HEALTH EDUCATION: HISTORICAL ➔ Joint Commission on Accreditation of

BACKGROUND OF HEALTH EDUCATION Healthcare Organization – mission is to

continuously improve health care for the
public, in collaboration with the
WHO (WORLD HEALTH ORGANIZATION)
stakeholders, by evaluating health care
define health education as:
organizations and inspiring them to excel in
➔ "comprising of consciously constructed
providing safe and effective care of the
opportunities for learning involving some
highest quality and value.
form of communication designed to improve
➔ American Hospital Association - to
health literacy, including improving
advance the health of all individuals and
knowledge, and developing life skills which
communities. The AHA leads, represents and
are conducive to individual and community
serves hospitals, health systems and other
health."
related organizations that are accountable
to communities and committed to equitable
HISTORICAL DEVELOPMENT OF HEALTH
care and health improvement for all.
EDUCATION
➔ Pew Health Professions Commission –
1900: Public health nurses in this country clearly
charged with assisting health professionals,
understood the significance of education in the
workforce policy makers, and educational
prevention of disease and in the maintenance of
institutions in responding to the challenges
health
of the changing health care system.
1918: National League of Nursing Education
OVERVIEW IN THE PHILIPPINES
(NLNE) in US recognized the responsibility of
Albularyo – derived from the word
nurses for the promotion of health and the
“herbolario”, a Spanish word meaning
prevention of illness in such settings as schools,
homes, hospitals, and industries herbalists.
● Arbularyo – another word

1970: AHA established the rights of patients to variation, a misspelling often

receive complete and current concerning brought about by mispronunciation

treatment, and is technically incorrect.

● “Albularyo” or what we call a witch

1993: JCAHO. These standards, which take the doctor usually call the spirit of the

form of mandates, are based on descriptions of dead and tries to remove them from

positive outcomes of patient care. the face of the earth, they also use

1995: Pew Health Professions Commission, herbal medicine; as well as “

influenced by the dramatic changes currently gayuma”.

surrounding health care, published a broad set of Babaylan

competencies that it believes will mark the success ➔ a shamanic spiritual leader of the
of the health professions in the twenty-first century community.
 ➔ At the beginning of the Spanish Era in the HEALTH EDUCATION SPECIALIST:
late 16th and early 17th centuries, ➔ Also called Health Educators
Babaylans and native Filipino animist ➔ Educate people about behaviors that
beliefs gave rise to the albularyo. promote wellness.
➔ By exchanging the native pagan prayers ➔ They serve their community in a variety of
and spells with Catholic oraciones and ways, using health-focused strategies to
prayers, the albularyo was able to improve the well-being of their community
syncretize the ancient mode of healing with members.
the new religion ➔ Health education specialists work with
individuals, families, and communities, as
OVERVIEW OF HE IN THE PHILIPPINES: well as public and private organizations to

➔ In 1990s, the Philippines entered as a create, implement, oversee, and analyze

modernizing society. The health conditions programs and strategies that promote

in the Philippines would have improved a lot, health and well-being.

➔ Filipino doctors opted to stay in the country 7 AREAS OF RESPONSIBILITY

leaving only a few doctors attending to the 1. ASSESS INDIVIDUAL AND COMMUNITY
needs of the large population in the country. NEEDS FOR HEALTH EDUCATION
➔ In 1993, the Department of Health launched ➔ Provides the foundation of program
its Hospitals as Centers for Wellness planning
program. It assigned each hospital a health ➔ Determine what health problems might exist
education and promotion officer. in any age groups
➔ In 2010, programs are geared toward ➔ Includes determination of community
managing the major health issues that resources available to address the problem
affect the country 2. PLAN HEALTH EDUCATION STRATEGIES,
INTERVENTIONS AND PROGRAMS

Tracing the history of health education to ➔ Development of goals and objective which

ancient times, Rubinson and Alles (1984) are specific and measurable
➔ Interventions are develop to meet the goals
- concluded that the health education
➔ According to rule of sufficiency , strategies
profession has been helping people for a
are implemented which are sufficiently
very long time now.
robust, effective enough and have
- A health educator is “a professionally
reasonable chance of meeting the stated
prepared individual who serves in a variety
objectives
of roles and is specially trained to use
3. COMMUNICATE AND ADVOCATE FOR HEALTH
appropriate educational strategies and
AND HEALTH EDUCATION
methods to facilitate the development of
➔ Implementation is based on a thorough
policies, procedures, interventions, and
understanding of the priority populations
systems conducive to the health of
individuals, groups, and communities”.
 ➔ Utilize a wide range of educational methods ➔ Involves the development of goals and
and strategies objectives which are specific and
4. IMPLEMENT HEALTH EDUCATION measurable. Interventions are developed
STRATEGIES, INTERVENTIONS AND PROGRAMS that will meet the goals and objectives.
➔ Health Educators utilizes research to ➔ According to the Rule of Sufficiency,
improve the practice strategies are implemented which are
➔ Depending on the setting, utilizes test, sufficiently robust, effective enough, and
surveys, observations, tracking of have a reasonable chance of meeting stated
epidemiological data and other methods of objectives.
data collection ➔ You’ll want to consider budgets, the
5. ADMINISTER HEALTH EDUCATION attitudes of stakeholders, timelines,
STRATEGIES, INTERVENTIONS AND PROGRAMS government regulations, and overall
➔ Administration is generally a function done feasibility. Your goal is to overcome existing
by experience practitioner obstacles to reach as many people in your
➔ Involves facilitating cooperation among community as possible
personnel both within and between IMPLEMENTATION
programs ➔ Includes use of age appropriate strategies,
6. CONDUCT EVALUATION AND RESEARCH intervention, and programs
RELATED TO HEALTH EDUCATION ➔ Implementation is based on a thorough
➔ Involves skills to access needed resources understanding of the priority population.
and establish effective consultative ➔ Utilize a wide range of educational methods
relationships and techniques
7. SERVE AS A HEALTH EDUCATION RESOURCE EVALUATION AND RESEARCH
PERSON ➔ A continuous practice that improves and
➔ Advocate the profession of Health innovates nursing practice.
Education ➔ Depending on the setting, utilize tests,
➔ Translate scientific knowledge under stable surveys, observations, tracking
information epidemiological data, or other methods of
➔ Address audience in diverse settings data collection
➔ ➔ Health educators make use of research to
5 AREAS OF RESPONSIBILITY OF HEALTH improve their practices.

EDUCATION RESOURCE PERSON

PLANNING ➔ Provides up-to-date information to patient,

➔ Includes plans of health activities in family members, and colleagues in the

different settings using appropriate profession.

instructional materials involving well and ➔ Involves skills to access needed resources,

sick client across the ages and considering and establish effective consultative

their health beliefs and practices. relationships

 ➔ you’re expected to make yourself available ➔ Traning The Trainer
to answer community health questions and ➔ Educating Their Colleagues
help that community understand and ➔ Clinical Instructor
address health concerns. As such, you need EDUCATION PROCESS
to know where to find accurate health ● a systematic, sequential, planned course of
information, how to assess the action consisting of two major
appropriateness of that information for your interdependent operations, teaching and
community, and how to successfully learning.
communicate that information. ● This process forms a continuous cycle that
ADVOCATE also involves two interdependent players,
➔ Protects the welfare of the patient when the teacher and the learner, jointly perform
needed. teaching and learning activities, the
➔ Translates scientific language into outcome of which leads to mutually desired
understandable information behavior changes
➔ Address diverse audience in diverse settings TEACHING/INSTRUCTION
Formulates and support rules, policies and ● a deliberate intervention that involves the
legislation planning and implementation of
➔ Advocate for the profession of health instructional activities and experiences to
education meet intended learner outcomes according
to a teaching plan.
HISTORICAL DEVELOPMENT OF HEALTH ● Instruction is a component of teaching that
EDUCATION: involves the communicating of information
➔ The teaching function will always be an about a specific skill in the cognitive,
integral part of the duties of a professional psychomotor, or affective domain
nurse.
➔ Nurse Practice Acts (NPAs) in the US DIFFERENCE OF NURSING PROCESS AND
universally include teaching within the EDUCATION PROCESS
scope of nursing practice responsibilities
➔ In 1993, the Joint Commission on NURSING PROCESS:
Accreditation of Healthcare Organization ➔ (ASSESSMENT) Appraise physical and
(JCAHO) delineated nursing standards or psychosocial needs
mandates for patient education which are ➔ (PLANNING) Develop care plan based on
based on positive outcomes for patient mutual goal setting to meet individual
care. needs.
EVOLUTION OF THE TEACHING ROLE OF THE ➔ (IMPLEMENTATION) Carry out nursing
NURSE: care interventions using standard
➔ Teaching As Function Within The Scope Of procedures
Nursing Practice
 ➔ (EVALUATION) Determine physical and ➔ Patients who are informed about what to
psychosocial outcomes expect during a procedure and throughout
EDUCATION PROCESS: the recovery process.
➔ (ASSESSMENT) Ascertain learning needs, ➔ Decreasing the possibility of complications
readiness to learn and learning styles by teaching patients about medications,
➔ (PLANNING) Develop teaching plan based lifestyle modifications and self-monitoring
on mutually predetermined behavioral devices like a glucose meter or blood
outcomes to meet individual needs pressure monitor.
➔ (IMPLEMENTATION) Perform the act of ➔ Reduction in the number of patients
teaching using specific teaching methods readmitted to the hospital.
and instructional materials ➔ Retaining independence by learning
➔ (EVALUATION) Determine behavioral self-sufficiency
changes (outcomes) in knowledge, NURSE’S ROLE IN PATIENT EDUCATION
attitudes, and skills ➔ Effective patient education starts from the
Learning time patients are admitted to the hospital
- is defined as a change in behavior to and continues until they are discharged.
includes skills, knowledge and behavior ➔ Nurses should take advantages of any
Patient Education According to Freidman et al opportunities throughout a patient’s stay to
(2011). teach the patient about self-care.
- It is a set of planned educational activities ➔ Without a proper education, a patient may
using a combination of method (teaching, go home and resume unhealthy habits or
counseling to improve behavior ignore the management of their medical
modification) to improve patients condition. Actions that may lead to a
knowledge and health behaviors relapse and a return to the hospital
- Patient Education is a significant part of a
nurse’s job. KEY POINTS IN PATIENT EDUCATION:
- Education empowers patients to improve ➔ Self-care steps they need to take.
their health status. ➔ Why they need to maintain self-care.
- When patients are involved in their care, ➔ How to recognize warning signs.
they are more likely to engage in ➔ What to do if a problem occurs.
interventions that may increase their ➔ Who to contact if they have questions.
chances for positive outcomes.
ENSURE PATIENT COMPREHENSION:
BENEFITS OF PATIENT EDUCATION: ➔ Common words and phrases
➔ Prevention of medical conditions such as ➔ Reading materials written at a sixth-grade
obesity, diabetes or heart disease. level
➔ Video
➔ Audio
 HOW ARE PATIENTS DIFFERENT? THE BENEFITS OF EFFECTIVE PATIENT
➔ What level of education do they have? EDUCATION:
➔ Can they read and comprehend directions 1. Increase Consumer Satisfaction
for medications, diet, procedures and 2. Improve Quality Of Life
treatments? 3. Ensure Continuity Of Care
➔ What is the best teaching method? Reading, 4. Promote Adherence To Healthcare
viewing or participating in a Treatment Plans
demonstration? 5. Effectively Reduce The Incidence Of
➔ What language does the patient speak? Complications Of Illness
➔ Does the patient want basic information or 6. Decrease patient anxiety
in-depth instruction?
➔ How well does the patient see and hear? TRADITIONAL TEACHING STRATEGIES
Cooperative Learning
ASSURE MODEL ➔ students from one class are arranged into
- is a paradigm to assist nurses to carry out small groups. Based on the premise that
and organize and Education Process learners help each other work and think
1. Analyze The Learner together and are responsible for not only
2. State The Objectives their own learning but also for the learning
3. Select Instructional Materials And Tools of other group members.
4. Requires Learner Performance Advantage: group members learn to function as
5. Evalute/Revise The Teaching And part of a team; teaches or enhances social skills;
Learning Process includes the spirit of team-building
Disadvantage: students who are fast learners may
ROLE OF NURSE EDUCATOR IN STAFF AND lag behind
PATIENT EDUCATION:
➔ Provide clinically competent and Writing to learn
coordinated care to the public ➔ influences students’ disposition toward
➔ Involve patients and their families in the thinking and takes active participation in
decision making regarding health learning. Writing serves as a stimulus of
interventions critical thinking by immersing students in
➔ Provide clients with education and coun the subject matter for cognitive utilization
seling on ethical issues of knowledge and effective internalization
➔ Expand public access to effective care of values and beliefs.
➔ Ensure cost effective and appropriate care Concept-mapping
for the consumer ➔ leads visual assistance to students when
➔ Provide for prevention of illness and asked to demonstrate their thinking in a
promotion of healthy lifestyle graphic manner to show interconnectedness
of concepts or ideas
Debate Distance Learning
- a strategy that foster critical thinking which ➔ this method includes computer learning and
requires in-depth recall of topics for other ways of giving instructions to students
supporting evidence and for developing without the usual classroom setting, such as
one’s position in a controversial issue. teleconferencing or use of telephone
Simulation techniques.
- practical exercises for the students
representing controlled manipulation of ADVANTAGE IN DISTANCE LEARNING
reality ● People from rural areas or those who are
➔ Simulation Exercise homebound can have greater access to
➔ Simulation Game information and even educational degrees
➔ Role-playing ● A larger variety of courses are accessible
➔ Case Study ● Ability to learn on onew own time fram, the
self-directed nature of the learning
Problem-based Learning experience and the opportunity to learn
➔ an approach to learning that involves more about technology
confronting students with real life problems
which they are meant to solve by their own. DISADVANTAGE IN DISTANCE LEARNING
Self-learning Modules ● There is lack of face to face contact or
➔ completely doing away with traditional non-interactive process with the teacher
instruction. The student is provided with the ● Technology problems which may be similar
materials needed for the learning process to systems shutting down and being
without the intervention of the teacher inaccessible
COMPUTER TEACHING STRATEGIES: ● Some may not learn well with less structures
Computer Assisted Instructions educational experience
➔ used to communicate information to ● Others may struggle to use the technology
students and nurses in a time-saving way while learning the content at the same time.
and to teach critical thinking and
problem-solving process CLINICAL TEACHING
Internet ➔ To improve and maintain a high standard of
➔ a worldwide and publicly accessible series clinical instruction, the teacher in nursing
of interconnected computer networks that should show academic excellence and
transmit data by packet switching using the clinical expertise, as well as concern and
standard Internet Protocol (IP) commitment to the nursing profession.
Virtual Reality ➔ The future of nursing student rests on the
➔ a technology which allows the nurse to qualifications and competence of the
interact with a computer-simulated nursing instructors.
environment, real or imagined.
1. Assess learning needs of students by pre WK 2: LEARNING THEORIES RELATED
testing for incoming knowledge.
TO HEALTH CARE
2. Develop learning experiences based on desired
Learning Theory
results.
- a coherent framework of integrated
3. Implement teaching strategies to meet
constructs and principles that describe,
learning needs.
explain, or predict how people learn
4. Post-test students for outcome knowledge
- construction and testing of learning theories
over the past century contributed much to
SUPPLEMENTAL CLINICAL PRACTICES
the understanding of how individuals
● Related Learning Experiences (RLE) or
acquire knowledge and change their ways
Laboratory
of thinking, feeling, and behaving.
● Models of Clinical Teaching
Traditional Model
BEHAVIORIST LEARNING THEORY
- oldest and common model of clinical
➔ Focusing on what is directly observable
teaching.
➔ Learning is the product of stimulus
Faculty-directed Independent Experience Model
condition(S) and response(R)
- used in community-based setting and to
➔ It is useful in nursing practice for the
minimize the number of students requiring
delivery of health care
direct faculty supervision in acute or varied
➔ Respondent conditioning or Classical
settings.
conditioning (Pavlov)
Collaborative Model
● Systematic desensitization is a
- address the fiscal issue concerning cost
technique based on respondent
associated with clinical instruction when
conditioning that is used by
student-faculty ratio is very high. Hospital
psychologists to reduce fear and
staff and clinical faculty share nursing
anxiety in their clients
practice. Hospital staff and clinical faculty
● The assumption is that fear of a
share the teaching role.
particular stimulus or situation is
Preceptor Model
learned
- are expert nurses in the clinical setting
works with the student on a one-on-one
CLASSICAL CONDITIONING:
basis. Preceptors are staff nurses employed
➔ Discovered by Russian Physiologist Ivan
by the clinical agency who can provide
Pavlov
onsite clinical instructions for assigned
➔ A type of unconscious or automatic
students
learning; creates a conditioned response
through associations between an
unconditioned stimulus and a neutral
stimulus
 ➔ Although classical conditioning was not Operant Conditioning (BF SKINNER 1904 -1990)
discovered by a psychologist, it has had a ➔ a learning as a change in probability of
tremendous influence over the school of response.
thought in psychology known as ➔ Operant is a set of behavior that constitute
BEHAVIORISM. an individual doing something
Behaviorism ➔ He believes that internal thought and
- assumes that all learning occurs through motivations could not be used to explain. He
interactions with the environment and that suggested at the external observable
environment shapes behavior causes of human behavior.
Unconditioned Stimulus ➔ Skinner used the term operant to any “
➔ is a stimulus or trigger that leads to an Active behavior that operates upon the
automatic or involuntary response. environment
Unconditioned Response KIND OF REINFORCERS
➔ is an automatic response or a response that Positive Reinforcers
occurs without thought when an ● are favorable events or outcomes that are
unconditioned stimulus is present. presented after the behavior. A response or
Conditioned Stimulus behavior is strengthened by the addition of
➔ is a stimulus that was once neutral (didn’t something as praise or reward.
trigger a response) but now leads to a Negative Reinforcers
response. ● is the removal of unafavorable events or
Conditioned Response outcomes after the display of a behaviour. A
➔ is the learned response or a response that is response is strengthened by the removal of
created where no response existed before something considered unpleasant
Punishment
● is the presentation of an adverse event or
outcome that cause a decrease in the
behavior.
Positive punishment
● is a punishment by application, involve s the
presentation of an unfavorable event or
outcome in order to weaken the response
Negative Punishment
● is punishment by removal, occurs when an
favorable event or outcome is removed
after a behavior occurs.
 ➔ Interpreting it based on what is already
known
➔ Then reorganizing the information into new
insights or understanding
➔ GESTALT
➔ INFORMATION PROCESSING
➔ COGNITIVE DEVELOPMENT
BENEFITS OF COGNITIVE THEORY:
● Boosts confidence
● Enhances Comprehension
● Improves problem-solving skills
● Encourage continuous learning
SOCIAL LEARNING THEORY
➔ is largely based on the work of Albert
Advantages
Bandura, who mapped out a perspective on
➔ This theory is simple and easy to use.
learning that includes consideration of the
➔ It encourages clear objective analysis of
personal characteristics of the learner,
observable environment stimulus
behavior patterns, and the environment.
conditions, learners’ responses and the
➔ Bandura emphasized behaviorist features
effect of reinforcement on people’s action
and the imitation of role models
Disadvantages
➔ The learner has become viewed as central
➔ This is teacher centered model in which
(what Bandura calls a “human agency)
learners assume are assumed to be
relatively passive and easily manipulated
PRINCIPLES OF SOCIAL LEARNING THEORY:
➔ It focuses on extrinsic reward and external
● Attentional phase, a necessary condition
incentives reinforces and promotes
for any learning to occur.
materialism rather self-initiative.
● Retention phase, which involves the storage
➔ Based on animal studies, result not
and retrieval of what was observed.
applicable to human behavior
● Reproduction phase, during which the
➔ Clients changed behavior may deteriorate
learner copies the observed behavior
overtime.
● Motivational phase, which focuses on
COGNITIVE LEARNING THEORY
whether the learner is motivated to perform
➔ key to learning and changing is the
a certain type of behavior
individual’s cognition (perception, thought,
memory, and ways of processing and
structuring information).
➔ It is highly active process largely directed
by the individual
➔ It involves perceiving the information
 CENTRAL CONCEPT OF SOCIAL LEARNING ➔ Freud was the first to systematically study
THEORY: and theorize the workings of the
Role Modeling unconscious mind in the manner that we
● is a central concept of social learning associate with modern psychology.
theory. To facilitate learning he emphasizes ➔ It is a Motivational theory that emphasizes
that role models need to be enthusiastic, on emotions rather than cognition or
professionally organized, caring, and responses.
self-confident, as well as knowledgeable,
skilled, and good communicators. PSYCHODYNAMIC THEORY: TOPOGRAPHIC
Vicarious reinforcement MODEL
● involves determining whether role models ➔ He said that only about one tenth of our
are perceived as rewarded or punished for mind is conscious, and the rest of our mind
their behavior. is unconscious.
● The model seen by the observer as ➔ Our unconscious refers to that mental
rewarded or punished may have a direct activity of which we are unaware and are
influence on learning. unable to access
➔ According to Freud, unacceptable urges and
APPLICATION OF THE THEORY desires are kept in our unconscious through
● Social learning theory has been applied a process called repression
extensively to the understanding of ➔ Freudian slip, slips of the tongue are
aggression and psychological disorders, actually sexual or aggressive urges,
particularly in the context of behavior accidentally slipping out of our unconscious.
modification
● It is also the theoretical foundation for the PSYCHODYNAMIC THEORY: STRUCTURAL
technique of behavior modeling which is MODEL
widely used in training programs. In recent ➔ Freud believed that we are only aware of a
years, Bandura has focused his work on the small amount of our mind’s activities and
concept of self-efficacy in a variety of that most of it remains hidden from us in
contexts our unconscious.
➔ According to Freud, our personality
PSYCHODYNAMIC LEARNING THEORY develops from a conflict between two
Sigmund Freud (1856–1939) forces: our biological aggressive and
➔ the most controversial and misunderstood pleasure-seeking drives versus our internal
psychological theorist. When reading (socialized) control over these drives.
Freud’s theories, it is important to ➔ Freud suggested that we can understand
remember that he was a medical doctor, this by imagining three interacting systems
not a psychologist. within our minds. He called them the id,
ego, and superego
ID RATIONALIZATION

➔ contains our most primitive drives or urges, ➔ Justifying behavior by substituting

and is present from birth. It directs impulses acceptable reasons for less-acceptable real

for hunger, thirst, and sex. reasons.

➔ Freud believed that the id operates on what RAEACTION FORMAATION

he called the “pleasure principle,” in which ➔ Reducing anxiety by adopting beliefs

the id seeks immediate gratification. contrary to your own beliefs

SUPEREGO REGRESSION

➔ develops as a child interacts with others, ➔ Returning to coping strategies for less

learning the social rules for right and wrong. mature stages of development

➔ The superego acts as our conscience; it is REPRESSION

our moral compass that tells us how we ➔ Suppressing painful memories and thoughts

should behave. SUBLIMATION

EGO ➔ Redirecting unacceptable desires through

socially acceptable channels.
➔ ego is the rational part of our personality.
FREUD’S STAGES OF PSYCHOSEXUAL
It’s what Freud considered to be the self,
DEVELOPMENT:
and it is the part of our personality that is
seen by others.
➔ job is to balance the demands of the id and
superego in the context of reality; thus, it
operates on what Freud called the “reality
principle.”
➔ The ego helps the id satisfy its desires in a
realistic way
PSYCHODYNAMIC THEORY: DEFENSE
Model of personality development by Erikson’s
MECHANISM
- It has eight stages of life, with the model
organized around a psychosocial crisis to be
DENIAL
resolved at each stage.
➔ Refusing to accept real events because they
- Determining the stage of personality
are unpleasant
development is essential in health care
DISPLACEMENT
when designing and carrying out treatment
➔ Transferring inappropriate urges or
regimens, communication, and health
behaviors onto a more acceptable or less
education
threatening target
HUMANISTIC THEORY
PROJECTION
Carl Rogers (1959)
➔ Attributing unacceptable desires to others.
- believed that humans have one basic
motive, that is the tendency to self-actualize
 (e.g., to fulfill one’s potential and achieve WK3: PRINCIPLES OF TEACHING AND
the highest level of human-beingness’ we
LEARNING IN HEALTH EDUCATION
can.
Concept of Learning
➔ An optimistic approach to human
● Learning is about a change:
development and nature.
➔ The change brought about by
➔ Contrasts Freud’s approach in a way, but
developing a new skill,
agrees with the Hierarchy of Needs
understanding a scientific law,
proposed by Maslow.
changing an attitude.
Client Centered Therapy
➔ The change is not merely incidental
- clients were given a healthy and
or natural in the way that our
encouraging environment and provided
appearance changes as we get older
validation to grow themselves.
● Learning is a relatively permanent change,
- For a person to grow, they need an
usually brought about intentionally.
environment that provides them with
Concept of Teaching
acceptance and empathy
● Teaching is a set of events, outside the
learners which are designed to support
HUMANISTIC LEARNING THEORY
internal process of learning.
➔ perspective on learning is the assumption
● Teaching (instruction) is outside the
that every individual is unique and that all
learner. Learning is internal to learners
individuals have a desire to grow in a
● You cannot motivate others if you are not
positive way
self-motivated. Motives are not seen, but
➔ The importance of emotions and feelings,
behaviors are seen.
the right of the individual to make their own
● Learning is both motive and behavior but
choices and human creativity is the
only behavior is seen, learning is internal,
cornerstone of humanistic approach to
performance is external
learning
Purposes
➔ Abraham Maslow is the major contributor
- To contribute to health and well-being by
to humanistic theory
promoting lifestyles, community actions and
conditions that make it possible to live
healthful lives.
- in field of healthcare is to highlight the
important role of education in “helping the
patients in their families assume
responsibility for self-care management.”
 HALLMARKS OF GOOD OR EFFECTIVE PRINCIPLES OF TEACHING AND LEARNING
TEACHING IN NURSING
When the subject Students are
matter to be learned motivated when they
possesses meaning, attempt tasks that fall
Professional Competence
structure are clear to in a range of challenge
➔ Possession of skillful interpersonal students learning
proceeds rapidly
➔ relationships with the students
➔ Desirable personal characteristics of the Readiness is a When students have
prerequisite for knowledge of their
teacher learning learning progress,
➔ Teacher’s adherence to personal standard performance will be
superior to what it
of excellence and self development
➔ Teacher should possess mastery of the Students must be Behaviors that are
motivated to learn reinforced (rewarded)
subject matter. are more likely to be
Teaching Practice learned.

➔ Evaluation Practice Directed learning is Supervised practice

➔ Availability to students in the laboratory more effective than that is most effective
undirected learning. occurs in a functional
clinical area education experience.
Interpersonal Relationship With Students
Problem-oriented To be most effective,
➔ Ability to relate well with students approaches to teaching reward (reinforcement)
improve learning. must follow as
➔ Sensitivity to their feelings and problems
Students learn what immediately as
➔ Respect for their rights they practice. possible
➔ Fairness in evaluating students
Students are
performance motivated through
their involvement in
Personal Characteristics
setting goals and
➔ Personal magnetism that motivates planning learning
activities
students to learn, enthusiasm, self-control
and personal discipline in complying with
PRINCIPLES OF GOOD TEACHING PRACTICE
rules and standards.
Principle 1: Good practice encourages
➔ Patient, flexible, sense of humor and caring
student-faculty contact
attitude.
Principle 2: Good practice encourages cooperation
Teaching Practices
among students
➔ Ability and skill in utilizing appropriate
Principle 3: Good practice encourages active
methods and techniques
learning
Evaluation Practices
Principle 4: Good practice gives prompt feedback
➔ Should have a clear communication of
Principle 5: Good practice emphasizes time on task
expectancies
Principle 6: Good practice communicates high
➔ Timely feedback on students progress
expectations
➔ Correcting tactfully their errors
Principle 7: Respects diverse talents and ways of
➔ Fairness in grading test.
learning
 MAJOR BARRIERS TO TEACHING INCLUDE Readiness to learn – when the learner is receptive
➔ Lack of time to learning
➔ Low-priority status given to teaching Learning style – how the learner best leans
➔ Lack of confidence and competence
➔ Questionable effectiveness of client DETERMINANTS OF LEARNING
education ● For patients and families to improve their
➔ Documentation difficulties health and adjust to their medical
➔ Absence of third party reimbursement conditions
➔ Negative influence of environment ● For students acquiring the information and
➔ Lack of motivation and skills skills necessary to become a nurse
● For staff nurses devising more effective
MAJOR OBSTACLE TO LEARNING approaches to educating and treating
➔ Lack of time patients and one another in partnership
➔ Stress of illness
➔ Readiness to learn STEPS IN ASSESSING LEARNING NEEDS
➔ Complexity, inconvenience of health care 1. Identify the learner – who is the audience?
system 2. Choose the right setting
➔ Denial of learning need - Establishing a trusting environment
➔ Lack of support from health professional helps learners feel a sense of
➔ Extent of needed behavior changes security in confiding information
➔ Negative influence of environment 3. Collect data about the learner
➔ Literacy problem - Once the learner is identified, the
educator can determine
WK4: HEALTH EDUCATION PROCESS characteristic needs of the

Assessment of the Learner population by exploring typical

● Assessment of learning needs are gaps in health problems or issues of interest

knowledge that exist between the desired to that population.

level of performance and actual level of 4. Collect data from the learner

performance. - Learners are usually the most

● In other words, a learning need is the gap important source of needs

between what someone knows and what assessment data about themselves.

someone needs or wants to know. Such 5. Involve members of the healthcare team

gaps may arise because of a lack of - likely have insight into patient or

knowledge, attitude, or skill. family needs or the educational

3 DETERMINANTS OF LEARNING: needs of the nursing staff or

Learning needs – what the learner needs and students as a result of their frequent

wants to learn contacts with both consumers and

caregivers.
 6. Prioritize needs METHODS TO ASSESS LEARNING NEEDS:
- A list of identified needs can become Informal Conversation
endless and seemingly impossible to ➔ learning needs are discovered during
accomplish. impromptu conversations that take place
7. Determine availability of educational with other healthcare team members
resources Structured Interviews
- The educator may identify a need, ➔ The educator asks the learner direct and
but it may be useless to proceed predetermined questions to gather
with interventions if the proper information about learning needs
educational resources are not ➔ use open-ended questions, choose a setting
available, that is free of distractions, and allow the
8. Assess the demands of the organization learner to state what are believed to be the
- yields information that reflects the learning needs.
climate of the organization. Focus Groups
9. Take time-management issues into ➔ A facilitator leads the discussion by asking
account open-ended questions intended to
- Because time constraints are a encourage detailed discussion.
major impediment to the assessment Questionnaires
process, ➔ Educators can obtain learners’ written
CRITERIA FOR PRIORITIZING LEARNING responses to questions about learning needs
NEEDS: by using survey instruments.
Mandatory: Needs that must be learned for ➔ Checklists are one of the most common
survival or situations in which the learner’s life or forms of questionnaires.
safety is threatened. Learning needs in this Tests
category must be met immediately. ➔ Giving written pretests before teaching is
planned can help identify the knowledge
Desirable: Needs that are not life-dependent but levels of potential learners regarding a
that are related to well-being or the overall ability particular subject and assist in identifying
to provide high-quality care in situations involving their specific learning needs.
changes in institutional procedure Observations
➔ can help the educator conclude established
Possible: Needs for information that is nice to patterns of behavior that cannot and should
know but not essential or required or situations in not be drawn from a single observation.
which the learning need is not directly related to Documentation
daily activities ➔ Initial assessments, progress notes, nursing
care plans, staff notes, and discharge
planning forms can provide information
about the learning needs of clients.
Readiness to Learn In particular, it affects patients’ ability to
➔ defined as the time when the learner concentrate and retain information.
demonstrates an interest in learning the Support System
information necessary to maintain optimal ● A strong support system decreases anxiety,
health or to become more skillful in a job while the lack of one increases anxiety
FOUR TYPES OF READINESS TO LEARN: levels.
PHYSICAL READINESS Motivation
● Knowing the motivational level of the
MEASURES OF ABILITY learner assists the educator in determining
● Ability to perform a task requires fine when someone is ready to learn.
and/or gross motor movements, sensory Risk-Taking Behavior
acuity, adequate strength, flexibility, ● If patients prefer to participate in activities
coordination, and endurance. that may shorten their life spans, rather
COMPLEXITY OF TASK than complying with a rigid treatment plan,
● Variations in the complexity of the task the educator must be willing to teach these
affect the extent to which the learner can patients how to recognize certain body
master the behavioral changes in the symptoms and then what to do.
cognitive, affective, and psychomotor Frame of Mind
domains. ● involves concern about the here and now. If
ENVIRONMENTAL EFFECTS survival is of primary concern, then
● An environment conducive to learning helps readiness to learn will be focused on
to hold the learner’s attention and stimulate meeting basic human needs.
interest in learning. Developmental Stage
HEALTH STATUS ● Each task associated with human
● The amounts of energy available and the development produces a peak time for
individual’s present comfort level are readiness to learn, known as a “teachable
factors that significantly influence that moment”
individual’s readiness to learn. EXPERIENTIAL READINESS
GENDER Level of Aspiration
● Research indicates that women are ➔ The extent to which someone is driven to
generally more receptive to medical care achieve is related to the type of short- and
and take fewer risks with their health than long-term goals established, not by the
do men educator, but by the learner.
EMOTIONAL READINESS Past Coping Mechanisms
ANXIETY LEVEL ➔ The coping mechanisms someone has been
● influences a person’s ability to perform at using must be explored to understand how
cognitive, affective, and psychomotor levels. the learner has dealt with previous
problems.
Cultural Background ● the way the learners that learners learn
➔ Knowledge on the part of the educator that takes into account the cognitive,
about other cultures and being sensitive to affective, and physiological factors
behavioral differences between cultures are ● Each learner is unique and complex
important to avoid teaching in opposition to
cultural beliefs 3 MECHANISMS TO DETERMINE LEARNING
Locus of Control STYLE
➔ Whether readiness to learn comes from 1. Observation
internal or external stimuli can be - observing the learners in action.
determined by ascertaining the learner’s 2. Interview
previous life patterns of responsibility and - ask the learners about preferred ways of
assertiveness. learning.
➔ Internal locus of control – drive to learn 3. Administration of Learning Style instrument
comes within the learners. - Once data is gathered through interview,
➔ External locus of control – externally observation and instrument administration,
motivated to learn. educators can validate learning style and
PRESENT KNOWLEDGE BASE choose methods and materials for
➔ Assess how much someone already knows instruction to support a variety of learners
about a specific subject or how proficient preference.
that person is at performing a task. Right-Brain/Left-Brain and Whole-Brain
COGNITIVE ABILITY Thinking
➔ The extent to which information can be
Left-Hemisphere Right Hemisphere
processed is indicative of the level at which Functions Analytical Functions Thinking
the learner is capable of learning.
Prefers talking and is creative, intuitive,
LEARNING DISABILITIES writing divergent, diffuse
➔ Individuals with low literacy skills and
Responds to verbal Synthesizing
learning disabilities become easily instructions and
explanations
discouraged unless the educator easily
recognizes their special needs and seeks Recognizes/remembers Prefers drawing and
names manipulating objects
ways to help them accommodate
LEARNING STYLES Relies on language in Responds to written
thinking and instructions and
➔ Assessing how someone learns best and remembering explanations
likes to learn helps the educator to select
Solves problems by Recognizes and
appropriate teaching approaches. breaking them into remembers faces
DIFFERENT LEARNING STYLES parts, then approaches
the problem
● refers to the ways individuals process sequentially, using
information logic

Good organizational Relies on images in

 Light – Does your child prefer bright fluorescent or
skills, neat thinking and
remembering incandescent light, dim light, or natural light?

Likes stability, willing Loose organizational Temperature – Does your learner prefer a cold,
to adhere to rules skills, sloppy cool, warm, or toasty environment?

Conscious of time and Likes change, Seating – Does your child prefer a lounge chair,
schedules uncertainty solid high-back chair, lying on the floor, or another

Algebra is preferred Frequently loses position for reading or studying?

math contact with time and Emotional Domain
schedules
➔ consider your child’s level of motivation,
Not as good at Geometry is the
task persistence, conformity, and need for a
interpreting preferred math
body language structured environment.
Sociological Domain
Controls emotions Good at interpreting
body language ➔ consider your child’s preference for studying

Thinking is critical, Free with emotions alone, in pairs, with

logical, Physiological Domain
convergent, local
➔ you consider your child’s preference for the
NED HERMANN’S FOUR DOMINANT QUADRANTS
modes of learning in the VAKT model
✓ Analytical (Quadrant A).
(auditory, visual, tactile, and kinesthetic).
✓ Sequential (Quadrant B).
You also consider your child’s best time of
✓ Interpersonal (Quadrant C).
day for learning activities.
✓ Imaginative (Quadrant D).
➔ V - Visual
➔ A - Aural
➔ R - Read/Write
➔ K - Kinesthetic
● Identified by Fleming and Mills in
1992
● The VARK questionnaire is the
instrument used to measure the
VARK.
➔ VISUAL LEARNERS
- Like graphical representation such
Rita Dunn and Kenneth Dunn
as flowcharts with step by step
- In 1967, they set out to develop a
directions.
user-friendly model that would assist
➔ AURAL LEARNERS
educators in identifying characteristics that
- Enjoy listening to lectures, often
allow individuals to learn in different ways
need directions, read aloud, and
Environmental Domain:
prefer to discuss topics and form
Sound – Does your learner like silence, light
study groups.
background noise, or a noisy environment?
 ➔ READ/WRITE LEARNERS (I)– Introvert. Organizes the inner world in
- Like the written words, as evidenced concepts and notions.
by reading and writing, with (S)– Sensing. Uses facts to operate.
preferences to additional sources of (N)– Intuition. Uses the power of imagination. (T)–
information. Thinking. Makes the decisions based on logic.
➔ KINESTHETIC LEARNERS/TACTILE (F)– Feeling. Uses personal values and feelings for
- Enjoy hands-on activities such as making choices.
role play and return demonstration. (P)– Perceiving. Wants to be flexible, adaptable
Psychological Domain and open to changes.
➔ you’ll consider your child’s learning style as (J)– Judging. Decides critically and is comfortable
it falls into an analytic/global thinking style with everything being planned.
or a more impulsive/reflective style. KOLB’S LEARNING STYLE
Carl G. Jung David Kolb (1984)
- a Swiss psychiatrist, developed a theory - developed his learning style model in the
that explains personality similarities and early 1970s.
differences by identifying attitudes of - He believed that knowledge is acquired
people (extraverts and introverts) through a transformational process, which is
Isabel Myers and her mother Katherine Briggs continuously created and recreated.
- became convinced that Jung’s theories had - the learner is not a blank slate but rather
an application for increasing human approaches a topic to be learned with a
understanding. preconceived idea.
Isabel Myers Briggs - Kolb’s model, known as the cycle of learning
- we all have inborn learning preferences. includes four modes of learning that reflect
When students don’t understand the lesson two major dimensions: perception and
teachers can help them to grasp the processing.
material in their own way using a CONCRETE EXPERIENCE
research-based framework that is - doing/having an experience
suggested by MBTI test - when a learner has a newexperience or
- Myers–Briggs Type Indicator (MBTI) interprets a previous experience in a new
➔ which permits people to learn about way
their type of behavior and REFLECTIVE OBSERVATION
understand themselves better with - reviewing/reflecting on the experience
respect to how they interact with - the learner reflects on the new experience
others. to understand what it means.
Myers and Briggs Learning Style ABSTRACT CONCEPTUALISATION
(E)– Extrovert. Strives to organize the outer world - concluding/learning from the experience
and things. ACTIVE EXPERIMENTATION
- planning/trying out what have you learned
 - the learner applies their new ideas to 2. NATURALIST INTELLIGENCE
real-world situations to test whether they ➔ ability to recognize and categorize plants,
work and see if any changes need to be animals and other objects in nature.
made.
KOLB’S LEARNING STYLE ARE: 3. EXISTENTIAL INTELLIGENCE
Diverging ➔ sensitivity and capacity to tackle deep
● learners focus on concrete experience and questions about human existence such as,
reflective observation. They prefer to watch what is the meaning of life, why do we get
and reflect on what they’ve observed before here.
jumping in. 4. VERBAL LINGUISTIC
Assimilating ➔ well-developed verbal skills and sensitivity
● incorporates learners who favor abstract to the sounds, meanings and rhythms of
conceptualization and reflective words.
observation. 5. LOGICAL MATHEMATICAL
Converging ➔ ability to think conceptually and abstractly
● focus on abstract conceptualization and to discern logical and numerical patterns
active experimentation. They like to solve 6. SPATIAL VISUAL INTELLIGENCE
problems and enjoy applying learning to ➔ capacity to think in images and pictures, to
practical issues. visualize accurately and abstractly
Accommodating 7. BODILY-KINESTHETIC
● favors concrete experience and active ➔ ability to control one’s body movement
experimentation. They relish a challenge 8. MUSICAL INTELLIGENCE
and use intuition to solve problems ➔ ability to produce and appreciate rhythm,
pitch and timber
GARDNER MULTIPLE INTELLIGENCE 9. INTRAPERSONAL INTELLIGENCE
Howard Gardner (Psychologist) ➔ Are good at being aware of their own
- a theory focused on the multiple kinds of emotional states, feelings and motivations.
intelligence in children.
- Gardner based his theory on findings from WK5: DESIGNING HEALTH EDUCATION
brain research, developmental work, and
PLAN FOR A SPECIFIC AGE GROUP
psychological testing
Developmental stage of the Learner
1. INTERPERSONAL INTELLIGENCE
● An individual’s developmental stage
➔ capacity to detect and respond
significantly influences the ability to learn.
appropriately to the moods, motivations
● An individual’s developmental stage
and desires of others.
significantly influences the ability to learn.
➔ Interpersonal (capacity to be self-aware
● Pedagogy, andragogy, and gerogogy are
and in tune with inner feelings, values belief
three different orientations to learning.
and thinking process
Developmental Characteristics ➔ Learning is enhanced through sensory
Chronological age experiences and manipulation of objects in
- is only a relative indicator of someone’s the environment.
physical, cognitive, and psychosocial stage ➔ The child touches things, holds, listens,
of development shakes, tastes and feels everything in sight.
Developmental stage
- based on the confirmation by psychologists PSYCHOSOCIAL STAGE:
that human growth and development are a. 0-12 months: Trust vs Mistrust
sequential but not always specifically ➔ During this time, children must work through
age-related their first dilemma of developing a sense of
trust with their primary care taker.
What is Andragogy, Pedagogy, Geragogy?? b. 1-2 years: Autonomy vs Shame and Doubt

Andragogy ➔ Toddlers must learn to balance feelings of

➔ the term coined by Knowles (1990) to love and hate and learn to control willful

describe his theory of adult learning, is the desires

art and science of helping adults learn.

Pedagogy Early Childhood 3-5 years

➔ the art and science of helping children to PHYSICAL

learn. The different stages of childhood are ● Fine and gross motor skills become

divided according to what developmental increasingly more refined and coordinated

theorists so that they can carry out activities of daily

➔ Educational psychologists living with greater independence.

- define as specific patterns of COGNITIVE STAGE: PREOPERATIONAL

behavior seen in particular phases of ● The young child continues to be egocentric

growth and development, (more on self-centered) and is essentially

throughout all of childhood, learning unaware of others’ thoughts.

is subject-centered PSYCHOSOCIAL STAGE: INITIATIVE VS. GUILT

Geragogy ● Ability to be self-starter or initiate one's own

➔ The teaching of older persons, known as activity

geragogy, is different from teaching adults

(andragogy) and children (pedagogy). SCHOOL AGE 6-11 YEARS
PHYSICAL DEVELOPMENT

INFANCY (FIRST 12 MONTHS OF LIFE) AND ● The gross and fine-motor abilities of

TODDLERHOOD (1-2 YEARS OF AGE) school-aged children are increasingly more

Cognitive Stage: Sensorimotor Stage: (0-2 Years) coordinated so that they can control their

➔ This period refers to coordination and movements with much greater dexterity

integration of motor activities with sensory than ever before. Girls more so than boys on

perceptions. the average begin to experience

 prepubescent bodily changes and tend to ● Uses personal experience to enhance or
exceed the boys in physical maturation. interfere with learning.
COGNITIVE: CONCRETE OPERATIONS: ● Intrinsic motivation
● During this time, logical thought processes ● Able to analyze critically
and the ability to reason inductively and COGNITIVE STAGE: FORMAL OPERATIONS
deductively develop. School-aged children ● The cognitive capacity of young adults is
are able to think more objectively, are fully developed, but with maturation, they
willing to listen to others, and will selectively continue to accumulate new knowledge and
use questioning to find answers to the skills from an expanding reservoir of formal
unknown. and informal experiences. Young adults
PSYCHOSOCIAL: INDUSTRY VS. INFERIORITY: continue in the formal operations stage.
● Begin to establish their self-concept as PSYCHOSOCIAL STAGE: INTIMACY VS.
members of a social group larger than their ISOLATION
own nuclear family and start to compare ● During this time, individuals work to
family values with those of the outside establish a trusting, satisfying, and
world. permanent relationship with others. They
strive to establish commitment to others in
ADOLESCENCE 12-19 YEARS their personal, occupational, and social
COGNITIVE STAGE: FORMAL OPERATIONS lives.
● They are capable of abstract thought and
complex logical reasoning. Adolescents can MIDDLE ADULTHOOD 41-64 YEARS
conceptualize and internalize ideas. PHYSICAL
Adolescents are able to understand the ● During middle age, many individuals have
concept of health and illness, the multiple reached the peak in their careers, their
causes of diseases, the influence of sense of who they are is well developed,
PSYCHOSOCIAL STAGE: IDENTITY VS. ROLE their children are grown, and they have time
CONFUSION to pursue other interests.
● They indulge in comparing their self-image COGNITIVE STAGE: FORMAL OPERATIONS
with an ideal image. Adolescents find ● Their life experiences and their proven
themselves in a struggle to establish their record of accomplishments often allow them
own identity, match their skills with career to come to the teaching–learning situation
choices, and determine their “self.” with confidence in their abilities.
PSYCHOSOCIAL STAGE: GENERATIVITY VS.
YOUNG ADULTHOOD 20-40 YEARS SELF-ABSORPTION AND STAGNATION
PHYSICAL ● Midlife marks a point at which adults realize
● Young adults are at their peak, and the that half of their life has been spent. This
body is at its optimal functioning capacity. realization may cause them to their level of
● Autonomous, self-directed achievement and success.
 ELDERLY 65 AND ABOVE
PHYSICAL
● Most older persons suffer from at least one
chronic condition, and many have multiple
condition. The sensory perceptive abilities
that relate most closely to learning capacity
are visual and auditory changes. Hearing
loss, which is very common beginning in the
late forties and fifties, includes diminished
ability to discriminate high-pitched sounds.
COGNITIVE STAGE: FORMAL OPERATIONS
● Aging affects the mind as well as the body.
Cognitive ability changes with age as
permanent cellular alterations invariably
occur in the brain itself.
PSYCHOSOCIAL STAGE: EGO INTEGRITY VS.
DESPAIR
● This phase of elderly includes dealing with
the reality of aging, the acceptance of the
inevitability that we all will die.

TERMINOLOGIES:
COGNITIVE
➔ Relating to thinking.
PSYCHOSOCIAL
➔ Relating to the interrelation of social factors
and individual thought and behavior.
PHYSICAL
➔ Relating to the body as opposed to the
mind.
STRATEGIES
➔ A plan of action or policy designed to
achieve a major or overall aim.
TEACHING
➔ Ideas or principles taught by an authority.