الفصل الثالث: تخطيط تدخل مجتمعي مستنداً على النتائج من صفحة 5
Chapter 3: Creating a Community-Based Intervention Based on Findings
Overview
In the Strategic Health Communication I course you learned how to use formative research to
understand your environment, understand your audience, and design a health education program
for them. In the last chapter, you conducted a stakeholder mapping exercise. Now, take all of these
pieces of information and create a plan for a community-based intervention.
Mobilizing community members is an important way to make sure that a community-based
intervention is effective and sustainable. It is a capacity-building process through which the
community, individuals, groups, or organizations plan, carry out, and evaluate activities on a
participatory and sustained basis to improve health and basic needs.
The benefits of involving the community:
•• Multiplies a project’s or activity’s resources
•• Builds human resources and capacity at the community level
•• Provides a foundation for sustainability
Through the capacity-building process people want to be:
•• Informed
•• Inspired
•• Integrated
•• Involved
At the community level, activities could include:
•• Health talks and discussions at the facility or health-center level
•• Community drama followed by discussions
•• Video or film screening followed by discussions
•• Health talk or announcements during a community event like a fair or a football match
•• Discussion of health issues in community groups like mothers groups or faith groups
•• Use religious or traditional leaders to talk about important health issues
•• School-based health education
These are just some ideas your project group can use to educate the community about the health
issue you have selected.
Key points about health issues are available in the Health Educators Reference Manual.

Course Description
Health educators play a vital role in society. They combat potential & real public health risks by creating awareness about public health concerns & encouraging preventive measures & positive habits & behaviors. Health educators educate the public about negative health tendencies, patterns, & practices to be avoided, & about positive attitudes & practices that improve public & personal health & wellness. Becoming a health educator requires a genuine interest in, & passion for, public health, interest in the wellbeing of people, as well as the acquisition of the necessary skills, knowledge, & qualifications.
Through fieldwork & assignments, this 56-hour course will provide health educators with handson practical knowledge of how to implement the skills they learned in the first academic year.
Core Knowledge
By the end of this course the students should be able to:
•• Recall the roles & responsibilities of health educators
•• Recall how to identify priority populations for health-issue mapping
•• Recall the practical steps in designing & implementing seminars or counseling sessions
Core Skills
By the end of this course the students should be able to:
•• Prepare data collection tools to do community mapping
•• Collect data from the field, analyze, & prepare simple reports
•• Do a PowerPoint presentation about selected prioritized health issues
•• Conduct health education seminars in a community
•• Participate in role-plays for counseling around a common health issue
•• Join a team for community mobilization & prepare a report about the experience
مقرر مهارات المدرب الصحي 2
Health Educator Skills
https://drive.google.com/file/d/12skWjEQu5zwIB18kCqasGhuttVuFsRBH/view?usp=sharing
الفرقة الثانية الترم الثاني شعبة الإرشاد والتثقيف الصحي
Health counseling & education Division Second year
المعهد الفني الصحي