HEALTH EDUCATION

N C M (102)

INTROODUCTION OF HEALTH EDUCATION

EARLY HUMANS
❖ 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 his 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
HEALTH EDUCATION
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 EDUCATION
Health Promotion Model

ALBULARYOS (LOCAL DOCTORS, QUACK DOCTORS) Major concepts of the Health Promotion
Model are:
- They relied on indigenous ways and materials
❑ individual characteristics and
- They subscribed to superstitious beliefs and practices experiences,
Religious orders (sisters and priests-
1800s ❑ Behavior-specific cognitions & affect

✓ Awarding of nursing degrees in nursing and medicine ❑ Behavioral outcome.

ISSUES AND TRENDS

TRENDS

Integrated Learning Solutions

-web based learning environment

-supports the learner and group- centered work

➢ Augmented Reality- ( Virtual)

➢ Professional Development of Teachers ( Webinars)

➢ Bite-sized Learning

➢ Formative Assessment Solution

ISSUES
BANDURA’S THEORY
Technology
 Social Learning theory
- cyberbullying, sexting and social networking
 Learning as a direct result of Conditioning,
Reinforcement and Punishment.
❖ Revising curriculum(colleges and universities)
❖ Unhealthy/ sedentary lifestyle
 He asserted that most human behavior is learned
❖ Passive learning through observation, imitation and modeling.

MA. ANGELLE ANNE G. OLIVAS 1

HEALTH EDUCATION
 In any form of observing and modeling:
❖ Cues to action
ARRM ✓ A.k.a. as a trigger necessary for prompting engagement in
ATTENTION health-promoting behaviors.
RETENTION
✓ can be internal or external
REPRODUCE
MOTIVATION

SELF- EFFICACY

- people with high self-efficacy—that is, those who believe they

can perform well—are more likely to view difficult tasks as
something to be mastered rather than something to be
avoided.

HEALTH BELIEF MODEL

a psychological health behavior change model developed to

explain and predict health-related behaviors, particularly in
regard to the uptake of health services.

CONCEPTS:
PRECEDE-PROCEED MODEL
❖ Perceived severity- subjective assessment of the severity
of a health problem and its potential consequences
-individuals who perceive a given health problem as serious ❑ a comprehensive structure for assessing health needs for
are more likely to engage in behaviors to prevent the health designing, implementing, and evaluating health promotion and
problem from occurring other public health programs to meet those needs.

PRECEDE stands for PREDISPOSING, REINFORCING &

❖ Perceived susceptibility ENABLING CONSTRUCTS IN EDUCATIONAL DIAGNOSIS
✓ subjective assessment of risk of developing a health problem AND EVALUATION
✓ individuals who perceive that they are susceptible to a
particular health problem will engage in behaviors to reduce
their risk of developing the health problem

❖ Perceived threat
✓ Combination of perceived severity and perceived
susceptibility
✓ higher perceived threat leads to a higher likelihood of
engagement in health-promoting behaviors.

❖ Perceived benefits
✓ an individual's assessment of the value or efficacy of
engaging in a health-promoting behavior to decrease risk of
disease.
✓ If an individual believes that a particular action will reduce PHASE 1: SOCIAL DIAGNOSIS
susceptibility to a health problem or decrease its seriousness,
then he or she is likely to engage in that behavior regardless of ✓ identifying and evaluating the social problems that affect the
objective facts regarding the effectiveness of the action quality of life of a population of interest
✓ gaining an understanding of the social problems that affect
❖ Perceived barriers the quality of life of the community and its members, their
✓ an individual's assessment of the obstacles to strengths, weaknesses, and resources; and their readiness to
behavior change. change.
✓ perceived benefits must outweigh the perceived barriers in
order for behavior change to occur. PHASE 2- EPIDEMIOLOGICAL, BEHAVIORAL, AND
ENVIRONMENTAL DIAGNOSIS
❖ Modifying variables
✓ Demographic (age, sex, race, ethnicity, and education) * Epidemiological diagnosis determining and focusing on
specific health issue(s) of the community, and the behavioral
✓ psychosocial (personality, social class, and peer and
and environmental factors related to prioritized health needs of
reference group pressure)
the community.
✓ structural variables(knowledge about a given disease and
prior contact with the disease)

MA. ANGELLE ANNE G. OLIVAS 2

HEALTH EDUCATION
* Epidemiological assessment may include secondary data
analysis or original data collection — examples
of epidemiological data include vital statistics, state and
national health surveys, medical and administrative record
*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
✓ 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 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. (individual's
knowledge, beliefs, values, and attitudes. )
❑ 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.(social support,
peer support, etc. )
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.
PHASE 7 – IMPACT EVALUATION
MA. ANGELLE ANNE G. OLIVAS
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
❖ 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 program of series 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
❑ 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
3
HEALTH EDUCATION
❑A means of communicating vital information to the public
❑ A sense of being physically fit, mentally stable and socially
❑A form of advocacy comfortable ( Kozier, 2004)

TYPES OF HEALTH EDUCATION LEARNING

❖BIOLOGICAL ❖ Acquisition of knowledge of all kinds such as abilities,

habits, attitudes, values and skills primarily to create change in
an individual(Calderon 1998)
❖HEALTH RESOURCES

❖ Gradual, continuous process throughout life.

❖SOCIETY AND ENVIRONMENT

DIMENSIONS OF HEALTH EDUCATION

PATIENT TEACHING
✓ Substantive/ Curricular dimension
• subject matter
➢ Basic function of nursing

✓ Procedural/ Methodological Dimension

➢ A system of activities intended to produce learning and
• Strategies/ methods
change in client behavior.

✓ Environmental/ Social Dimension

➢ Dynamic interaction between the nurse as a teacher and the
• Physical & social factors
patient as the learner

✓ Human relations dimension TEACHING

ASPECTS OF HEALTH EDUCATION ❑ is a process of providing learning materials, activities,
situations and experiences that enable the clients or learners
❑ Behavioral sciences to acquire knowledge, attitudes, values and skills in order to
- (psychology, sociology and cultural facilitate self reliant behavior
anthropology)
- Behavior change---- desired outcome of health EDUCATION PROCESS
education
o Systematic, sequential , logical, scientifically based,
❑ Public Health planned course of action consisting of teaching and
learning ( Bastable 2007)
❑ Education
o Provides information regarding the learner's
IMPORTANCE OF HEALTH EDUCATION knowledge.

✓ Enhance knowledge awarenes o Gathering of data ( demographic

o profile, skills and abilities
✓ Promotes health, safety and security of the people
✓ Develop and improve community resources
o Carefully organized written presentation of what the
✓ Increase productivity and strength of character learner needs to learn and how the nurse educator is
✓ Disease prevention going to initiate the learning process.
✓ Minimize cost
✓ Self-reliant behavior o Procedures or techniques and strategies that the
Concepts of teaching and learning teacher will use to best implement the plan.

o Measurement of the teaching learning performance of

CONCEPTS OF TEACHING AND LEARNING both the teacher and the learner.

EDUCATION o Input, process, input

❑ An interactive process of imparting knowledge through NURSING PROCESS

sharing, explaining, clarifying and synthesizing the substantive
content of the learning process in order to arrive at a positive
judgment and well developed wisdom and behavior
( Kozier2004)
A state of complete, physical, mental and social well-being and
not merely the absence of disease and infirmity (WHO)
 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.

MA. ANGELLE ANNE G. OLIVAS 4

HEALTH EDUCATION
- Health threat
PURPOSE OF THE NURSING PROCESS - Health deficit
- Foreseeable crisis
✓ Provides a tool to enable the nurse to render quality nursing
care to clients ❖ PLANNING
✓ Helps identify the client’s health care needs and determine
priorities of and expected outcomes - Nurse works with the client to set goals, objectives and
✓ Establishes nursing intervention to meet client-centered predict outcomes
goals
✓ Provides nursing interventions to meet client’s needs ❖ IMPLEMENTATION
✓ Evaluates the effectiveness of nursing care in achieving
client’s goals - Actual performance of the plan
✓ Achieves scientifically- based,holistic, individualized care ❖ EVALUATION
✓ Takes the opportunity of working collaboratively with clients
and other members of the health care team. -collection of pertinent reliable data about the process and
✓ Achieves continuity of care to the clients outcome of care.

NATURE OF THE NURSING PROCESS ❖ DOCUMENTATION

❑The nursing process is dynamic and - Written record of the assessment, the care provided and the
cyclic patient’s response

❑It is planned and goal-directed ROLES OF A NURSE EDUCATOR

❑ Primary source of knowledge
❑It is an intellectual process
❑ The primary catalyst for the learning process
CHARACTERISTICS: ❑ A role model
❑ An active facilitator
➢ SYSTEMATIC ❑ A source of healthcare information and care to clients
❑ diligent
- Ordered sequence of precise and accurate activities
FUNCTIONS OF A HEALTH EDUCATOR
➢ DYNAMIC
Practitioner professionally prepared
- Active interaction and integration among activities in the field of health education

➢ INTERPERSONAL Demonstrates competence in both theory and practice

Accepts responsibility in advancing the aims of the health
education process
- client-centered

➢ GOAL- DIRECTED ✓ Collaborates with health specialists and civic groups

✓ Formulates operational plans and
- Nurse and client work together in order to identify specific policies
goals. ✓ Conducts and coordinates health needs assessment and
other public health surveys
➢ UNIVERSALLY APPLICABLE ✓ Designs and conducts evaluation and
diagnostic studies
- sick, young, old, regardless of race, creed or religion and any ✓ Plans and implements health education and promotion
practice setting programs
✓ Prepares and distributes health education materials
STEPS IN THE NURSING PROCESS ✓ Provides guidance to agencies and organizations
✓ Promotes and maintain cooperative working relationship
❖ ASSESSMENT ✓ Provides and maintain health education libraries
✓ Formulates, prepares and coordinates grant applications and
- Interview, physical examination, research and review of grant-related activities
records ✓ Documents activities and records informations
✓ Maintains databases, mailing list and
❖ DIAGNOSIS telephone networks etc.
-typology of nursing problems by Maglaya
- Readiness for wellness

MA. ANGELLE ANNE G. OLIVAS 5

HEALTH EDUCATION
 Process of influencing patient behavior and producing ❖ Present information in
changes in K, S, A necessary in small segments over a period of time
maintaining/improving health.
DOCUMENTATION OF CLIENT TEACHING
 Holistic Process
CHARACTERISTICS OF DOCUMENTATION IN CLIENT
 Assisting the patient in interpreting, integrating and TEACHING
applying the information given.
o Covers all aspects of patient care
 Patient teaching ends with an evaluation of patient o Critical for communication among team members
learning o Provides a legal record
o Supports quality assurance efforts
PURPOSE OF CLIENT TEACHING o Promotes continuity of care
o Facilitates reinforcement
❑Increase clients’ awareness and knowledge
❑Increase client satisfaction Good documentation reflects the
❑Improve quality of life following:
❑Ensure continuity of care ➢ Initial assessment and reassessment
❑Decrease patient anxiety ➢ Nursing diagnoses and client learning needs
❑ Increase self-reliant behavior ➢ Interventions provided
❑ Reduce effectively the incidence of complication of illness ➢ Client’s response and outcomes
❑ Promote adherence to healthcare treatment plans ➢ Discharge plan of care
❑Maximize independence in the performance of ADL’s ➢ Ability of the client and family to manage needs after
discharge
❑ Energize and empower consumers

THE ROLE OF THE NURSE IN COMMUNITY

COMPONENTS OF THE DOCUMENTATION SYSTEM
✓ Health teaching
✓ Caring- during diagnostic procedures, surgery ▪ ADMISSION ASSESSMENT
✓ Health information to clients and families - Patient and profile history
✓ Application of the principles of teaching and learning - Functional ability
✓ Motivation of clients - Ways of individualizing teaching
- Design assessment forms

FACTORS THAT INFLUENCE CLIENT ▪ PROBLEM LIST

TEACHING - List of actual and potential health problems
- Medical and nursing diagnoses
❑Stage of development
▪ CARE PLAN
❑Cultural values - Individualized care plan
❑Language used - ADPIE
❑Physical environment
❑Previous experiences ▪ FLOW SHEETS
❑Knowledge and skill of the teacher - Observations and lists of patients name and data
- Findings or patient responses
PRINCIPLES OF CLIENT TEACHING AND LEARNING
▪ PROGRESS NOTES
- shows the patient progress perceived by HCP’s involved in
❖ Assess teaching needs of the client
patient care.
❖ Assess readiness of the client to learn and relevance of the - Patient teaching
content - Outcome of care
❖ Assess what the client knows
❖ Consider language barriers, literacy, ethnic or cultural ▪ DISCHARGE SUMMARY
background, age, emotional status - reports written at the time of discharge
❖ Interactive discussions - Transfer of patient in another facility
❖ Demonstrate tasks
❖ Praises and positive feedback COMMUNICATION
❖ Role modeling
❖ Conflicts and frustrations impede learning ➢Anything that conveys a message
❖ Structured teaching and presentation ➢Interacting with one another
❖ Variety of teaching methods- Posters, videos, models and ➢Ability to understand and find meaning into the message
online and printed materials sent for appropriate response

MA. ANGELLE ANNE G. OLIVAS 6

HEALTH EDUCATION
➢Effective communication requires knowledge of the subject
matter, theories and stimuli THE CHANNEL
Communication embodies the instructional process
Instructional materials gives shape and substance to the - To encode the purpose of the source into a message
curriculum. - Face to face communication- the encoding function is
Through communication------development and effective channeled directly by the intellectual, the sensory and the
instructional materials motor skills of the source
- Ex: chalkboard, vocal mechanism, social media
MODES OF TRADITIONAL COMMUNICATION
THE RECEIVER
❑ Print supplemented by motion pictures
❑ Slides/ films - The student for whom the message is intended.
- The student is the receiver- interprets the message by
❑ Radio and disk recordings
listening attentively, reading, logical reasoning and judging
MODERN
❑ Television, radio TYPES OF COMMUNICATION
❑ Programmed machine teaching
❑ Language laboratories ✓ Verbal or Oral communication- interaction between
❑ Computers, internet, social media, powerpoint presentations individuals
❑ blackboard Ex: internet, live chat, telephone
✓ Nonverbal- does not use words but rather more of actions
ACTIVE COMMUNICATION Ex: signs, facial expression & body language
Utilizes the 5 senses:
- Enables the teacher to present facts, design concepts and Sight
guide students Auditory
- Works with individual students and gain attention Gustation
- Directs learning Olfactory
- Uses machine Touch
- Points out further references ➢ SIGHT
- Asks critical questions -visual observation communicates many information
- Encourage students - Ex: during patient rounds

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

- goal, intent or purpose to be communicated by the teacher PHASES OF COMMUNICATION/ INTERVIEW

- Physical form of words
- Translation of ideas, purpose and intentions of the teacher ORIENTATION PHASE (GETTING READY)
- Selective inattention that leads to arc of distortion

MA. ANGELLE ANNE G. OLIVAS 7

HEALTH EDUCATION
✓ 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

✓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

MA. ANGELLE ANNE G. OLIVAS 8

HEALTH EDUCATION

MA. ANGELLE ANNE G. OLIVAS 9

HEALTH EDUCATION

MA. ANGELLE ANNE G. OLIVAS 10

HEALTH EDUCATION

MA. ANGELLE ANNE G. OLIVAS 11

HEALTH EDUCATION

MA. ANGELLE ANNE G. OLIVAS 12

HEALTH EDUCATION

MA. ANGELLE ANNE G. OLIVAS 13