
suites our national nature and characters & predict HE Principles,
Fields, Communication & Ethics.
Be aware of the “Teaching & Learning” methods and technologies that
we taught by during our HE study.
Distinguish & use the most common HE Methodologies & Technologies,
and their major advantages and disadvantages.
Discover / Produce / Evaluate some interactive HETechnologies
“materials”: Leaflet, Folder, Poster and Pamphlet & Sites…
Use the most related scientific concepts to plan an effective HE
Activities.
Our Overall Goal
The Way Ahead Towards
“ Assertive Patient Centred HE” with & Best Evidence”
(APCHE’R) QUALITY
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T & L Introductory
As an introductory to this probing “Lectures’ Note”, I would like to send a progressive
educational message to my dear “Adult Learners”.
My dear learners remember that you are not a primary school pupil neither a an elementary
nor even, a secondary student. You are mature adult learners, you should be smart CNs, that in order
to success in this progressive course and in your life as well, you have to “Think, Participate,
Practice & Reflect on and in… This course is not a traditional that you can just read, store and
recall. it is a “Lifelong Learning Guide (LLG)” to help you to think around, back, about, over and
up. It is prepared to promote you to search about the most appropriate knowledge, attitude that can
lead to the right nutritional behaviors for you, your patients, family and community.
This LLG consists of “ ten major learning units”.
Before probing the history of ‘EDUCATIONHEALTHQNHEPC\LIFE “‘, you
have to reason ‘why you are studying this course.
The second and third units promote you to determine the boundaries of the
quality of H & E through the modern philosophical and scientific concepts of
education and health that can guide you to, the Fourth by which you will
distinguish the appropriate methodologies and technologies that can enable you
to plan and develop effective health education activities to increase the quality of
Patients’ Healthful Life. In order to learn the course well, you have to use "Your
All Senses" and "Abilities", as well; You have to attend, see, listen, ask, discuss
and participate actively in teaching, learning and assessing your self, your
colleague, your teaching and learning process and materials, your curriculum,
and your teacher, as well.
Finally, if you do so, do not worry, you will success in your course
and your life as well.
With this Concise & its T&L Plan and Process
“All the Learners will success; Except the one Who DO NOT Welling to
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Success”
NHEPC T & LEARNING PLAN
OUR Overall AIM

The Way Ahead Towards
APCHE’R NHEPC QUALITY
“Assertive
The
Patients Centred HE” with
Best Evidence to assure quality of
NHEPC
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CHS456 T & LEARNING PLAN
APCHER Quality NHEPC
Weeks
Units/Subjects
Notes
 UNDERSTANDING EACH OTHER
 DISCUSSING THE COURSE OBJECTIVES Via this T& L Plan
 WHY “NHEPC (The Place of HE in CN Profession &
Interactive
Lecture/Group
Discussion/Role
Playing
/Ego
Reflective
Exercise
&
Research
1 hrs/week
1st & 2nd
Education)
 A BRIEF HISTORICAL OVERVIEW
3rd & 4th
5th & 6th

PROBING EDUCATIONHEALTHQNHEPC\LIFE” = DEFINE

THE COMMON THEORIES & MODELS OF NHEPC (1)
=
TERMS & Relations: HEALTH, HEALTH EDUCATION, TEACHING &
LEARNING….etc
- THE COMMON THEORIES & MODELS OF NHEPC (2)
1st EXAM + Assignments Plan
=
Smart Exam1
7th & 8th
- NHEPC Related COMMUNICATION; COUNSELING & ETHICS
=
9th & 10th
 NHEPC METHODOLOGYIES & TECHNOLOGIES (1)
=
11th & 12th
 NHEPC METHODOLOGYIES & TECHNOLOGIES (2)
 QNHEPC PLANING TERMS & PROCESS (1)
=
Smart Exam2
2nd EXAM + Assignment Presentation
13th & 14th
15th & 16th
- QNHEPC PLANING CONCEPTS & PROCESS (2)
- NHEPC FIELDS \ ASSOCIATIONS & RESOURCES
Final Revision + FINAL EXAM
=
=
ASSESSMENT: 2 Monthly Creative Exams + Reflective Assignment (15 Grades each)
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The Most Recommended
Reference & Source

*** Your Smart Lecture Notes, in the Class

**Johali, E A (2012) A Concise Nutrition Health Education For
Smart Clinical Nutritionists and Dietitians : A Creative Lecturer’s
Note (Soon be ready may be Quwafel Centre, King Abdullah Road,
near KSU )

Johali, E. A (2012) Health Education and Promotion for All Health
Professions the HEPAHP (A Project Book in Press, Damascus)


* Johali, E. A (2010\2011) Health Education and promotion for Health
Administration and Technicians HEHAT (Qwafel Students Center , King Abedalah Rd
from of KSU)


JOHALI (2008) A Concise Health Professions History and Ethics, Dar Aawael
Damascus; Syria (Specials discount for you SR 35 Al Quwafel Centre, King Abdullah Road,
near KSU)


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Internet Resources
http://www.dairycouncilofca.org/PDFs/AppToolkitFacGuide.pdf
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NHEPC Reasoning
?
‫نعود لها الحقا‬
REASONING
WHY NHEPC?
Let us Start with:
How to Train to Be a Nutritionist
http://www.ehow.com/video_5611014_train-nutritionist.html
What is a Dietitian?
http://www.ehow.com/video_4979770_what-dietitian.html
Dietitians vs. Nutritionists
http://www.ehow.com/video_4767643_dietitians-vs_-nutritionists.htm
Nutritionist Job Description
http://www.ehow.com/video_4958429_nutritionist-job-description.htm
http://www.ehow.com/video_7462937_hints-reading-food-nutrition-labels.html
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JOHALI
CONCISE
NHEPC
REASONING NHEPC WHY?
-
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Despite that this place is questionable worldwide may be because there are HE
Specialists; Nationally, there no wide concern regarding HE specialty and specialists,
thus it is a part of the nature of all HPs as it is stated in the HE Guide (MOH
1398)
Group Discussion & Dialogue

The Place of HE in CN the CNJD?

The Place of HE in CNE related courses?
=====
•
•
Play a role of CN working in hospital … Do you have to practice NHEPC (protect,
prevent, promote healthful life of you, your colleague & your patients, families and
community?)
Then, Play a role of CN Student what is/are the most related CN Courses/
Sciences can be use in HEPC ?
To conclude;
The Major Reason WHY HEPT?, because “HE is a part of CN Professional
Duties CJND”; To:
- Protect;
- Prevent and;
- Control;
- Maintain, and Promote Quality of Healthful Life for your, your
colleagues, your patients and environment ..from Nutrition\Food
Hazards, Poising , Imbalance & Overeating\ Habits and related
Health Problems..
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‫‪The CNJD‬‬
‫دور أخصائي التغذية اإلكلينيكية ‪:‬‬
‫•التعاون مع أعضاء الفريق الصحي الخاص برعاية المريض من‬
‫خالل تقديم الرعاية الغذائية‪.‬‬
‫هناك عدة أسباب تسهم في إقصاء أخصائي التغذية عن ممارسة دوره ‪.‬نذكر منها ‪:‬‬
‫رضىعدم وضوح الوصف الوظيفي ‪ -‬فالكثير من أخصائيي التغذية ال يعرفون ما هو مطلوب منهم ‪ ،‬و الكثير من‬
‫•التوعية الغذائية للوقاية من بعض األمراض للمجتمع وكذلك الم ‪)1‬‬
‫ن‬
‫ن‬
‫أخصائيي التغذية تفاجئو حين توظيفهم حيث يرو أن ما تم دراسته في الكليات المتخصصة قد بقي محفوظاً في‬
‫على حد سواء‪.‬‬
‫الكتب !!و كمثال على هذا فقد سأل أحد األخصائيين ممن توظف حديثاً في المستشفى أحد زمالئه عن دوره وما‬
‫•وضع البرامج التدريبية واالستشارات وكذلك إعداد الوسائل‬
‫يمكن له أن يقوم به من أعمال ‪ ،‬فما كان من زميله إال أن قال له‪ :‬إن أهم عمل تقوم به هو أن تراقب خط سير‬
‫التعليمية في مجال التغذية للعاملين في مجال الصحة العامة مثل‬
‫توزيع الوجبات !!‬
‫الممرضات والعاملين بالوقاية الصحية‪.‬‬
‫‪ )2‬كثرة المهام و المسؤوليات ‪ -‬تسعى بعض اإلدارات إلى أن ترسم وصفاً وظيفياً لموظفيها ‪ ،‬حيث تقوم بتكليف‬
‫•وقاية المرضى المنومين من اإلصابة بسوء التغذية الناتجة عن‬
‫األخصائي عدة أعمال ‪ ،‬و تضع في نهاية هذه المهام فقرة تقول ( أي مهام أخرى تسند إليه )!!و إذا بنا نرى‬
‫أخصائي التغذية يكون مسؤوالً عن أعمال الشركة ‪ ،‬أعمال إدارية ‪ ،‬أعمال السكرتارية ‪ ،‬متابعة أعمال أخرى‬
‫نقص الطاقة والبروتين‪.‬‬
‫كضيوف اإلدارة !!‬
‫•المساعدة على عالج الحاالت المرضية واختيار األغذية المناسبة‬
‫‪ )3‬ضعف الثقة ‪ -‬وهي على أربع أنواع ‪ :‬ثقة األخصائي بقدراته ‪.‬ثقة إدارة التغذية بقدرات األخصائي ‪.‬ثقة إدارة‬
‫لها‪.‬‬
‫المستشفى بقدرات األخصائي‪.‬ثقة األطباء بقدرات األخصائي‪.‬و كمثال على ضعف الثقة نرى بعض األخصائيين‬
‫•تحديد طبيعة وكمية العناصر الغذائية الالزمة للمريض ومدى‬
‫يخشى من التحدث مع األطباء ‪ ،‬الممرضة ‪ ،‬أو المريض نفسه‪.‬‬
‫احتياج المريض لألغذية التكميلية (التغذية األنبوبية أو الوريدية)‪ ).4‬قلة الخبرة ‪ -‬يفتقر بعض األخصائيين للخبرة الكافية في مجال تغذية المرضى ‪.‬‬
‫•التحكم بوزن المريض زيادة أو نقصا‪.‬‬
‫‪ )5‬عدم الرغبة في تحمل المسؤولية ‪ -‬بعض األخصائيين ليس لديه رغبة في أن يتحمل مسؤولية متابعة حالة أحد‬
‫المرضى ‪ ،‬أو ليس لديه الرغبة في أن توكل له بعض المسؤوليات ‪ ،‬و بعضهم يكتفي بالمسؤوليات التي ال تحمل‬
‫•متابعة المرضى المنومين من خالل إرشادهم بطبيعة النظام الغذائي‬
‫ائها أية متاعب !!‬
‫الواجب إتباعه والتحقق من مدى إقبالهم على الوجبات المقدمة لور‬
‫هم‪.‬‬
‫مهام أخصائي التغذية ‪ ...‬من النظرية إلى التطبيق‬
‫•المشاركة في البحوث العلمية ‪.‬‬
‫ألخصائي التغذية الدور الحيوي و الهام في المستشفيات‪ ،‬و ال يمكن إغفال دوره بأي حال من األحوال‪،‬‬
‫•اإلشراف على عيادات التغذية الخارجية كعيادة السمنة والسكري أو‬
‫و يمكن أن تتمثل مهام أخصائي التغذية في اآلتي‪:‬‬
‫األطفال‪.‬‬
‫أوالً ‪ :‬األستشارة الغذائية و هي أن يكون األخصائي على اتصال دائم بالطبيب المعالج ‪ ،‬و يشارك في االستشارة‬
‫‪11‬‬
‫الغذائية‪.‬‬
‫ثانياً ‪ :‬التقييم الغذائي‬
‫أهميته ‪:‬‬
‫‪ ) 1‬من خالل التقييم الغذائي يمكن معرفة الحالة الغذائية بالنسبة للشخص السليم و المريض على حد سواء ‪.‬‬
‫‪ ) 2‬من خالل التقييم الغذائي يمكن عمل برنامج غذائي يتماشى مع احتياجات الشخص لتصحيح الحالة الغذائية ‪.‬‬
‫‪ Johali2012‬اإلرشادات الغذائية ‪.‬‬
‫‪ ) 3‬تقديم النصائح و‬
‫‪CHS456‬‬
Probe
HISTORY & DEFINE TERMS
Looking for
The E ; H & CN that can Assure the Quality of
Healthfully Life ?
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PROBE
NHEPC HISTORY & DEFINE TERMS
 Place of Health & HE in the Holy Quran &
Prophet Medicine ? (Ego Reflective Assignment)
Worldwide, the literature of both health and education
neglected health education and its facts including the
Islamic concepts until the early of this century.
 It was only in the late 1919 that the term
“Health Education” was recognized in the Western
literature by:
The term “Health Education” was proposed first about
1919 at a conference in New York of leaders of health
and education called the Child Health Organization. The
word “Hygiene” has become some popular in schools
with both teachers and pupils that it was believed a new
and more definitive term would be helpful in popularizing
health practice. “Health Education” as a term to replace
“Hygiene” was advanced by the director of the
organization and after much discussion adopted.
(Kime et al 1977)
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PROBE HE HISTORY & DEFINE TERMS
“Nature & History  Proper Definition”
 The above historical statement clarify the nature
of modern HE.
 It indicates that Hygiene (Germ-free, Pure, and
Healthful) was the previous term of health
education in the Western literature.
 It confirms the Integrated Relationship between
the three Sciences “Education; Health & NHEPC”
and their Professions” that can simplified by the
following formula:
EDUCATION  HEALTH  QNHEPC\LIFE
SO,
What is the “EDUCATION” that leads to HEALTH?" &
Go ahead to promote the Quality of NHEPC?
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Probe HE History & Define Terms -Nature & History  Proper Definition”
What is the “EDUCATION? that we are looking for ?
 How did the Old Greece and Muslims Philosophers and
Scientists educate (Socrates; Aristotle; Plato & Ibn
Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego
Reflective Assignment)
 The term “Education” came from:

the Latin words “Educo = To lead out” the &
"Educare = Training the mind;

the English term "Educe = To draw out".
 In Islam and Arabic language “Education” means:
Breeding & Perfection; reform ‫ وإصالح‬،‫ تهذيب‬،‫تربية‬
End 1-2nd week
 The latest ًWestern educational philosophies such as
“the progressivism & the reconstructionism” connect
"Education" to the “Freedom = the Democracy”.
In the late 17 Century, "Rousseau" a French teacher addressed
the following advice:
Give your scholar no verbal lessons, he should be
taught by experience alone...Put the problems before
him and let him solve them himself. Let him know
nothing because you have told him, but because he
has learnt it for himself. Let him not be taught
science, let him discover
it. (Johali 1995).
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PROBE HE HISTORY & DEFINE TERMS
What is the “EDUCATION? That we are looking for ?
 Also,
Albert
Einstein"
(1878-1955)
the
German/US Physicist said:
"I never teach my pupils; I only attempt to
provide the condition in which they can Learn“
(Valcin 2001)
These advices formed the foundation of the
progressive, freedom or democratic education
that produced many modern educational theories
and strategies such as: Problem-Solving &
Problem Based Learning; Learning by Experience
or Experiential Learning ; Learning by Discovery,
and finally, "Andragogy” the"Student/Patient
Centred Leaning. Eventhough, the Western
Philosophers still looking the education that
assure the quality..
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PROBE HE HISTORY & DEFINE TERMS
What is the “EDUCATION? that we are looking for ?

The Optimists (Idealists) of the above philosophies and
theories believe in the “Ideal Education” that “:
A Perfect Education will Produce a Perfect Society
or Heaven on the Earth”
As A Muslim; Do you believe ? (If you don’t?!, Your
Religion Do)

This believe was strongly criticized by many
educational philosophies such as, the Realism who
reject the terms “perfect or idealist”; the Behaviorism
who see “education in their behaviors” and, the
Experientialism who connects “education to the
experience only”.
Reflecting on the above educational concepts with
health considerations, the logical definition of “General
Education” can be concluded as:
“A Lifelong Process ofJohali2012
Growth and Development”
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
PROBE HE HISTORY & DEFINE TERMS
What is the “EDUCATION? That we are looking for ?
Self thinking “EGO QUESTION: Modify the above definition of
“general education” into an Islamic definition?”
====

“A Growth and Development Process for …….. & the …… …. ”

 The Ideal Islamic Definition of “GE” is
A Growth and Development Process TODAY & for
the DAY AFTER
OR
A Process of Meaningful Learning for Today & the Day After

The appropriate “Education” ‫تثقيف‬/‫ تعليم‬that can be defined
as:
An intellectual & behavioral process of “Teaching and
Learning” activities that influence the growth &
development and promote healthful life.
Still, “What Teaching ‫ &تدريس‬What is Learning ‫ ” تعلم‬that can
promote the QHEHِ?
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PROBE HE HISTORY & DEFINE TERMS
“Nature & History  Proper Definition”
What is the “EDUCATION? That we are looking for ?
While the traditional “Teaching” is understood as:

“A teacher based process of providing and injecting
knowledge, attitudes and skills” to inflate memory.

The “TEACHING” that we are looking is “a process of
promoting and helping other to LEARN.

The traditional behaviorism “Learning” is realized as “a
process of gaining deep and wide knowledge, attitudes and
skills that can control and shape behaviors. Such learning is a
form of training rather than education.
 While, The Millennium “LEARNING” that we are
looking for is:
“An Independent Process of Growth and Development
within the personal science, technology, experience, & behavior
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Common Philosophies (Systems) of Education
Just look for the Place of Education that we are looking for?
Key Concepts
Most Common Philosophies & Theories of Education
Humanism
Transfer
Education /NHEPC
Process
Preserve&
Transmit
Knowledge
Knowledge/
Theory
worthwhile
Skills/ Practice
Relative to safe
practice
Teacher/HE/CN
Centre /
Transferor
Examination/
Evaluation
Vital-theory
Student/Patient
Passivecontainer
Fully-controlled
Curriculum/Plan
Map of key
Subject
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Technocrat
Shape
Progressivism
Travel /Jearny
Reconstructionis.
Grow
Adaptation/
Training
Training/Skills/Objec
tives
relative- essential for
safe practice
Personal Growth &
Development
Society-Centered
Create better
society
Life experience
Tentative
Student interest
Life experience
Tentative Society
interest
Vital
Vital
Vital
Instructor & Guide
Facilitator
Indoctrinator/
Orientator
Vital- practical
Self interest &
evaluation
Vital theory-practice
for better society
Passive- holder
Active/ Free-interest
practically fully
supervised
Schedule of Basic
Skills/ a kind of
Technology
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Portfolio of
Experiences
Active
Semi-control
Agenda of Cultural
Issues
20
PROBE HE HISTORY & DEFINE TERMS
“Nature & History  Proper Definition of HEALTH”
WHAT IS HEALTH?
that we are look for:?
Medics
“Curative Medicine”
Physical fitness
absence of disease
harmonious
functioning
of
organs
Commodity
“Just Feeling Good”
Behaviorists
ability
adapt
to
“Adaptation”
(HBM)
Social
Scientists
Humanists
Well social Personal
strength\ability
function
absent of all Self Growth
&
diseases,
Development
health
problems
handicaps
&
Idealists
Perfect
wellbeing in
every
respect
Behaviorist also come under Realism = Pragmatic
So; What is National Health; Nat & Nut. HE That We Have
To Look For ?!
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A CONCISE NHEPC
“Nature & History  Proper Definition of HEALTH” that we looking for?

To be appropriate for all nation; the “WHO Constitution
1946”, “Health” is defined as:
A STATE OF COMPLETE PHYSICAL, MENTAL AND SOCIAL
WELLBEING AND NOT MERELY THE ABSENCE OF DISEASE
AND INFIRMITY.
---------------
Infirmity = any health problem or defect
Complete = Total; Whole; Absolute & Perfect
----------------------Ego Reflective Thinking & Assignment
As an ideal religious centred society, how we can create an accepted “Health”
Definition with Evidences from Holy Quran & Sunnah ”?
------------------------
Now, start think about Defining HE & HEPT that can grantee the
Quality of healthful Life
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A CONCISE NHEPC
“Nature & History  Proper Definition that we looking for
WHAT IS HEALTH EDUCATION?
As health + education, “HEALTH EDUCATION” has
different meanings. Based on the scientific principles of the
“Learning and Behavioral Theories & Models” and “the
Diagnostic Approach of Planning H. E.”, the most appropriate
definition can be a combination of these two definitions:
WHO” DEFINITION
A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, &
SOCIAL DIMENSIONS RELATING TO ACTIVITIES THAT
INCREASE THE ABILITIES OF PEOPLE TO MAKE INFORMED
DECISIONS AFFECTING THEIR PERSONAL, FAMILY AND
COMMUNITY WELL-BEING.
&
BEHAVIORIST DEFINITION
ANY
COMBINATION
OF
LEARNING
EXPERIENCES
DESIGNED TO FACILITATE VOLUNTARY ADAPTATIONS OF
BEHAVIOR CONDUCTIVE TO HEALTH.
-------------------------
Ego Exercise:
So, as an ideal modern religious centred society, how we
can create NHEPC
Overall Goal
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- An ideal “accepted & promoting “NHEPC Definition”?
- Persuasive NHEPC objectives (Drive from WHO & Behaviorist Def)
23
A CONCISE NHEPC
“Nature & History  Proper Definition
of H; E; HEP & NHEPC we have to looking for ?
Thus, let us hold a “Learning Debate”
 Based on these literature, the nature of the Saudi
community and culture, the nature and fortitude
future of HE, the ideal definition of a “National
Health; & National NHEPC that the whole people
can understand, accept and react with it
positively, is:
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A CONCISE NHEPC
“Nature & History  Proper Definition of NHEPC Objectives
H E  QUALITY OF HEALTHFUL LIFE

HEHA/HEHAT  QUALITY OF HEHAT PATIENTS’ & EMPLOYEES’ HEALTHFUL
LIFE
&
THE TWO MAJOR HE OBJECTIVES
ARE


HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED
DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELLBEING.

FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO
HEALTH.
BY
ENCOURAGING, MOTIVATING, PROMOTE ........NOT TEACH/INSTRUCT\ORDER
PEOPLE\PATIENTS TO:

 ACQUIRE .………………………………...…,.
 PERCEPT (Accept/ not Reject) .….......
 MOTIVATE To (accept) ……….…………..
 MODIFY\HELP CHANGE voluntary ..........……
&
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PROMOTE SELF / INDEPENDENT
/ MAINTAIN HEALTH BEHAVIORS
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A CONCISE NHEPC
“Nature & History  Proper Definition of A National H; E: P & NHEPC
A NATIONAL DEFINITION OF HEALTH; HEP & NHEPC
The history of health, education and health education show that
health education has many definitions and understanding. These
definitions and understanding are varied from generation to other and
from nation to nation according to their cultural and social background.
To motivate people to accept and react positively with health education
message and activities, the early and the religious based definitions
were considering the terms "Moral; Spiritual & Emotional"... As an
outcome of the Western Age of Reasoning, these morality terms were
neglected. At the early of 20 century, there were worldwide debates
regarding the most appropriate definitions for health, education, and
health education. As a result of these philosophical and scientific
debates, the early terms and many other such as “physical and / or
intellectual, mental and / or psychological, cultural/environmental and or
social….” were discussed for the best health education definition.
Beside "Politics" the administrator factor, there are many other factors
such as "economical, scientific and technological" factors such as
poverty, hunger, hazards that can affect the quality of health full life of
people (-ve/+ve).

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Ego (self) Reflective Learning:
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A CONCISE NHEPC
“Nature & History  Proper Definition of A National H E & NHEPC
An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual,
(5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10)
Environmental, (11) Economical, with (12) Professional Ethics, that can help
people/customers to “grow; develop”, and make informal decisions affecting
their personal, family and community well being.
“An outcome of NUR/MLT Student Group Work 21/2/1427”
An Ideal dynamic process of “(1) Moral, (2) Spiritual, (3)
Physical, (4) Intellectual, (5) Mental, (6) Emotional (7)
Psychological, (8) Social, (9) Cultural, (10) Environmental
including Climate, (11) Economical, (12) Political with (13)
professional Ethics, (14) Technological mean and (15)
Nutritional” dimensions that can help people/customers to
“grow; develop”, and make informal decisions within a
specific “Time” affecting their personal, family and community
well being.
“An outcome of “Has’ Student-Lecturer Dialogue HEHA 28/2/1427”modified 1428 ; and NHEPC 2012”
Where Are You ? ; Do you have any addition .. New dimension / factor can affect your health …
?!
27
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Conclude ?!
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Health Promotion
the New, the Fashionable the Millennium Name
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Health Promotion
the Fashionable Millennium ‘New’ Name
Definition of Health Promotion
 Health Promotion is the art and science of helping people discover the
synergies (independent discovering) between their core passions and optimal
health, enhancing their motivation to strive for optimal health, and
supporting them in changing their lifestyle to move toward a state of
optimal health.
 Optimal health is a dynamic balance of physical, emotional, social, spiritual,
intellectual health, ….. more... !!
 Lifestyle change can be facilitated through a combination of learning experiences
that enhance awareness, increase motivation, and build skills and, most important,
through the creation of opportunities that open access to environments that make
positive health practices the easiest choice.
 Meanwhile; O’Donnell MP. Defined HP as a process of ‘embracing passion,
enhancing motivation, recognizing dynamic balance, and creating opportunities’.
Am J Health Promot. 2009 Sept Oct;24(1):iv.
30
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 Physical: Fitness; Nutrition; Medical
self-care; Control of substance abuse.
HP Def. Model:
 Emotional: Care for emotional
crisis. Stress Management
 Social:
Communities. Families. Friends
 Intellectual : Educational;
Achievement; Career development
 Spiritual : Love; Hope; Charity….
(It is more…..see “Johali 2010 SARMR San
Antonio, Texas, US, Jjohali Res. Sites )
http://www.healthpromotionjournal.com/index.html
Compare to the above concepts …Is\ Are there missing …factor\dimen. !!?
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WHO Health Promotion Principles
Health promotion initiatives should be planned and implemented in
accordance with the following principles:
1. Empowering: Health promotion initiatives should enable individuals
and communities to assume more power over the personal,
socioeconomic and environmental factors that affect their health.
2. Multi-strategy: Health promotion initiatives should use a variety of
approaches, including policy development, organizational change,
community development, legislation, advocacy, education and
communication, in combination with one another.
3. Participatory: Health promotion initiatives should involve those
concerned in all stages of planning, implementation and evaluation.
4. Holistic: Health promotion initiatives should foster physical, mental,
social and spiritual health.
5. Inter-sectoral: Health promotion initiatives should involve the
collaboration of agencies from relevant sectors
6. Equitable: Health promotion initiatives should be guided by a
concern for equity and social justice.
7. Sustainable: Health promotion initiatives should bring about
changes that individuals and communities can maintain once initial
funding has ended.
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In addition to Advocacy: activities
directed at changing policy of32
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organizations or governments.
HP Optimal Wellness Model
Reflect on the previous probing and national definition & Redraw it as
Optimal NHEPC Wellness Model , later compare to APCHER NHEPC
33
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PATIENT \ NUTRITION COUNSELING
Counseling ( Resources: 2 | Journals: 3 | Organizations:
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
34
COUNSELING
Nutrition \ Patient Counseling
What Is Counseling; NP Counseling
 Coun·sel (kounsl) “
N
 1. The act of exchanging opinions and ideas; consultation.
 2. Guidance, especially as solicited from a knowledgeable
person. See Synonyms at advice.
 3. A plan of action.
 4. Private, guarded thoughts or opinions: keep one's own counsel.
 5. A lawyer or group of lawyers giving legal advice and especially
conducting a case in court.
V

coun·seled or coun·selled, coun·sel·ing or coun·sel·ling,
coun·sels:
 1. To give counsel to; advise. See Synonyms at advise.
 2. To recommend: counseled care in the forthcoming negotiation
It can
be also, a “Road map”: a detailed plan or explanation to guide you
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in setting standards or determining a course of action;
35
NUTRITION COUNSELING
 Nutrition counseling is an ongoing process in which a
health professional, usually a registered dietitian, works
with an individual to assess his or her usual dietary intake
and identify areas where change is needed.
 The nutrition counselor provides information, educational
materials, support, and follow-up to help the individual
make and maintain the needed dietary changes.
 In NURSING INTERVENTIONS CLASSIFICATION; Nutritional
counseling defined as the use of an interactive
helping process focusing on the need for diet
modification
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(later applied case studies if there is a time)
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NHEPC
The Applied Sciences
The Most Related
Theories & Models
Do you belief in science ?, are all sciences can applied ?; why ?
This learning unit helps you to realize the most appropriate
Philosophical & Scientific Concepts. REMEMBER, during planning,
you have to practice every thing, all the sciences that you have
learn.
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PERSONALITY
(Self)
DEVELOPMENTAL THEORIES
(PDT)
Personality Theory of Development
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PDT: A Creative Integrated Global Model
Personality
Environment
Heredity
Physiological
Process
(Repro & Growth)
SocioCultural
Genetic
DNA
Physical Attributes
Socialization
SELF
Determine Development
Concept
Experiential
Identity – Esteem – Effectiveness
Learning
Worth – Copy – Express – Aware – Autonomy
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Response – Behave – Attitude
- Belief – Value – Actualization
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PDT: What is Personality

Essential for Johali HEHAP Communication, there is no QC;
QHEHAP without PDT)

A Person and Personality are the centre of human communications
and health education. Therefore, it is important to understand these
terms before studying the personality development theories.

* A Person is a human being considered as having a character of his
or her own.

* Personality is the whole nature or character of a particular
person or individual. It is the dynamic organization within the individual
of those psychological systems that determine his/her characteristic
behavior and thought.
“By Critical thinking, you can estimate a simple Definition from IM”

In our Integrative modified Model (IM);
** PERSONALITY is a dynamic process of three basic forces
“Heredity, Environment
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40
PDT
PDT
is the base and the master theory that builds and shapes the whole
personal characteristics. Heredity shapes the physiological
development process of the fetus from conception to birth and, the
“Chromosomes” which made up of Deoxyribo-Nucleic Acids (DNA) carries
the genes that determine the personal physical attributes. Environment
consists of many surrounding geographical, cultural and social forces that are
originated outside the individual and shaping his/her personality development
including the “Religion”.
Socialization is a state of living with others in successful manner, social
process starts immediately after the birth. Culture is the vital force which
shapes and control our live, all people are molded by the particular culture
in which they reside. Culture in the Western literature means religions,
beliefs, ethics, norms, traditions, values, attitudes, thoughts,
learning or education, actions and the wisdom of the people. These
and other cultural forces are preserved, transmitted and developed from
generation to generation by the process of socialization and every society
has its culture or social system
**In Saudi Arabia…, personality and its developmental process
shaped by Islamic Principles.
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SELF
THEORIES
 SELF is the whole being of a person who has specific
nature, character and ability or the structure of the personality.
 The term “SELF” denotes how individuals perceive or
understand and accept themselves in terms of identity, worth,
esteem, and effectiveness - In terms of realistic, knowing, doing,
achieving, and being. It denotes how they experience events and
interpret them either to reinforce or alter earlier perceptions; how
they develop consistency and continuity of purpose; and whether
they see their own selfhood as unique (Ross & Mico, 1980, 36).
Many psychologists and sociologists holds the fact that the
person who has healthy reproduction and growth, genetic and
environment patterns will have healthy characters (behavior and
thought) or healthy personality.
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Self-Concept of Learning
Self-concept is defined as an organization self images perceived
through the appraisals or feedback of others by which the individual
develops a concept of adequacy or effectiveness. The observed self
and adequate self together make up the self-concept, it is a process of
“how to behave in order to be effective”.
Due to the fact that experience is an early stage of personality
development, Beatty identifies four areas of organizing experience and
learning with other related HE becomes Fix areas (5S):
 Self Worth: By experiencing love or other inclusion, to gain a sense of
self-worth without an accompanying sense of defensiveness.
 Self Copying: by learning how to do something that previously could
not be done, to feel more able to cope effectively.
 Self Expressing: by means of affective (pleasant or unpleasant), by
experiencing sensations, to become more self-expressive and
relatively free of tension and anxiety.
 Self Awareness: Be aware and perceptive
 Self Autonomy: making autonomous choices, to develop a greater
range of choices.
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Self-Determinism - Development
theories
Self-determinism is based on believe that
“human beings are unique in their individual:
- Responses;
- Behaviors;
- Attitudes and;
- Values;
These concepts are potentially the Selfactualizing .
Both self theory of learning & self theory of determinism
integrate many theories such as experience and learning (Beatty),
personality development (e.g; Coleman's Model), perception and
motivation (e.g; Maslow’s Hierarchy of Needs & H B Model).
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MASLOW HIERACRCHY
(Ladder)
BASIC HUMAN NEEDS
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COLEMAN P DEVELOPMENT STAGES (CDS)
Comparative Summary CDS/ Maslow
6
Later Age
60+
Retirement/
new live
5
Middle Age
36-60
Full
Responsible
self realization
4
Early Adulthood
18-35
Be
Responsible
self estimation
3
Adolescence
12-18
Identity/Ego
2
Middle C
6-12
Social needslearning
1
Early Child hood
0-6
Basic needs Learn to Live
social
safety
physiological
Ego Ref Qs:
- Why Maslow with Coleman ?; Why M & C for HEHAP ?
-Learn to live is essential at late age ( T / F) correct
- Self esteem/Ego raised at adolescence ( T/F) correct if F
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PSYCHO-LEARNING
THEORIES
PERCEPTION & MOTIVATION
THEORIES
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PERCEPTION THEORY
The base of Human Behavioral Model (HBM) & Assertive HEPT
 Perception
(Awareness)
is
a mental and
psychological process. It is a dynamic process of thinking
- learning and, memorizing (learn by heart). It is the
common “Five Human Senses". It denotes how things
“Look; Sound; out side Feel; smell and Taste. It explains
“why individual perceived "accept or reject" HEPT
Messages. It is the first and the most important
element of HEPT Process.
If you welling to achieve the quality, you have to use the
“ATAPE (5) Stages Plan” (Tindall1994,34):
 Anticipate different perceptions (Mainly: Persons/individuals;




Message & Share dif. Perceptions”.
Try to be aware
Ask for feedback from receiver the patients
Provide feedback to the sender the health educator
Evaluate level of perception
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MOTIVATION THEORY
Traditionally, Motivation is a process of
encouraging
perception
towards
a
positive health behavior. There are six sub-
theories of motivation: Reinforces -Needs -Cognitive
dissonance or conflict -Attribution (why) - Personality
affiliation or achievement & Expectancy. Generally,
this theory comes after perception to initiate,
direct, maintain and promote behavior to fulfill
‘Basic Needs’.
Today & in this course, we hope to use
“Perception & Motivate” to “initiate and
promote our self & Patients to move
toward
the Optimum Quality of
HEMLT Optimum Quality of Healthful Life.
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MOTIVATION THEORY
Motivation takes two major forms:
 1) Drives:
motivators:
the
Internal
/
physical
 PRIMARY Drives e,g; hunger-eating, thirstdrinking.
 LEARNED Behaviors (desire-smoking) which
become functionally autonomous through
repetition and reinforcement.
 2) Incentives: the External motivators:
 Facilitative, to satisfy needs and realize
potentials
 Coercive/persuasive, to impose behaviors
strange to person’s needs or potentials.
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P&M
THE GENERAL TWO PRINCIPLES
 READINESS:
Learning is Most Effective when a Learner
is
Ready and Welling to learn.
(Are you?)
 INCENTIVE
LEARNING
ENVIRONMENT & PROCESSES:
Good place and atmosphere, effective teacher and
teaching lead to cooperative and effective learner and
outcomes.
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
Learn to behave
BLOOM s’ TAXONOMY OF LEARNING OBJECTIVES the Domains
Simple
/
Dependent
/
Passive
COGNITIVE
Know – Knowledge
AFFECTIVE
Think – Value – Response - Judge
PSYCHOMOTOR/ACTION
Intellectual Skills
Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move
Complex
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/
Independent
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/
Active
52
THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVESLearn to behave The BLOOM s’ TAXONOMY OF LEARNING
OBJECTIVES Domains Verbs
Simple
Class
/
Dependent
Area
/
Behavioral Objective
Cognitive
Knowledge
Knowledge
Int. Ability
Reflect/Move
Reason
Respond
Communicate
Plan to solve
Value/apprise
Act
Format
Organize/character
Adapt
Understand
Create/Interpret
Develop
Inter Judge
Ext Judge
Decide
Int. Skills
Evaluation
Complex
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/
Action/
Psycho
Receive
Analysis
Synthesis
Affect
Remember
Comprehension
Application
Passive
Independent
/
Active
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/
Deep understanding
53
HBM
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Health Belief Model (HBM)
Because, HBM bases on the concepts of “perception,
motivation, Behavioral objectives theories as well experiential
learning theories”. Thus, HBM can be considered as “an integrated
and interactive health learning model”.
HBM is a paradigm used to predict and explain health
behavior based on value-expectancy theory. It affirms that
individuals are not likely to take a health action unless they are:
Well Motivated Learns = Who have (Background) + (Perceptions-Threat &
Expectations) + (+ve Behave)

The HBM was first developed in the 1950s by social
psychologists Godfrey Hochbaum, Irwin Rosenstock, and Stephen
Kegels working in the U.S. Public Health Services. The model was
developed in response to the failure of a free tuberculosis (TB) health
screening program.
--------------------------RQs
HBM is Health, . . . . . . Model, it is a . . . . . . . . Used to . . . . . . .
Explain health . . . . . . . . Based on . . . . . – expectancy
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HBM
the Modified
Model
the Schematic Diagram
Background
+
Socio Demographics
Factors
Age; Edu status; gender…
Perception
+
Action
Threat
Cues
• P Susceptibility
• P Severity
Media
Influence
Reminder
+
Expectations
Behavior to Reduce
T based on E
P Benefits
P Barriers + S efficacy
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HBM the Model





HBM = Background + Perception - Action
Perception = Threat - Expectation
Expectation = Benefits + Barriers + S efficacy
HBM outcome = +ve Behavior by Reduce T based on E
Draw …………..
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just see
(
(
(
(
)
)
)
)
57
•Define & Apply HBM Concepts
Concept
1. Perceived Susceptibility
Definition
One's belief of the chances of getting a
condition
Application

Define population(s) at risk and their risk levels

Personalize risk based on a person's traits or
behaviors

Heighten perceived susceptibility if too low
2. Perceived Severity
One's belief of how serious a condition and 
its consequences are
3. Perceived Benefits
One's belief in the efficacy of the advised
action to reduce risk or seriousness of
impact

Define action to take — how, where, when

Clarify the positive effects to expected

Describe evidence of effectiveness
4. Perceived Barriers
One's belief in the tangible and

psychological costs of the advised behavior
5. Cues to Action
Strategies to activate "readiness"
6. Self-Efficacy
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Confidence in one's ability to take action
Specify and describe consequences of the risk and the
condition
Identify and reduce barriers through reassurance,
incentives, and assistance

Provide how-to information

Promote awareness

Provide reminders
Provide training, guidance, and positive
reinforcement

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HBM Predict & explain Sick Role & Predict
Preventive H Behavior
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NHEPC
Related
ETHICS
&
COMMUNICATION
Bases Can Facilitate Quality of Plan NHEPC
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ETHICS
THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC ESSENTIALS
 Individual/Personal Nature & Educational
Development: from fetus - later age & day after
‫التربية والتطور الطبيعي للفرد‬
 Social Security/Welfare & Relationships ‫التكافل واألمن‬
‫والعالقات االجتماعية‬
 COMMUNICATION RIGHTS ‫حقوق التعامل والتواصل‬
(As a Muslim learner; You have to write Evidence from
Holly Qura’an & Sunnah)
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THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC FOUNDATIONS
 HUMAN NOBILITY / Dignity - Identify
‫اإلنسانية‬
‫الكرامة‬
 JUSTICE & EQUITY
‫واملساواة‬
‫العدالة‬
 HUMAN COOPERATION
‫التعارف والتعاون اإلنساني‬
 FORGIVENESS/COMPASSION/AFFECTION / ‫التسامح‬
‫الرحمة واملودة‬

HONESTY / FIDELITY/Loyalty
‫اإلخالص‬
 BENEFIT/ USEFULNESS
‫املنفعة واملصلحة‬/‫البر‬/‫اإلحسان‬
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‫ الوالء‬/ /‫األمانة‬
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THE MOAJOR ISLAMIC ETHICAL BASES
GLOBAL MORAL REASONING
THREE MAJOR LEVELS + 6 STAGES
 PRE-CONVENTIONAL LEVEL
 STAGE 1: Moral Realism
 STAGE 2: Individual & Instrumental Morality
 CONVENTIONAL LEVEL
 STAGE 3: Interpersonal Normative Morality
 STAGE 4: Social System Morality
 POST-CONVENTIONAL LEVEL
 STAGE 5: Human Rights & Social Contract Morality
 STAGE 6: Universal Ethical Principles (because People seen
as having value in themselves rather than as agent of social
values, thus it emphasis the “Self chosen for best Justice;
Human dignity & Rights → Optimum Quality
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THE MOAJOE ISLAMIC ETHICAL BASES
GLOBAL ETHICS PRINCIPLES

BENEFIENCE : Act in the best interest of the patient, it is a
moral (religious) principles, the Western traced to Hippocratic
pledge. Meanwhile, it is one of the major Islamic Principles.

AUTONOMY: Patients rights to self-determination; to chose what
will be done to them.

HONESITY : Patients have the right to the truth about their
medical conditions, the course of their disease, the treatments
recommended & alternative treatment available.

INFORMAL CONSENT : this is a part of Autonomy & honesty
principles. The patients have the right to be informed about all
the relevant medical aspects including the treatment.

CONFIDENIALITY : based on the human dignity, patients have
the right to assure that all the information about their medical
conditions & treatment will not be given to other without their
prior permission.

FIDELITY/LOYALTY: Your responsibilities should be directed
toward the “Patients Welfare”, not to the physician interests
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THE MOAJOE ISLAMIC ETHICAL BASES
THE ETHICAL SEVEN SEAS (7C’s)
1st Step towards QUALITY NHEPC COMMUNICTION
1. Credibility: You the source “the Sender (S)” must be competent and
reliable to Motivate
2.
3.
4.
5.
Context: HE Message (HEM) must be relevant to the receiver
Content: HEM must have genuine meaning “meaningfulness”
Clarity: the R “Patient” must be able to understand the message
Continuity: Though repeated with variations, HE Message must
be consistent (steady reliable) enough NOT to Confuse the R
6. Channels: HEM must use the most acceptable communication
channels\media (HE methodology & technology) to the R
7. Capability: The R must be able to communicate effectively with
Least amount of Effort
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NHEPC related
HUMAN COMMUNICATION
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Related HE COMMUNICATION THEORIES & SKILLS
Interaction Theory
 Interaction is the act of having an effect on
each other. Thus, it is a process of exchange =
communication.
 It is based on a consideration of
three main
elements:
- Activity,
refers to the act or behaviors that the group
undertakes
- Interaction,
pertains to the reaction or the exchange
that occur among group members.
- Sentiment or
Attitude,
to the feelings members
have their communicating or working to gather.
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Related HE COMMUNICATION THEORIES & SKILLS
Attitude Change Theory
In
order
to
produce
effective
HE
communication: and to change attitude, this theory
gives Three main conditions:
1.
2.
3.

The Nature of communication: eg. Sender characters
The Validity of communication source: e,g; Massage.
The Characteristics of the audience the receiver.
It is based upon the foundations:

The Greater the Prestige and Credibility of
communication & HE process, the Greater
Effectiveness “quality” and Attitude Change’.

The Greater the Fear aroused by HE Message, the
Less likely were the Patients to Accept it.
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Related HE COMMUNICATION THEORIES & SKILLS
Types & Skills of Human Communication
Non Verbal
Symbols
Verbal
Speech Language
Written
1.
2.
Facial Movement
Destine & Body M.
3.
Gaze & Eye Contact
4.
Body poster & contact
5.
Use of Space
6.
Use of Time
7.
Appearance & Cloths
1. Jargon Trap M. T
2. Use +VE words for hope
3. Be Rationale to:
Conceal, justify, explain,
cover other feelings describe and
Correct y feelings, and share other
Meta Communication
Deep thinking-understanding - truth
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National–International
INTRA&INTER
Social & Cultural
Organizational
Group
INTERPERSONAL
INTRAPERSONAL
Adapted
HUMAN COMMUNICATION & HE LEVELS
1. Self interact to interpret reality & create messages. At this basic level, the central
2.
3.
communicative processes of encoding & decoding are performed to help us coordinate
our meanings and messages at 2.
Interaction, negotiation and relations between two individuals, its
effectiveness based on level 1, this level is the most important to health communication
and, thus, it is important to gain at least the “Seven Top Health Communication Skills
(Pagano & Ragan, 1992, 29) .
Interaction of three or more individuals to adapt & achieve common tasks, its
effectiveness based on 1. & 2. e.g; medical team.
4. Encompasses 1, 2, & 3, it is important to develop effective formal
channels and informal networks e.g; hospitals & health centres.
5. Intra & Inter Social/Cultural joints all the above, it can be within more than
two different groups, communities in one organization, nation or nations.
6. This is the highest level of communications, e.g; national and international
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HCP COMPONENTS & STEPS

The Sending Person who has an idea, thought, feeling, value, attitude,
information.
 The Encoding Process: the sender mental perception by which he/she thinks,
translates and codes the communication message.
 The Message the product of the encoding process which formulated in a certain
order hoping that it will be understood by receiver.
 The Channel of sending the message, our senses (sight, sound, touch, taste,
smell) are the common channels at the basic intra- & interpersonal levels and, the
most used are sight and sound or speech.
 The Interference the step of preventing the sending message from distortion (the
message sent being the message received). To prevent your message, you have to
understand the receiving personality and to use the appropriate codes and channels
for him/her.
 The Receiving/ Responding Person : as sender …. have to interpret the sent
message without any distortion.
 The Decoding Process the receiver mental perception by which he/she thinks
and translates the encoding massage as it is being sent. To do so, the sending
message must be coded according to the receiver’s needs, knowledge and
characteristics.
 The Making of Meaning the massage which attempts to avoid expected
outcomes. If you are passive you have negated and sat on your own feelings at
some cost to yourself.
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 CHS456
The Feedback & Evaluation: checkout
& promote feeling
NHEPC HCP NETWORK
2. Thinks
3.
formulates
massage
Encoding Process0
Or: he has
not got my
massage
try again
7. Decoding
Process
8
Makes
meaning
4: sends via
5. Interference
1
Sender
Channel :
Feelings
Sight
Sound
Touch
Smell
Either
Keep it
Receiver
6
OR
9a: I well
lat him
Know
how
9b: feedback
Ed : checkout
Mansour Artist
10 th.Hajah 31
Discover:
- Who is CN & P ?
- HC Components & Steps
- Where is: the Health Profession ?; Patient; Who usually Decode and who Encode
Source:
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THE SEVEN (7) TOPS HEALTH COMMUNICTION SKILLS
 Give accurate & Adequate Feedback
 Listening Carefully
 Interpreting Accurately
 Giving Clear Directions
 Treating Others in Professional Manner
 Communicating Information Clearly
 Establishing One’s Credibility
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APCHER QUALITY
Assertive Patient Centred HE’R
with Best Evidence
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Managerial NHEPC Communicative Styles
The Highest the Most Trusted Styles “Ethically – Humanity” the Highest Quality +VE
ASSERTIVENESS (Confidence, Self assure, Be empathic – Other Feelings;
Communicate & Educate without Attack..): Give patient freedom for direct
expression of ideas, opinions ands desires. The intent of Assertive CN behavior
is to communicate in an atmosphere of TRUST. It is “how to communicate
straight without hurting others”. It focuses “On What we should Do rather than
What we want others to Do”. The Assertive communicate message caries Feeling,
Behavior and Effect”:
Example: I Feel Angry (Feeling), when you are not comply with medication
(Attitude/Behavior) and/thus, I blame You (Effect)
PASSIVE AGRESSIVENESS (Indirect Attack, non assertive): Indirect attack, who
has the intent to attack, but is carried out in an indirect avoiding way. Passive
behavior designed to avoid conflict at all cost; The Passive or non assertive do not say
what they really think out of fear, that other may not agree. PT “hides” at corner or
behind window of Pharmacy..The recipient/Receiver is often left Puzzle & Confused?!
OFFENSEVE AGGRESSIVE (Direct attacker; Not friendly, non peaceful/ not
healthy): Agg. People seek to “win” in conflict situation by dominating or intimidating
(threatening) other. Offensive is the direct attack behavior by which PTs decide to hit
out others using blame and putdown words. e g:“As usual you are being
hopeless”. Aggressive/Offensive PT, the persons who promote their own interests or
points of view indifferent way or hostile to the feeling, thoughts and needs of others.
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The Lowest the Less Trusted Styles “Ethically – Humanity” the Less Quality -ve
75
Reasoning
APCHER NHEPC QUALITY





APCHE’R based on the Assertive Style the FEELING of others the patients “PT as
a patient” this is the Ideal way to grantee quality
In addition to ”PT caries patients’ feelings”, It covers all related scientific
concepts that we have learn with (e.g Carol Rogers father of Person Centred
Psychotherapy”; Jean Piaget; Bloom; Dewey....etc)
It is arranged “Highest to the Lowest” effect on the quality of human
communication & education
Its overall goal is Quality, the intent goal, the desire and the need for every
person, patient and every community and nations.
APCHE’R Quality Model consists of “Three Major Models”:
 Patient Centred NHEC the P Self Awareness
 Assertive based NHEPC the Style
 Best Evidence NHEPC the scientific research & assessment

Patients and any health education "Persons or customer the Centre of any
NHEPC planning and activities. P's nature, characters, abilities, needs, interests,
problems, risk factors and all the related information are the foundation "the Best
Evidences" by which we promote, motivate and grantee its "Readiness and
Willingness. By scientific research we collect these best evidences. All of these
HE processes are done under "Assertiveness" concept by which:
CN feels that he is the Patients carrying his sickness and healthful feelings.
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NHEPC APCHER Quality
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the Model
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NHEPC
METHODOLOGIES
&
TECHNOLOGIES
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METHODOLOGIES & TECHNOLOGIES
Define & Reasoning
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the Scientific Bases:
Why & How to choose the appropriate ?
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M & T MAJOR METHODS
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MAJOR
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TECHNOLOGIES
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Example of HEMLT Strategies
( CAP Objective Based Methodologies)
Teaching Objectives
O kinds
Strategy
(M \T)
Patient
Status
1. Present \Provide
Information
- Cognitive
- Lecture
- AVAs
- Reading
Passive
2. Encourage
understanding
- Cognitive
- Affect
- Problem
Solving
- G work
- Programme
d learning
Active
3. Encourage
investigation of
attitude and
value
-
• G. work
• Share
experiences
Active
• Demonstrati
on
• Games
• Simulation
Active
4. Develop
psychomotor
and
interpersonal
skills,
Affect
Cognitive
-Cognitive
-Affect
-Psycho
Advantages
• Economic
times and
resources
• Large
patients &
information
Disadvanta
ges
• Quantity
only
• Passive
Think/Prom
ote
-
Example
(Recommend)
• Large
group of
patient at
1st visit
M TYPES WITH KINDS OF LEARNING; STATUS OF LEARNERS PLUS ADVANTAGES &
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DISADVANTAGES
82
HEALTH PROBLEM AND BEHAVIOR BASED CHARACTERS
M & T RELATION TO OBJECTIVES & COMPLEXITY
Diagnostic
Criterion
HEMLT Strategies
Prevalent
category
Desired
Cognitive
Educational
Outcomes
Affect
Audiovis
ual aids
Lecture
Individual
instruction
Mass
media
Programm
ed
Learning \
ETV
Inquiry
Learning
Simulation
s and
games
Peergroup
discussion
√
√
√
√
√
√
√
√
√
√
√
Psycho.
HI
Simple
√
√
Modeling
Behavior
modificati
on
√
√
√
Complexity
Complex
HB
Simple
Complexity
Complex
HB Duration
Short
√
√
Frequency
HB Extent
Infrequent
√
√
√
√
√
Long
HB
√
√
√
√
√
√
√
√
√
√
√
√
Frequent
Rare
Widespread
HB Nature
Additive
√
√
√
Substantive
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agnos
Recommended HEMLT Strategies To Age; Believe & Socioeconomic Status
Prevalent
category
terio
e
lieve
HBM
cioec
omic
tue
HEMLT Strategies
Audiovi
sual
aids
Lectur
e
Individu
al
instructi
on
Mass
media
Program
ed
Learnin
g \ TV
Inquiry
Learnin
g
Simulati
ons and
games
√
√
√
√
√
√
√
√
√
√
Infants
and
preschool
children
Primary
school
children
√
√
√
√
Secondar
y school
√
√
√
√
√
√
Adults
Moderate
√
√
Weak
√
√
√
Peergroup
discussio
n
Modelin
g
Behavio
r
modifica
tion
√
√
√
√
√
Strong
√
High
intermedi
ate
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√
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TECHNOLOGIES 1
ADVANTAGES _ DISADVANTAGES & PRACTICE WITH DIFFERENT SITUATIONS
Technology
Advantages
Disadvantages
1.Pilnted materials
(leaflet; folder;
poster;
pamphlet ;
booklet;
books, handouts
• Allows self-pacing.
• Learners can relay to when required .
• Reduces need for note-taking
• Hand-outs can be made special to
individual learning needs.
• Supplements teaching session
•Books expensive and rapidly out of
date.
• Hand-outs must be carefully planned
and used appropriately should not
replace teaching.
• Copyright law prohibits mass
duplication of copyrighted material.
In discussion of nutrition,
Hand-outs about essential
Food groups and how to
assess if family members
are eating properly
2.Models of life,
e.g. skeleion .
•Three-dimensional
• Resemble reality.
• Allow for close examination
• Allow for practice.
• Visual and tactile senses stimulated.
•Ma/be expensive
• Cannot replace reality
• Useful for small groups only.
Use of doll in antenatal
class demonstrations for
expectant parents.
3. Real specimens
• Present reality
• Three – dimensional
• Visual and tactile senses stimulated
• Not easily available
• Useful for small groups only
• May be expensive, difficult to store.
4.Graphicscharts,posters,
drawing,
photographs
• Visual sense stimulated
• Promote organization and correlation
of material
• Help to approximate reality
• Easily stored, retrieved
• Production of materials should be of
high standard
• Useful for small groups only
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Example
Used for discussion
different behavioral health
problems: e.g. drugs,
alcohol, smoking, accidents
….
85
TECHNOLOGIES 2
Advantages _ Disadvantages & Practice with different situations
Technologies
Advantages
Disadvantages
Example
5. Boards:
Flannel,
magnetic, bulletin
and e-black
boards
• Larger audience
• Easy to assemble and use
• Can use repeatedly
• Others may participate
• Visual sense stimulated
• Limited usefulness
• Inappropriate for certain purposes
and audiences
• Work erased
For young diabetics ,
choosing correct food items
and creating a daily menu
6. Field Trips
• Motivating
• Active involvement
• Presentation of reality
• costly in time for organization and
accomplishment
• Transport needed
• For small appropriate groups only
For psychiatric patients ,
visits to shops to assess
appropriate selection of
clothing items
7. Overhead
projection
• Visual sense stimulated
• Easy to prepare and use
• Available to large audiences
• Can be preplanned or used on spot
• can illustrate process stages and
develop material
• Allow participation of learners
• Electricity required
• Equipment costly
• Transparencies need to be
carefully planned for effective use
With renal failures patients,
to explain the mechanism of
kidney function and to
illustrate what renal allure
means
8. Slides, film
strips
• Available to large audiences
• Can be adapted to self – learning
programmer
• Easy reproduction
• Visual and auditory senses
stimulated
• Need partial darkness for viewing
• co lour slide duplication expensive
• Need careful presentation / side
order planning for effective use
For patients with recent
colostomies , slide
presentation of appliance
management
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TECHNOLOGIES 3
Technique
s
Advantages
Disadvantages
9.Filme ,
video ,
television
• Resemble ‘look like’
reality
• Available to large audiences
• Effective illumination of
attitudes and values , can
demonstrate skills
• Visual and auditory
senses stimulated
• Need careful selection and previewing
• Need meaningful introduction and follow –
up discussion
• costly
• Electricity required
• All information in film may not be
appropriate
• No self – pacing
• Need proficient with equipment
With high – school
students , cases of drug
dependency can be viewed
and used as basis for
discussion
10. Tape
recordings
• Auditory sense stimulated
• Self – pacing
• Available to large audiences
• Small recorders can be
inexpensive ,
• Can be used for a variety of
reasons
• Quality recordings may be difficult to
obtain
• Person using must be proficient with
equipment
Tape initial session of a
group in which health
attitudes are discussed .
Play back in later session
to assess any changes
11. Expert
contributo
rs
• Present reality
• May provide a point of
comparison
• May command respect
because of knowledge
• May not be easily available
• May be expensive
• May not be appropriate
Inviting an adolescent
diabetic who is coping well
to speak to a group of new
juvenile diabetics about
how he feels in relation to
his condition
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Examples
87
87
NHEPC HYPER TECHNOLOGY
Moving QHEPHAP in Moving from Printed Material & Blackboard to Digital
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88
NHEPC
PLANNING
FOR
ZD NHEPC
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PLANNING Defining Terms just the most repetitive
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Planning Defining most constant Terms
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Planning Defining most constant Terms
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PLANNING Definition & Principle
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TRADITIONAL PLANING (TP)?
VS
PLANNING FOR QUALITY NHEPC?

WHY PLANNING FOR HEALTH EDUCATION?: To prepare well, manage,
validate and grantee the quality of H. E. activities & o
 utcomes
 LEARNING & PLANNING FOR QUALITY CAN BE SIMPLIFIED AS:
LEARN TO UNDERSTAND  LEARN TO PLAN QUALITY OF HEALTH
As we have taught and may be learnt, for understanding the boundaries and its
concepts, normally, we have to start by defining health education; its goals and
objectives; its philosophical and theoretical concepts; methodologies,
technologies and research and finally, the planning process.
 The TP is:
Inputs
Outcomes
QUALITY EDUCATION/WHAT
QUALITY
HEALTH/WHY
Does it male sense?; Does it assure quality?
 In order to plan for the quality of health of clients, people and community, it is
recommended to “start from the end or bottom, from the field (patient, clients,
people, community) as follow:
Inputs
Outcomes
QUALITY EDUCATION /HOW Johali2012 QUALITY HEALTH /WHY
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Further use of these Quality Planning Concepts in the PRECEDE
94
NHEPC PLANNING The
PRECEDE
Administrative Diagnosis
Education al Diagnosis Behavioral Diagnosis Epidemiology & Social
Phase 6
Phase ----5--,--4-Phase 3
Phase 2 , 1
Impact
Outcomes
Predisposing
HEP(HEMLT)
Components
Reinforcing
Behavior
\ non
Behave
Healthy
- non
Healthy
Healthful
Life
Quality
Enabling
7. Evaluation
Process
Impact Factors
Outcomes
PRECEDE is P……….; .………. ; …….. Causes in ……….. Diagnosis ………. PRECEDE is Predisposing; Reinforcing; Enabling Causes in Educational
Diagnosis Evaluation
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- Draw or Fill gaps ….. Focus on Phases; PER & Behavior ?
95
PLANNING
the PRECEDE
PRECEDE is P……….; .………. ; …….. Causes in ……….. Diagnosis ………. PRECEDE is Predisposing; Reinforcing; Enabling Causes in Educational Diagnosis Evaluation
- Draw or Fill gaps ….. Focus on Phases; PER & Behavior ?
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PLANNING The PRECEDE Apply & Evaluation process
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PLANNING
The PROCESS PLANNING CYCLE MODEL (PPCM)
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Johali Concise QNHEPC The QHL
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‫‪NHEPC‬‬
‫‪Turning Theory Into Practice‬‬
‫التطبيقات العملية‬
‫ممارسة معتمدة على براهين علمية ‪ ...‬ال جودة لعمل بال علم‬
‫‪Practice & Turn APCHER to Best Evidence ANHEPC‬‬
‫”دون وهيئ ذاتك أول بأول وفق تسلسل المقرر“‬
‫‪100‬‬
‫‪Johali2012‬‬
‫‪CHS456‬‬
Let us read, observe and think What this means ?
Individual ‘write’ – Peer ‘write’ – Small Groups “write-compare’

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That Can Transform Your Health »
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focus instead on eating raw, whole foods. Fruits and vegetables offer
the promise of optimal wellness. Their nutrients can spell the difference
between enjoying great health or succumbing to chronic disease. More »
Easy Health Digest™ continues below...

The invisible health destroyer - making you feel so miserable...
Dangerously high acid levels in your body may be the hidden cause
behind your age-related health problems. And if you drink soda... eat
meats and dairy products... patronize fast food joints... and enjoy sugary
deserts—the typical American diet—I can almost guarantee it!
Leading research institutions and medical journals agree that balancing
your pH can help put an end to heart problems... joint pain... high blood
pressure... uncontrollable cholesterol... blood sugar problems …fatigue
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problems... More..
Play Inpatients & NC roles
 How do you feel ?
 What do you want … like and dislike ?
 Who, How , When & Where do you need counseling ….. Do you ?
 When you visit PHC or Hospitals ….. Do You Notice
 Which “Styles; Strategies & Methods Do You ….like ‘Top three’
Dislike ‘Top three” … Why ? Which more meaningful ?
 Which “Technologies” Do You ….like ‘Top three’ Dislike ‘Top three”
… Why ? Which more meaningful ?
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Set NHEPC Plans ?
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Set NHEPC Plans ?

http://www.youtube.com/watch?v=q8jX0CA1ALY&feature=related
Dining Programs in Patient Centered Care - Part 1 – 6
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Diabetes Education







Diabetes is a chronic, complex disease that changes over time.
Through self-management individuals make the majority of decisions and actions
that determine their level of blood glucose control. To be an effective manager of
your disease, knowledge and experience are necessary.
The amount and type of knowledge required depends on the goals each individual
sets for themselves as to the level of diabetes control they desire. Diabetes is a
disease in which good control can help prevent or delay complications.
The Marshfield Clinic Diabetes Education program is recognized by the American
Diabetes Association (ADA) and adheres to national standards for diabetes selfmanagement education. Our team consists of registered nurses and registered
dietitians who are experienced in diabetes management.
Many of the team members are certified diabetes educators (CDEs), which
indicates an advanced degree of education and experience in diabetes education.
Diabetes management is an individualized program, providing education and
training as needed.
Diabetes education is an ongoing process, since the need for education will
continue to change as lifestyles change and new technologies become available.
The role of Marshfield Clinic Diabetes Education is to help individuals understand
and use self-management tools to achieve optimal blood glucose levels.
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Others
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HE
FIELDS & SPECIALTIES;
ASSOCIATIONS; RESOURCES &
References
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HE
FIELDS & SPECIALTIES;
ASSOCIATIONS; RESOURCES &
References
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HE
FIELDS & SPECIALTIES;
ASSOCIATIONS; RESOURCES &
References
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HEALTH EDUCATION FIELDS & SPECIALTIES













HE is a part of any health professions, institutions & activities; Health
Education has many (FEILDS/TYPES) Specialties, The Majors Are:
Health Promotion, Health Promotion & Education, the new the
Millennium name
General/Public Health Education (G/PHE)
Hospital Health Education (HHE): Patient & Outpatients
Primary Health Care Education (PHCE)
Community Health Education (CHE)
School Health Education (SHE)
Nursing Health Education (NurHE or HENUR
Clinical Nutrition Health Education (CNHE or HENUT)
Environmental Health Education (EHE)
Occupational & Safety Health Education (OSHE)
Chronic Diseases Health Education (CDHE): Diabetic, HBP, Cancer….
HEMLT; HEHA; HEPT; HERT………… HE CN\NutHE
These specialties can be reorganized as: Individual or Personal; Group,
Community; Public; Institutional or Organizational ….Health Education
(Only the first … the rest Just for General Information)
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LOCAL
HE ASSOCIATIONS RESOURCES
In Saudi Arabia, despite that there is no special “Association or Board”… as it is
the case of global HE, there are many HE Resources.
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In addition to a department within every government and private health service sectors, the
major HE government sectors are:
Department of Health Education, General Directorate of Preventive Health, Ministry of
Health, which is located at “Al Suliamnia, King Abdul Azis Road.
Department of Health Education, King Khalid Eyes Specialist Hospital, Riyadh. The most
active HE hospital department now, mainly in regarding of HE symposium.
Department of Health Education, Kin Fahd Specialist Hospital, King Abdul Aziz Medical City,
National Guard.
Department of Health Education, Riyadh Military Hospital. It is the oldest department, and it
was the most active hospital HE department mainly with HE researches & materials.
Department of Health Education, King Fisal Specialist Hospital & Research Centre.
Department of Health Education, General Directorate of Schools Health, Ministry of
Education, “the place of “Uniceef HE Seat Fond”.
Department of Health Education, Security Force Hospital, Riyadh.
Academic Department of Health Education, College of Applied Medical Sciences, King Saud
University, Riyadh. The lonely academic department. It establishes at 1403 AH.
Saudi Health Specialties Council (Association), It services all health professions including
heath education specialists & heath educators.
Our Live: the Saudi Volunteer Association for Health Education
“independently, you have to discover the activities of these sectors and other national
sectors”
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Our Live ‫حياتنا‬
‫الجمعية الخيرية السعودية للتثقيف الصحي‬
Independently, you can discover this NA if still (R Ring Road
Ex10 & 11East)?!! As Reflective Assignment
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Global Associations & Resources
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NHEPC Summary
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The Lecturer Publications
Further Future References
HEPAHP in Press
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With My
Great Best Wishes
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Be Excellency in ever think
Be Critical Thinkers
Be Creative; &
Meaningful Assertive PTs & Learners
Lifelong and Day After
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