HEALTH EDUCATION

This is an approach in health promotion utilizing Health is Holistic and it includes different
a combination of learning experiences designed Dimensions of Health:
to facilitate voluntary adaptations of behavior 1.​ (2) Broader dimensions = Societal
conducive to health. health and Environmentalhealth
●​ Involves a dynamic interaction between
the teacher (nurse) and the learner The Broader Dimensions of Health are
(client/patient) composed of :
●​ The role of the nurse centers on ●​ Societal health - the link
activities to promote learning between health and the way a
●​ The leader's role is to participate in or society is structured - includes
initiate activities that lead toward the basic infrastructure necessary
desired behavior change. for health such as shelter, place,
food, income
CONCEPTS OF HEALTH AND ●​ Environmental health - refers
WELLNESS to the physical environment
HEALTH: HAEL - means whole: where people live: housing,
transportation, sanitation,
health concerns the whole person and his/her pollution, and pure water
integrity, facilities
soundness or well-being

An individual functions as a complete entity or 2.​ (6) Individual dimensions = Physical,

unit and the body, mind, and spirit are one. Mental, Emotional,Social, Spiritual, and
Sexual health.
Thus :
Holistic Nursing Intervention focuses on the Individual Dimensions:
total care of the individual as a complete ●​ Physical health - refers to the
being rather than on fragmented care which state of one's body like its
focuses only on the part/parts that are not fitness and not being ill;
healthy or functional ●​ Mental health - refers to the
positive sense of purpose and
Example: A person who is physically ill may underlying belief in one's worth
also experience psychosocial imbalance - [self-esteem] - like feeling good
anxiety from work - resulting in loss of income- and able to cope;
makes the patient uncooperative, hostile, or even ●​ Emotional health - refers to
resentful the ability to express one's
feelings appropriately and to
develop and sustain a
relationship, like the feeling of
being loved
What Would be the Significance of ●​ Social health - refers to the
HOLISTIC support system available from
Approach to the Delivery of Nursing Care? family members and friends-
talking to friends, and involving
Knowledge of the theory of Holism allows the oneself with community/school
nurse to understand the patient with compassion activities -contributes to social
caring, and health. " No man is an Island"
to treat him/her as a family member and NOT ●​ Spiritual health - refers to the
simply a " case" or "room number" recognition of a Supreme Being
 or Force and the ability to put ●​ Preventive care: prevention and
into practice one's moral avoidance of illness through health
principles or beliefs teaching, home visits by the nurses and
●​ Sexual health - refers to the midwives and regular health check-ups,
acceptance of and the ability to proper implementation of EPI personal
achieve a satisfactory hygiene - proper hand washing,
expression of one's sexuality observing environmental sanitation
●​ Curative care: refers to the secondary
level of care given by the physician in
WHO defines privately owned or government-operated
Health is a state of complete physical, mental health facilities like infirmaries,
and social well-being, and not merely the municipal and district hospitals, and
absence of disease or infirmity OPDs of provincial hospitals for
consultation or confinement
• Health is considered the goal of Public Health ●​ Rehabilitative care: refers to the
in general and community health nursing in tertiary level of care for patients who
particular. have incurred disability [partial/total]
but who are subjected to physical,
Public health nurses usually take a broader psychological, emotional, and spiritual
approach to patient populations therapy or treatment

Community health nurses typically work directly

with individuals, families, and groups to achieve
better health outcomes WELLNESS
Greenberg, and Donatelle, and Davis:
- Viewed the philosophy of weliness as a
positive quality and visualized as the integration
of the spiritual, intellectual, physical, emotional,
environmental, and social dimensions of health
HEALTH CARE DELIVERY SYSTEM to form a whole "healthy person"
Primary Health Care (PHC)= Partnership
approach to the effective provision of essential High-level wellness for the individual is defined
health services that are: as an integrated method of functioning that is
1.​ community-based oriented toward maximizing the potential of
2.​ accessible which the individual is capable, within the
3.​ acceptable environment where (they) are functioning
4.​ sustainable and
5.​ affordable ●​ a state of mind, a way of life that
= is a health care - provider at the barangay improves options that an individual
health station and rural health unit that is takes to enjoy a healthy life;
focused on: ●​ The perception that one is capable of
- prevention of illness and promotion of health achieving one's full potential through the
options one has about being well
PHC COMPONENTS: ●​ The integration of the mind, body, and
●​ Promotive care: concerned with the spirit
promotion of health through health ●​ implies that individuals engage in
teaching and observance of healthy attitudes and behaviors that enhance
habits and lifestyle which is the primary quality of life and maximize personal
duty of the nurse and midwife In the potential
community.
 ●​ The level of self-actualization where 2.​ To promote utilization of available
one feels that he has lived a full and health facilities to seek medical advice
accomplished life 3.​ To promote active community
participation and cooperation in national
health programs for health promotion
BENEFITS and disease prevention
Green et.al defined it as any combination of 4.​ To promote self-confidence and
learning experiences designed to facilitate self-reliance of the community so that
voluntary adaptations of behaviors conducive to they can take over the responsibilities of
health PHC
5.​ To increase interest, provide new
> The World Health Organization (WHO) knowledge, improve skills, change
defined Health Education as consisting of attitude in making rational decisions to
"consciously constructed opportunities for solve their own health problems
learning involving some form of communication
designed to improve health literacy, including PURPOSE:
improving knowledge, and developing life skills ●​ Health education aims to positively
which are conducive to individual and influence the health behavior and health
community health." perspective of individuals and
communities for them to develop -"
●​ Health education in nursing is a field self-efficacy to adopt healthy lifestyles
that is concerned with the profession of resulting to healthy communities"
nursing and the process of educating the ●​ Efficacy = the ability to produce the
nursing professionals regarding the care desired result
to be taken about the patients, families,
or communities to maintain or recover
good health conditions. IMPORTANCE OF HEALTH EDUCATION
●​ Health education is important to ●​ Empowers people to decide for
student nurses in giving information and themselves what options to choose to
teaching individuals and communities enhance their quality of life.
how to achieve good health, which is a ●​ Equips people with knowledge and
common nursing role. It raises competencies to prevent illness,
individual awareness and gives the maintain health, or apply first aid
health knowledge needed to decide on a measures to prevent complications or
specific health action. premature deaths and improve the health
status of individuals, families,
communities, states, and nations.
Health education is a PROCESS that informs, ●​ Enhances the quality of life by
motivates, and helps people and community to promoting healthy lifestyle
adapt and maintain healthy practices and ●​ Creates awareness regarding the
lifestyles importance of preventive and promotive
AIMS: care thereby avoiding or reducing the
1.​ Provide health information costs in medical treatment or
2.​ Behavioral modification hospitalization
3.​ Motivational approach
4.​ Guidance approach
5.​ Participation approach

OBJECTIVES:
1.​ To promote healthy lifestyles and
improve quality of life
PRINCIPLES OF TEACHING
AND LEARNING RELATED TO 4 Industry vs. Competency 5 - 12
HEALTH Inferiority

I. Developmental Stages of the Learner 5

Across the Lifespan Identity vs. Role Fidelity 12 -
Confusion 18
●​ Erikson's Psychosocial Stages of
Development
●​ Piaget's Cognitive Development Stages
●​ Freud's Psychosexual Stages 6 Intimacy vs. Love 18 -
. Isolation 40

ERIK ERICKSON
7 Generativity vs. Care 40 -
●​ Erik Homburger Erikson was a . Stagnation 65
German-American
●​ developmental psychologist and
psychoanalyst known for his theory on
8 Ego Integrity vs. Wisdom 65+
PSYCHOSOCIAL DEVELOPMENT . Despair

of human beings. He may be most famous for

coining the phrase identity crisis. STAGE 1: INFANT TO 12 MONTHS

●​ Each stage represents a psychosocial TRUST VS MISTRUST

crisis or conflict that must be resolved to
develop healthy psychological traits and ●​ At this stage, infants must learn how to
a well-rounded personality. trust others, particularly those who care
for their basic needs. They should feel
that they are being cared for and that all
Psychosocial Basic Virtue Age their needs are met.
Crisis ●​ The first and most important person to
teach an infant about trust is usually the
PARENTS. Parents are expected to take
good care of their children and attend to
1 Trust vs. Mistrust Hope 0 - 1½ their needs.
○​ Example: The parents of a baby
provide him with food, shelter,
sustenance and make him feel
2 Autonomy vs. Will 1½ - 3 very comfortable and secure.
Shame

3 Initiative vs. Guilt Purpose 3-5

STAGE 2: 1 - 3 YEARS STAGE 4: 6 - 12 YEARS

AUTONOMY VS SHAME AND DOUBT INDUSTRY VS INFERIORITY

●​ Children should be taught the basic ●​ Children mature and their level of
ways of taking care of themselves, self-awareness increases. They
including changing their clothes and understand logical reasoning, scientific
feeding themselves. facts, and other matters that are typically
●​ If a child can't take care of his own taught in school.
basic needs and continue to rely on ●​ Children also become more
others to take care of him, he may feel competitive
shameful when he sees that other kids of ●​ They want to do things that other
his own age are able to perform tasks children of the same age can do.
such as feeding themselves. ●​ When they make the effort to perform
○​ Example: Rather than put on a a task and succeed, they develop
child's clothes a supportive self-confidence
parent should have the patience ●​ However, if they fail, they tend to feel
to allow the child to try until that they are inferior to others.
they succeed or ask for
assistance STAGE 5: 12 - 18 YEARS

During this stage children begin to assert their IDENTITY VS ROLE CONFUSION
independence, by walking away from their
mother, picking which toy to play with, and ●​ During adolescence, young people are
making choices about what they like to wear, to expected to develop their sexual identity.
eat, etc. This is gained through the discovery of
oneself and in the course of finding
STAGE 3: 3 - 6 YEARS meaning to their personhood.
●​ They may also experience identity
INITIATIVE VS GUILT crisis as a result of the transition from
childhood to adulthood.
●​ As children continue to grow up, they ●​ Some adolescents may feel confused
like to explore and do things on their and are unsure whether an activity is
own. age-appropriate for them. Crisis at this
●​ Children can learn new concepts stage may also be brought about by
introduced in school and are expected to expectations from themselves and from
practice these lessons in real life. They people around them, e.g, their parents.
know that they can accomplish these
tasks on their own, but if they fail to do STAGE 6: 18- 40 YEARS
so and end up asking for assistance from
others, they may feel a sense of guilt INTIMACY VS ISOLATION

●​ Young adults are most vulnerable to

feel intimacy and loneliness because
they interact with a lot of people in this
phase of their lives.
●​ It's not always a success story for every
young adult to find someone with whom
they can share a lifelong commitment.
Some may choose to spend the rest of
their lives as singles.
 ●​ People at this stage become worried JEAN PIAGET
about finding the right partner and fear
that if they fail to do so, they may have A Swiss psychologist known for his work on
to spend the rest of their lives alone. child development. Piaget's theory of cognitive
development and epistemological view are
STAGE 7: 40- 65 YEARS together called "genetic epistemology". Piaget
placed great importance on the education of
GENERATIVITY VS STAGNATION children.

●​ Adults who are in their 40s and 50s Cognitive Development

tend to find meaning in their work.
●​ They feel like at this point in their • The theory of cognitive development is
lives, they should be able to contribute focused on reasoning and thinking processes,
something meaningful to the society and including the changes in how people come to
leave a legacy perform intellectual operations. Example is Jean
●​ If they fail to achieve this, they feel Piaget's Theory of Cognitive Development,
like they have been an unproductive which has four periods:
member of the society.
●​ Sensorimotor (birth to 2 years)
STAGE 8: 65 YEARS AND ABOVE ●​ Preoperational (2 to 7 years)
●​ Concrete Operational (7 to 11 years)
EGO INTEGRITY VS DESPAIR ●​ Formal Operations (11 years to
adulthood)
●​ People are in their 60s or older who are
typically retirees. Jean Piaget’s theory of cognitive development
●​ It is important for them to feel a sense outlines four stages that describe how children’s
of fulfillment knowing that they have thinking evolves over time. Each stage
done something significant during their represents a different way of understanding the
younger years. world, characterized by distinct cognitive
●​ When they look back in their life, they abilities.
feel content, as they believe that they
have lived their life to the fullest.​
If they feel that they haven't done much
during their life, it's likely that they will
experience a sense of despair.
●​ Erikson described ego integrity as "the Stages of Cognitive Development
acceptance of one's one and only life
cycle as something that had to be" and 1. Sensorimotor Stage (Birth to 2 Years)
later as "a sense of coherence and
wholeness" ●​ Key Characteristics: Infants learn
●​ It is during this time that he/she through sensory experiences and motor
contemplates his/her accomplishments actions.
and can develop integrity if they see
themselves as leading a successful life Major Developments:
●​ Individuals who reflect on their life and
regret not achieving their goals will ●​ Object Permanence: Understanding that
experience feelings of bitterness and objects continue to exist even when they
despair cannot be seen (develops around 8-12
months).
 ●​ Exploration: Infants explore their Major Developments:
environment through looking, touching,
and manipulating objects. ●​ Abstract Thinking: Ability to understand
hypothetical situations and concepts not
2. Preoperational Stage (2 to 7 Years) tied to concrete objects.
●​ Problem Solving: Enhanced capacity for
●​ Key Characteristics: Children begin to deductive reasoning and systematic
use language and think symbolically but planning.
lack logical reasoning. ●​ Metacognition: Awareness of one’s own
thought processes, leading to improved
Major Developments: learning strategies

●​ Egocentrism: Difficulty in seeing

perspectives other than their own.
●​ Animism: Belief that inanimate objects SIGMUND FREUD
have feelings and intentions.
●​ Symbolic Play: Engaging in imaginative Sigmund Freud (1856-1939) was an Austrian
play using symbols (e.g., using a stick as neurologist and the founder of psychoanalysis, a
a sword). theoretical framework for understanding human
behavior, personality, and psychological
3. Concrete Operational Stage (7 to 11 Years) disorders.

●​ Key Characteristics: Children develop Freud proposed that human development occurs
logical thinking but struggle with through a series of psychosexual stages,
abstract concepts. emphasizing the influence of unconscious drives
and early experiences on personality
Major Developments: development.

●​ Conservation: Understanding that

quantity remains the same despite
changes in shape or appearance (e.g., a. Infancy - Toddlerhood (Birth - 2yrs old)
liquid in different containers).
●​ Classification: Ability to organize General Characteristics:
objects into categories based on shared
characteristics. ●​ dependent on environment
●​ Reversibility: Understanding that ●​ Needs Security
actions can be reversed (e.g., knowing ●​ explores self and environment
that adding and then subtracting the ●​ natural curiosity
same number returns to the original
number). b. Early Childhood (3-5 y.o)

4. Formal Operational Stage (11 Years to General Characteristics

Adulthood)
●​ Motivated by curiosity
●​ Key Characteristics: Adolescents and ●​ Egocentric ( Self - centered)
adults develop the ability to think ●​ Active Imagination
abstractly, logically, and systematically. ●​ Animistic Thinking - Objects possess
life or human characteristics
●​ Separation anxiety - Fear of separation
from significant others
●​ Fear of bodily injury
c. Middle and late childhood (6-11 y.o) General Characteristics:

General Characteristics ●​ Cognitive changes

●​ Decreased ability to think
●​ Understands seriousness and ●​ Decreased short term memory
consequences of actions ●​ Focus on past life experiences
●​ More realistic and objective ●​ Decreased energy levels
●​ wants concrete information
DEATH AND DYING

There is a certain discomfort in thinking about

d. Adolescence (12-19 y.o) death but there is also a certain confidence and
acceptance that can come from studying death
General Characteristics and dying.

●​ Abstract, hypothetical thinking Examining the physical, psychological and

●​ Reasons by logic social aspects of death, exploring grief or
●​ Motivated by desire for social bereavement, and addressing ways in which
acceptance helping professionals work in death and dying
●​ Intense personal preoccupation,
appearance extremely importan PRINCIPLES AND THEORIES IN
●​ Feel vulnerable/ invincible
●​ Peer group important
TEACHING AND LEARNING

e. Young Adulthood (20-40 y.o) LEARNING THEORIES RELATED TO

HEALTH CARE PRACTICE
General Characteristics
I. BEHAVIORIST LEARNING THEORY (4)
●​ Autonomous
●​ Self - directed A result of the conditions or stimuli in the
●​ Uses personal experiences to enhance or environment and the learner's response that
interfere with learning follow.
●​ Able to analyze critically
Learning
●​ Makes decisions about personal,
occupational and social roles.
●​ result of the condition (S) in the
●​ Competency - based learner
environment and the learner's response
(R) that follows
f. Middle Adulthood (41-64 y.o)
●​ this is known as S-R model of learning
General Characteristics or stimulus-behavior theory

CLASSICAL/PAVLOVIAN
●​ Sense of self well - developed
CONDITIONING
●​ Concerned with physical changes
●​ Has confidence in abilities
-​ A process which influences the
●​ Desires to modify unsatisfactory
acquisition of new responses to
aspects of life
environmental stimuli.
●​ Reflects on contributions to family
society
IVAN PAVLOV (1849-1936)
g. Older Adulthood - 65 years and over
A Russian physiologist best known for his
pioneering research on classical conditioning
 ●​ A behaviorist Reinstatement
●​ His theory focused on observable
behavior refers to the reemergence of a previously
●​ The learner is passive, controlled by extinguished condition response (CR) after
the environment exposure to the unconditioned stimulus​
●​ Believes that behavior can be measured (US) or other cues.
and thought can not.
●​ Example:
Examples: 1.​ ( Addiction relapse) exposure to
substance- related cues
1.​ Pavlov's dog​ reactivates craving. An
Pavlov observed that dogs salivated individual recovering from
when fed red meat. He then rang a bell substance abuse relapses after
before feeding the dogs, and they exposure to substance-related
leamed to associate the bell with food. cues (bars, peers)
1.​ Fear conditioning​ 2.​ (Learning setbacks) returning to
A conditioned stimulus, like a sound, is old habits after exposure to
paired with an unconditioned stimulus familiar​
that causes fear, like a shock. The environments(unhealthy eating)
conditioned stimulus can then trigger a
fear response, like freezing OPERANT CONDITIONING

Respondent extinction (RE) ●​ Developed by B.F. SKINNER

●​ Also called INSTRUMENTAL
A fundamental concept in classical conditioning, CONDITIONING o Is a learning process
where a condition response (CR) decreases or through which the strength of a behavior
disappears after repeated presentation of the is modified by REINFORCEMENT or
condition stimulus (CS) without the PUNISHMENT
unconditioned stimulus (US).
BF SKINNER (1904-1990)
●​ Spontaneous recovery: CR reappears
after extinction. ●​ A prominent American psychologist
○​ Example: (Fear of spider) after ●​ based on the idea that behaviors that
exposure therapy, a person's fear are followed by favorable consequences
decreases, but they may are likely to be repeated, while
experience a sudden surge of behaviors that lead to unfavorable
fear when encountering a spider outcomes are less likely to recur.
months later.
●​ Reacquisition: Faster relearning after
extinction.
○​ Example: TYPES OF OPERANT CONDITIONING:
1.​ A person who
previously learned a Reinforcement:
language may quick
relearn it after a review. ●​ Reinforcement increases the likelihood
2.​ An athlete returning to a that a behavior will occur again in the
sport after a break may future.
rapidly regain 1.​ Positive Reinforcement:
proficiency ○​ The addition of a pleasant
stimulus following a behavior,
which strengthens the behavior.
 ○​ Example: Giving a child a ●​ Spontaneous extinction - natural
candy when they clean their decline without intervention.
room. The child is more likely ○​ Example: A child may
to clean their room again in the naturally outgrow a fear without
future. intervention.​
1.​ Negative Reinforcement: Fear of darkness ,(childhood
○​ The removal of an unpleasant fear)
stimulus following a behavior, ○​ Some people may
which strengthens the behavior spontaneously recover from
○​ Example: A teacher stops specific phobias (fear of
giving extra homework to a spiders)
student who completes ●​ Operant extinction - is the purposeful
assignments on time. The removal of reinforcement.
removal of extra homework ○​ Example: (Ignoring tantrums).
encourages the student to keep Parents ignore a child's
submitting assignments on time. tantrums,removing attention
reinforcement, leading to
Punishment decreased frequency.

●​ Punishment decreases the likelihood of a

behavior occurring again in the future
1.​ Positive Punishment (also called II. COGNITIVE LEARNING THEORIES
"punishment by application"):
○​ The addition of an unpleasant COGNITIVISM is a theory of learning that
stimulus to discourage a focuses on PROCESSES OF THE MIND, the
behavior. way we learn is determined by the way our mind
○​ Example: A child is scolded or takes in, stores, processes and then access
receives a timeout for information
misbehaving.​
The addition of the unpleasant COGNITIVISM LEARNING THEORY
consequence discourages
misbehavior. ●​ focuses on mental processes including
1.​ Negative Punishment (also called how people perceive, think, remember,
"punishment by removal"): learn ,solve problems
○​ The removal of a pleasant ●​ Focuses on how information is
stimulus to decrease the received, organized, stored, and
likelihood of a behavior. retrieved by the mind
○​ Example: Taking away a
teenager's phone for breaking EX. A patient who is in pain or is worried about
curfew. The removal of the the payment of his/her hospital bills may give
phone discourages the behavior very little attention to the health teachings that
of breaking curfew. the nurse is giving because at the moment, that
is not his/ her primary concern.

Social learning theory

Extinction:
The main idea of social learning is that we do
Extinction is the process of eliminating or what we see. Basically, behavior is leamed from
reducing an undesired behavior. our environment through observation

The importance of social learning theory

 ●​ It is a useful tool for health and social ●​ a deliberate intervention involving
workers to employ when assessing and planning and implementation of
assisting clients instructional activities
●​ Il can often help identify and treat the ●​ In Teaching, learning requires the active
identifiable cause of certain behaviors involvement of both the teacher and the
●​ It is important because ife (and work) learner.
is social.
●​ Social learning helps repicate the INSTRUCTION- as one aspect teaching
realites that learers are likely to face
when they are required to make actual LEARNING
declaions and seive actual probiems in
the workplace. ●​ is a permanent change in Behavior
●​ Emphasize the importance of (K.S.A.)
environmental or situational ●​ is an action by w/c K,S,A are acquired
determinants of behavior and their consciously and unconsciously
continuing interaction. ●​ Is a relatively permanent change in
mental processing, emotional
Social: functioning and/or behavior as a result
of experience
●​ relating to human society, the interaction
of the individual and the group, or the Factors involving Behavior change
welfare of human beings as members of
society, social institutions. 1.​ Mental process
●​ tending to form cooperative and 2.​ Development of emotional functioning
interdependent relationships with others 3.​ Social transaction skills

Example of social learning theory. THREE PILLARS OF T-L PROCESS

The most common (and pervasive) examples of 1.​ Teacher

soclal learning situatone are Internet, television 2.​ Learner
commercials. Commercials suggest that drinking 3.​ Subject matter
a certain beverage or using a particular hair
shampoo will make us popular and win the
admiration of attractive people
HOW DOES LEARNING OCCUR?

●​ It is when an individual interacts with

his/her environment and incorporates or
PRINCIPLES OF TEACHING applies new information or experiences
AND LEARNING to what he/she has learned

EDUCATION PROCESS ENVIRONMENTAL FACTORS

AFFECTING LEARNING
●​ systematic,sequential, planned course of
action with; 1.​ Society and culture
1.​ Teaching and learning= function 2.​ Structure or pattern of stimuli
interdependently 3.​ Effectiveness or credibility of role
2.​ Teacher and learner = key players models and reinforcements
4.​ Feedback for correct and incorrect
TEACHING responses
 5.​ Opportunity to process and apply 4.​ Determine the relevance of the
learning to new situations. information
6.​ Learners have their own way of ○​ anything that is perceived by the
processing learning. learner to be important/useful
will be easier to learn and retain
EXPERIENCES THAT FACILITATE OR 5.​ Repeat the information
HINDER THE LEARNING PROCESS ○​ continuous repetition of
information to enhance learning,
1.​ Teacher's selection of learning theories 6.​ Generalize information
to be applied and structuring or type of ○​ Cite the application of the
learning experience. information to a number of
2.​ Teacher's knowledge of the nature of applications or situations and
the learner, materials to be learned, give an example to illustrate the
teaching methods to be employed, concept
communication skills, and ability to ○​ give examples
motivate the learner. 7.​ Make learning a pleasant experience
3.​ Teacher's ability to relate new ○​ give frequent encouragement,
knowledge to previous experiences, recognize accomplishment, and
values, self-perception, and the learner's give positive feedback ( our
readiness to learn. educational system)
8.​ Begin with what is known; move
Why is this important in the RLE? towards the unknown
○​ A pleasant and encouraging
●​ Students are made to IMITATE learning experience if
procedures information is presented in an
●​ GRADED according to SKILLS they organized manner and with
exhibit information that the learner
●​ DEGREE of comprehension of the already knows as familiar
rationale behind the steps in the 9.​ Present information at an appropriate
procedure rate
○​ refers to the pace at which
information is delivered
1.​ Actively involve the patients/clients in
the learning process
○​ use interactive methods:
role-playing, small-group
HEALTH EDUCATION PROCESS
discussion, demonstration, and
return demonstration
2.​ Provide an environment conducive to A. ASSESSING THE LEARNER
learning
○​ Consider the comfort/safety of THE EDUCATOR'S ROLE IN
the learner - room temperature, LEARNING
noise, chairs, seating
arrangement, sound system The educator plays a crucial role in the learning
3.​ Assess the extent to which the learner is process by
ready to learn
○​ presence of anxiety, fear, ●​ assessing problems or deficits
depression, pain, visual & ●​ providing appropriate information and
auditory impairment presenting it in unique ways
●​ identifying progress being made
 ●​ giving feedback and follow-up ○​ Allow the patient and/or family
●​ reinforcing learning in the acquisition members to identify what is
of knowledge, the performance of a important to them, what types of
skill, or a change in attitude social support systems are
●​ evaluating learners' abilities available or perceived to be
available, and how their social
support system can help.
1.​ Involve members of the healthcare team
DETERMINANTS OF LEARNING ○​ Nurses are not the sole teachers,
and they must remember to
Assessment of the learner includes attending to collaborate with other members
the three determinants (Haggard, 1989): of the healthcare team for a
richer assessment of learning
●​ Learning needs (what the learner needs needs.
to learn) ●​ Prioritize needs
●​ Readiness to learn (when the learner is ○​ The educator can then assist the
receptive to learning) learner to meet the most basic
●​ Learning style (how the learner best need. first. Learning of other
learns) needs will be delayed
●​ Maslow’s Hierarchy of Needs
Learning Needs ●​ Determine the availability of
educational resources.
Assessment is essential to determine learning ○​ A need may be identified, but it
needs so that an instructional plan can be may be useless to proceed with
designed to address deficits in any of the interventions if the proper
cognitive, affective, or psychomotor domains educational resources are not
(Gessner, 1989) available, are unrealistic to
obtain, or do not match the
STEPS IN THE ASSESSMENT OF learner's needs.
LEARNING NEEDS ●​ Assess demands of the organization.
○​ This assessment will yield
●​ Identify the learner information that reflects the
○​ The development of formal and climate of the organization.
informal education programs ●​ Take time-management issues into
must be based on accurate account
identification of the learner. -​ Because time constraints are a
●​ Choose the right setting major impediment to the
○​ Assuring privacy and assessment process, Rankin and
confidentiality is essential to Stallings (2001) suggest the
establishing a trusting educator should emphasize
relationship (Rankin & some important points with
Stallings, 2001). respect to time-management
●​ Collect data on the learner issues:
○​ Once the learner is identified, ○​ close observation and
the educator can determine active listening take
characteristic needs of the time
population by exploring typical ○​ Learners must be given
health problems or issues of time to offer their own
interest to that population. perceptions of their
●​ Include the learner as a source of learning needs
information
 ○​ Assessment can be Timing
made anytime and
anywhere the educator ●​ that is, the point at which teaching
has formal or informal should take place-is very important,
contact with learners because anything that affects physical or
○​ Informing someone psychological comfort can affect a
ahead of time that the learner's ability and willingness to learn
educator wishes to
spend time discussing Physical Readiness
problems
○​ Minimizing Health Status
interruptions and
distractions during ●​ Assessment of the learner's health status
planned assessment is important to determine the amount of
interviews maximizes energy available as well as present
productivity comfort level-both of these factors
heavily influence one's readiness to
METHODS TO ASSESS LEARNING learn
NEEDS
Gender
1.​ Informal Conversations-active listening
and Open-ended questions ●​ Research has indicated that women are
2.​ Structured Interviews -predetermined generally more receptive to medical care
questions and take fewer risks to their health than
3.​ Focus Groups-a small number (4 to 12) men (Ashton, 1999; Stein & Nyamathi,
of potential learners 2000; Bertakis, Rahman, Helms,
4.​ Self-Administered Callahan, & Robbins, 2000).
Questionnaires-written responses to
questions Measures of Ability
5.​ Tests-written pretest/post test
6.​ Observations-patterns of behavior. ●​ If the task requires gross movements
7.​ Patient Charts-Often documentation in using the large muscles of the body, then
patient charts will create patterns that adequate strength, flexibility, and
reveal learning needs. endurance must be present.

Readiness to Learn Complexity of Task

●​ the time when the learner demonstrates ●​ In learning to perform a skill, the nurse
an interest in learning the type or degree educator must take into account the
of information necessary to maintain difficulty level of the subject or task to
optimal health or to become more be mastered by the learner. Variations
skillful in a job
●​ the educator must give thought as to Environmental Effects
what is required of the learner - that is,
what needs to be learned, what the ●​ An environment conducive to learning
learning objectives should be, and in will help to keep the learner's attention
which domain and at what level of and stimulate interest in learning
learning these objectives should be
classified.
Anxiety Level and long-term goals established, not by
the educator, but by the learner.
●​ Anxiety is a factor that influences the
ability to perform at a cognitive, Past Coping Mechanisms
affective, and psychomotor level.
●​ The coping mechanisms someone has
Support System been using must be explored to
understand how the learner has dealt
●​ The availability and strength of a with previous problems
support system also influence emotional
readiness and are closely tied to how Cultural Background
anxious someone might feel.
●​ Knowledge on the part of the educator
Motivation about other cultures and being sensitive
to behavioral differences between
●​ The motivation and interest on the part cultures are important to avoid teaching
of the learner to achieve a task also lead in opposition to cultural beliefs
to more meaningful teaching-learning
experiences. Locus of Control

●​ Whether readiness to learn comes from

Emotional Readiness internal or external stimuli can be
determined by ascertaining the learner's
Risk-Taking Behavior previous life patterns of responsibility
and assertiveness.
●​ Taking risks is intrinsic in the activities
people perform daily. Orientation
Frame of Mind ●​ The tendency to adhere to a parochial or
cosmopolitan point of view is known as
●​ Frame of mind involves concern about orientation.
the here and now. If survival is of
primary concern, then readiness to learn
will be focused on meeting basic human
needs.

Developmental Stage Knowledge Readiness

●​ Each task associated with human
Present Knowledge Base
development produces a peak time for
readiness to learn, known as a ●​ How much someone already knows
"teachable moment" (Tanner, 1989; about a particular subject or how
Wagner & Ash, 1998; Hansen & Fisher, proficient that person is at performing a
1998). task is an important factor to determine
before designing and implementing
Experiential Readiness instruction

Level of Aspiration

●​ The extent to which someone is driven

to achieve is related to the type of short-
Cognitive Ability 5.​ Students should be encouraged to
diversify their style preferences
●​ The extent to which information can be 6.​ Teachers can develop specific learning
processed is indicative of the level at activities that reinforce each modality or
which the learner is capable of learning. style.

Learning Disabilities Learning Styles Instruments

●​ Other than those deficits caused by Dunn and Dunn Learning Style Inventory
mental retardation, learning disabilities
and low-level reading skills are not ●​ an instrument that would assist
necessarily indicative of an individual's educators in identifying those
intellectual abilities but will require characteristics that allow individuals to
special or innovative approaches to learn in different ways.
instruction to sustain or bolster readiness
to learn. Five basic stimuli that affect a person's
ability to learn:
Learning Styles
1. Environmental elements
●​ A variety of preferred styles of learning
exist, and assessing how someone learns ●​ (such as sound, light, temperature, and
best will help the educator to select design), which are biological in nature
teaching approaches accordingly.
●​ refers to the ways individuals process 2. Emotional elements
information (Guild & Garger, 1998).
The learning style models are based on ●​ (such as motivation, persistence,
the premise that certain characteristics responsibility, and structure), which are
of style are biological in origin, whereas developmental and emerge over time as
others are sociologically developed as a an outgrowth of experiences that have
result of environmental influences. happened at home, school, and play or
work.

3. Sociological patterns

●​ which are indicative of the desire to

Six Learning Style Principles work alone or in groups or a
combination of these two approaches.
1.​ Both the style by which the teacher
prefers to teach and the style by which 4. Physical elements
the student prefers to learn can be
identified. ●​ (such as perceptual strength, intake, time
2.​ Teachers need to guard against of day, and mobility), which are also
overteaching by their own preferred biological in nature and relate to the way
learning styles. learners function physically
3.​ Teachers are most helpful when they
assist students in identifying and 5. Psychological elements
learning through their own style
preferences ●​ which are indicative of the way learners
4.​ Students should have the opportunity to process and react to information
learn through their preferred style.
Novice-To-Expert Concept Health

●​ Recent theories on learning style have ●​ A state of complete physical, mental and
addressed the novice-to-expert concept. social wellbeing and not merely the
These theories are particularly absence of disease (WHO)
applicable when assessing learning of
professional nursing staff and students. Health Culture
Benner (1994) is well known for
applying the concept of novice-to-expert ●​ is the information and facts that are
in nursing practice. related to health and disease for all
people
B. DEVELOPING A HEALTH
Health Awareness
EDUCATION PLAN
●​ people with information and knowledge
●​ Identification of needs is a prerequisite of health facts and their sense of
to formulating behavioral objectives that responsibility towards their own health
serve to guide subsequent planning, and the health of others
implementation, and evaluation of
teaching and learning. Health Habit

●​ is played by an individual without

thinking or feeling as a result of the
Definition of Health Education: large number of repeat
●​ Total activities aimed to providing skills Health Practice (health and behavior)
by improving health knowledge and
building trends and instill healthy ●​ is played by an individual intentionally
behaviors of the individual and society stems from its adherence to certain
values
CONCEPTS IN HEALTH
EDUCATION GOALS OF HEALTH EDUCATION

Health Education process is : 1.​ Disseminate concepts and sound

health knowledge in the community
1.​ CONNECTED 2.​ Enable people to identify their health
2.​ ONGOING problems and needs
3.​ CUMULATIVE 3.​ Help people solve their problems
using their potential
Health Education Concepts : 4.​ Build normal health trends

1.​ KNOWLEDGE Elements of Health Education

2.​ ATTITUDE Process
3.​ PRACTICE
1. HEALTH MESSAGE
Health Education
●​ correct information
●​ one of the essential elements of Primary ●​ clear and understandable
Health Care ●​ within the level of the receiver
●​ It's a key component of primary ●​ interesting
prevention strategies ●​ achieve the desired goal
2. HEALTH EDUCATOR ○​ financial; human
●​ The willingness of the people to
●​ has the knowledge change
●​ convince believer ●​ Appropriate Methods
●​ has the ability and skill to deliver ○​ repetition; diversity

3. TARGET HEALTH EDUCATION FIVE PRINCIPLES OF HEALTH

EDUCATION
●​ degree of understanding and culture
●​ health needs 1.​ A broad and positive health concept
●​ level of desire for change 2.​ Participation and involvement
3.​ Action and action competence
4.​ A settings perspective and
5.​ Equity in health.
4. METHODS OF HEALTH EDUCATION
Objectives and Related Strategies
●​ modern and stylish
●​ interactive Blooms' Taxonomy
●​ address more than one sense
●​ A taxonomy is a mechanism used to
5. LEVELS OF HEALTH EDUCATION categorize things according to their
relationships to one another.
●​ individual ●​ Taxonomy of Educational Objectives,
●​ family developed by Bloom et al., as a tool for
●​ school and community systematically classifying behavioral
objectives
6. BEHAVIOR CHANGE
This taxonomy, which became widely accepted
●​ final outcome of health education
as a standard aid for planning as well as
evaluating learning, is divided into three broad
categories or domains:
STAGES OF BEHAVIOR CHANGE ●​ Cognitive
●​ Affective
●​ Awareness
●​ Psychomotor
●​ Interest
●​ the objectives in each domain are
●​ Assessment (evaluation)
ordered in a taxonomic form of
●​ Trying (attempt)
hierarchy
●​ Followers
●​ Behavioral objectives are classified
into: low, medium, and high levels
FACTORS TO CONSIDER IN CHOOSING
THE METHOD OF HEALTH EDUCATION
3 Domains of Learning
●​ Characteristics of the target group
○​ children; adult; educated; The Cognitive Domain
literate; gender
●​ The local culture of the target group ●​ known as the "thinking" domain.
○​ user techniques; educators; Learning in this domain involves the
illiterate acquisition of information and refers to
●​ Number of target group the learner's intellectual abilities, mental
●​ Resources available capacities, and thinking processes.
Levels of Cognitive Behavior applying appropriate standards
or criteria
●​ Knowledge ○​ knowledge, comprehension,
○​ ability of the learner to application, analysis, and
memorize, recall, define, synthesis are prerequisite
recognize, or identify specific behaviors
information, such as facts, rules,
principles, conditions, and STRATEGIES/METHODS FOR
terms, presented during COGNITIVE DOMAIN:
instruction.
●​ Comprehension ●​ lecture
○​ Ability of the learner to ●​ one-to-one instruction
demonstrate an understanding or ●​ computer-assisted instruction
appreciation of what is being ●​ interactive video
communicated by translating it
into a different form or
recognizing it in a translated
form The Affective Domain
○​ Knowledge is a prerequisite
behavior ●​ known as the "feeling" domain.
●​ Application Learning in this domain involves an
○​ Ability of the learner to use increasing internalization or
ideas, principles, abstractions, commitment to feelings expressed as
or theories in particular and emotions, interests, attitudes, values,
concrete situations, such as and appreciations.
figuring, writing, reading or
handling equipment. Levels of Affective Behavior
●​ Analysis
○​ ability of the learner to 1.​ Receiving
recognize and structure a.​ ability of the learner to show
information by breaking it down awareness of an idea or fact or a
into its constituent parts and consciousness of a situation or
specifying the relationship event in the environment
between parts 2.​ Responding
○​ knowledge, comprehension, a.​ ability of the learner to respond
and application are prerequisite to an experience, at first
behaviors) obediently and later willingly
●​ Synthesis and with satisfaction
○​ ability of the learner to put b.​ receiving is a prerequisite
together parts and elements into behavior
a unified whole by creating a 3.​ Valuing
unique product that is written, a.​ ability of the learner to regard or
oral, pictorial, and so on accept the worth of a theory,
○​ knowledge, comprehension, idea, or event, demonstrating
application, and analysis are sufficient commitment or
prerequisite behaviors preference to be identified with
●​ Evaluation some experience seen as having
○​ ability of the learner to judge value
the value of something, such as b.​ receiving and responding are
an essay, design, or action, by prerequisite behaviors
c.​
 4.​ Organization Levels of Psychomotor Behavior
a.​ ability of the learner to organize,
classify, and prioritize values by 1.​ Perception
integrating a new value into a a.​ ability of the client to show
general set of values, to sensory awareness of objects or
determine interrelationships of cues associated with some task
values, and to harmoniously to be performed
establish some values as 2.​ Set
dominant and pervasive a.​ ability of the learner to exhibit
b.​ receiving, responding, and readiness to take a particular
valuing are prerequisite kind of action, such as
behaviors following directions, through
5.​ Characterization expressions of willingness,
a.​ ability of the learner to integrate sensory attending, or body
values into a total philosophy or language favorable to
world view, showing firm performing a motor act
commitment and consistency of b.​ perception is a prerequisite
responses to the values by behavior
generalizing certain experiences 3.​ Guided response
into a value system or attitude a.​ ability of the learner to exert
cluster effort via overt actions under the
b.​ receiving, responding, valuing, guidance of an instructor to
and organization are imitate an observed behavior
prerequisite behaviors with conscious awareness of
effort
STRATEGIES/METHODS FOR b.​ perception and set are
AFFECTIVE DOMAIN: prerequisite behaviors

●​ Questioning
●​ case study
●​ Role-playing 4.​ Mechanism
●​ simulation gaming a.​ ability of the learner to
●​ group discussion session repeatedly perform steps of a
desired skill with a certain
degree of confidence, indicating
mastery to the extent that some
The Psychomotor Domain or all aspects of the process
become habitual.
●​ k nown as the "skills" domain b.​ perception, set, and guided
●​ Learning in this domain involves response are prerequisite
acquiring fine and gross motor abilities behaviors
with increasing complexity of 5.​ Complex overt response
neuromuscular coordination to carry out a.​ ability of the learner to
physical movement such as walking, automatically perform a
handwriting, manipulation of complex motor act with
equipment, or carrying out a procedure. independence and a high degree
of skill, without hesitation and
with minimum expenditure of
time and energy; performance of
an entire sequence of a complex
 behavior without the need to teacher and the learner that delineates
attend to details specific teaching and learning activities
b.​ perception, set, guided response, that are to occur within a certain time
and mechanism are prerequisite frame.
behaviors
6.​ Adaptation LEARNING CURVE
a.​ ability of the learner to modify
or adapt a motor process to suit ●​ Learning curve is a term commonly
the individual or various used to describe how long it takes for a
situations, indicating mastery of learner to acquire a knowledge, attitude,
highly developed movements or motor skill.
that can be suited to a variety of
conditions 8 Basic Parts of Teaching Plan
b.​ perception, set, guided response,
mechanism, and complex overt - Predetermined goals and objectives serve as a
response are prerequisite basis for developing a teaching plan
behaviors
7.​ Origination A complete teaching plan consists of eight basic
a.​ ability of the learner to create parts (Ryan & Marinelli, 1990):
new motor acts, such as novel
ways of manipulating objects or 1.​ PURPOSE
materials, as a result of an a.​ states the reason for creating the
understanding of a skill and plan (e.g. TO PROVIDE
developed ability to perform LECTURE OF MEDICATION
skills THERAPY)
○​ perception, set, guided response, 2.​ GOAL
mechanism, complex overt a.​ gives direction of the plan (e.g.,
response, and adaptation are TO INCREASE PATIENT'S
prerequisite behaviors KNOWLEDGE ON
MEDICATION THERAPY)
Factors Affecting Learning Psychomotor 3.​ OBJECTIVES
Skills: a.​ (and subobjectives, if necessary)
- provides way to assess the
1.​ Readiness to learn student's progress; measurable
2.​ Past experience b.​ (e.g., TO VERBALIZE THE
3.​ Health status PURPOSE OF MEDICATION
4.​ Environmental stimuli THERAPY)
5.​ Anxiety level 4.​ CONTENT - overview of discussion
6.​ Developmental stage: 5.​ INSTRUCTIONAL METHODS
7.​ Practice session length a.​ used for teaching the related
content; method of delivering
teaching; are the techniques or
approaches the teacher uses to
bring the learner into contact
Development of Teaching Plan with the content to be learned.
Methods are a way, an
USE OF LEARNING CONTRACTS approach, or a process to
communicate information
●​ In education, a learning contract is
defined as a written (formal) or verbal
(informal) agreement between the
INSTRUCTIONAL METHODS: often investigate what greater
good was served as a result of
●​ traditional the program.
●​ non-traditional
Sample Evaluation Methods:
The traditional methods:
●​ Pre and Post Test
●​ lecture ●​ Surveys
●​ group discussion ●​ Questionnaires
●​ one-on-one instruction ●​ Interviews
●​ demonstration and return demonstration. ●​ Checklisis
●​ Feedback forms
●​ Question-Answer
●​ Joumals
Non-traditional methods:

●​ gaming
●​ simulation
●​ role-playing
●​ role-modeling
●​ self-instruction activities
●​ computer-assisted instruction
●​ distance learning.

1.​ TIME ALLOTED

○​ time frame allotted for the
teaching of each objective

2.​ INSTRUCTIONAL RESOURCES

○​ actual vehicles by which
information is shared with the
learner. (e.g. BLACKBOARD
AND CHALK, POWERPOINT
PRESENTATION)

3.​ METHODS TO EVALUATE

LEARNING THREE MAIN TYPES
OF EVALUATION:
○​ Goal-based (SMART) - measure
if objectives have been achieved
○​ Process-based - evaluations
analyze strengths and
weaknesses
○​ Outcome-based - evaluations
examine broader impacts and