He Summer SCP

ST.
JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF NURSING
Physically Detached Yet Academically Attached
SIMPLIFIED COURSE PACK (SCP) FOR SELF-DIRECTED

LEARNING
HE – HEALTH EDUCATION
This Simplified Course Pack (SCP) is a draft version only and may not
be used, published or redistributed without the prior written consent of
the Academic Council of SJPIICD. Contents of this SCP is only intended
for the consumption of the students who are officially enrolled in the
course/subject. Revision and modification process of this SCP are
expected.
Vision
By 2023, a recognized professional institution providing quality, economically
accessible, and transformative education grounded on the teachings of St. John Paul II.
SCP-HE | 1
ST. JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF NURSING
Serve the nation by providing competent JPCean graduates through quality teaching
Mission and learning, transparent governance, holistic student services, and meaningful
community-oriented researches, guided by the ideals of St. John Paul II.
Respect
Hard Work
Perseverance
Core Values
Self-Sacrifice
Compassion
Family Attachment
Inquisitive
Ingenious
Graduate Attributes
Innovative
Inspiring
Course Code/Title HE/ Health Education

This course deals with concepts, principles and theories in teaching and learning. It also
focuses on the appropriate strategies of health education as they apply in various
Course Description
health care scenarios. The learners are expected to develop beginning skills in
designing and implementing a teaching plan using the nursing process as a framework.
Course Requirement
Time Frame 54 Hours SCP- Topics: Final Period
“Based 40” Cumulative Averaging Grading System
4.1 Barriers to Education
Grading System Week 4 (5%) + Participation (10%) + Quiz (25%) + Exam
Periodical Grading = Attendance
(60%) 4.2 Curriculum Planning and Conducting Classes
Final-Final Grade = Midterm Grade (50%) + Final Grade (50%)
Contact Details
Instructor 5.1 Determinants of Learning
Dean/Program Head Emalyn D. Santiesteban,RN,MAN (
Week 5 5.2 Motivation in Learning
5.3 Learning Process
Course Map 6.1 Theories and Principles of Learning
HE- Simplified CourseWeek

Pack6 (SCP)
6.2 Communication in Teaching and Learning
Evaluating the Teaching Larning Program
SCP-HE | 2
Week 6 Final Examination

COLLEGE OF NURSING
SCP- Topics: Midterm Period

Course Outcomes
1.1 Overview of Education in Health Care
1. Apply principles, theories and strategies of health education
Welcome Aboard!in assisting clientscourse
The to
promote and maintain their health. includes discussion of health
Week 1 2. TheDevelop
1.2 an instructional design to meet the
Change Process learning needs of
education clients.
concepts, principles,
theories and strategies as they apply
1.3 Concepts of Teaching and Learning in the clinical and classroom
situations.
2.1 Roles SCP-TOPICS:

and Responsibilities of theMIDTERM
Nurse as PERIOD TOPICS
Health Educator and in Patient Teaching
Week 2
2.2 Halmmarks of Effective Teaching in Nursing
2.3 Principles of Good Teaching Practice
3.1 Teaching Strategies

Week 3
3.2 Teaching Strategies Cont.
Week 3 Midterm Examination
Week 1
1.1 Overview of Education in Health Care and Change
Lesson Title 1.2 The Change Process
1.3 Concepts of Teaching and Learning
1.1 Discuss the objectives and processes of health education.
1.2 Explain the I,pact of change on the Filipino health value system.
Learning Outcome(s)
1.3 Explain the different implications of teaching on nursing practice functions of
heatl educator.
Time Frame 9 Hours
LEARNING INTENT!
SCP-HE | 3
At SJPIICD, I Matter!
COLLEGE OF NURSING
Terms
to Ponder
This section provides meaning and definition of the

terminologies that are significant for better understanding
of the terms used throughout the simplified course pack of
Health Education.
Health is holistic (total health) amd it includes the
different dimesnsions of health taking into account the
separate influences and interaction of these dimensions.
Health Education 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

(WHO).
Essential Content
Week - 1.1 Overview of Education in Health Care and
Change
Health education is any combination of learning

experiences designed to facilitate voluntary adaptations of
behavior conducive to health. Health education is a science
and a profession of teaching health concepts to promote,
maintain and enhance one’s health, prevent illness,
disability and premature death through the adoption of
healthy behavior, attitudes and perspectives. It draws
health models and theories from the biological,
environmental, psychological, physical and medical and
even paramedical sciences like nursing.
SCP-HE | 4
COLLEGE OF NURSING
Health
Physically Detached Yet Academically Attached education
Committee on Health Education and Promotion
Terminology of 2001 as “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.” The areas of concern are physical health,
social health, emotional health, intellectual health,
environmental health and spiritual health.
Purpose of Health Education

Health educationaims to positively influence the health
behavior and health perspectives of individuals and
communities for them to develop self-efficacy to adopt
healthy lifestyles resulting to healthy communities.
Importance of Heath Education

1. Health education EMPOWERS people to decide for
themselves what opinions to choose to enhance their
quality of life.
2. Health education equips people with knowledge and
competencies to prevent illness, maintain health or
apply first aid measures to prevent complications or
premature deaths and improves the health status of
individuals, families, communities and the nation.
3. Health education enhances the quality of life by
promoting heatlhy lifestyles.
4. Health education creates awareness regarding the
importance of preventive and promotive care thereby
avoiding or reducing the costs involved in medical
treatment or hospitalization.
SCP-HE | 5
COLLEGE OF NURSING
P Physically Detached Yet Academically Attached
RI NCIPLE
S OF HEALTH EDUCATION
1. Cooperative process
2. Learning
3. Involves motivation, experience and change
4. Meet the needs, interests, and problems of the
people affected.
5. Basic function of the health provider
6. Slowly and continuous process
7. Makes careful evaluation of the planning,
organizing, and implementing of all health education
activity.
8. Achieve by doing
9. Takes place at home, school, hospital, clinics

anywhere.
10. Considers the health status of the people affected.
11. Have faith in people’s ability
12. Uses supplies, aids and devices
13. Creative process
14. Helps people attain health by their own effort.
15. Utilizes available community resources
CATEGORIES OF HEALTH EDUCATION

1. Primary – teaching skills necessary to stay healthy or
to avoid illness
ex. Proper nutrition, hygiene
2. Secondary/Preventive
- Teaching the knowledge and skills for early
detection or preservation of disease/dysfunction.
ex. Breast examination, handwashing
SCP-HE | 6
COLLEGE OF NURSING
3. Tertiary
– deals with an already recognized disease process
Types of Health Education
 Health education of the body and how to take care

of it
 Health education on services and the “sensible” use of
health care resources
 Health education to create a friendly environment
Dimensions of Health Education Process

1. Substantive dimension
- refers to “what is taught and what is learned”
2. Procedural dimension
- is the teaching method and learner activities used
3. Environmental dimension
-Physical
4. Environmental dimension
- is the physical and social factors in the
teaching-learning situation.
5. Human relations dimension
- includes persons involved in the nursing care
practice that influence the effectiveness of the
teaching and learning process
Aspects of Health Education

 Behavioral sciences
 Public health
 Education
SCP-HE | 7
COLLEGE OF NURSING
1.2 The
Change Process
Strategies in Managing
1. Empirical-rational strategy.
 Assumes that learners are rational beings
2. Normative or reeducative strategy.
 Assumes that learners act consistently
with their socio-cultural norms
3. Power-coercive strategy.
 Learners are coerced to comply with
instructions
Factors Affecting Change

1. Culture
2. Demographics
3. Socioeconomic Conditions and Environmental
Circumstances
4. State of Wellness and Development
Health Remedies Used by Filipinos
 Home remedies
 Traditional healing techniques
 Supernatural healing or faith healers
 Regulated drugs or medicines
 Over-the-counter drugs
Teaching Strategy in Health Education :

 http://www.associatedcontent.com/video/8677/
teaching_strategy_in_health_education.html?cat=4
SCP-HE | 8
COLLEGE OF NURSING

 Decision Stories
 Buzz Groups
 Committee Work
 Debate
SELF-SUPPORT:
Search Indicator You can click the URL Search Indicator below to help you further understand the lessons.
Castro, S. (2011) Health education for Nursing and Allied

Professions. Educational Publishing House. Manila.
SCP-HE | 9
COLLEGE OF NURSING
LET’S INITIATE!
Activity 1. Let us try to check your understanding of the topics.
Write your answers to the space provided below every after the
questions.
1. Describe what is health education.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. Describe the categories of health education.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. What are the strategies in managing change process?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
SCP-HE | 10
COLLEGE OF NURSING
LET’S
INQUIRE!
Activity 1. In this activity, you are required to expound your
answer to each of the questions below.
1. As a nurse educator, explain the seven (7) principles of good

teaching.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. In what way will the teaching methods guide the teacher

for effective teaching learning outcome?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
SCP-HE | 11
COLLEGE OF NURSING
LET’S INFER!
Activity 1
Select one teaching strategy that can be utilized in health
education. Give a specific example to show or demonstrate the
selected teaching strategy.
SCP-HE | 12
COLLEGE OF NURSING
Welcome Aboard! The course includes discussion of health education

concepts, principles, theories and strategies as they apply in the clinical and
classroom situations.
SCP-TOPICS: MIDTERM PERIOD TOPICS
Week 2
1.4 Roles and Responsibilities of the Nurse as Health Educator and in Patient
Tecahing
Lesson Title
1.5 Hallmarks of Effective Teaching in Nursing
1.6 Principles of Good Teaching Practice
1.4 Expound on the functions of the health educator.
Learning Outcome(s) 1.5 Explain the five major characteristics of an effective teacher.
1.6 Discuss comprehensively the seven principles of good practices in teaching.
Time Frame 9 Hours
LEARNING INTENT!
Terms to Ponder

Health Education.
Health Educator is a professionally prepared
individual who serves in a variety of roles and 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 and communities (Joint
Committee on Terminology,2001).
Patient Teaching is defined by the American
Academy of Family Physicians, is the process of influencing
SCP-HE | 13
COLLEGE OF NURSING
patient behavior and producing changes in knowledge,

attitudes and skills necessary in maintaining or improvinh
health.
Essential Content
Roles and Responsibilities of the Nurse as Health
Educator and in Patient Teaching
Teaching is not a matter of chance, it’s a matter of
choice. It is not something you are destined or obliged to do
but something you have chosen to do. Blessed are the
teachers for they are God’s gift to everyone (Willian Bryan).
Definition of A Nurse Educator and Her Roles

The nurse educator is:
1. The primary source of knowledge of learners in nursing;
2. The primary catalyst for the learning process;
3. A role model for nursing students;
4. An active facilitator, who demonstrates and teaches
patient care to nursing students in the classroom and
clinical settings;
5. Is diligent; keeps abreats of developments in his or her
field through continuing education, reading of nursing
journals, active participation in workshops and seminars.
Functions of Health Educator

A health educator is a practitioner professionally
prepared in the field of health education, who demonstrates
competence in both theory and practice and accepts
SCP-HE | 14
COLLEGE OF NURSING
responsibility in advancing the aims of the health education

process (De Young,2003).
A health educator performs the following:
1. Collaborates with health specialists and ogher civic groups
in assessing community health needs and availability of
resources and services and in developing goals for meeting
health needs of clients.
2. Designs and conducts evaluation and diagnostic studies to
assess the quality and performance of health education
programs.
3. Develops and implements health health education and
promotion programs such as training workshops,
conferences and school or community projects,
4. Develops operational plans and policies necessary to
achieve health education objectives and services.
5. Develops, conducts or coordinates health needs
assessment and other public health surveys.
6. Prepares and distributes health education materials such
as reports, bulletins and visual aids like films, videotapes,
photographs and posters.
7. Provides guidance to agencies and organizations in the
assessment of health education needs and in the
development and delivery of health education programs.
SCP-HE | 15
COLLEGE OF NURSING
8. Provides programs information to the public by preparing

and issuing press releases, conducting media campaigns and
or maintaining program related websites.
9. Promotes and maintain cooperative working relationship
with agencies and organizations interested in public health
care.
10. Develops and maintain health education libraries to
provide resources for staff and community agencies.
11. Develops, prepares and coordinates grant applications
and grant-related activities to obtain funding for health
education programs and relatedwork.
12. Documents activities, records information such as
number of programs completed, nursing actions
implemented, and individuals assisted.
13. Maintains database, mailing lists, telephone networks
and other information to facilitate the functioning of health
education programs.
Patient Teaching
Patient teaching is a holistic process with the goal of
changing or affirming patient’s behavior to benefit health
status. This is the only one component of patient education
process which is giving patient healthcare information.
Patient teaching is more than imparting information.
The skilled nurse educator assists the patient in interpreting,
integrating, and applying the information given. Patient ends
SCP-HE | 16
COLLEGE OF NURSING
with an evaluation of patient teaching. It is a process that

occurs overtime requiring an ongoing assessment on
patient’s knowledge, attitudes and skills. Patient readiness or
motivation to change behaviors and the obstacles that the
patient faces to create behavioral change are important
factors to consider (Falvo,2003).
Purposes of Patient Teaching
Nurse educators teach patients in order to:
1. Increase clients’ awareness and knowledge of the health
status;
2. Increase client satisfaction;
3. Improve quality of life;
4. Ensure quality of care;
5. Decrease patient anxiety;
6. Increase self-reliant behavior;
7. Reduce effectively the incidence of complications of illness;
8. Promote adherence to health care treatment plans;
9. Maximaize independence in the performance of activities
of daily living; and
10. Energize and empower consumers to become actively
involved in the planning of their care.
Principles of Patient Teaching

Following are primary considerations in patient
teaching:
1. Assess teaching needs of the client, or teaching that is
required in a particular situation;
2. Assess what the client knows and begin from what she
SCP-HE | 17
COLLEGE OF NURSING
knows; and
3. The nurse should consider language barriers, literacy.
Ethnic or cultural background, age and emotional status of
the patient. Otherwise, teaching and learning can be
impaired, placing the patient at risk.
Documentation of Patient Teaching

Communication among members of the health care team
is essential if this is to be coordinated and consistent to the
principles of patient teaching. Although communication
takes place through word of mouth, another method used is
documentation of patient records.
Characteristics of Documentation in Patient Teaching
1. Covers all aspects of patient care
2. Critical for communication among team members
3. Provides a legal record
4. Supports quality assurance efforts
5. Promotes continuity of care
6. Facilitates reinforcement
Good documentation reflects the following:
1. Initial assessment and reassessments of pertinent data;
2. Nursing diagnoses and patient learning needs;
3. Intervention provided;
4. Patient’s response and outcomes of care;
5. Discharge plan or care; and
6. Ability of the patient and family to manage their own
needs after discharge.
SCP-HE | 18
COLLEGE OF NURSING
Components of Documentation System

1. Admission Assessment
The nurse educator:
a. Makes a complete patient profile and history
b. Assesses the client’s functional ability to aid in
the formulation of nursing diagnoses.
c. Identifies ways of individualizing teaching, such
as the client’s readiness, language, and physical
capability
d. Designs assessment forms to red flag, high risk
patients, in order to pinpoint potential problems
that identify specific learning needs.
2. Problem List
a. The patient’s chart has a list of actual and
potential health problems identified individually
or collaboratively. It also includes medical and
nursing diagnoses.
b. The nurse has to enter the data next to each
problem as it is identified and when the problem
is resolved. Standardized care plans may be
generated based on nursing diagnoses.
3. Care plans or Critical Pathway

An individualized care plan for each patient
assessment of medical and nursing diagnoses, patient
goals, interventions and desired outcomes.
SCP-HE | 19
COLLEGE OF NURSING
4. Flow Sheets (Optional)

Flow sheets contains observations and lists in a
clear, concise, check-off format to encourage fast and
immediate documentation
5. Progress Notes
Narrative notes show the patient’s progress
perceived by a health care professionals involved in
patient care. Evaluation of the patient’s responses to
nursing interventions should be evident.
6. Discharge Summary
Summarizes or reports written at the time of
discharge or transfer of the client to another health care
facility serve as needed source of information for other
heath care providers about the patient’s needs for
reinforcement and continued learning.
Hallmarks of Effective Teaching in Nursing

Good teaching is the basic consideration of effective
learning. Today’s modern teacher of nursing must
possess a system of principles and critical thinking skills
to guide her teaching practice.
Application of teaching principles varies according
to the teacher’s level of competence as they adjust to
different levels of maturity, background experience, the
objectives and interest of the learners.Knowledge of
nursing alone, and the skill of teaching will not
necessarily help the nurse to become a good teacher if
SCP-HE | 20
COLLEGE OF NURSING
she is ignorant of the principles and the processes of

nursing education. It will not also help the nurse refine
her techniques of teaching if she does not understand
human behavior.
Characteristics of An Effective Teacher in Teaching
As with any teacher, clinical instrucotrs and classroom
teachers in nursing must possess certain qualities and
responsibilities in order to properly perform their functions.
Following are some characteristics that teachers of nursing
need (De Young,2004).
1. Professional Competence
Competence refers to the teacher’s adherence to
personal standard of excellence and self-development
through continuous education, skills enhancement and
keeping one updated with current trends and issues. The
teacher possesses mastery of the subject matter in terms of
knowledge, skills and values in order to teach students
efficiently and effectively.
2. Interpersonal Relationship with Students
The teacher’s ability to relate well with students and her
personal interest in the learners. Her sensitivity to their
feelings and problems, respect for their rights and fairness in
evaluating students performance will make learning a
pleasant experience for both the teacher and students.
SCP-HE | 21
COLLEGE OF NURSING
3. Personal Characteristics
The teacher’s personal magnetism motivates students’
interest to learn, her enthusiasm to teach the subject matter,
self-control and personal discipline of complying with the
rules and standards of teaching.
The teacher is patient in dealing with problems and
conflict in teaching, possesses flexibility in handling the
subject, time schedules and students. She has a sense of
humor to enliven the discussions, to capture students’
interest and a caring attitude that helps foster healthy
relationship with learners.
4. Teaching Practices
The teacher’s ability and skill in utilizing appropriate
methods and techniques in the classroom and clinical
teaching that sustains students’ interest and desire to learn.
5. Evaluation Practices
The teacher have a clear communication of
expectancies, timely feedback on students’ progress;
correcting tactfully students’ errors, fairness in grading tests
and grades pertinent to the subject matter.
Qualities of An Effective Nurse Educator

To be an effective teacher or nurse educator, one must
possess both personal and professional qualities that are
essential in arousing the learners’ interest and active class
or activity participation (Clark,2008).
SCP-HE | 22
COLLEGE OF NURSING
Personal Qualities
There are innate qualities that the teacher must
possess. Her beliefs, values and traits make her a great
teacher such as the nurse educator.
1. Respects her students; maturity and sense of
responsibility
2. Psychologically secure in her own abilities.
3. Has a sense of humor.
4. Has a well-balanced personality.
5. Tolerant and fair to all her students.
6. Shows no partiality and is available to listen to students’
problems.
7. Approachable, kind and patient.
8. Sincere in her efforts of educating the young and has
passion for both nursing and the learners.
9. Has leadership abilities.
10.The image of an ideal nurse with interest in each
student.
Professional Qualities
Character traits of teachers are enhanced and
strengthened by their eclectic knowledge, skills and values
derived from years of professional training and experiences
in various situations. Their behavior is very much
influenced by the knowledge , skills and values thay have
learned to love and practice in the course of their nursing
career. The following are the teachers’ professional
qualities:
1. Teaches lessons that stimulate students to think and
learn
SCP-HE | 23
COLLEGE OF NURSING
2. Gives clear and concise assignments

3. Encourages student feedback on assigned lessons and
activities done
4. Presents a well-organized subject matter for students’
easy understanding
5. Provides her students with relevant clinical learning
experience
6. Possesses mastery of the subject matter
7. The teacher can speak clearly, audibly and fluently
8. Professionally well-groomed, properly dressed and
poised
9. She must have a broad interests
10. Evakuates objectively students’ performance
Essential Teaching Skills
The nurse educator must possess the qualities and
characteristics of an effective teacher. She must possess the
teaching skills necessary to efficiently and effectively transfer
knowledge and skills to her learners (Emerson,2007). The
following are the essential teaching skills:
1. Lesson Planning and Preparation Skills
2. Lesson Presentation
3. Lesson Management
4. Classroom Climate Skills
5. Student Performance Evaluation
6. Evaluation of Teaching performance
7. Practices Appropriate Authority and Discipline
SCP-HE | 24
COLLEGE OF NURSING
Principles of Good Teaching

Apart from the qualities a good teacher should possess.
There are also ways the teacher must practice to make a
healthy and dynamic teaching-learning relationships as
follows:
1. Encourage student-faculty interaction
2. Promote cooperation among students
3. Promote active learning
4. Give prompt feedback
5. Emphasize the use of time in each task
6. Communicate high expectations
7. Respect diverse talents and ways of learning.
Teaching Principles
In teaching, principles may be classified into three major
groups, namely (Bastable,2007).
1. Hereditary Endowments Principles
There refer to the nature of the child, his
psychological and physiological qualities such as
reflexes, instincts, capabilities, impulses, temperaments,
among others. These are the preliminary concern in all
educational endeavors.
2. Teaching Process Principles

These refer to the techniques used with the student
and the teacher working together toward the
accomplishment of goals or objectives of education.
These include the following:
SCP-HE | 25
COLLEGE OF NURSING
* The teacher and students; and

* The means used to stimulate, direct, guide
and encourage individual to actively participate in class
activities.
3. Outcome Process Principles
These refers to educational aims, goals, objectives,
outcomes, purposes or results of the learning process to
which teaching and learning are directed.
Guidelines in the Choice of Teaching and Learning

Methods
Considering the socioeconomic, ethnicity and cultural
diversity among student groups and the similarly diverse
methods available to teach them, the teacher faces the
challenge of how to determine which methods are
appropriate to facilitate students learning. Below are
guidelines in the choice of the most appropriate teaching
method (Clark,2008).
1. Methods should be appropriate to the objectives and
content of the course
2. Methods should be adapted to the capability of the
student
3. Simulations are exercises
4. Methods should be used creatively
SCP-HE | 26
COLLEGE OF NURSING
5. Detached Yet Academically Attached
Physically
Methods
should suit the teacher’s personality and capitalize on
his or her specials assets.
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.
Search Indicator
Castro, S. (2011) Health education for nursing and allied
professions. Educational Publishing House. Manila.
SCP-HE | 27
COLLEGE OF NURSING

SCP-TOPICS: MIDTERM PERIOD TOPICS

Week 3
Lesson Title Teaching Strategies
1.7 Discuss the different teaching strategies vailable to the nurse educator.
Learning Outcome(s) 1.8 Decribe clinical teaching.
1.9 Explain various guidelines in teaching psychomotor skills.
Time Frame 9 Hours
LEARNING INTENT!
Terms to Ponder

Health Education.
Discussion Approach a topic is announced in
advance and the class is asked to take part in the
discussion by reading a certain material or watching a
videotape among other activities,
Questioning is integral to teaching that is often taken
for granted. Its use places the learners in anactive role.d
SCP-HE | 28
COLLEGE OF NURSING
Essential Content
“The teacher is the best audiovisual aids to students

who influences her personal and professional development.”
(St. Thomas Aquinas).
Traditional Teaching Strategies

1. Lecturing
Lecture is the most traditional method associated with
teaching in which the teacher simply conveys the knowledge
to the students in a one-way channel of communication.
Lecuring can be an efficient means of introducing
learners to new topics. It is used to integrate and synthesize
a large body of knowledge from several fields or sources and
used to clarify difficult concepts.
Advantages of the Lecture Method
* Having a specific period of time, it allows uniformity of
knowledge to be learned for all students in a class
It is economical and cost-effective since only one is
entrusted to deliver the topic
It helps develop students’ listening abilities
Disadvantages of the Lecture Method
* Few teachers are good lecturers who can deliver topics
according to students’ level of understanding
SCP-HE | 29
COLLEGE OF NURSING
By nature, the lecture method lends itself to the

teaching of facts with little emphasis placed on problem-
solving, decision making, analytical thinking, and
transfer of learning.
Not conducive to meeting students’ individual learning
needs since it is limited only to a single approach of
delivering the topic.
Allows limited attention span on the part of the learner,
2. Discussion
Discussion retains some of the features of lecturing
when the teacher still imparts the lessons to the students
through interaction. This time she gives them opportunity to
share their insights or understanding of the topic. It may
formal or informal. It allows greater student teacher
interaction and or student to student interaction.
Advantages of the Discussion Method:
Helps students learn the process of group problem-
solving
Supports students way to develop and evaluate their
beliefs and positions
Can foster attitude change through understanding and
allow students freedom to assert their opinion or views,
hence application of the new knowledge takes place.
Many students like and prefer this to other methods
Disadvantages of the Discussion Method
Students use more time to think and interact
SCP-HE | 30
COLLEGE OF NURSING
Effective only in small groups due to time constraints

May not be an efficient way of communicating
information because sharing takes time to settle specific
topics for discussion
Useful only if the participants come prepared with the
needed background information.
3. Question and Answer Techniques
The teacher initiates the learning process by asking
students about their insights and ideas regarding the subject
matter. In this method, the teacher asks students what they
understand of the subject matter to determine what they
have already learned and what they need to learn.
Questioning can increase motivation of learners as it
brings about eagerness to learn answers to questions asked.
It can be used to guide learners’ thought process and direct
them to a certain area of interest.
Seven Types of Questions
1. Factual questions. It demands simple recall or retrieval of
information.
Example: What is fetal monitoring?
2. Probing questions. These are used when a teacher wants a
learner to further explain an answer, or dig deeper into the
subject matter.
Example: Reasons why fetal monitoring is done during
labor.
SCP-HE | 31
COLLEGE OF NURSING
3. Multiple choice questions. These can be oral or written.

They usually test recall and can be used to begin a
discussion.
4. Open-ended questions. These encompasses all questions
that require learners to construct an answer.
Example: When should fetal monitoring be used?
5. Discussion-stimulating questions. These are questions
which help the discussion move along for a clearer or better
view of the subject matter
Example: What would be the effect of fetal monitoring to
both the mother and the fetus?
6. Questions that guide problem-solving. The teacher need to
phrase and sequence questions carefully in order to guide
learners in problem-solving thinking process.
Example: What other options do we have to assess fetal
status aside from fetal monitoring?
7. Rhetorical questions. It is sometimes appropriate to ask
questions for which one can expect no answers at the time.
Such questions can be used to stimulate thinking in the
class and may guide learners asking their own questions
while studying a topic.What is used as a rhetorical question
in one session may become a source of discussion in a lter
session.
Example: In what way will fetal monitoring promote
labor and /or predict complications of labor?
SCP-HE | 32
COLLEGE OF NURSING
4. Use of Audiovisual Aids

Using audiovisuals is a traditional method that can
reinforce teaching and learning. It is used as supplement to a
lecrure, as a prelude to discussion, or a part of questioning
strategy.
When use appropriately, audiovisuals can greatly
enhance teaching and ass to students’ interest and facilitates
understanding of the subject matter in the classroom. When
not used appropriately, audiovisuals simply become time
fillers and entertainers which make learning insufficient or
difficult.
Types of Traditional Audiovisuals
Handouts or printed materials used to help
communicate facts, figures and concepts.
Chalkboards or whiteboards are universally used in
education and allow spontaneity in classroom
discussion
Overhead transparency is a sheet of acetate placed on
overhead projector that enlarges and projects the image
onto a screen
Powerpoint slides are used to show words, concepts for
discussion, pictures or project diagrams and charts
Videotapes are used to find meaning in case scenarios,
biographic, clinical procedures, or situations which the
students need to reflect on to determine their relevance
and implications.
SCP-HE | 33
COLLEGE OF NURSING
Activity-
Based Teaching Strategies
1. Cooperative Learning
In cooperative learning, students from one class are
arranged into small groups to facilitate learning process.
Cooperative learning involves structuring small groups of
learners who work together toward shared learning goals.
This may done through brainstorming, activities,
demonstrations and return demonstrations and group
projects.
The following strategies are examples of cooperative
learning. These reading strategies are considered to be very
effective particularly in learning concepts in nursing:
Jigsaw
Think-Pain-Share
Numbered-Heads Together
Talking Chips
Murder Script
Advantages of Cooperative Learning
Group members learn to function as part of a team
Teachers or enhances social skillsInculcates the spirit of
team-building
Disadvantages of Cooperative Learning
Students who are fast learners may lag behind
Learning gap may exist between the fast and slow
learners
SCP-HE | 34
COLLEGE OF NURSING
2. Writing to Learn
This actively influences students’ dispositions toward
thinking and takes active participation in learning. Writing
serves as a stimulus of critical thinking by immersing
students in the subject matter for cognitive utilization of
knowledge and effective internalization of values and beliefs.
These activities include journal writing, journal papers,
creative writing assignment, research articles, paper critique.
3. Concept Mapping
Concept mapping lends visual assistance to students
when asked to demonstrate their thinking in a graphic
manner to show interconnectedness of concepts or ideas.
This helps students see their own thinking and reasoning of
a topic to depict relationship among factors, cause and
effects. Students become more adept at creating and
examining a map for connections and using information (De
Young: 2003).
4. Debate
Debate is a stratefy that fosters critical thinking which
requires in-depth recall of topics for supporting evidence and
for developing one’s position in a controversial issue (Keating:
2006).
It encourages analytical skills, recognizes complex
issues or concerns, permits students to consider alternative
options with freedom to change pne’s mind based on the
SCP-HE | 35
COLLEGE OF NURSING
information, and enhances communication skills and

listening skills.
5. Simulations
Simulations are practical exercises for the students
representing controlled manipulation of reality. These are
exercises which learners engage in to know the real world
without the risks of harm or injury and make learning
enjoyable. This includes the use of models of the human
body or clinical situations which symbolizes reality.
Simulations are intended to help learners in decision-
making and problem-solving, develop human interaction
abilities and learn psychomotor skills in a safe and controlled
setting. They can be used to achieve various learning
objectives. Simulations are used to evaluate students’
learning and competence.
There are four types of simulation techniques:
Simulation exercise. A controlled representation of a
piece of reality that learners can manipulate to better
understand the real situation.
Simulation game. A game that represents real-life
situations in which learners compete according to a set
of rules in order to win or achieve an objective.
Role-playing. A form of drama in which learners
spontaneously act out roles through interaction
involving problems or challenges in human relations.
Case study. An analysis of an incident or situation in
which characters and relationships are described,
SCP-HE | 36
COLLEGE OF NURSING
factual or hypothetical, events transpired and problems

that need to be resolved or solved.
6. Problem-based Learning
Problem-based learning is an approach to learning that
involves confronting students with real life problems which
they are meant to solve on their own. It provides stimulus for
critical thinking and self-taught content. It is based on the
premise that students working together in small groups, will
analyze a case, identify their own needs for information and
solve problems (Clark: 2008).
Table 2. Differences Between Problem-based Learning and
Simulation
PBL Simulation
Conducted in small groups May be used by individuals or
groups
Students using PBL have little Students using simulation
background knowledge of have most iof the background
subject matter knowledge they need to apply
to the case
Cases are usually brief and Cases are often long and
problems are ill structured detailed and problems are
fairly well-defined
7. Self-learning Modules
Self-learning modules are completely doing away with
traditional instruction. The student is provided with the
materials needed for the learning process without the
intervention of the teacher. They are also called self-directed
SCP-HE | 37
COLLEGE OF NURSING
learning modules, self-paced learning modeules, self-learning

packets, and individual learning activity packages.
Self-learning modules are done in a unit of nursing or
instruction with a relatively low student-to-teacher ratio, in
which a single topic or a small section of a broad topic is
studied for a given period of time.
Components of a self-learning module consist of:
Introduction and instructions
Behavioral objectives
Pretest
Learning activities
Self-evaluations, and
Posttest.
COMPUTER TEACHING STRATEGIES

Computer teaching strategies are used to communicate
information to students and nurses in a time-saving way and
to teach critical thinking and problem-solving process. These
provide simulations of reality, educate from a distance where
students can study without going to the school. They can
provide instant feedback, which is effective in learning. They
can also individualize learning to an extraordinary degree
and time efficient and effective. However, they may deprive
students and teachers to interact and discuss topics face-
toface (Bradshaw and Lowenstein: 2007).
SCP-HE | 38
COLLEGE OF NURSING
a. Computer Assisted Instructions

Computer-based instruction (CBI) refers to virtually any
kind of computer used in educational settings including
the following (Wikipedia):
Drill and practice
Tutorials, simulations
Instructional management
Supplementary exercises
Programming
Database development
Writing using word processors
Other applications
These terms refer either to stand-alone computer
learning activities or to computer activities which
reinforce material introduction and taught by teachers.
Computer-assisted instruction (CAI) is a narrower term
and most often refers to:
Drill-and-practice
Tutorial
Simulation activities offered either by themselves or
are supplements to traditional, teacher directed
instruction
b. Internet
The internet is a worldwide and publicly accessible
series of interconnected computer networks that
transmit data by packet switching using the Internet
Protocol (IP). It is a “network of business and
SCP-HE | 39
COLLEGE OF NURSING
government networks which together carry various

information and services, such as electronic mail, online
chat, file transfer, and the interlinked web pages and
other resources of the World Wide Web (www)
(Wikipedia).
c. Virtual Reality
Virtual reality is a technology which allows the user to
interact with a computer-simulated environment, real or
imagined. Most current virtual reality environments are
primarily visual experiences, displayed either on a
computer screen or through special or stereoscopic
displays. Some simulations include additional sensory
information such as sound through speakers or
headphones.
Simulated environment can be similar to the real
world, for example, simulations for pilot or combat
training, or it can differ significantly from reality as in
virtual reality (VR) games. In practice, it is currently very
difficult to create a high-fidelity virtual reality
experience, due largely to technical limitations on
processing power, image resolution and communication
bandwidth. However, the limitations are expected to
eventually be overcome as processor, imaging and data
communication technologies become more powerful and
cost-effective over time.
Virtual reality is often used to describe a wide
variety of applications, commonly associated with its
immersive, highly visual, 3D environments. The
development of software, graphics hardware
SCP-HE | 40
COLLEGE OF NURSING
acceleration, head mounted displays, database gloves

and miniaturization have helped popularize the notion
(Wikipedia).
DISTANCE LEARNING
This method includes computer learning and other
wars of giving instructions to students without the usual
classroom setting such as teleconferencing or use of
telephone techniques. It encompasses correspondence
courses and courses delivered by satellite, television and
broadcasting, or telephone lines. It involves a two-way
audio and video technology (Bradshaw and Lowenstein:
2007).
Advantages in Distance Learning
People from the rural areas or those who are
homebound can have greater access to information
and even educational degrees
A larger variety of courses are accessible
Ability to learn on one’s own time frame, the self-
directed nature of the learning experience and the
opportunity to learn more about technology
Disadvantages in Distance Learning
There is lack of face-to-face contact or non-
interactive process with the teacher
Technology problems which may be similar to
systems shutting down and being inaccessible
SCP-HE | 41
COLLEGE OF NURSING
Some may not learn well with less structured

educational experience
Others may struggle to use the technology while
learning the content at the same time.
CLINICAL TEACHING
To improve and maintain a high standard of clinical
instruction the teacher in nursing should show academic
excellence and clinical expertise, as well as concern and
commitment to the nursing profession. The future of nursing
students rests on the qualitifications and competence of the
nursing instructors (Emerson: 2007).
In developing a plan for clinical teaching, the learner’s
needs must be considered prior to the formulation of course
objectives and before the specific classroom content is
developed. Knowing the needs of students give direction for
the teacher to develop a plan for teaching. However, after the
formulation of the program, course, and unit objectives, the
instructor must again evaluate student learning needs,
hence, the educator should do the following (De Young:
2003):
1. Assess learning needs of students by pre-testing for
incoming knowledge,
2. Develop learning experiences based on desired
results,
3. Implement teaching strategies to meet learning needs,
and
4. Post-test students for outcome knowledge.
SCP-HE | 42
COLLEGE OF NURSING
In planning for clinical teaching, the teacher should take

the following steps into consideration:
1. Diagnose student’s needs, interest, amd
abilities. This requires the necessity of discovering
the needs, interests, and capabilities of students
regarding the subject matter.
2. Set objectives and select content. It involves
selecting learning materials appropriate to the
needs and interest of students and what they are
expected to accomplish.
3. Prepare areas for learning and select appropriate
teaching strategies. Once objectives have been
established, the teacher has to decide which clinical
area and techniques will help students achieve
goals.
4. Plan instructional units and make lesson plans.
This involves organizing information about
individual students objectives, material, and
techniques into a resource units that can serve as a
reference for the teacher as she does her work from
day to day.
5. Motivate students in guided learning activities.
This involves techniques or ways by which students
may develop interest and desire to learn and
planning interesting activities to achieve desired
objectives using appropriate techniques.
6. Tasks that relate to plans focus on measuring,
evaluating, grading and reporting student’s
performance and progress. This involves
development of plans for testing and making
SCP-HE | 43
COLLEGE OF NURSING
judgments about students performance. Actual

evaluation should be part of each task as built-in
mechanism to help modify previously prepared
plans.
7. Put up plans for follow-up. Lessons on materials
that students have not learned well as shown by the
results of the evaluation should be followed up and
monitored.
Clinical practice provides supplemental role to the
knowledge learned or taught in the classroom. In clinical
practicum, students learn to apply theory and skills
conceptualized in the classroom and laboratory to real
life situations, such as the following:
1. Related Learning Experience (RLE) or
Laboratory
RLE is an acronym for Related Learning Experience.
This requires learning by doing. Teachers guide students
in acquiring knowledge and learning nursing skills. The
teacher also guides students in the formulation of
nursing care plans and expectations upon completion of
the activity.
Related learning experiences take place in the
laboratory, hospital, community, field practice, industry,
schools, health care agencies, government and
nongovernment organizations, among others.
SCP-HE | 44
COLLEGE OF NURSING
2. Models of Clinical Teaching

a. Traditional Model
The oldest and common model of clinical teaching.
The clinical instructor has the primary responsibility
for instruction, supervision, and evaluation of a small
group of nursing students, usually eight to ten (8-10)
students, and is on-site during the clinical experience.
The teacher selects clinical activities that best meet
the students’ needs and are consistent with course
goals and objectives (Emerson: 2007).
The clinical instructor has maximal control of both
learning and evaluation. The instructor presents both
concepts and skills exactly as desired based on
clinical focus and resource units of concepts taken in
the classroom. They guide students’ thinking and
acting, assuring accuracy and thoroughness. In a
sense, students are learning what they need to know,
at the level they need to know it. Because of the direct
instruction and supervision, when times comes for
evaluation, the faculty theoretically has the needed
information to provide the best feedback for students.
b. Faculty-directed Independent Experience Model

Faculty directed independent experience model is
used in community-based settings and to minimize
the number of students requiring direct faculty
supervision in acute or varied settings. This is
situated in lage geographic area and the faculty are
miles away from their students, although remaining
accessible through cellphones, and making periodic
SCP-HE | 45
COLLEGE OF NURSING
visits to observe and interact with their students

(Stokes and Kost: 2005). Examples of these are:
school nursing, clinic, out-patient, ambulatory care
centers, day care centers, orphanages, health care
agencies, among others.
c. Collaboration Model
Collaborative models of clinical teaching address
the fiscal issue concerning cost associated with
clinical instruction when student-faculty ratio is very
high. This endeavors to provide excellent role models
of expert nursing practice. Hospital staff and clinical
faculty share the teaching role. Staff nurses also
assumes the collaborative and preceptor role, hence,
the staff nurse is expected to be knowledgeable about
nursing program and its curriculum, concepts to be
learned, procedures to be taught, teaching-learning
strategies to be shared, methods of evaluation and the
theoretical foundations for clinical nursing education.
Following are Three Ways of Collaborative Teaching:
Clinical teaching associate (CTA) model. Staff
nurses work with the clinical faculty by taking
on certain functions with a predetermined
number of students, they provide students
supervision while freeing the clinical faculty to
fulfill other role obligations (Stokes and Kost:
2005).
Clinical teaching partner (CTP) model. A
hospital-based clinical nurse specialist (CNS)
SCP-HE | 46
COLLEGE OF NURSING
and an academic faculty number share in the

management of a group of students in the
clinical setting. The CNS holds an adjunct

faculty appointment with the academic
institution who should comply with clinical
policies and procedures (Shah and
Pennypacker: 1992).
Clinical educator/Paired model. This approach
uses staff nurses but differs in the ratio of
students to educators. Student/clinical
educator pairs are created. Faculty may use
this model on a 1- to 20-students per day basis
with a selected number of students; thus,
freeing up time that can be used to work tih
other non-paired students (Stokes and Kost:
2005). On the other hand, one faculty member
may work with 8 to 10 pairs for a full academic
term. Faculty responsibility is to integrate
theory and clinical practice, cultivates
deliberate reflection on practice problems and
decision making and evaluates students’
progress in meeting defined goals (Roche:
2002).
d. Preceptor Model
An expert nurse in the clinical setting works with
the student on a one-on-one basis. Preceptors are
staff nurses and other nurses employed by the
clinical agency who can provide onsite clinical
instructions for assigned students. The preceptor
SCP-HE | 47
COLLEGE OF NURSING
guides and supports learners and serves as a role

model.
Criteria for Choice of a Clinical Teaching Model

1. Educational philosophy of the nursing program
2. Philosophy of the faculty and about clinical
teaching
3. Goals and intended outcomes of the clinical
course and activities
4. Level of nursing students
5. Type of clinical setting
6. Availability of preceptors, expert nurses, and
other people in the practice setting to provide
clinical instruction
7. Willingness of the clinical agency personnel and
partners to participate in teaching studens and in
other educational activities
TEACHING PSYCHOMOTOR SKILLS

Teaching psychomotor skills is another aspect of
teaching which, in the nursing environment, is vital
considering the hands-on nature of the nursing practice.
This is action-oriented and requires neuromuscular
coordination. It promotes patient healing and/or comfort
(Gaberson and Oerman: 2007).
Following are vital considerations in teaching
psychomotor skills. This must be:
Appropriate for the objective of the course
SCP-HE | 48
COLLEGE OF NURSING
Physically Detached Yet Academically Attached A
d apted to
the capacity of students
According to sound psychological principles, motivation
and interest of the students
Appropriate to the teacher’s personality and capitalize

on her special assets
Creative and stimulates students interest to learn
OTHER TEACHING STRATEGIES

1. Peer review assignments. Posting assignments via
email, bulletin board, etc. peer review assignments
encourage students’ feedback on each other’s
performance.
2. Informal socializing. Assisting students having
difficulty to learn through social communication or
informal discussion of topics with the group.
3. Student presentations. Develop students’
understanding of materials and actively engage them
in learning process through reporting, simulations,
role playing, among others.
4. Structure seminar. A more formal example of a
public tutorial which requires strict structured
program for interaction and tight linkaging to modules
on specific topic for discussion.
5. Public tutorial. Allows students to interact with the
staff and other students outside the classrooms.
SCP-HE | 49
COLLEGE OF NURSING
6.Detached Yet Academically Attached
Physically
Reflective
journals. Allows students to give their insights and
perspectives on current issues and share these with
others.
7. Peer learning groups. Allows students to help one
another with assignments, problem-solving and
prohects through discussion and sharing of

knowledge and experiences.
8. Role playing. Students assumes roles to solve
problems or issues. This can be used to apply and test
knowledge in simulated situations.
9. Previous discussions. Provide basis for recall and
insights on the topics discussed or experienced. This
also provides examples of teacher expectations to
students.
10. Special interest groups. Self-selecting groups who
choose to meet to discuss issues which interest them.
CLASSROOM MANAGEMENT
Classroom management refers to the operation and control of
classroom activities, the mechanical aspects of handling
classes such as classroom policies and regulations for
seating arrangement, attendance, handling instructional
materials and equipment and discipline during the class
period. The teacher who can manage the classroom well
provides students with opportunities for mental growth and
development (Gregorio: 1981).
Principles of Classroom Management
SCP-HE | 50
COLLEGE OF NURSING
The teacher,
Physicallyin order to
Detached Yetmanage the Attached
Academically classroom well,
must be able to
do the following:
1. Design classroom activities appropriate to the course
content or subject matter.
2. Orientation of students on the first day of class
regarding the internal policies on punctuality, behavior,
3.
course requirements and criteria for grading and

evaluation.
4. Compliance with administrative policies on handling of
teaching aids or materials and equipment.
5. Adequate student-teacher interaction to arouse
enthusiasm.
6. More positive and optimisitic in dealing with students
particularly in citing practical examples of learning
principles.
7. Sanctions for misbehavior should be more constructive
rather than destructive.
8. Come to class or to the clinical area on time and
prepared with resource unit or clinical focus so students
are properly guided and directed.
9. Presents the learning expectations or the do’s and don’ts
of learning.
10. Demonstrates to students’ desired behavior which
she wants her students to imitate.
11. Develops a sense of familiarization in order that
everyone in the class has a feeling of belongingness in
sharing the same values and goals.
SCP-HE | 51
COLLEGE OF NURSING
Search Indicator
professions. Educational Publishing House. Manila.
SCP-HE | 52
COLLEGE OF NURSING

SCP-TOPICS: FINAL PERIOD TOPICS

Week 4
Lesson Title Barriers to Education; Curriculum Planning and Conducting Classes
1.10 Discuss the different barriers to education;
1.11 Explain various obstacles to effective learning; and
Learning Outcome(s)
1.12 Differentiate between generational factors that can affect learning.
1.13 Disccus curriculum planning and development
Time Frame 9 Hours
LEARNING INTENT!
Terms to Ponder

Health Education.
Baby Boomers– These are individuals born at the end of

World War II where in social factors and experiences in life
influence these generation.
Generation X – Men and women born between 1961 to

1981 comprise generation X and are known as the
emerging workforce.
SCP-HE | 53
COLLEGE OF NURSING
Net-
Gen – These are individuals born after 1981 which is
remarkably different from Baby boomers and Generation X.
They have tendency to focus on technology, social action,
and globalization.
Essential Content
"The ultimate measure of a person is not where one stands

in moments of comfort and convenience but where one
stands in times of challenge and controversy."
-Martin Luther King, Jr.
BARRIERS TO EDUCATION
Education demands a healthy environment conducive to
effective assimilation of knowledge and skills learned.
However, some forces or barriers may exist to prevent or
reduce the students ability to avail of their rights to quality
education.
Barriers to education can take a variety of forms. They can
be physical, technological, systemic, financial, or attitudinal,
among others. Following appear to be the main barriers to
education concerning students and teachers (Breckon,
1994):
I. Student Factors
a. Physical Disability
Students with disabilities continue to encounter physical
barriers to educational services such as lack of ramps
and/or elevators in multi-level school buildings, heavy doors,
inaccessible washrooms and/or inaccessible transportation
to and from school. Students at the tertiary level also
SCP-HE | 54
COLLEGE OF NURSING
experience difficulty in securing accessible students housing,

transportation facilities, and communication.
b. Negative Attitudes and Stereotypes

Students with disabilities continue to face the negative
attitudes of teachers and students and stereotypes and
educational system. Lack of knowledge about and sensitivity
to disability issues on the part of some educators, staff and
students make it difficult for students with disabilities to
cope, adapt and access educational services equally well.
c. Poverty
Sending students to school may result in the loss of family
income or help at home. The school may charge fees that the
family cannot afford to meet such as requiring a uniform or
project and other contributions to school affairs that are
beyond the family budget. When a choice is to be made
between sending a girl or a boy to school, the family puts its
scarce resources for the education of the boy, believing that
it is a better long-term investment.
d. Student’s Capabilities, Personal Beliefs and Values

Genetics and culture affect to much extent, the educative
process. Students' genetic endowment and cultural
background determine extent of substantive or curricular
comprehension and retention which may pose a challenge to
SCP-HE | 55
COLLEGE OF NURSING
teachers, the school administrators, and the standards of

education.
e. Students are More likely to Drop out of School if
Schooling is Irrelevant to Realities
There is a need for relevant curricula and materials for

literacy and numeracy, along with "facts and skills for life",
which include education on rights, gender equality, health,
nutrition, sexually transmitted diseases (STDs like
HIV/AIDS) and peace.
Hence, girls face more challenges when it comes to choice of
a career which pose economic implications to self, family,
and community. Females are generally absent, or portrayed
stereotypically in lessons. This is particularly true in areas
traditionally regarded as male-dominated.
II. Institutional Factors

A. Inadequate Physical Facilities And Funding - Education
is constrained by lack of adequate support and funding to
educational agencies and facilities in relation to the number
of students admitted. The burden is greater when there is a
lack of library and laboratory facilities for student learning.
B. Philosophy, Vision, Mission Of Schools - Schools may

or may not adhere to the standards of education set by the
state and accrediting body, hence students may leave school
SCP-HE | 56
COLLEGE OF NURSING
either well prepared or less prepared to face the

responsibilities of working for a living.
C. The Legal Framework Around Education - Compulsory

or "free" education laws may not exist, or if there is one, it
may not be well enforced. Early marriage and pregnancy are
widespread in many countries, yet most have laws and
policies that prohibit pregnant girls from attending school or
returning to school after the birth of their child. Worldwide,
an estimated 15 million children are not registered at birth,
and majority are female. This could mean that the lack of a
birth certificate can prevent admission of the child from
school or block eligibility to take examinations.
D. Issues Of Safety And Security Inside And Outside The

School - Physical violence in schools, particularly bullying
and corporal punishment, affects boys and girls. Girls are
more likely to be victims of sexual violence, including rape.
Gender-based violence, including rape and early pregnancy,
forced marriage, and the spread of HIV are among the
problems for girls in refugee camps and schools.
E. Accountability Movement - These movements seeks to

hold schools, teachers, and students responsible for
learning. This may limit the ability of schools to meet societal
standards due to the external pressures and intense
expectations which may weaken the system.
SCP-HE | 57
COLLEGE OF NURSING
F. Perceived Lack Of Support - Some people oppose health

education, particularly in schools. Some organizations may
distort the nature of health education, accusing the
programs of destroying values developed at home,
encouraging promiscuity, and undermining religious
training.
III.Teacher Factors
A. Teachers’ Qualification And Values - Education is also
constrained by the ability of the teacher to teach in terms of
her personality traits and values, professional behavior and
her outlook in life and in teaching (Gaberson and
Oerman:2007)
B. Knowledge, Skills And Values Of A Teacher -

Intellectual capabilities of teachers facilitate cognitive and
stimulate students psychomotor process. Skills in teaching
manage students creative imagination and promotes
psychomotor development. The teacher's professional values
promotes student ideals of achievement and scholastic
mastery. Lack of these in teachers could lead to intellectual
numbness and poor academic performance among students.
C. Inadequate Professional Preparation - Educators are

often expected to teach health without any college
coursework in the discipline. Quality of teaching often
suffers, despite no shortage of professionally prepared health
SCP-HE | 58
COLLEGE OF NURSING
educators. This is a result of the "anyone can teach health"

misconception and the lack of administrative commitment.
D. Lack Of Certification - Although many states mandate

health instruction in schools, many do not require
instructors to be certified in health education. Locally
however, issues in nursing education particularly those
handling professional courses are obliged to undergo
extensive training and must be skilled certified by an
accrediting body before they are allowed to teach in major
nursing courses. This skill certification requirement is an
addendum to the Nursing Law (RA 9173) provisions which
require nurses to be holders of a Master of Arts in Nursing
degree before they are given a tenured status as faculty
members in a college of nursing.
E. Encroachment Of Other Discipline - Other disciplines

have made significant inroads into the functions claimed by
health educators. This can be beneficial if those involved are
willing to share responsibilities, expertise and diverse
approaches so representatives of different professions can
collaborate effectively.
Generational Differences
Teaching and learning are very much influenced by the kind
of generation a learner represents. This is so because of the
social factors that emerged in that particular time.
SCP-HE | 59
COLLEGE OF NURSING
The following or general differences in relation to teaching

and learning.
1. Baby Boomers - Baby boomers can be used as baseline

to compare other generations. Baby boomers experience the
development of slower peace hence, they are comfortable
with delayed gratification (Darling:2002) but they want
positive feedback because of their desire to do well. They
usually need assistance in learning how to use computers
and are pressured by activities which require access to web-
based resources (Billinger:2004). Baby boomers are more
comfortable with traditional pedagogy and expect teachers to
do everything for them.
2. Generation X - Gen X are different from baby boomers as

they have grown up to be the latchkey kids of working
parents or single parent household. They have developed
high level of independence.
3. Newest Generation – Net-Gen are seemingly curious and

creative, collaborative, intelligent, self-sufficient and power
strong. The Net Gen are said to compromise the ideal
workforce since they embody some of the most positive
attributes from their predecessors (Murray:2004)
SCP-HE | 60
COLLEGE OF NURSING
Implications Of Generational Differences

Ways of considering generational differences in teaching
include:
1. Personal awareness of each faculty members
2. Technological competence through training and
assistance if available, to align self with the three
generations
3. Design specific learning activities to motivate the
students to learn best what their perceptions and
expectations about their career
4. Computer and technology expertise, comfort with group
and communication skills
5. Encourage use of electronic media such as calculator
and portable references
6. Talk about the flexibility and variability of experiences
and assignment
7. Encourage balance from the beginning and let students
identify the commitment outside the school and what a
they can do to reduce stress
8. Spell out expectations clearly for better understanding
9. Develop general plan for providing feedback and discuss
expectations
10. Clarify use of technology
11. Indicate sitting time with active time
12. Inject fun whenever appropriate
CURRICULUM PLANNING AND CONDUCTING CLASSES

Curriculum Planning And Development
SCP-HE | 61
COLLEGE OF NURSING
Curriculum refers to a planned set or learning experiences

that the educational institution intends to provide its
learners.
Purpose Of Curriculum
The curriculum is an intellectual development process
conceived to promote mastery of the subject matter with the
primary purpose of building a storehouse of information,
skills and values (Keating:2006)
Factors Which Influence Curriculum Development

1. Philosophy of nursing education
2.Educational psychology
3. Society
4. Students
5. Life activities
6. Knowledge
Types Of Curriculum Preparation

1. Foundational
2. Professional
SCP-HE | 62
COLLEGE OF NURSING
Unitary Teaching - a method of teaching planned to

facilitate and to attain a common framework or unitary
learning specific to what should be learned and expected or
desired output.
Characteristics Of Unit Planning And Teaching

 Learning is developmental, in regard to students’ age
and capabilities
 Learning takes place most effectively when there is
understanding and acceptance of goals to be achieved
 There is need to provide for individual differences
 Effective learning takes place when the learner
increasingly develops the skills for self direction
 Unit planning provides a sound basis for the evaluation
of learning
Types Of Unit Plans

1. Subject matter units - Knowledge-centered
2. Process units - Learner-centered
Daily Plan Or Teaching Plan

- It is a plan that helps organize each class sessions and
relates this to the development of the total learning outcome.
SCP-HE | 63
COLLEGE OF NURSING
Purpose Of The Daily Plan

- To guide a teacher in the pursuit of teaching objectives and
activities
Elements Of Good Daily Planning
a. Objectives - embody the statement of outcomes to be
achieved
b. Relates to previous - it is a continuation of previous work
c. Selection and organization of the subject matter
Development Of The Daily Class Plan

 A guide, Not a crutch
 Continuous growth
 Special work
 Daily class plan
 Enthusiasm
Planning and Conducting a Class

The following are guidelines for teachers to consider in
conducting her class:
1. The teacher is a specialist working with students
2. Select teaching methods
SCP-HE | 64
COLLEGE OF NURSING
3. Fit
the topic to the audience
4. Focus on your topic
5.Prepare an outline
6. Organize your points for clarity
7. Select appropriate examples
8. Present more than one side of an issue
9. Repeat points
10. Be aware of your audience
11. Be enthusiastic
12. Use visual aid
13. Provide "hands-on" experience
14. Record important information in writing
15. Use movies and videos with captions
16. Repeat a question
17. Arrange for the student
18. Provide new vocabulary
19. Stay in one place
20. Do not expect student to look in more than one place at a
time
SCP-HE | 65
COLLEGE OF NURSING
Criteria For Textbook Selection

 Authoritative and reliable
 Revised periodically for updating purposes
 Mechanical factors
 Purpose and objectives of the book should be evident in

the preface and introduction
Implementing Teaching Programs

 Patient education for women
 Patient education for families with adolescents
 Patient education for senior citizens
Evaluating Teaching And Learning Objectives

 Evaluate students performance and various sections
 Asking the question as to whether each aim is
reasonably attainable
 Considering the adequacy of students prior knowledge
and skills to the course discussed
 Determining whether all of the stated teaching-learning
objectives are in reality being attained
Search Indicator
SCP-HE | 66
COLLEGE OF NURSING
professions. Educational Publishing House. Manila

Tan, C. (2009) The Nurse as Health Educator: Concepts,
Principles, and Strategies in Teaching
LET’S INITIATE!
Write your answers to the space provided for each
question.
1. Describe the generational difference of Baby Boomers,

Generation X, and Net-Gen.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What are the different barriers to education?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. Describe the elements of good daily planning.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
SCP-HE | 67
COLLEGE OF NURSING
LET’S INQUIRE!
1. Explain the characteristics of unit planning and

teaching.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. In formulating learning objective, what does SMART stand

for? Why do learning objectives need to be SMART?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
LET’S INFER!
Activity 3
You are planning a Patient Education Program for
families with adolescents, what possible topics would you
consider discussing to these families? Why are these topics
important to be discussed?
SCP-HE | 68
COLLEGE OF NURSING
SCP-HE | 69
COLLEGE OF NURSING
Welcome
Aboard! The course includes discussion of health education concepts,
principles, theories and strategies as they apply in the clinical and classroom
situations.

Week 5
Lesson Title Determinants of Learning, Motivation in Learning, Learning Process
1.14 Differentiate the various categories of learners
1.15 Describe different stages of development
1.16 Discuss the definition of motivaton and its types
Learning Outcome(s)
1.17 Discuss Maslow’s hierarchy of needs
1.18 Describe learning as a process
1.19 Discuss the different stages of learning
Time Frame 9 Hours
LEARNING INTENT!
Terms to Ponder

Health Education.
Growth- the acquisition of more knowledge which often

results in maturation
Development- dynamic changes in a learner resulting

from a combination of learning, experience, and maturation
Motivation- the process which creates an inner drive

within an individual to seek goals or objectives
SCP-HE | 70
COLLEGE OF NURSING
Essential Content
"Nursing is an art, and if it is to be made an art, requires

as exclusive as devotion, as hard a preparation as any
painter's or sculpture's work for what it is having to do
with dry canvas or marble, compared with having to do
with the living body...the temple of gods spirits?" It is one of
the Fine Arts, the finest of the Fine Arts."
-Florence Nightingale
DETERMINANTS OF LEARNING
Categories of learners according to growth and
development
Factors influencing intellectual development
1. Maturation- refers to the biological changes in individuals
that results from the interaction of their genetic makeup
with the environment
2. Experience- refers to observing, encountering or
undergoing changes of individuals which generally occur in
the course of time
3. Learning- is the acquisition of knowledge abilities, habits,
attitudes, values, and skills derived from experiences with
varied stimuli
Categories of learners according to stages of
development
SCP-HE | 71
COLLEGE OF NURSING
Cognitive theory of Jean Piaget explains the developmental

task each child passes through during the growth and
development process.
1. Infancy- Sensorimotor Stage or Practical Intelligence (0-1
year)
2. Toddler- Preconceptual To Pre-Operational Stage (1-3
years)
3. Preschooler- Perceptual Intuitive Thought (3-7 years)
4. School age- Concrete Operations Stage (7-12 years)
5. Puberscent or adolescent- Formal Operational Thought
(12-20 years)
6. Young adult- Intellectual Exchange And Social
Transformation. Career-centered. (20-40 years)
7. Middle adulthood- cooperative relations (40-60 years)
8. Late adulthood- absence of any constraining influence
(60-80 years)
9. Senescence (80 years and older)
Categories of learners according to individual differences

It is important for the teacher to acknowledge the learners
differences to be able to design a teaching strategy
appropriate to each of her students.
Aspects influencing individual differences
1. Intelligence – The teachers primary consideration and
evaluating the learning needs of her students is the
SCP-HE | 72
COLLEGE OF NURSING
individual's capacity to acquire knowledge, ability to think,

abstract reasoning , and capability in problem solving.
2. Multiple intelligence
a) Verbal- linguistic intelligence or "word smart"
b) Logical- mathematical intelligence or
"number/reasoning smart"
c) Spatial- "picture smart"
d) Bodily-kinesthetic- "body smart"
e) Musical- "music smart"
f) Interpersonal- "people smart"
g) Intrapersonal- "self smart"
h) Naturalist- nature smart
i) Other intelligences
3. Emotional intelligence- is a combination of

competencies. These skills contribute to an individual's
capability to manage and monitor his or her own
emotions, to correctly gauge the emotional state of
others and to influence opinions.
4. Socioeconomic status - is a measure of family's
position in society as determined by family income, its
members occupation, and level of education.
5. Culture- refers to attitudes, values, customs, and
behavior patterns that characterize a social group.
6. Gender differences - Different treatment and
stereotyping of boys and girls
7. At-risk student- are those in danger of failing to
complete their education. They have learning problems
and adjustment difficulties.
SCP-HE | 73
COLLEGE OF NURSING
Maslow's
hierarchy of needs
Categorized into two:
1. Deficiency needs - needs whose absence energizes or
moves people to meet them. Until a lower need is met, an
individual is unlikely to move to a higher need.
2. Growth needs- are needs "met", as they expand and grow
as people have experiences with them.
Other learning needs
1. The need for competence
2. The need for control and self-determination
3. The need to achieve
MOTIVATION IN LEARNING
Motivation is a process by which an individual creates and
inner drive to accomplish goals or objectives. It is something
within an individual such as need, idea, physiologic state, or
emotions that incite him or her to action.
Purposes of motivation
 To arouse the desire to achieve a goal
 To stimulate action to accomplish a particular objective
 To cause a student to perform in a desired way
 To arouse interests thereby making a student simply work
willingly and to complete task
 To use various incentives such as the offering of rewards
or an appeal to the desire to excel
SCP-HE | 74
COLLEGE OF NURSING
 To stimulate an individual to follow certain direction

desired for learning
Types of motivation
1. Intrinsic motivation- develops when the learner wants to
learn for the sake of learning which is based on personal
motives or intentions
2. Extrinsic motivation- develops when the learner wants
to learn for reasons other than learning which is based on
social motives
Maslow's Theory Of Motivation And Needs
According to Abraham Maslow's theory, people are motivated
based on a variety of needs which he categorized into five
basic groups:
1. Physiological needs- These are biological basic needs
such as food, clothing and shelter, among others. Unless
these needs are met, only then can an individual
proceed to the next category of needs.
2. Safety needs - Teachers and students have inherent
need to survive to protect themselves from any health
hazards or injury such as having a protection plan from
sickness through environmental cleanliness, sanitation,
waste management, clean air and protection from fire
hazards, among others.
3. Social needs - need for a sense of belongingness, love
and acceptance from significant people such as family
members, friends, and neighbors in the community.
SCP-HE | 75
COLLEGE OF NURSING
4. Esteem
needs- Need for self-esteem and esteem one gets from
others. Learners have the need for a stable, family-
based, high level of self respect and rest for others.
5. Self actualization needs- these refer to the reality of
success. Maslow describes self actualization as an
individual's need to be and do that which the individual
was "born to do".
Motivational Factors Of Learners

Learners are people easily affected by stimuli, they may be
intrinsic or extrinsic. The learning process is initiated and
facilitated by several factors depending on the strength to
which these motivate or affect the extent of learning
outcomes.
1. Psychosocial needs- arise from the individual because
she is part of social setting. Learning takes place within
oneself but enhanced when a student is within a group of
learners.
2. Incentives- refers to the use of praise, reproof,
competition, knowledge of results, quizzes, grades, among
others, to initiate, and sustain motivation.
The effect of these incentives on students is relative and vary
widely according to the needs of the individual learner as well
as the goal of learners in general. Caution is needed in their
use for they may become ends in themselves. Too many
incentives may create complacent behavior and overshadow
the real meaning of responsibility which may also obscure
development and maturity.
SCP-HE | 76
COLLEGE OF NURSING
a) Detached Yet Academically Attached
Physically
Praise
and reproof - Everyone regardless of individual's
demographic profile, psychologically craves for
recognition or approval from others which may
encourage or discourage the individual to pursue higher
tasks.
b) Competition- urging oneself to take action to achieve a
certain objective in order to prove one's capability or
excellence.
c) Knowledge of progress- Students must be kept
informed of their progress through self evaluation,
assignments, tests and examinations and through
conferences with teachers.
d) School marks- stimulate schoolwork to a greater degree
than other forms of motivation. These are used as basis
for grading and offer a powerful stimulus to induce
learning activities.
e) Exhibiting good works- These often yields positive
results. When a student knows that the best work is to
be exhibited, the desire to do better work is stimulated
or created.
f) Game or play- The desire to play, when properly
stimulated and directed, will facilitate learning and
maintain interests.
g) Examination - It creates drive among students to
prepare and review in order to attain a passing mark
which will spare her of embarrassment due to failure. It
has a motivating value.
h) Dean's list - To be in the dean's list is a motivation
itself. It gives a student sense of recognition and pride.
i) Emulation- It is exemplified in cases where students are
required by the teacher to do their tests in oral or
SCP-HE | 77
COLLEGE OF NURSING
written exercises. Students are praised and recognized

for best and meet performance of assigned task.
j) Material Rewards- The use of material rewards helps
motivate students to learn.
k) Punishment- is used as a form of extrinsic motivation.
THE LEARNING PROCESS

Teaching precedes learning which is initiated by a process or
function and is the central focus of a nurse educator to
create change in the learners.
The theory of the learning process states that:
1. Learning occurs from the point-of-view of the end- result
or outcome of teaching.
2. Learning is more concerned with what happens during the
course of learning than in the end-results of learning.
3. Learning is also described as a function.
Stages Of Learning
A teacher must understand the stages of learning in order to
provide enough time and resources for teaching students, so
the level of knowledge desired can be achieved . It is
important to include in the learning plan the identification of
available teaching and training resources and acquiring
outside resources when needed.
Patricia Benner's Stages Of Learning
1. Novice
 Has awareness of the subject area , but only in terms of
abstract concepts and ideas
SCP-HE | 78
COLLEGE OF NURSING
 Possesses
little to no ability to put ideas into practice in a reliable
way
 Follows a set of rules without regard for context in

learning
2. Advanced beginner
 Has attained marginal learning to an acceptable
performance level after coping with real experiences
 Begins to understand the scope of the subject area and
acknowledge her lack of knowledge about the discipline
 Able to apply tools, processes, and principles in contexts
similar to well-defined cases they have studied
3. Competent
 Attained learning after exposure to a working knowledge
of a number of situations making up the subject
 New skills and capabilities are internalized with the
ability to go beyond rule-bound procedures in a more
complex setting
 Capable of adapting their learning to varying situations
by analyzing change circumstances and choices of
alternatives
4. Proficient
 Has gained from experience in different situations
 Tools and concepts have been internalized and can be
applied to a variety of situations without much effort
 Has an intuitive, holistic grasp of a situation without
having to ignore the problem prior to determining a
solution
SCP-HE | 79
COLLEGE OF NURSING
Physically Detached Yet Academically Attached 
5. Expert
 Has fully internalized both perception and action into
the normal work processes
The Learning Process
The elements of the learning process consists of setting
goals, selecting appropriate stimuli, perceiving, responding to
stimuli, determining consequence and integrating learning
experiences.
1. Goal
A teacher must set long term goal with his or her students
such as to acquire nursing knowledge, professional values
and skills. This is followed by specifying learning objectives
to motivate students to learn.
The teacher can help the student by:
a. Being available for guidance and as a resource person to
the student; and
b. Encouraging the student to apply problem solving and
critical thinking to a given situation
2. Stimuli
Stimuli increase the ability of the student to recognize the
patient's specific needs and relation to the overall problem of
the patient.
The teacher can help the student reach his or her goals
by:
SCP-HE | 80
COLLEGE OF NURSING
a. Detached Yet Academically Attached
Physically
Helping
the student identify patient needs
b. Selecting and arranging a learning situation which will

give the student:
- maximum opportunity to learn
- to identify, analyze, and meet nursing problems and
- to motivate a patient to develop self-reliant behave
3. Perception
The student is capable to appraise nursing situations using
her senses and forming insights by:
a. Observing the patient's physical and psychological
condition;
b. Reading the patient's chart and nurses notes; and
c. Talking with patient and her doctor and other personnel
involved in patient care and finally, her instructor
The teacher student improve perceptual ability through:
a. Assisting the student in discussing the patient's problem
b. Providing the necessary cues, to analyze patient's needs
and problems,
c. Identifying and interpreting the patient's nursing needs,
and
d. Directing her attention to critical elements regarding
nurse-patient relation
4. Response
SCP-HE | 81
COLLEGE OF NURSING
Students identify patient care needs and formulates an

appropriate nursing care plan. She also takes effort to
communicate to her parents and disseminate information
through health teaching regarding nursing care needs and

home care.
The teacher can help the student respond well to a
patient care needs through:
a. Checking students nursing care plan
b. Helping her decide priorities of care
c. Giving support and encouragement
d. Helping student realized that the nursing problem may
require different approaches before it can be solved; and
e. More time may be needed before very tangible results can
be obtained
5. Consequence
This refers to the outcome of nursing care rendered to the
patient, the expected effects, the side effects, or adverse
reactions to nursing interventions performed by the student.
6. Integration
Student utilizes personal knowledge and experiences to solve
current problems. She may also make use of other courses
offered through the curriculum as basis for designing her
nursing care plan.
SCP-HE | 82
COLLEGE OF NURSING
The
teacher can help a student integrate past in learning by:
a. Encouraging the student exam in past nursing knowledge
and experiences for validity and reliability
b. Identifying what nursing care measures were done to the
patient; and
c. Making conscious use of the nursing knowledge and the

skills she had acquired in nursing for a particular patient
and for other patient.
Search Indicator
Intrinsic and Extrinsic Motivation
https://www.youtube.com/watch?v=dyr7wg9s7gM
Maslow’s Hierarchy of Needs
https://www.youtube.com/watch?v=oS53RpF6SAQ
Benner’s 5 Stages of Learning:
https://www.youtube.com/watch?v=SVl3Tn02s80

SCP-HE | 83
COLLEGE OF NURSING
SCP-HE | 84
COLLEGE OF NURSING
LET’S INITIATE!
Write your answers to the space provided for each
question.
1. Describe Maslow’s Hierarchy of Needs.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What are the categories of learners according to

individual differences?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. Briefly explain what are the Multiple Intelligences.

__________________________________________________________
__________________________________________________________
LET’S INQUIRE!
SCP-HE | 85
COLLEGE OF NURSING
1. Explain
how incentives like praise and reproof, competition, and
material rewards motivate the learners?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How does a student’s motivation affect his/her learning?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
LET’S INFER!
Activity 3
1. Using Patricia Benner’s Stages of Learning (Levels of
Proficiency in Nursing), show the characteristics of a
nurse in each of these stages using a diagram or
illustration.


Week 6
Lesson Title Theories and Principles of Learning; Communication in Teaching and Learning
SCP-HE | 86
COLLEGE OF NURSING
1.1 Discuss the
different
principles of learning
1.2 Identify and explain the characteristics of learning
Learning Outcome(s) 1.3 Differentiate the major types of learning
1.4 Explain the conditions of learning
1.5 Discuss the various styles of learning
1.6 Describe the various elements of communication
1.7 Discuss factors that can influence effective communication
1.8 Differentiate the types of communication
Time Frame 3 Hours
LEARNING INTENT!
Terms to Ponder

terminologies that are significant for better understanding of the
terms used throughout the simplified course pack of Health
Education.
Ideational learning- carried out in the cognitive domain of the

intellect.
Skill learning or Psychomotor learning- carried out in the
psychomotor domain.
Emotional learning- refers to mental states which are
characterized by feelings and emotions.
Essential Content
“It is rewarding in the sense of having shared the results of your

work and efforts with colleagues of having contributed in some
SCP-HE | 87
COLLEGE OF NURSING
small
way to the nursing profession and having learned much about
yourself in the process.” – Mary Jane Morrow Ward
THEORIES AND PRINCIPLES OF LEARNING
Basic principles of learning
Hoozer (1987) enumerated the following basic principles of learning:
1. Satisfying stimulus
2. Reinforcement
3. Overlearning
4. Verbal and nonverbal associations
5. Cognitive- perceptual readiness and internal motivation
6. The ordering of information
7. Stimulus-response associations crimination abilities
8. Cognitive constructs
9. Multiple discrimination and generalization responses
10. Previous knowledge
11. Critical thinking skills
12. Flexibility and adaptation
13. Feedback
14. Balanced growth and development patterns
The Five (5) Processes Of Learning (International Commission On

Education For The 21st Century, UNESCO:1996)
1. Learning is a treasure within
SCP-HE | 88
COLLEGE OF NURSING
- Its Physically Detached Yet Academically Attached
stresses that each
individual must be equipped to seize a learning opportunities throughout
life, both to broaden his knowledge, skills and attitude, and adapt to a
changing complex and interdependent world.
2. Learning to know
- This is less concerned with the acquisition of structured knowledge but
more with the mastery of learning tools. This emphasizes the integration
of broad a general knowledge with in-depth analysis of selected numbers
of causes or factors.
3. Learning to do
- Learning to do requires a skillful, creative and discerning application of
knowledge. An individual must learn how to think creatively, critically
and holistically and how to deeply understand the information received.
4. Learning to live together in peace and harmony

- Learning is a dynamic, holistic and lifelong process through which
mutual respect, understanding, caring and sharing, compassion, social
responsibility, solidarity, acceptance, and tolerance of diversity among
individuals and groups are internalized.
5. Learning to be
- The aim of education is the complete development and fulfillment of
man, complexities of personality, expressions and commitments as an
individual, member of a family and community, citizen and producer,
inventor of techniques and creative mentors. Learning to be is
anchored on:
 Self-knowledge and relationship with other people

 Successful personal experience and personality training
 Highly individualized process and interactive social experiences
 Freedom of thought, judgment, feeling and imagination to develop
talents and to keep control of their lives, and

 Conscientization which is the process of being aware of contradictions
existing within oneself and in society and gradually being able to bring
about personal and social transformation
SCP-HE | 89
COLLEGE OF NURSING
Characteristics of learning
There are several primary characteristics of learning, each of which
may be applied to teaching and learning of nursing and different
ways. The following are characteristics of learning posited by
Heidgerken (1981):
1. Unitary and holistic
- Learning is of special value to teachers of nursing in
understanding the unitary characteristic of human behavior.
The teacher should understand that the learner response to the
"whole" situation or total pattern in a unified way.
2. Individual and social
- Learning is an entirely individual matter for the simple reason that
every behavior has to do with her own learning. Each student must
learn using her own style of learning.
- Learning is social because it takes place in a group as some type of
response to the social environment of the individual.
3. Self-active and self- initiating
- Self-activity is a universal basic principle of learning which states
that an individual can learn only through her own reactions to
situations based on her capabilities to understand and internalize
such situations.
- Learning is also a personal process. A student draws inferences from
factual data through his senses. Every individual must develop her
own habits of learning because a teacher cannot fully hand over her
learning abilities and her knowledge or skills through her students.
4. Purposive and goal oriented
SCP-HE | 90
COLLEGE OF NURSING
- Physically Detached Yet Academically Attached
Learning is
both active and purposeful. Goals and objectives should be set for
every learning situation.
5. Selective and creative
- The decision of what is to be learned is made by the learner in terms
of how important it is to her eyes and to others. Learning is a process
of personal choice-making by deciding for oneself what she is to
believe and what she is to do with his or her life. A student creates
herself by bringing out her own potentialities into actualities.
6. Influential and is transferable
- Transfer affect the extent of all learning activities, meaning that
whatever is learned in one context or situation applies or effects
another context or situation making learning broader and expansive.
Major types of learning

I. Ideational learning
- Ideational learning is pursued in the cognitive domain:
a. Cognition - refers to processes through which an individual
obtains knowledge about anything by perceiving,
remembering, discriminating, integrating, abstracting,
generalizing, evaluating, imagining, thinking, problem
solving and creating.
b. Perception - refers to the source of all concepts of initiates mental

activity it begins from a sensation of all stimulus
surrounding the learner and the learning environment.
c. Concept - refers to an idea or a mental image which makes

reflective thinking possible. It is a building block of
theories through which knowledge is formed. Concepts
can either be abstract or concrete.
SCP-HE | 91
COLLEGE OF NURSING
d. Principle-
is a form of generalization that implies action. It is a
statement that explain serve as a guide to action.
II. Skill or psychomotor learning
- It refers to refined patterns of movement or performance based on
integrated perceived demands of the situation.
- Some skills, such as nurse-patient interaction, are strong emotional
components. Others, like charting or documentation, may be developed
with little emotional involvement. Skills also vary in extent of
psychomotor and perceptual involvement
I. Emotional learning
- The end products of emotional learning which determine the character
of the students motive power are the following:
 Emotion And Will - are the ability to accept and cope with
rejection and still continue performing tasks to achieve a specific
set of goals
 Attitudes - refers to a disposition readiness inclination or

tendency to act toward a specific growth in a particular way.
Attitudes may be strong or weak, for or against, depending on the
pressure or pain reactions as a result of stimulus.
 Values In Emotional Learning- values are learned a few

observations simulations and significant and reliable information
and necessary for adaptation.
Four (4) Learning Styles
1. Divergers - learners look at things from different perspectives. They
are sensitive and prefer to watch rather than do things.
2. Assimilators - learning style that is concise and logical in its
approach.
They prefer or abstract conceptualization and reflective observations.
SCP-HE | 92
COLLEGE OF NURSING
3. Convergers - learners use their learning to find solutions to

practical issues. These learners are more attracted to technical tasks
and problems then social or interpersonal issues.
4. Accommodators - have a hands on learning variance that relies on
inclusion rather than logic.
COMMUNICATION IN TEACHING AND LEARNING
Elements of communication
There are four major elements essential to the process of human
communication such as source message channel or transmitter and
receiver (Kozier:2005)
1. Source - In a teaching-learning situation, the teacher is the force of
communication by originating or preceding an idea or purpose which
she wants to communicate in order to produce a particular response
in the learner.
Factors influencing effective communication:

A. Communication skills - the ability of the source to clearly
convey her message whether written or oral.
B. Knowledge - the source is equipped with sufficient information
or has mastery of the subject that should help communicate
efficiently and effectively.
C. Attitudes - the source uses various communication
techniques such as a gestures or body language, facial
expression and voice modulation, among others
D. Social status - the source chooses the appropriate diction and
set of words in conveying her message depending on the type
of recipient of the message.
SCP-HE | 93
COLLEGE OF NURSING
2. Message - The message is a physical form of words; it is the

translation of ideas the purposes and intentions of the teacher.
3. Channel – To include the purpose of the source into a message, a

channel is needed. In case of a face to face communication, the
encoding function is channel directly by the intellect, the sensory
and the motor skills of the source, such as a vocal mechanism for
oral communication, the muscle system for the written word or the
drawing of pictures, posture and gestures and facial expressions for
nonverbal communication.
4. Receiver - In teaching-learning situation, the student who is the
receiver interprets the message by listening attentively, reading, logical
reasoning and judging what is perceived to be the message. Only then
can the message be responded to.
Types of communication
1. Verbal or oral communication
- The basis for verbal or oral communication is the interaction
between individuals. This is usually done face-to-face. Individuals
may now use modern communication technology such as the
internet live chat or telephone technologies in oral or verbal
communication.
2. Nonverbal
- Nonverbal communication use actions through signs, facial
expressions, and other body languages or movements.
Search Indicator
SCP-HE | 94
COLLEGE OF NURSING
SCP-HE | 95

He Summer SCP

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

He Summer SCP

Uploaded by

Copyright:

Available Formats

ST.

JOHN PAUL II COLLEGE OF DAVAO

SIMPLIFIED COURSE PACK (SCP) FOR SELF-DIRECTED

Course Code/Title HE/ Health Education

Week 5 5.2 Motivation in Learning

5.3 Learning Process

Course Map 6.1 Theories and Principles of Learning

HE- Simplified CourseWeek

Week 6 Final Examination

SCP- Topics: Midterm Period

2.1 Roles SCP-TOPICS:

2.3 Principles of Good Teaching Practice

3.1 Teaching Strategies

3.2 Teaching Strategies Cont.

Week 3 Midterm Examination

This section provides meaning and definition of the

which are conducive to individual and community health

Health education is any combination of learning

Purpose of Health Education

Importance of Heath Education

9. Takes place at home, school, hospital, clinics

CATEGORIES OF HEALTH EDUCATION

Types of Health Education

 Health education of the body and how to take care

Dimensions of Health Education Process

Aspects of Health Education

Factors Affecting Change

Health Remedies Used by Filipinos

Teaching Strategy in Health Education :

Castro, S. (2011) Health education for Nursing and Allied

2. Describe the categories of health education.

3. What are the strategies in managing change process?

1. As a nurse educator, explain the seven (7) principles of good

2. In what way will the teaching methods guide the teacher

Welcome Aboard! The course includes discussion of health education

SCP-TOPICS: MIDTERM PERIOD TOPICS

This section provides meaning and definition of the

patient behavior and producing changes in knowledge,

Definition of A Nurse Educator and Her Roles

Functions of Health Educator

responsibility in advancing the aims of the health education

8. Provides programs information to the public by preparing

with an evaluation of patient teaching. It is a process that

Principles of Patient Teaching

Documentation of Patient Teaching

Components of Documentation System

3. Care plans or Critical Pathway

4. Flow Sheets (Optional)

Hallmarks of Effective Teaching in Nursing

she is ignorant of the principles and the processes of

Qualities of An Effective Nurse Educator

2. Gives clear and concise assignments

Principles of Good Teaching

2. Teaching Process Principles

* The teacher and students; and

which teaching and learning are directed.

Guidelines in the Choice of Teaching and Learning

Welcome Aboard! The course includes discussion of health education

SCP-TOPICS: MIDTERM PERIOD TOPICS

This section provides meaning and definition of the

“The teacher is the best audiovisual aids to students

Traditional Teaching Strategies