HEALTH EDUCATION

BEVERLY D. TAGUINOD, MSN

Clinical Instructor
Characteristics of the Learner

Determinants of Learning

LEARNER’S CHARACTERISTICS—

Successful learning may happen organically, but it does not happen

accidentally. One might be surrounded with rich educational resources,
but without key capabilities, those learning opportunities will go untapped
Culture- is a way of living, thinking, Age- is often associated with a
Literacy- the ability to read, write,
and behaving. Culture is learned decline in cognitive abilities that are
speak and listen in a way that lets
within the family and guides the important for maintaining
us communicate effectively and
ways we solve problems and live functional independence, such as
make sense of the world.
our daily lives learning new skills.

Socioeconomic level- affect the

Educational level and status- in
performance of students. Another
general, the higher the level of
result affirms that students with The socioeconomic level of the
education, the higher the income.
better grades come from better student determines their academic
People with college degrees tend to
socioeconomic levels, receive more performance.
earn more than people who only
support from their parents, and
completed basic education
have previously attended preschool.
Determinants of Learning
2. ASSESSMENT OF THE LEARNER-
is how we check that learning is taking, or has taken, place so
that we can decide what needs to happen next. It looks back, it
looks forward. It can play a key role in raising achievement and
improving student outcomes when undertaken effectively and
appropriately.
3. ASSESSMENT OF LEARNING NEEDS
learning need is the gap that exists between current practices
and desired practices. Learning needs can be unperceived,
perceived, misperceived or emergent.
2. Motivation and behavior of the learner

LEARNING PRINCIPLES:

1. CREDIBILITY- good health

education must be
consistent and
compatible with scientific
knowledge.

Unless the people

have trust and confidence in
the communicator, no desired
action will ensue after
receiving themassage
INTEREST – health
educator must find the
real needs of the people.
• It is salutary to
remind
ourselves that
health teaching
shouldrelate to
the interest of
the of the
people.
• PARTICIPATION- it aimed on encouraging the
learners to work actively with health
educators.

• The Alma-Ata declaration states-”the people

have a right and duty toparticipate
individually and collectively in the planning
and implementation of their health care.
1. MOTIVATION - In every person, there is a fundamental
desire to learn, awakening this desire is called motivation.
a. Primary motives- inborn desires. E.g. Sex, hunger,
survival.
b. Secondary motives- based on desires created by
outside forces or incentives. E.g.. Praise, love, rivalry,
reward, punishment and recognition.
COMPREHENSION- In health
education we must know the
level of understanding ,
education and literacy of
people to whom the
teaching is directed.

We should always
communicate in the language
people understand, and
never use words which are
strange and new tothe
people.
LEARNING BY DOING-Learning is an action-
process; not a memorising one in thenarrow
sense.

Chinese proverb
“ if I hear I forget; if I see I remember, if I do
I know.”

this illustrates the importance of learning

by doing.
• KNOWN TO UNKNOWN.
• In health education work we must
proceed -
q“from the concrete to the abstract”;
q“from the particular to the general”,
q“from the simple to the more
complicated” ,
q“from the easy to the more difficult”, and
q“from known to the unknown”.
• New knowledge will bring
about a new, enlarged
understanding which can
give rise to an insight into
theproblem.
•