HEALTH EDUCATION
“implement programs including the
• is the process of imparting information
about health in such a way that the
recipient is motivated to use that
information for the protection or
advancement of his own, his family’s or his
community’s health.
• Is any combination of learning experiences
designed to facilitate voluntary adaptations
of behavior conducive to health.
• Is a science & a profession of teaching
health concepts to promote, maintain &
enhance one’s health, prevent illness,
disability & premature death through the
adoption of healthy behavior, attitudes and
perspectives.
WHO
• “comprises of consciously constructed
opportunities for learning involving some
form of communication designed to
improve health literacy, including
improving knowledge and developing life
skills which are conducive to individual and
community health.”
JOINT COMMITTEE ON HEALTH
EDUCATION & PRPMOTION
TECHNOLOGY OF 2001
 “any combination of planned learning
experiences based on sound theories that
provide individuals, groups, and
communities the opportunity to acquire
information and the skills needed to make
quality health decisions”
• It is vital to the practice of prevention
• It is the channel for reaching the people
and alerting them to the doctor’s services
and to all other community health
resources
• A ‘health educated’ person is well aware of
his own responsibility and of the steps he
himself must take to receive the full
benefits of prevention at all levels
IMPORTANCE OF HEALTH EDUCATION
1. Empowers people
2. Equips people with knowledge and
competencies
3. Enhances quality of life
4. Creates awareness regarding the
importance of preventive & promotive care
LEGAL BASIS OF HEALTH EDUCATION IN
THE NURSING CURRICULUM
 1 of the more important functions of the
nurse is a health educator and is explicitly
stated in The Duties of a Nurse in Rule IV,
Art. VI, Sec 28 of Phil. Nursing Act of 2002
also known as RA 9173, among which are
to:
A. “provide health education to individuals,
families & communities;
B. teach, guide & supervise students in
nursing education;
C.
administration of nursing services in varied
settings like hospitals & clinics”
ROLE OF A HEALTH EDUCATOR
 Is a professionally prepared individual who
serves in a variety roles & is specifically
trained to use appropriate educational
strategies and methods to facilitate the
development of policies, procedures,
interventions, and systems conducive to
the health of individuals, groups &
communities”
 selfIs to help promote, enhance, &
maintain the health of others.
 7 areas of responsibility of the health
educator
 1. implement health education strategies,
interventions & programs
 2. administer health education strategies,
interventions & programs
 3. conduct evaluation and research in
relation to health education
 4. serve as health education resource
person
 5. assess individual & community needs
foe health education
 6. plan health education strategies,
interventions and programs
 7. communicate & advocate for health &
health education
Issues and trends in health education
1.TRENDS IMPACTING ON HEALTH
CARE
A. Social
B. Economic
C. Political
2.HEALTH ISSUES: BIOLOGICAL, &
SOCIOLOGICAL ASPECTS OF HEALTH
& DISEASE (BIOPSYCHOSOCIAL
MODEL OR “BPS”)
 introduced by George L. Engel, a
psychiatrist at University of Rochester in
1977 where he advocated the need for a
new medical model to explain health &
disease.
 BPS ISAN APPROACHTHAT STATES
THAT HUMAN EXPERIENCE OF HEALTH
OR ILLNESS IS GREATLY AFFECTED
OR DETERMINED BY THE INTERPLAY
OR INTERRELATEDNESS OF THE FF
FACTORS:
1. BIOLOGICAL
2.PSYCHOLOGICAL
3.SOCIAL FACTORS
LEARNING THEORIES RELATED to health care
practice/ health education
1. HEALTH PROMOTION THEORY
 Was developed in 1987 & revised by
Pender in 1996 “to increase the utility of
 predictions & interventions” and is widely
used in the field of nursing.
 SALIENT POINTS: EMPHASIZES ON
THE “actualizing health potential &
increasing the level of well being using
approach behaviors rather than avoidance
of disease that is why it has been
classified as a health promotion model
rather than a disease prevention model.
2.BANDURA’S SELF EFFICACY THEORY
 Social Learning Theory is the result of
separate research by Rotter (1954) &
Bandura (1977)
 Bandura renamed the theory as Social
Cognitive Theory to emphasize the
cognitive aspect of learning which explains
human behavior by citing three factors
which are in continuous interaction
resulting in a process of reciprocal
determinism or triadic reciprocal causality
namely:
a. Personal factors
b. Behavior
c. Environmental influences
3.SOCIAL COGNITIVE THEORY –
emphasizes that cognition plays a critical role
in people’s capability to construct reality, self-
regulate, encode information and perform
behaviors.
4.SELF- EFFICACY
 is the single most important aspect of
the sense of self that determines one’s
effort to change behavior according to
Bandura
 it is equated with self-confidence in
one’s ability to successfully perform a
specific type of action.
 A person can increase self-efficacy
through:
a. personal mastery of a task
b. observing the performance of other
c. verbal persuasion
d. arousal of her/his emotional state
5. HEALTH BELIEF MODEL
 1 of the 1st models originally
introduced by a group of
psychologists in the 1950s to find
out why people refused to use
available preventive services.
 These researchers assumed that
people feared diseases & that the
health actions of people were
motivated by the degree of
fear( perceived fear) and the
expected fear reduction of actions,
as long as the reduction
outweighed practical & 1. Nursing process focuses on planning &
psychological barriers to taking
actions (net benefits)
 Can be outlined using 4 constructs
which represent the perceived
threat and net benefits:
a. Perceived susceptibility
b. Perceived severity
c. Perceived benefits
d. Perceived barriers
MIDTERM
Overview of Education on Health Care
CONCEPTS OF TEACHING, LEARNING,
EDUCATION PROCESS
EDUCATION PROCESS – is a systematic,
sequential, planned course of action with teaching
& learning as its 2 major interdependent functions
and the teacher & learner as the key players
involved
TEACHING – is a deliberate intervention involving
the planning & implementation of instructional
activities & experiences to meet the intended
learner outcomes based on the teaching plan.
INSTRUCTION – is just one aspect of teaching
which involves communicating information about
a specific skill and is sometimes used
interchangeably with teaching.
LEARNING
 is an action by which knowledge, skills &
attitudes are consciously or unconsciously
acquired & behavior is altered which can
be seen or observed.
 Is a change in behavior that occurs at any
time or in any place as a result of
exposure to environmental stimuli.
PATIENT EDUCATION – a process of assisting
people to learn health-related behaviors which
can be incorporated into their everyday lives.
STAFF EDUCATION
3 PILLARS OF THE TEACHING-LEARNING
PROCESS ARE THE:
1. TEACHER
2. LEARNER
3. SUBJECT MATTER
COMPARISON OF THE NURSING
PROCESS & THE EDUCATION
PROCESS SIMILARITIES:
1. Both consist of the basic elements of
assessment, planning, implementation
& evaluation-based frameworks
2. They are logical, scientifically-based
frameworks for processes providing for
a rational basis for nursing practice
rather than an intuitive one
3. Both are methods for monitoring &
judging the overall quality of nursing
interventions based on objective data
& scientific criteria
DIFFERENCES BETWEEN NURSING
PROCESS & EDUCTAION PROCESS:
implementation of care based on
assessment & diagnosis of the
patient’s physical & psychosocial
needs WHILE the
2. Education process identifies SEVEN PRINCIPLES OF GOOD
instructional content & methods based PRACTICE TEACHING IN
on an assessment of the client’s UNDERGRADUATE EDUCATION
learning needs, readiness to learn &
learning styles 1. Encourage interaction between the
3. Bases of Outcomes: teacher and the learner
 Nursing process: when the 2. Elicit cooperation among the students to
physical & psychosocial needs do collaborative learning
of the client are met 3. Students should engage in active
 Education process: when learning where they can pro-actively
changes in knowledge, manipulate the content of what they are
attitudes & skills occur learning by talking about the material,
According to Wagner & Ash (1998), “the writing about it, making an outline about it,
role of the educator is not primarily to applying it, asking questions about it, acting
teach but to promote learning & to provide it out or just reflecting upon it.
4.Giving prompt feedback
for an environment conducive to learning –
5.Emphasizing time on task
to create the teachable moment rather 6.Communicating higher expectations
than just waiting for it to happen. 7.respecting the diverse talents & ways of
ROLE OF NURSE AS HEALTH learning
EDUCATOR:
BARRIERS TO EDUCATION &
1. Giver of information OBSTACLES TO LEARNING
2. Facilitator of learning BARRIERS TO OBSTACLES TO
3. Coordinator of teaching EDUCATION LEARNING ( factors
4. Client advocate (factors hindering or that negatively
preventing the affect the ability of
nurse’s ability to the learner to attend
HALLMARKS OF EFFECTIVE deliver educational to & process
TEACHING IN NURSING services to the information)
patient/family
1. Professional competence members
2. Possession of skillful interpersonal FACTORS FACTORS
relationship with students which was 1.lack of time to 1.the stress of acute
rated as the most important. teach (greatest & chronic illness,
3. Describe personal characteristics of the barrier) due to: anxiety, sensory
teacher a. short period of deficits & low
4. Teaching practices which include: confinement literacy among
 Mechanics b. very demanding patients can result
 Methods schedules of nurses to diminished
 Skills c. very demanding learner motivation &
 Thorough knowledge of the responsibilities of learning
subject matter nurses
 Presents the materials in clear,
interesting, logical & organized 2.lack of preparation 2.the negative
manner of nurses to teach influence of the
5. Evaluation practices which include: a. lack of knowledge hospital
 Clearly communicating on principles of environment itself
expectations teaching & learning resulting to loss of
 Providing timely feedback on b. nurses don’t feel control, lack of
student progress competent or privacy & social
 Correcting the students tactfully confident regarding isolation
 Being fair in the evaluation their teaching skills
processes due to their
 Giving tests that are pertinent inadequate
to the subject matter & preparation for their
assignments roles as nurse
6. Availability to students especially in the educators
laboratory, clinical & other skills 3. Personal 3.lack of time to
application areas characteristics of the learn due to rapid
nurse as a teacher patient discharge
influence the can discourage &
outcome of the frustrate the learner, LEARNING
teaching-learning impeding the ability  is a relatively permanent change in
process & willingness to mental processing, emotional
learn functioning and/or behavior as a
4.low priority given 4.Personal result of experience
to patient & staff characteristic of the  is a lasting permanent change in
education by learner like behavior
administration & readiness to learn,  occurs as the individual interacts
supervisory motivation & with his/her environment &
personnel compliance, incorporates or applies new
developmental information or experiences to what
stage characteristics he/she already knows or has
& learning styles learned.
5.lack of space & 5.the extent of KINDS OF EXPERIENCES FACILITATE
privacy in the behavioral change OR HINDER THE LEARNING PROCESS
various needed can
environmental overwhelm the 1. the teacher’s selection of learning
settings is not learner& discourage theories to be applied & the structuring
always conducive to him from attending or type of learning experience are
carrying out the to & accomplishing important considerations
teaching-learning learning objectives 2. actively involve the patients or clients
process & goals in the learning process
6.Absence of 3rd 6.lack of support & 3. provide an environment conducive to
party reimbursement positive learning
to support patient reinforcement from 4. assess the extent to which the learner
education programs the nurse & is ready to learn
relegates teaching & significant other 5. determine the relevance of the
learning to less than information
high priority status. 6. repeat the information
Patient education in 7. generalize information
homecare is not 8. make learning a pleasant experience
reimbursed unless 9. begin with what is known: move toward
specifically ordered the unknown
by the physician 10. present information at an appropriate
7.Some nurses & 7.denial of learning rate
physicians question needs, resentment
the effectivity of of supervisory LEARNING THEORIES
patient education as authority, & lack of LEARNING THEORY - a coherent
a means to improve willingness to take framework & set of integrated constructs &
health outcomes responsibility are principles that describe s, explain or
some psychological predict how people learn, how learning
obstacles to occurs, & what motivates people to learn &
accomplishing change
behavioral change I.BEHAVIORIST THEORIES OF
8.Content needs to 8.The LEARNING
be standardized, inconvenience,  JOHN B. WATSON – is the
teaching complexity, proponent of behaviorist theory
responsibilities need inaccessibility, which emphasizes the importance
to be made clear, fragmentation & of observable behavior in the study
and lines of dehumanization of of human beings.
communication must the healthcare  He defined behavior as muscle
be strengthened system frustrates movement & it came to be
among the the learner & associated with the Stimulus-
healthcare providers discourages him Response psychology &
9.Inadequate time to from participating in postulated that behavior results
record/document & complying with from a series of conditioned
patient teaching the goals & reflexes & that all emotions &
objectives for thoughts are a product of behavior
learning learned through conditioning
 Learning then is a result of the
APPLYING LEARNING THEORIES TO condition or stimuli(S) in the
HEALTHCARE PRACTICE: environment & the learner’s
 responses(R) that follow. This
known as the S-R model of
learning or the stimulus-response
theory.
 Behavioral learning is based on
respondent conditioning & operant
conditioning procedures.
A. RESPONDENT CONDITIONING
a. Classical or Pavlovian
conditioning
 a process which influences
the acquisition of new
responses to
environmental stimuli
 a neutral stimuli (NS) elicits
an unconditional response
(UCR) through repeated
pairings with an
unconditioned
stimulus(UCS). NS is a
stimulus that has no
particular value,
significance, or meaning to
the learner. When the NS
is repeatedly paired with
the UCS & UCR, there
comes a time when the NS,
even without UCS elicits
the same UCR.
b. Systematic desensitization
 Is another technique
based on respondent
conditioning which is
widely used in
psychology & even in
medicine to reduce fear
& anxiety in the patient.
 Based on the principle
that repeated & gradual
exposure to fear-
inducing stimulus under
relaxed and non-
threatening
circumstances will give
the patient that sense of
security that no harm
will come so that he or
she no longer fears the
stimulus
 This is also a stress-
reducing-strategy that
is adapted to help
preoperative patients,
rehabilitating drug
addicts & tension
headaches & phobias
c. Stimulus Generalization
 Is the tendency to apply
to other similar stimuli
what was initially
learned
 DISCRIMINATION
LEARNING develops
later when varied
experiences eventually
enable the individual to
differentiate among
similar stimuli & is often
involved in professional
education & clinical
practice
d. Spontaneous Recovery
 Is usually applied in
relapse prevention
programs & may explain
why it is quite difficult to
completely eliminate
“unhealthy habits &
addictive behaviors”
which one may claim
having successfully
“kicked the habit” or
extinguished it only to
find out that it may
recover or reappear any
time, even years later.
B. OPERANT CONDITIONING
 Developed by B. F. Skinner which
focuses on the behavior of the
organism & the reinforcement that
follow after the response
REINFORCEMENT – events that
strengthen responses & is one of the
most powerful tools or procedures
used in teaching & is a major condition
for most learning to take place
II. COGNITIVE THEORIES OF
LEARNING
COGNITION
 is more than knowledge acquisition
 it stresses that mental processes or
cognition occurs between the
stimulus(S) & the response (R)
COGNITIVE DEVELOPMENT
 is a 3rd perspective that focuses
on qualitative changes in
perceiving, thinking &
reasoning as individuals mature
grow & mature.
 JEAN PIAGET is the best
known cognitive developmental
theorist & identified 4
sequential stages of cognitive
development;
1.Sensorimotor stage: (Birth up to
2 years old)
 Determined basically on
actual perception of
senses & the external &
physical factors
 Children think due to
coordination of sensory
 input & motor
responses
 Intelligence is non-
verbal or non-symbolic
because the child has
not developed language
yet
 This will be known as
object permanence
2.Abstract thinking – represents
reality using symbols that can be
manipulated mentally
3.In formal operations –  Behavior may be conscious or
“perspective thought” or relativism
is formed which is a new
perspective of other people
possessing varied thinking on the
same stimulus or situation
4.Assimilation & Accommodation –
characterized by hypothesis testing
before making conclusions, things
must be tested with logical pieces
of evidence, in search of truth
III.SOCIAL LEARNING THEORIES
 Emphasize the importance
of environmental or
situational determinants of
behavior & their continuing
interaction.
 RECIPROCAL
DETERMINISM states that
“environmental conditions
shape behavior through
learning & the person’s
behavior in return shapes
the environment”
 Further believes that
behavior need not be
performed & reinforced for
learning to occur
 Modeling or observational
learning occurs vicariously,
even in infants, where the
individual learns of the
consequences of a environment.
behavior by observing
another person undergoing
the experience.
4 OPERATIONS INVOLVED IN
MODELLING ARE:
a. Attentional processes
b. Retentional processes
c. Motor production processes
d. Motivational & reinforcement
processes
IV.HUMANISTIC THEORY OF
LEARNING
 Humanistic theorists contend that
positive self-concept & self-esteem
enhances the learner’s enthusiasm
to learn & the teacher’s role is
more of a facilitator of learning
rather than an authority on
teaching.
V.PSYCHODYNAMIC THEORY OF
LEARNING
 More of a theory of motivation
stressing emotions rather than
cognition & responses &
emphasizes the importance of
conscious or unconscious forces in
guiding behavior, personality
conflicts & the enduring effects of
childhood experiences
unconscious
LEARNING STYLES
 Are ways in which an individual
processes information or different
approaches or methods of learning
BENEFITS OF KNOWING THE
LEARNING STYLES OF STUDENTS:
1.The teacher can intervene once the
learner experiences difficulty by adapting
techniques or strategy that are suited to
the student’s learning style
2.Enhancement of effective learning by
improving on the teaching strategies & the
instructional materials are used.
LEARNING STYLE MODELS
I.KOLB’S MODEL
 also known as the Cycle of
Learning
 believes that the learner is not a
blank slate unlike the theory of
tabula rasa by John Locke but the
learner has preconceived or
predetermined ideas
 According to Kolb, l is a continuous
learning is a continuous process
which is cumulative result of
previous or past experiences,
heredity & interaction with the
KOLB’S THEORY OF EXPERIENTIAL
LEARNING
 Depicts a 4 stage cycle or 4
models of learning which reflect 2
major dimensions or perception of
awareness of stimuli & processing
or dealing with the information:
1.Concrete experience (CE) abilities
2.Refelctive observation (RO) abilities
3.Abstract conceptualization (AC)
abilities
4.Active experimentation (AE) abilities
II.GREGORC COGNITIVE STYLE
MODEL
 Identified 4 sets of dualities
(situations that consist of 2 parts
that are complementary or
 opposed to each other). The mind
has the mediation abilities of:
a.perception b. ordering of
knowledge
 According to Gregorc, everyone
processes or deals with perception
& ordering of knowledge in all 4
dimensions but may have
preferences or choices of doing it
which may fall into 4 mediation
channels:
a. Concrete Sequential (CS) –
learners like highly structured,
quiet learning environments
without interruptions
b. Concrete Random (CR) –
intuitive, trial-and-error method
of learning looks for
alternatives
c. Abstract Sequential (AS) –
learners are holistic thinkers &
need consistency in the
learning environment, do not
like interruptions, have good
verbal skills, are rational &
logical.
d. Abstract Random (AR) – think
holistically, learn a lot from
visual stimuli, prefer bus,
unstructured learning
environments. Focused on
personal relationships.
III.GARDNER’S SEVEN TYPES OF
INTELLIGENCE
 States that there are various types
of talent or 7 forms of intelligence
which may all be fully developed in
a gifted child but on the average,
about 3-4 types may be possessed
or developed by an individual or
child.
 All learners have all the 7 kinds of
intelligence but in different
proportions.
PLANNING & CONDUCTING CLASSES
A. DEVELOPING A COURSE OUTLINE
OR SYLLABUS
SYLLABUS
 is a plan of the entire course, a
course outline & program of study
that an educator prepares before
the actual health education course
begins
 It is more extensive & detailed than
a teaching plan which is also used
interchangeably with lesson plan or
health education plan
 The syllabus should contain:
a. Course Code
b. Course Title
c. Credits
d. Course Description
e. Course Requirements
f. Methodologies
g. Course Objectives
B. SELECTING CONTENT
 In formulating the course content,
there are some factors to consider:
a. The course objectives serve as
the compass
b. Most important is the time to be
allotted for each topic & this is
where the course outline will be
of great help
c. Avoid cramming too much
information & details
d. Give time for questions or
interactive discussions
C. SELECTING TEACHING METHODS
 Factors affecting choice of
methods:
a. Selection of methods will
depend on the objectives &
type of learning
b. The methodology is also
influenced by the course
content
c. The choice of teaching strategy
will also depend on the abilities
& interest of the teacher
d. The choice of teaching
methods & strategies should
take into consideration the
learning needs & learning
styles of the students
e. The selection of teaching
methods also depends on the
number of students in class
DEVELOPING THE TEACHING PLAN
 Is the educator’s compass in the
voyage towards a successful
teaching-learning venture.
 There are varying formats of a
teaching plan but it should contain
at least 8 basic parts:
a. Topic
b. Purpose
c. Goal
d. Venue
e. Participants
f. Learning Objectives
g. Content Outline
h. Method of Instruction
i. Timeframe
j. Instructional Resources
k. Methods of Evaluation
PREPARING THE TEACHING PLAN
 Health education plan may
emphasize a phase of the
behavior-change process that is
 related to the client’s health glossary, index, length, & graphics);
needs/problem quality of print & paper & the cost
 The plan may also follow the 5. The accuracy & currency, & breadth &
sequence of the process, from pre- depth of content should also be scrutinized
training to the continued before making a decision
performance of a behavior that
helps resolve a health E. CONDUCTING THE CLASS
need/problem
 The written teaching plan APPROACHES IN TEACHING
represents a “package” of 1.INDUCTIVE APPROACH
educational services provided to a  Begins with particular statements
participant or consumer or  Also known as discovery method
“student” Inductive Reasoning – is a way of
 The process of generating a thinking from specific observations to more
teaching plan helps the health general rules
educator: 2.DEDUCTIVE APPROACH
a.recognize & use methods of  Begins with general statements to
learning that involve the client as specific statements
an active participant  Solving a problem or difficulty is
b.include a list of specific actions or done by applying to it a
abilities that the client may perform generalization that has already
at intervals during the educational been formed
intervention
c.clarify what he expects the METHODS OF TEACHING
students to do when the
educational intervention is over Inductive Method – trains the student to
STEPS IN WRITING A HEALTH think logically
EDUCATION PLAN Deductive Method – trains him to
postpone judgment until further verification
1. Assess the learning needs is done
2. Identify factors that may hinder the
occurrence of that “teachable moment” TEACHING & LEARNING STRATEGIES
3. Determine what the learner needs to & METHODS
accomplish 1. STRATEGY
4. Identification of learning needs/gaps  is a specific plan of action, a
tactic or a scheme which the
FORMULATING BEHAVIORAL teacher devises to achieve
OBJECTIVES goals & learning objectives
 Behavioral objectives act as the  is the manner by which such a
guide or compass of the educator plan or
in planning, implementation & scheme is developed &
evaluation of teaching & learning implemented
outcomes. 2. INSTRUCTIONAL OR TEACHING
a. Educational or instructional objectives STRATEGY
b. Behavioral or learning objectives  Is the overall plan for a learning
c. Goal experience which makes use of
d. Objective one or more methods of
teaching & includes content &
process to achieve the desired
D.CHOOSING A outcomes
TEXTBOOK/REFERENCES 3. INSTRUCTIONAL METHODS
THINGS to CONSIDER:  Are the techniques &
1. Consult publishers or their approaches used by the
representatives for review copies of the teacher to make the learner
likely texts for you to examine in detail understand the content to be
2. Students prefer texts which are clearly learned
written & organized 4. METHODS
3. Books written with a lot of examples &  Are a way, an approach, or a
easy to understand style of writing is most process to communicate
appreciated by the students information
4. The content, scope & quality; credibility 5. INSTRUCTIONAL MATERIALS
of authorship; format (table of contents, 6. DEVICE
 7. TECHNIQUE
PREFINALS
DETERMINANTS OF LEARNING
 The learner’s characteristics that will
influence learning which an educator must
be aware of are:
a. learning needs
b. learner’s perceptual abilities
c. motivational abilities or readiness
d. reading abilities
e. developmental stage
3 FACTORS THAT AFFECT LEARNING:
a. Learning Needs
b. Readiness
c. Learning Style
LEARNING NEEDS – are gaps in knowledge that
exist between a desired level of performance and
the actual level of performance
ASSESSING LEARNING NEEDS
1. Identify the learner
2. Choose the right setting
3. Collect data on the learner
4. Include the learner as a source of
information
5. Include members of the healthcare team
6. Determine availability of educational
resources
7. Assess demands of the organization
8. Consider time-management issues
9. Prioritize needs
METHODS IN ASSESSING LEARING NEEDS
A. Informal conversations or interviews
B. Structured interviews
C. Written pretest
D. Observation of health behaviors over a
period of different times
READINESS TO LEARN – is the time when the
patient is “willing to learn” or receptive to
information
WHEN assessing readiness to learn, the health
educator must:
1. Determine what needs to be taught
2. Find out exactly when the learner is ready
to learn
3. Discover what the patient want to learn
4. Identify Ewhat is required of the learner
MOTIVATION & BEHAVIOR OF LEARNER
MOTIVATION – comes from the Latin word
“movere” which means to move or set into action
- Also defined as “psychological fore that
moves a person to some kind of action”
BEHAVIOR CHANGE THEORY
 Health Belief Model
 Health promotion Model
 Self – efficacy theory
LITERACY & & READABILITY
A. LITERACY – “the ability of adults to read,
understand & interpret information written
at the 8th grade level or above; the relative
ability of persons to use printed & written
materials commonly encountered in daily
life.
B. 3 FACTORS TO CONSIDER IN
ASSESSING LEVELS OF LITERACY
1. Reading or word recognition
2. Readability
3. Comprehension
C. TEACHING STRATEGIES FOR LOW
LITERATE PATIENTS
1. Establish a trusting relationship before
beginning the teaching-learning
process
2. Use the smallest amount of information
possible by teaching only what the
patient needs to learn
3. Make points of information as vivid &
as explicitly as possible
4. Teach one step at a time
5. Use multiple teaching methods & tools
requiring a fewer literacy skills
6. Allow patients to restate information in
their own words & to demonstrate any
procedure that is being taught
7. Keep motivation high
8. Build in coordination with procedures
9. Use repetition to reinforce information
D. DEVELOPING A PRINTED
EDUCTAIONAL MATERIALS
FINALS
TEACHING STRATEGIES & METHODOLOGIES
FOR TEACHING & LEARNING
A. LECTURE
* Is a highly structured method where the
teacher act as the resource person &
transmitter of knowledge/information to
learners
.* Oldest teaching method which was
widely used in the olden times
*Derived from the greek word “lectura”
which means to read
*Very effective method to impart
knowledge in the lower level of the
cognitive domain
PURPOSE OF THE LECTURE METHOD
1. It is an efficient means to introduce learners to
new topics & placing the topic into the perspective
of what is already known.
2. It is intended to stimulate student’s interest in a
topic or subject by pointing out how the facts
apply to lives, work or occupation of the listeners
or students.
3.it can inspire people to apply or emulate the
worthy personalities or information that were
conveyed in the lecture.
4.It helps the student to integrate or synthesize a
large body of knowledge from several field or
sources
5.It can clarify difficult portions especially
when supplemented by graphics, charts &
audiovisuals
6.It is valuable where knowledge is
advancing rapidly & up-to-date textbooks
are not available especially if the lecturer
is a clinician working in an area of
specialty
10 important points about lecturing
1.fit the lecture material to the available
time
2.Express concepts in the simplest
possible way
3.Begin the class by arousing student’s
interest, expressing your expectations
positively & sharing the formulation of
class objectives with the students
4.Follow a prepared outline
5.Use different methods
6.Develop a varied & interesting teaching
style
10 important points about lecturing
7.Give students enough time to digest the
contents of the lecture & ask questions
8.Conclude the lesson by connecting what
was taken up today to what will be
covered during the next meeting
9.Be guided by your students during the
lecture by tuning in to their reactions or
feedbacks & modifying your approach
when needed.
10.Observe good interpersonal
relationship with students
B. DISCUSSION
*More than 2 persons are gathered to
discuss or resolve an issue, problem or
idea under the guidance of 1 of its
members.
B. Group conferences – also known as
post clinical nursing conferences
PURPOSE:
a. apply the principles & concepts
b. to clarify information & concepts
c. learn the process of group problem
solving
C.QUESTIONING
TYPES:
1.Factual or descriptive questions
2.Clarifying questions
3.High-order questions
D. USING AUDIOVISUALS – can greatly
enhance teaching & stimulate the
student’s interest & participation.
E. INTERACTIVE LECTURE – is a mixture of
lecture & audiovisuals.
ACTIVITY-BASED TEACHING
STRATEGIES
A. COOPERATIVE LEARNING - a
system of learning where the members of
the group are aware that they are not only
responsible for their own learning but also
for the learning of others.
TYPES:
a. Formal groups
b. Informal groups
C. Base cooperative learning groups
B. SIMULATION – is an imitation,
recreation or representation of the
structure or dynamics of a real thing or
situation.
C.PROBLEM-BASED LEARNING – is an
approach to learning that involves
exposing the students to real-life problems
& working together in small groups,
analyzing the case, deciding what
information they need & then solving the
problems
D.SELF-LEARNING MODULES – also
called self-directed learning modules, self-
paced learning modules, self-learning
packets & individualized learning activity
packages.
Computer teaching strategies
A.Computer-Assisted instructions
B.Internet
C.Virtual Reality
ASSESSMENT & EVALUATION
EVALUATION – is the act of considering
or examining something like the teaching
& learning process in healthcare
education, in order to judge the value,
quality or importance of a thing or an
endeavor.
ASSESSMENT – is designed to help the
teacher find out how much & how well the
students are learning
SOME TECHNIQUES USED FOR
CLASSROOM ASSESSMENT
1. ONE MINUTE PAPER
2.MUDDIEST POINT
3DIRECTED PARAPHRASING
4.APPLICATION CARDS
Methods of evaluation of student learning
1.Multiple choice questions
2. True or False questions
3.Matching questions
4.Essay type questions