HEALTH EDUCATION
LECTURE
HISTORY
EARLY HUMAN
● Earliest humans learned by trial and error to distinguish
those things that were good for them and would enhance
health from those that were harmful and that would impair
health.
● By observing animals they learned that bathing not only
cooled and refreshed its body, but helped remove external
parasites.
● They learned that application of mud assuaged insect
bites
● Determining the actions of certain herbs, they learned
their various medicinal or poisonous characteristics
ALBULARYOS ( LOCAL DOCTORS, QUACK DOCTORS)
● They relied on indigenous ways and materials
● They subscribed to superstitious beliefs and practices
RELIGIOUS ORDERS (SISTERS AND PRIESTS- 1800S
● Awarding of nursing degrees in nursing and medicine
ISSUES AND TRENDS
TECHNOLOGY
 There have been great advances in technology in
many areas-(medicine, automobiles, and home
appliances.
 Addressing issues brought by technology; including
cyberbullying, sexting and social networking.
 However, the technology we are referring to is in the
educational technology.
 Revising curriculum(colleges and universities)
 Childhood obesity is another issue.
 Kids should be able to bring up issues that they think
should be addressed, not just teachers assuming
things.
 inadequate sexual education; the "abstinence policy."
AGING
 One of the major reasons for the aging trend relates
to the fact that older Americans are living longer than
ever before. 

HEALTH EDUCATIONUNIT TITLE
 The act of providing information and learning
experiences for the purpose of behavior change
and improved health of the client.
 Totality of experiences which influences habits,
attitudes and knowledge relating to individual,
community and racial health ( Health education
2006)
 A process with intellectual, psychological and
social dimensions relating to activities that
increase the abilities of people to make informed
decisions.
THEORIES IN HEALTH EDUCATIONNIT
TITLE
HEALTH PROMOTION MODEL
Major concepts of the Health Promotion Model are:
o individual characteristics and experiences,
o prior behavior
o frequency of the similar behavior in the past.
 Personal factors are categorized as biological,
psychological and socio-cultural. These factors are
predictive of a given behavior and shaped by the
nature of the target behavior being considered.
 Biological personal factors include variables such
as age gender body mass index pubertal status,
aerobic capacity, strength, agility, or balance.
 Psychological personal factors include variables
such as self esteem self motivation personal
competence perceived health status and definition of
health.
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 Socio-cultural personal factors include variables
such as race ethnicity, acculturation, education and
socioeconomic status.

 Perceived benefits of action are the anticipated

positive outcomes that will occur from health
behavior.

 Perceived barriers to action are anticipated,

imagined, or real blocks and costs of understanding a
given behavior.

 Perceived self-efficacy is the judgment or personal

capability to organize and execute a health-promoting
behavior. Perceived self efficacy influences perceived
barriers to action so higher efficacy result in lowered
perceptions of barriers to the performance of the
behavior.

 Activity-related affect is defined as the subjective

positive or negative feeling that occurs based on the
stimulus properties of the behavior itself. They
influence self-efficacy, which means the more positive BANDURA’S THEORY
the subjective feeling, the greater the feeling of
efficacy. In turn, increased feelings of efficacy can  people with high self-efficacy are more likely to
generate further positive affect. view difficult tasks as something to be mastered
rather than something to be avoided.
 Interpersonal influences are cognition-concerning
behaviors, beliefs, or attitudes of the others. SOCIAL LEARNING THEORY

 Interpersonal influences include: norms  emphasizes the importance of observing and

(expectations of significant others), social support
(instrumental and emotional encouragement) and
modeling (vicarious learning through observing others
engaged in a particular behavior). Primary sources of
interpersonal influences are families, peers, and
healthcare providers.
modeling the behaviors, attitudes, and emotional
reactions of others.
 explains human behavior in terms of continuous
reciprocal interaction between cognitive, behavioral,
an environmental influences

 Situational influences are personal perceptions and

cognitions that can facilitate or impede behavior. They
include perceptions of options available, as well as
demand characteristics and aesthetic features of the
environment in which given health promoting is
proposed to take place. Situational influences may
have direct or indirect influences on health behavior.

 Within the behavioral outcome, there is a

commitment to a plan of action, which is the
concept of intention and identification of a planned
strategy that leads to implementation of health
behavior.

 Competing demands are those alternative behaviors

over which individuals have low control because there
are environmental contingencies such as work or
family care responsibilities.

 Competing preferences are alternative behavior HEALTH BELIEF MODEL

over which individuals exert relatively high control.
 a psychological health behavior change model
developed to explain and predict health-related
behaviors, particularly in regard to the uptake of
health services.

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 CONCEPT

 Perceived severity- subjective assessment of

the severity of a health problem and its potential
consequences

 Perceived susceptibility- subjective

assessment of risk of developing a health
problem

 Perceived threat- Combination of perceived

severity and perceived susceptibility.

 Perceived benefits- an individual's assessment

of the value or efficacy of engaging in a health-
promoting behavior to decrease risk of disease.

 Perceived barriers- an individual's assessment

of the obstacles to behavior change.

MODIFYING VARIALBLES
PRECEDE-PROCEED MODEL

 Demographic (age, sex, race, ethnicity, and

education)
 Psychosocial (personality, social class, and peer and
reference group pressure)
 Structural variables(knowledge about a given disease
and prior contact with the disease)
 -a comprehensive structure for assessing health
needs for designing, implementing, and
evaluating health promotion and other public
health programs to meet those needs.

CUES TO ACTION

 A.k.a. as a “trigger” necessary for prompting

engagement in health-promoting behaviors.
 Can be internal or external

SELF-EFFICACY

 an individual's perception of his or her

competence to successfully perform a behavior.

PHASE 1-SOCIAL DIAGNOSIS

 identifying and evaluating the social problems that

affect the quality of life of a population of interest

 gaining an understanding of the social problems that

affect the quality of life of the community and its
members, their strengths, weaknesses, and
resources; and their readiness to change.

PHASE 2- EPIDEMIOLOGICAL, BEHAVIORAL, AND

ENVIRONMENTAL DIAGNOSIS

 Epidemiological diagnosis- determining and

focusing on specific health issue(s) of the community,
and the behavioral and environmental factors related
▪ List 3 to prioritized health needs of the community.
 Epidemiological assessment may include secondary
VIDEO data analysis or original data collection

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 Behavioral diagnosis - analysis of behavioral links to
the goals or problems that are identified in the social
or epidemiological diagnosis. Behaviors that
exemplify the severity of the disease. Through the
behavior of the individuals who directly affect the
individual at risk, and through the actions of the
decision-makers that affects the environment of the
individuals at risk
 Environmental diagnosis - environmental factors
beyond the control of the individual are modified to
influence the health outcome
PHASE 7 – IMPACT EVALUATION
 This phase measures the effectiveness of the
program with regards to the intermediate objectives
as well as the changes in predisposing, enabling, and
reinforcing factors.
PHASE 8 – OUTCOME EVALUATION
 This phase measures change in terms of overall
objectives as well as changes in health and social
benefits or quality of life.

PROCESS OF HEALTH EDUCATION

PHASE 3 – EDUCATIONAL AND ECOLOGICAL

DIAGNOSIS

 Predisposing factors - are any characteristics of a

person or population that motivate behavior prior to or
during the occurrence of that behavior.

 Enabling factors - are those characteristics of the

environment that facilitate action and any skill or
resource required to attain specific behavior.
(programs, services, availability and accessibility of
resources, or new skills required to enable behavior
change)

 Reinforcing factors - are rewards or punishments

following or anticipated as a consequence of a
behavior.

PHASE 4 – ADMINISTRATIVE AND POLICY

DIAGNOSIS
- administrative and organizational concerns that must be
addressed prior to program implementation
 Administrative diagnosis assesses policies,
resources, circumstances and prevailing
organizational situations that could hinder or facilitate
the development of the health program.
 Policy diagnosis assesses the compatibility of
program goals and objectives with those of the
organization and its administration. This evaluates
whether program goals fit into the mission statements,
rules and regulations that are needed for the
implementation and sustainability of the program.
PHASE 5 – IMPLEMENTATION OF THE PROGRAM
PHASE 6 – PROCESS EVALUATION
 used to evaluate the process by which the program is
being implemented. This phase determines whether
the program is being implemented according to the
protocol, and determines whether the objectives of
the program are being met. It also helps identify
modifications that may be needed to improve the
program.
 Consists of learning experiences that promote
behavior conducive to health
To develop:
 Physical health
 Emotional health
 Mental health
 Social health
 Spiritual health
Key aspects:
 It is a planned opportunity of learning through
information about health guided by specific goals,
objectives, activities and evaluation criteria.
 It occurs in specific setting
 It is a series of programs or events that introduces
concepts at appropriate learning levels.
 It is based on what was previously learned in order to
determine what is to be learned in the future.
 It comprehensively emphasizes how the various
aspects of health interrelate and how health affects
the quality of life
 Interaction between the qualified educator and
learner.
Health educators plan and conduct health teachings to:
 Be aware of the values of health
 Develop the skills in the promotion & maintenance of
health

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  Acquire and apply concepts and information received.
 Develop and discuss opinions regarding health
 Formulate accurate and effective decision making
PURPOSE OF HEALTH EDUCATION
 a means of propagating health promotion
and disease prevention
 Used to modify or continue health behaviors
as necessary
 Provides health information and services
 Emphasizes good health habits and
practices as an integral aspect of culture,
media and technology
 A means of communicating vital information
to the public
 A form of advocacy
synthesizing the substantive content of the learning 
process in order to arrive at a positive judgement and
well-developed wisdom and behavior ( Kozier 2004)
HEALTH
 A state of complete, physical, mental and social well-
being and not merely the absence of disease and
infirmity (WHO)
 A sense of being physically fit, mentally stable and
socially comfortable ( Kozier, 2004)
LEARNING
  Acquisition of knowledge of all kinds such as abilities,
habits, attitudes, values and skills  primarily to create
change in an individual(Calderon 1998)
 Gradual, continuous process throughout life.
PATIENT TEACHING
 Basic function of nursing
 A system of activities intended to produce learning
and change in client behavior.
 Dynamic interaction between the nurse as a teacher
and the patient as the learner

TYPES OF HEALTH EDUCATION TEACHING

 is a process of providing learning materials, activities,
 BIOLOGICAL situations and experiences that enable the clients or
 HEALTH RESOURCES learners to acquire knowledge, attitudes, values and
 SOCIETY AND ENVIRONMENT skills in order to facilitate self- reliant behavior.
EDUCATION PROCESS
DIMENSIONS OF HEALTH EDUCATION  Systematic, sequential , logical, scientifically based,
planned course of action consisting of teaching and
 Substantive/ Curricular dimension learning ( Bastable 2007)
- subject matter
 Procedural/ Methodological Dimension ASSESSMENT
- Strategies/ methods  Provides information regarding learner’s knowledge.
 Environmental/ Social Dimension  Gathering of data ( demographic profile, skills and
- Physical & social factors abilities
 Human relations dimension PLAN
 Carefully organized written presentation of what the
ASPECTS OF HEALTH EDUCATION learner needs to learn and how the nurse educator
going to initiate the learning process.
 Behavioral sciences
- (psychology, sociology and cultural anthropology) IMPLEMENTATION
- Behavior change---- desired outcome of health  Procedures or techniques and strategies that the
education teacher will use to best implement the plan.
 Public Health
 Education EVALUATION
 Measurement of the teaching-learning performance of
both the teacher and the learner.
IMPORTANCE OF HEALTH EDUCATION  Input, process, input

 Enhance knowledge awareness NURSING PROCESS

 Promotes health, safety and security of the people
 Develop and improve community resources
 Increase productivity and strength of character
 Disease prevention
 Minimize cost
 Self-reliant behavior
 Provides the necessary tool to enable the nurse to
render quality nursing care to patients.
 Scientific and systematic problem solving approach
used to identify, prevent and treat actual or potential
health problems and promote wellness.

PURPOSE OF NURSING PROCESS

Concepts of teaching and learning

EDUCATION  Provides a tool to enable the nurse to render quality

 An interactive  process of imparting knowledge nursing care to clients
through sharing, explaining, clarifying and  Helps identify the client’s health care needs and
determine priorities of care and expected outcomes

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  Establishes nursing intervention to meet client-
centered goals
 Provides nursing interventions to meet client’s needs
 Evaluates the effectiveness of nursing care in
achieving client’s goals
 Achieves scientifically- based,holistic, individualized
care
 Takes the opportunity of working collaboratively with
clients and other members of the health care team.
 Achieves continuity of care to the clients

NATURE OF THE NURSING PROCESS

 The nursing process is dynamic and cyclic

 It is planned and goal-directed
 It is an intellectual process

CHARACTERISTICS:
 SYSTEMATIC ROLES OF A NURSE EDUCATOR
- Ordered sequence of precise and accurate activities
 DYNAMIC
- Active interaction and integration among activities  Primary source of knowledge
 INTERPERSONAL  The primary catalyst for the learning process
- client-centered  A role model
 An active facilitator
 GOAL- DIRECTED  A source of health care information and care to clients
 diligent
- Nurse and client work together in order to identify
specific goals.
 UNIVERSALLY APPLICABLE
- sick, young, old, regardless of race, creed or religion and FUNCTION OF A HEALTH EDUCATOR
any practice setting
 Practitioner professionally prepared in the
STEPS IN THE NURSING PROCESS field of health education

 Demonstrates competence in both theory

and practice

 Accepts responsibility in advancing the aims

of the health education process

 Collaborates with health specialists and civic

groups

 Formulates operational plans and policies

 Conducts and coordinates health needs

 ASSESSMENT  assessment and other public health surveys

- Interview, physical examination, research and review
of records  Designs and conducts evaluation and diagnostic
 DIAGNOSIS studies
-typology of nursing problems by Maglaya
- Readiness for wellness  Plans and implements health education and
- Health threat promotion programs
- Health deficit
- Foreseeable crisis  Prepares and distributes health education
Education vs nursing process materials

 Provides guidance to agencies and organizations

 Promotes and maintain cooperative working

relationship

 Provides and maintain health education libraries

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 Formulates, prepares and coordinates grant
applications and grant-related activities
 Documents activities and records informations
 Maintains databases, mailing list and telephone
networks etc
 Process of influencing patient behavior and producing
changes in K, S, A necessary
maintaining/improving health.
 Holistic process
 Assisting the patient in interpreting, integrating and
applying the information given.
 Patient teaching ends with an evaluation of patient
learning
PURPOSE OF CLIENT TEACHING
 Increase clients’ awareness and knowledge
 Increase client satisfaction
 Improve quality of life
 Ensure continuity of care
 Decrease patient anxiety
 Increase self-reliant behavior
 Reduce effectively the incidence of complication of
illness
 Promote adherence to healthcare treatment plans
 Maximize independence in the performance of ADL’s
 Energize and empower consumers
THE ROLE OF NURSING IN CT
 Health teaching
 Caring- during diagnostic procedures, surgery
 Health information to clients and families
 Application of the principles of teaching and
learning
 Motivation of clients
FACTORS THAT INFLUENCE CLIENT TEACHING
 Stage of development
 Cultural values
 Language used
 Physical environment
 Previous experiences
 Knowledge and skill of the teacher
PRINCIPLES OF CLIENT TEACHING AND LEARNING
 Assess teaching needs of the client
 Assess readiness of the client to learn and relevance
of the content
 Assess what the client knows
 Consider language barriers, literacy, ethnic or cultural
background, age, emotional status
 Interactive discussions
 Demonstrate tasks
 Praises and positive feedback
 Role modeling
 Conflicts and frustrations impede learning
 Structured teaching and presentation
 Variety of teaching methods- Posters, videos, models
and online and printed materials
in  Present information in small segments over a period
of time
DOCUMENTATION OF CLIENT TEACHING
 CHARACTERISTICS OF DOCUMENTATION
IN CLIENT TEACHING
o Covers all aspects of patient care
o Critical for communication among team members
o Provides a legal record
o Supports quality assurance efforts
o Promotes continuity of care
o Facilitates reinforcement
Good documentation reflects the following:
 Initial assessment and reassessment
 Nursing diagnoses and client learning needs
 Interventions provided
 Client’s response and outcomes
 Discharge plan of care
 Ability of the client and family to manage needs after
discharge
COMPONENTS OF THE DOCUMENTATION SYSTEM
 Admission assessment
- Patient and profile history
- Functional ability
- Ways of individualizing teaching
- Design assessment forms
 PROBLEM LIST
- List of actual and potential health problems
- Medical and nursing diagnoses
 CARE PLAN
- Individualized care plan
- ADPIE
 FLOW SHEETS
- Observations and lists of patients name and data
- Findings or patient responses
 PROGRESS NOTES
- shows the patient progress perceived by HCP’s
involved in patient care.
- Patient teaching
- Outcome of care
 DISCHARGE SUMMARY
- reports written at the time of discharge
- Transfer of patient in another facility
COMMUNICATION
 Anything that conveys a message
 Interacting with one another
 Ability to understand and find meaning into the
message sent for appropriate response
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  Effective communication requires knowledge of the
subject matter, theories and stimuli  THE RECEIVER
 Communication embodies the instructional process - The student for whom the message is intended.
 Instructional materials gives shape and substance to - The student is the receiver- interprets the message by
the curriculum. listening attentively, reading, logical reasoning and
 Through communication------ development and judging
effective instructional materials
TYPES OF COMMUNICATION

MODES OF COMMUNICATION
TRADITIONAL  Verbal or Oral communication- interaction
 Print supplemented by motion pictures between individuals
 Slides/ films  Ex: internet, live chat, telephone
 Radio  and disk recordings  Nonverbal- does not use words but rather more of
MODERN actions
 Television, radio Ex: signs, facial expression & body language
 Programmed machine teaching Utilizes the 5 senses:
 Language laboratories  Sight
 Computers, internet, social media, powerpoint  Auditory
presentations  Gustation
Blackboard  Olfactory
 Touch
 ACTIVE COMUNICATION
- Enables the teacher to present facts, design concepts  SIGHT
and guide students -visual observation communicates many information
- Works with individual students and gain attention - Ex:  during patient rounds
- Directs learning
- Uses machine  AUDITION
- Points out further references -Ex: rotation and tilting of the head; distinguish certain sounds
- Asks critical questions
- Encourage students  GUSTATION
-sense of taste
ELEMENTS OF COMMUNICATION Ex: serving of food or use of utensils

 SOURCE  OLFACTORY
- Teacher - Sense of smell
- Originating or perceiving an idea or purpose which - Distance receptor
she wants to communicate in order to produce a
particular response in the learner  TOUCH
- Directly encode message through perceiving, -close receptor using hand and body contact that conveys
thinking, reasoning, judging, speaking, writing, warmth, feelings, desires, intentions, quality of expression,
drawing, gesturing and demonstrating gratitude, sympathy to another person
- Positive means of contact and communication
 FACTORS INFLUENCING EFFECTIVE - Signifies meaning and candor
COMMUNICATION
 Communication skills
 Knowledge  BARRIERS TO EFFECTIVE COMMUNICATION
 Attitudes  Giving an opinion
 Social status  Offering false reassurances
 A teacher who lacks self-confidence, does not respect  Being defensive
students or is bored with the subject matter----- blocks  Showing approval/ disapproval
the communication process + negative impact  Stereotyping
 Changing the subject matter inappropriately

 THE MESSAGE PHASES OF COMMUNICATION/ INTERVIEW

- goal, intent or purpose to be communicated by the
teacher
- Physical form of words
- Translation of ideas, purpose and intentions of the
teacher
- Selective inattention that leads to arc of distortion
 THE CHANNEL
- To encode the purpose of the source into a message
- Face to face communication- the encoding function is
channeled directly by the intellectual, the sensory and
the motor skills of the source
- Ex: chalkboard, vocal mechanism, social media
ORIENTATION PHASE
 Tone and guidelines for the relationship are
established.
 Interviewer and interviewee meet and learn to identify
each other by name
 Agreement of contract about the goals of the relation,
location of interview, frequency and length of contacts
and duration of the relationship and duration of the
relationship
WORKING PHASE

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  Longest phase
 Interaction- essence of this phase
 Purposeful- ensure achievement of mutually agreed
upon goals and objectives.

TERMINATION PHASE

 Occurs when the conclusion of the initial agreement is

acknowledged.
 Examine goals of the relationship for attainment and
evidence of progress

THERAPEUTIC COMMUNICATION