In the contemporary world
Health education offers incredible opportunities for the dissemination of quality information for improvement of behaviors. However, too much information and the lack of accuracy among other challenges can lead to adverse outcomes instead. The Centers for Disease Control and Prevention (2015), illustrate that the primary solution towards ensuring the provision of right messages and reducing misinformation begins with an understanding of the physical and emotional health and capabilities of the audience. As such, identifying the psychosocial determinants of health behavior in communities ensures the preparation of an effective health education program that takes into consideration education levels, cultural norms, and comprehension of the information. Also, the information can be modified to provide optimum conditions for knowledge transfer and comprehension. In fact, examples of such modifications include the logical flow of information from one topic to another, the use of illustrations and real-life examples to avoid misconceptions (Marcus, 2014).
According to Kumar "Preetha (2012)
One of the best approaches to improve communication and thus the success of health education in terms of comprehension and validity is the formation of partnerships with local organizations and community members. Logistical teaching challenges including language barriers and misinterpretations of health information are minimized through the collaborations since the locals are empowered with knowledge surpassing the programs' content and extend to hands-on experience. The importance of cultural consideration, sufficient time for instruction, the presence of competent educators, and a focus on health education cannot be overemphasized to prevent the wrong application of health information. Finally, many health education programs also require further diversification to meet the communication needs of the diverse populations. Strategies for optimum learning must, therefore, include the presence of tools and resources that cater for those with limited language proficiency, the deaf, and even the blind to garner as much information as possible for improved well-being (Centers for Disease Control and Prevention, 2015).
References
Centers for Disease Control and Prevention. (2015, June 17). Characteristics of an Effective Health Education Curriculum. Retrieved from U.S. Department of Health " Human Services : https://www.cdc.gov/healthyschools/sher/characteristics/index.htm
Kumar, S., " Preetha, G. (2012). Health Promotion: An Effective Tool for Global Health. Indian Journal of Community Medicine, 37(1), 5–12.
Marcus, C. (2014). Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model. Health Psychology and Behavioral Medicine, 2(1), 482–495.
