I have been working as a student occupational
therapist within the Kenville community in Durban for the last 5 weeks and I
have been able to observe the response to the Coronavirus in this community. The weekend after it was known that there were a few
Coronavirus cases in KZN, posters were put up in the Kenville community clinic
and pamphlets were handed out with regards to hygiene advice. It made me
realize how the health promotion and education strategies within the
communities are vastly different to the world that I know. Please find attached
a link which describes why the next two weeks with regards to the Coronavirus
in SA are so critical: https://m.news24.com/SouthAfrica/News/next-two-weeks-are-critical-20200318
The limitation of social media is
a result of the digital divide in the population. Socially disadvantaged groups
often do not have access to new media and social networking due to language,
literacy disability or other barriers (Korp, 2006). Also, when the server is
down or when the internet connection is not available, participants are
disconnected from the program and do not have access to the information
available on these websites. In a community such as Kenville, where smart
phones are few and far between, social media is the last resort to health
promotion for this community.
Of course, Social media, such as
FB, Instagram and twitter, have been found to make a difference in terms of
promoting health, such as exercise for those susceptible to obesity or
promotion of education around certain diseases. Examples of successful media
advocacy are the use of the media by Treatment Action Campaign in South Africa
to raise public awareness regarding the lack of access to adequate care for HIV
infected people in the country. (Sana, 2006) However, the vulnerable
populations that require education around health aspects the most, include
members of the South African communities who do not have access to these apps.
The mass media helps health
workers expand their audience reach, which is crucial considering the fact that
face-to-face channels of communication often require too many human resources
and reach only a small number of people in large, underserved rural areas. The
mass media provides an important link between the rural residents and vital
health information. Here are some examples of alternative health promotion
options from Unite for Sight (2010).
1) Radio and television are
effective mediums for persuading target audiences to adopt new behaviours, or
to remind them of critical information. They can help inform the public about
new diseases and where to seek help, or even keep the public updated about
immunization campaigns. They can empower rural populations to fight major
causes of infant mortality such as diarrheal dehydration and diseases which can
be prevented through vaccination, teach new health skills, promote new health
behaviours and increase community acceptance of health workers. (Unite
for Sight, 2010)
2) The pillar of the Unite for
Sight mass media programme is a 45 second radio spot. Radio spots are quick and
easy to produce and broadcast. Unite for Sight broadcast dozens of spots on
over ten FM stations in South Africa. As the results were successful, they
developed short rural radio programmes by recording local skits and brief
interviews with parents. In places where radios are still the primary medium of
entertainment, they can be used with great success as health communication
tools. They are not only cheaper and more readily available in rural areas,
their programmes can also be adapted to suit local needs in terms of language,
culture and values. (Unite for Sight, 2010)
3) The distribution of posters, pamphlets and leaflets in clinics created by
specialized health bodies can circulate vital health information reliably.
Alternative mass media health promotion activities include: Articles in newspapers
and magazines, as well as health promotion talks about different illnesses /
disabilities to the masses of people in the clinic lines. As students we have
been assigned a task to publish an article in a magazine or newspaper for
health promotion purposes.
Through this block I have realized
the importance of OT’s working at a primary health care level. At the beginning
of the block I questioned our importance at the clinic, suggesting to my
supervisor, “I feel as though those children at that creche require our help
more than the children that we are screening at the clinic?” This statement
showed my lack of understanding of primary health care in OT at the beginning
of the block and how much I was about to learn!
Please find attached a link if you
wish to read further on health promotion strategy techniques: https://www.annualreviews.org/doi/pdf/10.1146/annurev.pu.10.050189.001145
We as OT students have encouraged health promotion
during our time at Kenville community. Examples have included speaking to
community members in the clinic lines, providing health promotion tips for
mothers and their babies/ children as well as working with the schools.
The OT students in Kenville
perform many health promotion projects within schools. The concept of
‘Blaumier’ was implemented with high school students in Grade 11, from Sea Cow
Lake Secondary High School. This initiative uses drama, art and music to
educate the students on health promotion concepts. For example, the pupils have
performed substance abuse poems in groups, as well as teenage pregnancy role
plays. The OT students also travel to the primary school to present to the
grade 5 and 6 classes on substance abuse, with a meaningful educational
activity regarding the topic.Parenting skills regarding disability prevention
and health promotion is a specific role of OT’s involved in primary
health care. An important primary health care concern is the screening of
children for developmental delays during immunisation visits to the clinic.
(Naidoo et al, 2016) An example of this is when I had to inform a mother that
her 3-year-old child has autism and provide weekly therapy, together with
creating a home programme. A second form of health promotion is with regards to
maternal health and well-being, which the OT students screen for and provide
necessary therapy.
Naidoo et al (2016)’s study also suggests
OT’s need to be working with teachers in schools to identify and help pupils
with learning disabilities. The OT students are working with Kenville primary
school, once a week, to provide occupational therapy to specified learners. The
OT students have also formed relationships with a couple of creches in the
community where children are screened and health promotion strategies are
provided to the creche volunteers, such as teaching some English, as well as
teaching basic numbers, shapes and colours.
In conclusion, impoverished
communities in South Africa rely on a multitude of health promotion tools for
education purposes. Social media is therefore not the ultimate form of health
promotion in South Africa. Health professionals need to work hard, through the
use of relevant media, to ensure adequate health promotion and prevention
strategies are performed in these communities and improve health awareness. My
challenge to OT’s is to ensure health promotion is in as much of your practise
as rehabilitation strategies are, and to ensure social media or small talk are
not your only efforts in this regard. OT’s are extremely necessary in primary
health care settings.
References:
Korp, P. (2006). Health on the Internet:
Implications for health promotion. Health Education Research, 21(1),
78-86.
Naidoo, D., Van Wyk, J., & Joubert, R. (2016).
Exploring the occupational therapist’s role in primary health care: Listening
to voices of stakeholders. African Journal of Primary Health Care &
Family Medicine, 8(1), 9 pages. doi:https://doi.org/10.4102/phcfm.v8i1.1139
Sana, L.. 2006. Community Health Advocacy.
Epidemiol Community Health. 60:458–463. doi: 10.1136/jech.2004.023044
Unite for Sight. (2010). The Role of Media in
Health Promotion. Retrieved on 20/03/2020 from
https://www.uniteforsight.org/health-communication-course/module5
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