Community Health Nursing Complete Revision | FMPHW/MMPHW Marathon 2026 | Part 1 | BY Gazala Ma'am

[00:00:00]Assalam Walekum Da Students. So today we will start with Community Help Nursing for FM PHW and MMPAW as per the syllabus prescribed by SSB for your exam. So let us start and welcome to Felcon Nursing Classes. We start with the first part, which is community health education and planning. Look, if you understand and read the content that is being given to you in my class, then definitely your community portion will be cleared in your examination.

[00:00:44]Whether it is a hard question or a simple question, you will be able to solve it easily.

[00:00:50]Let Us Start Part A: Community Health Education and Planning. In this, our first topic is nutrition education. Introduction comes in it.

[00:01:02]In Nutritional Education we will read Introduction. We Nutritional Education for Maternal Child Health and Methods. The media will read about it. Let Us Start Introduction to the Nutritional Education.

[00:01:18]Nutritional Education is a planner organizer set of learning activities.

[00:01:24]Look, this is the plan. It's not like we get up and say anything to patients or anything. If there is a community then you go and speak about it in It's About Families.

[00:01:34]No, do you first make complete planning as to what we have to say to the individual in Kumni?

[00:01:40]What should we tell our family? Then after that you go and do it in a proper organized way, like you know that first for example, whenever we plan something, we keep it in an organized way.

[00:01:56]Ok? Organ, like I am teaching you right now, my content is in an organization. One is in order. One is in right order. Like for example we say intro. Then after that we say the definition. Then after that we talk about signs and symptoms. Then they say cause.

[00:02:12]Then the management speaks. So this is an organized way. Do we say management first? Will you talk about the definition later? No. So there is no organized form. So this is a set of learning activities that are designed.

[00:02:26]An individual or a family in a community should acquire knowledge related to health and nutrition and what are the attitudes? Practical skills so that they know how we can save nutrition and nutrients. How will we adopt cooking practices so that our nutrients remain intact in our nutrition. Needed for selected consume addict. How we addict, we will take as much nutrition as we need, we will take as much diet. As much as is locally available and affordable for us. It is not that if you have kiwi then you will not be able to afford it if it is one piece for ₹50.

[00:03:16]For example, if you have seasonal apples, you are getting them for ₹10 or ₹5.

[00:03:22]Beans are also present in kiwi and also in apple.

[00:03:25]So then you should get the same nutrients from apple that you get from kiwi.

[00:03:31]So you will avail the fruit which is easily affordable and at low cost.

[00:03:36]So this is possible only through your nutritional education.

[00:03:38]We call this preventive and promotional health strategy. Why? When we provide health education in the community. When we give health education, what happens to that health education? When we talk about nutrition, what are the many diseases that are occurring because of it? It is prevented. There are many more diseases than that because many diseases and deficiencies are caused by our eating habits.

[00:04:06]So it is prevented. Whenever something is prevented, we call it preventive. It is a preventative. And when prevention is done, health gets promoted. So that's why we say it is a preventive and promotional health strategy. Which is clinical nutrition that is quite different from is. He is quite different from this.

[00:04:30]Why? For example, we make a diet plan for diabetic patients.

[00:04:37]Right? So, diet for them, whether they are hypertension patients or cardio patients who are admitted in a hospital, then the diet plan that will be made for them is clinical diet. But here if we talk about the community, then it is a preventive promotional health strategy. If we talk about its objectives, improve dietary practices, usually we use locally available food which is culturally acceptable.

[00:05:06]Every culture has its own taboos.

[00:05:08]Every culture has its own laws as to whether we should eat this or not. Ok?

[00:05:14]So, make whatever efforts you can accordingly.

[00:05:16]Second, prevent and control nutritional deficiency disorders like protein, energy, malabsorption, vitamin deficiency, iodine deficiency etc. so that we can promote appropriate infant and young child feeding. I hope this comes in your exam, IYCF, which is Young Child, Young Child Infant, Young Child Feeding Practices, that is, exclusive breast feeding means that we do not have to give anything to the child for six months without mother's milk and after six months we will do complementary feeding, that is, we will add a little along with breast feeding.

[00:05:57]Then we will address special needs across the life cycle like it changes in pregnancy, in lactation, infancy, at every stage of an individual, our nutritional requirement increases, so what nutrition should be provided to a mother at every stage, so what all those things do we look at in nutritional education, then nutritional education is the calorie protein requirement of a pregnant woman lactation means the one who breastfeeds. Ok? Or we provide counselling about iron folic acid supplements so that maternal motility etc. can be reduced or we also provide iron calcium supplementation etc. Then avoidance of harmful traditional diet. But there are some restrictions like not eating this, not eating that, etc., which are told to pregnant women.

[00:06:53]So we will clear those tables and those myths that by the education it will promote divers. We have a lot of variety of options like I just told you for example Kiwi and whose did I tell you? Apple's. I gave you the example of kiwi and apple.

[00:07:09]So if we give options then they will be able to easily understand what will be beneficial for us which we can also afford. This Nutritional Education for Child, if we see your child health, that is child health, there is a mistake in your syllabus. Then exclusive breastfeeding should be for the child. No water, no liquid at all for six months.

[00:07:32]Ok? Appropriate complementary feeding should be given.

[00:07:36]After six months, along with breast feeding, we have to start giving some other liquid diet like soups etc. to the child.

[00:07:45]We have growth monitoring and promotion using growth charts. Through this we are identifying that if our child is of this age, then if his height is this much at this age, then what should be his head circumference?

[00:08:00]What should its chest circumference be?

[00:08:02]What should be its remaining measurements?

[00:08:04]What should its weight be? Ok? So we come to know whether there is any problem in growth or not. So accordingly we do early counselling and early diagnosis and treatment of the child.

[00:08:19][sound of clearing throat] Then moving ahead we'll look at prevention of micronutrients. Micro means small. Ok? Mac means big. Like micro small nutrients like we have vitamins, minerals, we include these in micronutrients.

[00:08:36]Their deficiency, like vitamin A supplementation, causes blindness. So we provide education on all these things.

[00:08:44]And we provide them all these things.

[00:08:46]Deworming is done in which most of the children are given Albizol. Deworming which then expels the worms with defecation.

[00:08:57]Ok? So does management counseling around the common feeding problems in young children. Some children have feeding problems.

[00:09:06]He does not eat or drink properly, does not drink milk. So with their help, we provide proper counselling on how you will provide feeding to your child now. So that it does not have any deficiency. Then individual counseling is one to one.

[00:09:23]Individual counselling takes place. When there is a counselor here, there is a nurse and here is his mother or anyone who needs to be counseled.

[00:09:31]This is one to one. One to one. This is what we call one to one counselling. Like prenatal mothers come for visits.

[00:09:40]Growth monitoring sensations occur. The mothers who come at that time are responsible for that.

[00:09:45]What happens in a group discussion? There is a counselor or we can say a nurse and there is a group in front of him to whom he has to give counseling. The group can also be held in small sessions. There is a group discussion.

[00:09:58]Teaching: They are providing teaching to them.

[00:10:00]Like there is Mothers Antenatal Group. It is given in Anganwadi or peer learning, we call groups of the same age and we solve their problems like substance use etc. What are the methods that come to us?

[00:10:15]Like demonstration is the best method. That means we practically go to families and tell them how to prepare this food. Let us demonstrate.

[00:10:28]You practically show them how to cut vegetables into small pieces. It should be cooked on low heat. So how will your nutrients be preserved.

[00:10:42]Which local food recipes will be there in low cost? So during home visits we can do counselling about nutrition. Ok? To the families.

[00:10:49]Mass media means when we give a message related to nutrition to a community through radio, television, print media etc. That is mass media. Media Use in the What media can we use now? That is print we can use.

[00:11:07]Like posters, plates, flip charts, flash cards. So, this is also used. Because visually we can see it through pictures etc. So, this also helps people in the community understand that such food and drinks should be consumed. You can provide food models, real food demonstrations, etc. Due to which even the illiterate people with low literacy can understand it better.

[00:11:32]We can also see from the growth chart whether there is any problem or not. It serves dual both the things.

[00:11:40]We also have a monitoring tool that monitors both. This is a monitoring tool through which we can find out whether there is any deviation in growth and development or whether there is any problem.

[00:11:49]And there is also education motivation. Visual aid for the because along with this we have made a chart that if there is this problem then what should the child do, so this is also an educational motivational visual aid, it is also an ad from mothers, audio visual aids give us details about it, there is audio also, like there are videos etc., there will be sound in it, there will be face also in it, so this is a dedicated communication skill which we have like puppet show, folk media, video demonstration.

[00:12:24]We can give it through this also. Here's a memory trick for you. Ok?

[00:12:28]In short, we will see what is nutritional addiction? Teaching How to Eat Well. How can we find out what good things to eat? Which is available locally to us, which is neither expensive for us nor unaffordable.

[00:12:41]Ok? What is IYCF? There is a golden rule for this. Ah, what we have to do for feeding our infant young child is that he should get exclusive breast feeding for six months and till then we should not give him anything at all.

[00:13:00]According to WAO, then growth chart means teacher plus tracker, it will simultaneously monitor the growth of the child and will teach the mother visually as to what you should do now.

[00:13:12]You may get confused here regarding preventive nutrition education, which is our preventive primitive strategy because it is in community health.

[00:13:22]You should not confuse this with the clinical therapeutic diet which, as I told you, is available in hospitals, like for diabetic patients etc. Ok? Then after that your confusion may be exclusive breastfeeding. This means exclusive breastfeeding. Not even a water for six months. Some misconceptions say that when it is summer and the climate is hot, we can give a little water to the child. No, not at all.

[00:13:50]Ok? Then there is a high probability of it being asked in your exam.

[00:13:55]Exclusive breastfeeding is recommended for the first six months of life.

[00:14:02]With continued breast feeding along with the complementary feeding. Even after 2 years, we should breastfeed till six months. You can demonstrate. It is most effective. It is an education method. There is teaching. Especially for the low literacy audiences we have in our community, the families, Growth Third serves both monitoring and educational motivation. It is both. This question may come. It also does monitoring and educational motivation for the child nutrition program. Beyond the syllabus, you have Poshan Abhiyaan, National Nutrition Mission, which we Indians call, this can be asked, what is Poshan Abhiyaan, that is the Nutritional National Nutrition Mission, India's flagship nutrition improvement program, it is targeting shunting, muscle wasting, anemia, low birth weight babies, all these are covered in it, sanitation etc. also comes under ICDS, if it comes in your exam then you should know that Poshan Abson Abhiyaan is a new one under National Nutrition Mission, in which all these things like anemia, muscle wasting, shunting, low birth weight sanitation have also been included, okay then after that beyond the syllabus, your take home ratio THR can be asked, there is a component of ICDS only, you should know about Anganwadi Nutrition Supplement which provides fortified food supplements like pregnant women, lactating women, children of six months.

[00:15:40]Through three years, efforts are made to provide them home complementary nutrition etc. Ok? Then after that comes question practice for you in which we will consider the following. We have to see which of these statements is true. Watch Exclusive Breastfeeding for Six Months of a Child. This is true. Ok? Complimentary feeding which is this is true for complementary feeding. This is wrong for four months.

[00:16:05]Demonstration is effective nutrition.

[00:16:09]This is correct. Growth chart is only monitoring. The growth chart is only monitoring. He does n't like the tools. This is wrong. So the first and second will remain correct. The explanation of the rest is given here. You can see. Then moving to the Assumption.

[00:16:29]Demonstration is the assertion is ours.

[00:16:32]Demonstration is considered a practically effective method of education in community settings. Yes. Ok? The reason for this is that the demonstration provides a practical visual. Yes. It provides a hand to hand learning experience. Do not rely on reading ability. Empty, when we do this, both A&R is true in it.

[00:16:54]R is a correct explanation. Because both statements are true. R correctly explains this thing. Especially for those with low literacy levels. Rapid Review We will do one. Questions will be asked about how long exclusive breastfeeding should be given, which is for six months. Name of the nutrition education method essentially effective for low literacy. The demonstration method is cooking demonstration. What visual function does a growth chart serve as a monitoring tool and educational motivational aid? The name of the Indian flagship nutrition improvement program is Poshan Abhiyaan National Nutrition. Our second topic is health education. That is the introduction we will read. In this we will read what is teaching learning process. We will read what approaches are and along with that what approaches are used? What are planning activities?

[00:17:58]What will be the activities, community processes, resources? We will see all these things in this topic. First of all that is First of all that is Introduction of the Health Education. Right? In Introduction to Health Education, we say that health education is always planned. There is a systematic process. As it says, there is a planetary systematic process that is provided in learning experiences. Ok? To an individual, to a family, to a community. So that their health status improves. Their knowledge should improve. There should be a change in their attitude and behaviour.

[00:18:46]He should adopt a healthy behavior.

[00:18:49]Ok? If we understand plan means whenever we plan. Health education always happens with planning. First we have to plan what health education we have to give to an individual or what health education we have to give to a family or what health education we have to give to a group.

[00:19:04]Ok? Systematic means it happens step by step and it is like a process.

[00:19:10]Like if you have to give it to an individual or to a family. Ok?

[00:19:16]Why? To improve their health status so that their knowledge improves.

[00:19:23]Their knowledge will improve. So many diseases can be prevented.

[00:19:29]We will understand a systematic one. Like in a proper order, in a proper system, like we write introduction, then write definition, then write causes, then write sign and symptoms, we write direct and then management, okay, we will not write direct management of the disease, then after that we will write its sign and symptom, this is its definition, this is it, no, there is a systematic process, a plan process in which learning experiences are given to an individual, to an individual, to a family so that they can adopt good skills, good behaviors like good habits or hand washing. Before Covid, there was no good habit or good attitude towards hand washing. Then when that thing happened, it led to a good attitude.

[00:20:20]People started behaving well. So this is what we do in health education. This is a broad and simple giving of information, we simply give information to someone, but health education is not just this.

[00:20:36]This is quite broad. One thing is that we are just providing information to someone.

[00:20:42]It's much broader than that. Why is it broad? Because the aim of this is that we have to change the behaviour of an individual.

[00:20:54]Here we are just giving information about hand washing that yes, hand washing is necessary. This will clean the germs present in your hands. But here in health education, we are trying to change their behavior so that whenever they go to the washroom or whenever they eat or drink, they maintain proper hand washroom behavior. This is the difference between giving in just one way and health education. After that comes our teaching learning process.

[00:21:28]What happens? Health education follows the same. Just as there is a teaching-learning process, similarly there is a teaching-learning process in health education also. What happens in this? There is a learning process in which we first have to go to the community and identify the need and according to the need of the learner, I am teaching you according to your need in your exam JK SSB.

[00:21:53]Similarly, when you provide health education in the community, you also provide them with what they need. For example, if there is a need related to malaria in Jammu, then you will tell them about safe water practices, but in Kashmir, it is not that much because it is not that hot there, so winters are harsh there, so in winters there you will tell them about influenza, how to protect yourself from it, health education related to that need is different from place to place, community to community, we have to look at that thing and they are ready to learn, until you are not ready to learn from me, you should not learn. Similarly, when we give health education, our group should also be ready for our health education. It should be according to their culture. The setting [music] The setting, the learning objectives, should always be specific to us. It should be measurable and achievable. That means we call a term smart.

[00:23:00]Smart: We say that when we make our objectives for something, they should be smart. They should be specific. It should be to the point and related to the same thing.

[00:23:10]They should be measurable. They should be attainable. They should be realistic.

[00:23:16]Ok? They should be relatable.

[00:23:19]Whatever our aim is, it will be the objectives of health education so that our aim of health education gets fulfilled. Then moving to the next teaching learning process. Selecting a content and method appropriate to the audience and the objectives. What do we have to do in the teaching learning process? We have to select the content. What content will we provide? First we will see the content, not like I brought this for you, so I created the content first.

[00:23:51]I prepared the content only after creating the content.

[00:23:54]Provided to you.

[00:23:56]Similarly, when we provide health education, what do we do in that too? We prepare the content first. Let's look at the methods.

[00:24:04]Which will be appropriate to the audience and the objectives. Then implementation and the delivery of teaching. After that, we implement whatever planning we have done and what we have seen.

[00:24:19]Ok? There is a giving evaluation.

[00:24:21]What comes in evaluation is that we assess whether the learning objectives are achieved or not? We see whether our aim and objective in the teaching and health achievements we provided were fulfilled or not? How will that happen?

[00:24:39]That will happen through feedback. When we ask the audience for feedback, we will see whether they understood it or not, only then our teaching becomes effective. For example, we are paying attention to environmental hazard. Ok?

[00:24:53]We have a community here and we are providing them. Then talking about environmental hazard. And then we are asking back from this community how their feedback is. That is evaluation. Then in the domains of learning comes our A Bloom's Taxonomy. Bloom's Taxonomy comes first in our Foundational to Health educational planning. Whenever we talk about teaching learning process, Bloom's Theory and Technology comes up.

[00:25:23]Ah, this includes our cognitive domain. There are three domains. One comes our cognitive cognitive domain which is here our cognitive domain. Second comes our effective domain.

[00:25:41]Our thinking comes in the cognitive domain. Cognitive means what is the thinking process of an individual? Ok? So in that we include his knowledge, his understanding, his intellectuality. Ok? All these things that come come in cognitive. In the affective domain, what are our feelings, attitudes, values ​​for example, like what are mother's values? Relate the breast feeling how confident she is.

[00:26:06]So it became effective. Then psychomotor is another in which we talk about skills and practical skills. Like how Mother Domin demonstrates correct breastfeeding. Ok? There are three domains of which our cognitive is one. Then effective is one and psycho motor is one. Ok? A, this includes our thinking things.

[00:26:30]Which we call thinking. Ok?

[00:26:34]Then after that in effective comes our feelings and attitude and all.

[00:26:40]Our skill comes in psychot. These are the main things you have to remember. Then moving ahead we will see what approaches are used in this health education. An informative approach is used which is content centered.

[00:26:55]Initial approach means an approach in which the information is written and you are providing it to a group or an individual.

[00:27:06]What does he focus on?

[00:27:08]Whatever information needs to be given on facts. Just like there is a traditional lecture style, this is also similar.

[00:27:13]But what happens in this? Look, what happens in this is this one. Here the educator gives them education.

[00:27:22]But here the group is just listening.

[00:27:24]These are the members of the group. They are just listening.

[00:27:27]But it is in passive mode. That means it is absolutely nothing else. Just listening.

[00:27:32]Ok? Then motivational effective.

[00:27:35]For motivational effectiveness, we have another method.

[00:27:38]What happens in this? It is seconds.

[00:27:42]What happens to us in this?

[00:27:44]In this it focuses on what? This interaction. This is what he is, he is an educator. And here, there is interaction between the audience who are listening to our education.

[00:27:56]They are interacting. I am answering questions. So here the focus is on influencing the attitude approach. How to Motivate Behavior Change? Like our audience consists of substance abusers. Ok? Through this we try to understand their values, emotions and needs. There are other approaches like the pervasive approach. We use this where there are arguments or where we have evidence to the audience, like the audience. What happens in this also is that he is an educator. This is an educator. This educator is teaching them. In this, the audience can talk freely with the educator. They can ask questions freely.

[00:28:41]Like there are drug peddlers etc. Ok? So that their behavior changes and our main motive is that their behavior should change and they should get benefit. There is also a service action approach in which learning is done through direct participation in the health related activities and services, for example, participation in the clean lands drive, like when we run a campaign, we say that we have to keep this community clean, clean a particular area, then all the members are coming out in it and we are trying to clean this community completely, that is the service action approach, okay, in which learning is happening by doing, then the community organization approach is another approach in which the community itself identifies the problem. She identifies the problems and what does she do to solve those problems?

[00:29:35]Because of the participatory approach, everyone cooperates with each other and what do they do to approach that problem? Let's solve it. Ok? That means, what do the community people themselves do? Let us identify this thing, this problem.

[00:29:57]What is the problem with us here? So they feel that the safe water here is not safe, but if we take water from some pond here, it is not safe. So what do they do with that safe water? After identifying it, they try to change that thing.

[00:30:13]With participation. Ok? Then Moving Ahead. After that comes how do we do the planning? First of all let us see what is need? Who needs health education? Which will be the target population? Our child will remain. Who is the target population we want to see? It has to be given to pregnant women and old age people.

[00:30:33]Then we have to make our objectives. Objectives that we can achieve. Then we have to look at our target audience. We have to see what their language is?

[00:30:45]What is their literacy rate? How many are educated?

[00:30:47]What is their need? Then we have to select appropriate methods. Then we will also have to select the time and place. Then we have to implement the activities.

[00:30:57]We identify the need.

[00:30:59]After identifying the need, for example, the need of the community of Jammu is different. Kashmir's needs are different. Health education. After that we go and apply there. After that comes our evaluation of planning health education activities. Ok? In this we evaluate the outcomes. If we do n't get good outcomes, if we don't get good feedback, what do we do then? Let's repeat and revise the process. Now, the health education that we gave them, what do we call them? You give feedback.

[00:31:33]If the feedback is good then it is fine. Otherwise, if it is not good, what do we do with the bicycle? Again we try to give them health education.

[00:31:39]Then community resources for the health education that we have. First of all our human resources will come. Ah, when we go to our community, we have to do a lot of teamwork in education there.

[00:31:53]In which we try to provide education in the community by taking along Asha workers, Anganwadi workers, teachers, religious group leaders etc., traditional healers etc. Institutional resources means we go to schools, Anganwadis, PAC sub-centres or we have religious resources. If there are chicks, we go there and do it. After that, what should be the maternal resources, material resources, sorry material resources, they should be locally available resources. Low cost, it does not mean that we have to use expensive aids. Local folk media will play traditional street plays for us.

[00:32:37]Like Nuuk drama is performed or we will say drama in Kashmir. So through this we give a message especially to those people who are far flung, rulers or those who have very low education or we will give it to them through folk songs. Ok? They get an effective and highly effective education.

[00:32:57]Now a memory trick. What do we do for this? In the teaching learning process, we have to remember ASI i.e. we have to assess the need.

[00:33:09]We cannot give without need. We have to set objectives. Then we have to apply them. Implement means to apply. After applying them, we have to evaluate them. Who are the Three Domains? No it feel it do it. Know it means when cognitive know it. When we use thinking then effectively means when we feel our feelings, emotions, when we feel psycho motor, when we have skill, then the community organization approach is the most sustainable part and participatory.

[00:33:42]Community on Change Not Just Receive the Message. Here in this approach, this just approach does not take empty messages or information in this approach.

[00:33:53]What do they do to solve their own problems? Let's sort it out and try to solve it. Not just taking information or messages, but bringing about a change in the community.

[00:34:08]Then your confusion may be in the native content centered approach and the other may be in the motivational effective approach.

[00:34:18]Ination is just passive. There the audience just listens. Ok? But motivation is an active process.

[00:34:26]They participate there. You may be confused about this thing.

[00:34:31]Then the community organization approach is not the same as the simple information approach. This is not the same because we identify ourselves in the community.

[00:34:42]What are his own needs? Then let's look at the resources.

[00:34:44]Then after that he himself drives the participatory action. Delivering health education and all. And try to sort that problem.

[00:35:01]Then psycho motor domain practical skills are meant. Ok? It means practical skills. Like giving ORS, when we are giving information about it, teaching them about ORS, then what is it? It is cognitive. But when we demonstrate it to you practically, say put sugar in it.

[00:35:25]Add some salt to it. Add two spoons of sugar. Ok?

[00:35:28]Add two spoons of sugar and one spoon of salt.

[00:35:31]In one liter of water. Ok? So this demonstration is which domain of ours? That is, this is a practical skill which is our psycho motor. Ok? Let's move ahead with this. There is a high probability that health will come in your exam.

[00:35:48]Health education aims for actual behavior, not just information. Ok?

[00:35:54]Our actual behavior is divided into three domains of Bloom's Taxonomy that is cognitive, affective and psychomotor. Let's move ahead.

[00:36:02]Cognitive Organization Approach is the most sustainable and participatory approach. We still discussed this. Aligned with the primary health care principles, then folk, local folk media, our street plays, puppet folk roles are highly effective educational tools in the rural communities. The same is true of the Help Live model that we have just developed. It says that everyone has their own perspective on understanding health.

[00:36:35]Some say that they perceive it according to its susceptibility, some perceive it according to its severity, some see perceived benefits, some see barriers, some see clues of action, self-efficacy, so these are different approaches. If you come across this, then you have to look at this thing. Then Diffusion of Innovation Theory is a theory. Questions may arise, you should know that the developer has said this, it has explained how practice ideas can be spread in the community via district, categorize it innovatively, what all things come in this? It can be said. The late majority are legitimacy and the early majority are early adopters and all relent to the understanding why some health messages take time to achieve to spread the infection update. You just have to remember who did the diffusion of innovation?

[00:37:47]I am writing this E word so that I don't forget you.

[00:37:53]What did Roger say to this? It explained new health practices. He said that in a community we can spread knowledge by innovating through new innovations or early adopters, there are early adopters there too. There is also an early majority. There is also a late majority. Some people learn quickly. Some people adapt to habits quickly. Some people take a little time. There is also an early majority. There are some people who learn quickly. Those who learn late. He gave the concept of this thing.

[00:38:28]After that we come to the questions. The question speaks to the ination.

[00:38:35]What do we have to see in this? The statement has to be corrected. See, in this the second statement and the third statement are true. You can see the rest of the statements are false. Why is it falling? The first statement speaks to the infective approach that views learners as active participants in identifying community health problems. This is wrong.

[00:38:58]Then community organized approach is considered the most sustainable and participatory approach to health action.

[00:39:05]This is correct. All three are included in Bloom's taxonomy.

[00:39:08]This is correct. So first and second, that is the right answer. This is an explanation of why the inertial statement first falls flat because the inertial approach treats the learner as a passive being. Ok? The inative approach is like a passive, not an active participant. That describes the community organization approach. No, they have become active in the community organization approach and are not false.

[00:39:36]You can read this, this is everything we just discussed. Assertion is sometimes asked. In assertion we are coming to the conclusion that the community organisation approach is considered the most sustainable method of health education. This is correct. The Approach. Its reason is written. The Approach. What do you have to do with this? In such questions, you have to see the assertion whether its reason matches with the statement given or not.

[00:40:04]Ok? The approach empowers a community to identify its own health problems and mobilize its own resources, fostering ownership rather than dependence on external health workers. Ok? So both are true.

[00:40:17]R is the correct explanation of A. Then assertion reason why is this so Both statements are true Why explain why community ownership drives sustainable computer to the more pressure externally driven approach Then after this comes our questioning What are our domains Effective is very easy Cognitive Affective and Psycho Motor Which help education approach is considered most sustainable and participatory That is the community organization approach Ah what is the ultimate goal of health education? That is, we can change our behavior.

[00:40:56]Actual name: A form of local folk media effective for rural health education in India. That is a street play or we can also call it street play. If street play comes in your exam then there is no need to worry. That is another Hindi name for street play. Then after that there was puppet show and folk song.

[00:41:19]This is our right answer. You should read this content in this manner. Watch this video again and again.

[00:41:24]By watching this video again and again, many things will become clear to you if you watch it for the first time.

[00:41:30]You will look a second time and things will become clear every time you look at least two-three times. All your things will become clear and definitely all your questions will be solved.

[00:41:41]Inshallah. Ok? See you in the next session.

[00:41:44]Thank you so much.