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Strategies IN Health Teaching

Principles, Methods & Strategies of Teaching Health Education (Our Lady of Fatima
University)

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STRATEGIES IN HEALTH TEACHING
Components of an Educative Process
1. Learner and the Teacher
2. Things to be Learned
3. The way it is to be learned
4. Setting in which it is to be learned.
Dimensions of the Educational Process
A. Substantive dimension
B. Procedural dimension
C. Environmental dimension
D. Human resource dimension
A. SUBSTANTIVE
◆ This pertains to what is taught and what
has to be learned.
◆ The curriculum including the content
(knowledge, values and skills) and
planned activities directed by the
faculty is for a particular purpose.
B. ENVIRONMENT
◆ This pertains to all of the setting which
maybe used for learning experience
which can be:
1. Autocratic
2. Democratic
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3. Psychosocial
1. AUTOCRATIC
◆ The teacher has little freedom to
explore her area of interest and to use
the methods which best lead her and
her students toward the attainment of
their objectives .
2. DEMOCRATIC
◆ The teacher is free to contribute to her
specialized knowledge and capabilities
to the common goal of the school as
well as for her own teaching goals.
3. PSYCHOSOCIAL
◆ This correspond to the ff:
1. The number , type and organization of
personnel
2. Other students from allied health fields
3. Patients (socioeconomic status, type of
illness, medical treatment, nursing
problems.
4. The kind and size of institution
C. PROCEDURAL
◆ This pertains to the different practices
or standard operating procedures being
followed.
D. HUMAN RELATIONS
◆ This refers to the learner, teacher,
administrator, group of learners,
patients and their interactions.
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CHAPTER 1 – GOOD TEACHING
◆ An effective teacher does not become
effective by just imitating former good
teachers , although following a good
role model can be helpful.
◆ Some people have inherent qualities
that increase the likelihood of their
being good teachers.
◆ Those less endowed with natural
talent can still become good teachers
given the proper education , support,
and desire to succeed.
TEACHING
◆ IT IS CONCERNED WITH THE GROWTH
AND DEVELOPMENT OF THE WHOLE
PERSONALITY OF THE STUDENT.
◆ IT IS A MIXTURE OF ARTS AND
SCIENCE.
◆ IT STARTS WITH THE EXPERIENCE OF A
LEARNER .
LEARNING
◆ A PROCESS OF APPREHENSION,
CLARIFICATION, AND APPLICATION OF
MEANINGS.
◆ IT ENTAILS THE USE OF MENTAL
FUNCTION, LIKE CONCEPTUALIZING,
ABSTRACTING, REASONING, JUDGING
AND GENERALIZING.
◆ IT INCLUDES MENTAL ACTIVITIES
WHEREIN KNOWLEDGE, SKILLS,
ATTITUDE AND APPRECIATION AND

IDEAS ARE ACQUIRED RESULTING INTO
MODIFICATION OF BEHAVIOR
(MENTAL, SOCIAL, EMOTIONAL AND
PHYSICAL)
PROCESSES OF BEING AN EFFECTIVE TEACHER
◆ Knowledge of educational theory and
research
◆ Willingness to learn new roles and
teaching methods
◆ Ability to reflect on one’s own
performance
SIX MAJOR CATEGORIES EFFECTIVE TEACHING
in the NURSING PROFESSION
◆ PROFESSIONAL COMPETENCE
◆ GOOD INTERPERSONAL
RELATIONSHIPS
◆ PERSONAL CHARACTERISTICS
◆ TEACHING PROCESSES
◆ EVALUATION PRACTICES
◆ AVAILABILITY TO STUDENTS
1. PROFESSIONAL COMPETENCE
◆ ENJOYS HIS PROFESSIONAL
COMPETENCE
◆ SHOWS GENUINE INTEREST TO HIS
PATIENTS
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◆ DISPLAYS CONFIDENCE IN HIS
PROFESSIONAL ABILITIES
◆ EXCITES THE STUDENTS INTEREST IN
THE PROFESSION BY BEING CREATIVE,
STIMULATING AND CAN
DEMONSTRATE CLINICAL SKILLS WITH
EXPERTISE.
SEVERAL ASPECTS OF PROFESSIONAL
COMPETENCE
◆ HE OR SHE DEVELOPS A THOROUGH
KNOWLEDGE OF SUBJECT MATTER.
◆ POLISHES CLINICAL SKILLS
THROUGHOUT HIS OR HER CAREER.
◆ MAINTAINS AND EXPANDS
KNOWLEDGE THROUGH READING ,
RESEARCH , CLINICAL PRACTICE, AND
CONTINUING EDUCATION.
2. INTERPERSONAL RELATIONSHIPS WITH
STUDENTS
◆ TAKING PERSONAL INTEREST IN THE
LEARNERS.
◆ BEING SENSITIVE TO THE FEELINGS
AND PROBLEMS OF THE LEARNERS.
◆ CONVEYING RESPECT FOR THEM.
◆ ALLEVIATING THEIR ANXIETIES
◆ ACCESSIBLE FOR CONFERENCES
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INTERPERSONAL RELATIONSHIPS WITH
STUDENTS
◆ ALLOWING LEARNERS TO EXPRESS
THEIR POINTS OF VIEW.
◆ CREATING AN ATMOSPHERE IN WHICH
THEY FEEL FREE TO ASK QUESTIONS.
◆ CONVEYING A SENSE OF WARMTH.
◆ BEING FAIR
TODAY’S STUDENT S TOMORROW’S
COLLEAGUE
◆ Nursing students and patients are
often plagued by:
1. Lack of self confidence
2. Fear of making mistakes while learning
which leads them to experience high
levels of stress.
3. Too much anxiety interferes with the
ability to learn.
Basic Therapeutic Approaches to Maintain
Self - esteem and Minimize Anxieties.
A . EMPHATIC LISTENING
1. LISTEN TO THE LEARNER
2. TRY TO SEE THE WORLD THROUGH
THEIR EYES
3. RESPECT THE LEARNERS

4. CARE ABOUT THEIR CONCERNS AND
TRY TO UNDERSTAND THE WORLD AS
LEARNERS EXPERIENCE IT .
B. ACCEPTANCE
1. ACCEPT LEARNERS AS THEY ARE
WHETHER YOU LIKE THEM OR NOT.
2. AFFIRM THAT LEARNERS ARE
WORTHWHILE PEOPLE , EVEN THOUGH
THEY ARE DIFFERENT FROM YOURSELF.
3. ENHANCE THEIR SELF ESTEEM
4. CONVINCE THEM THAT YIU HAVE
FAITH IN THEIR DESIRE AND ABILITY TO
LEARN.
C. HONEST COMMUNICATION
1. Creates a comfortable atmosphere.
2. Learners need to know the teacher’s
thoughts regarding the topic and the
learner’s abilities and performance.
3. Identifying the learners responsibilities
in the learning process .
4. Students accept criticism of their work
if the teacher has established an
honest and caring relationship with
them.
3. PERSONAL CHARACTERISTICS
◆ PERSONAL MAGNETISM
◆ ENTHUSIASM( strong feeling of
interest)
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◆ CHEERFULNESS
◆ SELF – CONTROL
◆ PATIENCE
◆ FLEXIBILTY (adapt to various types of
personalities and changing
environment)
◆ A SENSE OF HUMOR
◆ A GOOD SPEAKING VOICE
◆ SEL-CONFIDENCE
◆ WILLINGNESS TO ADMIT ERRORS
◆ CARING ATTITUDE
4. TEACHING PRACTICES
◆ JACOBSON defined it as “the
mechanics, methods and skills in
classroom and clinical teaching.”
◆ Teaching subject matter in a
stimulating way and inspiring learner
interest is based on several factors like
the teacher’s style, personality,
personal interest in the subject , use of
a variety of teaching strategies, and
thorough knowledge of the subject
matter.
5. EVALUATION PRACTICES
◆ EVALUATION INCLUDES THE FF:
1. Clearly communicating expectations
2. Provides timely feedback on students
progress
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3. Corrects students misconceptions
4. Being fair in the evaluation process
5. Gives examination/tests pertinent to
the subject matter
6. AVAILABILITY TO STUDENTS
◆ INSTRUCTOR IS PHYSICALLY PRESENT
1. Being there in stressful situation
2. Helping students give nursing care
3. Giving appropriate amounts of
supervision
4. Freely answering questions
5. Acting as a resource person during
clinical learning experiences.
6. Learners should be told at the
beginning of instruction what they
should do if they need assistance and
the instructor is not available.
7. The teacher should have a back up plan
for assistance by a staff nurse, another
instructor or a head nurse who can be
“on call” when the need arises.
Effective Teaching Identified by Non-Nursing
Students
◆ Teaching Clarity
◆ Time on Task
◆ Class time / management

◆ Questioning Technique
◆ Comprehension Instruction
◆ Grouping
◆ Level of cognitive instruction
Teaching Clarity
◆ It is defined as “the mosaic of
behaviors that teachers use in order to
make what is to be learned intelligible,
comprehensive, and learnable.”
◆ It has the ff. characteristics; logically
organizes instruction, explains what is
to be learned, uses simple terms,
assess students understanding, gives
examples whenever possible, allows
students to have time to think about
what is being taught.
◆ Repeats information and then
summarizes.
Time on Task
◆ Effective teachers provide students
with relevant academic activities and
see to it that students spend an
adequate amount of time actually
engaged in these learning activities.
Class time / management
◆ Instructors make sure students know
what they expect.
◆ They make certain that students know
what to do if they need help.
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◆ They follow through with reminders students to learn and by using
and rewards to enforce rules. appropriate materials and activities.
Questioning
◆ Effective teachers ask appropriate TEACHING STYLE
questions in a manner that ensures
◆ This is an outgrowth of the teacher’s
participation and facilitates mastery of
personality and character.
academic content.
◆ It is a process by which the teacher
◆ Questioning focuses on both facts and
delivers the subject matter to the
abstract thinking.
students .
Comprehension Instruction
◆ This maybe the primary cause of the
◆ Effective teachers emphasize students boredom or excitement.
independent learning and learning to
7 Principles of Good Teaching Practice in the
learn.
Undergraduate Education
◆ They teach students to apply concepts ,
1. Encourage student-faculty contact
solve problems, and monitor their own
comprehension. 2. Encourage cooperation among
students
Grouping
3. Encourage active learning
◆ Effective teachers are able to group
students for individualized and small- 4. Give prompt feedback
group instruction.
5. Emphasize time on task
◆ They are able to work with more than
6. Communicate high expectations
one student or group at a time.
Level of Cognitive Instruction 7. Respect diverse talents and ways of
learning
◆ Most instruction for low-achieving
Seven Types of Intelligences
students emphasizes mechanical rote
learning. 1. Linguistics
◆ Effective teachers try to move toward 2. Logical mathematical
high order thinking skills and
independent learning by motivating 3. Spatial
4. Musical
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5. Bodily kinesthetic

6. Interpersonal

7. Intrapersonal

Nurses as Teachers

◆ Nurses take on the teaching role in

many settings.

◆ They may be patient or client teachers,

school nurses, staff development
instructors, or collegiate educators.

◆ Nurses who spend the majority of their

time as staff development instructors,
or collegiate educators must have
formal preparation for the educator
role and need to become expert
teachers to prepare the next
generation of patient educators.

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