HEALTH EDUCATION REVIEWER

DEFINITION AND IMPORTANCE

- Health education as a process of imparting knowledge
and skills
- Importance of health education in promoting well-being
Theories of health behavior
1. Health Belief Model
2. Social Cognitive Theory
3. Theory of Planned Behavior
Health belief model- Developed in the 1950s by social
psychologists Hochbaum, Rosenstock, and Kegels,
the model has been widely used in health education.
- (HBM) is a psychological
framework that aims to explain and predict health-
related behaviors by examining individuals' beliefs and
perceptions.

Key Components of the Health Belief Model:

Perceived Susceptibility- Individuals assess their vulnerability to a particular
health threat or condition.
Perceived Severity- Refers to an individual's belief in the seriousness of the
potential consequences.
Perceived Benefits- Individuals weigh the positive outcomes or benefits of
adopting a particular health behavior.
Perceived Barriers- Represents the obstacles or challenges that might hinder an
individual.
Cues to Action- External factors or events that trigger the decision-
making process and prompt individuals to take action.
Self-Efficacy-The belief in one's ability to successfully perform a
specific health behavior.
Application of the Health Belief Model:
Health Promotion Programs- HBM is frequently used to design and implement health promotion
programs that aim to change.
Public Health Campaigns- Governments and health organizations use HBM principles in public
health campaigns to raise.
Chronic Disease Management-In the context of chronic diseases, the HBM can be applied to
understand factors influencing.
Risk Communication-The model is employed in risk communication strategies to effectively.
Social cognitive theory - developed by Albert Bandura.
Key Concepts of Social CognitiveTheory

Observational Learning -Central to SCT is the idea that people can learn by observing
others.
Reciprocal Determinism -Bandura introduced the concept of reciprocal determinism,
emphasizing the dynamic interplay between personal factors.
Self-Efficacy- is a crucial concept in SCT, referring to an
individual's belief in their ability to successfully perform a
specific task.
Outcome Expectations - People assess the potential outcomes or consequences of
their actions before deciding whether to engage in a behavior.
Vicarious Reinforcement -Observing the rewards or punishments experienced by
others can influence an individual.
Symbolic Modeling -In addition to direct observational learning, symbolic
modeling involves learning from fictional or symbolic.
Self-Regulation- SCT emphasizes the role of self-regulation, which involves
setting goals, monitoring progress, and adjusting behavior
accordingly.
Application of Social CognitiveTheory
Education and Training -SCT is applied in educational settings to enhance learning by providing
positive role models and fostering.

Health Promotion -In health education, SCT is employed to understand how individuals learn
and adopt health behaviors.
Media Influence- SCT has been applied to analyze the impact of media, including television,
movies, and online content.
Behavioral Therapy -Therapeutic interventions, such as cognitive-behavioral therapy (CBT),
incorporate SCT principles to
address a range of psychological and behavioral issues.
Key Concepts of the Theory of Planned Behavior
Behavioral Intentions -The central concept in TPB is the notion that behavioral
intentions are strong predictors of actual behavior.
Attitude Toward the Behavior - This component reflects an individual's overall evaluation or
appraisal of a particular behavior.

Subjective Norms (SN) -refer to an individual's perception of the

social pressure or approval/disapproval from significant
others regarding the behavior in question.
Perceived Behavioral Control -Perceived behavioral control represents the extent to which
an individual believes they have the ability to perform the
behavior.
Behavioral Intentions- Behavioral intentions serve as a direct precursor to behavior.
Actual Behavior- While TPB primarily focuses on the prediction of intentions, it
recognizes that various external factors.

Application of the Theory of PlannedBehavior

Health Behavior -TPB has been extensively applied in health-related research to understand
and predict behaviors such as smoking.
Consumer Behavior- In marketing and consumer research, TPB is utilized to examine factors
influencing purchase intentions and consumer decision-making.
Environmental Conservation- TPB has been employed to study pro-environmental behaviors,
such as recycling, energy conservation, and sustainable practices.
Education- in educational settings, TPB is used to understand and predict academic behaviors,
attendance, and study habits.

Principles of Teaching and Learning Related to Health

Active Learn- Encourage active participation and engagement of
learners in the learning process.
Relevance -Make the content relevant to the learners' lives and experiences.
Cultural Sensitivity- Recognize and respect the diversity of learners, including cultural
backgrounds, beliefs, and values.
Clear Objectives -Establish clear and measurable learning objectives for each session or
course.
Interactive Teaching Strategies- Utilize a variety of teaching methods to cater to different
learning styles.
Application of Knowledge- Emphasize the practical application of health knowledge.
Assessment and Feedback- Implement regular assessments to gauge learners' understanding
and progress.
Inclusivity and Accessibility- Ensure that educational materials, resources, and activities are
accessible to all learners.
Collaborative Learning- Foster a collaborative learning environment where students can work
together, share ideas, and learn from each other.
Promotion of Critical Thinking- Encourage learners to think critically about health information.
Repetition and Reinforcement- Reinforce key health concepts through repetition and periodic
reviews.
Holistic Approach-Take a holistic approach to health education by addressing physical, mental,
emotional, and social aspects of well-being.
Reflection- Incorporate reflective practices into the learning process.
Lifelong Learning- Instill the value of lifelong learning in health education.

CHARACTERISTICS OF THE LEARNER

The Nurse’s Role As Teacher

The nurse plays a crucial role in the learning process by:
1- Assessing problems of deficits
2- Providing meaningful information
3- Identifying progress being made
4- Giving feed back and follow up
5- Reinforcing learning
6- Evaluating the client’s abilities

Assessment Of The Learner

1- Assessment should based on theories, concepts &
principles
2- Identify priorities of behavioral objectives
3- Reduce anxiety of client as possible
4- Prevent unneeded repetition

Assessing Learning Needs- Learning needs must be examined first to discover what has to be
taught and to determine the extent of teaching required.
Steps to assess learning needs
Identify the learner- Who is the audience? Individual patient, group of patients, significant
others
Choose the right setting - Maintaining privacy and confidentiality is essential to establish a
trusting relationship
Collect important information about the learner- Patients or family member are the most
important source of needs assessment information.
Involve members of the health care team- Consult with other professionals to gain insight into
the needs of patients and their families
Prioritize needs- Prioritizing helps nurses in partnership with patient set realistic and
achievable learning goals.

Readiness To Learn- Defined as the time when the learner expresses or shows interests in
learning the information necessary to maintain optimal health.
Timing- that is, the point at which teaching should take place—is very
important.
types of readiness to learn
Physical readiness- measures of ability
Emotional readiness - anxiety level
Experiential readiness- level of aspiration
Knowledge readiness- present knowledge base
Right hemisphere— emotional, visual-spatial,
non-verbal hemisphere- Thinking processes using the right-brain are intuitive(spontaneous),
subjective, relational, holistic, and time free
Left hemisphere— vocal and analytical side Thinking process using reality-based and logical
thinking with verbalization.
Whole-brain- thinking allows the learner to get the best of both worlds.

Teaching Strategies

Lecture Method - An oral presentation Intended (planned) to Present information or teach

People about a particular Subject.
• Oldest method
• Autocratic style
• Teacher is active; students are passive
• Centered on presentation of content
• Does not consider learner’s ability, interest and personality
• Achieve cognitive and affective objectives
Types of Lecture
Traditional oral essay -The teacher is an orator and the only speaker.
Participatory lecture- Begins with learners brainstorming ideas on the Lecture topic on what they
have read in preparation.
Feedback lecture- Consists with mini lectures with 10-minute small group discussion.
Mediated lecture- Use of media such as films, slides, web-based images along
With traditional lecture.
Domains of Lecture method
Objectives-Cognitive & affect
Activities-Knowing & telling
Nature of content- Facts, rules & creativity
COMPONENTS OF LECTURE

Introduction Body of Lecture Conclusion

First component Organized way Helps to summarize the
content
Last 3-5 minutes Greatest amount of time Get feedback from the
should be allotted (20-30 students
minutes)
Capture student’s attention & Question & answer Ask questions (teacher-
stimulate their interest techniques to make the student vice versa)
students attentive
Good rapport with students Use examples & situations to Clarify doubts
make student understand the
teachings
Generate interest
Friendly communication

LECTURE METHOD
Advantages Disadvantages
It is economical in terms of student time It provides itself to the teaching of the facts
while placing little emphasis on problem
solving, decision making, analytical thinking, or
transfer of learning.
a great deal of information can be taught to It is not helpful to meeting student’s individual
a student needs
The lecturer can supplement a textbook by It brings the problem of limited attention cover
enhancing a topic and making it come to life on the part of the learners
The teacher serves as a role model for
students
Lectures bring enjoyment to the learners
It helps student to develop their listening
skills

TIPS ON HOW TO DO LECTURE

• Control your anxiety

• Manage spontaneity
• Maintain good voice quality
• Demonstrate a good posture
• Be aware of speed of delivery
DISCUSSION
Type of Discussion
FORMAL DISCUSSION

• Announced topic
 • Reading, watching movie – done in advance
INFORMAL DISCUSSION

• Spontaneous

Advantages Disadvantages
Learns problem solving methods Takes a lot of time
Opportunity to apply principles, concepts, & One person or few participants
theories
Clarifies information & concepts Gathering of uninformed opinions
Assists to evaluate beliefs/positions
(professional, societal or ethical issues)
Change in attitudes and values

DISCUSSION TECHNIQUES

• Make expectations clear

• Set ground rules
• Arrange physical space
• Facilitate discussion
• Encourage quiet members to participate
• Do not allow monopolies
• Direct the discussion among group members
• Keep the discussion on track
• Clarify when confusion reigns
• Tolerate some silence
• Summarize when appropriate
QUESTIONINGS

• Can be a teaching strategy

• Ask questions for higher order thinking
FUNCTIONS OF QUESTIONS

• Places the learners in an active role

• Assesses baseline knowledge retention
• Helps review content
• Motivate students
• Guides learner’s thought process
Levels of Questions – WINK Classification
Convergent questions

• Specific, usually short & has unexpected answers; to recall & integrate information
Divergent questions

• Generate new ideas, draws implication, formulates new perspective

ACCORDING TO BARDEN

Lower order questions Higher order questions

Recall information Factual questions
Read Probing questions
Memorize Open-minded questions
Discussion-stimulating questions
Rhetorical questions

QUESTIONING TECHNIQUES

• Prepare some questions ahead of time

• State questions clearly & specifically
• Tolerate some silence
• Use the beam, force & build
• Provide feedback
• Handle wrong answers carefully
USING VISUAL AIDS

• Can enhance teaching

• Can add interest to the classroom
FACTORS ON SELECTING MEDIA

• Learning objectives opt for variety

• Availability of materials/technical assistance
• Level, ability & number of students
TYPES OF TRADITIONAL AUDIOVISUALS

• Handouts
• Chalkboards/whiteboards
• Overhead transparencies
• Slides
• Videotapes
INTERACTIVE LEARNING

• Combine variety of techniques

• Change tactics every 15 to 20 minutes to recapture student’s interest
ACTIVITY BASED TEACHING STRATEGIES
Cooperative Learning

• Small groups of learners that work together toward achieving shared learning goal
• Learners are aware that they are responsible not only for their own learning but also for
that of the others in the group
TYPES OF COOPERATIVE LEARNING

Formal Informal Base

Done in traditional class or Can be used in any setting Surveys/focus groups
distance learning groups
Individual or group Helps the members to Applied easily to new staff
accountability understand and clarify orientation or preceptor
misconceptions as well as to programs
share experiences
Most useful in group setting

COOPERATIVE LEARNING

Advantages Disadvantages
Promotes critical thinking thru varied Does not cover all content/topics in syllabus
positions and discussions
Enhances social skills
Helps address learning needs & styles
Members learn to function as a team

SIMULATIONS

• Exercises that learners engage in to learn in the real world

PURPOSES & USES OF SIMULATIONS

• Enhance skills
• Enhances interaction abilities
• Helps student learn psychomotor skills in a safe and controlled setting
• Chance to apply theories & principles in practice
• Achieves learning objectives – communication skills
• Ensures attitudinal change
• Helps in mastery of skills
• Helps evaluate learning (simulation tests)
ROLE OF EDUCATOR IN SIMULATION LEARNING

• Planner – read carefully, assign reading

• Facilitator – introduce activity, moderator
• Debriefer – summarize what happened, let learners explain what they did and why, point
out principles and theories applied
TYPES OF SIMULATIONS

SIMULATION EXERCISE SIMULATION GAMES

Focuses on process learning Focuses on content/process learning
>earthquake drills, fire drills Content learning
Process learning
SIMULATION GAMES

ADVANTAGES DISADVANTAGES
Teaches facts & application of information Waste of time
Stimulates learning – makes learning fun Unprofessional
Helps to evaluate learning Teachers dislike competition which games
promote
Increases interaction among learners

ROLE PLAYING

• Form of drama spontaneous acting out of roles (interaction)

Case Studies

• An analysis of an incident or situation on which characteristics and

relationships are described, factual or hypothetical events transpire,
and problems need to resolved or solved

Steps to follow in case studies

• Develop objectives –
What do you want
learners to learn?
• Select a situation –
Choose a topic & a
scenario that fits the
objectives & concept
you want to apply
• Develop the characters
• Develop the discussion
questions
• Lead the group
discussion

There is NO ONE RIGHT ANSWER to a case. Many problems are so

complex that they have a variety of resolutions rather than a solution.

PROBLEM BASED LEARNING

• Involves confronting students w/ real life situations
• IDENTIFY THEIR OWN NEEDS
• SOLVE PROBLEMS.
• Students will become GOOD PROBLEM SOLVERS in their future work
• Students become LIFE LONG LEARNERS

SELF-LEARNING MODULES
• A self-contained unit or package of study materials for use by an
individual
• Audience where this WORKS BEST: Adult learners
• Also known as:
• SELF-DIRECTED LEARNING MODULES
• SELF-PACED LEARNING MODULES
• SELF-LEARNING PACKETS
• INDIVIDUALIZED LEARNING ACTIVITY PACKAGES

Principles in handling adult learners

• Adults are self-
motivated to learn
(relevant)
• Adult’s prior
experience is a
resource for further
learning
• Adults are problem
focused and readily
learn material they can
use to solve problems

COMPONENTS OF SELF-LEARNING MODULES

• Introduction and instructions

• Behavioral objectives
• Pretest
• Learning activity
• Self-evaluation
SELF-LEARNING MODULES
ADVANTAGES:
1. Very flexible – do it at your own pacing, done, independently
2. Individualized approach – helps students
3. Sparks interest in teaching – creativity
4. Standardized
5. Reduces travel time
6. Reduces costs
DISADVANTAGES:
1. Miss interactions with people
2. May lead to further procrastination – lack of structures and deadlines
3. Promotes dishonesty
4. Takes many hours to design and test
COMPUTER TEACHING STRATEGIES

• Computer aided instruction

• Computer managed instruction
• Internet
LEVELS OF COMPUTERS AIDED INSTRUCTION

• Drill and Practice: Recognition and

application of information
Ex. Drugs names and
actions
• Tutorial - Useful teaching
material at the
rule/concept level; Forces
teachers from learning
some basic material
• GAMES
• Simulation Game mode
can teach - Provides off
real world experiences &
chances to learn how to
solve clinical problems
• Multimedia presentations
Also called hypermedia;
Older form: Interactive
videodisc (IVD) program
EVALUATING SOFTWARE: CRITERIA
Accuracy – up to date?
Easy to use - computer friendly?
Design - interactive?
Appearance – graphics? Animation & sound?
Feedback – rationale?
Cost-effectiveness – price? Discounts?

COMPUTER-MANAGED INSTRUCTION

• Any system of record keeping

• Use of authoring systems –
• pre-developed software packages that guide the educator t process of
development of computer adaptive intelligence

THE INTERNET
• A mammoth complex of computer connections across continents,
connecting many millions of computers
• Greater collaboration between teachers vs. students and between students
vs. students
• Source of peer support
 • Means to seek referrals, for consultation and for post-discharge follow-up
• EX. LIST SERVS – a group of people who have similar interests and want to
share information and experience regarding their interest in a type of
discussion groups

World Wide Web A collection of “documents”

found on Web pages
• A place to find specialized knowledge and multimedia presentations
• Ex. MEDLINE – for National Library of Medicine
• Criteria to choose WWW site
• Purpose – audience?
• Currency
• Credibility
• Content accuracy
• Design

ADVANTAGES IN HOSPITAL USE

• Provides home-based care support for the chronically ill
• Tool for patient care management – part of hospital information system
• Provides patient teaching
• Supports mastery learning
• Maximizes time on task and helps develop overlearning (beyond mastery,
responses becomes automatic)
• Provides instant feedback > Develops cognitive residues (skills in
researching skills in managing information)
• Promotes interactivity, institutional consistency, individualized instruction,
time efficiency and cost-effectiveness (savings)

DISADVANTAGES
• High-cost - initial outlay for hardware and software
• Negative effect - personal and professional communication