Model for Health Education Planning and Resource Development

(MHEPRD)

Basanta Chalise (01)Institute of Medicine (IOM)

MHPE first batch

Outline of presentation

• Different planning models in health promotion and education

• Components of behaviour change• Differences between Model and Theory• Model for Health Education Planning and

Resource Development (MHEPRD)• Health education resource

Objectives

• At the end of the presentation participants will be able to – List different types of planning models in health

promotion and education– Identify the components of behaviour change– Identify the differences between model and

theory– Describe about the MHEPRD– Describe about the health education resource

Different planning models in health promotion and education

• Assessment Protocol for Excellence in Public Health (APEXPH)• CDCynergy• Comprehensive Health Education Model (CHEM)• Intervention mapping model• Model for Health Education Planning (MHEP)• Model for Health Education Planning and Resource

Development (MHEPRD)• Multilevel Approach to Community Health (MATCH)• PEN-3 model• Planned Approach to Community Health (PATCH)• PRECEDE-PROCEED model • Health promoting self care system model• A stage planning program model for health education and health

promotion activity

Components of behaviour change

• No one theory can address all variables that contribute to a person’s behavior, and not all theories are applicable to all situations.

• Most theories address eight components of behavior change

Conti..o The person has formed a strong positive intention. o There are no environmental constraints. o The person has the skills necessary to perform.o The person believes the advantages of performing.o The person perceives more social (normative) pressure to

perform the behavior than not to do so.o The person perceives that performing the behavior is more

consistent than inconsistent with his or her own self-image (personal norms, personal standards).

o The person’s emotional reaction to performing the behavior is more positive than negative.

o The person perceives that he or she has the capability to perform the behavior under a number of different circumstances.

Differences between Model and TheoryTheory Model

Explains or predicts phenomenon

Simplified, miniaturized application of concepts for addressing problems

Micro-level guidance Macro-level guidance

Empirically tested Not enough empirical evidence

Based on previous literature CreativeUsually parsimonious Usually tries to cover a lot

Does not contain any model May embody one or more theories

Example: Social cognitive theory

Example: PRECEDE-PROCEED model

Model for Health Education Planning and Resource

Development (MHEPRD)

• MHEPRD was proposed by Bates and Winder (1984) in the early 1980s but it is not among the popular models and is not used these days.

• The hallmarks of this model are that it considers planning a cyclical process and it considers evaluation not as a separate step but as a integrate element throughout the model.

Five phases in the model

• Health education plans– An end result of the needs assessment and an ongoing

evaluation process.• Demonstration programs– Developed through a development process and an

ongoing evaluation process.• Operational programs– The validation process determines which programs

should be continued and thus made operational and which ones must be dropped. The ongoing evaluation continues in this phase. This phase also entails development of an implementation plan.

Conti..

• Research programs– Implementation of those programs that are based

on sound research continues in the implementation plan.

• Information and statistics– The data generated once again goes through the

policy analysis process in phase 1 and guides further planning.

Health education resource

• There are many types of health education resources, for example: pamphlets, billboards, posters, booklets, DVDs, television or radio campaigns, online tools, social marketing etc.

• Aims to build the knowledge and skills of their audience and help the audience manage and improve their health.

Health education resource

• Health education resources need to: – be easily understood by the main audience – encourage improved health outcomes for the

main audience – provide the right information, at the right time, in

the right place, using the right format for the main audience

– build the health literacy of the main audience.

Guiding principles

1. Be prepared 2. Be clear 3. Be open 4. Be relationship focused 5. Be accountable 6. Test, test and test again

The stages of developing health education resources

1. Need 2. Audience 3. Health literacy

4. Resource scope

5. Draft and test

6. Publish and distribute

7. Evaluate 8. Learn

References

• A guide to developing health education resources in New Zealand, Ministry of Health, 2012.

• Frost R. Health Promotion Theories and Models for Program Planning and Implementation, University of Arizona, 2008 January.

• Raingruber B. Health promotion theories.

Comments and Suggestions

Thank You