Health Education - Coursework Example

Teaching on Health Table of Contents Table of Contents 2 Concept of Health Education 3 Introduction 3 Assessment 3 Planning 5 Implementation 8 Evaluation 11 Conclusion 12 References 13 16 Concept of Health Education In the present scenario, health education is identified as an effective procedure based on which assistance and learning are offered to communities as well as individuals. In this respect, health education is provided for improving knowledge along with attitudes of people for developing health consciousness. Thus, the main objective of health education is to maintain a healthy community (Yazachew & Alem, 2004). Introduction Health education in relation to teenage pregnancy, which is described as a pregnancy wherein the age of teenagers is less than nineteen year. Teenage pregnancy has become a major problem presently because teenagers of this age are not prepared for the forthcoming challenges. Drugs, alcohol as well as media play a major role in teenage pregnancy. Several reasons, which are involve in teenage pregnancy are misuse of sex leading to rape, lack of awareness, improper use of conception, low self-confidence and social factors that include poverty, lower level of educational aims as well as goals (Fatima & Yunusa, 2013; Unicef, 2012). In this regard, the essay intends to explain about teenage pregnancy as well as the risk of teenage pregnancy. Subsequently, the essay elaborates on the implementation procedures and evaluation strategies that are to be used for the management and health education related to teenage pregnancy. Assessment The session was conducted in a social manner. In this regard, the session was amid teenagers with age less than nineteen years. Learning can be assessed through pre-assessment questionnaire based on teenage pregnancy. Pre assessment questionnaire provides accurate and adequate knowledge about teenage pregnancy relating to when pregnancy can happen and for what reason this type of pregnancy happens. Through teaching session, learning can also be assessed, because this session provides a clear picture of teenage pregnancy. Learning can be assessed on the basis of questionnaire as well as teaching method provided by the well-educated educator who has the knowledge of current social trends and teenage pregnancy (Educational Scotland, n.d.). Teenagers needed this input such as pre-assessment of questionnaire and teaching session, as these two concepts provide information about teenage pregnancy. This input helps in providing awareness about teenage pregnancy and in reducing teenage pregnancy. Therefore, to reduce teenage pregnancy and develop the career of teenagers, this input is relevant in providing facts and measures based on which teenage pregnancy can be mitigated. In the present day context, teenage pregnancy has become a major problem, as it has increased day by day and it has adversely affect the cognitive as well as health conditions of teenagers. In this context, this input is effective in preventing future teenage pregnancy by providing basic knowledge about teenage pregnancy to the people (Fears, 2014). Assessment is identified as an on-going process of collecting and analysing an issue from multiple sources through which people can develop an in-depth understanding about a particular subject. In this context, assessment assists teenagers in having knowledge and enhances their learning experience on the same. There are four types of assessment such as educational assessment, vocational assessment, psychological assessment and medical assessment. The assessment of teenage pregnancy is about how to prevent and reduce teenage pregnancy in future. To prevent teenage pregnancy in future, people should have adequate knowledge about the reasons and causes behind this problem and should develop a strategic plan to reduce the same. This assessment is facilitated for teenager as well as young parents, so that they can understand the importance of their life and career rather than other aspects. Awareness is self-assessment of teenage pregnancy. Through this assessment, teenagers and young people can increase their consciousness and confidence about teenage pregnancy (Department of Health, 2006). Planning Planning is a process to formulate ideas based on which desired objectives can be accomplished successfully. Planning involves creation and designing of a strategy. In the first week, people will obtain knowledge of definition of teenage pregnancy, the causes of teenage pregnancy, the social factors, which are associated with teenage pregnancy and the role of drugs and alcohol in teenage pregnancy. In the second week, they will be offered with the knowledge of contraceptive methods and the effectiveness of this method. In addition, knowledge about prevention of teenage pregnancy and social factors that lead to teenage pregnancy. In the third week, they will be provided with information of the effect of health due to teenage pregnancy and medical condition of the child. In the fourth week, counselling services will be offered about the importance of parent and children relationship and the procedure to prevent teenage pregnancy. Additionally, counselling services will be offered based on which teenagers suffering from teenage pregnancy will concentrate on education and career growth (MSDH, n.d.). The health educator plays different role to provide accurate information to the teenagers. The educator should play the role as the teacher and as a friend among others. The educator plays an important role in developing the careers and life of teenagers. The educator should have the control power to handle teenagers. In addition, the educator should develop an effective relationship with teenagers, so that any misunderstanding between teachers and students can be mitigated. The educator should provide clear instruction to the student, so that teenagers can gain knowledge easily. The educator should have a clear concept about the particular topic, which he/she wants to explain to the student. In addition, the educator is required to have awareness of the current trends and the facts related to the social benefits that are helpful for participants of the session. In this context, it can be ascertained that the educator plays an important role in teenagers’ life for improving their learning process and knowledge, so that he/she can achieve the desired educational goals effectively (Health Government, 2010). SMART model is an important measure, which provides guide to ascertain and frame goals. The objectives of this model should be ‘specific, measurable, achievable, realistic and time bound’. The SMART objectives are provided hereunder. Specific The specific objective of the teaching program is to create awareness about the current scenario of the society as well as community and also provides the knowledge about the teenage pregnancy to the teenagers (Oigara & Wallace, 2012). Measureable The objective of teaching program should be measurable, which means that the objectives should involve quality as well as quantity measurement to meet the expectations. The objective of this program can be measurable through the pre-questionnaire assessment (Oigara & Wallace, 2012). Achievable The objective of teaching program can be achieved by the educator taking initiative to provide information about the teenage pregnancy to the teenagers through the questionnaire assessment (Oigara & Wallace, 2012). Realistic The objective of teaching program is needed to be realistic to enhance the knowledge about teenage pregnancy and contraceptive medicines available for reducing the issue (Oigara & Wallace, 2012). Time bound The objective of this program should be time bounded. Total time of this program is 4 weeks. The educator should take the initiative and have the ability to finish this program within the given period to achieve the objectives (Oigara & Wallace, 2012). The theories used in teaching are definitional theory, procedural theory and subject oriented theory. These theories have their own potential to provide accurate information regarding planning. These theories are essential to structure the plan of teaching. Planning is a process to make plan for future benefit as well as to reduce the current problem. These planning theories are used by the educator to structure the schedule of the teaching program in an effective way based on which teenagers are provided with adequate knowledge relating to teenage pregnancy. These planning theories facilitate the educator to provide the knowledge as per the planning schedule, so that confusion in the mind of teenagers are can be reduced and accordingly, appropriate knowledge can be gained in relation to teenage pregnancy. In addition, the educator for effective planning would use normative communication theory. This theory is used to structure the teaching or facilitation, so that the program can convey the messages effectively to the teenagers about the different aspects associated with teenage pregnancy. Normative theory is identified as an integral part of human life. This theory provides the information about the concept of right or wrong, desirable as well as undesirable aspects and social science among others (Bengs, n. d.). Communication is the process of delivering and receiving messages between two parties. The theories of communication describe how information and messages are sent or received. The communication theories that include advertising and intercultural communication will be used with the aim of improving the relevancy of the teaching program. These communication theories will be effective in communicating structural and functional theory, cognitive behavioural theory, interpretive and critical theories among others. The participants with the knowledge of the theories communicated will be able to have better understanding about procedures based on which teenage pregnancy can be reduced and it consequences can be minimised (Hennessy & et.al. 2010). Implementation Implementation is the process of applying decision into execution. The implementation of the session of teenage pregnancy is divided into two parts, the first is reflection and the second is questionnaire. These two measures are applicable to prevent teenage pregnancy. Reflection is helpful for providing current image of the society or the community. Questionnaire is helpful for obtaining important information about teenage pregnancy and its prevention measures (BMRB International, 2005). Questionnaire method or approach is appropriate method to implement in teenage pregnancy to prevent this type of health issue. Questionnaire method includes pre-questionnaire method or assessment and this assessment is benefited for every students, teenagers, young people as well as community. In a questionnaire method, several questions are needed to be prepared about the particular topic based on which required information about this particular health issue can be obtained successfully (ULCA, 2008). There are several advantages and disadvantages of questionnaire method or approach. The foremost advantage of questionnaire method is that it is objective, as responses are assembled in a standardized way. In this method, it is easy to collect the information. In addition, it is possible to collect the potential information from the large number of group. The several disadvantages of questionnaire methods are that teenagers may not be willing to answer to the questionnaire. The respondents are assembled in standardized way and accordingly, respondents may face difficulties in understanding certain questions (Akbayrak, 2000). The questionnaire is to be communicated to the teenagers comprising students and others through mail and telephone (Health literacy, 2003). The communication theories that include cognitive and behavioural theories and normative theories will be used to meet the needs of the teenagers. The educator with the assistance of these theories is able to provide required and relevant information about teenage pregnancy .to the teenagers (Social Workers, 2008). The teaching and lesson structure is based on Maslow hierarchy of needs. The educator implementing the plan based on Maslow theory will be able to motivate the teenagers to accomplish their needs in an effective manner. These five steps are self-actualization, esteem-needs, belongingness and love needs, safety needs and psychological needs. These are very important for structuring the teaching program (Sánchez, 2010; OECD, n.d.). Self-actualization is important, as it helps to realize the potentiality of teenagers. In this level, teenagers can focus on the needs very specifically for the desire to accomplish anything according to their needs. Esteem-needs are required, because it helps to develop the self-esteem of teenagers, which is also defined as desire of human. There are two sorts of esteem needs such as lower version as well as higher version esteem needs. Based on this need, the teenagers will be able to enhance their achievement and self-esteem. Belongingness and love needs are helpful to structure the teaching program based on the relationship that are important in social life. This type of need is considered as the strong needs of the teenagers for their social and self-development. Safety needs is also important, because it helps to fulfil the needs of teenagers. This type of needs involve in several parts such as personal needs, financial needs, healthiness as well as wellbeing needs and safety needs against accident as well as injures among others. This need helps the teenagers to realize the possible requirements for better well-being and growth. The psychological needs are helpful for ascertaining the physical requirement of teenagers. Teenagers with the accomplishment of this need are able to sustain in their daily life operations (Sánchez, 2010; OECD, n.d.). Evaluation Evaluation is a process of collecting, analysing and using information for answering questions regarding a particular subject. The evaluation process, which is used in teenage pregnancy is the outcome generated from the questionnaire. In the evaluation process, questionnaire pre-assessment findings are compared with the results of post-instruction assessment. This evaluation process provides clear reflection of the effectiveness of the activity of education. Based on this evaluation process, it is possible to identify the problem or weakness for future effectiveness (Farzaneh, 2013). Measuring Success Process is a procedure of measuring the success of a project or measuring the performance of a project or process. This process is helpful for every organization, every classroom as well as every teaching program. Outcome of this process is one of the most important activities that are undertaken by every service society and classroom. This process helps to identify the efficient practices for measuring the effectiveness of an intervention. This process is also helpful for the teenage pregnancy program to provide efficient practices for the mitigation of the problem. The outcomes of this process may have a great impact on teenager as well as young people and the people of the society. This process helps them to implement appropriate measures for the future benefit (Damberg & et. al., 2014; Measuring Outcomes, n.d.). Conclusion From the above discussion and analysis, it can be comprehended that teenage pregnancy is a common problem in the present day context. In this regard, effective measures are required to be undertaken with the aim of mitigating such health issue. Subsequently, health education plays an important role for building awareness in the teenagers about teenage pregnancy, its consequences and prevention measures. References Akbayrak, B., 2000. A Comparison of Two Data Collecting Methods: Interview and Questionnaire. Hacettepe University, Vol. 18, pp. 1-10. Bengs, C., No Date. Planning Theory for the naive. The European Journal of Spatial Development, pp. 1-12 BMRB International, 2005. Final Report Synthesis. Teenage Pregnancy Strategy Evaluation. pp. 1-88. Damberg, L. C., & et. al., 2014. Measuring Success in Health Care Value-Based Purchasing Programs. Summary and Recommendations, pp. 1-50. Department of Health, 2006. Teenage Pregnancy: Working Towards 2010 Good Practice and Self-Assessment Toolkit. Department for Education and Skills, pp. 1-59. Educational Scotland, No Date. Reducing Teenage Pregnancy. Guidance and Self-Assessment Tool, pp. 5-63. Farzaneh, N., 2013. An Evaluation of Teenage Pregnancy Evaluation of Teenage Pregnancy. International Consultant, pp. 1-46. Fatima, S. A. F. A. G. & Yunusa, A. R., 2013. The Cause and Effect of Teenage Pregnancy: Case of Kontagora Local Government Area in Niger State, Northern Part of Nigeria. International Open Journal of Educational Research, Vol. 1, No. 7, pp.1-15. Fears, S. C., 2014. Teenage Pregnancy Prevention: Statistics and Programs. Congressional Research Service, pp. 1-25. Health Government, 2010. National Action Plan to Improve Health Literacy. U.S. Department of Health and Human Services, pp. 1-63. Health literacy, 2003. Communicating With Clients in Person and Over the Phone. Center for Medical Education, pp. 1-7. Hennessy, S., & et.al. 2010. Developing the Use of Information and Communication Technology to Enhance Teaching and Learning In East African Schools: Review of the Literature. The Aga Khan University, pp. 1-120. Measuring Outcomes, No Date. A Capacity Builder’s Resource Library. Strengthening Nonprofits, pp. 4-44. MSDH, No Date. 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