CM4.1-4 | Health Promotion and Education Practice — Glossary

A brief counselling framework for tobacco cessation: Ask, Advise, Assess, Assist, Arrange — applicable in any OPD contact and evidence-based for increasing quit attempts.

The attitudes and values dimension of Bloom's Taxonomy — the disposition or value the learner should hold after a session (e.g., value regular handwashing as a personal health norm).

Behaviour Change Communication — a strategic communication framework that goes beyond information provision to address beliefs, social norms, and structural barriers to behaviour change.

A classification of educational learning objectives into three domains (cognitive, psychomotor, affective) and six cognitive levels (Remember, Understand, Apply, Analyse, Evaluate, Create), used to write appropriate objectives for health education sessions.

The knowledge dimension of Bloom's Taxonomy — what the learner should know or understand after a session (e.g., list three danger signs of dehydration).

Traditional community-based communication formats — puppet shows, street plays (nukkad natak), folk songs, magic shows — used to convey health messages in culturally acceptable, literacy-independent ways.

Evaluation conducted before or during programme design to inform planning — equivalent to needs assessment; tests materials and methods with a pilot group before full implementation.

A structured counselling framework: Greet, Ask, Tell, Help, Explain, Return — the NMC standard for reproductive health and family planning counselling.

A planned process of communication and learning aimed at changing knowledge, attitudes, and practices to improve individual and community health.

The capacity of individuals to obtain, understand, and use health information to make appropriate decisions; classified as functional, communicative, and critical (Nutbeam).

Information, Education, and Communication — the materials and channels used to convey health messages; distinct from the individual counselling process.

Measures change in actual health status indicators (disease incidence, mortality, vaccination coverage) over a longer time horizon — the highest-level programme success metric.

Knowledge, Attitude, Practice — the three sequential levels at which health education aims to produce change; practice change is the hardest and most behaviourally significant.

An evaluation model with four levels: Level 1 Reaction (participant satisfaction), Level 2 Learning (knowledge/skill change), Level 3 Behaviour (practice change), Level 4 Results (health outcome change) — the standard framework for health education programme evaluation.

A client-centred, evidence-based counselling method that elicits the person's own intrinsic motivation for change, rather than imposing external arguments; particularly effective for addictive behaviours.

A mnemonic for the five-step health education session design process: Needs Assessment, Aims/Objectives, Planning, Execution (implementation), Documentation and follow-up.

A systematic process of identifying the health knowledge gaps, attitudes, practices, and contextual barriers of a target population, conducted before designing a health education session or programme.

Street plays performed in public spaces as a form of folk media health education; culturally resonant, literacy-independent, and effective for community mobilisation in rural India.

The 1986 WHO charter that established the foundations of modern health promotion, defining five action areas: build healthy public policy, create supportive environments, strengthen community action, develop personal skills, reorient health services.

Measures change in the target population's knowledge, attitudes, or practices attributable to the programme — typically using pre-test and post-test KAP questionnaires.

Standards: ciar-std-0009 (situated learning), ciar-std-0013 (active learning / Bloom's), ciar-std-0027 (worked examples and case-based learning)

A group health education method in which trained community members (peers) educate others with similar backgrounds; particularly effective for adolescent reproductive health and HIV prevention.

A systematic health programme planning and evaluation model by Green & Kreuter: PRECEDE = diagnostic phase (working backwards from desired health outcome to identify determinants and needs); PROCEED = implementation and evaluation phase.

Measures whether planned programme activities were delivered as intended — number of sessions held, attendance rates, facilitators trained, materials distributed.

The skills dimension of Bloom's Taxonomy — what the learner should be able to do after a session (e.g., correctly demonstrate ORS preparation).

The technique of having participants repeat a demonstrated skill themselves, confirming skill acquisition and reinforcing correct technique — the most effective method for psychomotor skill transfer.

A written document prepared before a health education session specifying: objectives, content outline with time allocation, methods, materials, facilitator roles, and evaluation tools.

Session learning goals that are Specific, Measurable, Achievable, Relevant, and Time-bound — the standard for writing evaluable health education objectives.

Village Health and Nutrition Day — a monthly convergence platform at the anganwadi centre where ANM, ASHA, and AWW deliver immunisation, growth monitoring, ANC, and health education services.