Health Education

Module by Marilyn D. Junsay, RN, MSN

UNIT 1: CONCEPT OF HEALTH EDUCATION risks associated with their lifestyles/
INTRODUCTION behavior (Whitehead, 2004)
WHO Definition of Health: State of complete o Seeks to motivate individuals to accept a
physical social and mental well-being and not process of behavior change through
merely the absence of disease or infirmity directly influencing their values, beliefs,
(WHO constitution, 1948) and attitude system (Whitehead, 2004)
o Focuses on health promotion and
DIMENSIONS OF HEALTH disease prevention.
(Recall/Review prior knowledge) o Educating and empowering people to
 Physical health: promote the body to avoid disease
function effectively o To make lifestyle changes
 Emotional health: to cope with stress  Health Literacy - “The degree to which
 Mental health: to make correct judgment people are able to access, understand,
 Social health: relate well with others appraise and communicate information to
 Spiritual health: recognize and accept promote and maintain good health
the supernatural aspect of divine healing  Lifestyle: A way of living based on
identifiable patterns of behavior which
HEALTH PROMOTION VS. HEALTH are determined by the interplay between:
EDUCATION o individual’s personal characteristics,
 Health Promotion o Social interactions
o Social, economic and political change to o Socioeconomic
ensure that the environment is o environmental living conditions
conducive to health (Mackintosh, 1996)
o “The process of enabling people to PURPOSES/IMPORTANCE/AIMS OF
increase control over, and to improve, HEALTH EDUCATION
their health.”  Giving of health information
o Empowering individuals communities  To disseminate health promotion and
and implementing larger socio-political disease prevention
interventions designed to foster health  Raising awareness
(Whitehead, 2003)  Decide health action
 Health Education  Motivate to change
o It is any combination of learning  To modify unhealthy life practices
experiences designed to help individuals  To train to develop necessary knowledge,
and communities improve their health, skills and attitudes
by increasing their knowledge or  To develop health consciousness
influencing their attitudes.  To combat superstitions and prejudices in
o Consciously constructed opportunity for the community
learning designed to improve health  To provide healthful environment
literacy conducive to individual and  Form of advocacy
community health.  Emphasize good health practices as
o It is the sum of all experiences which integral part of culture, media and
favorably influence habits, attitudes and technology
knowledge relating to individual, family
and community HEALTH EDUCATION VS. PATIENT
o Change/ modify unhealthy life practices EDUCATION
o Giving information and teaching  Patient education
individuals and communities how to o series of planned teaching learning
achieve better health (Mackintosh, 1996) activities designed for individuals,
o Activities that raise individual families or groups who have an identified
awareness, giving health knowledge to alteration in health
enable him/her to decide on a particular o The process of helping clients learn
health action (Mackintosh, 1996) health-related behaviors to achieve the
o Activities that seek to inform the goal of optimal health and independence
individual on the nature and causes of
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in self-care
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health / illness and the personal level of

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
 Egyptian 3100-2686 BC
 Health Education Professionals on maintaining good
o
o A process that informs, motivates, and hygiene
helps people to adopt and maintain o Created a sewage system and used
healthy practices and lifestyles, various remedies.
advocates environmental changes as o The code of Hammurabi was the first
needed to facilitate this goal and written record concerning health
conducts professional training and  Greeks 1000-400 BC
research to the same end o Modern health care.
o Greeks were the first to take precautions
In my own words, patient education focuses on on diseases and treatment.
helping clients learn to achieve optimal health o Physicians started to develop.
and self-care, while health education is o Scientific approach for medicine public
centered on information and motivation in health
improving health literacy which can promote  Romans 500 BC-500 AD
lifestyle changes. o Aqueducts system
o Romans built the first hospitals.
SOCIAL, ECONOMIC, AND POLITICAL o Developed an underground sewage, and
TRENDS AFFECTING HEALTH CARE proper water supply system.
1. Increased attention to health and well-  Middle Ages
being of everyone in society o collapse of roman empire-1500s
 Poverty political and social unrest; health
 Greater ill health and shorter life advancements lost
expectancy o characterized by great epidemics:
o To adopt and maintain healthy practices leprosy, bubonic plague, small pox,
o Assist individuals to recognize and diphtheria, measles, influenza, TB,
change risk behaviors anthrax
2. Consumers demanding more knowledge o Poor health conditions along with
and skills for self-care and how to prevent spreading of diseases. Human waste was
diseases a huge issue
3. Demographic trends on health care  Renaissance A.D. 1500-1700
4. Lifestyle related diseases which are o Scientific advancement flourished
preventable o Period of exploration and trade: search
5. Increased attention to health and well- for knowledge
being  1700's in the United States
6. Continuing education as vehicle to o Protecting the environment became very
prevent malpractice and incompetence important due to the pollution of
7. Reducing the high cost of health services factories that was causing people to get
8. Emphasis productivity, competitiveness sick.
in the market  Mid 1800 nursing was acknowledged as
9. Cost containment measures unique discipline.
o Teaching - important role of the care
HISTORY OF HEALTH EDUCATION giver
EARLY ORIGINS o Florence Nightingale - founder of
 The search for the origin of health modern nursing was an ultimate
education and health promotion leads to educator
the earliest civilization  Developed the first school of nursing
o The writing of the Babylonians, Egyptian  Devoted her career to teaching nurses,
and Old testaments, Israelites indicate physicians and health officials
that various health promotion  Emphasized the importance of teaching
techniques in relation to shelter, water, patients of the need for adequate
food, and safety were utilized. nutrition, fresh air, exercise, and
o There were community systems to collect personal hygiene to improve their well-
rain water or otherwise provide safe being.
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drinking water
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
1900: REFORM OF PUBLIC HEALTH  Today, state Nurse Practice Acts (NPAs)
 PHN (Public Health Nurses) understand universally include teaching within the
the significance of the role of the nurse as scope of nursing practice responsibilities.
a teacher in preventing diseases and o Nurses are expected to provide
maintaining the health of society instruction to consumers to assist them
(Chachkes & Christ, 1996) to maintain optimal levels of wellness,
o For decades… Patient education was prevent disease, manage illness, and
recognized as independent nursing develop skills to give supportive care to
function family members.
 1918: NLNE ( National League of o Nurses are in the forefront of innovative
Nursing Education) observed the strategies for the delivery of patient
importance of health teachings as a care.
function with the scope of nursing o The teaching of patients and families as
practice well as healthcare personnel is the means
 This organization recognized the to accomplish the professional goals of
responsibility of nurses for the providing cost-effective, safe, and high-
promotion of health and the prevention quality care.
of illness in such settings as schools,  1970: Patient Bill of Rights established
homes, hospitals, and industries. guidelines to ensure that patient receives
 Two decades later, the NLNE declared complete and current information
that a nurse was fundamentally a concerning their diagnosis, treatment and
teacher and an agent of health prognosis
regardless of the setting in which
practice occurred HEALTHY PEOPLE INITIATIVE AND PUBLIC
 1950: the NLNE identified course content HEALTH STANDARDS
in nursing school curricula to prepare  1979: "Healthy People" – first major
nurses to assume the role as teachers recognition of the importance of healthy
o By 1950, the NLNE had identified: lifestyle and promoting health and well-
 course content dealing with teaching being; emphasized prevention
skills,  1980: paradigm shift from disease
 developmental and educational oriented to prevention oriented approach
psychology,  1993 – Joint Commission on
 principles of the educational process of Accreditation of Health Organization
teaching and learning as areas in the (JCAHO) established nursing standards
curriculum common to all nursing for patient education
schools (Redman, 1993) o These standards, which take the form of
 The implication was that nurses were mandates, are based on descriptions of
to be prepared, upon graduation from positive outcomes of patient care. They
their basic nursing program, to assume are to be met through teaching activities
the role as teacher of others. by nurses that must be patient and
 CNE (Certified Nurse Educator) exam family-oriented.
was developed to raise the visibility and o Required accreditation standards have
the status of the academic nurse educator provided the impetus for nursing service
role as an advanced professional practice managers to put greater emphasis on
 The American Nurses Association (ANA) unit-based clinical education activities
has for years promulgated statements on for staff to improve nursing interventions
the functions, standards, and qualifications relating to patient education for the
for nursing practice, of which patient achievement of these client outcomes
teaching is an integral aspect. (McGoldrick et al.,1994)
 International Council of Nurses (ICN) o As described by Grueninger (1995), this
endorsed the nurse role as educator to be transition toward wellness has entailed
an essential component of nursing care a progression “from disease-oriented
delivery patient education (DOPE) to prevention-
oriented patient education (POPE) to
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
ultimately become health-oriented THE THEORY OF PLANNED BEHAVIOR
patient education (HOPE)”  Proponent: Icek Ajzen
o This metamorphosis has changed the  The intent is influenced not only by the
role of educator from one of wise attitude towards behavior but also the
healer to expert advisor/teacher to perception of social norms and the degree
facilitator of change. of perceived behavioral control.
o Instead of the traditional aim of simply  Asserts that achieving and maintaining
imparting information, the emphasis is behavior change requires intent to adopt
now on empowering patients to use a positive behavior or abandon a negative
their potentials, abilities, and resources one.
to the fullest (Glanville, 2000)
o Also, the role of today’s educator is one THE TRANSTHEORETICAL MODEL OF
of “training the trainer”—that is, CHANGE
preparing nursing staff through  Proponent: Prochaska and Di Clemente
continuing education, in-service  Behavior change is viewed as a
programs, and staff development to progression through a series of five
maintain and improve their clinical stages:
skills and teaching abilities.

PRINCIPLES OF HEALTH EDUCATION

 To improve personal habits and attitudes
 Considers the health status of the people
 It takes place in the home, school and in
the community
 Based on the needs, interests and
problems of the people
 It is concerned with changes in the
knowledge, attitudes, feelings and
behavior of the people.  People have specific informational needs
 It helps people attain health through their at each stage and health educators can
own efforts offer the most effective intervention
 It is a slow and continuous process strategies based on the recipients’ stage
 Have confidence in the ability of the of change
people to solve problems
 It is a creative process PRECEDE-PROCEED MODEL
 A cooperative effort  Proponent: Lawrence Green
 PRECEDE: (Predisposing, Reinforcing,
THEORIES IN HEALTH EDUCATION Enabling, Construct in Educational /
THE HEALTH BELIEF MODEL Environmental Diagnosis and Evaluation)
 Proponent: Rosenstock o Looking at some of the factors that
 One of the earliest behavior change shape health status and help health
models to explain human health decision- promotor/educator focused on building
making and subsequent behavior is based a target for intervention.
on the following six constructs: o Provide specific objectives and
evaluation criteria.
 PROCEED: (Policy, Regulatory and
Organizational Construct in Educational
and Environmental Development)
o Showing the stages of policy and
implementation process and evaluation
o Need monitoring for all phases
 Focuses on the community
 Steps on making a good intervention
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 All about assessment

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 Participatory process

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN

THERAPEUTIC ALLIANCE PRECAUTION ADOPTION PROCESS MODEL

 Proponent: Edward Bordin (PAPM)
 Aka: working alliance  Proponent: Weinstein and Sandman
 A description of the interaction between  Attempts to explain how a person comes
the physiotherapist and their patients to decisions to take action and how he or
 Bordin describes the 3 components that she translates that decision to action
contribute to a strong therapeutic  Adoption of a new precaution or cessation
alliance: of a risky behavior requires deliberate
1. Agreement on goals (Collaborative Goal steps unlikely to occur outside of
Setting) conscious awareness
 SMART goal setting serves a
fundamental role in guiding
rehabilitation
 The agreement of goals between the
patient and the therapist increases
adherence to those goals which in turn
leads to improved outcomes. It HEALTH PROMOTION MODEL
improves patient satisfaction as well  Proponent: Nola J. Pender
as motivation.  Focuses on the different healthcare of
2. Agreement on interventions (Shared other people
Decision Making)  Caters the differences of person A from
 Shared decisions help to strengthen person B based on their differences in
the therapeutic alliance. It is a process characteristics or beliefs
of providing the patient with  This model provides nurses with the
information and supporting them knowledge and determine major
through the decision making process. determinants that could affect nursing
 Elwyn et al outlined its process with a care.
3-step approach:  Health promotion – defined as the
1. Choice Talk behavior motivated by the desire to
2. Option Talk increase well-being and actualize human
3. Decision Talk health potential.
3. Effective bond between patient and  Health Protection – behavior to actively
therapist (The Therapeutic Relationship) avoiding illness
 The therapeutic relationship refers to  Focuses on three areas:
the professional bond between the o Individual characteristics and
therapist and patient. experiences
 The key component of a strong  Personal factors – biological,
therapeutic alliance. psychological and socio-cultural;
 Components that help having a strong predictive of a given behavior and shaped
therapeutic relationship: by the nature of the target behavior being
o Communication skills considered
o Practical skills o Behavior-specific cognitions and affect
o Patient-centered care  Perceived benefits of action – result or
o Organizational and Environmental outcome
factors  Perceived barriers to action – problem /
hindrance
THEORY OF REASONED ACTION  Perceived self-efficacy – personal
 Proponent: Fishbein and Ajzen capability to execute to promote health
 A person’s behavior is determined by behaviors
their intention to perform the behavior  Activity related affect – subjective,
and that this intention is a function of depends on the persons feelings
their attitude toward the behavior and  Intrapersonal influences – influences by
other people
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subjective norms (Fishbein & Ajzen,

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1975)

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
 Situational influences – depends your regarding development and funding of health
surroundings education programs.
o Behavioral outcomes  Health promotion through health education
 Commitment to plan of action – and utilization of resources is also of interest
identifying a strategy to implement the to the nurse in the occupational setting. The
behavior occupational nurse can work with distinct
 Immediate competing demands and groups to assess health needs and provide
preferences – alternative things you can education on topics such as stress
do as a nurse to your patient management, smoking cessation, nutrition,
exercise, and weight management. The nurse
 Health promoting behavior – resulting
is also an important link between employees
behavior
and community resources.
PROTECTION MOTIVATION THEORY
UNIT II PRINCIPLES AND THEORIES IN
 Proponent: Rogers
TEACHING AND LEARNING
 Making cognitive assessment whether
PRINCIPLES OF TEACHING AND
there’s a threat to your health or not
LEARNINGS
o Includes:
1. Use of several senses
 Verbal persuasion
2. Generalize information
 Observational learning
3. Repeat Information (Edward Thorndike’s
 Personal experiences
Law of Repetition “Things that are
 Two processes: repeated are best remembered”
 Threat appraisal assesses the severity of 4. Active involvement of the learners in the
the situation and examines how serious learning process
the situation is. 5. Provide environment conducive to
o Consists of the perceived severity of a learning
threatening event and the perceived 6. Assess the extent to which the learner is
probability of the occurrence, or ready to learn (E. Thorndike’s Law of
vulnerability. Readiness)
 Coping appraisal is how one responds to 7. Learning from simple to complex and
the situation. from the known to the unknown
o Consists of perceived response efficacy, 8. The materials to be learned has relevance
or an individual's expectation that to the learners
carrying out the recommended action 9. Present information at an appropriate
will remove the threat, and rate
perceived self-efficacy, or the belief in 10. Learning is active and continuous process
one's ability to execute the 11. Learning styles vary
recommended courses of action 12. Making learning a pleasant, satisfying
successfully. learning experience (E. Thorndike’s Law
KEY POINTS of Effect)
 In today’s health care delivery system, the  Learning is strengthened when it is
community/public health nurse has unique accompanied by pleasant feelings or
opportunities to shape the future. A growing experience
emphasis has been placed on the allocation 13. Mastery and immediate application of
of resources to consumer health education learning
for health promotion and disease prevention, 14. Prior learning may help or hinder
and nursing opportunities outside of the learning
traditional hospital roles. Nurse
entrepreneurs can use the public demand for
health education to develop and market
educational programs that meet population
needs.
 Nurses who work in community health
agencies can use the health education trends
to expand their job descriptions and advance
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professionally. Nurses can also work

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politically to influence public policy

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
15. Meaningful engagement and tasks for Cognitive Learning
deeper learning  Learning based on mental information
16. Test ideas, analyze mistakes, take risks processing
and be creative  Often in response to problem solving
17. The learners must clearly perceived the
goals TYPES OF LEARNING
18. The learners must be motivated to learn
 Motivation generates, direct and
sustains learning behavior

PRINCIPLES OF MOTIVATING THE

LEARNERS
1. Goal setting
2. Successful experiences
3. Intrinsic motivation is better than
extrinsic motivation 1. Signal learning
4. Teachers’ expectations  The simplest form of learning known as
5. Rewards rather than punishments classical conditioning.
6. Giving of Feedback  The learner is conditioned to produce a
7. Learner’s interest desired (involuntary) response as a result
of a stimulus that would not normally
 Selected behavior motivation theories produce that response
o Health belief  i.e a salivation (condition) at the sound of
o Trans-theoretical or change model a bell (stimulus) (Maheshwari, 2013).
o Theory of Reasoned action 2. Stimulus-response learning
o Social cognitive theory (Albert Bandura)  This is a voluntary response to learning
o Behavior modification Modeling that may be used in acquiring verbal skills
o Self-efficacy theory as well as physical
**(You may go back to Module 1 and review) movements (Maheshwari, 2013).
 This type of learning can occur when the
FACTORS AFFECTING LEARNING instructor praises the learner for deeper
1. Developmental consideration: thinking or provides constructive
intellectual, psychosocial, and physiologic criticism during reflection or debriefing.
age 3. Chain learning
2. Consider the readiness, the physical,  occurs when the learner is able to connect
emotional state, social and economic two or more previously learned stimulus-
stability. response bond into a linked order;
3. The abilities, and the potential of the  more complexed psychomotor skills are
learner, and past experiences learned, but they tend to occur
4. Sense of Responsibility naturally (Maheshwari, 2013)
5. Self-perception (body image)  i.e. learning how to tie shoestrings or
6. Attitude toward learning buttoning a shirt.
7. Motivation to learn 4. Verbal association
 Occurs when the learner makes
TYPES OF LEARNING BASED ON LEARNING associations using verbal connections
THEORIES (Specht, 2008);
TWO MAJOR LEARNING THEORIES  It is the key process in language skill
Behavioral Learning development (Maheshwari, 2013).
 Learning based on observable behaviors  For example a student nurse being able to
 Responses occur as the result of exposure define medical terminology and apply it
to stimuli to clinical situation.
 Theories based on the basis that learning 5. Discrimination learning
takes place as the result of observable  Is seen when the learner is able to
responses to external stimuli
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perform different responses to a series of

 Aka stimulus response theory
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
similar stimuli that may differ in a o Implementing the plan, and
systematic way. o Evaluating the effectiveness of the plan.
 Discrimination learning is made more
difficult when the learner comes across BEHAVIORAL AND COGNITIVE THEORIES
road blocks or interference that inhibits STIMULUS RESPONSE
continual learning (Maheshwari, 2013).  Proponent: Ivan Pavlov
 For example a patient complaining of  Signal learning
abdominal pain after abdominal surgery.  Concept in psychology that refers to the
The student must learn how to belief that behavior manifests as a result
differentiate this pain from that of gas, of the interplay between stimulus and
intraabdominal bleeding, incisional pain response.
or infection. Interference may present
itself when the student cannot see other BEHAVIOR MODIFICATION THEORY
key factors that may contribute to the  Focuses on modifying behavior.
pain; therefore not allowing the student  It is a systematic way to change behavior
to fully address or manage the patient’s using the principles of conditioning.
pain appropriately.  The behavior modification model is based
6. Concept learning on classical conditioning, meaning
 Involves the ability to make consistent learning by association, and operant
responses to different stimuli conditioning, meaning learning through
(Maheshwari, 2013); reinforcement.
 It is the process in which the learner learns  Modifying behavior through
how to organize learning in a systematic reinforcement and environmental
structure and foster deeper learning. influence
 The student’s behavior is controlled by
the abstract properties of each CLASSICAL CONDITIONING
stimulus (Maheshwari, 2013).  Proponent: Pavlov
 The student nurse must realize  A type of unconscious or automatic
interventions, or behaviors, appropriate learning
for one patient, or stimulus, may not be  This learning process creates a
appropriate for the next patient. conditioned response through
7. Rule learning associations between an unconditioned
 This involves being able to learn stimulus and a neutral stimulus.
relationships between two or more  Unconditioned stimulus – has a natural
concepts and apply them in different response
situations, new or old;  Neutral stimulus – does not trigger a
 it is the basis of learning general rules or response
procedures (Maheshwari, 2013).  Conditioned stimulus – formerly neutral
 This can be seen when the student can stimulus but now triggers a response
apply advocacy and confidentiality to a  Unconditioned response – automatic
patient situation. response to unconditioned stimulus
8. Problem solving  Conditioned response – a learned
 involves developing the ability to invent a response
complex rule or procedure for the purpose
of solving one particular problem and
other problems of a similar
nature (Maheshwari, 2013);
 This can be accomplished through case
studies and reflection.
 Nursing students can improve on problem
solving through the nursing process:
o Assessing
o Formulating a nursing diagnosis,
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o Analyzing data specific to the problem,

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o Formulating a plan of action,

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
OPERANT CONDITIONING o Understanding plays important role in
 Proponent: B.F. Skinner insight learning.
 Sometimes instrumental conditioning o Age influences insight learning. Adults
 a method of learning that employs are better learners than children.
o Past experience and perceptual
rewards and punishments for behavior
organization are important in
 Through operant conditioning, an perception.
association is made between a behavior o Some psychologists also relate insight
and a consequence (whether negative or learning with associative learning.
positive) for that behavior.
 Types of Behaviors:
o Respondent behaviors – occur
automatically and reflexively
o Operant behaviors – under
our conscious control; some may occur
spontaneously and others purposely
 Components:
o Positive reinforcement – favorable
outcomes after a behavior change is
rewarded; good job = praise + reward
o Negative reinforcement – unfavorable
outcomes after a behavior is removed;
bad job = no praise

SYSTEMATIC DESENSITIZATION
 Proponent: Joseph Wolpe
 Focuses on eliminating the response if
fear to a phobia and in place create a
relaxation response to the conditional
stimulus gradually using counter
conditioning
 Punishments:  This therapy aims to extinguish an
o Positive punishment – punishment by undesirable behavior, fear, by replacing it
application; presents an unfavorable with a more desirable one, relaxation.
event or outcome in order to weaken the
 Stages:
response it follows. Bad job =
spanking/screaming o To reduce fear and anxiety
o Negative punishment – punishment by o Stimulus is learned and it can be
removal; occurs when a favorable event unlearned
or outcome is removed after a behavior o Repeated pairing
occurs. Bad job = taking something away o Learn that no harm is evoked
o Reduce anxiety
INSIGHTFUL LEARNING
 Proponent: Wolfgang Kohler
 A cognitive form of learning involving the
mental rearrangement or restructuring of
the elements in a problem to achieve a
sudden understanding of the problem and
arrive at a solution.
 A process that leads to a sudden
realization regarding a problem.
 Characteristics:
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o Insight leads to a change in perception.

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o Insight is sudden.

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
SOCIAL COGNITIVE LEARNING THEORY GESTALT THEORY
 Proponent: Albert Bandura  “figure–ground phenomenon”
 The theory views people as active agents  Mental configuration
who both influence and are influenced by  Gestalt – German for “configuration”
their environment.  “the mind insists on finding patterns in
 Modeling things, and how this contributes to
o Social cognitive theory revolves around learning”
the process of learning directly to the  According to this, the mind “informs” what
observation of models. The models can the eye sees of individual elements as a
be those of an interpersonal imitation or whole.
media sources.  Figure-ground relationship - describes
o Modeling teaches strategies for dealing the contrast between a focal object (like a
with different situations. word, phrase, or image) and the negative
 Self-efficacy space around it.
o The belief of an individual about
themselves whether they have mastered THORNDIKE’S LAWS OF LEARNING
a particular skill or not.  Proponent: Edward Thorndike
o Individuals' beliefs in their own self-  Most basic form of learning is trial and
efficacy influences whether or not they error
will reproduce an observed behavior.  Primary Laws of Learning
o Law of readiness: speaks about
learners’ enthusiasm
o Law of exercise/repetition: about
repetition
o Law of effect: about learners’
encouragement

THEORY OF PSYCHOSEXUAL DEVELOPMENT

 Proponent: Sigmund Freud
 Emphasizes the biological orientation that
CONSTRUCTIVISM focus on the psychosexual development of
 Proponent: Jerome Bruner an individual
 Constructing knowledge by experience  A person goes through stages with need
and reflection to be met along the way
 Children solve problems using prior  Erogenous zones – specific “pleasure
examples and reflection activities areas” that become focal pints for a
 learning is an active process in which particular stage; need satisfaction
learners construct new ideas or concepts  Fixation – an attachment to a particular
based upon their current/past knowledge object or activity related to an erogenous
zone if the needs are not met or was
COGNITIVE DEVELOPMENT excessively satisfied
 Proponent: Jean Piaget
 Explains how a child understands the
world
 How they think, reason out, remember,
and solve problems
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
MORAL DEVELOPMENT THEORY HUMANISTIC THEORY
 Proponent: Laurence Kohlberg  Proponent: Abraham Maslow
 Study how children develop a sense of  The humanistic theory is a psychology
morality, which include understandings of perspective that considers that all people
moral concepts, such as justice, rights, are inherently good.
equality, and human welfare  To reach the level of 'goodness' every
person must go through certain phases in
life.
 Maslow’s Hierarchy of Needs

PSYCHOSOCIAL DEVELOPMENT
 Proponent: Erik Erickson
 A theory which takes into account the rule
of social factors or the environment to
BRAIN BASED LEARNING
influence development
 Proponent: Eric Jenson
 Highlights how earlier experiences
 “Learning in accordance with the way the
gradually build upon the next and result
brain is naturally designed to learn”
into one’s personality
 A paradigm of learning which addresses
student learning and learning outcomes
from the point of view of the human
brain.
 Left Brain
o Logical, Sequential, Rational, Linear,
Analytical, Objective, Looks at parts
 Right Brain
o Random, Intuitive, Creative, Holistic,
Synthesizing, Emotional, Subjective,
Looks at wholes

MULTIPLE INTELLIGENCES:
 Proponent: Howard Gardner
o Visual-Spatial – are good at
visualizing things. These
individuals are often good with
directions as well as maps,
charts, videos, and pictures.
o Linguistic-Verbal – are able to use
words well, both when writing and
speaking. These individuals are typically
very good at writing stories, memorizing
information, and reading.
o Logical-Mathematical – are good at
reasoning, recognizing patterns, and
logically analyzing problems. These
individuals tend to think conceptually
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about numbers, relationships, and

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patterns.

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
o Bodily Kinesthetic – are good at body BARRIERS TO TEACHING AND LEARNING
movement, performing actions, and  Lack of time to teach
physical control. People who are strong  Not confident and competent with
in this area tend to have excellent hand- teaching skills
eye coordination and dexterity.  Personal characteristics of the health
o Musical - good at thinking in patterns, caregiver
rhythms, and sounds. They have a  Low priority in staff and patient
strong appreciation for music and are education
often good at musical composition and  Environment not conducive to teaching
performance.  No reimbursement payment for patient
o Interpersonal – are good at education
understanding and interacting with
other people. These individuals are OBSTACLES TO LEARNING
skilled at assessing the emotions,  Lack of time to learn
motivations, desires, and intentions of  Stress of acute and chronic illness
those around them.
 Low literacy and functional illiteracy of
o Intrapersonal – are good at being client
aware of their own emotional states,
 Negative influence of hospital
feelings, and motivations. They tend to
environment
enjoy self-reflection and analysis,
 Personal characteristics of the learners
including daydreaming, exploring
 Lack of support and lack of positive
relationships with others, and assessing
reinforcement
their personal strengths.
 Denial of learning needs, resentment to
o Naturalistic – are more in tune with
authority and lack of willingness to take
nature and are often interested in
responsibility
nurturing, exploring the environment,
and learning about other species. These  The inconvenience complexity,
inaccessibility, fragmentation and
individuals are said to be highly aware of
even subtle changes to their dehumanization of the health care system
environments.
o Existential – an individual’s capacity or ROLES AND RESPONSIBILITIES OF A
ability to understand and contemplate HEALTH EDUCATOR
philosophical topics relating to 1. Assessing individual and community
mankind’s existence. These individuals needs for health education
are more inclined to ask questions 2. planning effective health education
regarding these ultimate realities, program
including the meaning of life. 3. implementing health education program
4. evaluating effectiveness of health
EMOTIONAL INTELLIGENCE education program
5. Coordinating provision of health
 Proponent: Howard Gardner
education services
 The ability to perceive, use, understand,
6. Acting as resource person in health
manage, and handle emotions.
education
 Components:
7. Communicating health education needs ,
1. Perceiving emotions: The first step in
concerns and resources
understanding emotions is to perceive
8. Other Roles:
them accurately.
 Facilitator – a person who helps a
2. Reasoning with emotions: The next step
group of people to work together better,
involves using emotions to promote
understand their common objectives,
thinking and cognitive activity.
and plan how to achieve these
3. Understanding emotions: The emotions
objectives, during meetings or
that we perceive can carry a wide variety
discussions
of meanings.
 Change agent – a person from inside or
4. Managing emotions: The ability to
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outside the organization who helps an

manage emotions effectively is a crucial
organization transform itself by focusing
part of emotional intelligence and the
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on such matters as organizational

highest level.

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
effectiveness, improvement, and UNIT III: PERSPECTIVES OF LEARNING
development INTRODUCTION
 Advocate – a person whose role is to Learning is not something that takes place
assist, educate and support patients within the boundaries of a classroom; rather
and their families so they are able to it takes place anywhere, anytime and from
make appropriate healthcare decisions anyone.
for their specific situation Traditional Indian Literature has examples
 Evaluator – a person who examines if a where people learnt from trees, mountains,
person is receiving needed treatment rivers, insects, etc. It means learning is
 Contractor – a person whose main something which is possible anywhere.
activity is not the management,
organization or provision of healthcare, CONCEPT OF TEACHING AND LEARNING
but who provides services under CONCEPT OF LEARNING
contract to a healthcare employer Learning and Experience
 Learning is a process by which behavior is
KEY POINTS changed as a result of experience.
 Health education, as one component to  The process by which experience or
the broader area of health promotion, practice result in permanent change of
provides a valuable contribution to the behavior
betterment of individual and community  Learning may be defined as a relatively
health. permanent change in behavior that occurs
 This module will provide a thorough as the result of prior experience. (Hilgard,
review of theories and tools in the areas Atkinson and Atkinson (1979):
of health education and health promotion  The term learning covers every
and related disciplines. modification in behavior to meet
 The ultimate goal is to provide a common environmental requirements. Murphy
understanding of concepts, theories and (1968)
principles to guide future health  Learning is the acquisition of new
educators to use as they thread through in behavior or the strengthening or
conducting health teachings to clients for weakening of old behavior as the result of
health promotion and disease prevention experience’.
 All students are empowered to learn and  It means, instead of change in existing
achieve, experiencing high quality behavior or acquisition of new behavior,
teaching practice and the best conditions learning may also result in discontinuance
for learning which equip them with the or abandonment of existing behavior. This
knowledge, skills and dispositions for ‘unlearning’ is also learning in itself.
lifelong learning and shaping the world (Smith (1962)
around them  Experience, direct or indirect, plays a very
important and dominating role in molding
For asynchronous activity: and shaping the behavior of the individual
The situation shows the principle of health from the very beginning ( share: hot
education that states that educations starts in objects)
the community, also that it considers the  Learning is a process and not a product:
health status of the people, and that it is based Learning is a fundamental and life-long
on the needs, interests, and problems of the process. Attitudes, fears, gestures, motor
people skills, language skills, etc. are the products
of learning. They are not learning
Positive reinforcement is when one rewards a themselves
person with a motivating item or stimulus after  Whereas, when learning is viewed as a
a behavior is achieved; while, negative process, it is viewed as something
reinforcement is when one removes an item or internal or personal. It is something that a
stimulus after a specific behavior. child does in order to understand the real
world and uses it as a tool for survival.
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 Learning is purposive or goal directed:

Learning is not an aimless activity. All
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true learning is based on purpose. We do

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
not learn anything and everything that  Instincts and reflexes are not learning:
comes in our way in a haphazard manner. Changes in behavior on the basis of native
However, some experts argue that response tendencies like instincts and
sometimes learning is unintended reflexes (e.g. infant’s sucking behavior,
 Learning generally involves some degree blinking at bright lights) cannot be
of permanence: Activities bringing attributed to learning.
temporary change in behavior and not  Maturation assists in the process of
lasting do not come under learning. learning.
 For example, cramming the content matter o Learning takes place only if the stage for
by a learner for examination and that type of learning has been achieved
forgetting it after sometime does not bring through a process of maturation.
any change (to some extent to o A teacher would be effective if he
permanence) in the total behavior pattern understands the complexity of the
of the learner and thus this type of learning changes that take place as a result of
cannot be said as true learning. both processes and the interaction
 Learning is universal and continuous: between the two. The reverse would be
Every creature till it lives, learns. In harmful.
human beings it is not restricted to any o For instance, the normal development of
particular age, sex, race or culture. It is a speech in the child would be disrupted if a
continuous never-ending process which child is forced to learn certain speech
starts from birth and continues till death. patterns before a certain maturation has
 Learning prepares for adjustment: occurred.
Learning helps the individual to adjust o On the other hand, failure to provide
herself/himself adequately and adapt to specific training in speech at the
the changes that may be necessary to the appropriate time may be a great
new situations. educational error.”
 We meet with new situations which
demand solutions. Repeated efforts are CONCEPT OF TEACHING
required react to them effectively. These  Teaching is a system of actions which
experiences leave behind some effects in induce learning through interpersonal
the mental structure and modify our relationships. It is a purposeful social and
behavior. professional activity. The ultimate goal
 Learning is comprehensive: The scope of of teaching is to bring about
learning is spread over each and every development of a child.
dimension of life. It is a very  When we consider teaching as an art, we
comprehensive process which covers all consider it loaded with emotions, feelings,
domains – Cognitive, Affective and values, beliefs and excitement and
Psychomotor- of human behavior difficult to derive rules, principles or
 Learning is change in response or generalizations.
behavior may be favorable or  When we consider teaching as science,
unfavorable: Learning leads to changes in then pedagogy is predictable to the extent
behavior but this does not necessarily that it can be observed and measured
mean that these changes always bring with some accuracy and research can be
about improvement or positive applied to the practice of teaching.
development. There are chances to drift  The total task of teaching is to provide a
to the negative side too. conducive environment to child for
 Learning is organizing experience: learning and helping him in exploring
Learning involves all those experience his potential.
and training of an individual (right from  Models of teaching are really models of
birth) which help her/him to produce learning. (Joyce, Weil and Calhoun, 2009)
changes in behavior. It is not mere  As we help learners in acquiring
addition to knowledge or mere information, ideas, skills values, ways of
acquisition of facts. It is the thinking, and means of expressing
14

reorganization of experience which may themselves, we are also teaching them how
also include unlearning. to learn. In fact, the most important long
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term outcome of teaching may be the

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
learners’ increased capabilities to learn 6. AVAILABILITY TO STUDENTS
more easily and effectively in the future.  Helping students
 Supervising students
Factors in the Teaching Learning Process:  Available in stressful situations
1. The Teacher  Resource person
2. The Learner
3. The environment/culture TEACHER’S STYLE
 The blending of certain ways of talking,
HALLMARKS OF EFFECTIVE TEACHING moving, relating and thinking. It is more
1. PROFESSIONAL COMPETENCE than the ability to entertain or a sense of
 thorough knowledge of subject matter humor.
 pursue continuing education, research
and practice AUTHORITY METHOD (lecturer)
 ethico-moral stance  Teacher-centered and frequently entails
lengthy lecture sessions or one-way
2. INTERPERSONAL RELATIONSHIPS presentations. Students are expected to
 conveying respect to students take notes or absorb information.
 conveying sense of warmth
 being sensitive to their feelings and PERMISSIVE
problems  Teachers are very relaxed and very
 taking personal interest in the learner- permissive in the way that they manage
sincere concerns for students welfare kids, there is nothing off-limits.
 alleviating their anxieties
DEMOCRATIC
 being available for conferences
 allows students to choose what and how
 fair
they will learn
 never insults or embarrasses students,
3. PERSONAL CHARACTERISTICS
but tries to serve as a model of good
 personal magnetism
behavior
 enthusiasm
 makes use of teaching methods that
 cheerfulness
reflect fairness, sensitivity, and respect
 self-control
for the students
 flexibility
PROTECTIVE
 sense of humor
 This teacher protects their students’ right
 patience to learn (disclaimer palagpat ini waay ko
 good speaking voice may makita sa net)
 self confidence
 willingness to admit errors BOOMER
 This teacher shouts in a loud, strong
4. TEACHING PRACTICES voice: “You're going to learn”, there is no
 teacher’s styles nonsense in the classroom.
 personality
 personal interest in the subject matter QUIET
 use of varieties of teaching strategies  A teacher who wouldn’t constantly nag
them to “be more social” or pair them up
5. EVALUATION PRACTICES with the struggling students to push them
 Communicating expectations through their work when the quiet
 Providing timely feedback on student’s ones had finished their own.
progress
 Correcting students tactfully COMPULSIVE
 Fair in evaluation process  This teacher is fussy, teaches things over
 Giving test that are pertinent to the and over, and is concerned with
subject matter functional order and structure.
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
MAVERICK PREAMBLE OF THE CODE OF ETHICS FOR
 Raises difficult questions and ideas that HEALTH EDUCATORS
disturbs, asking difficult questions.  The Code of Ethics provides a framework
 “Thinking outside the box”. of shared values within which health
 Unorthodox, independent minded person education is practiced.
 engage with the form in its full complexity o The code of Ethics is grounded on the
fundamental ethical principles that
DELEGATOR (group method) underlie all health care services: respect
 peer to peer learning for autonomy, promotion of social
 observer role to promote collaboration justice, active promotion of good and
 Best suited for curricula that require lab avoidance of harm.
activities, such as chemistry and biology, o Regardless of job titles, professional
or subjects that warrant peer feedback, affiliation, work setting, population
like debate and creative writing. served, health educators abide by these
guidelines when making professional
FACILITATOR TYPE (activity style) decision
 peer to teacher’s learning
 activity based style ETHICS OF HEALTH EDUCATION
 Promote self-learning and help students Four Principles
develop critical thinking skills and retain  Personal freedom or autonomy – Respect
knowledge that leads to self-actualization. for human rights
 Non maleficence – avoiding harm
SOCRATIC TYPE  Beneficence – doing good
 Developed by the Greek philosopher,  Justice – equality and equity
Socrates
 A dialogue between teacher and students, REPUBLIC ACT NO. 7836
instigated by the continual probing An act strengthening and regulation and
questions of the teacher, in a concerted supervision of the practice in teaching in the
effort to explore the underlying beliefs Philippines and prescribing a licensure
that shape the student’s views and examination for teachers and for other
opinions. purposes. It is also known as the
“Philippine Teachers Professionalization Act
DEMONSTRATOR (coach) of 1994”
 Retains the formal authority role by
showing students what they need to PREAMBLE
know. The demonstrator is a lot like the Teachers are duly licensed professional who
lecturer, but their lessons include possess dignity and reputation with high
multimedia presentations, activities, and moral values as well as technical and
demonstrations. professional competence in the practice of
their noble profession, they strictly adhere to,
HYBRID (blended learning) observe and practice this set of ethical and
 integrated teaching styles moral principles standards and values.
 integrated approach to teaching that
blends the teacher’s personality and ARTICLE 1 CORE ETHICAL EXPECTATIONS
interests with students’ needs and  Health Education Specialists display
curriculum-appropriate methods personal behaviors that represent the
ethical conduct principles of honesty,
autonomy, beneficence, respect, and
justice. The Health Education Specialist
should, under no circumstances, engage
in derogatory language, violence, bigotry,
racism, harassment, inappropriate sexual
activities or communications in person or
16

through the use of technology and other

means.
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Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
 Health Education Specialists respect and issue arises among individuals, groups,
support the rights of individuals and organizations, agencies, or institutions,
communities to make informed decisions Health Education Specialists must consider all
about their health, as long as such issues and give priority to those that promote
decisions pose no risk to the health of the health and well-being of individuals and
others. the public, while respecting both the
 Health Education Specialists are truthful principles of individual autonomy, human
about their qualifications and the rights, and equity as long as such decisions
qualifications of others whom they pose no risk to the health of others.
recommend. Health Education Specialists
know their scope of practice and the Section II. Responsibility to the Profession.
limitations of their education, expertise, Health Education Specialists are responsible
and experience in providing services for their professional behavior, the reputation
consistent with their respective levels of of their profession, promotion of certification
professional competence, including for those in the profession, and promotion of
certifications and licensures. ethical conduct among their colleagues.
 Health Education Specialists are ethically
bound to respect the privacy, Section III. Responsibility to Employers.
confidentiality, and dignity of individuals Health Education Specialists are responsible
and organizations. They respect the rights for their professional behavior in the
of others to hold diverse values, attitudes, workplace and for promoting ethical conduct
and opinions. among their colleagues and employers.
 Health Education Specialists have a
responsibility to engage in supportive Section IV. Responsibility in the delivery of
relationships that are free of exploitation Health Education/Promotion.
in all professional settings (e.g.: with Health Education Specialists deliver evidence
clients, patients, community members, informed practices with integrity. They
students, supervisees, employees, and respect the rights, dignity, confidentiality,
research participants.) inclusivity, and worth of all people by using
 Health Education Specialists openly strategies and methods tailored to the needs
communicate to colleagues, employers, of diverse populations and communities.
and professional organizations when they
suspect unethical practices that violate Section V. Responsibility in Research and
the profession's Code of Ethics. Evaluation. Through research and evaluation
 Health Education Specialists are activities, Health Education Specialists
conscious of and responsive to social, contribute to the health of populations and
racial, faith-based, and cultural diversity the profession. When planning and
when assessing needs and assets, conducting research or evaluation, Health
planning, and implementing programs, Education Specialists abide by federal, state,
conducting evaluations, and engaging in and tribal laws and regulations,
research to protect individuals, groups, organizational and institutional policies, and
society, and the environment from harm. professional standards and ethics.
 Health Education Specialists should
disclose conflicts of interest in Section VI. Responsibility in professional
professional practice, research, preparation and continuing education. Those
evaluation, and the dissemination involved in the professional preparation and
process. training of Health Education students and
continuing education for Health Education
ARTICLE II: ETHICAL PRACTICE Specialists, are obligated to provide a quality
EXPECTATIONS. education that meets professional standards
Section I. Responsibility to the Public. Health and benefits the individual, the profession,
Education Specialists are responsible for and the public.
educating, promoting, maintaining, and
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improving the health of individuals, families,

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groups, and communities. When a conflict of

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
KEY POINTS UNIT IV: THE LEARNERS AND THE
 This module opened with the question LEARNING PROCESS
‘what is learning?’ This approach provided NURSING PROCESS VS. EDUCATION
you with an opportunity to look at learning PROCESS
as both a product and process and draw an  Assessment – assess learning needs,
understanding of the differences between learning styles
each. This led to an exploration of the  Planning – develop teaching plan
subtle differences between teaching and  Implementation – perform the act of
learning teaching based on instructional methods
 Understanding the nature of learning and tools
process helps us in solving the problems  Evaluation - determine behavior change
related to the educational processes. To
understand as to how human beings learn Learning Needs: Gaps in knowledge that
is, therefore, important for attaining exist between a desired level of performance
competence in teaching. Psychologists and the actual levels of performance.
differ in opinion regarding the nature of
learning process. However, they point STEPS IN THE ASSESSMENT OF LEARNING
towards the facts that learning if more or NEEDS:
less a permanent modification of behavior 1. Identify the learners
which results from activity training or 2. Choose the right setting
observation. 3. Collect data about the learner
 Learning directs goal and takes place when 4. Involve members of the health care team
an individual interacts with the learning 5. Prioritize needs
situation. There are certain conditions 6. Determine availability of educational
which influence learning of the learners. resources
Types of curriculum teaching methods and 7. Assess demands of the organization
maturity level of the learner are just a few 8. Take time management issues into
of such influencing conditions. account
 Schools are the second place after home
where students’ behavior and future METHODS OF ASSESSING LEARNING
educational success are shaped. At schools NEEDS:
there are many elements or factors that  Informal conversations
can influence the teaching and learning  Structured interviews
process that may take place.  Focus group
 The teacher has the most important role  Self-administered questionnaires
for efficient and quality learning. Teacher  Tests
takes an important role in motivating the  Observations
students to get their success in their life. A  Patient’s chart
teacher could bring positive or negative
energy to the students that someday will ASSESSING READINESS TO LEARN
bring him to become a teacher to follow or  Physical readiness
to avoid by the students. o health status
 There is no "magic" to teaching o gender
effectively and enhancing student o physical abilities
learning.  Emotional readiness:
o Anxiety level
o Support system
o Motivation
o Risk taking behavior
o Frame of mind
o Developmental stage
 Experiential readiness:
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o Levels of aspiration,
o past experiences
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 Knowledge readiness

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
KOLB’S THEORY OF EXPERIENTIAL 4. Accommodator: Concrete experience (
LEARNING CE) and active experimentation (AE)
 Proponent: David Kolb  Likes to:
 Four abilities to be effective:  Accomplish things
o Concrete experience (CE) – learning  Use trial and error methods in solving
from actual experience problems
o Reflective observations (RO) – learning  Impatient with other people
by observing others  Acts on intuition and risk takers
o Abstract conceptualization (AC) –  Allowing learners to be active
creating theories to explain what is seen participants
and observed  Independent discovery
o Active experimentation (AE) – using  “What if?” “Why not?”
theories to solve the problems
PRINCIPLES OF PEDAGOGY, ANDRAGOGY
AND GERAGOGY
CHILDREN AS LEARNERS – PRINCIPLES OF
PEDAGOGY
 Pedagogy
 Dependent learning styles
 Objectives are predetermined and
inflexible
EXPERIENTIAL LEARNING STYLES*  Passive training methods
Combination of the following abilities:  inexperienced or uninformed
1. Converger: Abstract conceptualization  Information and examples are provided
(AC) and active experimentation (AE)  Content centered
 Good at decision making  Directed learners
 problem solving, practical application,
 Likes technical works rather than ADULT LEARNERS- PRINCIPLES OF
interpersonal relationships, ANDRAGOGY
 Practical application of ideas  Independent learning styles
 Unemotional  Objectives are flexible
 Prefer to deal with thing rather than with  Has experience to contribute
people  Problem centered

2. Diverger: Concrete experimentation (CE)

and reflective observation (RO)
 Excels in:
 imaginative abilities
 awareness of meaning
 feeling and people oriented
 likes working in groups and
brainstorming
ELDERLY / OLDER ADULTS: PRINCIPLES
3. Assimilator: Abstract conceptualization ( OF GERAGOGY
AC) and reflective observation (RO)  The older adult is anxious to learn
 Strengths:  The older adult brings to the learning
 Inductive reasoning situation, a lifetime of problem-solving
 Creating theoretical models and skills
integrating ideas  Learning takes place at all ages.
 Prefers playing with ideas to actively  Learning is slower
applying them  Visual and hearing difficulties
 More concerned with ideas rather than  Performs tasks slower
19

with people  Shows great care and concentration, and

 Lecture – demo may have to sacrifice speed for accuracy
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to minimize the risk of errors.

Notes by Mary Loren Frances E. Frantilla BSN1-B

Health Education
Module by Marilyn D. Junsay, RN, MSN
LITERACY AND READABILITY KEY POINTS:
 Ability to read – the process of taking in  Assessing learning needs in teaching
the sense or meaning of letters, situations is a shared endeavor. Teachers
symbols, etc., especially by sight or touch. play a key role in helping learners
 Ability to hear – the ability to develop critical self-reflection and
perceive sounds through an organ, such independence by providing opportunities
as an ear, by detecting vibrations as for self-assessment of their competence,
periodic changes in the pressure of a knowledge, understanding and attitudes.
surrounding medium.  Before starting any teaching episode, the
o Phonemic awareness – the concept of teacher needs to establish an
understanding the different sounds that understanding of where the learner is, the
make up a word. level he/she has reached, his/her past
 Decoding – the process of translating experience and his/her personal goals.
print into speech by rapidly matching a  *clue for the quiz: miss will give a situation
letter or combination of letters and we identify what learning style is used
(graphemes) to their sounds (phonemes)
and recognizing the patterns that make
syllables and words.
 Fluency – the skill of reducing the gap
between seeing a word and
understanding its meaning.
 Comprehension – the ability to
understand the information that a piece
of text sends out.

TEACHING STRATEGIES FOR LOW

LITERATE CLIENTS/ PATIENTS
 slow down and take time
 Use pictures/ visuals
 limit amount of information provided
 Use simple plain everyday language (avoid
medical terms)
 emphasize key points
 associate new information with what the
clients’ already knew
 reinforce information through repetition
 involve client in the teaching learning
process
 obtain feedback
 create a shame free environment
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Notes by Mary Loren Frances E. Frantilla BSN1-B