‫بسم هللا الرحمن الرحيم‬
Johali
KINGDOM OF SAUDI ARABIA
MINISTRY OF HIGHER EDUCTION
KING SAUD UNIVERSITY
RIYADH MALE COLLEGE OF HEALTH SCIENCES
MEDICAL LABORATORY DEPARTMENT
Health Education
for
MEDICAL LABORATORY Technician
With Health Promotion
The HEMLT2010/2011
EISA ALI JOHALI
Towards HEMLT APCHER Quality
‫عيس ى بن علي الجوحلي‬
1
‫بسم هللا الرحمن الرحيم‬
Johali
‫بسم هللا الرحمن الرحيم‬
Welcome
HEMLT2010/2011
EISA ALI JOHALI
‫عيس ى بن علي الجوحلي‬
A Lecturer
B A. M. Sc. Heath Education, KSU 1407 /1987
Short Fellowship Planning Health Professions Education, UIC, USA 1991
MA (Ed.) Nursing Curriculum, Teaching & Learning, UK 1995
Author of Two Publishing Book & 3 Projected
TowardsHEMLTAPCHERQuality
2
HEMLT PROMONTORY
Johali
،‫ألن الجودة من الحرص واالجتهاد وآلن ”االحساس والشعور بمرض ومشكالت ومتاعب االخرين“هي غاية مقررنا هذا طلبا للحسنيين‬
:‫ نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى‬،“‫وهي في ”التقوى‬
]3 ،2/‫[الطالق‬

َ ‫ َو َم ْن َي َّتق‬
 ُُ ِِ ََ ‫هللا َي ْج َع ْل َل ُه َم ْخ َر ًجا * َو َي ْر ُز ْق ُه ِم ْن َح ْي ُث َال َي ْْح‬
ِ
.]29/‫[األنفال‬
َ
َ ‫ إ ْن َت َّت ُقوا‬
 ‫هللا َي ْج َع ْل ل ُك ْم ُف ْر َق ًانا‬
ِ
:‫ عن أنس بن مالك رضي هللا عنه‬،‫وقول رسوله الكريم نبينا ”محمد“ عليه أفضل الصالة والسالم‬

)‫( ال يؤمن أحدكم حتى يْحُ ألخيه ما يْحُ لنفِه‬
‫ وقوله صلى هللا علية وسلم (كان هللا في عون العبد ما كان العبد في عون أخيه) رواه مسلم وأبو داود والترمذي‬
‫أخرجه البخاري‬
These Islamic Calls are our Evidences to assure Quality of Profession;
Quality of HEMLT & Quality of Life today and for the Day after.
Meanwhile, do not forget the most common Arab Proverb:
“Nothing Itching Your Skin Like Your Nail”
”‫“ما يْحك جلدك مثل ظفرك‬
Who can itch your skin! Effectively? You or other eg.
teacher ?: When you will feel better & Who can understand
better: the Passive student who taught or filled by other the
teacher? Or the active student who learn by himself or at least
participate /share learning with teacher?.
Thus, what do you prefer /recommend:
Be Passive Student & Patient? Or Be Active ?
3
HEMLT INTRODUCTORY
Johali
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 “Health Education for Nursing Technician (HEMLT)”. The
second and third units promote you to determine the boundaries of the quality of
HEMLT 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 HEMLT. In order to learn the course
well, you have to use "Your All Senses" and "Abilities", as well; You have to attend, see,
listen, ask, discuss and participate actively in teaching, learning and assessing your
self, your colleague, your teaching and learning process and materials, your curriculum,
and your teacher, as well.
Finally, if you do so, do not worry, you will success in your course
and your life as well.
With this Concise & its T&L Plan and Process
“All the Learners will success; Except the one Who DO NOT Welling to Success”
4
A CONCISE OF HEHAT THE HEMLT
THE COURSE EDUCATIONAL OBJECTIVES
During this course you will ”Learn & be examine” With:









Explore the sciences of health, education, health education from the nature and
duties of his profession and his specialized courses,
Briefly highlight the historical overview of Health Education,
Probe education ↔ health & briefly highlight philosophical & scientific HE roots.
Well realize the recent HE scientific concepts, methodologies, technologies &
planning procedures that can promote the quality of lifelong health.
Define Global health education ↔ Create a“ National Definition” which suites our
national nature and characters & predict HE Principles, Fields, Communication &
Ethics.
Be aware of the “Teaching & Learning” methods and technologies that we taught by
during our HE study.
Distinguish & use the most common HE Methodologies & Technologies, and their
major advantages and disadvantages.
Discover \ Produce \ Evaluate Some interactive HET “materials”: Leaflet, Folder,
Poster and Pamphlet & Sites …..
Use the most related scientific concepts to plan an effective HE Activities.
Our Overall Goal
The Way Ahead Towards
“ Assertive Patient Centred HE” with & Best Evidence”
(APCHE’R) QUALITY
Johali
Towards HEMLT APCHER Quality
5
Johali
HEMLT ‘S T & LEARNING PLAN
OUR GENERAL AIM

The Way Ahead Towards
APCHE’R QUALITY HEMLT
“Assertive
with
The
Patients Centred HE”
Best Evidence
6
HEMLT S’ T & LEARNING PLAN
ًWeeks
Johali
Units/Subjects
Notes
1 hrs/week
1st & 2nd
 UNDERSTANDING EACH OTHER
 DISCUSSING THE COURSE OBJECTIVES Via this T& L Plan
 WHY “HEMLT ” (The Place of HE in MLT Profession &
Education)
 A BRIEF HISTORICAL OVERVIEW
3rd & 4th
5th & 6th

PROBING HEMLT = DEFINE TERMS & Relations: HEALTH,

HEALTH PROMOTION: the New HE & HEMLT Name HEPMLT
Interactive
Lecture/Group
Discussion/Role
Playing
/Ego
Reflective
Exercise
&
Research
=
EDUCATION “TEACHING & LEARNING”; Adapt National Health &
National HEMLT
- THE MOST COMMON HEMLT THEORIES & MODELS
=
1st EXAM + Assignments Plan
7th & 8th
- HEMLT related COMMUNICATION & ETHICS
=
9th & 10th
 HEMLT METHODOLOGYIES & TECHNOLOGIES (1)
=
11th & 12th
 HEMLT METHODOLOGYIES & TECHNOLOGIES (2)
 QHEMLT PLANING TERMS & PROCESS (1)
=
2nd EXAM + Assignment Presentation
13th & 14th
15th & 16th
 QHEMLT PLANING CONCEPTS & PROCESS (2)
 HE TYPES/FIELDS & SPECIALITIES / ASSOCIATIONS & RESOURCES
Final Revision & FINAL EXAM
=
=
ASSESSMENT=2 Monthly Creative Exams + Smart Reflective Assignment (15 Grades each)
7
Johali
THE MOST RECOMMENDED
REFERENCE & SOURCE

** Your Smart Lecture Notes, in the Class

** JOHALI (2010/2011) A CONCISE HEALTH EDUCATION FOR MEDICAL LABORATORY
TECHNICIAN (HEMLT): A Creative Lecturer’s Note,
(Al Quafil Centre, King Abdullah Road, front of KSU)

- http://www.amazon.com/Introduction-Health-Education-Promotion/dp/0881338451
Further

JOHALI (1430/2009) HEALTH EDUCATION AND PROMOTION FOR HEALTH
ADMINSTATOR & TECHNICIAN (HEPHAT) under publishing, ‫ دار األوائل تحت النشر‬Syria.

JOHALI (2008) A Concise Health Professions History and Ethics, Dar Aawael
Damascus; Syria (Specials discount for you SR 35 Al Quwafel Centre, King Abdullah
Road, near KSU)

The Related " Internet Sites" for research & your lifelong learning, growth &
development
8
Johali
REASONING
WHY HEMLT ?
Small Groups Discussion & Dialogue
1)
Play a role of MLT working in a PHC Centre or al
Eiman Hospital …. Do you have to practice HE
(protect, prevent, promote healthful life of you, your
colleague & your patients?)
2)
Then, Play a role of MLS what is/are the most
related MLT Courses/Sciences to HE
9
‫‪WHY HEMLT? DISCOVER YOUR JD‬‬
‫مسمى الوظيفة‪ :‬فني مختبرات طبية‪.‬‬
‫ المؤهل المطلوب‪ :‬شهادة جامعية متوسطة بعد إنهاء دراسة ‪ 3‬سنوات في قسم علوم مختبرات طبية في كلية علوم صحية و تدريب (امتياز) ‪ 6‬أشهر‪.‬‬‫مختبر بمستشفى يقدم مستوى الدرجة الثانية من خدمات الرعاية الصحية‪ ,‬حيث تجرى كافة التحاليل‬
‫ طبيعة العمل‪ :‬يتم إعداد فني المختبرات ليضطلع بمسئوليات العمل في‬‫ٍ‬
‫الطبية الروتينية و المتخصصة‪.‬‬
‫ مهام الوظيفة‪ :‬تشمل مسئوليات الفني داخل المختبر ما يلي‪:‬‬‫· جمع العينات (دم‪ ,‬بول‪ ,‬براز‪ ,‬بصاق‪ ,‬سوائل الجسم‪ ,‬خزعات نسيجية) و مطابقتها و توزيعها على كافة أقسام المختبر إلجراء تحاليل علم أمراض الدم‪ ,‬و التحاليل الكيميائية‬
‫الحيوية‪ ,‬و الهرمونية‪ ,‬و تحاليل األحياء الدقيقة‪ ,‬و أمراض األنسجة‪.‬‬
‫· إجراء التحاليل الروتينية و المتخصصة للكشف عن أمراض فقر الدم (األنيميا)‪ ,‬و سرطان ابيضاض الدم (اللوكيميا)‪ ,‬و أمراض تجلط الدم بالطرق اليدوية و اآللية‪.‬‬
‫· تشغيل أجهزة التحاليل الكيميائية الحيوية و إجراؤها (شاملة فحص الدهون على األجهزة و يدوياً باستخدام المحاليل الكاشفة)‪.‬‬
‫إجراء التحاليل الهرمونية‬
‫·‬
‫· تحضير أطباق الزراعة‪ ,‬و تنمية الميكروبات عليها و مراقبة نموها و إجراء اختبارات حساسيتها تجاه المضادات الحيوية‪ ,‬و كافة طرق صبغ الشرائح المجهرية و طرق التعقيم‬
‫داخل المختبر‪.‬‬
‫· تثبيت و معالجة عينات األنسجة و تقطيعها و صبغها لفحص أمراض الخاليا و أمراض األنسجة و اختبارات المناعة الكيميائية النسيجية‪.‬‬
‫إجراء الفحص الكامل لعينات البول‪ ,‬و تحضير فحص سوائل الجسم األخرى‪.‬‬
‫·‬
‫· جمع عينات الدم من المتبرعين‪ ,‬و الكشف عن خلوها من األمراض المنتقلة عبر الدم‪ ,‬و فصل مكونات الدم و حفظها‪ ,‬و إجراء تحاليل مطابقة الدم و صالحيته للنقل‪ ,‬و صرف‬
‫وحدات الدم من بنك الدم‪.‬‬
‫فحص عينات الدم و البراز للكشف عن وجود الطفيليات‪.‬‬
‫·‬
‫· إجراء قياسات الجودة النوعية على المحاليل و الكيماويات‪ ,‬و األجهزة في كافة أقسام المختبر‪.‬‬
‫حفظ السجالت و التقارير الخاصة بالمختبر‪.‬‬
‫·‬
‫· مراقبة إمداد المختبر بما يكفيه من تموين شامالً الكيماويات‪ ,‬المحاليل‪ ,‬و كافة المواد االستهالكية بالتنسيق مع المستودعات الطبية المركزية‪.‬‬
‫المعايرة و الصيانة و الفحص الدوري لكافة األجهزة بالمختبر‪.‬‬
‫·‬
‫· اتباع معايير السالمة و التصرف وفق اإلجراءات المتبعة في حاالت حصول حوادث داخل المختبر ‪.‬‬
‫· تقليص مدة إظهار النتائج و إنهاء التقارير و صرف وحدات و مكونات الدم‪ ,‬و البقاء على اتصال دائم مع األطباء لهذا الغرض‪.‬‬
‫· التحلي بشخصية متوازنة و التعامل بأدب و لطف مع المرضى و مع أعضاء الفريق الطبي كافة‪.‬‬
‫‪http://www.ut.edu.sa/Colleges/HCB/Pages/AcadimicDegrees.aspx‬‬
‫‪10‬‬
‫‪Johali‬‬
Johali
WHY HEMLT? DISCOVER INTERNATIONAL MLT JD






As a medical laboratory technician (or clinical lab technician), you'll work under the
supervision of a medical technologist or physician to perform tests on tissue, blood and
body fluids to help physicians diagnose and treat diseases.
Medical Lab Technician Job Description
 Your typical duties as a medical lab tech will likely include the following:
 Preparing blood, urine and tissue specimens for analysis
 Using sophisticated laboratory equipment to look for bacteria, parasites and other
microorganisms
 Monitoring tests and procedures
 Analyzing the chemical content of fluids
 Matching blood for transfusions
 Testing for drug levels in the blood to show how a patient is responding to treatment
 You may specialize in the areas of chemistry, hematology, cytotechnology, immunology,
virology, blood banking or microbiology.
Clinical Laboratory Technician Job Description, Career as a ...
Clinical Laboratory Technician Job Description, Career as a Clinical .... MLT (medical lab technicians) have a 2 year degree in medical technology
and ...
careers.stateuniversity.com/.../Clinical-Laboratory-Technician.html - Cached - Similar
Medical Laboratory Technician | Learn About Medical Lab Tech ...
Medical Lab Technician Job Description. Your typical duties as a medical lab tech will likely include the following: Preparing blood, urine and tissue
...
www.allalliedhealthschools.com/faqs/medical_lab_tech - Cached
11
Johali
REASONING WHY HEMLT ?
PLACE OF HEMLT IN MOH GUIDE 1398
Nationally, health education is a part of the nature of the MLT duties
(MOH 1398) to participate in educating him self; Patients; Colleagues,
Relatives and Public regarding:
- Bacteria & Parasites Diseases;
- Hygiene or General Cleaning mainly hands & clean vegetables & fruits
before eating
- Hazards of water, disposal & sanitation, pollutions”..
The major reason WHY HEMLT, because “HE is a part of
MLT Professional Duties “Job Description; to:
- Protect;
- Prevent and;
- Control;
- Maintain, and
- Promote Quality of Healthful Life
12
Johali
PROBE HEMLT HISTORY & DEFINE TERMS
Place of Health & HE in the Holy Quran & Prophet
Medicine ? (Ego Reflective Assignment)

Worldwide, the literature of both health and
education neglected health education and its facts
including the Islamic concepts until the early of this
century.

It was only in the late 1919 that the term “Health
Education” was recognized in the Western literature
by:

The term “Health Education” was proposed first about 1919 at a
conference in New York of leaders of health and education called
the Child Health Organization. The word “Hygiene” has become some
popular in schools with both teachers and pupils that it was believed
a new and more definitive term would be helpful in popularizing
health practice. “Health Education” as a term to replace “Hygiene”
was advanced by the director of the organization and after much
discussion adopted.
(Kime et al 1977)
13
Johali
TowardsHEMLTAPCHERQuality
PROBE HE HISTORY & DEFINE TERMS
“NATURE & HISTORY  PROPER DEFINITION”



The above historical statement clarify the nature of modern HE.
It indicates that Hygiene (Germ-free, Pure, and Healthful) was
the old name of health education in the Western literature.
It confirms the Integrated Relationship between the three
Sciences" Education; Health & MLT” and their Professions” that
can simplified by the following formula:
EDUCATION  HEALTH  QHEMLT
SO, What is the “EDUCATION” that leads to HEALTH?" & Go ahead
to promote the Quality of HEMLT
14
Johali
TowardsHEMLTAPCHERQuality
PROBE HE HISTORY & DEFINE TERMS
“NATURE & HISTORY  PROPER DEFINITION”
WHAT IS THE “EDUCATION? THAT WE ARE LOOKING FOR ?
Understanding Education ?


How did the Old Greece and Muslims Philosophers and Scientists
educate (Socrates; Aristotle; Plato & Ibn Khaldon, Al Ghazali; Avicenna &
Bin Bazz?) (Ego Reflective Assignment)
The term “Education” came from:

the Latin words “Educo = To lead out” the



Training the mind;
the English term "Educe = To draw out".
In Islam and Arabic language “Education”
Perfection; reform ‫ وإصالح‬،‫ تهذيب‬،‫تربية‬
& "Educare =
means: Breeding &
The latest ًWestern educational philosophies such as “the progressivism
& the reconstructionism” connect "Education" to the “Freedom = the
Democracy”.
In the late 17 Century, "Rousseau" a French teacher addressed the following advice:
Give your scholar no verbal lessons, he should be taught by experience
alone...Put the problems before him and let him solve them himself. Let
him know nothing because you have told him, but because he has learnt
it for himself. Let him not be taught science, let him discover it. (Johali 1995).
15
Johali
TowardsHEMLTAPCHERQuality
PROBE HE HISTORY & DEFINE TERMS
“NATURE & HISTORY  PROPER DEFINITION”
WHAT IS THE “EDUCATION? THAT WE ARE LOOKING FOR ?
Also, Albert Einstein" (1878-1955) the German/US
Physicist said:

"I never teach my pupils; I only attempt to provide
the condition in which they can Learn“ (Valcin 2001)
These advices formed the foundation of the
progressive, freedom or democratic education that
produced many modern educational theories and
strategies such as: Problem-Solving & Problem Based
Learning; Learning by Experience or Experiential
Learning ; Learning by Discovery, and finally,
"Andragogy” the"Student/Patient Centred Leaning.
Eventhough, the Western Philosophers still looking the
education that assure the quality..
16
PROBE HE HISTORY & DEFINE TERMS
“NATURE & HISTORY  PROPER DEFINITION”
Johali
TowardsHEMLTAPCHERQuality
WHAT IS THE “EDUCATION? THAT WE ARE LOOKING FOR ?

The Optimists (Idealists) of the above philosophies and
theories believe in the “Ideal Education” that “:
A Perfect Education will Produce a Perfect Society or
Heaven on the Earth”
As A Muslim; Do you believe ? (If you don’t?!, Your Religion
Do)


This believe was strongly criticized by many educational
philosophies such as, the Realism who reject the terms
“perfect or idealist”; the Behaviorism who see “education
in their behaviors” and, the Experientialism who connects
“education to the experience only”.
Reflecting on the above educational concepts with health
considerations, the logical definition of “General
Education” can be concluded as:
“A Lifelong Process of Growth and Development”
17
Johali
PROBE HE HISTORY & DEFINE TERMS
“NATURE & HISTORY  PROPER DEFINITION”
TowardsHEMLTAPCHERQuality
WHAT IS THE “EDUCATION? THAT WE ARE LOOKING FOR ?
Self thinking “EGO QUESTION: Modify the above definition of “general
education” into an Islamic definition?”
====


“A Growth and Development Process for …….. & the …… …. ”

The Ideal Islamic Definition of “GE” is:
A Growth and Development Process TODAY & for the DAY AFTER
OR
A Process of Meaningful Learning for Today & the Day After

The appropriate “Education” ‫تثقيف‬/‫ تعليم‬that can be defined as:
An intellectual & behavioral process of “Teaching and Learning”
activities that influence the growth & development and promote
healthful life.
Still, “What Teaching ‫ &تدريس‬What is Learning ‫ ” تعلم‬that can promote
the QHEMLTِ?
18
Johali
TowardsHEMLTAPCHERQuality
PROBE HE HISTORY & DEFINE TERMS - “NATURE & HISTORY  PROPER DEFINITION”
WHAT IS THE “EDUCATION? THAT WE ARE LOOKING FOR ?
While the traditional “Teaching” is understood as:

“A teacher based process of providing and injecting knowledge,
attitudes and skills” to inflate memory.

The “TEACHING” that we are looking is “a process of
promoting and helping other to LEARN.


The traditional behaviorism “Learning” is realized as “a process of
gaining deep and wide knowledge, attitudes and skills that can
control and shape behaviors. Such learning is a form of training rather
than education.
While, The Millennium “LEARNING” that we are
looking for is:
“An Independent Process of Growth and Development within the
personal science, technology, experience, & behavior
19
Johali
TowardsHEMLTAPCHERQuality
COMMON PHILOSOPHIES OF EDUCATION
JUST LOOK FOR THE PLACE OF EDUCATION THAT WE ARE LOOKING FOR?
Key Concepts
Most Common Philosophies & Theories of Education
Humanism
Education /HEMLT
Process
Knowledge/
Theory
Skills/ Practice
Teacher/HE/MLT
Examination/
Evaluation
Student/Patient
Curriculum/Plan
Technocrat
Progressivism
Reconstructionis
m
Transfer
Shape
Travel /Jearny
Grow
Preserve&
Adaptation/
Personal Growth & Society-Centered
Transmit
Training
Development
Create better
Knowledge Training/Skills/Obje
society
ctives
worthwhile
relative- essential
Life experience
Life experience
for safe
Tentative
Tentative Society
practice
Student interest
interest
Relative to
Vital
Vital
Vital
safe
practice
Centre /
Instructor & Guide
Facilitator
Indoctrinator/
Transferor
Orientater
Vital-theory
Vital- practical
Self interest &
Vital theoryevaluation
practice for
better society
PassivePassive- holder
Active/ FreeActive
container
practically fully
interest
Semi-control
Fullysupervised
controlled
Map of key
Schedule of Basic
Portfolio of
Agenda of
Subject
Skills/ a kind of
Experiences
Cultural 20
Technology
Issues
Johali
A CONCISE OF HEHAT – JOHALI 2008
TowardsHEMLTAPCHERQuality
“NATURE & HISTORY  PROPER DEFINITION OF HEALTH”
WHAT IS HEALTH?
that we are look for:
Medics
“Curative Medicine”
Physical fitness
absence of disease
harmonious
functioning
of
organs
Commodity
“Just Feeling Good”
Behaviorists
ability
adapt
to
“Adaptation”
(HBM)
Social
Scientists
Humanists
Well social Personal
strength\ability
function
absent of all Self Growth
&
diseases,
Development
health
problems
handicaps
&
Idealists
Perfect
wellbeing in
every
respect
Behaviorist also come under Realism = Pragmatic
21
Johali
CONCISE OF HEHAT – JOHALI 2008
TowardsHEMLTAPCHERQuality
“NATURE & HISTORY  PROPER DEFINITION OF HEALTH” THAT WE LOOKING FOR

To be appropriate for all nation; the “WHO Constitution
1946”, “Health” is defined as:
A
STATE OF COMPLETE PHYSICAL, MENTAL AND
SOCIAL WELLBEING AND NOT MERELY THE ABSENCE
OF DISEASE AND INFIRMITY.
---------------
Infirmity = any health problem or defect
Complete = Total; Whole; Absolute & Perfect
----------------------Ego Reflective Thinking & Assignment
As an ideal religious centred society, how we can create an accepted “Health”
Definition with Evidences from Holy Quran & Sunnah ”?
-----------------------Now, start think about Defining HE & HEHA that can grantee the Quality of healthful
Life
22
CONCISE OF HEHAT – JOHALI 2008
Johali
“NATURE & HISTORY  PROPER DEFINITION OF HEMLT THAT WE LOOKING
FOR
WHAT IS HEALTH EDUCATION?
As health + education, “HEALTH
EDUCATION” has different meanings. Based on the scientific
principles of the “Learning and Behavioral Theories &
Models” and “the Diagnostic Approach of Planning H. E.”, the
most appropriate definition can be a combination of these
two definitions:
WHO” DEFINITION
A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, &
SOCIAL 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.
------------------------Ego Exercise:
So, as an ideal modern religious centred society, how we
can create HEMLT Overall Goal
- An ideal “accepted & promoting “HEMLT” Definition”?
- Persuasive HEMLT objectives (Drive from WHO & Behaviorist Def)
23
Johali
CONCISE OF HEHAT – JOHALI 2008
“NATURE & HISTORY  PROPER DEFINITION OF HEMLT THAT WE LOOKING FOR
Thus, let us hold a “Learning Debate”
 Based
on these literature, the nature of the Saudi
community and culture, the nature and fortitude future of
HE, the ideal definition of a “National Health & National
HEMLT” that the whole people can understand, accept
and react with it positively, is:
24
CONCISE OF HEHAT – JOHALI 2008
Johali
TowardsHEMLTAPCHERQuality
“NATURE & HISTORY  PROPER DEFINITION OF HEMLT THAT WE LOOKING FOR
H E  QUALITY OF HEALTHFUL LIFE
HEHA/HEHAT  QUALITY OF HEHAT PATIENTS’ & EMPLOYEES’ HEALTHFUL LIFE
&
THE TWO MAJOR HE OBJECTIVES


ARE

HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED DECISIONS
AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.
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\CHANGE voluntary ..........……
&
PROMOTE & MAINTAIN HEALTH BEHAVIORS
25
Johali
CONCISE OF HEHAT – JOHALI 2008
“NATURE & HISTORY  PROPER DEFINITION OF A NATIONAL H & HEMLT
A NATIONAL DEFINITION OF HEALTH & HEMLT
The history of health, education and health education show that
health education has many definitions with varieties of 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:
26
Johali
A CONCISE OF HEMLT
“NATURE & HISTORY  PROPER DEFINITION OF A NATIONAL H & HEMLT

An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4)
Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9)
Cultural, (10) Environmental, (11) Economical, with (12) Professional
Ethics, that can help people/customers to “grow; develop”, and make
informal decisions affecting their personal, family and community well
being.
“An outcome of NUR/MLT Student Group Work 21/2/1427”

An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4)
Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social,
(9) Cultural, (10) Environmental including Climate, biology &
chemical pollution, (11) Economical, (12) Political with (13)
Professional loyalty and (14) 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 “Has’ Student-Lecturer Dialogue HEHA 28/2/1427”modified 1428 & 1431
Do you have any addition .. New dimension / factor can affect your health … ?!
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HEALTH PROMOTION
THE FASHIONABLE MILLENNIUM NAME OF HE
28
HEALTH PROMOTION
THE FASHIONABLE MILLENNIUM NAME
Definition of Health Promotion
 Health Promotion is the art and science of helping people discover the synergies
(independent discovering) between their core passions and optimal health,
enhancing their motivation to strive for optimal health, and supporting them in
changing their lifestyle to move toward a state of optimal health.

Optimal health is a dynamic balance of physical, emotional, social, spiritual, and
intellectual health, and more...

Lifestyle change can be facilitated through a combination of learning experiences
that enhance awareness, increase motivation, and build skills and, most important,
through the creation of opportunities that open access to environments that make
positive health practices the easiest choice.

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.
29
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
30
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 ?!
Johali
WHO HEALTH PROMOTION PRINCIPLES
WHO said: “Health promotion initiatives should be planned and
implemented in accordance with the following Principles”:
1.
2.
3.
4.
5.
6.
7.
8.
Empowering: Health promotion initiatives should enable individuals and
communities to assume more power over the personal,
socioeconomic and
environmental factors that affect their health.
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.
Participatory: Health promotion initiatives should involve those concerned in all
stages of planning, implementation and evaluation.
Holistic: Health promotion initiatives should foster physical, mental, social and
spiritual health.
Inter-sectoral: Health promotion initiatives should involve the collaboration of
agencies from relevant sectors
Equitable: Health promotion initiatives should be guided by a concern for equity
and social justice.
Sustainable: Health promotion initiatives should bring about changes that
individuals and communities can maintain once initial funding has ended.
Advocacy: activities directed at changing policy of organizations or governments
31
HP
NATIONAL HEPMLT MODEL
NHEPMLT by adding: 1. HEMLT Patient at Centre; 2. the most related
NHEMLT dimension from the last 14 D
32
Johali
HEMLT
Sciences
Most Related
Theories & Models
This learning unit helps you to realize the most appropriate
Philosophical & Scientific Concepts. REMEMBER, during planning, you
have to practice every thing, all the sciences that you have learn.
33
Johali
PERSONALITY
(SELF)
DEVELOPMENTAL THEORIES
(PDT)
WHY PDT FOR HEMLT?
34
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PDT: A CREATIVE INTEGRATED GLOBAL MODEL
Personality
Environment
Heredity
Physiological
Process
(Repro & Growth)
SocioCultural
Genetic
DNA
Physical Attributes
Socialization
SELF
Concept
Experiential
Identity – Esteem – Effectiveness
Learning
Worth – Copy – Express – Aware – Autonomy
Determine / Development
Response – Behave – Attitude
- Belief – Value – Actualization
35
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THE PDT
PTD
is the base and the master theory that builds and shapes the
whole personal characteristics. Heredity shapes the
physiological development process of the fetus from conception to birth and,
the “Chromosomes” which made up of Deoxyribo-Nucleic Acids (DNA) carries
the genes that determine the personal physical attributes. Environment
consists of many surrounding geographical, cultural and social forces that
are originated outside the individual and shaping his/her personality
development including the “Religion”.
Socialization is a state of living with others in successful manner, social
process starts immediately after the birth. Culture is the vital force which
shapes and control our live, all people are molded by the particular culture in
which they reside. Culture in the Western literature means religions,
beliefs, ethics, norms, traditions, values, attitudes,
thoughts, learning or education, actions and the wisdom of the
people. These and other cultural forces are preserved, transmitted and
developed from generation to generation by the process of socialization and
every society has its culture or social system
**In Saudi Arabia…, personality and its developmental
process shaped by Islamic Principles.
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PDT: 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.
“By Critical thinking, you can estimate a simple Definition from IM”


In our Integrative modified Model;

** PERSONALITY is a dynamic process of three basic forces “Heredity,
Environment and Self.
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SELF THEORIES
SELF is the whole being of a person who has
specific nature, character and ability or the structure
of the personality.

The term “SELF” denotes how individuals perceive
or understand and accept themselves in terms of
identity, worth, esteem, and effectiveness - In terms of
realistic, knowing, doing, achieving, and being. It
denotes how they experience events and interpret

them either to reinforce or alter earlier perceptions;
how they develop consistency and continuity of
purpose; and whether they see their own selfhood as
unique (Ross & Mico, 1980, 36).
Many psychologists and sociologists holds the
fact that the person who has healthy reproduction and
growth, genetic and environment patterns will have
healthy characters (behavior and thought) or healthy
personality.
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SELF-CONCEPT OF LEARNING
Johali
TowardsHEMLTAPCHERQuality
Self-concept is defined as an organization self images perceived
through the appraisals or feedback of others by which the individual
develops a concept of adequacy or effectiveness. The observed self
and adequate self together make up the self-concept, it is a process of
“how to behave in order to be effective”.
Due to the fact that experience is an early stage of personality
development, Beatty identifies four areas of organizing experience and
learning with other related HE becomes Fix areas (5S):





Self Worth: By experiencing love or other inclusion, to gain a sense of
self-worth without an accompanying sense of defensiveness.
Self Copying: by learning how to do something that previously could
not be done, to feel more able to cope effectively.
Self Expressing: by means of affective (pleasant or unpleasant), by
experiencing sensations, to become more self-expressive and relatively
free of tension and anxiety.
Self Awareness: Be aware and perceptive
Self Autonomy: making autonomous choices, to develop a greater
range of choices.
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SELF-DETERMINISM THEORIES
Self-determinism is based on believe that
“human beings are unique in their individual:
- Responses;
- Behaviors;
- Attitudes and;
- Values;
These concepts are potentially the Selfactualizing .
Both self theory of learning & self theory of determinism
integrate many theories such as experience and learning (Beatty),
personality development (e.g; Coleman's Model), perception and
motivation (e.g; Maslow’s Hierarchy of Needs & H B Model).
40
MASLOW HIERACRCHY
(LADDER)
BASIC HUMAN NEEDS
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41
COLEMAN P DEVELOPMENT STAGES (CDS)
Johali
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COMPARATIVE SUMMARY
CDS/ MASLOW
6
Later Age
60+
Retirement/
new live
5
Middle Age
36-60
Full
Responsible
4
Early Adulthood
18-35
Be
Responsible
3
Adolescence
12-18
Identity/Ego
self realization
self estimation
social
safety
physiological
2
Middle C
6-12
Social needslearning
1
Early Child hood
0-6
Basic needs Learn to Live
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PSYCHO-LEARNING THEORIES
PERCEPTION & MOTIVATION
THEORIES
43
PERCEPTION THEORY
THE BASE OF HUMAN BEHAVIORAL MODEL (HBM) & ASSERTIVE
HEMLT

Perception
(Awareness)
is
a
mental
and
psychological process. It is a dynamic process of thinking learning and, memorizing (learn by heart). It is the common
“Five Human Senses". It denotes how things “Look; Sound;
out side Feel; smell and Taste. It explains “why individual
perceived "accept or reject" HEMLT Messages. It is
the first and the most important element of
HEMLT Process.
If you welling to achieve the quality, you have to use the “ATAPE (5)
Stages Plan” (Tindall1994,34):
 Anticipate different perceptions (Mainly: Persons/individuals;
Message & Share dif. Perceptions”.
 Try to be aware
 Ask for feedback from receiver the patients
 Provide feedback to the sender the health educator
 Evaluate level of perception
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MOTIVATION THEORY
Traditionally, Motivation is a process of encouraging
perception towards a positive health behavior.
There are six sub-theories of motivation: Reinforces -Needs Cognitive dissonance or conflict -Attribution (why) - Personality
affiliation or achievement & Expectancy. Generally, this theory
comes after perception to initiate, direct, maintain and
promote behavior to fulfill ‘Basic Needs’.
Today & in this course, we hope to use “Perception &
Motivate” to “initiate and promote our self & Patients
to move toward
the Optimum Quality of
HEMLT Optimum Quality of Healthful Life.
45
MOTIVATION THEORY
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Motivation takes two major forms:
1) Drives: the Internal / physical motivators:
PRIMARY Drives e,g; hunger-eating, thirstdrinking.
LEARNED Behaviors (desire-smoking) which
become functionally autonomous through
repetition and reinforcement.
2) Incentives: the External motivators:
Facilitative, to satisfy needs and realize
potentials
Coercive/persuasive, to impose behaviors
strange to person’s needs or potentials.
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P&M
THE GENERAL TWO PRINCIPLES
 READINESS:
Learning is Most Effective when
Learner is Ready and Welling
learn. (Are you?)

a
to
INCENTIVE LEARNING ENVIRONMENT
& PROCESSES:
Good place and atmosphere, effective
teacher and teaching lead to cooperative and
effective learner and outcomes.
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Johali
THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES
LEARN TO BEHAVE
TowardsHEMLTAPCHERQuality
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
/
Independent
/
Active
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THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES-LEARN TO BEHAVE
BLOOM S’ TAXONOMY OF LEARNING OBJECTIVES DOMAINS VERBS
Simple
Class
/
Dependent
Area
/
Behavioral Objective
Cognitive
Knowledge
Knowledge
Comprehension
Application
Int. Ability
Analysis
Synthesis
Int. Skills
Evaluation
Complex
/
Passive
Affect
Action/
Psycho
Remember
Receive
Reflect/Move
Reason
Respond
Communicate
Plan to solve
Value/apprise
Act
Format
Organize/character
Adapt
Understand
Create/Interpret
Develop
Inter Judge
Ext Judge
Decide
Independent
/
Active
/
Deep understanding
49
HBM
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HEALTH BELIEF MODEL (HBM)
Because, HBM bases on the concepts of “perception, motivation,
Behavioral objectives theories as well experiential learning theories”.
Thus, HBM can be considered as “an integrated and
interactive health learning model”.

HBM is a paradigm used to predict and explain health
behavior based on value-expectancy theory. It affirms
that individuals are not likely to take a health action unless they are:
Well Motivated Learns =
Who have (Background) + (Perceptions-Threat & Expectations) + (+ve Behave)
----------------RQs
HBM is Health, . . . . . . Model, it is a . . . . . . . . Used to . . . . . . . Explain health . . . . . . . . Based on . . . .
. – expectancy
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HBM THE MODEL SCHEMATIC DIAGRAM
Background
+
Socio Demographics
Factors
Age; Edu status; gender…
Perception
+
Action
Threat
Cues
• P Susceptibility
• P Severity
Media
Influence
Reminder
+
Expectations
Behavior to Reduce
T based on E
P Benefits
P Barriers + S efficacy
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HBM THE MODEL




HBM = Background + Perception - Action
Perception = Threat - Expectation
Expectation = Benefits + Barriers + S efficacy
HBM outcome = +ve Behavior by Reduce T based on E
(
(
(
(
TowardsHEMLTAPCHERQuality
)
)
)
)
53
Johali
Updated 9 Feb 2010
•Define & Apply HBM Concepts
Concept
1. Perceived Susceptibility
Definition
One's belief of the chances of getting a
condition
Application

Define population(s) at risk and their risk levels

Personalize risk based on a person's traits or
behaviors

Heighten perceived susceptibility if too low
2. Perceived Severity
One's belief of how serious a condition and 
its consequences are
3. Perceived Benefits
One's belief in the efficacy of the advised
action to reduce risk or seriousness of
impact

Define action to take — how, where, when

Clarify the positive effects to expected

Describe evidence of effectiveness
4. Perceived Barriers
One's belief in the tangible and

psychological costs of the advised behavior
5. Cues to Action
Strategies to activate "readiness"
6. Self-Efficacy
Confidence in one's ability to take action
Specify and describe consequences of the risk and the
condition
Identify and reduce barriers through reassurance,
incentives, and assistance

Provide how-to information

Promote awareness

Provide reminders
Provide training, guidance, and positive
reinforcement

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HBM PREDICT & EXPLAIN SICK ROLE
PREDICT PREVENTIVE H BEHAVIOR
HBM
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HEMLT
Ethics & Communication
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ETHICS: : THE MOAJOE ISLAMIC ETHICAL BASES
ISLAMIC ESSENTIALS

Individual/Personal Nature & Educational
Development: from fetus - later age & day after
‫التربية والتطور الطبيعي للفرد‬

Social Security/Welfare &
Relationships‫التكافل واألمن والعالقات االجتماعية‬

COMMUNICATION RIGHTS ‫حقوق التعامل‬
‫والتواصل‬
(As a Muslim learner; You have to write Evidence from Holly
Qura’an & Sunnah)
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THICS: : THE MOAJOE ISLAMIC ETHICAL BASES ETHICS:
ISLAMIC FOUNDATIONS

HUMAN NOBILITY / Dignity

JUSTICE & EQUITY

HUMAN COOPERATION

FORGIVENESS/COMPASSION/AFFECTION
‫الكرامة اإلنِانية‬
‫العدالة واملساواة‬
‫التعارف والتعاون اإلنساني‬
‫ الرحمة واملودة‬/ ‫التسامح‬


HONESTY / FIDELITY
‫ اإلخالص‬/‫األمانة‬
BENEFIT/ USEFULNESS
‫املنفعة واملصلحة‬/‫البر‬/‫اإلحسان‬
============
As a Muslim learner, you have to find at least (Aiah or
Hadeeth) as scientific evidence for each
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THE MOAJOE ISLAMIC ETHICAL BASES
GLOBAL MORAL REASONING
THREE MAJOR LEVELS + 6 STAGES

PRE-CONVENTIONAL LEVEL



CONVENTIONAL LEVEL



STAGE 1: Moral Realism
STAGE 2: Individual & Instrumental Morality
STAGE 3: Interpersonal Normative Morality
STAGE 4: Social System Morality
POST-CONVENTIONAL LEVEL


STAGE 5: Human Rights & Social Contract Morality
STAGE 6: Universal Ethical Principles (because People seen as
having value in themselves rather than as agent of social values,
thus it emphasis the “Self chosen for best Justice; Human dignity
& Rights → Optimum Quality
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THE MOAJOE ISLAMIC ETHICAL BASES
GLOBAL ETHICS PRINCIPLES






BENEFIENCE : Act in the best interest of the patient, it is a
moral (religious) principles, the Western traced to Hippocratic
pledge. Meanwhile, it is one of the major Islamic Principles.
AUTONOMY: Patients rights to self-determination; to chose
what will be done to them.
HONESITY : Patients have the right to the truth about their
medical conditions, the course of their disease, the treatments
recommended & alternative treatment available.
INFORMAL CONSENT : this is a part of Autonomy & honesty
principles. The patients have the right to be informed about all the
relevant medical aspects including the treatment.
CONFIDENIALITY : based on the human dignity, patients
have the right to assure that all the information about their
medical conditions & treatment will not be given to other without
their prior permission.
FIDELITY/LOYALTY: Your responsibilities should be directed
toward the “Patients Welfare”, not to the physician interests
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THE MOAJOE ISLAMIC ETHICAL BASES
THE SEVEN SEAS (7C’S) OF QUALITY HE COMMUNICTION
1ST STEP TO QUALITY HE COMMUNICTION
1.
2.
3.
4.
5.
6.
7.
Credibility: You the source “the Sender (S)” must be
competent and reliable to Motivate
Context: HE Message (HEM) must be relevant to the
receiver
Content: HEM must have genuine meaning
“meaningfulness”
Clarity: the R “Patient” must be able to understand the
message
Continuity: Though repeated with variations, HE Message
must be consistent (steady reliable) enough NOT to
Confuse the R
Channels: HEM must use the most acceptable
communication channels\media (HE methodology &
technology) to the R
Capability: The R must be able to communicate effectively
with Least amount of Effort
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HEMLT
HUMAN COMMUNICATION
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RELATED HE COMMUNICATION THEORIES & SKILLS
INTERACTION THEORY


Interaction is the act of having an effect on
each other. Thus, it is a process of
exchange or communication.
It is based on a consideration of three main elements:
- Activity, refers to the act or behaviors that the
group undertakes
- Interaction, pertains to the reaction or the
exchange that occur among group members.
- Sentiment or Attitude, to the feelings
members have their communicating or working to
gather.
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RELATED HE COMMUNICATION THEORIES & SKILLS
ATTITUDE CHANGE THEORY
In order to produce effective HE
communication: and to change attitude, this
theory gives Three main conditions:
1) The Nature of communication: eg. Sender characters
2) The Validity of communication source: e,g; Massage.
3) The Characteristics of the audience the receiver.
It


is based upon the foundations:
The
Greater
the
Prestige
and
Credibility
of
communication
&
HE
process,
the
Greater
Effectiveness “quality” and Attitude Change’.
The Greater the Fear aroused by HE Message, the Less
likely were the Patients to Accept it.
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HEMLT
HUMAN COMMUNICATION
PROCESS
(HCP)
&
NETWORK
65
RELATED HE COMMUNICATION THEORIES & SKILLS
Johali
TowardsHEMLTAPCHERQuality
TYPES & SKILLS OF HUMAN COMMUNICATION
Non Verbal
Symbols
Verbal
Speech Language
Written
1.
2.
Facial Movement
Destine & Body M.
3.
Gaze & Eye Contact
4.
Body poster & contact
5.
Use of Space
6.
Use of Time
7.
Appearance & Cloths
1. Jargon Trap M. T
2. Use +VE words for hope
3. Be Rationale to:
Conceal, justify, explain,
cover other feelings describe and
Correct y feelings, and share other
Meta Communication
Deep thinking-understanding - truth
66
Johali
TowardsHEMLTAPCHERQuality
National–International
INTRA&INTER
Social & Cultural
Organizational
Group
INTERPERSONAL
INTRAPERSONAL
Adapted HUMAN
LEVELS
1. Self interact to interpret
reality COMMUNICATION
& create messages.&AtHE
this
basic level, the central
2.
3.
communicative processes of encoding & decoding are performed to help us coordinate
our meanings and messages at 2.
Interaction, negotiation and relations between two individuals, its
effectiveness based on level 1, this level is the most important to health communication
and, thus, it is important to gain at least the “Seven Top Health Communication Skills
(Pagano & Ragan, 1992, 29) .
Interaction of three or more individuals to adapt & achieve common tasks, its
effectiveness based on 1. & 2. e.g; medical team.
4. Encompasses 1, 2, & 3, it is important to develop effective formal
channels and informal networks e.g; hospitals & health centres.
5. Intra & Inter Social/Cultural joints all the above, it can be within more than
6.
two different groups, communities in one organization, nation or nations.
This is the highest level of communications, e.g; national and international
mass media & satellites.
67
Johali
TowardsHEMLTAPCHERQuality
HEMLT HCP BASIC COMPONENTS & STEPS

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
The Sending Person who has an idea, thought, feeling, value,
attitude, information.
The Encoding Process: the sender mental perception by which
he/she thinks, translates and codes the communication message.
The Message the product of the encoding process which
formulated in a certain order hoping that it will be understood by
receiver.
The Channel of sending the message, our senses (sight, sound,
touch, taste, smell) are the common channels at the basic intra- &
interpersonal levels and, the most used are sight and sound or
speech.
The Interference the step of preventing the sending message from
distortion (the message sent being the message received). To
prevent your message, you have to understand the receiving
personality and to use the appropriate codes and channels
for
him/her.
The Receiving/ Responding Person : as sender …. have to interpret
the sent message without any distortion.
The Decoding Process the receiver mental perception by which
he/she thinks and translates the encoding massage as it is being
sent. To do so, the sending message must be coded according to
the receiver’s needs, knowledge and characteristics.
The Making of Meaning the massage which attempts to avoid
expected outcomes. If you are passive you have negated and sat
on your own feelings at some cost to yourself.
The Feedback & Evaluation: checkout & promote feeling
68
HEMLT HCP NETWORK
2. Thinks
3.
formulates
massage
Encoding Process0
Or: he has
not got my
massage
try again
7. Decoding
Process
8
Makes
meaning
4: sends via
1
Sender
5. Interference
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:
Johali towards HEMLT APCHERQuality
69
THE SEVEN (7) TOPS 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
8)
Pagano & ragan 1992; 29)
70
Johali
HEMLT
TowardsHEMLTAPCHERQuality
APCHE’R Quality
ASSERTIVE PATIENT CENTRED
HEMLT’R WITH BEST
EVIDENCE
71
Johali
TowardsHEMLTAPCHERQuality
APCHER HEMLT QUALITY
ASSERTIVE PATIENT CENTRED HEMLT’ R WITH BEST EVIDENCE

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APCHER based on the the Assertive Style the FEELING of others the patients “MLT as
a patient” this is the Ideal way to grantee quaity
In addition to”MLT 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)
It is arranged “Highest to the Lowest” effect on the quality of human communication
& Education
Its overall goal is Quality, the intent goal, the desire and the need for every person,
patient and every community and nations.
APCHE’R Quality Model consists of “Three Major Model”:
Patient Centred HEMLT the P self awareness
 Assertive based HEMLT Style
 Best Evidence HEMLT the scientific research & assessment


Patients and any health education "Persons or customer the Centre of any HEMLT
planning and activities. P's nature, characters, abilities, needs, interests, problems,
risk factors and all the related information are the foundation "the Best Evidences" by
which we promote, motivate and grantee its "Readiness and Willingness. By scientific
research we collect these best evidences. All of these HE processes are done under
"Assertiveness" concept by which MLT feels that he is the Patients carrying his
sickness and healthful feelings.
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HEMLT APCHER QUALITY MODEL
Health Care & Cost effective ↔ QUALITY ↔ Patient–People–Community–the whole Nation
ِ
Percept
Assertive HE/HPs
EMPATHETIC– FEELINGS
↕
RELIGIONS & CULTURE
Values
READENESS
Attitude
Needs
Norms
HEMLT
PATIENTS/
PERSONS
Interests
Behave
Problems
WELLINGNESS
Risk
Factors
Scientific Research – Assessment
Motivate
Assertive HE/HPs
Patient – People – ↔QUALITY ↔Health Care - Cost effective
Johali 2006; Mod 2010
73
Johali
TowardsHEMLTAPCHERQuality
HEMLT APCHER QUALITY MODEL
74
METHODOLOGIES & TECHNOLOGIES
Johali
TowardsHEMLTAPCHERQuality
THE SCIENTIFIC BASES
DEFINE & REASONING WHY & HOW TO CHOOSE THE APPROPRIATE ?
75
MANAGERIAL COMMUNICATIVE HEMLT STYLES
Johali
TowardsHEMLTAPCHERQuality
The Highest the Most Trusted Styles “Ethically – Humanity” the Highest Quality +VE
ASSERTIVENESS (Confidence, Self assure, Be empathic – Other Feelings;
Communicate & Educate without Attack..):
Give patient freedom for direct
expression of ideas, opinions ands desires. The intent of Assertive 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)
PASSIVE AGRESSIVENESS (Indirect Attack, non assertive): Indirect attack, who
has the intent to attack, but is carried out in an indirect avoiding way. Passive
behavior designed to avoid conflict at all cost; The Passive or non assertive do
not say what they really think out of fear, that other may not agree. They “hide”
at corner or behind window.. The recipient/Receiver is often left Puzzle &
Confused?!
OFFENSEVENESS/ACTIVE AGGRESSIVE (Direct attacker; Not friendly, non peaceful/
not healthy): Ag. 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 MLT, the persons who promote
their own interests or points of view indifferent way or hostile to the feeling,
76
thoughts and needs of others.
Johali
HEMLT
METHODOLOGIES
&
TECHNOLOGIES
77
METHODOLOGIES & TECHNOLOGIES
MAJOR METHODS
78
METHODOLOGIES & AVDS & TECHNOLOGIES
79
Example of HEMLT Strategies
( CAP Objective Based Methodologies)
Teaching Objectives
O kinds
Strategy
(M \T)
Patient
Status
1. Present \Provide
Information
- Cognitive
- Lecture
- AVAs
- Reading
Passive
2. Encourage
understanding
- Cognitive
- Affect
- Problem
Solving
- G work
- Programme
d learning
Active
3. Encourage
investigation of
attitude and
value
-
• G. work
• Share
experiences
Active
• Demonstrati
on
• Games
• Simulation
Active
4. Develop
psychomotor
and
interpersonal
skills,
Affect
Cognitive
-Cognitive
-Affect
-Psycho
Advantages
• Economic
times and
resources
• Large
patients &
information
Disadvanta
ges
• Quantity
only
• Passive
Think/Prom
ote
-
Example
(Recommend)
• Large
group of
patient at
1st visit
M TYPES WITH KINDS OF LEARNING; STATUS OF LEARNERS PLUS ADVANTAGES &
DISADVANTAGES
80
HEALTH PROBLEM AND BEHAVIOR BASED CHARACTERS
M & T RELATION TO OBJECTIVES & COMPLEXITY
Diagnostic
Criterion
Prevalent
category
Desired
Cognitive
Educational
Outcomes
Affect
HEMLT Strategies
Audiovi
sual
aids
Lecture
Individua
l
instructio
n
Mass
media
Program
med
Learning
\ ETV
Inquiry
Learning
Simulatio
ns and
games
Peergroup
discussio
n
√
√
√
√
√
√
√
√
√
√
√
Psycho.
HI
√
Simple
√
Modeling
Behavior
modificati
on
√
√
√
Complexity
√
Complex
HB
Simple
Complexity
Complex
HB
Short
Duration
Long
HB
Infrequent
Frequency
HB Extent
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Frequent
Rare
√
Widespread
HB
Nature
Additive
Substantive
√
√
√
√
Recommended HEMLT Strategies To Age; Believe & Socioeconomic Status
Diagnos
tic
Criterio
n
Prevalent
category
Age
Infants
and
preschoo
l
children
Audiov
isual
aids
Socioe
conom
ic
statue
Lectu
re
Individ
ual
instructi
on
Mass
media
Primary
school
children
√
√
√
√
Secondar
y school
√
√
√
√
√
√
Adults
Believe
s
HBM
HEMLT Strategies
Moderat
e
√
√
Inquiry
Learnin
g
Simulati
ons and
games
√
√
√
√
√
√
√
√
√
√
√
√
Weak
Progra
med
Learnin
g \ TV
√
√
√
Strong
√
High
intermed
iate
√
Peergroup
discussi
on
Modelin
g
Behavio
r
modific
ation
√
√
√
HEMLT TECHNOLOGIES 1
ADVANTAGES _ DISADVANTAGES & PRACTICE WITH DIFFERENT SITUATIONS
Technology
Advantages
Disadvantages
Example
1.Pilnted materials
(leaflet; folder;
poster;
pamphlet ;
booklet; books,
hand-outs
• Allows self-pacing.
• Learners can relay to when required .
• Reduces need for note-taking
• Hand-outs can be made special to
individual learning needs.
• Supplements teaching session
•Books expensive and rapidly out of
date.
• Hand-outs must be carefully planned
and used appropriately should not
replace teaching.
• Copyright law prohibits mass
duplication of copyrighted material.
In discussion of nutrition,
Hand-outs about essential
Food groups and how to
assess if family members
are eating properly
2.Models of life,
e.g. skeleion .
•Three-dimensional
• Resemble reality.
• Allow for close examination
• Allow for practice.
• Visual and tactile senses stimulated.
•Ma/be expensive
• Cannot replace reality
• Useful for small groups only.
Use of doll in antenatal
class demonstrations for
expectant parents.
3. Real specimens
• Present reality
• Three – dimensional
• Visual and tactile senses stimulated
• Not easily available
• Useful for small groups only
• May be expensive, difficult to store.
4.Graphicscharts,posters,
drawing,
photographs
• Visual sense stimulated
• Promote organization and correlation
of material
• Help to approximate reality
• Easily stored, retrieved
• Production of materials should be of
high standard
• Useful for small groups only
Used for discussion
different behavioral health
problems: e.g. drugs,
alcohol, smoking, accidents
….
HEPAHP TECHNOLOGIES 2
Advantages _ Disadvantages & Practice with different situations
Technologies
Advantages
Disadvantages
Example
5. Boards:
Flannel,
magnetic, bulletin
and e-black
boards
• Larger audience
• Easy to assemble and use
• Can use repeatedly
• Others may participate
• Visual sense stimulated
• Limited usefulness
• Inappropriate for certain purposes
and audiences
• Work erased
For young diabetics ,
choosing correct food items
and creating a daily menu
6. Field Trips
• Motivating
• Active involvement
• Presentation of reality
• costly in time for organization and
accomplishment
• Transport needed
• For small appropriate groups only
For psychiatric patients ,
visits to shops to assess
appropriate selection of
clothing items
7. Overhead
projection
• Visual sense stimulated
• Easy to prepare and use
• Available to large audiences
• Can be preplanned or used on spot
• can illustrate process stages and
develop material
• Allow participation of learners
• Electricity required
• Equipment costly
• Transparencies need to be
carefully planned for effective use
With renal failures patients,
to explain the mechanism of
kidney function and to
illustrate what renal allure
means
8. Slides, film
strips
• Available to large audiences
• Can be adapted to self – learning
programmer
• Easy reproduction
• Visual and auditory senses
stimulated
• Need partial darkness for viewing
• co lour slide duplication expensive
• Need careful presentation / side
order planning for effective use
For patients with recent
colostomies , slide
presentation of appliance
management
HEPAHP TECHNOLOGIES 3
Techniques
Advantages
Disadvantages
Examples
9.Filme ,
video ,
television
• Resemble ‘look like’ reality
• Available to large audiences
• Effective illumination of
attitudes and values , can
demonstrate skills
• Visual and auditory senses
stimulated
• Need careful selection and previewing
• Need meaningful introduction and follow –
up discussion
• costly
• Electricity required
• All information in film may not be
appropriate
• No self – pacing
• Need proficient with equipment
With high – school students
, cases of drug dependency
can be viewed and used as
basis for discussion
10. Tape
recordings
• Auditory sense stimulated
• Self – pacing
• Available to large audiences
• Small recorders can be
inexpensive ,
• Can be used for a variety of
reasons
• Quality recordings may be difficult to
obtain
• Person using must be proficient with
equipment
Tape initial session of a
group in which health
attitudes are discussed .
Play back in later session to
assess any changes
11. Expert
contributor
s
• Present reality
• May provide a point of
comparison
• May command respect
because of knowledge
• May not be easily available
• May be expensive
• May not be appropriate
Inviting an adolescent
diabetic who is coping well
to speak to a group of new
juvenile diabetics about how
he feels in relation to his
condition
85
Johali
HEMLT HYPER TECHNOLOGY
Moving QHEPHAP in Moving from Printed Material & Blackboard to Digital
86
Johali
HEMLT
PLANNING
87
HEMLT PLANNING
DEFINING MOST REPEATED TERMS
88
HEMLT PLANNING DEFINING MOST CONSTANT TERMS
89
HEMLT PLANNING DEFINING MOST CONSTANT TERMS
90
HEMLT PLANNING DEFINING MOST CONSTANT TERMS
91
Johali
HEMLT PLANNING DEFINITION & PRINCIPLE
92
TRADITIONAL PLANING (TP)?Johali
VS
PLANNING FOR QUALITY HEMLT?
WHY PLANNING FOR HEALTH EDUCATION?: To prepare well, manage, validate
and grantee the quality of H. E. activities & outcomes
 LEARNING & PLANNING FOR QUALITY CAN BE SIMPLIFIED AS:
LEARN TO UNDERSTAND  LEARN TO PLAN QUALITY OF HEALTH

As we have taught and may be learnt, for understanding the boundaries and its
concepts, normally, we have to start by defining health education; its goals and
objectives; its philosophical and theoretical concepts; methodologies,
technologies and research and finally, the planning process.
 The TP is:
Inputs
Outcomes
QUALITY EDUCATION/WHAT
QUALITY HEALTH/WHY
Does it male sense?; Does it assure quality?

In order to plan for the quality of health of clients, people and community, it is
recommended to “start from the end or bottom, from the field
(patient, clients, people, community) as follow:
Inputs
Outcomes
QUALITY EDUCATION /HOW
QUALITY HEALTH
/WHY
Further use of these Quality Planning Concepts in the PRECEDE
93
HEMLT PLANNING the
PRECEDE
-PRECEDE
IS
P……….;
.……….
;
……..
PRECEDE IS PREDISPOSING; REINFORCING; ENABLING
- DRAW OR FILL GAPS ….. FOCUS ON PHASES; PER & BEHAVIOR ?
Johali
CAUSES
CAUSES
IN
………..
IN EDUCATIONAL
DIAGNOSIS
……….
DIAGNOSIS EVALUATION
94
The PRECEDE
Administrative Diagnosis
Phase --6--
Education al Diagnosis
Behavioral Diagnosis
Impact
Outcomes
Phase ----5--,--4-----
`Phase ---3--
Epidemiology & Social
Phase 2 , 1
Predisposing
Reinforcing
HEP(HEMLT)
Components
Behavior
\ non
Behave
Healthy
- non
Healthy
Healthful
Life
Quality
Enabling
7. Evaluation
Process
Impact Factors
Outcomes
95
HEMLT PLANNING
Johali
THE PRECEDE APPLY & EVALUATION
PROCESS
96
Johali
HEMLT PLANNING
THE PROCESS PLANNING CYCLE MODEL (PPCM)
97
Johali
THE HEMLT CONCISE QPM
98
Johali
HE
FIELDS & SPECIALTIES; ASSOCIATIONS;
RESOURCES & REFERENCES
99
Johali
HEALTH EDUCATION FIELDS & SPECIALTIES












HE is a part of any health professions, institutions & activities; Health
Education has many (FEILDS/TYPES) Specialties, The Majors Are:
Health Promotion, Health Promotion & Education, the new the
Millennium name
General/Public Health Education (G/PHE)
Hospital Health Education (HHE): Patient & Outpatients
Primary Health Care Education (PHCE)
Community Health Education (CHE)
School Health Education (SHE)
Nursing Health Education (NurHE or HENUR
Clinical Nutrition Health Education (CNHE or HENUT)
Environmental Health Education (EHE)
Occupational & Safety Health Education (OSHE)
Chronic Diseases Health Education (CDHE): Diabetic, HBP, Cancer….
HEMLT; HEHA; HEPT; HERT…………

These specialties can be reorganized as: Individual or Personal; Group,
Community; Public; Institutional or Organizational ….Health Education
(Only the first … the rest Just for General Information)
100
LOCAL
Johali
HE ASSOCIATIONS RESOURCES
In Saudi Arabia, despite that there is no special “Association or Board”… as it is the
case of global HE, there are many HE Resources.

In addition to a department within every government and private health service sectors, the
major HE government sectors are:











Department of Health Education, General Directorate of Preventive Health, Ministry of Health,
which is located at “Al Suliamnia, King Abdul Azis Road.
Department of Health Education, King Khalid Eyes Specialist Hospital, Riyadh. The most active
HE hospital department now, mainly in regarding of HE symposium.
Department of Health Education, Kin Fahd Specialist Hospital, King Abdul Aziz Medical City,
National Guard.
Department of Health Education, Riyadh Military Hospital. It is the oldest department, and it
was the most active hospital HE department mainly with HE researches & materials.
Department of Health Education, King Fisal Specialist Hospital & Research Centre.
Department of Health Education, General Directorate of Schools Health, Ministry of Education,
“the place of “Uniceef HE Seat Fond”.
Department of Health Education, Security Force Hospital, Riyadh.
Academic Department of Health Education, College of Applied Medical Sciences, King Saud
University, Riyadh. The lonely academic department. It establishes at 1403 AH.
Saudi Health Specialties Council (Association), It services all health professions including
heath education specialists & heath educators.
Our Live: the Saudi Volunteer Association for Health Education
“independently, you have to discover the activities of these sectors and other national sectors”
101
OUR LIVE ‫حياتنا‬
Johali
‫الجمعية الخيرية الِعودية للتثقيف الصحي‬
Independently, you can discover this NA if still (R Ring Road
Ex10 & 11East)?!! As Reflective Assignment
102
Johali
GLOBAL ASSOCIATION & RESOURCES
103
Johali
HEMLT SUMMARY
104
Johali
THE LECTURER COLLECTION & PUBLICATIONS
FURTHER FUTURE REFERENCES
105
Johali
WITH MY GREATEST WISHES




Be Excellency in ever think
Be Critical Thinkers
Be Creative; &
Meaningful Assertive MLTs & Learners
Lifelong and Day After
106