HEALTH EDUCATION

LECTURE

INTRODUCTION TO HEALTH EDUCATION-MODULE 1

PROCESS OF HEALTH EDUCATION

OVERVIEW

WHAT IS HEALTH EDUCATION? 1. MANAGE THE PLANNING

PROCESS
 Health education is a social PURPOSE: to develop a plan to
science that draws from the manage stakeholder
biological, environmental, participation, timeliness,
psychological, physical and resources, and determine
medical sciences to promote methods for data-gathering,
health and prevent disease, interpretation and decision
disability and premature making. Plan to engage
death through education stakeholders, including clients
driven voluntary behavior and staff, in a meaningful way.
change activities. Establish a clear timeline for
 Health education is the creating a work plan. Plan
development of an individual, how you will allocate financial,
group, institutional, material, and human
community, and systematic resources. Consider the data
strategies to improve health required to make decisions at
knowledge, attitudes, skills and each step and include
behavior. adequate data collection and
 The purpose of health interpretation time. Establish a
education is to positively clear decision-making process.
influence individuals and (e.g., by consensus, by
communities’ health behavior committee).
and the living and working 2. CONDUCT A SITUATIONAL
conditions that influence their ASSESSMENT
health. PURPOSE: to learn more about
WHY IS HEALTH EDUCATION the population of interest,
IMPORTANT? trends and issues that may
affect implementation
 Health education improves including the wants, needs
the health status of individuals, and assets if the community.
families, communities, states This step involves identifying
and the nation. what possible actions you can
 Health education enhances take to address the situation.
the quality of life for all people Use diverse types of data (e.g.
 Health education reduces community health status
premature deaths indicators, stories/testimonials;
 By focusing on prevention, evaluation findings; “best
health education reduces the practice” guidelines), sources
costs (both financial and of data 9e.g. polling
human) that individuals, companies;
employers, families, insurance community/partner
companies, medical facilities, organizations; researchers;
communities, the state, and governments; private sector),
the nation would spend on and data collection methods
medical treatment. (e.g. stakeholder interviews or
focus groups; survey; literature
reviews; review of past
evaluation findings or
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stakeholder situational assessment results.
mandates/policies). Identify specific activities for
3. IDENTIFY GOALS, POPULATIONS each strategy, including which
OF INTEREST, OUTCOMES, AND existing activities to start, stop
OUTCOME OBJECTIVES and continue. Select outputs
PURPOSE: to use situational and develop process
assessment results to objectives. Consider available
determine goals, populations financial, human and in-kind
of interest outcomes, and resources.
outcome objectives. Ensure 5. DEVELOP INDICATORS
program goals, populations of PURPOSE: to develop a list of
interest and outcome variables that can be tracked
objectives are aligned with to assess the extent to which
strategic directions of your outcome and process
organization or group. objectives have been met. For
GOAL: a broad statement each outcome and process,
providing overall direction for the objective considers the
a program over a long period intended result and whether:
of time. Population(s) of the intended result can be
interest: group or groups that measured; there is an
require special attention to appropriate time for observing
achieve your goal outcome a result; required data sources
objective: brief statement are accessible, and the
specifying the desired resources needed to assess
changed caused by the the result are available. Define
program. indicators to measure each
4. IDENTIFY STRATEGIES, outcome and process
ACTIVITIES, OUTPUTS, PROCESS objective and perform a
OBJECTIVES AND RESOURCES quality check on proposed
PURPOSE: to use the results of indicators ensuring they are
the situational assessment to valid, reliable and accessible.
select strategies and activities, Indicators are used to
feasible with available determine the extent to which
resources, that will contribute outcomes and process
to your goals and outcome objectives were met.
objectives. Brainstorm 6. REVIEW THE PROGRAM PLAN
strategies (e.g. health PURPOSE: to clarify the
education, health contribution of each
communication, component of the plan to its
organizational change, policy objectives, identify gaps,
development) for achieving ensure adequate resources,
objectives using one or more and ensure consistency with
health promotion frameworks the situational assessment
such as the Ottawa Charter findings. A logic model is a
for Health Promotion or the graphic depiction of the
socio ecological model. relationship between all parts
Prioritize ideas by applying of a program (i.e., goals,
objectives, populations,
strategies, and activities) and
is one way in which a program
overview can be
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communicated. Review the IMPORTANCE OF HEALTH EDUCATION
plan to determine whether:  To create awareness on health
strategies effectively issues
contribute to goals and  To prevent disease
objectives; short-term occurrence in the community
objectives contribute to long-  To make community aware of
term objectives; the best the available health services
activities were chosen to  To make health workers aware
advance the strategy; of the health needs and
activities are appropriate to health problems of the
the audiences, and the community
resources are adequate to  It builds skills of the
implement the activities. community/individuals to
SUMMARY manage their health
problems.
 Health Education is the PRINCIPLES OF HEALTH
process of passing on EDUCATION
health messages with the These are the building blocks or
aim of influencing people’s pillars of H/E
behaviors, attitudes and They include:
practices.  Interest
 Health promotion is the  Participation; learning by
effort by the government or doing
other service providers to  Comprehension
build capacity of the  Reinforcement
community to take control  Motivation
of their health. INTEREST
EXAMPLES OF HEALTH EDUCATION  People do not listen to
AND HEALTH PROMOTION those things which are not
HEALTH EDUCATION of their interest
 Radio H/E programmes  People are not interested
 Drama shows in health slogans such as
 Film show “take care of your health”,
 Person to person “ be healthy”, “be clean”,
 Posters, books &magazines etc.
(IEC materials)  Therefore health
 Mobile audio systems/P.A educators must find out
system the real need of the
 T.V people.
 Newspapers  Health educators must
HEALTH PROMOTION identify the felt needs of
 Home improvement the people and should be
campaigns able to address them
 Selection and training VHT’S  Where the need/demand
 Family health days is not felt, the health
 Home visiting programmes educator should create it.
 Health counseling PARTICIPATION
 Provision of safe water  Participation is based on
sources the psychological
principle that group
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learning, group discussion PRIMARY MOTIVES SECONDARY
provide opportunities for MOTIVES
active learning. are sex, hunger, Are based on
 Health education must survival, which initiate desires created by
involve social people in action. the outside forces
participation where These motives are or incentive. These
people are active inborn desires. include; praise,
participants rather than love, rivalry,
rewards,
active listeners or
punishment and
spectators.
recognition.
 Learning is an action
 In health education,
process, not a
motivation is an imperfect
“memorizing” one in the
factor. The incentives may be
narrow sense. “ If I hear, I
positive or negative, but the
forget, if I see, I
positive must be emphasized
remember, if I do, I know”,
against the negative.
so health habits should be
KNOWN TO UNKNOWN
cultivated in practice.
 For imparting health
COMPREHENSION
education, one should
 In health, one must know
proceed from the known to
the level of understanding
the unknown.
of the targeted people
 One should start from where
 Thus, the teaching must
people are i.e. with what they
be within the mental
understand then proceed with
capacity of the target
new knowledge.
group
 The existing knowledge of the
REINFORCEMENT
people should be used as
 Few people can learn
pegs on which to hang new
and adopt new ideas for
knowledge.
the first time
SEVEN KEY ROLES OF HEALTH
 Repetition at intervals is
EDUCATORS
extremely useful. It assists
 Implement health education
comprehension and
strategies, interventions and
understanding. Therefore,
programmes
health instruction needs
 Communicate and advocate
reinforcement (repetitive
for health and health
support and inducement).
education
MOTIVATION
 Conduct evaluation and
 In every person, there is a
research related health
fundamental desire to
education
learn
 Serve as a health education
 Awakening of this desire is
resource person.
called motivation. There
 Assess individual and
are two types of motives;
community needs for health
primary & secondary.
education
 Plan health education
strategies, interventions and
programmes.
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TEACHING AND LEARNING OF
NURSING PROCESS OVERVIEW NURSES
WHAT IS CRITICAL THINKING?  The education process is a
A combination of: systematic
 Reasoned thinking  The two interdependent
 Openness to alternatives players in the learner and
 Ability to reflect education and growth occur
 A desire to seek truth in both parties. That the role of
WHY IS CRITICAL THINKING the educator is to promote
IMPORTANT FOR NURSES? learning and provide a
 Nurses deal with complex conducive learning
situations environment.
 Our clients are unique RELATES THE EDUCATION PROCEESS
 Nurses apply knowledge to TO THE NURSING PROCESS
provide holistic care  Ascertain learning needs
 Nursing is an applied discipline  Develop a teaching plan
 Nursing uses knowledge from  Deliver teaching
other fields  Determining behavior, attitude
 Nursing is fast paced or skill changes
WHAT IS THE NURSING PROCESS?
 A systematic problem solving  That the actual act of teaching
process that guides all nursing and instruction is one
actions component of this education
PURPOSE: to help the nurse process.
provide goal directed, client
centered care, BARRIERS TO TEACHING AND
WHAT ARE THE PHASES OF THE LEARNING:
NURSING PROCESS?  Lack of time
1. ASSESSMENT  Lack of motivation and skills
 First phase; data gathering  Negative environment
2. DATA GATHERING  Lack of confidence and
 Second phase; identify client’s competence
health needs MOTIVATION FACTORS:
3. PLANNING OUTCOMES  Personal attributes
 Decide goals you want to  Environmental influences
achieve with your nursing  Relationship systems
activities.  State of anxiety
4. PLANNING INTERVENTIONS  Learner readiness
 Decide interventions to help  Realistic goal setting
the client achieve the stated  Learner satisfaction and
goals. success.
5. IMPLEMENTATION SUMMARY
 Action phase; when you carry
out or delegate actions you HEALTH EDUCATION
previously planned  To promote health and
6.EVALUATION prevent disease, disability and
 Final phase; judge whether premature death through
your actions have successfully education-driven voluntary
created or prevented the behavior change activities
client’s health problems.
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 Is the DEVELOPMENT of: PROCESS OF HEALTH EDUCATION
(IGICS) 1. Manage the planning process
 An individual  Develop a plan to
 Group, manage stakeholder
 Institutional, participation, timeliness,
 Community, and resources, and
 Systemic strategies determine methods for
data-gathering,
interpretation, and
decision making.
To improve HEALTH 2. Conduct a situational
 Knowledge, assessment
 Attitudes,  Learn more about the
 Skills, and population of interest,
 Behavior.(KASB) trends, and issues that
may affect
PURPOSE OF HEALTH EDUCATION implementation,
 To POSITIVELY INFLUENCE including the wants,
 Individuals and needs and assets of
communities’ health the community.
behavior and 3. Identify goals, populations of
 The living and working interest, outcomes, and
conditions that outcome objectives
influence their health.  Use situational
assessment results to
FOCUS AND IMPORTANCE OF H.E. determine goals,
 Improves the health status of populations of
individuals, families, interest, outcomes
communities, states and the and outcome
nation. objectives.
 Enhances the quality of life for 4. Identify strategies, activities,
all people outputs, process objectives
 Reduces premature deaths and resources
 On prevention, it reduces the  Use the results of the
costs (both financial and situational
human) that individuals, assessment to select
employers, families, insurance strategies and
companies, medical facilities, activities, feasible
communities, the state, and with available
the nation would spend on resources that will
medical treatment. contribute to your
goals and outcome
PREVENTION objectives.
5. Develop indicators
 Develop a list of
variables that can
be tracked to
assess the extent
to which outcome
and process
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objectives have been met.  To change behavior, change the
6. Review the program plan stimulus conditions in the
 To clarify the environment and the reinforcement
contribution of each after a response.
component of the plant  Behaviorist Dynamics • Motivation:
drives to be reduced, incentives •
to its objectives, identify
Educator: active role; manipulates
gaps, ensure adequate
environmental stimuli and
resources and ensure
reinforcements to direct change •
consistency with the Transfer: practice and provide
situational assessment similarity in stimulus conditions and
findings. responses with a new situation
TYPES OF HEALTH EDUCATION  Respondent Conditioning • Learning
1. Environmental health occurs as the organism responds to
2. Physical health stimulus conditions and forms
3. Social health associations. • A neutral stimulus is
4. Emotional health paired with an unconditioned
5. Intellectual health and stimulus–an unconditioned response
6. Spiritual health connection until the neutral stimulus
becomes a conditioned stimulus that
7. Sexual and
elicits the conditioned response.
8. Reproductive health
 Operant Conditioning • Learning
education occurs as the organism responds to
LEARNING stimuli in the environment and is
reinforced for making a particular
 Learning: a relatively permanent response. • A reinforcer is applied
change in mental processing, after a response, strengthening the
emotional functioning, and behavior probability that the response will be
as a result of experience performed again under similar
 Learning Theory: a coherent conditions.
framework of integrated constructs  Changing Behavior Using Operant
and principles that describe, explain, Conditioning • To increase behavior
or predict how people learn – Positive reinforcement – Negative
reinforcement (escape or
CONTRIBUTION OF LEARNING THEORIES
avoidance conditioning) • To
 Provide information and techniques decrease behavior – Non
to guide teaching and learning reinforcement – Punishment
 Can be employed individually or in
combination COGNITIVE THEORY • Concepts:
 Can be applied in a variety of cognition, gestalt, perception,
settings as well as for personal developmental stage, information
growth and interpersonal relations processing, memory, social
constructivism, social cognition,
Application Questions to Keep in Mind attributions
 How does learning occur?  To change behavior, work with the
 What kinds of experiences facilitate developmental stage and change
or hinder the process? cognitions, goals, expectations,
equilibrium, and ways of processing
 What helps ensure that learning
information.
becomes permanent?
 Cognitive Dynamics • Motivation:
BEHAVIORIST THEORY goals, expectations, disequilibrium,
 Concepts: stimulus conditions, cultural and group values •
reinforcement, response, drive Educator: organize experiences and
 make them meaningful; encourage
insight and reorganization within
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learner • Transfer: focus on internal that has significant consequences for
processes and provide common their attitudes and actions (attribution
patterns with a new situation theory)
 Gestalt Perspective • Perception
and the patterning of stimuli (gestalt) SOCIAL LEARNING THEORY
are the keys to learning, with each  Concepts: role modeling, vicarious
learner perceiving, interpreting, and reinforcement, self-system, self-
reorganizing experiences in her/his regulation • To change behavior,
own way. • Learning occurs through utilize effective role models who are
the reorganization of elements to perceived to be rewarded, and
form new insights and work with the social situation and the
understanding. learner’s internal self-regulating
 Information-Processing Perspective • mechanisms.
The way individuals perceive,  Social Learning Dynamics •
process, store, and retrieve Motivation: compelling role models
information from experiences perceived to be rewarded, self-
determines how learning occurs and system regulating behavior, self-
what is learned. • Organizing efficacy • Educator: model behavior
information and making it and demonstrate benefits;
meaningful aids the attention and encourage the active learner to
storage process; learning occurs regulate and reproduce behavior •
through guidance, feedback, and Transfer: similarity of setting,
assessing and correcting errors. feedback, self-efficacy, social
 Cognitive Development Perspective influences
• Learning depends on the stage of
PSYCHODYNAMIC LEARNING THEORY
cognitive functioning, with
qualitative, sequential changes in  Concepts: stage of personality
perception, language, and thought development, conscious and
occurring as children and adults unconscious motivations, ego-
interact with the environment. • strength, emotional conflicts,
Recognize the developmental stage defense mechanisms • To change
and provide appropriate behavior, work to make unconscious
experiences to encourage motivations conscious, build ego-
discovery. strength, and resolve emotional
 Social Constructivist Perspective • conflicts.
Learning is heavily influenced by the  Psychodynamic Dynamics •
culture and occurs as a social Motivation: libido, life force, death
process in interaction with others. • A wish, pleasure principle, reality
person’s knowledge may not principle, conscious and
necessarily reflect reality, but unconscious conflicts,
through collaboration and developmental stage, defenses •
negotiation, new understanding is Educator: reflective interpreter; listen
acquired. and pose questions to stimulate
 Social Cognition Perspective -An insights • Transfer: remove barriers
individual’s perceptions, beliefs, and such as resistance, transference
social judgments are affected reactions, and emotional conflicts
strongly by social interaction, HUMANISTIC LEARNING THEORY
communication, groups, and the
social situation.  Learning occurs on the basis of a
person’s motivation, derived from
 Individuals formulate causal
needs, the desire to grow in positive
explanations to account for behavior
ways, self-concept, and subjective
feelings.

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 Learning is facilitated by caring vs. distributed, variability, whole
facilitators and a nurturing versus part, random vs. blocked,
environment that encourages guidance vs. discovery learning
spontaneity, creativity, emotional  Feedback – Intrinsic (inherent)
expression, and positive choices. feedback – Sensory and perceptual
 Humanist Dynamics • Motivation: information that arises when a
needs, desire to grow, self-concept • movement is produced – Extrinsic
Educator: act as a facilitator who (augmented or enhanced
respects learner’s uniqueness and feedback) – Provided to the learner
provides freedom to feel, express, from an outside source (nurse,
and grow creatively • Transfer: biofeedback)
positive or negative feelings and
Common Principles of Learning
choices as well as the freedom to
learn, promote, or inhibit transfer  Promoting change – Relate to what
learner knows and is familiar with –
NEUROPSYCHOLOGY AND LEARNING
Keep experiences simple, organized,
 Physiological and neurological bases and meaningful – Motivate learner
of thinking, learning, and behavior (deprivation, goals, disequilibrium,
 Neurological conditions, mental needs, tension) – May need
health issues, and learning disabilities incentives and rewards, but not
always
 Relationship between stress and
learning  Experiences must be at the
appropriate developmental level –
 Integration of learning theories
Make learning pleasurable, not
 Generalizations about Learning • painful – Demonstrate by guidance
Learning is a function of and attractive role models
physiological and neurological
 Making learning relatively
developmental changes. • Brain
permanent – – – – Relate
processing is different for each
experiences to learner Reinforce
learner. • Learning is active,
behavior Rehearse and practice in a
multifaceted, and complex. •
variety of settings Have learner
Meaningful practice strengthens
perform and give constructive
learning connections. • Stress can
feedback – Make sure interference
interfere with or stimulate learning.
does not occur before, during, or
MOTOR LEARNING after learning
 Motor learning is useful in addition to  Making learning relatively
theories of psychological learning. • permanent – Promote transfer –
Examples of skills taught – Walking – Have learner mediate and act on
Putting on a colostomy bag – experience in some way (visualize,
Operating sophisticated medical memory devices, discuss, talk,
equipment discuss, write, motor movement
DETERMINANTS OF LEARNING
 Stages of Motor Learning • Cognitive
stage – Learner works to develop Categories of learning according to
cognitive map • Associative stage – growth and development
More consistent performance, slower 1. Growth- is tantamount to the
gains, fewer errors • Autonomous word “increase” or the
stage – Automatic stage, achieving quantitative changes in terms of
advanced level learning. Growth simply means
 Motor Learning Variables • Pre the acquisition of more knowledge
practice – Motivation, attention, which often results in maturation,
goal setting, modeling, while development is the orderly,
demonstrations • Practice – Massed dynamic changes in a learner
resulting from a combination of
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learning experience and maturation. These stages of change are more

2. Development-represents the qualitative analogous to the transformation of
changes in an individual as evidenced a caterpillar to a butterfly than the
by their intellectual, emotional and slow and gradual accumulation of
physiological capabilities. This
bricks to build the house.
encompasses the ability of the body to
THE CHARACTERISTICS AND
function consistent with growth
patterns. Hence, growth and DEVLOPMENTAL MILESTONES OF EACH
development are intertwined or STAGE INCLUDE THE FOLLOWING:
interrelated in order to proceed with a. Growth and development is a
normal maturation process. continuous process from
conception till death
FACTORS INFLUENCING INTELLECTUAL b. These stages are continuous rather
DEVELOPMENT than discrete hence, a child
1. Maturation- refers to the biological development gradually, visibly and
changes in individuals that result from the continually
interaction of their genetic makeup with
c. While chronological ages are
the environment. The genes of an
attached to stages of growth and
individual provide the blueprint for
development; the environment interacts developmental the rate at which
with these genes to influence rate and children pass through them differs
direction of growth. widely, depending on individual
2. Experiences- refers to observing, maturation rates and their culture.
encountering or undergoing changes of d. While rate varies, all children must
individuals which generally occur in the pass through each stage before
course of time. This also involves feelings progressing to another more
and emotions as the learner interacts with complex developmental stage.
the environment which accumulates in
the body system. The learner gradually
 Cognitive theory of Jean Piaget
internalize all these forming into ideas,
explains the developmental task
assumptions and inferences explicitly
manifested trough behavior change. each children passes through during
3. Learning- is the acquisition of knowledge, the growth and developmental
abilities, habits, attitudes, values and kills process
derived from experiences with varied
stimuli. It is the product of experiences and Following are the learning tasks
goals of education where student are inherent in each stage:
trained to press for further development. 1. Infancy: sensorimotor stage
Learning ranges from simple forms to more or practical intelligence (0-1
complex activities required and year)
assimilated, depending on interaction
 In the sensorimotor stage, a
between the learner’s generic make up
child first develops tuning
and the learning environment resulting in
sensory and motor
maturation and development
capacities such as sight
CATEGORIES OF LEARNER ACCORDING and hearing. This is shown
TO STAGES OF DEVELOPMENT in their reflex behavior in
 Conceptually, the stages of response to stimulus the
development best describe the ways infant is in contact with. This
students thinks about the world and means that their thinking is
the use of information limited to how the world
 Progress from one stage to another responds to their physical
represent qualitative changes in actions. An infant has no
representations of objects
students thinking
in memory which literally
means that any object that
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is *out of sight* is *out of mind*. Their sense of understanding is still not
2. Toddler: preconceptual to preoperation fully determined as the child is only
stage (1-3 years) concerned with present events.
 The preoperation stage is c. Irreversibility. The child is unable to
characterized by perceptual mentally trace a line of reasoning back
dominance. A child who can classify to its beginning. The child thinks
objects into toys and non-toys primarily on the basis of their own
performs a mental operation. perception of events
Preoperational stage refers to an d. Reasoning. Perceptual children do not
incomplete stage of development. use inductive or deductive reasoning.
Many dramatic changes occur in Problem solving is based on what they
children as they pass through the see and hear directly rather than what
preoperational stage, and a child at they recall about objects and events.
the end of this stage is very different 4. School age: concrete operations stage
from one time at the beginning. (7-12 years)
a. Language development occurs at  The school age or the concrete
this stage. operations stage marks the
b. Toddlers can formulate a number advancement in the child’s ability to
of concrete concepts. think about the world around him. It is
c. Abstract concepts such as values characterized by the child’s:
remain beyond the grasp of the a. Ability to discover concrete
child’s ability to understand. solutions to everyday problems.
Characteristics of toddlers at the preoperational b. Ability to overcome preoperational
stage deficiencies
a. Egocentrism. The child is self-centered and c. Reasoning tends to be inductive,
very concerned with herself. She refuses to from simple to abstract ideas
accept someone else’s opinion and thinks d. Ability to think logically about
that what she says and does is the only thing concrete objects hence, they can
that exist. Hence, an egocentric child finds it form conclusions based on reason
difficult to understand other points of view. rather than mere perception alone.
The child is not yet capable to envision e. Awareness of past, present and
situations from perspective other than his future time.
capable to envision situations from 5. Pubescent or adolescent: formal
perspective other that his or her own. operational thought (12-20 years)
(Whaley and Wong: 2002). a. Adolescents have logical thinking
b. Use symbols to represent objects with ability to provide scientific
c. Draw conclusion from obvious facts they see reasoning
d. They are headstrong and negativistic, b. They can be solve hypothetical
favorite word is “No” problems and casualty
e. Active, mobile and curious c. Have mature thought
f. Rigid, repetitive, ritualistic 6. Young adulthood 920-40 years)
g. Has poor sense of time intellectual exchange and social
3. Preschooler: perceptual intuitive through (3-7 transmission. Career- centered
years) a. Develop philosophy of life
 The child learns to accommodate more b. Career, mate and family-
information and change their ideas to fit centered
reality rather than reasons. Their thinking is c. Dominating influence on the
influenced by the following: child
a. Centration. The tendency of a child to 7. Middle adulthood (40-60 years):
focus on one perceptual aspect of an cooperative relations
events to the exclusion of all other a. Pursues life goals and interests
aspects. b. Family and career-centered
b. Nontransformation. The child is unable c. Possesses self-control, stability and
to mentally record the process of independence
change from one stage to another.
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8. Late adulthood (60-80 years):  Peer tutoring
absence of any constraining  Cooperative Learning
influence a. Flexible time requirements
a. Adjust to loneliness  An indicator of intellectual
b. Partial or dependency in others differences of learning for
c. Lost of important persons individuals is the time
9. Senescence (80 years old) requirement to grasp
a. Adapts to triumphs and comprehensively the subject
disappointments well. This is equated with the
b. Maintains ego integrity students’ rate of growth and
their readiness to learn. Some
CATEGORIES OF LEARNERS ACCORDING TO students learn faster than the
INDIVIDUAL DIFFERENCES others, hence, a teacher
 Regardless of the learner’s age, should design a teaching
gender, socio-economic status, strategy that will address
religion, culture, it is impossible to students’ time requirements in
conclude that certain group of people terms of learning.
is not entirely alike nor individual  To facilitate the process, a
differences exist. teacher may follow slow
 As previously cited, every individual is learners to work on alternative
unique and thus, a student is entirely activities to provide more time
different from one another regardless of for instruction. On the other
his or her demographic profile. hand, the teacher may design
 It is therefore important for the teacher extra activities for fast learners
to acknowledge these differences to such as free reading time,
be able to design a teaching strategy related learning experiences,
appropriate to each of her students. In computer activities and other
doing so, the teacher should consider self-enchanting activities. These
the following aspects: activities can further enhance
1. INTELLIGENCE- The teacher’s the students’ knowledge and
primarily consideration in skills in the subject matter.
evaluating the learning needs of b. Increased instructional support
her students is the individual’s To help slow learners
capacity to acquire knowledge, compensate for their relative
ability to think, abstract reasoning deficiency in learning, there are
and capability in problem solving a number of methods available
which is explained by the to the teacher including the
following: following:
 Intelligence is determined  The teacher’s instructional
by genetics and style or approach must be
environment adjusted to students’
 Intelligence is measured  needs for learning without
based on the results on compromising the topic
intelligence tests or requirements for the course
aptitude test to be finished;
 Students with high aptitude  Support of fast learners in
need less time and less involved in helping the slow
instructional support learners through peer
The teacher can adjust and adapt tutoring and group activities;
instructional approaches considering  Clarify and expand
the differences in students’ ability as explanation of the subject
follows: matter before having
 Flexible time requirements students attempt to ask on
 Increased instructional support their own;
 Strategy Instruction  Break lengthy assignments
into shorter segments; and
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 Provide frequent feedback  Bodily – Kinesthetic intelligence or
as students work through “body smart”
news materials  Musical intelligence or “music smart”
c. Strategy instruction  Interpersonal Intelligence or “People
 Research shows that student Smart”
achievers are more likely to use  Intrapersonal Intelligence or “self-
strategies that make their smart”
learning more effective.  Naturalistic Intelligence or “Nature
 These strategic learners analyze Smart”
and break down task and  Other Intelligences
problems into smaller units and
formulate solutions to task and a. Linguistic intelligence or word smart
problems systematically.  Verbal-linguistic intelligence
 They are also able to has to do with words, spoken
differentiate important or written. Individuals with
concepts from the less verbal-linguistic intelligence
important. display a facility with words
 Strategic learners employ and languages and are
strategies in order for them to typically good at:
work efficiently and effectively  Reading
to make their task easier.  Writing
d. Peer tutoring  Telling Stories and
 This is said that student  Word Memorization
achievers are more equipped  They learn best by read,
with the necessary knowledge taking notes, listening to
and skills in facing challenges lectures, discussion, and
for learning. They can serve as debate
sources of information for less b. Logical-mathematical
able students.  Students who have high logical-
e. Cooperative learning mathematical intelligence are
 Studies showed that students good in:
who tutor less able students  Logical reasoning
even benefit more than the  Abstractions
less able students. Student  Inductive and Deductive
tutors are able to recall their reasoning and numbers
knowledge in tutoring and c. Spatial
further enhance their skills and This type of intelligence has to do
skills demonstration. Student with vision and spatial judgement.
tutors are able to enhance People with strong visual-spatial
their social skills during intelligence are good in the
cooperative learning following:
activities.  Visual and mental
2. Multiple intelligence manipulation of objects
 The theory of multiple intelligences  Visual Memory
was proposed by Dr. Howard  Arts
Gardner, professor of education at  Geographic Directions
Harvard University. The theory states d. Bodily kinesthetic
that the traditional concepts of  This intelligence has something to
intelligence, based on I.Q. testing, is do with movement. Individuals
far too limited. He, thus, proposed with this intelligence excel in:
eight different intelligences:  Sports
 Verbal – linguistic intelligence or  Dance
“word smart”  Other activities related to
 Logical – mathematical intelligence or movement
“number/reasoning smart”  This individual has good muscle
 Spatial intelligence or “picture smart” memory.
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e. Musical  Environmental Science
 Musical intelligence has to do
with music, music composition,
OTHER INTELLIGENCES INCLUDE
rhythm, and hearing. One
SPIRITUAL, EXISTENTIAL AND MORAL
learners vest with music playing
INTELLIGENCE
in the background and may use
songs in memorizing information. 3. Emotional intelligence
Individuals with high musical  Emotional Intelligence is a
intelligence are good in: combination of competencies.
 Singing This skill contributes to an
 Musical Composition individual’s capability to
 Playing musical Instruments manage and monitor his or her
f. Interpersonal emotions, to correctly gauge the
People who have high interpersonal emotional state of others and to
intelligence are good in interacting influence opinions.
with others. They are usually introverts a. Self-awareness is the ability to
sensitive to other’s needs, feelings, recognize one’s own feeling as this
interests and motivations. They learn happens, to accurately perform self-
best from group work and activities. assessment and have self-confidence.
They are good in: It is the keystone of emotional
 Communication intelligence.
 Leadership
b. Self-Management or Self-Regulation is
 Negotiations
the ability to keep disruptive emotions
 Politics
and impulses in check (self-control),
g. Intrapersonal
maintain standards of honesty and
 Intrapersonal intelligence has to
integrity, take responsibility for one’s
do with introspective and self-
performance, handle change and be
reflective capacities. They learn
comfortable with novel ideas and
best when allowed to
approaches.
concentrate on the subject by
themselves and have a high level c. Motivation is the emotional tendency
of perfectionism. They are usually of guiding or facilitating the attainment
good in: goals through:
 Psychology  Achievement drive to meet a
 Analysis standard of excellence
 Philosophy  Commitment or the alignment
 Theology of goals with the group or
organization
NATURALISTIC INTELLIGENCE Initiative to act an opportunity
 This intelligence has to do with  Optimism or the persistence to
nature, nurturing and relating reach goals despite set-backs
information to one’s natural
d. Empathy is the understanding of
surroundings. Individuals with this
others by being aware of their needs,
type of intelligence have great
perspectives, feelings, concerns, and
sensitivity to nature and the
sensing others developmental needs.
environment. It covers
metaphysics, the origin and e. Social Skills are fundamental to
essence of things, the nature of emotional intelligence. They include
man, among others. They are  Influence, or the ability to induce
usually good in: desirable responses in other through
 Botany effective diplomacy of persuading
 Zoology  Communication or the ability to both
 Methaphysics listen openly and send convincing
 Ontology messages
 Astronomy
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 Leadership, or the ability to inspire and in an institution with students from
guide groups and individuals diverse ethnicities. Communication
 Building bonds, or nurturing signals may not always have the
instrumental relationships same meaning to another student
 Collaboration and cooperation with of a different ethnicity.
others toward a shared goal 6. Gender differences
 Create group synergy, the ability to a. Different treatment of boys and
pursue collective goals. girls
4. Socioeconomic status (SES)  From the day they were
 Socioeconomic Status is a measure of born, male and female
a family’s position in society as babies are treated
determined by family income, it’s differently. A baby girl is
member’s occupation, and level of handled more delicately
education. SES effects learning both while a baby boy is seen as
at home and in school. tougher and more hardy. In
 Poverty affects a learner’s well-being regard to discipline, fathers
and quality of life. This in return affects are tougher and physical
the students’ concentration, learning with their sons compared
potentials, motivation, interests, and to their daughters whom
participation in class. they tend to discipline
5. Culture verbally.
Culture refers to attitudes, values, b. Stereotyping boys and girls
customs, and behavior patterns that  This gender-based
characterize a social group. Like SES, treatment extends up to
culture also influences school success, the child’s school years.
through the students’ attitudes and Males are considered
values and ways of viewing the world better in Mathematics
that are held and transmitted by a while females are better in
culture. English. This stereotyping
Culture influences the following: somehow has a
a. Students’ attitudes and values subconscious effect on
 To become a good student, students. Female students
one must be able to adopt who have the potential in
to the cultural values the field of mathematics
imposed by the school as a may be unable to explore
learning institution. This is their potentials due to the
often based on its mission, belief that females are not
vison, and objectives and as good as males when it
goals whether is secular or comes to numbers.
non-secular institution.  It is important for the
b. Classroom organization teacher to design his or her
 In most classrooms, teaching strategy with
students work and learn careful consideration of
individually. Emphasis is providing equal learning
placed on individual opportunities regardless of
responsibility, which is often student gender.
reinforced by grades and 7. At-risk students
competition. Competition  At risk students are those in
demands both successes danger of failing to
and failures, and the complete their education.
success of one student is They have learning
tied to the failure of problems and adjustment
another. difficulties. They often fail
c. School communication even though they have the
 Cultural conflict in capability to succeed.
communication may occur
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LEARNING NEEDS BASED ON MASLOW’S b. Man continuously strives for
HIERARCHY OF NEEDS competence and autonomy c.
Teacher may satisfy a student’s
Maslow’s hierarchy of needs is divided into need for control by
(2) categories encouraging inputs sucs as
1. Deficiency needs -Deficiency needs opinions, suggestions, and
are those needs whose absence criticism, among others, during
energizes or moves people to meet class lecture or discussions.
them. Until a lower need is met, an 3. The need to achieve
individual is unlikely to move to a a. Achievement motivation is
higher need. the drive to excel in learning
tasks to experience pride in
2. Growth needs-Growth needs are accomplishment.
needs “met” as they expand and b. The need to achieve is
grow as people have experience balanced by the need to
with them. Growth needs acquire avoid failure
people to indulge in activities that c. Students with high need to
are physically and psychologically avoid failure tend to avoid
stimulating and enhances strength challenging tasks.
and vigor to proceeds to a higher d. Students with high need for
level task. achievement tend to be
motivated by challenging
assignments, high grading
IMPLICATIONS OF THE HEIRARCHY OF standards, explicit feedback
NEEDS TO EDUCATION and the opportunity to try to
a. Impoverished students who are face challenges in life
unable to meet their basic needs e. Students who do not want to
such as food and enough rest tend fail are motivated by simple
to have diminished motivation to assignments, liberal grading,
learn. and protection from
b. Students who have a low sense of embarrassment due to
security tend to achieve less that failure.
those who have a high sense of
security. The four types of readiness to learn
c. Growth needs energize and direct
P = PHYSICAL READINESS
student learning.
d. True motivation for learning develops • Measures of ability
only when students see the • Complexity of task
relationship between what they are • Environmental effects • Health
learning and their primary goals on status
rewards and punishments. • Gender
OTHER LEARNING NEEDS
E = EMOTIONAL READINESS
1. The need for competence
a. Competence motivation is an • Anxiety level
innate need in human beings • Support system
b. Competence motivation • Motivation
creates drive in oneself to • Risk-taking behavior • Frame of
master tasks and enhance skills mind
c. Competence motivation is • Developmental stage
essential in coping with the fast
E = EXPERIENTIAL READINESS
changing environment
2. The need for control and self- • Level of aspiration
determination • Past coping mechanisms • Cultural
a. As stated in the bible, man is a
steward to God’s creation.
Hence, there is need for control
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background learning styles, the greater the

likelihood that learning will occur.
 Locus of control
 Orientation Six Learning Style Principles
K = KNOWLEDGE READINESS Six principles have emerged from
research about learning styles. To
• Present knowledge base •
develop these six principles,
Cognitive ability
Friedman and Alley (1984) reviewed
• Learning disabilities
an enormous volume of literature,
• Learning styles
which included more than 30
LEARNING STYLES different learn- ing style instruments.
The six principles are described next
Learning style refers to the ways
(the reference to “student” can be
individuals process information Each
interpreted as any learner who is the
learner is unique and complex, with a
recipient of teaching):
distinct learning style preference that
distinguishes one learner from 1. Both the style by which the
another. The learning style models teacher prefers to teach and the
are based on the premise that style by which the student prefers to
certain characteristics of the style are learn can be identified. Identification
biological in origin, whereas others of different styles offers specific clues
are sociologically developed as a as to the way a person
result of environmental influences. learns. By understanding one’s own
Recognizing that people have learning style, the educator can
different approaches to learning appreciate why it may be easier to
helps the nurse educator to help one style of the learner to
understand the various educational master information but
interests and needs of diverse more difficult to work with another
populations. Accepting diversity of learner who needs an entirely
style can help educators create an different approach to learning.
atmosphere for learning that offers
2. Teachers need to guard against
experiences that encourage each
overteaching by their own preferred
individual to reach his or her full
learning styles. Nurse educators
potential. Understanding learning
need to realize that just because
styles can also help educators to
they gravitate to learning a certain
make deliberate decisions about
way, it does not mean that everyone
program development and
else can or wants to learn this way. It
instructional design. In addition,
is much easier for the educator to
consideration given to matching the
change the teaching approach
learning style of nursing staff oriented
than for the learner to adapt to the
with the training style of clinical nurse
teacher’s style.
preceptors may provide the
opportunity to maximize learning 3. Teachers are most helpful when they
outcomes during staff orientation to assist students in identifying and
clinical sites (Anderson, 1998). learning through their own style
preferences. Making learners aware
No learning style is either better or
of their individual style preferences
worse than another. Given the same
will lead to an understanding of
content, most learners can assimilate
which teach- ing–learning
information with equal success, but
approaches work best for them.
how they go about mastering the
Also, an awareness of their
content is determined by their
preference for a particular learning
individual style. The more flexible the
style sensitizes learners to the fact
educator is in using teaching
that whatever style is
methodologies related to individual
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INTRODUCTION TO HEALTH EDUCATION-MODULE 1

delivery system with respect to
Most comfortable for them may not
patient and staff education.
be the best approach for others.
 Describe the importance of nurse
4. Students should have the practice acts and the code of
opportunity to learn through their ethics for the nursing profession.
preferred style. The nurse educator  Recognize the potential ethical
can provide the means by which consequences of power
each learner can experience imbalances between the teacher
successful learning. Visual learners, and the student, or between the
for example, should be given nurse and the patient, in
movies, computer simulations, and educational and practice settings.
videos from which to learn rather  Describe the legal and financial
than insisting that they read. implications of documentation.
Concrete and abstract thinkers  Delineate the ethical, legal, and
need to capitalize on their strengths; economic importance of federal,
concrete thinkers need facts, state, and accrediting body
whereas abstract thinkers need regulations and standards in the
theories. delivery of healthcare services.
5. Students should be encouraged to
MODULE 3 HIGHLIGHTS
diversify their style preferences.
 A Differentiated View of Ethics,
Today, learners are constantly faced
Morality, and the Law
with learning situations where one
 Evolution of Ethical and Legal
approach to learning will not suffice
Principles in Health Care
if they are to reach their fullest
 Application of Ethical Principles to
potential. Without encouragement,
Patient Education
learners tend to automatically
 Autonomy
gravitate to using their preferred
 Veracity
style of learning. The more frequently
 Confidentiality
learners are exposed to different
 Nonmaleficence
methods of learning, the less stressful
 Beneficence
those methods will be in future
 Justice
learning situations.
 The Ethics of Education in
6. Teachers can develop specific Classroom and Practice Settings
learning activities that reinforce  The Student-Teacher
each modality or style. Relationship
Nurse educators must become  The Patient-Provider
aware of various methods and Relationship
materials available to address and  The legality of Patient Education
augment the different learning styles. and Information
To be effective, educational  Documentation
strategies should be geared toward  Economic Factors in Healthcare
different learning styles, because Education: Justice and Duty
using only a limited number of Revisited
approaches will selectively exclude
many learners.
ETHICO-MORAL LEGAL FOUNDATION
OF CLIENT EDUCATION
OBJECTIVES
 Identify major ethical principles
related to education in health care.
 Distinguish between ethical and
legal dimensions of the healthcare
NCM 102: Health Education
MODULE 5: HEALTH EDUCATION PROCESS | DR. MARK DONAL RENOSA
ND
DAYRIT, EMEE ANGEL | 2 SEMESTER
OBJECTIVES OF HEALTH EDUCATION ROLES OF HEALTH EDUCATOR
1. To help people understand that health is an • Talking to the people carefully and listening
asset in the community. to their problems.
2. Inspiring people to adopt health-promoting • Figure out the behavior or action of the
behaviors by providing appropriate community people that could cause, cure,
knowledge and helping to develop a positive and prevent these problems.
attitude. • Assist people to see the reasons for their
3. Supporting people to make decisions about actions and health problems.
their health and achieve the necessary • Asking people to give their own ideas for
confidence and skills to put their decisions solving the problems.
into practice. • Helping people to find out their ideas so that
4. To train the people with skills, knowledge, and they can understand which are the most
attitude. useful and the simplest to put into practice.
5. To promote the development and proper use • Inspiring people to choose the idea best
of health services. suited to their circumstances.
6. To develop desirable health practices and
health habits.
7. To develop health consciousness in the DIFFERENT SPECIFIC ROLES OF BEING A HEALTH
school and the community. EDUCATOR
8. The combat the superstitions and prejudices Leader
in the community. • The process of influencing.
9. To provide a healthful environment for • Helps the client in making decisions to
physical and mental growth. establish and achieve their goals towards
alleviating their conditions.
ROLE OF HEALTH EDUCATOR
• Talking to people carefully and listening to Care Provider
their problems. • Provides care and comfort for person
• Figure out the behavior or action of the together with preserving the dignity of human
community people that could cause, cure, being.
and prevent these problems.
• Assist people to see the reasons for their Communicator
actions and health problems. • Facilitates understanding and collaboration
• Asking people to give their own ideas for of nursing actions with their clients and other
solving the problems. members of the health care team.
• Helping people to find out their ideas so they
can understand which are the most useful Manager
and the simplest to put into practice. • Involves “planning, giving directions,
• Inspiring people to choose the idea suited to developing staff, monitoring operations,
their circumstances. giving reward fairly, and representing both
staff members and administrations as
CARE needed.
PROVIDE
R

Client’s Advocate
RESEARC EDUCATO
HER R

• Defends the client’s right to be treated

ROLE
ADVOCAT
equally without any harm intentionally or
unintentionally.
LEADER
E

COLLABO MANAGE
RATOR R Teacher
• Helps the client learn the state of their well-
being and the therapies that will be done to
them to alleviate their health conditions.
 Researcher Identify resources to meet goals.
• Investigates the role of nurses which further Directing.
improves the nursing practice. Leading others in reaching goals.
Control.
Counselor Monitoring ongoing evaluations.
• Nurses help the clients to cope with the stress Delegates.
brought about their health conditions, also • The five rights of delegation:
facilitates the client growth in all aspect: o Right task
o Right person
physical, emotional, psychological, and
o Right circumstances
even spiritual.
o Right communication
o Right feedback
• Nurse who delegates maintains
ROLES OF THE NURSE (PPT NEOLMS) accountability.
Coordinator • Only the task is delegated NOT the
• Coordinates and plans care. accountability.
• Piece together fragmented care. • Who can you delegate tasks to?
• Prepares pt. for discharge.
• Liaison in health care team. Managers Leaders
• Administrators • Innovators
Communicator • Relies on control • Inspires trust
• Short term plans • Long term plans
• Establish rapport.
• Eye on bottom line • Eye on the horizon
• Establish therapeutic (helping) relationship.
• Does things right • Does the right thing
• Be aware of verbal and nonverbal
communication.
Leader
• Assertive communicator.
• Have visions to energize others.
• Motivates others to achieve goals.
Teacher
• Encourages others to do their best.
• Educate pt. to develop self-care abilities.
• Works collaboratively.
• Provide knowledge to allow pt. to make
• Have wider variety of roles then managers.
informed decisions.
• Demonstrate needed skills.
Leadership Skills
• Promote health, prevent illness, restore health
Cognitive Knowledgeable
and facilitate coping.
Genuine
Interpersonal
Inspires Trust
Counselor
Ethical / Legal Integrity always
• Assist and guide pt. in solving problems or
Communication Open
making decisions. Critical thinker; Out of
• Utilize the interpersonal (helping) relationship. Problem solving the box
• Nurse doesn’t tell pt. how to solve the Flexible
problem. Management Organized
• Guides pt. to decisions (self-determination). Reflects
• Utilize the nursing process. Self-evaluation Adapts
• “Could you just listen.” Changes

Manager Characteristics of Great Leaders

• Plans. • Intelligence. Knowledge, judgment, and
• Organizes. decisiveness.
• Directs. • Personality. Confidence, creativity,
• Controls. adaptability, integrity, and independent.
• Delegates. • Abilities. Enlist cooperation, diplomacy, social
participation and interpersonal skills.
Management Process • A great leader cannot be appointed!
Planning.
Identify needs, dev. goals. Leadership Styles
Organizing
• Autocratic. Leader has complete control of Researcher
group. • Collect data to improve nursing practice.
• Democratic. Shared leadership between • Provides info for evidenced-based practice.
leader and group. • Studies are done on nursing practice,
• Laissez-Faire. Leader gives group control. education and administration.
• Transformational. Charismatic leader creates • Provides professionalism to nursing.
change by empowering group.
• Situational. Leader changes style to fit Advocate
situation. • Protect and support the pt.
• Patient representative for ALL pt.
Increasing Manager/Leader Skills • Assertiveness.
• Self-assessment. • Promote self-determination.
• Develop skills. Computer, cost containment,
etc.
• Think positive. TEACHING-LEARNER PROCESS
• Maintain physical wellness. • Teaching-planned method to help someone
• Psychologically. learn.
• Strong self concept. • Learning. Process by which an individual
• Be confident. increases their knowledge or changes their
• Know strengths and limitations. behavior as a result of an experience.

Team Player LEARNING DOMAINS

• Nurses are part of a team. Cognitive Learning
• Don’t work in isolation. • Acquiring new knowledge.
• Who are the other team members?
• What does being a team player mean?
Psychomotor Learning
Motivator • Acquiring a new physical skill.
• Motivation. Internal impulse that allows one to
take action or change behaviors. Affective Learning
• Nurses motivate patients to make changes • Acquiring or changing values, feelings, or
by: having a positive attitude, listening to attitudes.
patient needs, encouraging, rewarding, and
devoting time and energy to assist with
changes. DEVELOPMENTAL CONSIDERATIONS
Children
Critical Thinker • Children learn through play and experience.
• A way of looking at problems other than the • Take into account their motor development
obvious. along with their intellectual development.
• “Thinking outside the box”
• Looking at the big picture. Adolescents
• Question why something is being is done. • Adolescents learn through their peers.
• Ask, “what if….” • Take into account their intellectual,
• Open to new ideas. developmental, maturity and psychosocial
development.
Innovator
• Takes action to make things happen. Adults
• Initiates change. • Most must believe they need to learn before
• Sees a problem and looks for solutions. they are willing to learn.
Instead of, “Oh well, there’s nothing that can • Bring life experiences as resources for
be done about it” the innovator will be learning.
proactive. • Believe learning should be useful immediately
(rather than in the future). They Want
Relevance!
• Internally motivated and capable of self- Planning
regulation. • Who, what, when, where and how.
Determine whether cognitive psychomotor,
Older Adults or affective goal. Write with an “action verb.”
• Assess for perceptual impairments: • GET CLIENT COMMITMENT
o Visual
o Auditory Implementation
o Memory • Include written, visual, and tactile materials.
o Longer reaction times • Select strategy and methods:
o Generation learning differences o Content – Sequence – Timing –
Demonstration – Discussion – Role Play

LEARNING STYLES Evaluation

• Visual • Has pt. learned/goal met?
• Auditory
• Tactile
• Combination POWER
• Concrete Versus Abstract • …To possess power implies the ability to
• Active Versus Reflective change the attitudes and behaviors of
• Right Versus Left Brain individual people and groups…
• Multiple Intelligences (Verbal, Logical, Visual, • Positive Power = “power with” NOT “power
Body, Musical, Inter or Intrapersonal) over”
Types of Power
• Legitimate
PRINCIPLES OF TEACHING-LEARNING • Reward
• Communication is important. • Coercive
• Thorough assessment of pt. learning needs • Referent
and factors affecting their learning. • Expert
• Include pt. in planning.
• Use varied teaching strategies. Building Power
• Utilize patient’s previous life experiences. Expand personal
Rest and reflect
• Utilize nursing process. resources
Present a powerful Dress, act, speak the
BARRIERS TO LEARNING picture part
• Language Pay the entry fee Stand out; do more
• Cognitive Level Determine the Know the chain of
• Lack of Interest powerful in the command, names
• Cultural Differences organization and faces of power
• Literacy Learn the
Learn
language/priorities of
• Health mission/vision/priorities
the organization
• Stress
Increase professional Perform extraordinary,
skills and knowledge continuing education
UTILIZING NURSING PROCESS
Assessment
• Keep a broad view.
• Readiness to learn.
• Be flexible.
• Ability to learn.
• Develop visibility and a voice in the
• Learning strengths.
organization.
• What do they know already?
• Toot your own horn.
• Do they WANT to LEARN?
• Maintain a sense of humor.
• Empower others.
Analysis
• Knowledge deficit.
 CHANGE
• Things ALWAYS CHANGE!
• Planned change. Purposeful effect to bring
change.
• Resistance to change. Threatened, lack of
understanding, personality, more work.
• Overcoming resistance to change. Leaders
use their skills to overcome resistance to
change.
• CHANGE IS GOOD!

SUMMARY
• The role of the nurse is varied and complex.
• Caring for patients requires that nurses take
on different roles at different times.
• Nurses need to fulfill their varied roles as best
as possible by understanding their doles and
knowing how to improve in each role.
 HEALTH BELIEFS • Communication with patients can be
• Are what people believe about their health, improved and patient care enhanced when
what they think constitutes their health, what healthcare providers bridge the divide
they consider the cause of their illness, and between the culture of medicine and the
ways to overcome an illness. beliefs and practices that make up a
• These beliefs are, of course, culturally patient’s value system.
determined, and all come together to form
larger health belief systems. • When the Nursing workforce reflects it’s
• Different cultures have different definitions of patient demographic, communication
what constitutes health and what causes improves thus making the patient feel more
illness. comfortable.
• Culture itself can be defined in many ways, • A person who has little in common with you
but it is basically the characteristics that cannot adequately advocate for you
comprise a group of people’s way of life, benefit.
such as attitudes, beliefs, practices, etc. • Otherwise, you might as well have a history
teacher in charge of advanced algebra.
• Religion, culture, beliefs, and ethnic customs
can influence how patients understand • If you have Nurses who understand their
health concepts, take care of their health, patient’s culture, environment, food,
and make decisions related to their health. customs, religious views, etc, they can
• Without proper training, clinicians may deliver provide their patients with ultimate care.
medical advice without understanding how • Every healthcare experience proves an
health beliefs and cultural practices influence opportunity to have a positive effect on a
the way that advice is received. patient’s health.
• Asking about patients’ religions, cultures, and • Healthcare providers can maximize his
ethnic customs can help clinicians engage potential by learning more about patients’
patients so that, together, they can devise cultures.
treatment plans that are consistent with the • In doing so, they are practicing cultural
patients’ values. competency or cultural awareness and
Common Filipino Cultural Beliefs sensitivity.
• Filipino word/s depicting cultural beliefs and
their English translation.
Filipino word EDUCATIONAL ADVANTAGES OF TECHNOLOGY
depicting cultural English translation • Safe, controlled environments that eliminate
beliefs risk to patients.
Namamana Inheritance • Enhanced, realistic visualization.
Lihi Conception or • Authentic contexts for learning and
maternal cravings assessment.
Pasma Hot and cold • Documentation of learner behavior and
syndrome
outcomes.
Sumpa and gaba Curse
• Instruction tailored to individual or group
Namaligno Mystical and
needs.
supernatural causes
• Learner control of the educational
Kaloob ng Diyos God’s will
experience.
• Repetition and deliberate practice.
• Enhance perceptual variation and improve
DIVERSITY IN THE NURSING FIELD
skill coordination.
• It is essential because it provides opportunities
• Standardization of instruction and
to administer quality care to patients.
assessment.
• Diversity in Nursing includes all of the
Technology and Nursing Education
following:
• There are many technologies currently being
o Gender, veteran status, race, disability,
used in nursing education.
age, religion, ethnic heritage,
• Although the following attempts to present
socioeconomic status, sexual
these as individual approaches, the
orientation, education status, national
applications overlap in terms of
origin, and physical characteristics.
 technological components and instructional • The learning characteristics identified
possibilities. included providing feedback, repetitive
Online / E-learning practice, curriculum integrations, range of
• It is a system that combines the advantages difficulty levels, multiple learning strategies,
of technology with what we know about how the capture of clinical variation, individual
people learn. learning, and the ability to define outcomes
• To put it simply, it’s teaching you what you or benchmarks.
need to learn with the help of electronic
resources. Benefits of E-Learning for Nursing Students
• These include videos, virtual classrooms, and Convenient
interactive modules. • In this fast-paced world, convenience is a big
factor in whatever we do.
Computer-assisted Learning (for limited face to • Hands down, e-learning wins at this aspect. It
face) offers learning at your own pace and own
• The education of undergraduate medical place.
students can be enhanced through the use • This benefit erases the impression that
of computer-assisted learning. studying is a hard and rigid thing.
• One example is the use of “flipped • Because of its convenience, other barriers to
classrooms” in which students review an learning (like time and transportation
online lecture before the lecture session, and challenges) are taken care of.
come to the classroom to have an interactive • Such an advantage can help boost
session with the teacher. motivation and can allow any learner to
• This time can now be spent on further focus on the information being given.
exploring complex issues or discussing and
solving questions in more personalized Cost-efficient
guidance and interaction with students, • Enrolling in nursing school requires a lot of
instead of lecturing. financial resources.
• Tuition fee, food allowance, transportation,
Mobile Devices books… you name it.
• Personal digital assistants (PDAs) are routinely • It’s the same as well for a nurse enrolling in a
used by students for medical questions, training school for specialization or other
patient management, and treatment competencies.
decisions. • E-learning can be a great alternative to
• Medical apps for iPhones and Android lessen such expenses.
devices are numerous. • The materials are readily available, making it
• Although many focus on anatomy and lighter on the pocket!
physiology, some address medical problem • Plus, you won’t need to spend on
solving, diagnosis, and treatment. transportation and other costs.
• The website iMedicalApps.com provides
recommendations for the best apps for Continuous
students and residents and links to online app • Materials are updated and revised
stores for purchases. according to the latest trends in nursing
• Stanford University, as one example, has a education and clinical practice.
“Student App” webpage and Stanford apps • Outdated information is easily replaced,
that can be obtained from the Apple store. giving you access to the most up-to-date
• Many medical apps are also available to be courses and training.
used on tablets as well as phones. • Plus, more sophisticated educational tools
are commonly used, making learning much
Simulation easier for you.
• The aim of the simulation is to imitate real
patients, anatomic regions, or clinical tasks, Consistent
and/or mirror the real-life circumstances in • In traditional classroom settings, courses and
which medical services are rendered. lessons may be delivered to students
• Simulations can fulfill a number of differently by various instructors.
educational goals. • Some information may be missed as well.
• Such a problem in inconsistencies of
conveying the message is not a new issue.
• This is because the methodology differs
according to the one who delivers it.
• In e-learning, the same material and
methodology are made available to the
learners, thus preventing the common errors
of inconsistencies.

Controlled
• In e-learning, you can review and revisit the
material whenever you want.
• This boosts memory retention and increases
mastery.
• Additionally, students who have more control
of the mode and pace of learning are more
focused on the information at hand.
• This decreases the chance of missing the
most important points of every topic.