HEALTH EDUCATION & PROMOTION
FOR
All HEALTH PROFESSIONS
(Johali HEPAHP)
The Way ahead Towards
Assertive Patient Centered Health Education with Best Evidences
Johali APCHE'R QUALITY
‫الطريق إلى تثقيف وتعزيز صحي معتمد على المرضى مبني على البراهين‬
Eisa Ali Mohammad Johali
‫عيسى بن علي بن محمد الجوحلي‬
Riyadh ‫الرياض‬
1‫صفحة‬
2011/1432 \ 2015\1436
why ‫تغيير مع اضافة – تقديم بحوث مكانة التثقيف بعد‬
‫‪Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015‬‬
‫© عيسى بن علي الجوحلي ‪0211‬م‪،‬‬
‫فسح وزارة الثقافة واإلعالم بالمملكة العربية السعودية‬
‫رقم ‪..............‬‬
‫وتاريخ ‪..............‬‬
‫(موجود االن الفسح امبدئي ‪ -‬والنهائي بعد تسجيل مكتبة الملك فهد الوطنية وتسليم خمس نسخ للوزارة)‬
‫فهرسة مكتبة الملك فهد الوطنية الرياض‬
‫الجوحلي‪ ،‬عيسى بن علي‬
‫التثقيف والتعزيز الصحي للمدير الصحي وكافة المهن الصحية ‪:HEPHAP‬‬
‫‪Health; Education; Promotion; Quality' Healthful; Life; Patient; Community; Centred; Best‬‬
‫‪Evidence; Health Professions:‬‬
‫‪Health Administration, Medicine; Nursing; Dentistry; Pharmacy; Medical Laboratory, Medical‬‬
‫‪Radiography, Clinical Nutrition, Emergency Medical Services; Social Workers‬‬
‫رقم اإليداع‪................:‬‬
‫ديوي ‪.....‬‬
‫الطبعة األولى‬
‫‪ 2133‬م‬
‫‪3412‬هـ ‪- …..… -‬‬
‫ردمك‪..........................:‬‬
‫‪© JOHALI, Eisa Ali‬‬
‫© عيسى بن علي الجوحلي‬
‫‪By National & Global Laws Copy Right is reserved for the Author‬‬
‫الحقوق محفوظة للمؤلف‪ ،‬وال يسمح بالتصوير أو النسخ وال التعديل مطلقا‪ ،‬وألغراض بحثية يمكن االقتباس‬
‫شريطة توثيق هذا االقتباس وفق حقوق النشر والتأليف المحلية والعالمية‪.‬‬
‫‪ 6114‬شارع النويصيب حي طويق وحدة رقم ( ‪ )1‬الرياض ‪4536-16116‬‬
‫الرياض ‪ -‬المملكة العربية السعودية‬
‫‪1866010213600‬‬
‫‪Johali59@hotmail.com‬‬
‫صفحة‪2‬‬
‫‪ejohali@ksu.edu.sa‬‬
‫‪http://faculty.ksu.edu.sa/JOHALI/default.aspx‬‬
‫هللا الرحم الرحيم‬
‫‪Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015‬‬
‫افتتاحية ‪Inductive‬‬
‫إيمانا بمفهومي عن الدنيا وأن " كل من عليها فان وال يبقى إال وجه ربي ذوا الجالل واإلكرام‪ ،‬أفتتح كتابي الثاني هذا‬
‫بتوضيح غايتي العظمى من التأليف والنشر‬
‫بسم هللا والصالة والسالم على خامت األنبياء والرسل نيب ورسول العاملني "حممد بن عبدهللا"‬
‫عليه أفضل الصالة والسالم‪ ،‬وبعد‪ ،‬ادعوا هللا العلي العظيم أن يكون هذا الكتاب عمال وبقوله‬
‫عز وجل‪:‬‬
‫ون إِلَى‬
‫سيَ َرى ال ّل ُه َ‬
‫{ َو ُق ِل ْ‬
‫ون َو َ‬
‫م َو َر ُ‬
‫م ُلواْ َف َ‬
‫س ُت َردُّ َ‬
‫م ْؤ ِم ُن َ‬
‫ع َ‬
‫اع َ‬
‫سو ُل ُه َوا ْل ُ‬
‫م َل ُك ْ‬
‫(التوبة ‪)501‬‬
‫ون }‬
‫عا ِل ِم ا ْل َغيْ ِ‬
‫ب َوال َّ‬
‫ما ُك ُ‬
‫َ‬
‫ش َه َ‬
‫م ُل َ‬
‫م َت ْع َ‬
‫اد ِة َف ُي َن ِبّ ُئ ُكم ِب َ‬
‫نت ْ‬
‫‪It is my prayer that this book will be "Meaningful sciences" in the behave of God obedience, as He‬‬
‫‪said in His Holy Quran:‬‬
‫‪And say: "Work (righteousness): Soon will Allah observe your work, and His Messenger, and the‬‬
‫‪Believers: Soon will ye be brought back to the knower of what is hidden and what is open: then will‬‬
‫"‪He show you the truth of all that ye did.‬‬
‫‪And as His Prophet says:‬‬
‫وقول رسوله الكريم عليه أفضل الصلاة والسلام‪:‬‬
‫"إذا مات ابن آدم انقطع إلا من ثلاث‪:‬‬
‫ صدقة جارية‬‫‪ -‬ولد صالح يدعوا له‬
‫ و علم ينتفع به"‬‫رجيا أن يكون عملي هذا "علم مقبول ينتفع به دنيا وآخره "‬
‫خالصا لوجه هللا‬
‫بسم هللا الرحم الرحيم‬
‫صفحة‪3‬‬
‫‪As all my work, it is my hope that this book‬‬
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
DEDICATION
==========================================================
This third published book devote to:
● The Spiritual Gurus of Humanity Our Sovereign the Custodian of he
Two Holy Mosques King Abdullah Bin Abdul-Aziz (God reserve him)
Plus,
-
My Lovely Family:
o My Mother my dream to Heaven with ALLAH Desire
o My Wife & Children for their patient and support
-
My lovely Learners; My lovely Profession the “Missing Health Education &
lovely Colleague A H Alshehri "God Mercy Be Upon Him” & My Lovely
Brother Dr. Ghiath Al Souki, his family and his beauty land "Damascus &
Al Kusair"
==============================================
Health Education and Promotion for H. A and All health Professions Johali HEPHAP 1432 -2011
4‫صفحة‬
FORWARD
5‫صفحة‬
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
PART ONE
GENERAL INTRODUCTION & REASONING
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
6‫صفحة‬
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
Chapter 1
GENERAL INTRODUCTION
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
7‫صفحة‬
PREFACE
&
PROMOTION
This introductory Learning Part aims to promote the Reader; Learner & Researcher to
reason, understand and be familiar with the secrets structure and style of this creative
learning reference, to promote and motivate them to be “Ready & Welling for lifelong
learning, to use, read and study smartly. They have to realize the overall aim and the
learning Objectives of every parts and chapter. They have to probe “why they are reading or
studying health education and promotion?". It hopes to motivate you to learn, grow and
develop forever.
A Preface
You will Pass…Just Be Ready & Welling to Learn
In this book, If you are a student, a practitioner, a reader or researcher, you will
come out with meaningful outcome. As an introductory to this probing chapter, I
would like to send a progressive educational message to my dear “readers; learners;
researchers ” .
My dears remember that this is not just a book or traditional reference. It is an
honor creative guide, it motivates you to think, reason, justify and promote your selfesteem towards treasure of lifelong learning. While you are reading or studying you
have to “Think, Participate, Practice & Reflect on and in, you have to react actively
and voluntarily with every word and concept. It helps 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 behavior for you, your
patients and community as well. As a first book in the world, it has leading scientific
concepts mainly "Assertive the empathetic, compassion or other Feelings" with
"Patient Centre Health Education and promotion (APCHE) with Best Evidence Health
Education and Promotion (BEHEP) and . All of these new concepts are initiated in a
prime integrative model "Johali APCHE'R Quality Model.
--It consists of ……………… sequenced parts with step by step ….. chapters. If you
are familiar with theater or television films, will find it a serious of stages or shows.
This is the first par, it guides you to discover why and how to get meaningful
learning. After its introductory chapter comes the second which is designated for
reasoning
Why these professions, students, patient and all people are reading, using,
searching and studying this book. Why HEP for all health administrators and health
professions? including:
8‫صفحة‬
- Health Education for Health Administrator (HEHA)';
- Health Education for Dentists & Dental Assistant (HEDDA)
-
Health Education for Medicine (HEM);
Health Education for Nursing HENUR);
Health Education for Medical Laboratory Technician & Technology (HEMLT);
Health Education for Pharmacist & Pharmacy Technician (HEPT);
Health Education For Radiographer & Radiography Technician (HERT);
Health Education for Nutrition (HENUT);
As the author believe in the Arabic proverb that "probe the roots with There is The
second part … ?!!!!!
The second part briefly overviews history with probe of he
--
In order to read, study, and use this scientific educational guidance, 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 Creative Counseling Book'
All People will be healthy except those who don't welling to behave healthy
&
“All Learners will success except the one who do not welling to”
EISA ALI JOHALI
The Author
9‫صفحة‬
A PROLOGUE
Moving Towards “QUALITY -The Lifelong Student /Patient Centred with Best Evidence
(Still under Review)
This persuasive introductory is an encouragement and invitation as well, to my
nation, all HEP and health sectors, and leaders, to my patients, to my students and
to all readers and researchers, to move from be dependent towards dependent, to
itch their skin rather than be itched, or may be hurter.
Simply, it reflects what
It calls you to move from the non useful the traditional ways of education the
“professor; lecturer; teacher; educator; administrator, physician; nurse; pharmacist;
radiogrer… Centred Health Education” towards the useful the quality assured
strategies the “Learner and Patients Centred HEP, the Quality of Lifelong Education
and Health Care".
Even if you are a philosopher or expert, when read imagine that you are a
novice learner…..
At early era and up to the late of 20’s Century, and even today in many
nations, physician was the dominated profession to patient education. The leading
approaches of education and health education was “Physician or Teacher Centred”
rather than the progressive “Student or Patient Centred” (Johali 1995; 2006; Tindall 1994, 2003
&many other)”.
Despite the most common Arab Proverb:
“Nothing Itching Your Skin Like Your Nail
‫”ما يحك جلدك مثل ظفرك‬,
Just think, who can itch your skin without hurting ! You or other?;
Who is looking for education and its outcome or for success, who is looking for
health and health care; Who is going to learn, study, practice, consume or use
medication, "the professor, teacher, educator, physician, nurse and other health
professions or the students/ patients"?.
Who can understand better; the passive student/patient who taught or filled,
shaped.. Or the active student/patient who "listen, ask, discuss, argue, take a smart
note…learn and caring his/her self, or at least share, participate"?
10‫صفحة‬
A few Arabs people students and patients are trust the new concepts of “Self
Care” & Self Learning”. All the students are instructed/ injected via “Teacher and
teaching or training Centred” or “Prescribed Text Book Centred Teaching” they have
no chance, even for few participation or asking and discuss. They dislike
meaningful learning through “Student/Learner and Learning Centred” the worldwide
new progressive approach, by which they have a great chance not only to participate
and be active, but also, to to be full independent and a creative learner, technician
and patient.
Worldwide, the “Self” progressive concept is introduced to every thing looking
for quality, including all levels and fields of education and professions. Finally, this
concept introduces to “Self health care; Self health profession education; Self health
and patient education. While the world looking for “Patient Self/ Centred Medication”
(Tindall et al 1994, 2003 ; Johali 1995; Rogers 1983 & others)
, we still promote our patient to be “Physician
& Allied Health Profession Centred”, even with his “Health Education & Self Health
Care”?!. By which we lost a lot of activities, times & drugs; facing difficult how to
promote patients to comply with medicine & medical advices & to reach the quality of
health full life!.
Therefore, this course, its plan, its concise and your lecturer aim to promote
you to “Move towards QUALITY = Lifelong learning + Patient Centred /the Best Evidence
HEPHAP”; To reach this prophecy the pretty insight , you have to “encourage your self,
your colleagues and patients to move from dependent towards independent (Self)
health education. By which you will assure your optimum goal“ the Quality of Lifelong
Education; Health Education ; Healthful Care & Healthful Life”.
11‫صفحة‬
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
The Book Objectives
With your positive collaborative, full participation and attention, by the end of reading
and studying this progressive book, it is expected that we will achieve the following
“Reading & Learning Objectives”:
1. Explore the sciences of health, education, health education from the nature and
duties of his profession and his specialized courses,
2. Briefly highlight the historical overview of Health Education,
3. Probe education ↔ health & briefly highlight philosophical & scientific HE roots.
4. Well realize the recent HE scientific concepts, methodologies, technologies &
planning procedures that can promote the quality of lifelong health.
5. Define Global health education ↔ Create a“ National Definition” which suites our
national nature and characters & predict HE Principles, Fields, Communication &
Ethics.
6. Be aware of the “Teaching & Learning” methods and technologies that we taught
by during our HE study.
7. Distinguish & use the most common HE Methodologies & Technologies, and their
major advantages and disadvantages.
8. Produce simple interactive HE materials: Leaflet, Folder, Poster and Pamphlet…..
9. Use the most related scientific concepts to plan an effective HE Activities.
Finally, do not forget that this is fortitude book that promote and motivate you personality
to be “a Self thinker, a Self creative, and a Lifelong Learner, who can, independently,
explore and apply the above sciences to protect, prevent and promote themselves, their
patients, their environment & community”.
&
WE WELL ACHIEVE OUR
GENERAL AIM

The Way Ahead Towards
A
“Assertive
Patient Centred HE with Best Evidence
(Johali APCHE'R QUALITY )
12‫صفحة‬
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
Chapter 2
REASONING WHY HEPAHP?
Health Education and Promotion for All health Professions Johali HEPAHP 1432-1011\2015
13‫صفحة‬
REASONING WHY HEPHAP?
&
A NATIONAL HEPHAP?
Before justifying HEPHAP, let us reasoning why "Why HEPHAP itself", is
it really carry any creative experience or at least new idea for new future and
generation.
Just think, with our national health education activities; What we did, what
we have achieved?, what we are doing and what we are going to achieve?. How
many years we are teaching, educating or transferring and shaping? Or we really
educating or we are advertising and misuse time, effort and money.
Do we help and promote people to prevent and protect themselves or at
least do we really transfer or shape people knowledge, attitude and skills that we
are looking for ?!, if we did .. what is the value of its outcome just in health
behavior?!!. Do we increase the healthy life expectancy or it is in decreasing,
how many people with positive health style or negative attitude, how many people
dead by heart attack, how many people have health nutritional style, how many
people with Diabetic Mellitus ?; How many people was smoke & how many
people are still smoke now and why!!.
Finally, it is worthwhile to think and ask "Are we ready & welling to
creative new meaningful sciences, are our student ready and willing to study, are
they ready and willing to cooperate, to understand. Even if just a reader, think
why you are read?, are you ready & welling to learn from your reading?!,.
Otherwise, you may waste, not only your time but the time of your students,
patients, nation & life.
T assure the quality, as a lecturer, I spent the first week just to explain why
we are studying this course. As a health educator, I believe that "if we just
working to motivate and promote our patients to be "Aware; Ready and Willing
to Learn" or at least to reason and be smart reader" that means we reach the
total quality of teaching, learning, health education and health promotion.
14‫صفحة‬
REASONING WHY HEPAHP?
Q1: Is HE a matter of choice ? Do health administrator & physicians have a choice to study
? practice?
Q2: Do you think HE is a responsibility of HAs; physicians; all medical / health team ?
Q3: Does HE a part of any medical or health strategy such as PHC?
This reasoning applied for all health professions.
====
This is one major Evidence :
15‫صفحة‬
REASONING WHY HEPHAP?
MOH Health Education Guide for All Heath Professions
This is the 2nd major Evidence :
Health Education Guide for All Heath Professions
Source: Johali Special Collection 1987
16‫صفحة‬
REASONING WHY HEPAHP?
Why HEHA?
The Place of Health Education and Promotion in Health Administrator JD?
To conclude:
As you see, HE is a Prime leader the first element of the common eight PHC Elements. When you
graduate, you will be the leader of HE and all PHC activities, you will be the "Master" of all health service
activities including HE. You as HA have to play a master role to protect, prevent and promote your self, your
profession, your patients, your colleagues, your environment & community well being”.
Meanwhile at global level, the Associated Health Administrator play a Millennium role, HA is not
just to manage may be with aggressive style- BUT to communicate, coordinate, ,facilitate & guide - You
should have the ability and interests to grow & develop your self and your profession. You must be able to
Educate, Promote & Conduct Technical Research.
Now, are you “Ready & Welling to learn HEHA!”; let us have a travel learning?
This is also evidence for significance of HE in all Health Care & for all HP including HAs & Physicians
17‫صفحة‬
REASONING WHY HEPAHP?
Why HEM
The Place of Health Education and Promotion in Medicine JD\PHC Physician
Source: MOH Guide of PHC Workers 1986
REASONING WHY HEPAHP?
18‫صفحة‬
Why HEM
Physicians Duties and Responsibilities in Health Education
General Duties:
1- Overseeing the proper management of visitors to the unit to ensure comfort and a sense of
satisfaction to serve.
2 - Enlighten the public services performed by the unit.
3 - Action periodic meetings of union workers to develop a monthly program of health
education.
4 - Use of the potential of health education section
5 - Mentoring tactfully to maintain the cleanliness of the unit.
6 - Supervising the work of a monthly report records the work done by the unit of activity in the
field of health education, raising of the Department of health education
7 - Aware of the importance of immunization of children against infectious diseases
8 - Enlighten the public about the importance of reporting of infectious diseases and their causes
and prevention.
9 - Enlighten the public about the importance of hygiene and health of the environment and
foods.
Remedial health education:
1.
2.
3.
4.
5.
Inform patients and their families both types of the disease and about its causes and
Hinder and its complications, and methods of prevention and combat.
Insight to the importance of the initiative to treatment and how to take the treatment and
the necessity of attendance it.
Patient internal Ola urged to follow healthy habits and behaviors that lead to ward off
disease and maintain health and improve and ensure the exercise of those habits after
leaving the hospital.
Inform the patient, including to follow in the way of living, commensurate with the
circumstances of his illness, and especially during the period of convalescence and after
leaving the hospital until his condition does not unravel.
Guide workers in the food and drink to the methods of cleaning and urged them to
immunization for the prevention of infectious diseases.
19‫صفحة‬
REASONING WHY HEPAH?
WHY HED
Health Education for Dentistry?
Explore Place of HE in DJD ?
Source: MOH Guide of PHC Workers 1986
Duties of Dentists in health education:
Enlighten the public about the importance of care and treatment of the teeth, especially for
pregnant women and children, and care of food and the right way to clean teeth using brush
and paste.
(Johali translated from Manual functions and duties in health education, management of health education, Ministry of Health 1398 H)
20‫صفحة‬
REASONING WHY HEPHAP?
Why HENUR ?
Health Education for Nursing
Small Groups Discussion & Dialogue
LOOKING FOR THE PLACE OF HE IN THE PHC NURSING JOB DESCRIPTION ?
============================
This JD, the nature of the national and worldwide Nursing profession indicate that HE is a
Part of the NUR professional duties “Job Description D No 7, It is Evidence for all”.
===============================
21‫صفحة‬
REASONING WHY HEPAHP?
Why HENUR ?
Duties of Nurses and Health Visitors in Health Education
General: duties:
1. Good reception of visitors to the unit to ensure comfort and a sense of satisfaction for their service.
2. Enlighten visitors to the unit to the importance of hygiene.
Prevention health education:
1.
2.
3.
Enlighten visitors to the unit to the importance of debridement
Instruct patients to the precautions to be followed to prevent transmission of the disease of others.
Guide pregnant women and mothers to utilize the service of motherhood and childhood care and
attendance at the center frequency on the dates scheduled.
Nursing Medication Health Education:
1.
2.
Guide patients towards good use of therapeutic services performed by the unit.
Conduct patient education seminars to provide them with simplified scientific facts about the disease
and persuade them that attendance to treatment is the right way to stop the disease when alone and
prevent complications.
3. Provide good manner Care for inpatients, and direct them towards healthy habits styles and
medication by which they can practice after discharging, and keep contact until healing.
4. Conduct seminars for visitors regarding their positive roles towards patients, hospital and
themselves.
Nurses and health visitors' Health Education Duties in home treatment for tuberculosis:
1.
Guide patient regarding health precautions necessary to prevent disease transmission to family
members and patients caregivers
2. Advice and train caregivers how they can safely treat and care patients, provide adequate food and
improving the good accommodation conditions.
Nurses and health visitors' school health education:
1. Health guidance in terms of personal hygiene and awareness for infectious diseases and skin and the
development of good health habits.
2. Association of school health and revitalization of its work.
(Johali concise translated from Manual functions and duties in health education, management of health education, Ministry of Health 1398 H)
REASONING WHY HEPHAP?
22‫صفحة‬
Why HEMLT?
Health Education and Promotion for MLT
Small Groups Discussion & Dialogue
LOOKING FOR THE PLACE OF HE IN THE MLT JOB DESCRIPTION
A brief reviewing of the national and worldwide literature of the current education and
curriculum of the MLT, there is a minor interest in HE.
However, nationally, health education is a part of the nature of the MLT duties
(MOH 1398). MLT has to participate in educating their colleagues and his patients …..
regarding:
Bacteria & Parasites Diseases
General Cleaning mainly hands & clean vegetables & fruits before eating
Hazards of water, disposal & sanitation, pollutions..
Health Promotion
Plus;
MLT Brief JD
USA M/CLT
Clinical laboratory technicians perform less complex tests and laboratory
procedures than technologists do. Technicians may prepare specimens
and operate automated analyzers, for example, or they may perform
manual tests in accordance with detailed instructions. They usually work
under the supervision of medical and clinical laboratory technologists or
laboratory managers. Like technologists, clinical laboratory technicians
may work in several areas of the clinical laboratory or specialize in just
one. Phlebotomists collect blood samples, for example, and histotechnicians cut and stain tissue specimens for microscopic examination
by pathologists.
Therefore, it is your chance, to learn the today "Science of Health Education” which
integrates “the science of quality with education, health, nursing and HEMLT. It is your
opportunity to explore the related sciences of MLT hazards (exposure, risk factors, danger…)
for you, your clients, patients and community; the science of Quality and the science of
HEMLT that can lead to lifelong healthful health.
REASONING WHY HEPHAP?
23‫صفحة‬
WHY HEPT ?
Health Education & Promotion for Pharmacist & Pharmacy Technician
Small Groups Discussion & Dialogue
LOOKING FOR THE PLACE OF HE IN THE PT JOB DESCRIPTION ?
REASONING WHY HEPHAP?
24‫صفحة‬
WHY HEPT
Duties of the Pharmacist & PT in health education
1. Explain how the use of medications and the importance of attendance in treatment is so
healing.
2. Explain how the conservation medicine and not be used after the end of expiry date.
3. Explain the importance of not taking any medication without medical prescription,
physician and a statement harm the use of certain drugs and addiction, such as
sedatives and some vitamins and hormones.
4. Facet to avoid using recipes municipal treating illnesses that may affect the health of
individuals.
5. Guide patients and their relatives regarding the safety of home pharmacy, and
medication.
6. Alert on people, especially housewives, to expel their children about drugs or, more
precisely to make medicines and aid funds, out of reach of children up to the
possibilities of drug poisoning.
Source: ‫م‬1196 /‫هـ‬1516 ‫ وزارة الصحة‬،‫ ترجمة عن دليل االختصاصات والواجبات في مجال التثقيف الصحي‬:‫المصدر‬
JOHALI CONCISE HEPT
REASONING WHY HEPT?
Despite that this place is questionable worldwide may be because there are HE
Specialists; Nationally, there no wide concern regarding HE spec ialty 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 PTP the PTJD?

The Place of HE in PTE related courses?
•
Play a role of PT working in a PHC Centre or any Government or Private H Service
Setting: Do you have to practice HE (protect, prevent, promote healthful
healthful life of you,
your colleague & your patients, families and community?
community?)
Then, Play a role of PT Student what is/are the most related PT Courses/
Sciences to HE ?
=====
•
To conclude;
The Major Reason WHY HEPT?,
HEPT?, because “HE is a part of PT Professional
Duties PTJD”; To:
- Protect;
- Prevent and;
- Control;
- Maintain, and Promote Quality of healthful life for your, your
colleagues, your patients and environment ..from Medication and
Drugs Hazards; Misuse; Incompliance ..
Updated 9 Feb 2010
Johali
REASONING WHY HEPHAP?
Why HERT ?
25‫صفحة‬
Health Education and Promotion for Radiology Technologist
Small Groups Discussion & Dialogue
LOOKING FOR THE PLACE OF HE IN THE RT JOB DESCRIPTION ?
11
Despite the minor interest of Medical Radiography as profession and education with
Health Education, nationally, it is a part of the nature of the RT Assistant & Technicians
duties (MOH 1398), the Saudi RT have to participate in educating:
- Outpatients, inpatients and public regarding Radiology & Radiation hazards
- Self & colleagues regarding prevention & protection from Rad. Hazards.
Plus;
The RTJD
10 July 2010
Johali
12
Therefore, it is your chance, to learn the today "Science of Health Education” which integrates
“the science of quality with education, health and HERT. It is your opportunity to explore the related
sciences of RT hazards (exposure, risk factors, danger…) for you, your clients, patients and community;
the science of Quality and the science of HERT that can lead to lifelong healthful health.
REASONING WHY HEPHAP?
26‫صفحة‬
WHY HEHI / HEET?
Health Education for Health Inspectors / (New title: Epidemiology Technician)
Due to HE loads, some time this profession known as health educator; many of them
were study two courses of HE, despite that they quality still questioning.
REASONING WHY HEPAHP?
WHY HESW ?
Health Education for PHC Social Workers ? Explore Place of HE in SWJD ?
27‫صفحة‬
It is clear that are many HE duties for SW, for this reason beside the shortage of
health educators, HE became one of the major duty of SWs.
Not only for SW but for all H Workers, my question which under research did
they qualify to carry HEP?.
REASONING WHY HEPAHP?
Why HENUT?
28‫صفحة‬
The Place of HE in the Clinical Nutrition & Dietitian JD ?
Small Groups Discussion & Dialogue
LOOKING FOR THE PLACE OF HE IN THE CLINICAL NUTRITION PROFESSION & EDUCATION?
Although, Nutrition is one of the most significance area in the Primary Health Care, there
is no Job Description for Nutrition Profession as other health team.
Johali Translation project, the Health Education Duties of Health Professions
Health Education Duties for Nutrition Professions
1. Directing the public to the importance of hygiene and the preservation of
food from contamination
2. Enlighten the public signs of damaged food especially canned
3. Enlighten the public not to eat food exposed to contamination and exposed
to flies and dust and clean hands of others
4. Inform staff in the preparation and handling and transportation of food to
the purposes of medical examinations conducted for them to get health
certificates
5. Shortening the food shop owners and their employees to maintain the food
‫م‬1196 /‫هـ‬1516 ‫ وزارة الصحة‬،‫ دليل االختصاصات والواجبات في مجال التثقيف الصحي‬:‫المصدر‬
)‫(وثيقة نادرة في مكتبتي المنزلية‬
Source: Directory functions and duties in the field of health education, the Ministry of Health 1398 H / 1978
(Johali Special Collection)
29‫صفحة‬
REASONING WHY HEPHAP?
HEALTH EDUCATION ROLES & DUTIES OF HEALTH TEAM
As further evidence and conclusion, Al Jowaily (1413 H) wrote that health education is a
responsibly of all health professionals, for health team he defined Three Major Health
Education Roles:
1) Improve their skills to implement health education activities.
2) Hold health education meetings (in suitable place, time and prior advertising) to
gather information, exchange ideas, discus and solve problems.
3) Set health education plans to solve problems
These roles can be implemented through Five Duties:
1- Determine health education objectives
2- Set health education strategy (Problem Solving)
3- Assess availability of health education resources
4- Set time table for health education activities.
5- Hand out personal and team responsibility
Finally, it the author intention to ask and search for the actuality, why HE for all health team?,
Are they actuality conduct their HE roles and duties?, are the
30‫صفحة‬
Johali HEPHAP 1432 -2011
PART TWO
HEPHAP?
HISTORICAL OVERVIEW
“Nature & History  Proper Definition”
Johali HEPHAP 1432 -2011
31‫صفحة‬
Johali HEPHAP 1432 -2011
HEPHAP BRIEF HISTORICAL OVERVIEW
“Nature & History  Proper Definition”
Chapter 3
THE ORIGIN & PLACE OF
HEALTH EDUCATION &
PROMOTION (HEP)
IN
ISLAM
JOHALI HEPHAP 2011 The Place of HEP in Islam
32‫صفحة‬
JOHALI HEPHAP 2011 The Place of HEP in Islam
HEPHAP HISTORICAL OVERVIEW – HEP IN ISLAM
“Nature & History  Proper Definition”
HEP Origin & Place in Islam
From historical point of view, this learning unit helps you to probe the structure of health
education, determine its boundaries (Health & Education); and to come out with proper
“Lifelong Learning & HE definition” for you, your patients & community.
The history of health education is the tale of the personal experience with health and
education. Both education and health appears in all human civilizations, from the creation of
Adams till today. Both terms origins from religions, the places of worship were the places of
education and caring.
Contemplate about the Islamic State of Health as it is stated on the Holy Qur’an verse
e.g.; 4 Al Tin, 1-3 Al A’la, 6-8 Al Inftar, 38-39 Al Qiyamah, 3 Al Taghabun,...& Write a
short scientific report take in consider all scientific concepts of this Unit
2-3 Pages
ALLAH (the Only Great Creator) creates our Father Adam (pbuh)) in an optimum state
of health:.
)6‫س ِن تَ ْق ِويم{ (التين‬
َ ‫سانَ فِي َأ ْح‬
َ ‫اإلن‬
ِ ْ ‫} َل َق ْد َخ َل ْق َنا‬
95:4 (Asad) Verily, We Create Man in the best conformation ( Surah Altin 95:4)
95:4 (Y. Ali) We have indeed Created Man in the best of moulds (Surah Altin 95:4)
95:4 (Picktall) Surely We Created Man of the best stature (Surah Altin 95:4)
In his translation; Asad says:
I.e., endowed with all the positive qualities, physical as well as mental, corresponding to
the functions which this particular creature is meant to perform. The concept of "the best
conformation" is related to the Qur�anic statement that everything which God creates,
including the human being or self (nafs), is "formed in accordance with what it is meant to be"
(see 91:7 and the corresponding note 5, as well as in a more general sense - 87:2 and note
1). This statement does not in any way imply that all human beings have the same "best
conformation" in respect of their bodily or mental endowments: it implies simply that
irrespective of his natural advantages or disadvantages, each human being is endowed with
the ability to make the, for him, best possible use of his inborn qualities and of the
environment to which he is exposed. (See in this connection 30:30 and the corresponding
notes, especially 27 and 28.)(Quran Ref: 95:4 )
33‫صفحة‬
In the next chapters, we will use these Islamic teachings to redefine a new national definitions of
health, and health education and promotion.
JOHALI HEPHAP 2011
The Place of HEP in Islam
Place of Sehah / Health in Islam
(The place of the most meanings, concepts & synonyms of "Health & its Arabic term Sehah")
HEP Term
(Health/Sehah & their
Synonyms)
Holy Quran & Its Translations
Hadith
www.searchtruth.com
www.islamicity.co
m
www.qurancomplex.or
g
www.searchtruth.com/
www.islamicity.com
Health /Healthy
9/3
4
7/3
22
41
Good
436
405
310
762
783
Good manner
Wellness
5
51
12
20- 351
4
Perfect ?
12
197 ?
258
197
17
17
22
?
88
19/18
86
5
29/ 47
33
29
3/5
87
22
11
165
33
137
(Well/Welling/Being)
Perfect (syn. to well)
Happy (Happiness)
Wealth
Worth \ Worthy
Worth = Value
Health: Physical condition, fitness/vigor, form, wellbeing, strength, healthiness,
:‫صحة‬
In Arabic "Sehah" = authenticity; accuracy; exactitude; fidelity; health ; nicety ;
tonicity ; truth ; validity; veracity
34‫صفحة‬
JOHALI HEPHAP 2011
The Place of HEP in Islam
JOHALI HEPHAP 2011 The Place of HEP in Islam
The Place of Education and Promotion in Islam
(The place of the most meanings, concepts & synonyms of "Education & Promotion )
HEP Term
(Education & Its
Synonyms)
Education
(breed; grow;
nurture; foster)
Holy Quran & Its Translations
www.searchtruth.com
www.islamicity.com
Hadith
www.qurancomplex.org
www.searchtruth.com
www.islamicity.com
37
24
37
61
29
(breed 4 Malik; 37
Muslim; nurtured 1;
foster 6/35Bukhari
(Grow; Breed)
(Grow29; Breed;
Foster)
Teach
16
12
11/30 (E/AP)
60
71
Teaching
Learn\learning
10
17
7
17
8/14
10/19
5
27
13
87
Know
322
694
228
797
693
Knowledge
159
224
140
152
169
Inform\information
Advice
Help
Perfect/Perfection
Think\Thought
37
16
101
17
77
6
4/132
131
17
128
58 (AP)
17
82/170
38
83
121
31
209
34
354
26
323
88
35‫صفحة‬
Promote = Encourage; Advocate ? / Think and Thought = Deliberation; Contemplation
Breeding 1 Strue; perfection; edification 0 Civic : ‫تهذيب‬:
‫إصالح‬: betterment; reformation
‫تربية‬: breeding; education; fosterage; nurture; upbringing
‫ يربي‬: breed ; grow; foster; nourish
These are some Evidences (Just Sample of Evidences):
 (V.1:2). Narrated Abu Sa‘îd bin Al-Mu‘alla: While I was praying in the mosque,
Allâh’s Messenger ‫ صللى هللا عليل ولللم‬called me but I did not respond to him. Later I
said, "O Allâh’s Messenger, I was praying." He said, "Didn’t Allâh say - Answer
Allâh (by obeying Him) and His Messenger when he ‫ صللى هللا عليل ولللم‬calls you."
(V.8:24). He then said to me, "I will teach you a Sûrah which is the greatest Sû rah
in the Qur’ân, before you leave the mosque." Then he got hold of my hand, and
when he intended to leave (the mosque), I said to him, "Didn’t you say to me, "I
will teach you a Sûrah which is the greatest Sûrah in the Qur’an?" He said, " AlHamdu lillahi Rabbil-‘âlamîn [i.e. all the praises and thanks be to Allâh, the Lord
of the ‘Âlamîn (mankind, jinn and all that exists)], Sûrat Al-Fâtihah which is AsSab‘ Al-Mathâni (i.e. the seven repeatedly recited Verses) and the Grand Qur’ân
which has been given to me." (Sahih Al-Bukhâri, Vol.6, Hadîth No. 1).
 They ask you (O Muhammad ‫ )صللى هللا عليل ولللم‬what is lawful for them (as food).
Say: "Lawful unto you are At-Tayyibât [all kind of Halâl (lawful-good) foods
which Allâh has made lawful (meat of slaughtered eatable animals, milk products,
fats, vegetables and fruits)]. And those beasts and birds of prey which you have
trained as hounds, training and teaching them (to catch) in the manner as directed
to you by Allâh; so eat of what they catch for you, but pronounce the Name of
Allâh over it, and fear Allâh. Verily, Allâh is Swift in reckoning."(Al Maidah, 3)
 On the Day when Allâh will gather the Messengers together and say to them:
"What was the response you received (from men to your teaching)?" They will
say: "We have no knowledge, verily, only You are the All-Knower of all that is
hidden (or unseen)." ."(Al Maidah, 109)
36‫صفحة‬
 They followed what the Shayâtîn (devils) gave out (falsely of the magic) in the
lifetime of Sulaimân (Solomon). Sulaimân did not disbelieve, but the Shayâtîn
(devils) disbelieved, teaching men magic and such things that came down at
Babylon to the two angels, Hârût and Mârût, but neither of these two (angels)
taught anyone (such things) till they had said, "We are only for trial, so disbelieve
not (by learning this magic from us)." And from these (angels) people learn that by
which they cause separation between man and his wife, but they could not thus
harm anyone except by Allâh’s Leave. And they learn that which harms them and
profits them not. And indeed they knew that the buyers of it (magic) would have no
share in the Hereafter. And how bad indeed was that for which they sold their
ownselves, if they but knew. (Al Bagarah 102)
 The word(s) "Think" appears 88 time(s) in 85 verse(s) in Quran in M. Khan
translation.(1) They (Think to) deceive Allah and those who believe, while they
only
deceive
themselves,
and
perceive
(it)
not!
( ‫ لورة البقرة‬, Al-Baqara, Chapter #2, Verse #9)
Hadith
(Sahih
Bukhari)
English
Translation
(by M. Muhsin Khan)
Displaying Hadith 1 through 20 of 237 Hadith(s) found. (20 Hadith(s) displayed).
.
009.093.596 - ONENESS, UNIQUENESS OF ALLAH
(TAWHEED) - - - Narrated Abu Huraira
Allah's Apostle said, "Allah said, 'I am to my slave as he Thinks of
Me, (i.e. I am able to do for him what he Thinks I can do for him).
(See Hadith No. 502)
-----http://www.qurancomplex.org/
Results : 1 to 10 from 140
Search Reslults of "knowledge"
As "SearchTruth" is especially designed to search any word in the Quran and the Hadith.
Search any word in the Hadith from Sahih Bukhari, Sahih Muslim, Sunan Abudawud, or
Malik's Muwatta.:
37‫صفحة‬
The word "Think" appear 228 time(s) in 206 hadith(s) in Bukhari translation.(1) Narrated
Humran: (the slave of 'Uthman) I saw 'Uthman bin 'Affan asking for a tumbler of water (and
when it was brought) he poured water over his hands and washed them thrice and then put his
right hand in the water container and rinsed his mouth, washed his nose by putting water in it
and then blowing it out. then he washed his face and forearrlns up to the elbows thrice,
passed his wet hands over his head and washed his feet up to the ankles thrice. Then he said,
"Allah's Apostle said 'If anyone Performs ablution like that of mine and offers a two-rak'at
prayer during which he does not Think of anything else (not related to the present prayer)
then his past sins will be forgiven.' " After performing the ablution 'Uthman said, "I am going
to tell you a Hadith which I would not have told you, had I not been compelled by a certain
Holy Verse (the sub narrator 'Urwa said: This verse is: "Verily, those who conceal the clear
signs and the guidance which we have sent down...)" (2:159). I heard the Prophet saying, 'If a
man performs ablution perfectly and then offers the compulsory congregational prayer, Allah
will forgive his sins committed between that (prayer) and the (next) prayer till he offers it.
(Book #4, Hadith #161)

Not found delete
In Arabic, education means (Knowledge; Breeding (Propagation; reproduction; proliferation; procreation)
Perfection;
Promotion = Endorsement (Encouragement; Help; Support;…); Advertising (Campaign; Staging;
Marketing); Raise ( Elevation; Upgrade; Advancement
The study follows the place of the most related English and Arabic synonyms, meanings and concepts
of the term 'promotion' in Holy Quran & its translations. In addition to the major synonyms the
endorsement, advertising, raise, the study follows …………..
----
These are some Evidences:
www.searchtruth.com
The word(s) "health" appears 9 time(s) in 9 verse(s) in Quran in M. Khan translation: (1) Verily, We sent
(Messengers) to many nations before you (O Muhammad ‫)علي وللم صلى هللا‬. And We seized them with
extreme poverty (or loss in wealth) and loss in health (with calamities) so that they might humble themselves
(believe with humility).
( ‫ لورة األنعام‬, Al-Anaam, Chapter #6, Verse #42)
The word "Health" appear 50 time(s) in 43 hadith(s) in Bukhari translation.(1) Narrated Abu Qilaba: Anas
said, "Some people of 'Ukl or 'Uraina tribe came to Medina and its climate did not suit them. So the Prophet
ordered them to go to the herd of (Milch) camels and to drink their milk and urine (as a medicine). So they
went as directed and after they became Healthy, they killed the shepherd of the Prophet and drove away all
the camels. The news reached the Prophet early in the morning and he sent (men) in their pursuit and they
were captured and brought at noon. He then ordered to cut their hands and feet (and it was done), and their
eyes were branded with heated pieces of iron, They were put in 'Al-Harra' and when they asked for water, no
water was given to them." Abu Qilaba said, "Those people committed theft and murder, became infidels after
embracing Islam and fought against Allah and His Apostle ." (Book #4, Hadith #234)
The word(s) "Healthy" appears 3 time(s) in 3 verse(s) in Quran in M. Khan translation.
The word(s) "Good manner" appears 6 time(s) in 439 verse(s) in Quran in M. Khan translation.
The word(s) "Well" appears 236 time(s) in 217 verse(s) in Quran in M. Khan translation and all
others translators.
38‫صفحة‬
The word(s) "Welling" appears 19 time(s) in 18 verse(s) in Quran in all translations (Yusuf Ali; Shakir;
Pickthal and Khan)
The word(s) "Happiness" appears 4 time(s) in 4 verse(s) in Quran in all translations except Pickthal
once.
The word(s) "Happy" appears 16 time(s) in 15 verse(s) in Quran in Shakir translation.
The word(s) "Perfect manner" appears 4 time(s) in 4 verse(s) in Quran in M. Khan translation.(1) Nor
do they spend anything (in Allah's Cause) - small or great - nor cross a valley, but is written to their
credit that Allah may recompense them with the best of what they used to do (i.e. Allah will reward their
good deeds according to the reward of their best deeds which they did in the most Perfect manner).
The word "Help" appear 187 time(s) in 135 hadith(s) in Muslim translation.(1) It is narrated on the
authority of Tariq b. Shihab: It was Marwan who initiated (the practice) of delivering khutbah (address)
before the prayer on the 'Id day. A man stood up and said: Prayer should precede khutbah. He (Marwan)
remarked, This (practice) has been done away with. Upon this Abu Sa'id remarked: This man has
performed (his duty) laid on him. I heard the Messenger of Allah as saying: He who amongst you sees
something abominable should modify it with the Help of his hand; and if he has not strength enough to
do it, then he should do it with his tongue, and if he has not strength enough to do it, (even) then he
should (abhor it) from his heart, and that is the least of faith. (Book #001, Hadith #0079)
Noble Quran - English / M. Picktall
Displaying Verse 1 through 8 of 8 Verse(s) found. ( 8 Verse(s)
displayed). Back - Print This Page
IslamiCity
Search For: GOODNESS - Al-Imran (The Family of Imran)
Search For: HEALTH
Noble Quran - English / Muhammad Asad
Displaying Verse 1 through 4 of 4 Verse(s) found. ( 4 Verse(s)
displayed). Back - Print This Page
IslamiCity
39‫صفحة‬
Search For: GOOD MANNER - Displaying Verse 1 through 12 of 12 Verse(s) found. ( 12 Verse(s) displayed).
Back - Print This Page
Well:
Displaying Verse 1 through 20 of 351 Verse(s) found. ( 20 Verse(s) displayed).
Welling:
Displaying Verse 1 through 20 of 20 Verse(s) found. ( 20 Verse(s) displayed).
Back - Print This Page
Search For: WELLING - -
Search For: HAPPY:
Displaying Verse 1 through 10 of 10 Verse(s) found. ( 10 Verse(s) displayed).
Back - Print This Page
The word(s) "Physical condition" appears 0 time(s) in 11 verse(s) in Quran in Shakir translation.
For further information regarding "Health and Wellbeing" in Islam look at:
Sickness of the Heart and Soul and the Cure in Islam











Human Behaviour: Emotions and Drives
Ways To Strengthen One's Memory
The Types of Hearts
Relief in the Heart Lies in Obedience to Allah
Ruqyah: Spiritual Healing - Comprehensive Information Page on this Topic
Barley to Cure Grief of the heart and Ailments of Kidney
Modern Stress and its Cures from the Qur'an
Islamic Ethics and Values in the Treatment of Emotional Disorders
The Prophet's (saws) Guidance on Recovery from the Affliction of Distress and Grief
Relief Through Supplication
Healing Weak Iman
Medical Science
40‫صفحة‬




Human Cloning
Euthanasia
Male Circumcision in Islam
Genetic Engineering
Dietary Regulations in Islam





Haram and Halal Food in accordance with Qur'an and Hadith
Alcohol in the Qur'an and Sunnah
Halal and Healthy
Food and Eating Habits According to the Sunnah
Is Kosher Halal?
Miscellaneous Articles









Vitamin D... Are you Getting Enough
Dangers of Soy - Advertising and your Health
The Heart: The Centre of Prudence and Insight
Life (al-Hayat)
Time is Life
The Partnership between Body and Soul
Blessing of Health and Free Time
Miraculous Mixture: Mother’s Milk
Avoiding Nightmares & Sleep Disturbances
http://www.missionislam.com/health/index.htm
Noble Quran - English / M. Picktall
Displaying Verse 1 through 17 of 17 Verse(s) found. ( 17 Verse(s)
displayed). Back - Print This Page
IslamiCity
Search For: PERFECT - -
Johali HEPHAP 1432 -2011
41‫صفحة‬
HEPHAP BRIEF HISTORICAL OVERVIEW
“Nature & History  Proper Definition”
Chapter Four
A BRIEF HISTORICAL DEVELOPMENT
OF
CONTEMPORARY HEALTH EDUCATION
Johali HEPHAP 1432 -2011
JOHALI HEPHAP 2011 The Place of HEP in Islam
HISTORICAL DEVELOPMENT OF CONTEMPORARY HEALTH EDUCATION
"Probe education – health and define health education"
Worldwide, the literature of both health and education neglected health education and its
facts such the above Islamic concepts until the early of this century.
42‫صفحة‬
It was only in the late 1919 that the term “Health Education” was recognized in the
Western literature. This recognition was an outcome of extensive joint work between the
related associations and organizations of health and education in the United States of
America. Sally Locus Jean, the director of the Child Health Organization summarizes these
great effects of the birth of the modern health education in following statement:
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)
The above historical statement clarify the nature of modern HE. It indicates that
Hygiene (Germ-free, Pure, Cleanness) was the previous term of health education in the
Western literature. It confirms the relationship between Education ↔ Health & HEPHAP
Sciences & Profession the Practice.
OBVIOUSLY, HE is not just hygiene (Germ free, pure and Cleanness) nor even
combination of two words "Health & Education". HE is a healthful life; HE science is
an integrated science of two major sciences “ the Science of Education +the Science of
Health”, and therefore, HEPHAP is an integrated science of three major Sciences “
“Science of Education + Science of Health + Science of HEPAHP the Profession” that
can simplified in the following QHEPHAP formula:
EDUCATION  HEALTH  QHEPAHP
So, What is “The EDUCATION that leads to HEALTH?" & promotes the Quality of
HEPHAP
(QHEPHAP)?
As we know in Arabic, the term education has various meanings. Meanwhile the
literature has a huge number of meanings of education. Thus, without reasoning, it is
not easy to define the term “education” precisely.
43‫صفحة‬
Over the times, many western and Moslem social, psychological and educational
philosophers & scientists of whom:
- Arstotale, Plato, Socrate…... the ancient Greece
- Ibn Khaldon, Al Gazali, Al Razi, Avecina….the early Moslem leaders of education &
health
- Piaget, Rousseau, Dewey, Rogers,…..the early Western leaders
Were examined this term “education” and stated various definitions according to
their philosophical concepts.
The term “Education” came from the Latin word “Educo" and the English term
"Educe”, which mean “To lead out" & "To draw out".
Therefore, the Greece education and the followers understood education as a
“transmission of worthwhile knowledge and cultural aspects over the generations”. While
in Islam and Arabic Language “Education” means: Breeding; Perfection & Reform
(‫ وإصالح‬،‫ تهذيب‬،‫)تربية‬
--------Ego Reflective Thinking
Just think about the relationship between "Educo; Educe; Perfection; Reforming" & the meaning of
the above QHEPHAP formula ?
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
The
latest
educational
philosophies
such
as
“the
progressivism
&
the
reconstructionism” were connected "Education" to “freedom = the democracy”.
In the late 17 Century, "Rousseau" a French scholar “academic teacher
& researcher” addressed the following advice:
44‫صفحة‬
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.
Not only Rousseau, but "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, the freedom or
democratic education which produced many modern educational theories
and strategies such as: Problem-Solving & Problem Based Learning; Learning
by Experience; Learning by Discovery, and finally, "Andragogy” the"Student /
Learner Centred Leaning".
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
The Optimists (Idealists) of the above philosophies and theories believe that:
A Perfect education will produce a perfect society or heaven on the earth”
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:
45‫صفحة‬
“A Lifelong Process of Growth and Development”.
======
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
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
The appropriate “Education” that can lead to health, can be defined as:
An intellectual & behavioral process of “Teaching and Learning”
activities that influence the growth & development of healthful life.

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
46‫صفحة‬
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
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
ANDAGOGY the Adult LEARNING
The Place of Education that we are looking for"
in
the Common PHILOSOPHIES & SCIENCIES OF EDUCATION
ANDRAGOGY THE ADULT LIFE-LONG LEARNING = LIFELONG QUALITY HEHAT
THE FOUR PHILOSOPHIES & FOX’s THEORIES OF EDUCATION
TRANSFERING - SHAPING - TRAVELLING & GROWING
( Where is QUALITY ? & the Place of "Patient Centred HEPAHP?)
Key Concepts
Most Common Philosophies & Theories of Education
Humanism
Technocrat
Progressivism
Reconstructionism
Transfer
Shape
Travel /Jearny
Grow
47‫صفحة‬
Education /HE Preserve&
Transmit
Process
Knowledge
Adaptation/ Training
Training/Skills/Objectives
Personal Growth & Society-Centered
Development
Create better society
Knowledge/
Theory
worthwhile
relative- essential for safe Life experience
practice
Tentative
Student interest
Skills/ Practice
Relative to safe Vital
practice
Teacher/HEPH Centre
Transferor
AP
Examination/
Evaluation
/ Instructor & Guide
Vital-theory
Passivecontainer
Fully-controlled
Curriculum/Pla Map of key
Subject
n
Student/Patient
Vital- practical
Life experience
Tentative Society interest
Vital
Vital
Facilitator
Indoctrinator/ Orientator
Self interest
evaluation
& Vital theory-practice for
better society
Passive- holder practically Active/ Free-interest Active
fully supervised
Semi-control
Schedule of Basic Skills/ a Portfolio
kind of Technology
Experiences
of Agenda of Cultural Issues
As guidance for us to assure quality of HEPAHP, we have to consider these philosophies and theories while
we are thinking about health, personality …………………………………………
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
WHAT IS HEALTH that we are look for:
As the story of education, “Health” also has various meanings according to its
philosophies and theories as summarized in the following Creative Table:
Some Examples of various human being understandings of Health
The Medics
“Curative
Medicine”
Behaviorists
Social Scientists
Humanists
Idealists
48‫صفحة‬
 physical
fitness
 absence
disease
to  Well social
function
adapt
“Adaptation  absent of all
”
diseases,
(HBM)
health
problems
&
handicaps
 ability
of
 harmonious
functioning of
organs
commodity
“just feeling
good”
 Personal
 Perfect
strength\abil
ity
 self
growth &
developme
nt
well-being
in
every
respect
 Absent of all
respects
Behaviorist also come under Realism = Pragmatic
As we have pointed out in part one, ALLAH (the Only Ultimate Scientist) creates the
human being scientists) in an optimum (ideal, ultimate, perfect) state of health.
It is stated in some Western references (e.g Seedhouse 1986, 29) that the conceptual
term (optimum, ideal, perfect or the Best) refer to Socratic era. However, the truth that
these concepts were exist before Socrates with first Prophet, as it is stated in the Holy
Qur’an.
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
As I understand from the Islamic Literature, the Optimum/Ideal Islamic state of personal
health incorporates “Physical, Moral and Spiritual, Mental and Psychological, Social,
Economic and Behavioral factors. Many concepts of this comprehensive understanding of
Islamic health, were considered in many ancient and early modern western literature.
However, many of these factors were excluded from WHO health definition and some
integrated.
49‫صفحة‬
Therefore, the latest global definition of health as it is written in the WHO’
Constitution 1946, that “Health” is:
A STATE OF COMPLETE PHYSICAL, MENTAL AND SOCIAL WELLBEING
AND NOT MERELY THE ABSENCE OF DISEASE AND INFIRMITY.
Infirmity = any health problem or defect
Despite that this is the definition of WHO, when we reflect on the above concepts of
health and the think about the health related factors or dimensions, we will found that this
definition is a questionable. One of most common evidence that there are missing factors or
dimensions is that just during the last two years, the WHO added "Spiritual" as fourth
dimension. Despite that, it is still debatable, just imagine that you are looking for quality of
healthful life and think how many other related factors should be added.
=====
Ego reflective Quiz
So, as an ideal religious centred society, how we can create an accepted “National Health
Definition”?
=============
JOHALI HEPHAP 2011 The Place of HEP in Islam
Probe education – health and define health education
WHAT IS HEALTH EDUCATION?
As health + education, “HEALTH EDUCATION” has different meanings and definitions. Based on
the scientific principles of the “Learning and Behavioral Theories & Models” and “the Diagnostic
Approach of HE Planning”, the most appropriate definitions can be a combination of these
two definitions:
WHO” DEFINITION
50‫صفحة‬
A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, & SOCIAL
DIMENTIONS RELATING TO ACTIVITIES THAT INCREASE THE
ABILITIES OF PEOPLE TO MAKE INFORMED DECISIONS AFFECTING
THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.
&
BEHAVIORIST DEFINITION
ANY COMBINATION OF LEARNING EXPERIENCES DESIGNED TO
FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE
TO HEALTH.
In order to achieve our overall goal "what the health education can "educo,
educe, lead out, draw out" health and assure quality of HEPAHP, it is
recommended to reflect these definitions to all previous concepts and definitions
of education and health, and to decide, are these definitions can help us to achieve
our goal?.
JOHALI HEPAHP 2011
Probe “Nature & History  Proper Definition”
HEALTH EDUCATION AIMS; OBJECTIVES
&
A NATIONAL DEFINTION
Drive from our historical understandings of “EDUCATION  HEALTH” & the two
major definitions of health education. The most appropriate national definitions of HE &
HEHAT and their overall goals can be illustrated by the following theorems:
H E  QUALITY OF HEALTHFUL LIFE
51‫صفحة‬
HEPAHP  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 WELL-BEING.
 FACILITATE
VOLUNTARY
CONDUCTIVE TO HEALTH.
ADAPTATIONS
OF
BEHAVIOR
BY
ENCOURAGING, MOTIVATING, PROMOTE ........NOT TEACH/INSTRUCT\ORDER
PEOPLE\PATIENTS TO:

 ACQUIRE .………………………………...…,
 PERCEPT (Accept/ not Reject) .…................,
 MOTIVATE To (accept) ……….…………....,
 MODIFY\CHANGE ..........……………….......;
&
 PROMOTE and MAINTAIN HEALTH BEHAVIORS
JOHALI HEPAHP 2011
A NATIONAL DEFINITION OF HEALTH & HEPAHP
52‫صفحة‬
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).
Ego (self) Reflective Learning:
Thus, let us hold a “Learning Debate”
Based on these literature, the nature of the Saudi Arabian community and culture, the
nature and fortitude future of "Health Education and Health Promotion, the ideal definition of
a “National Health & National HEPAHP” that the whole people can understand, accept and
react with it positively, is:
A dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4)
Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8)
Social, (9) Cultural, (10) Environmental and (11) Economical,
that can help people to make informal decisions affecting their
personal, family and community well being.
“An outcome of Nursing Student Group Work 25/7-3/8/1423”
JOHALI HEHAP 2011
However, by the time, me and my students think, debate and reflect more widely on the
nature, interest and needs of our community, HEPHAP define as:
53‫صفحة‬
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 MLT; HEHA; HEPT; HERT Student Group Work 21/2/1427”
Finally, the latest and more comprehensive definition of , HEPHAP is:
An Ideal dynamic process of (1) Moral, (2) Spiritual, (3)
Physical, (4) Intellectual, (5) Mental, (6) Emotional (7)
Psychological, (8) Social, (9) Educational (10) Cultural, (11)
Environmental including Climate, biological, chemical; free pollution
(12) Economical, (13) Political with (14) Professional Ethics
and
(15)
appropriate
“Technology"
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 “HEHA & all HEPHAP Student-Lecturer Dialogue"
”modified 1428 & 1431 /2010
Just keep thinking everyday you will find more factors and dimensions
JOHALI HEPHAP 2011
PART THREE
54‫صفحة‬
HEPHAP
HEALTH PROMOTION
The Millennium HE
Chapter 5
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
Health Promotion
the New, the Fashionable the Millennium Name
The "first and best known" definition of health promotion, promulgated by
the American Journal of Health Promotion at 1986, is:
"the science and art of helping people change their lifestyle
to move toward a state of optimal health“.
55‫صفحة‬
This definition was derived from the "1974 Lalonde report" the
Government of Canada, which contained a health promotion strategy "aimed at
informing, influencing and assisting both individuals and organizations so that
they will accept more responsibility and be more active in matters affecting
mental and physical health
Recently, WHO 2005 redefined HP as:
“the process of enabling people to increase control over their
health and its determinants, and thereby improve their health“.
It is noted that the primary means of health promotion occur through
developing healthy public policy that addresses the prerequisites of health such as
income, housing, food security, employment, and quality working conditions.
There is a tendency among public health officials and governments—and this is
especially the case in liberal nations such as Canada and the USA—to reduce
health promotion to health education and social marketing focused on changing
behavioral risk factors.
JOHALI HEPHAP 2011
Health Promotion
the New, the Fashionable the Millennium Name
Recently close to the Optimists, the Spiritualists define HP as:
56‫صفحة‬
 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, and
intellectual health.
 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.
 O’Donnell MP. Definition of health promotion 2.0: embracing passion, enhancing
motivation, recognizing dynamic balance, and creating opportunities.
Am J Health Promot. 2009 Sept Oct;24(1):iv.
HP Def. Model:

Physical: Fitness; Nutrition; Medical
self-care; Control of substance abuse.

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 Texas
http://www.healthpromotionjournal.com/index.html
What do think - Compare to National HEMLT def.; Discover which is missing from
the most important three dimensions , putt it at Centre & Redraw HP Model that we
are looking for ?!
Source Johali HEMLT 2011
JOHALI HEPHAP 2011
Health Promotion
the New, the Fashionable the Millennium Name
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.
57‫صفحة‬
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
collaboration of agencies from relevant sectors
should
involve
the
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.
8. In addition to; Advocacy: activities directed at changing policy of
organizations or governments
These principles drawn by The American University's National Center for Health Fitness as:
JOHALI HEPHAP 2011
HEP Optimal Wellness Model
58‫صفحة‬
Source: The American University's National Center for Health Fitness
Reflect on the previous probing and national definition; you can redraw
and create Self Optimal Wellness Model, and an Optimal Wellness Model for
every profession, by which you reach APCHER QHEPHAP.
59‫صفحة‬
JOHALI HEPHAP 2011
PART FOUR
HEPHAP Most related
THEORIES & MODELS
JOHALI HEPHAP 2011
60‫صفحة‬
JOHALI HEPHAP 2011
HEPHAP THEORIES & MODELS
Chapter 6
PERSONALITY
(Self)
DEVELOPMENTAL THEORIES
(PDT)
JOHALI HEPHAP 2011
PERSONALITY
(Self)
DEVELOPMENTAL THEORIES
(PDT)
JOHALI HEPHAP 2011
61‫صفحة‬
PERSONALITY (SELF) DEVELOPMENTAL THEORIES
“Why: Who are you, who is your friend, colleague & patients = HEP customers?”
This chapter helps you to realize the most appropriate Philosophical & Scientific Concepts
for qualitative health education.
REMEMBER, during planning, if you are a learner or health educator, you have to
practice every thing, all the sciences that you have learn or read in this chapter.
PERSONALITY (SELF) DEVELOPMENT THEORIES
‘A MODIFIED MODEL FOR EFFECTIVE HEALTH EDUCATOR’
WHAT IS PERSONALITY?
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.
In our Integrative Modified Model (IMM);
** PERSONALITY is a dynamic process of three basic forces “Heredity,
Environment and Self (see the IMM model)
JOHALI HEPHAP 2011
PERSONALITY (SELF) DEVELOPMENT THEORIES
‘JOHALI MODIFIED INTEGRATIVE MODEL FOR EFFECTIVE HEALTH EDUCATOR’
62‫صفحة‬
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
Updated 9 Feb 2010
Johali
Response – Behave – Attitude
- Belief – Value – Actualization
(Essential for Johali HEPAHP Communication, there is no QC; QHEHAP without PDT)
JOHALI HEPHAP 2011
63‫صفحة‬
Theories of Personality (Self) Development
In the literature of sociology and psychology and education, there are many theories concerning
personality development. The attached figure is an integrative modified model that represents
a summary of the major concepts of the most related theories.
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 & ALL Muslim nations; personality and its
developmental process shaped by Islamic Principles.
JOHALI HEPAHP 2011
64‫صفحة‬
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.
In Western literature, there are many theories clarify self structure, the most popular
two are the “Self-concept” of learning (Beatty, 1968) and, the “Self-determinism” of behavior
development. Both theories are rooted to many humanistic psychology, psychoanalytic and
learning theories (e,g; Freude; Piaget; Maslow; Rogers; Skinner..).
JOHALI HEPAHP 2011
Self-Concept of Learning
65‫صفحة‬
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 "Awareness of HE",
the Five Areas are:
 Self Worth (Sense): By experiencing love or other inclusion (area), to gain a sense of
self-worth without an accompanying sense of defensiveness.
 Self Copying (Do): by learning how to do something that previously could not be
done, to feel more able to cope effectively.
 Self Expressing (Response): by means of affective (pleasant or unpleasant), by
experiencing sensations, to become more self-expressive and relatively free of tension
and anxiety.
 Self Awareness (Percept): Process of analyzing how you are communicating at actual
time of interaction, mostly, you have to ask questions such as “what type of message I
have to send?; what is the correct terminology I have to use?”. "Think about the relation
between aware, awareness & HE in Arabic language"?.
 Self Autonomy: making autonomous choices, to develop a greater range of choices.
Self-determinism 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 Self-actualizing .
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).
Ego Reflective Qs
Think which Self is most related to HE & HEPAHP ?;
Which Self is most related to HE & HEPAHP Communication?
JOHALI HEPAHP 2011
66‫صفحة‬
MASLOW HIERACRCHY
(Ladder)
BASIC HUMAN NEEDS
Updated 9 Feb 2010
Johali
Ego Q: Why for HEPAHP ?
Is there relation to PDT?; Is there physiological HE; Safety HE; Security HE; Self esteem
HE & SA?. Can we reach quality without this model?
JOHALI HEPAHP 2011
67‫صفحة‬
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 HEPAHP ?
-Learn to live is essential at late age ( T / F) correct
- Self esteem/Ego raised at adolescence ( T/F) correct if F
Johali
68‫صفحة‬
JOHALI HEPHAP 2011
Chapter 7
PSYCHO-LEARNING PHILOSOPHIES & THEORIES
TOWARDS ASSERTIVE HEPAHP (TEACHING & LEARNING)
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
69‫صفحة‬
PERCEPTION & MOTIVATION THEORIES
PERCEPTION THEORY
The base of Human Behavioral Model (HBM) & Assertive MLTHE
Perception (Awareness) is a mental and psychological process. It is a
dynamic process of thinking - learning and, memorizing (learn by heart). It is
the “Five Human Senses. It denotes how things “Look; Sound; Feel; Smell
and Taste. It explains “why individual perceived/accept or reject health
Education Messages. It is the first and the most important element of HE
process.
If you welling to achieve the quality, we have to use the “ATAPE (5) Sages
Plan” (Tindall1994,34):
1. Anticipate different perceptions (Mainly: Persons/individuals; Message
& Share dif. Perceptions”.
2. Try to be aware
3. Ask for feedback from receiver the patients
4. Provide feedback to the sender the health educator
5. Evaluate level of perception
70‫صفحة‬
JOHALI HEPHAP 2011
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 HE  Optimum
Quality of Healthful Life.
Motivation takes two major forms:
1) Drives: the Internal / physical motivators:
 PRIMARY drives e,g; hunger-eating, thirst-drinking.
 LEARNED behaviors (desire-smoking, drug addiction.....) 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.
"Think for further factors"
71‫صفحة‬
JOHALI HEPHAP 2011
THE GENERAL PRINCIPLES OF PRECEPTION & MOTIVATION
The Principles of Perception and Motivation are applicable for learning and
their methodologies and technologies that meet the concepts of the personality
theories including ‘Maslow Model’.
These principles can be summarized in the following two:
 READINESS: Learning is Most Effective when a learner is Ready
and Welling to learn.
 INCENTIVE LEARNING ENVIRONMENT & PROCESSES:
Good place and atmosphere, effective teacher and teaching lead to
cooperative and effective learner and outcomes.
(More details “Factors & Models” in the attached table & Redman, the Practice.. Ch 2 )
JOHALI HEPHAP 2011
72‫صفحة‬
Time Based Motivation Factors & Strategies
Time
BEGINNING:
When
(Patient/Student)
and
STARTS
Process
Factors
Attitude: towards
Learning Toward
learning
ENTERS environment,
Learning teacher/educator,
subject,
matter, and self
Strategies
- Make Positive Condition
- Reduce or remove
environmental
failure or fear
- Plan
activities
promote
selfesteem
Needs:
Learner Basic
Needs at time of learning
Change style to promote learners'
Stimulation:
DURING:
Simulation process affecting reaction and involvement by:
- Problem
Solving;
When Learner is INVOLVED learner during learning
Role
Playing
&
process
in the Learning Process
Simulation
- Student/Patient Centered
Affect:
Emotional experience of the
-Use learner concerns to organize
learner while learning
learning content and process
- Use group cooperative
- Consistent feedback
Competence:
and
ENDING:
Value of competence in the - Acknowledge
affirm
learners'
When
Learner
is result of learning behavior
responsibility
in
COMPLETING the Learning
completing task
Process
- When learning has
Reinforcement:
natural
Reinforce to increase value of
consequences allow
learning experience
them
to
be
congruently evident
- Provide
Artificial
reinforcement and
closure with positive
end
Modified from Redman, 1997
JOHALI HEPHAP 2011
73‫صفحة‬
THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
"Learn to behave"
THE TAXONOMY OF HEALTH LEARNING OBJECTIVES
In order to set a definite and effective health education objective, you have to understand this theory well.
You have to classify your definite objectives according to the nature, characters and needs of the patients
and health education activity.
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
Updated 9 Feb 2010
/
Independent
/
Active
Johali
Adapted 2003 from (Johali 1995)
JOHALI HEPAHP 2011
74‫صفحة‬
THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
"Learn to behave"
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
Int. Skills
Evaluation
Complex
Updated 9 Feb 2010
Action/
Psycho
Receive
Analysis
Synthesis
Affect
Remember
Comprehension
Application
Passive
/ Independent
Understand
Create/Interpret
Develop
Inter Judge
Ext Judge
Decide
/ Active /
Deep understanding
Johali
Discover the Place of HEPHAP Objectives (Verbs) in this BT
Summarized from (Johali 1995)
75‫صفحة‬
JOHALI HEPHAP 2011
Chapter 8
HEALTH BELIEF MODEL
HBM
General principles, models & Its place in Islam
JOHALI HEPHAP 2011
HEALTH BELIEF MODEL (HBM)
76‫صفحة‬
Because, HBM bases on the concepts of “perception, motivation, Behavioral objectives
theories as well experiential learning theories”. Thus, It can be considered as “an
integrated and interactive health learning model”.
It 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.
The Health Belief Model is a framework for motivating people to take positive health
actions that uses the desire to avoid a negative health consequence as the prime motivation.
For example, the perceived threat of a heart attack can be used to motivate a person with
high blood pressure into exercising more often. It's important to note that avoiding a
negative health consequence is a key element of the HBM. For example, a person might
increase exercise to look good and feel better. That example does not fit the model because
the person is not motivated by a negative health outcome — even though the health action of
getting more exercise is the same as for the person who wants to avoid a heart attack. The
HBM can be an effective framework to use when developing health education strategies
(www.etr-associates.org/recapp/theories.htm)
HBM define as 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 Motivate to Learn = Well Background + Well Perceptions
Reflect these theorem and the above concepts in the Model
77‫صفحة‬
JOHALI HEPHAP 2011
HBM THE MODEL
(With simple modification)
BACKGROUND
PERCEPTION
Prompt to Act
Threat
-
- Media
- P. influence
- Reminders
Perceive
P SusceptibilityP Severity
Socio-Demographic
Factors
+
e. g; educe; age, gender..
ACTION
Reduce
Behave Threat
based on
Expectation
Expectations
Perceive
Benefits
-
Barriers
= Self efficacy to act
Simple Modified from ( Fig 2-1 Schematic Diagram, Redman, 1997, p 9 + Fig 3-1 & 3-2 Green 1980)
JOHALI HEPAHP 2011
78‫صفحة‬
Define & Apply
HBM Concepts
Concept
Definition
1. Perceived
Susceptibility
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

Specify and describe consequences
of the risk and the condition
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

Identify and reduce barriers through
reassurance, incentives, and
assistance
5. Cues to Action
Strategies to activate
"readiness"

Provide how-to information

Promote awareness

Provide reminders

Provide training, guidance, and
positive reinforcement
6. Self-Efficacy
Confidence in one's ability to
take action
Summarized with slight modification modified from Recap
http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communication/Health_Belief_Model.doc
79‫صفحة‬
JOHALI HEPHAP 2011
A Concise HBM for Predicting and Explaining Sick-Role Behaviors
80‫صفحة‬
JOHALI HEPHAP 2011
A Concise HBM as Predictor of Preventive Health Behaviors
81‫صفحة‬
JOHALI HEPHAP 2011
PART FIVE
HEPHAP related
HUMAN COMMUNICATION
Theories – Types; Levels & Process
Chapter 9
JOHALI HEPHAP 2011
HUMAN COMMUNICATION THEORIES
82‫صفحة‬
As HE deals with peoples, and starts with communication “contact, connect, interact, exchange…” we
have to study the basic concepts of the common communication related theories & process.
Communication is a connection process with other person, family, group of peers, patients and
so on. Since we have cover the most important theories that deal with nature and development of the
personality, it is therefore important to study group dynamics theories.
Group dynamics is the study of the nature and development of the groups and their
interrelationships with others. Group dynamics theories relate to the individual and group
interaction and change.
In this mater, the literature has a huge number of theories, the most useful for HE Communication
are:
Interaction Theory
Interaction is the act of having an effect on each other. Thus, it is a process of exchange or
communication.
Interaction Theory holds the concept that the group exists only for participation and satisfaction
of its members. 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.
Its main principle is that “ members who feel that a group is satisfying their own needs while also
accomplishing the group task at hand are the likelier to commit themselves enthusiastically to
change”. Therefore, this theory is the most related one to H. educator & H. communicator.
JOHALI HEPHAP 2011
83‫صفحة‬
Systems Theory
Systems Theory is an outcome of productivity model which holds the following
theorem/equation:
Actual = Potential Productivity - Losses of faulty process
It is relatively similar to the interaction theory except that it focuses on the linkages between
inputs to the group’s function, output from its efforts, and the role of its members.
It is based on three main variables:
1) Task demands or requirements
2) Facilities: resources, knowledge, skills, tools.
3) Process: task steps and procedures.
Attitude Change Theory
Attitude change theory is an outcome of communication studies. It is based upon the foundation
that ‘The greater the prestige and credibility of communication process, the greater effectiveness and
attitude change’.
In order to produce effective communications and to change attitude, this theory gives Three
main conditions:
1) The Nature of communication: eg. Sender characters
2) The validity of communication source: e,g; Massage.
3) The Characteristics of the audience/receiver.
The Greater the Fear aroused by the message, the Less likely were the patients to
Accept it.
JOHALI HEPHAP 2011
84‫صفحة‬
HUMAN COMMUNICATION PROCESS & NETWORK
Types & Skills of Human Communication & MLTHE
NON VERBAL
SYMBOLS
VERBAL
WRITTEN
(SPEECH/LANGUAGE)
1. Facial Movement.
1. Jargon trap ( Med. Terms)
2. Gestine & Body Mov.
3. Gaze & Eye Contact.
4. Body postur & Contact.
5. Use of Space
2. Use +ve words for hope
3. Be rationale to:
conceal, justify, explain and
conver other feelings - describe
and correct your feelings and
share them with other.
6. Use of Time
7. Appearance & cloths
Meta communication:
Deep thinking, understanding - truth
JOHALI HEPHAP 2011
85‫صفحة‬
Johali Tenant Model
For
H Communication & Education Levels
National &
International
(Public / Mass)
Intra & Inter
SOCIAL & CULTURAL
ORGANIZATIONAL
GROUP
INTERPERSONAL
INTRAPERSONAL
HUMAN COMMUNICATION LEVELS
1. Self interact to interpret reality & create messages. At this basic level, the central
communicative processes of encoding & decoding are performed to help us coordinate
our meanings and messages at 2.
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) .
3. 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 mass
media & satellites.
JOHALI HEPHAP 2011
HEPAHP HUMAN COMMUNICATION PROCESS (HCP)
86‫صفحة‬
THE HCP BASIC COMPONENTS & STEPS
1. The Sending Person who has an idea, thought, feeling, value, attitude,
information.
2. The Encoding process: the sender mental perception by which he/she
thinks, translates and codes the communication message. The common
codes are the
symbols and signs of the verbal & nonverbal (4-1).
3. The Message the product of the encoding process which formulated in a
certain order hoping that it will be understood by receiver.
4. 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.
5. 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.
6. The Receiving/ Responding Person who has idea, thought, feeling, value,
attitude ..and, who have to interpret the sent message without any
distortion.
7. 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.
8. 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.
9. The Feedback & Evaluation: checkout & promote feeling
JOHALI HEPHAP 2011
JOHALI COMMUNICATION PROCESS “NETWORK”
87‫صفحة‬
2. Thinks
Encoding Process0
Or: he has
not got my
massage
try again
3.
formulates
massage
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:
1) HC Components & Steps
2) Where is: the Health Profession ?; Patient; Who usually decode and who
encode
Source:
88‫صفحة‬
JOHALI HEPHAP 2011
PART SIX
HEPHAP Most related
ETHICAL BASES
Chapter 10
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
HEPHAP ETHICAL BASES
THE MOAJOR ISLAMIC ETHICAL BASES
ISLAMIC ESSENTIALS
89‫صفحة‬
The main Islamic sources (Holly Qura’an & the Prophet Sunnah)
have many essentials deal with Personality development & ethics. As
Islam is the Holly Comprehensive Religion, Its essentials are covered all
“Life & Day After Sciences” including the Basic Sciences of Health
Education & Human Communication, the Major related Essentials /‫(االمام‬
)‫محمد أبو زهرة‬
are:
1) Individual/Personal Nature & Educational Development
‫التربية والتطور الطبيعي للفرد‬
2) Social Security/Welfare & Relationships
‫التكافل واألمن والعالقات االجتماعية‬
3) COMMUNICATION RIGHTS
‫حقوق التعامل والتواصلل‬
As a Muslim learner, you have to find at least (Aiah or Hadeeth) as scientific evidence for each
JOHALI HEPHAP 2011
THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC FOUNDATIONS FOR HEPAHP QUALITY
90‫صفحة‬
Derived from its essentials, Islam is the life and the day after, The Major related
are:
‫الكرامة اإلنسانية‬
1. HUMAN NOBILITY / Dignity
‫العدالة والمساواة‬
2. JUSTICE & EQUITY
3. HUMAN COOPERATION
‫التعارف والتعاون اإلنساني‬
4. FORGIVENESS/COMPASSION/AFFECTION
‫ الرحمة والمودة‬/ ‫التسامح‬
‫ اإلخالص‬/‫األمانة‬
5. HONESTY / FIDELITY
6. BENEFIT/ USEFULNESS ‫المنفعة والمصلحة‬/‫البر‬/‫اإلحسان‬
===========
As a Muslim learner, you have to find at least (Aiah or Hadeeth) as scientific evidence for each
----------------------------------------------------------Compare these FOUNDATIONS with the later Global Ethics
JOHALI HEPHAP 2011
HEHA ETHICAL BASES
GLOBAL ETHICS
91‫صفحة‬
ETHICS are essential not only to overcome health professions’ problems and
barriers, but for all life and professions, by which we can improve the quality of life.
ETHICS always connected to the religions, as a main source or bases, thus, many
social and ethical references are started with "Moral Reasoning & Development".
DEVELOPMENT OF MORAL REASONING
In Islamic nations, Moral is the religion “Values, Beliefs, Attitudes…”, due to global
disagreement, the West & worldwide create “THREE MAJOR LEVELS with SIX STAGES:
1) PRE-CONVENTIONAL LEVEL
 STAGE 1: Moral Realism
 STAGE 2: Individual & Instrumental Morality
2) CONVENTIONAL LEVEL
 STAGE 3: Interpersonal Normative Morality
 STAGE 4: Social System Morality
3) 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,
JOHALI HEPHAP 2011
HEHA ETHICAL BASES (Cont.)
ETHICS PRINCIPLES
Drives from their moral reasoning, there are many Western Ethical Principles, The
MOAJOR ARE:
92‫صفحة‬
1) 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.
2) AUTONOMY: Patients rights to self-determination; to chose what will be done
to them.
3) HONESITY : Patients have the right to the truth about their medical
conditions, the course of their disease, the treatments recommended &
alternative treatment available.
4) 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.
5) 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.
6) FIDELITY/ Loyalty: Your responsibilities should be directed toward the
“Patients Welfare”, not to the physician interests
=================
Ego Reflective:
Compare these with “Islamic Teachings”
JOHALI HEPHAP 2011
ETHICAL BASES (Cont.)
THE SEVEN SEAS (7 C’s) OF QUALITY HEPAHP HUMAN COMMUNICTION
93‫صفحة‬
1. Credibility: You the source “the Sender (S)” must be competent and reliable
to Motivate
2. Context: HE Message (HEM) must be relevant to the receiver
3. Content: HEC must have genuine meaning “meaningfulness”
4. Clarity: the R “Patient” must be able to understand the message
5. Continuity: Though repeated with variations, HE Message must be
consistent (steady reliable) enough NOT to Confuse the R
6. Channels: HE 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
JOHALI HEPHAP 2011
HEPAHP ETHICAL BASES (Cont.)
94‫صفحة‬
THE SEVEN (7) TOPS
OF
HEALTH COMMUNICTION SKILLS
1. Give accurate & Adequate Feedback
2. Listening Carefully
3. Interpreting Accurately
4. Giving Clear Directions
5. Treating Others in Professional Manner
6. Communicating Information Clearly
7. Establishing One’s Credibility
JOHALI HEPAHP 2011
HEPAHP ETHICAL BASES (Cont.)
QUALITY REQUIRMENTS
Originally; this "Quality Requirements" is written for effective traditional health
communication and education process as:
95‫صفحة‬
-
(to be added )
Who really understand the term "Quality" just as (Ideal & Excellency), will consider its
deep Islamic roots and the "Japonica–American" principles, and focus on:
- Patient humanity and ethical based communication, by which you
will reach…
- Crosby's Zero Defect: HEPHAP without defects, then you will meet..
- Patient fulfill needs and satisfaction, your patients will be full satisfy
if your activity meet their interests and needs.
Almost all these concepts are in the following chapter.
JOHALI HEPHAP 2011
96‫صفحة‬
PART SEVEN
APCHE’R
QUALITY
Assertive Patient Centred HE’R
with
Best Evidence
Chapter 11
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
HEPAHP SCIENCE OF MANAGEMENT
In our step by step HEPAHP, the style of managing HEPAHP Process is the
last step towards "APCHER, it is a vital which will lead our model to achieve its
overall aim "Quality of Healthful Life".
There a huge numbers of management theories and approaches. For this
course, the most related is “WHO Open System Planning Approach
(WHOSPA)”:
97‫صفحة‬
“Adopted from “WHO Training Manual on Management of Human Resource For Health”
Why OSP in HEHA?;
There are many reasons, the major is to remind you with your work environment “with
whom you are working: with persons under legal and not only with MOH and related medical
professions but with academic sectors, people and technologies.
Beside the above Environment Centred Model, with which of the following managerial
style you will assure quality.
JOHALI HEPHAP 2011
HEALTH EDUCATION MANAGERIALSTYLES
ASSERTIVE (FEELING) THE IDEAL WAY TOWARDS QUALITY OF HEPAHP
The Behavioral, Psychological, Social & Educational Sciences & Scientists (e.g Carol Rogers
father of Person Centred Psychotherapy”; Jean Piaget; Bloom; Dewey....etc) create many
behavioral/managerial responses. As arranged from the “Highest to the Lowest” effect on the quality of
human communication & Education, the MOST COMMON STYLES ARE:
The Highest the Most Trusted Styles “Ethically–Humanity” the Highest Quality HEPAHP
ASSERTIVENESS (Confidence, Self assure, Be empathic –feel others Feeling; Communicate
98‫صفحة‬
without Attack..):
Give patient freedom for direct expression of ideas, opinions ands desires. The intent of Assertive
PT 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)
For deep understanding of (feeling, attitude, effect)
(Reflect on/in personality structure & Behaviorism – the Bloom Taxonomy of educational Objectives).
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 PTs do not say what they
really think out of fear, that other may not agree. They “hide” at pharmacy corner or behind window..
The recipient/Receiver is often left Puzzle & Confused?!
OFFENSEVENESS/ACTIVE AGGRESSIVE(Direct attacker; Not friendly, non peaceful/ not
healthy):
Aggressive people seek to “win” in conflict situation by dominating or intimidating (threatening)
other.
Offensive is the direct attack behavior by which a parson decide to hit out others using blame and
putdown words e. g: “As usual you are being hopeless”.
Aggressive/Offensive PTs, the persons who promote their own interests or points of view indifferent
way or hostile to the feeling, thoughts and needs of others.
The Lowest the Less Trusted Styles “Ethically–Humanity” the Less Quality HEPAHP
JOHALI HEPHAP 2011
WHAT & WHY
APCHER QUALITY ?
 APCHER based on the above Assertive Style the Feeling of others the patients “HPs
feel that they are he is the patient” this is the Ideal way to assure quality
 In addition to”caries feeling of patient”, 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)
99‫صفحة‬
 As a Muslim, its overall goal is not just "Quality of Healthful Life" the intent goal,
the desire and the need for every person, patient and every community and nations, but
it will achieve the quality of our life today and the day after.
 APCHE’R Quality Model consists of “Three Major Models”:

 Patient Centred HEPHAP; the Patients Self Awareness;
Readiness, and Willingness. When our people aware, ready and willing
sure they will
 Assertive based HEPHAP Style;
Moral, spiritual and
emotional ideal religious "Islamic - Sympathetic" Feelings; By which
all health leaders, planners, and providers have to feel that they are the
Patients, they are carrying others' pains, sickness, healthful and
happiness feelings.
 Best Evidence HEPHAP; the scientific research & assessment of
all patients health and his its associated factors, the nature, characters,
interests and needs …
 Our creative APCHER Quality model arranged “Highest to the Lowest” effect on the
quality of human communication & Education as follow:
JOHALI HEPHAP 2011
JOHALI's APCHER QUALITY MODEL
100‫صفحة‬
‫صفحة‪101‬‬
JOHALI HEPAHP 2011
PART EIGHT
HEPAHP
METHODOLOGIES
&
TECHNOLOGIES
Johali
Chapter 12
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
102‫صفحة‬
METHODOLOGIES & TECHNOLOGIES
 Methodology refers to the sciences (theories and models) of teaching and learning
approaches, strategies and methods that appropriate to specific nature, character and
objectives...
 Technology refers to sciences of teaching and learning aides “audio- visual,
materials..” that appropriate to the methodologies....
The literature of health education and its boundaries has huge numbers of
methodologies and technologies that associate with philosophies and theories of teaching
and learning. Each philosophy and theory of teaching and learning has its own strategy to
meet its own concepts, and to achieve its objectives.
Based on philosophers and theories of education and health, and the Fox’s four
theories, this is my overall model for choosing the most appropriate HEPAHP methods,
media and strategie:
DEPENDENT
PASSIVE
T& L Theories
-VE
T& L Methods & Strategies (e.gs)
Lecture  Knowledge
Drill, Labs  Skills
informal field study\visit\gurney  Self ability
Transferring
Shaping
Traveling
Computing Technologies & Networks: CDs, IAL.. Saudinet, Gulfnet, Internet)
Formal & Informal teaching  Learning: sharing, co-operative,
self\open learning;
Growing
“Tran.+Trav.+ Shap”.
Reading Ref., book, materials - CTs & Networks..
INDEPENDENT
ACTIVE
+ VE
Who looks for the Quality, should use more than one theory as possible.
JOHALI HEPHAP 2011
103‫صفحة‬
THE MOST COMMON “HE” METHODOLGIES
The most common health education strategies, methods are ordered according to its
effectiveness on the following concept:
The First/ Formal/Single/Dependent & Passive /-VE  The Last/ the Informal & MultiIndependent & Active / +VE
ARE
DEPENDENT
PASSIVE
-VE
 LECTURE: traditionally, a verbal speech to teach, instruct, transfer knowledge








or information and, progressively with others to help learning.
QUESTIONING & DISCUSSION (Individual & Group) to explain and
exchange for groups, and may be with individuals.
DIALOGUE & DEBATE for free and wide exchange, the best recommended
for HA
DEMONSTRATION to see / show how to:…
CASE STUDY show by example how to decide
ROLE PLAYING an experiential learning to demonstrate opinions and
feelings and to copy skills
SIMULATIONS & GAMES for imaginative & attractive practice
LABS\DRILL the real practice at labs & field
PROBLEM SOLVING a self confident if it is independent
 PATIENT/EVIDENCE/ASSERTIVE CENTRED HE new concepts for
optimum quality
 SELF/INDEPENDENT HEHA the highest quality for those who ready &
welling
INDEPENDENT
ACTIVE +VE
INTERACTIVE +VE
Johali 1413 (HENUR); Johali HEHA2006
Who looks for the APCHER Quality have to use more than one with highest approaches
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THE COMMON “HE” TECHNOLOGIES
The most common health education technologies as listed according to its effectiveness
ARE
PASSIVE
-VE
PRINTED MATERIALS
e.g; Leaflet/ Folder, Poster, Pamphlet, Booklet, Books…..
AUDIO-VISUAL AIDES
e.g; Overhead/ Slide projectors, Recorder….
MASS MEDIA
Television, Radio, Newspapers, Magazines, Satellite
HIGH HIYPER-INTERACTIVE COMPUTING TECHNOLOGIES
HYPER
Interactive& Attractive
TELCOM / SPACE TELECOM/ INTERNET
ATTRACTIVE
ACTIVE +VE
INTERACTIVE +VE
Who thinks about the quality have to use more than one of the latest accepted ..
Other General & HEPAHP methodologies, technologies (Strategies): Advantages and Disadvantages &
Relations.. are shown in the Tables:..
Discover which we are looking for – which can achieve APCHER Quality
JOHALI HEPHAP 2011
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HE STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
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HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
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HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
JOHALI HEPHAP 2011
HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
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JOHALI HEPHAP 2011
HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
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Advantages –Disadvantages + Practice with different situations
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HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
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HEPHAP STRATEGIES (METHODS & TECHNOLOGIES)
Advantages –Disadvantages + Practice with different situations
HYPER TECHNOLOGY
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JOHALI HEPHAP 2011
PART NINE
Looking for the Quality of HEPHAP
HEPHAP PLANNING
Chapter 13
PROBING & DEFINING HEPHAP TERMS
Key Terms
JOHALI HEPHAP 2011
JOHALI HEPHAP 2011
PROBE & DEFINE PLANNING TERMS
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PROBE & DEFINE PLANNING TERMS
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HEPHAP PLANNING DEFINTION & PRINCIPLE
As we have noticed from defining key terms. Generally; “HEALTH PLANNING /
PLANNING FOR HEALTH” is define as :
“A
Process of establishing priorities, diagnosing causes of problems and
allocating resources to achieve objectives”.
Meanwhile, its is scientific PRINCIPLE is:
PEOPLE ACT POSITIVE IF HEALTH EDUCATION RESPECTS THIER PERSONALITY
NATURE, CHARACTERS, INTERESTS & MEET THIER NEEDS.
Thus;
The “HEHA PLANNING is “a dynamic process of integrating the following major
activities:






Understanding “Personality”/ clients nature & behaviors..,
Assessing their needs,
Defining objectives,
Establishing priorities,
Allocating resources,
Acting/working to achieve/improve Quality of Health
JOHALI HEPHAP 2011
PROBING (WHY & HOW..) QUALITY OF PLANNING?
To prepare well, manage, validate and grantee the quality of H. E. activities & outcomes
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LEARNING & PLANNING FOR QUALITY
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.

Outcomes
QUALITY HEALTH/WHY
Inputs
QUALITY EDUCATION/HOW
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
QUALITY EDUCATION/HOW ..

Outcomes
QUALITY HEALTH/WHY
(THINKING IN THE FOLLOWING MODELS)
 General Models (Ross & Mico fig 13 “Model 1” p 209 & table 11 p 210-211; fig 14 “Model 2”
p 212 and table 12 p 214-215)
 The FOCUS MODEL “PRECEDE framework” (Ross & Mico fig 12 p 206-207; fig 3 p7071)
 HEHA PLANNING MODELS: The Concise
JOHALI HEPHAP 2011
Predisposing Reinforcing Enabling Causes in Educational Diagnosis Evaluation
FRAMEWORK
HEHA PLANNING BY “P..R...E...C..E..D..E..”
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JOHALI HEPHAP 2011
Applying “P..R...E...C..E..D..E..”
Hypertension a General Example
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JOHALI HEPHAP 2011
TURING
MANAGEMENT HBM & NURSING PROCESS
Into
A HEHA PROCESS PLANNING MODEL
As HE is a new course introduced into HA, Its planning must take in consider the most related
scientific concepts of “HE & HA, with HBM the common medical model and the Nursing Process. The Best
modified “HEHA QUALITY PROCESS PLANNING MODEL” can be illustrated as follow:
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(Johali 29/03/2006)
JOHALI HEPHAP 2011
Johali's CONCISED PLANING MODEL FOR HEHA\HEPHAP
(Based on all above HEPHAP Sciences)
HEPHAP  the QUALITY OF HEALTH/LIFE
PROMOTE/DEVELOP

QUALITY OF HEALTH / LIFE
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Why  What/When/ Where/How & Who
EVALUATION

QUALITY OF HEALTH / LIFE
Why  What /Where/When/Who & How
INTERVENTION\ACTION PLAN

QUALITY OF HEALTH / LIFE
Diagnose assessments  Define needs
(Physical, Environmental\ Health, Non health causes & needs?\
Predisposing, Enabling and Reinforcing educational factors & needs?)
Objectives, Priorities, Resources  PLAN
EMPATHETIC DIAGNOSIS & PLAN SETTING (Why, What & How?)

QUALITY OF HEALTH / LIFE
1. Assessing personality structure & needs (heredity, culture, social and self)
2. Assessing personality health problems, related factors & needs
3. Assessing personality behaviors & needs
4. Assessing educational requirements & needs
How  good communication & observation
ASSERTIVE (Empathetic) ASSESSMENT (Why & How?)
"Learners have to invent similar self concise model"
(HEHA 2006, 39 Mar. Johali)
JOHALI HEPHAP 2011
HEALTH EDUCATION
FIELDS/SPECIALTIES & RESOURCES
HEALTH EDUCATION FIELDS/SPECIALTIES
Either it is accepted or rejected; it is carried out or may neglected, it is the fact that
health education is a part of all health professions, institutions & activities. Furthermore, it
has many (FEILDS/TYPES) Specialties, The Majors Are:
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 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 (NHE)
 Clinical Nutrition Health Education (CNHE)
 Environmental Health Education (EHE)
 Occupational & Safety Health Education (OSHE)
 Chronic Diseases Health Education (CDHE): Diabetic, HBP, Cancer….
 Drugs Control & Pharmaceutical Health Education
These specialties can be reorganized as: Individual or Personal; Group, Community and Public
….Health Education
JOHALI HEPHAP 2011
HEALTH EDUCATION RESOURCES
LOCALLY
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.
In addition to a department within every government and private health service sectors, the major HE
government sectors are:
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1. Department of Health Education, General Directorate of Preventive Health, Ministry of Health, which
is located at “Al Suliamnia, King Abdul Azis Road.
2. Department of Health Education, King Khalid Eyes Specialist Hospital, Riyadh. The most active HE
hospital department now, mainly in regarding of HE symposium.
3. Department of Health Education, Kin Fahd Specialist Hospital, King Abdul Aziz Medical City,
National Guard.
4. 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.
5. Department of Health Education, King Fisal Specialist Hospital & Research Centre.
6. Department of Health Education, General Directorate of Schools Health, Ministry of Education, “the
place of “Uniceef HE Seat Fond”.
7. Department of Health Education, Security Force Hospital, Riyadh.
8. Academic Department of Health Education, College of Applied Medical Sciences, King Saud
University, Riyadh. The lonely academic department. It establishes at 1403 AH.
9. Saudi Health Specialties Council (Association), It services all health professions including heath
education specialists & heath educators.
“independently, you have to discover the activities of these sectors and other national sectors”
A CONCISE HEALTH EDUCATION FOR HEALTH ADMINISTRATOR – Johali 2006
HEALTH EDUCATION RESOURCES
GLOBAL
123‫صفحة‬
JOHALI HEPHAP 2011
‫هـ‬3413/0/20 ‫فيفا‬
"‫ولماذا ال تسير "فلسفة الكتاب‬
‫ملخص التثقيف والتعزيز الصحي للمدير الصحي وكافة المهن الصحية‬
HEPHA COURSE CONCISED SUMMARY
By EISA JOHALI, the lecturer
The PLACE OF HE IN HA SCIENCE-EDUCATION & PRACTICE

(1)
HISTO-PROBE “EDUCATION?HEALTH?HEHA DEF.& RELATIONS
(2)

GOAL/OBJECTIVES
HEHA (TEACHING+LEARNING+PRACTICE QUALITY OF LIFE
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(3)

MAJOR HEHA SCIENCES
PERSONALITY THEORIES
(HEREDITY + ISLAMIC CULTURE & SOCIETY YOU & CLIENT)
(4)

HEHA (TL + HA) THEORIES
LEARNING = MOTIVATION  (READY & ACTIVE LEARNER & CLIENT) +VE BEHAVIOR
(5)

HEHA ISLAMIC & GLOBAL ETHICS & COMMUNICATION
(6)

HEHA METHODOLOGY & TECHNOLOGY
Interactive Strategy  +VE Method & Technique  Excite Media
(7)

QUALITY-ASSERTIVE HEHA PLAN
(7) + (6) + (5) + (4) + (3) + (2) + (1)
ASSESSMENT DIAGNOSIS INTERVENTION\ASSERTIVE ACTION PLAN

(8)
ASSERT. EVALUATION\RESEARCH DEVELOPMENT(8 -1)
(HEHA2006, 29 Mar. Johali)
"Learners have to invent similar self concise model"
!!‫ملحق ؟‬
125‫صفحة‬
A CONCISE HEALTH EDUCATION FOR HEALTH ADMINISTRATOR – Johali 2006
THE MAJOR REFERENCES & RESOURCE
“Arranged according to their priority the Concise” ???? or alphabetic ???
A -xyz

JOHALI, E. A. (1427) A Concise Medical Laboratory Health Education: A Lecture’s Note (you
can by it “ready & bind” from AL Quwafil Centre, King Abdullah Road, south east of King Saud University.
(This Concise is the Major student Reference)






126‫صفحة‬


===
ROGERS R. C (1983) Freedom To Learn for the 80’S. New York: MacMillan Publishing C.
JOHALI, E. A. (2006) A Concise Health Profession History & Ethics: An Arabic & English
Lectures’ Note for Health Professions Students.
Al Mazrou et al (1410) Principles and Practice of Primary Health Care.
WEDDING, M. E & TOENJES, S. A. (1992) Medical Laboratory Procedures (Focus: Preface,
Units 1 & Appendixes ). Philadelphia: F. A. Davis
GREEN, L.W et al (1980) Health Education Planning: A Diagnostic Approach. USA: Mayfield
Publishing Co.
ROSS, H. S. and MICO, P.R. (1980) Theory and Practice in Health Education. USA: Mayfield
Publishing Co.
Redman, 1997

Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction. USA: the University of
Chicago Press.

Tindall (1994)

Brown, S. and MacIntyre (1993) Making Sense of Teaching: Developing teachers and teaching.
Buckingham: Open University Press.
Ministry of Health (MOH) 1398H/1978G Manual of Functions and Duties in Health Education
(Arabic)
MOH (1410) The Curriculum Guidelines for Clinical Laboratory Technicians Programmes.
KIMBROUGH, V.K. & HENDERSON, K. (2006) Oral Health Education “Part 4
Communication Styles”. New Jersey: Pearson Prentice hall.
TINDALL, W. N. et al 2003 (4th Ed) Communication Skills in Pharmacy Practice: : A Practical
Guide for Students & Practitioners. Williams & Wilkins.
KERPS. G. & KUNIMMOTO, E (1994) Effective Communication in Multicultural Health Care
Settings. Sage Publications.
PORRITT, L (1984) Communication Choices for Nurses. Churchill Livingstone.
WHO (undated) Training Manual on Management of Human Resources for Health.







……………………………
A CONCISE OF HEHAT – JOHALI 2008
ELECTRONIC RESOURCES





http://www.qurancomplex.org/searchsite/eng/hits.asp
American Health Administration Association ………...
 http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communicatio
n/Health_Belief_Model.doc/

 Others HEP INTERNET SITES.
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American Academy on Physician and Patient
European Association for Communication in Healthcare
Visit Patient Education and Counseling Online
Online Sample Copy
(Johali 29/03/2006)
ERIC #:
Title:
Authors:
Descriptors:
128‫صفحة‬
Source:
PeerReviewed:
Publisher:
Publication
Date:
Pages:
Pub Types:
Abstract:
ED156649
The Place of Health Education in Health Administration. Report on a Working Group.
N/A
Delivery Systems; Foreign Countries; Government Role; Health Education; Health
Programs; Organizational Theories; Public Health; Relationship; Role Theory
N/A
N/A
N/A
1977-00-00
27
Reports – Research
Four working papers presented at a World Health Organization Regional Office for Europe Working
Group meeting on the place of health education in health administration are summarized, along with
group discussion of the papers. General discussion of the meanings of health education and health
administration, types of integration, and methods of achieving integration of the two are also
presented in condensed form. Papers prepared for the meeting were: (1) "Health Education
Administration in the European Region;" (2) "The Theory and Practice of Health Education as
Related to the Place of Health Education in Health Administration;" (3) "Health Education in the
North Karelia Project: Principles and Recommendations;" and (4) "The Place of Health Education in
the Health Administration of Yugoslavia." General group discussion focused on descriptions of health
education systems, types of health care systems, types of health education systems, health education
and health problems, health education agents, methods of development of health administration
services, general factors influencing future developments and identification of present needs.
Conclusions and recommendations of the Working Group to the Regional Office conclude the paper.
(MJB)
Abstractor: N/A
Reference
N/A
Count:
Note:
Identifiers:
Record
Type:
Level:
Meeting of a Working Group (Manchester, England, March 2931, 1976)
Europe; Health Administration
Non-Journal
1 - Documents indexed from January 1993 forward available for free through the ERIC Web site; all
others restricted to microfiche
Institutions: N/A
Sponsors: World Health Organization, Copenhagen (Denmark). Regional Office for Europe.
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