NCM 102: Health

Education
Overview
of Health
Education
in Health
Care
 Health Education
• is a social science that draws from the:

to promote health and prevent disease, disability, and premature death

through education-driven voluntary behavior change activities.

Health Education
• is the DEVELOPMENT of: • to improve HEALTH
(IGICS) (KASB)
an individual, knowledge
group, attitudes
institutional, Skills
community, and behavior
systemic strategies
Health Education
• IS THE PROCESS OF PASSING ON
HEALTH MESSAGES WITH THE
AIM OF INFLUENCING PEOPLES’
BEHAVIOURS, ATTITUDES AND
PRACTICES.
 • Health education has long been
considered a standard care-giving role
of the nurse.
Historical • Patient teaching is recognized as an
Foundations of independent nursing function.
the Nurse • Nursing practice has expanded to
Educator Role include education in the broad
concepts of health and illness.
Historical
Foundations of
the Nurse
Educator Role Organizations and Agencies Promulgating
Standards and Mandates
 1. NLNE/NLN (National League of
Nursing)
Organizations • first observed health teaching as an
important function within the scope of
and Agencies nursing practice
Promulgating • responsible for identifying course
content for curriculum on principles of
Standards and teaching and learning
Mandates:
 2. ANA (American Nurses Association)
• responsible for establishing standards

Organizations and qualifications for practice, including

patient teaching
and Agencies 3. ICN (International Council for
Promulgating Nurses)
Standards and • endorses health education as an essential
component of nursing care delivery
Mandates:
 4. State Nurse Practice Acts
• universally includes teaching within the
scope of nursing practice
Organizations
5. JCAHO (Joint Commission on
and Agencies Accreditation of Healthcare
Promulgating Organizations)
Standards and • accreditation mandates require evidence
of patient education to improve outcomes
Mandates: 6. AHA
• Patient’s Bill of Rights ensures that clients
receive complete and current information
 7. Pew Health Professions Commission
• puts forth a set of health profession

Organizations competencies for the 21st century

• over one-half of recommendations
and Agencies pertain to importance of patient and staff
Promulgating education

Standards and
Mandates:
 FOCUS & IMPORTANCE OF H.E.
• improves the health status of individuals, families, communities, states, and the
nation.
• enhances the quality of life for all people.
• reduces premature deaths.
• On prevention, it reduces the costs (both financial and human) that individuals,
employers, families, insurance companies, medical facilities, communities, the state,
and the nation would spend on medical treatment

PREVENTION
 Institute of Medicine 2001
Current
CROSSING THE QUALITY CHASM:
Mandates A NEW HEALTH SYSTEM FOR

for THE 21ST CENTURY

Nurse as • focuses more broadly on how the health

system can be reinvented to foster

Educator innovation and improve the delivery of

care.
 Third, health care
Second, health care
Six Aims for Improvement
"First, do no harm,”
must be effective.
should be patient-
centered.

Fifth, the health care

Fourth, care should Sixth, health care
system should
be timely. should be equitable.
be efficient
 Healthy People 2010 (United States
Current Department of Health and Human
Services)
Mandates Federal initiatives outlined:
To increase the quality & years of healthy
for life
To eliminate health disparities among
Nurse as different segments of the population
*Requires the nurse as educator to use
Educator theory and evidenced based strategies to
promote desirable health behavior.
• Social, economic, and political forces
that affect a nurse’s role in teaching:
• growth of managed care Trends
• increased attention to health and well-
being of everyone in society
• cost containment measures to control
Affecting
healthcare expenses
• concern for continuing education as
Health
vehicle to prevent malpractice and
incompetence Care
• expanding scope and depth of nurses’
practice responsibilities
• consumers demanding more knowledge and
Trends
Affecting
skills for self-care
• demographic trends influencing type and
amount of health care needed
• recognition of lifestyle related diseases
which are largely preventable
Health
• health literacy increasingly required
• advocacy for self-help groups
Care
Purpose, Purpose: to increase the competence and
confidence of patients to manage their own
Benefits, and self-care and of staff and students to deliver
high-quality care
Goals of • Benefits of education to patients:
Patient, Staff • increases consumer satisfaction
• improves quality of life
and Student • ensures continuity of care

Education •
•
reduces incidence of illness complications
increases compliance with treatment
• decreases anxiety
• maximizes independence
Purpose, • Benefits of education to staff:
• enhances job satisfaction
Benefits, and • improves therapeutic
Goals of relationships
Patient, Staff • increases autonomy in practice
• improves knowledge and skills
and Student
Education
Purpose, • Benefits of preceptor
education for nursing
Benefits, and students
Goals of • prepared clinical preceptors
Patient, Staff • continuity of
and Student teaching/learning from
classroom curriculum
Education • evaluation and improvement
of student clinical skills
Purpose, • Goal: to increase self-care
responsibility of clients and to
Benefits, and improve the quality of care
Goals of delivered by nurses
Patient, Staff
and Student
Education
What is Critical Thinking?

Questions to Ponder…
Why is Critical Thinking Important to Nurses?
What are the Different Kinds of Nursing Knowledge?
What are the Five Major Categories of Critical Thinking?
What is the Nursing Process?
What are the components of the Nursing Process?
What is Full ­Spectrum Nursing?
 • A combination of:
Critical
Thinking • Reasoned thinking
• Openness to alternatives
• Ability to reflect
• A desire to seek truth
 Nurses apply
Nurses deal with
Our clients are knowledge to
complex
Importance of Critical
unique Thinking in Nursing
provide holistic
situations
care

Nursing uses
Nursing is an Nursing is fast­
knowledge from
applied discipline paced
other fields
 Contextual
Awareness

Five Major
Reflecting
Critically
Inquiry

Categories
of Critical
ThinkingExamining
Assumptions
Considering
Alternatives
Different Kinds of Nursing Knowledge?
• personal practice knowledge
• theoretical knowledge
• procedural knowledge
• ward cultural knowledge
• reflexive knowledge
 • A systematic problem­-solving process
Nursing that guides all nursing actions.

Process PURPOSE:
• To help the nurse provide goal-
directed, client­-centered care
 Phases of the
Assessment Diagnosis Planning Implementation Evaluation

Nursing Process
Planning Planning
Outcomes Interventions
1. MANAGE THE
PLANNING PROCESS
PROCESS OF HEALTH EDUCATION 3. IDENTIFY GOALS,
POPULATIONS OF
INTEREST, OUTCOMES,
AND OUTCOME
5. DEVELOP
INDICATORS
develop a list of variables that
can be tracked to assess the
• develop a plan to manage stakeholder OBJECTIVES extent to which outcome and
participation, timelines, resources, and • use situational assessment results to
determine methods for data-gathering, determine goals, populations of interest,
process objectives have been
interpretation, and decision making outcomes, and outcome objectives met

2. CONDUCT A 4. IDENTIFY STRATEGIES, 6. REVIEW THE PROGRAM

SITUATIONAL ACTIVITIES, OUTPUTS, PLAN
ASSESSMENT PROCESS OBJECTIVES, to clarify the contribution of
• learn more about the population of AND RESOURCES each component of the plan to
interest, trends, and issues that may affect
implementation, including the wants, use the results of the its objectives, identify gaps,
needs, and assets of the community situational assessment to ensure adequate resources,
select strategies and activities, and ensure consistency with
feasible with available the situational assessment
resources, that will contribute findings.
to your goals and outcome
objectives
The Education
Process
• a systematic, sequential, planned course
of action on the part of both the teacher
and learner to achieve the outcomes of
teaching and learning
• consist of two major interdependent
operations: teaching and learning
Teaching Instruction

• a deliberate intervention that

involves sharing information and
experiences to meet the intended
learner outcomes
Learning
• a change in behavior (knowledge, skills, and
attitudes) that can be observed and measured,
and can occur at any time or in any place as a
result of exposure to environmental stimuli
Patient Education
• the process of helping clients learn health-
related behaviors to achieve the goal of
optimal health and independence in self-care
Staff Education
• the process of helping nurses acquire
knowledge, attitudes, and skills to improve
the delivery of quality care to the consumer
 TYPES OF HEALTH EDUCATION
environmental physical health, social health, emotional health, intellectual health,
health, and

spiritual health, sexual and reproductive health

education.
A useful paradigm to assist nurses to organize and carry out the
education process.
ASSURE Model
Analyze the learner
State objectives
Select instructional methods and materials
Use teaching materials
Require learner performance
Evaluate/revise the teaching/learning process
 • ascertain learning needs
Education • develop a teaching plan
process to • deliver teaching

the nursing • determining behavior, attitude, or skill

changes
process
Barriers to Teaching
• lack of time to teach
• inadequate preparation of nurses to assume the role of
educator with confidence and competence
• personal characteristics
• low-priority status given to teaching
• environments not conducive to the reaching-learning
process
• inadequate documentation system to allow for
efficiency and ease of recording the quality and quantity
of teaching efforts
Obstacles to Learning
• limited time due to rapid discharge from care
• stress of acute and chronic illness, anxiety, sensory
deficits, and low literacy
• functional health illiteracy
• lack of privacy or social isolation of health-care
environment
• situational and personal variations in readiness to
learn, motivation and compliance, and learning
styles
Obstacles to Learning
• extent of behavioral changes (in number and
complexity) required
• lack of support and positive reinforcement from
providers and/or significant others
• denial of learning needs, resentment of authority
and locus of control issues
• complexity, inaccessibility, and fragmentation, of
the healthcare system
Principles of Health Education
• Interest
• Participation
• Learning by doing.
• Comprehension
• Reinforcement
• Motivation
Principles of Health Education
• Known to Unknown (Surbhi
2011)
• Credibility
• Feedback
• Good human relations
• Leadership
• Lead by example
 • Implement Health Education strategies,
Seven key interventions and programmes.
• Communicate and advocate for health & Health

roles of Education.
• Conduct evaluation and research related Health

Health
Education.
• Serve as a Health Education resource person.
• Assess individual and community needs for
Educators Health Education.
• Plan Health Education strategies, interventions
and programs.
At the end of the lesson, the participants
will be able to:
• Cognitive:
1. Define what is nutrition and malnutrition
2. Discuss the importance of nutrition to the school-age’s growth and development
3. Analyze the risk factors of malnutrition in school-age children
• Psychomotor:
1. Demonstrate appropriate lifestyle choices in connection to nutrition and malnutrition that will improve
quality of life and promote health
2. Perform
3. Apply
• Affective:
1. Assess the level of knowledge of participants about nutrition and malnutrition.
2. Display courtesy during discussion of health practices and beliefs about nutrition.