ميحرلا نمحرلا الله مسب
Welcome PHE QHE C-P Centered
St
Facebook Group https://www.facebook.com/groups/614365715299250/ Fahad Alharthi
JohaliPHE2014

EISA ALI JOHALI
يلحوجلا يلع نب ىسيع
A Lecturer
•
Bachelor A. M. Sc. Heath Education, KSU 1407 /1987
•
Short Fellowship Planning Health Professions Education, UIC, USA 199
•
MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in
Nursing, UK 1995
•
PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept.
2012
•
Author of Two Published Books & 3 Projected http://faculty.ksu.edu.sa/JOHALI/default.aspx
Johali59@hotmail.com
WL Messengers Johali PHE Groups http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011 Dr. Eisa Johali
JohaliPHE2014

PHE Promotion
ي ف يهو ، نيينسحلل ابلط اذه انررقم ةياغ يه “ نيرخلاا بعاتمو تلاكشمو ضرمب روعشلاو
:
ساسحلاا ” نلآو داهتجلااو صرحلا نم ةدوجلا نلأ
ىوقتلا يف ميكحلا ركذلا نم تايآب هده انتمدقم لهتسن ، “
ىوقتلا
”
] 3 ، 2 / قلاطلا [
.]

ُب ِس َت ْحَي َلا ُثْي َح ْن ِم ُه
29 / لافنلأا [

ْقُزْرَيَو *
ا ًجَر ْخ َم ُه ل ْل َع ْجَي َالله ِقَّتَي ْن َم َو

اًنا َقْرُف ْمُك ل ْل َع ْجَي َالله او ُقَّتَت ْنِإ
 
: هنع الله يضر كلام نب سنأ نع ،ملاسلاو ةلاصلا لضفأ هيلع “ دمحم ” انيبن ميركلا هلوسر لوقو •
•
•
يذمرتلاو دواد
يراخبلا هجرخأ
وبأو ملسم هاور ) هيخ ا نوع
) هسفنل بحي ام هيخ لا بحي ىتح مكدح ا نمؤي لا (
يف دبعلا ناك ام دبعلا نوع يف الله ناك ( ملسو ةيلع الله ىلص هلوقو
These Islamic Calls are our Evidences to assure Quality of Profession; Quality of HEPT & Quality of Life today and for the Day after.
Meanwhile, do not forget the most common Arab Proverb:
“ Nothing Itching Your Skin Like Your Nail ”
“
كرفظ لثم كدلج كحي ام
”
So
; Who can itch your skin! Effectively? You or other eg. teacher
When you will feel better & Who can understand better: the Passive student who taught or filled by other the teacher? Or the active student who learn by himself or at least participate /share learning with teacher?.
Thus, what do you prefer /recommend:
Be Passive Student & Patient? Or Be Active ?
3
JohaliPHE2014

PHE Introductory
As an introductory to this probing “Lectures’ Note”, I would like to send a progressive educational message to my dear “Adult Learners”.
My dear learner remember that you are not a primary school pupil neither a an elementary nor even, a secondary student. You are an adult learner that in order to success in this progressive course and in your life as well, you have to “Think, Participate, Practice & Reflect on and in, you have to react actively and voluntarily at every session. This is not a traditional lectures’ note that you can just read, store and recall. it is a “Lifelong Learning Guide (LLG)” to help you to think around, back, about, over and up. It is prepared to promote you to search about the most appropriate knowledge, attitude that can lead to the right behavior for you, your patients and community as well.
This LLG consists of nine major learning units. Before briefing the history of medical laboratory science & education, it starts probing the reasons why you are studying this course ( H E; CN; HEPT;
HERT; HEMLT; HEHA). The second and third units promote you to determine the boundaries of the quality of H & E through the modern philosophical and scientific concepts of education and health that can guide you to, the Fourth by which you will distinguish the appropriate methodologies and technologies that can enable you to plan and develop effective health education activities to increase the quality of Patients’
Healthful Life.
In order to learn the course well, you have to use " Your All Senses " and "Abilities", as well;
You have to attend, see, listen, ask, discuss and participate actively in teaching, learning and assessing your self, your colleague, your teaching and learning process and materials, your curriculum, and your teacher, as well.
Finally, if you do so, do not worry, you will success in your course and your life as well.
With this Concise & its T&L Plan and Process
“ All the Learners will success; Except the one Who DO NOT Like”
Don’t Be Ready & Welling to Success – Don’t Attend – Be Active
JohaliPHE2014
4

Johali Course Syllabus – Objectives & Plan 2014
All the Learners will success; Except the one Who DO NOT Like”
Welling to Success – Don’t Attend – Be Active…… Don’t Be Ready &
Course (code and NO): (CHS 282)
Credit hours:
Contact hours:
Course Description
2
2 (2+0)
Course title: Principles of health education
Level: 5
Prerequisite: CHS 212
OLD
Health Education Definition, philosophy, need of health education. Principles of teaching and learning process, domains of learning, scope of teaching: teaching knowledge, attitudes, different types of skills. Application of education principles for improving health education, task analysis, curriculum & lesson plan development, improving learning environment
Johali 2014
This in an introductory course to all yours' (Health Education) specialty courses. If you are ready you will probe the historical and philosophical roots of "Education –
Health" and define the related terms. know scopes and aims of health education, and investigate its basic principles. Then you will know, indentify and write health education aims, goals, the teaching and learning objectives using the meaningful leaning domains cognitive, affect-attitudes, thinking, and the psychomotor action skills. After task and community analysis, you will have a trial how to use these bases and principles to develop and improving health education programs, lessons and plan. organizational paradigms, cost containment, and continuous quality improvement
JohaliPHE2014

Johali 2 PHE 1 T & L Plan 2014
All the Learners will success; Except the one Who DO NOT Like”
Welling to Success – Don’t Attend – Be Active…… Don’t Be Ready &
1 Topics to be Covered
TOPICS
Teaching and Learning Activities

Understanding each other's - Presenting and discussion the Course Objectives and Teaching Plan - Reasoning Why PHE (The Place of PHE in HE Profession &
Education
All Success Except Who Don't Like ( Not Ready and Willing To ………)
 A Brief Historical with Probing PHE: from where to start " Health – Education" &
Defining Terms

Philosophical bases of Health Education
1 st Midterm Exam \ Smart Assignments plan and choice

Health Education scopes , aims and roles and principles

Task – Community Analysis

Teaching and Learning domains : cognitive, affect-attitudes, thinking, and the psychomotor
2 nd midterm exam \ Presenting Smart Assignments

Meaningful teaching and learning objectives: cognitive, affect-attitudes, thinking, and the action skills

Develop tentative framework for effective health education curriculum, lesson
Weeks
1
2 nd -3 rd
4 th -5 th
8 th – 9 th
6 th -8 th
9 th – 11 th
12-15 hours
2
4
4
4
4
6
6

Major Text Book & References
• Your Smart Note in this Class
• This Lecture:
– The Principles of Health Education – The First Step
Towards ZDHE – Johali2PHE2014 CHS282 http://faculty.ksu.edu.sa/JOHALI/JOHALI%20NEW%20ACADEMIC%20YEAR%202014/default.aspx?RootFolde
%2FJOHALI%2FJOHALI%20NEW%20ACADEMIC%20YEAR%202014%2FShared%20Documents%2F2ND%2
0SEMESTER%202014%2FCHS282JOHALI2014PHE1&FolderCTID=0x0120006D152863CDF1824C914A4BF
8E26A3E2D&View={0EF7A9A2-D995-48E7-9F44-24481332655A
Reading Text:
• Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health
Department, SUNY College at Cortland
• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education:
Implications for the 21st century.Journal of Health Education, 26(6), 326-332
• http://www.preservearticles.com/201105156674/principles-of-health-education.html
•
Define
– Roles:
• http://wiki.answers.com/Q/What_are_the_roles_of_health_education_in_pulic_health?#slide=
2
• WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern
Mediterranean
JohaliPHE2014

Health Educator Job Description
Job Title :
Health Education Specialist
Scientific Degree :
Bachelor Degree AMS .
Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific
Knowledge & Skills:
•Knowledge of health and educational issues,
•Effective teaching methods and technologies
•Effective Communication and Counseling
Reported to: the Health Education Consultant Master\PhD
Job Definition
(Summary) :
Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors.
Major Job Duties:
As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”:
• Assessing patients, school and community health education needs
• Managing and organizing health education activities.
• Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..);
• Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs.
• Prepare and participate in designing, evaluation and development of health education materials
• Supervise and participate in process of designing and implementing health education plans.
• Give Special Patients Counseling eg; diabetic patient education
• Improve his/her personal and professional knowledge and skills.
JohaliPHE2014

Let us Start with: These Educational Videos
Health Education Specialists: Promoting a Healthy World http://www.youtube.com/watch?v=ErBECLCWNOk
An Introduction To Health Education By Ms.
Ria Gandhi http://www.youtube.com/watch?v=V9Xk350kN98
What is a Health Educator?
By Amy McCauley, eHow Presenter
Read more: Video: What is a Health
Educator? | eHow.com http://www.ehow.com/video_4
872867_healtheducator_.html#ixzz2IkxDv9cB
Conclude ;
PHE is the first step to HE Course – Assure Quality of HE

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
Looking for
The E; H & HE that can Assure the Quality of Healthfully Life ?
10
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Is the Education That We Have To Look For
• Place of Health & HE in the Holy Quran & Prophet
Medicine ?
(Ego Reflective Assignment) Worldwide, the literature of both health and education neglected health education and its facts including the Islamic concepts until the early of this century.
• It was only in the late 1919 that the term “ Health
Education by:
” was recognized in the Western literature
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)
11
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
•
•
In the 1940s, quality assurance and standards for professional, then accreditation introduced.
In the 1970s, health education started to evolve as a profession in the sociological perspective. Efforts to create a health education code of ethics
•
The above historical statement clarify the nature of modern HE, it indicates that
Hygiene (Germ-free, Pure, and Healthful ) was the previous term of health education in the Western literature.
• It confirms the Integrated Relationship between the two Sciences
“ Education Health
” that can simplified by the following
EDUCATION

HEALTH

Healthful Life
SO , What is the “ EDUCATION ” that leads to HEALTH?" & Go ahead to promote the Quality of HE
12
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
• How did the Old Greece and Muslims Philosophers and
Scientists educate ( Socrates; Aristotle; Plato
Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego
Reflective Assignment)
& Ibn
• The term “
–
• In
–
"Educare =
Islam
Education the Latin
” came from: words “ Educo = To lead out” the &
Training the mind; the English term " Educ e = To draw out ".
and Arabic language “Education”
Breeding & Perfection; reform
حلاص او ،بيذهت ،ةيبرت means:
• The latest ً Western educational philosophies such as
“ the progressivism & the reconstructionism
"Education" to the “ Freedom = the Democracy ” .
” connect
In the late 17 Century , "Rousseau" a French teacher addressed the following advice:
Give your scholar no verbal lessons, he should be taught let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it
.
(Johali 1995).
13
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
•
(1878-1955)
said:
"
“ (Valcin 2001)
These advices formed the foundation of the progressive, freedom or democratic education that produced many modern educational theories and strategies such as: Problem-Solving & Problem Based
Learning; Learning by Experience or Experiential Learning ;
Learning by Discovery, and finally, "Andragogy” the"Student/Patient
Centred Leaning. Eventhough, the Western Philosophers still looking the education that assure the quality ..
14
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
• The Optimists (Idealists) of the above philosophies and
“ Ideal Education ” that
“
:
A Perfect Education will Produce a Perfect Society or
Heaven on the Earth
”
As A Muslim; Do you believe ? (If you don
Do)
’ t?!, Your Religion
• This believe was strongly criticized by many educational philosophies such as, the Realism who reject the terms
“ perfect or idealist ” ; the Behaviorism who see “ education in their behaviors ” and, the Experientialism who connects
“ education to the experience only ” .
• Reflecting on the above educational concepts with health considerations, the logical definition of
“
General
Education
” can be concluded as:
“ A Lifelong Process of Growth and Development
”
15
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL 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 G rowth and Development Process TODAY & for the DAY
AFTER
OR
A Process of Meaningful Learning for Today & the Day After
• The appropriate “Education” فيقثت / ميلعت that can be defined as :
An intellectual & behavioral process of “Teaching and Learning” activities that influence the growth & development and promote healthful life.
Still, “What Teaching سيردت & What is Learning ملعت ” that can promote the QHEH ِ ?
16
JohaliPHE2014

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Is the Education That We Have To Look For
While the traditional “Teaching” is understood as:
• “A teacher based process of providing and injecting knowledge, attitudes and skills” to inflate memory.
• The “ TEACHING” that we are looking is “a process of promoting and helping other to LEARN.
• The traditional behaviorism “Learning” is realized as “a process of gaining deep and wide knowledge, attitudes and skills that can control and shape behaviors.
Such learning is a form of training rather than education.
• While, The Millennium “ LEARNING” that we are looking for is:
“An Independent Process of Growth and Development within the personal science, technology, experience, & behavior
JohaliPHE2014
17

Common Philosophies (Systems) of Education
Key Concepts Most Common Philosophies & Theories of Education
Education
/Process
Knowledge/
Theory
Skills/
Practice
Teacher/HE
Examination/
Evaluation
Humanism Technocrat Progressivism
Transfer
Preserve&
Transmit
Knowledg e
Shape
Adaptation/
Training
Training/Skills/Obj ectives
Travel /Jearny
Personal Growth
&
Development worthwhile relative- essential for safe practice
Life experience
Tentative
Student interest
Relative to safe practice
Centre /
Transferor
Vital
Instructor &
Guide
Vital
Facilitator
Vital-theory Vital- practical Self interest & evaluation
Reconstruction
Grow
Society-Centered
Create better society
Life experience
Tentative Society interest
Vital
Indoctrinator/
Orientator
Vital theorypractice for better society
Active
Semi-control
Student/Patie nt
Passivecontainer
Fullycontrolled
Passive- holder practically fully supervised
Active/ Freeinterest
Curriculum/Pl an
CHS 282
Map of key
Subject
Schedule of Basic
Skills/ a kind of
Technology
Portfolio
Experiences of Agenda of Cultural
Issues

CHS 282 http://thesaurus.com/browse/education
JohaliPHE2014
19

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What is the Heallth That You Are Looking For ?
1) Hold a Small Group Discussion
2) Visit: Welcome visit my Academic Site\ My groups:
The Philosophy Network
What Does Health Means to You ?
Health has a long history with huge philosophical concepts, may be the first health meaning raised before billions of years, the early ..
•
• http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=199928773&qid=58db8a86-f861-4c3b-89e9-
3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660 http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981338&qid=ffd428bb-f5f5-4541-9445acf0889173df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660
JohaliPHE2014

CHS 282

WELLNESS
A purposeful, enjoyable, and deliberate lifestyle choice characterized by personal responsibility and optimal enhancement of physical, mental, emotional, social, and spiritual health
Health- Illness – Sickness - Disease Scale
WELLNESS
Severe, disabling, and life-threatening illness effecting physical, mental and social health
Complete
• Physical
• Mental
• Social
• Emotional
• Spiritual health
JohaliPHE2014

COMMON PHILOSOPHIES OF HEALTH
WHAT IS HEALTH? that we are look for:?
Medics
“Curative
Medicine”
Physical fitness absence disease of harmonious functioning of organs
“
Commodity
Just
Good ”
Feeling
Behaviori sts ability to adapt
“ Adaptati on ”
(HBM)
Social
Scientists
Well social function absent of all diseases, health problems
& handicaps
Humanists Idealists
Personal strength\ab ility Self
Growth &
Developme nt
Behaviorist also come under Realism = Pragmatic
Perfect wellbeing in every respect
CHS 282

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What Health Means to You \ Health That You Are Looking For ?
What “HEALTH” Means to You \ Health you are looking fore\HC
• To be appropriate for all nation; the “ WHO Constitution
1946 ” , “ Health ” is defined as:
A STATE OF COMPLETE PHYSICAL, MENTAL AND
SOCIAL WELLBEING AND NOT MERELY THE ABSENCE
OF DISEASE AND INFIRMITY.
---------------
Infirmity = any health problem or defect
Complete = Total; Whole; Absolute & Perfect
-----------------------
Ego Reflective Thinking & Assignment
As an ideal religious centred society, how we can create an accepted “ Health ”
Definition with Evidences from Holy Quran & Sunnah ” ?
------------------------
Now, think what is next…?
Defining HE that can assure\ grantee the Quality of healthful
Life

Johali HISTO_PHILOSOPHICAL DEVELOPMENT
What HE Means to You\ HE That You Are Looking For ?
WHAT IS HEALTH EDUCATION?
As health + education, “HEALTH EDUCATION” has different meanings. Based on the scientific principles of the “Learning and
Behavioral Theories & Models” and “the Diagnostic Approach of
Planning H. E.”, the most appropriate definition can be a combination of these two definitions :
WHO” DEFINITION
A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, & SOCIAL
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
CONDUCTIVE TO HEALTH.
ADAPTATIONS OF BEHAVIOR
-------------------------
Ego Exercise ( who you can extract \create meaningful HE goals\ objectives (Later)
Now ….Think which is the HE that you are looking ? \ Are dim
JohaliPHE2014

Thus, let us hold a “ Learning Debate ”
• Based on these literature, the nature of the Saudi community and culture, the nature and fortitude future of HE, the ideal definition of a “
National
Health; & National HE ” that the whole people can understand, accept and react with it positively , is:

What is the
t hat We have to look for
A NATIONAL DEFINITION OF HEALTH & HE
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:
27
JohaliPHE2014

What is the
that We have to look for
An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4)
Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9)
Cultural, (10) Environmental, (11) Economical, with (12) Professional Ethics, that can help people/customers to “ grow; develop ” , and make informal decisions affecting their personal, family and community well being.
“An outcome of NUR/MLT Student Group Work 21/2/1427”
“
”
“
”
“
”
“An outcome of “Has’ Student-Lecturer Dialogue NurHE 1423; HEHA 28/2/1427”modified 1428 ; CN 2011; HE 2013
Do you have any addition .. New dimension / factor can affect your health … ?!
THINK & DRAW IN A PHILOSOPICAL MODEL “ Diagram ”
28
JohaliPHE2014

Draw
Education - Health – HE Integrated
Integrated Self Creative Conceptual diagrams
Later after understanding philosophical and scientific models
JohaliPHE2014

•
•
•
HE Philosophical Bases
HE Philosophy-Why?
Profession
Ethical
Definition the PEDDPGC
• Direction
• Guidance
• Consistency
The 5 Historical Philosophies Johali FCSDB
 Freeing/Functioning = free people to make the best health decisions
 Cognitive Based =
Focus on content and information, increase in knowledge to help in making decisions
 Social Change =
Focus on the role of health education in creating social, economic, and political change that benefit all.
 Decision Making/Skills-based =
Concern with simulated problems, case studies, scenarios, create and analyze potential solutions, critical thinking skills developed
 Behavior Change =
Focus on modifying unhealthy habits
JohaliPHE2014

HE Philosophical Bases
Some philosophical questions you might have
 Should I develop my own philosophy?
 Will my philosophy “ work ” in all situations?
 What if I don ’ t “ fit ” into one of the existing philosophical positions?
 What is the difference between a “ goal ” of HE and a philosophy?
What is the difference between a “ goal; vision, mission of HE and “ philosophy “ ?
One way to think about it
•
•
Tomasso's Pizza & Subs
1229 West Palmetto Park Road Boca Raton, FL

Mission Statement
We are Committed to using the finest ingredients in our recipes.
No food leaves our kitchen that we ourselves would not eat.
JohaliPHE2014

HE Philosophical Bases
Philosophy is
A Greek comes from the Greek φιλοσοφία ( philosophia ), which literally means
" love of wisdom ", and was originally a word referring to the special of early Greek philosophers.
[4][5][6] way of life
The study of general and fundamental problems, such as existence, knowledge, values, reason, mind, and language.
[1][2]
It is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument .
[3]
HE Philosophy reflects:
• The way in which you consistently act toward other people is often a reflection of your philosophy concerning the importance of people in general:
• The profession of Health Education is considered a helping profession.
• Those who work in the profession should value helping others.
JohaliPHE2014

HE Philosophical Bases
Should I develop my own philosophy ?
Will my philosophy “ work ” in all situations?
JohaliPHE2014

Determining your philosophy
•
•
•
Knowledge
HE
knowledge knowledge application
DM & PS related skills behaviorrelated skills
JohaliPHE2014

Sample 1 School Community HE Philosophy http://www.healthpromotion.cywhs.sa.gov.au/co ntent.aspx?p=154
JohaliPHE2014

death
Sample 2 Johali 1995 Health – Nursing Philosophy in the UK Advanced Nursing P 2000
UK P2000 & Beyond The Used Philosophies & Sciences
UKP 2000 PHILOSOPHY OF HEALTH & NURSING MODEL
Optimum health
Independence handicap
HP & NC
Health breakdown
& independence health promotion
&
Nursing care
Deviation
From
Health
Source: http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20Publishing%20Books&Folder
CTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-4834-8EC5-5A724A4AA026}
JohaliPHE2014

HE
CHS 282
JohaliPHE2014
37

Ego Exercise
Go back to probe historical and philosophical bases and the WHO Definitions of Health & HE
How you can extract \create meaningful HE goals\ objectives :
-
-
As an ideal modern religious centered society, how we can create HE Overall Goal that you like…
An ideal
“ accepted & promoting goal\objective
A Persuasive HE goal \ objective
CHS 282
JohaliPHE2014
38

H E  QUALITY OF HEALTHFUL LIFE
•
&
THE TWO MAJOR HE OBJECTIVES
HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED
DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY
WELL-BEING.
ARE

• FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO
HEALTH.
BY
ENCOURAGING, MOTIVATING, PROMOTE ........NOT
TEACH/INSTRUCT\ORDER
PEOPLE\PATIENTS TO:

• ACQUIRE .
……………………………… ...
… ,.
• PERCEPT (Accept/ not Reject) .
… .......
• MOTIVATE To (accept) ……… .
………… ..
• MODIFY\HELP CHANGE voluntary ..........
……
&
PROMOTE SELF / INDEPENDENT / MAINTAIN HEALTH BEHAVIORS
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Aims
1.
Health promotion and disease prevention .
2.
Early diagnosis and management.
3.
Utilization of available health services.
Objectives
1.
To make health an assets valued by the community.
2.
To help people to increase knowledge of the factors that affect health.
3.
To encourage behavior which promotes and maintains health.
4.
To enlist support f or public health measures, and when necessary, to press for appropriate institutional and national action.
5.
To encourage appropriate use of health services especially preventive services .
6.
To inform the public about medical advances, their uses and their limitations

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The 10 th Principles of HE
Johali
IPMCRGPFM
• Interest
• Participation
• Motivation
•
• Comprehension
• Reinforcement through repetition
• Good human relations
People , Facts and Media: knowledgeable , attractive , acceptable “ .
10 th PHE Model
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Principles (Cont.)
•
• meet a felt need of the community
• be simple to put into practice with the existing knowledge and skills in the community;
• fit in with existing life style and culture and not conflict with local beliefs (Islam);
• be locally affordable (money, materials, and time)
For example, education about nutrition should be based on foods that are available locally, aids for the disabled made from local materials, latrines built with traditional methods.
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• Learning by doing:
“
”
• Motivation, i.e. awakening the desire to know and learn:
- Primary motives; e.g. internal the inborn desires , hunger, sex.
- Secondary motives; i.e. desires created by incentives such as praise, love, recognition,
.
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1.
2.
(Balance
Nutrition-Dietitian \- Unhealthy e.g; Smoking\Substance\Drug.. )
3.
4.
5.
6.
7.
8.
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Summary of Theories of Meaningful Learning
• Principles …..
• Teaching and Learning domains : cognitive, affectattitudes, thinking, and the psychomotor https://www.facebook.com/groups/614365715299250/
1 مييقتلا لبق انه حرش ةياه JohaliPHE2014

5 + 7
The Five Simples Principles of Teaching
Acadia Institute for Teaching and Technology
“ Acadia ” Faculty Said:
The
• Take a personal interest in students \ patients beyond the classroom
• Be willing to listen to and help students\patients
• Care about students\patients - Be there for them
• Remember that students\patients can teach you
• Truly care about your students in general
Gagne, R - Principles of Instructional Design
Arthur W. Chickering - Principles for Good Practice
23 Acadia faculty - Recognized as excellent teachers
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Principle 1
Good practice encourages student-faculty contact
“Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
Acadia Institute for Teaching and Technology 1
Principle 1
“Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39:
3-7, March 1987
Knowing faculty members motivates students and keeps them on track
Knowing faculty members provides models
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Principle 2
Good practice encourages cooperation among students
“Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. W orking with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions improves thinking and deepens understanding.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Group work is important
Emotional intelligence
Acadia Institute for Teaching and Technology 6
Principle 3
Good practice encourages active learning
“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Active learning helps students construct authentic knowledge
W e only truly learn what we make a part of ourselves
Info
Student Know
7 Acadia Institute for Teaching and Technology
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Principle 4
Good practice gives prompt feedback
“Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses.
In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement.
At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Appropriate and timely feedback is critical
The cycle of learning
Material
Acadia Institute for Teaching and Technology 8
Principle 5
Good practice emphasizes time on task
“Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Emphasize time on task (in class, outside of class)
Provide checkpoints
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“Expect more and you will get it. High expectations are important for everyone —for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Celebrate success
You hit what you aim for (or at least come close)
10 Acadia Institute for Teaching and Technology
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“There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.”
–Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,”
AAHEBulletin 39: 3-7, March 1987
Start with success
Identify student learning styles (Visual, auditory, kinaesthetic etc..)
Hello
Acadia Institute for Teaching and Technology 11
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• Take a personal interest in students beyond the classroom
• Be willing to listen to and help students
• Care about students; be there for them
• Remember that students can teach you
• Truly care about your students in general
Acadia Institute for Teaching and Technology
Students = Patients
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PHE
The Story of Behavior
What – Why – How
Can You – Do You Accept Change
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Major HE Variables in Behavior Change
Thoughts and ideas inside a person ’ s mind have significant influence on an individual ’ s health behaviors.
These variables interact with social and environmental factors and it is the synergy among all these influences that operate on behavior.
• Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report.
• Skills : The ability to do something well, arising from talent, training, or practice.
• Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth.
• Attitude: Manner, disposition, feeling, or position toward a person or thing.
• Values: Ideas, ideals, customs that arouse an emotional response for or against them.
• In Medicine Summarized in CAPS \ KAPS

Theory of Reasoned Action
TRA has been explained and predicted a variety of human behaviors since 1967 .
It based on the Premise that “ humans are rational and that the behaviors being explored are under volitional control , It provides a construct links Individual beliefs, attitudes, intentions, and behavior (Fishbein et al1994).
This
TRA based on 6 Variables :
1) Behavior:
A specific behavior defined by a combination of four components : action, target, context, and time (e.g., implementing a HIV risk reduction strategy ( action) by workers using clove and mask ( target) in communicating with HIV inpatients ( context ) every time ( time) .
2) Intention:
The intent to perform a behavior is the best predictor that a desired behavior will actually occur. In order to measure it accurately and effectively, intent should be defined using the same components used to define behavior: action, target, context, and time. Both attitude and norms, described below, influence one's intention to perform a behavior.
3) Attitude: A person's positive or negative feelings toward performing the defined behavior.
4) Behavioral
Beliefs
: Behavioral beliefs are a combination of a person's beliefs regarding the outcomes of a defined behavior and the person's evaluation of potential outcomes.
5) Norms
: A person's perception of other people's opinions regarding the defined behavior.
6) Normative Beliefs: Normative beliefs are a combination of a person's beliefs regarding other people's views of a behavior and the person's willingness to conform to those views. As with behavioral beliefs, normative beliefs regarding other people's opinions and the evaluation of those opinions will vary from population to population. The TRA provides a framework for linking each of the above variables together ( above diagram). Essentially, the behavioral and normative beliefs referred to as cognitive structures -- influence individual attitudes and subjective norms, respectively.
In turn, attitudes and norms shape a person's intention to perform a behavior.
(Summarize and reorganize these 6 in 5 Only …
BIBAN
-
Redraw model … )
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Theory of Reasoned Action
As HE; think and describe this diagrammatic model … ..to what cases and how you can use … Then read author ’ s description … You can summarize – redraw more accurate
Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hall, Inc.
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Psychologists developed the
Stages of Change Theory
(
SCT
) in
1982 to compare smokers in therapy and self-changers
along a behavior change continuum. The rationale behind
"staging" people, as such, was to
.
As a result, the four original components of the Stages of Change Theory ( Pre-contemplation, Contemplation,
Action, and Maintenance) were identified and resented as a linear process of change
. Since then, a fifth stage ( preparation for action ) has been incorporated into the theory, as well as ten processes that help predict and motivate individual movement across stages.
In addition, the stages are no longer considered to be linear ; rather, they are components of a cyclical process that varies for each individual.
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Stages of Change Model the PCPAM
The stages and processes , as described by Prochaska, DiClemente and Norcross (1992), are listed below.
1) Pre-Contemplation:
Individual has the problem (whether he/she recognizes it or not) and has no intention of changing . With PC Processes: 1.
C onsciousness raising ( information and knowledge ) 2.
D ramatic relief ( role playing ) 3.
E nvironmental R eevaluation (how problem affects physical environment)
2) Contemplation:
Individual recognizes the problem and is seriously thinking about changing..With C Processes: Self-reevaluation (assessing one's feelings regarding behavior)
3) Preparation for Action
: Individual recognizes the problem and intends to change the behavior within the next month.
Some behavior change efforts may be reported, such as inconsistent condom usage. However, the defined behavior change criterion has not been reached (i.e., consistent condom usage). With PA Processes:
Self-liberation (commitment or belief in ability to change)
4) Action
: Individual has enacted consistent behavior change (i.e., consistent condom usage) for less than six months….With A Processes: 1.
R einforcement management
(overt and covert rewards) 2.
H elping relationships (social support, selfhelp groups)
3.
C ounter-conditioning (alternatives for behavior) 4.
S timulus control (avoid highrisk cues)
5) Maintenance:
Individual maintains new behavior for six months or more. A variety of behaviors, such as smoking cessation, weight control efforts and
Change Theory (Prochaska, 1994).

Stages of Change Model the PCPAM
Source: Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992). In search of how people change
-- applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.
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Stages of Change Model the PCPAM Model
Figure 1 Cycle of change (after Prochaska and DiClemente7) in Bondy, C 2004, J R Soc Med. 2004; 97(Suppl 44): 43 – 47.
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Stage 1
AIDS Risk Reduction Model (ARRM)
Stage 2 Stage 3 http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubwyzclvqjcbdgexyzl3m su4mn6xv5j/bccsummaryfourmajortheories.pdf
Stage 1
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Bloom's Taxonomy of Educational Objectives
INTRODUCTION
Learn By See & Doing http://www.youtube.com/watch?v=uQ5o__jCfgo http://www.youtube.com/watch?v=__YdXxwBZ7Q
Blooms Taxonomy and Lesson Planning http://www.youtube.com/watch?NR=1&feature=endscreen&v=LrKmM1cEffU
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
Learn to behave -design -plan and develop HE Lessons \ Curriculum
BLOOM s ’ TAXONOMY OF LEARNING OBJECTIVES the Domains
Simple / Dependent / Passive
Know – Knowledge
Think – Value – Response - Judge
Intellectual Skills
Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move
Complex / Independent / Active
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES-
Learn to behave -design -plan and develop HE Lessons \ Curriculum
The BLOOM s ’ TAXONOMY OF LEARNING OBJECTIVES Domains Verbs
Simple / Dependent / Passive
Class Area
Knowledge
Comprehension
Application
Analysis
Knowledg e
Int. Ability
Cognitive
Remember
Reason
Plan to solve
Format
Behavioral Objective
Affect Action/
Psycho
Receive
Respond
Value/apprise
Organize/character
Reflect/Move
Communicate
Act
Adapt
Synthesis
Evaluation
Int. Skills
Understand Create/Interpret Develop
Inter Judge Ext Judge Decide
Complex / Independent / Active / Deep understanding
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By Bloom and All Above
You Can
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Johali Saudi HEP Curriculum Planning and Development Models 1379-1423
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In the Name of God the Most Graceful the Most Merciful
Johali 10 Step Up Model for
HE Lesson-Curriculum-Program Planning and
Development -the SUNHE Model
Johali SUNHEP the 3 RD Millennium Developmental Strategy
10. The Program\Curriculum \Lesson
Philosophy (rationale- models- general aim & objectives )- Framework & Syllabi..
9: Course Design: the Syllabus
Title -Coding –Duration & Location –Teaching staff- Learning Objectives &
Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg &
Learning methodologies & technologies-Evaluation-Resources & References
Theory-Theory- Theory Practice- Practice -Practice
6-7 : General Ed. Aims & Objectives
Cognitive Affective Psychomotor Knowledge Value Attitudes – Action
4 & 5 : Analysis & Diagnosis of:
Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P
ROFESSIONAL COMPETENCIES”
“Intellectual – Communication- Ethics – Education & Technical……”
1 , 2 & 3 : Assessment- Job Reclassification & Specification
Community - Population - Cultural and – Professions Nature & Needs
“Global – National Situational Experiences PROFESSIONAL COMPETENCIES”
Government – Private National Health Care Services
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A BSTRAC
This study begins by deliberating on the problems of the Saudi Arabian Nursing and Applied Medical
Education and Practice (SANAMEP), mainly the debate between the educational institutions, educationists and health services settings and practitioners regarding the quality of the graduates and the worldwide dilemma of the gap between theory and practice. Under the Historical Educational
Developmental Research, this paper uses a combination of educational action research approaches, the
Documentary Evidence Analysis' and the Reflective Experience
(1989, 1994
(Best, J. and Kahn, J. 1986; Cohen, L. and Manion, L.
). It traced to the early 1991 academic experiential learning. It is a reflection on action research, joint a national reflective experience compare to the international experiences mainly the United Stated experiences in nursing and allied medical education and curriculum development (Johali 1991), and the
United Kingdom Advanced Nursing Programme the UK P2000 and beyond ( Johali 1995). It find that while our education and curriculum development based on unplanned selecting and modifying, the USA and UK curriculum and education development based on well strategic planning projects. It assume that
" The Western philosophy and science of curriculum, teaching and learning may guide us towards a factual way to overcome our considerable problems and may assure quality as well . . The most common educational philosophies, theories and models of curriculum, teaching and learning development in UK, US, and SA experiences have been explored and compared. Finally based on Poppers' notions of conjectures and refutations (Popper K 1972) the recent literature as well the common curriculum philosophies and sciences were tentatively refuted
, with regard to Islamic and democratic education, and the relevant philosophies are conjectured. As a part of its conclusion and recommendations, the study endeavors to modify Mieghan's philosophy (Meighan, R.
1989, 2001) into a philosophy of fourteen theories as a base for future developmental studies and set a millennium scientific based framework for step up educational and curriculum development.
PROBLEMS
WE HAVE PROBLEMS NOT JUST A PROBLEM
Beside luck of qualitative researches regarding quality of
CAMS graduates, education and curriculum, there are wide criticisms and long historical debating regarding quantity and quality of applied medical professions. The imbalance and gap between theory and practice is more critical problem that will never solved without clear philosophy and appropriate applied scientific theories.
In the Name of God the Most Graceful the Most Merciful
Towards a Saudi Arabian
Step Up Nursing and Applied Medical Education Developmental Strategy
Eisa Ali Johali
PhD EL Health Sciences Hill University 2011
Johali SUNHEP the 3 RD Millennium Developmental Strategy
SAUDI CAMS
P ROGRAMS
10. The Program\Curriculum \Lesson
Philosophy (rationale- models- general aim & objectives )- Framework & Syllabi..
9: Course Design: the Syllabus
Title -Coding –Duration & Location –Teaching staff- Learning Objectives &
Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg &
Learning methodologies & technologies-Evaluation-Resources & References
OBJECTIVES
Investigate the historical roots of nursing education in the United Kingdom and Saudi
Arabia, as example for all health professions education.
Explore and compare the curriculum, teaching and learning philosophical and scientific developmental models in the UK-P2000 and beyond and Saudi Associated
Nursing Programme (SANPs)?.
Examine and compare wither these programmes are using philosophies and scientific models used to prepare, design, structure and organize theory and practice to assure quality of curriculum, teaching and learning ?
Explore how people think about ‘ philosophy and science of AME ’ ?
.3
.4
.1
.2
METHODS
New Innovated Approach based on Historical Documentary Educational
Development Analysis ’ called Johali HiDEDA (johali 1995) used as a guideline, to review and analyze religious - cultural - Professional educational evidences
Present Future Past
History Documentary Development EL
Religions; Culture; Society; Professions
*
INT NAHPs + NEL1970-2013 = 3 RD Millennium SUNAME
Theory-Theory- Theory Practice- Practice -Practice
6-7 : General Ed. Aims & Objectives
Cognitive Affective Psychomotor Knowledge Value Attitudes – Action
4 & 5 : Analysis & Diagnosis of:
Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P
ROFESSIONAL COMPETENCIES”
“Intellectual – Communication- Ethics – Education & Technical……”
1 , 2 & 3 : Assessment- Job Reclassification & Specification
Community - Population - Cultural and – Professions Nature & Needs
“Global – National Situational Experiences PROFESSIONAL COMPETENCIES”
Government – Private National Health Care Services
3 201 75L19 NE 07+ M200 ER PG &JA AN USC USA 5+ 199 +UK 991 A 1 * US
CONCLUSION & RECOMMENDATION
1.
In Nursing, the origins of the modern models of curriculum planning, designing and development began with technocratic traditions as an instrument and train for preparing skilled workforce … ..The Technocratic models put forward by
(Bobbitt, Tyler, Taba, and Bloom's Taxonomy), emphasis the development.
‘ objectives-centred curriculum.
’ These models give an order of stages for deciding the curriculum objectives, which then control the remaining stages of curriculum planning and
2.
3.
As nursing widely linked to social care, arts and sciences … UK P2000 used Lawton's model of curriculum planning by cultural analysis addresses philosophical, social and psychological questions to guide curriculum planners to select the appropriate curriculum learning experiences. Its main concern is how to select worthwhile and socially interesting curriculum activities to be included in a common core curriculum & Skilbeck's model of situational analysis and the alternative models consist of a combination of objectives, content and process models. They are adapted to be value Free and flexible.
Despite the great advanced in nursing and medical practice, education and research more than all other medical and applied medical professions, nursing and medical practice and education planning and development still control by traditional philosophies and sciences such ‘ pedagogy the content, subject, know … objectives … .teacher
… instructor centred …… Even Problem solving, evidence based … are used in a traditional manner … .
5. Although, the great scientific research regarding the value of chance to think, reflect, and create
‘ andragogy ’’ the adult learning, meaningful learning, quality of active students … there is few advances to apply these qualitative concepts, few have its Owen theories … . Nurse have few
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MAJOR REFERENCES & RESOURCES (Sample)
Johali, E. A (1995) The Philosophies and Sciences of Teaching Learning and the Curriculum in the United Kingdom Project 2000 and in the Saudi Arabian Nursing Education Programmes: towards a Philosophy of Science-based Saudi Nursing Education. MA (Ed) dissertation, Faculty of Educational studies, University of Southampton, UK. CHS 282
A Creative Scientific Educational Book (Under Publication Dar Alawael Pub. Damascus, Syria).
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Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ?
Posted 2 months ago Of the 16 Votes :
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Totally Disagre 2 (12 %)
Disagree 1 (6%)
Totally Agree 11 (68%)
•
Agree, to some extent 1 (6%)
Other please clarify 1 (6%)
So, How about us ?!
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The Lecturer Publications
Plus; Johali (2014) Health Education and Promotion ” In Press 2012
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Major Text Book & References
• Your Smart Note in this Class
• This Lecture:
– The Principles of Health Education – The First Step
Towards ZDHE JohaliPHE2013 CHS282
• Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health
Department, SUNY College at Cortland
• Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education:
Implications for the 21st century.Journal of Health Education, 26(6), 326-332
• http://www.preservearticles.com/201105156674/principles-of-health-education.html
•
Ref & Souces For Smart Assignments
• http://wiki.answers.com/Q/What_are_the_principles_of_health_education (Can You
Answer ….use this courses …get abswer of others )
• WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern
Mediterranean
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