1 Health Education: Historical Background of Health Care
Introduction and services had expanded, pervasive poverty
- The WHO define Health Education as:
"Comprising 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."
Brief History of Health Education
• History accounts that people of the
ancient world were concerned about
their health.
• In the past the ancient Greek estates
observed sports competitions in
honor of their gods and goddess.
• This requires physical and mental
training in order to win.
• Believes in Plato envisioned about
health.
Overview of Health Education in the Philippines
- Many existing health beliefs and practices in the
Philippines are rooted back in the pre-colonial
period. This includes magico-religious elements,
such as beliefs in spirits and sorcery as causes of
illness, as well as empirical aspects such as the
use of medicinal plants. Archaelogical sites in the
Philippines have yielded skeletal remains
showing intricate ornamental dental work and
the use of trephination (boring a hole into the
skull as a magical healing ritual.
- Health remedies or treatment especially in
health education in the primitive era in the
Philippines. Albularyo derived from the word
herbolario meaning Herbalist. During the Pre-
Hispanic period the function of an albularyo was
fulfilled by babaylan. A shamanic spiritual leader
of the community.
- The traditional approach assumes that illness is
caused by a breach of taboos set by supernatural
forces. It is not unusual for an individual to
alternate between the forms of medicine.
- Although medical treatment had improved,
health education has reached many households
BSN 1-Y2-6 Pacifico, Nishin Anne T.
and lack of access to family planning detracted
from the general health of the Philippine people
- Philippines entered the 1990s as a modernizing
society. The health conditions in the Philippines
would have improved a lot, had all Filipino
doctors opted to stay in the country. leaving only
a few doctors attending to the needs of the large
population in the country. This in part explains
the high cost of medication in the country,
forcing some Filipinos to consult faith healers,
witch doctors or self-declared physicians who
charge less. Others treat themselves with herbal
medicine. The health programs in the Philippines
are commonly administered through
government hospitals and health centers in local
villages
- In 1993, the Department of Health launched its
Hospitals as Centers for Wellness program. It
assigned each hospital a health education and
promotion officer. In 2010, programs are geared
toward managing the major health issues that
affect the country. There is a need to be a
continuity of the public health programs and
education so that the public are better informed
and aware of their health status.
- While the public health system was
decentralized to local governments, this only led
to inequitable distribution of health services.
Poor municipalities could hardly deliver health
services and education as efficiently as urban
cities do. It must be noted that the national
government is showing efforts to make efficient
health services and health education available to
as many Filipino.
Evolution of the Teaching Role of Nurses
Before, the focus of nurses teaching effort is on the care
of the sick and promoting the health of the well public.
As the nursing profession continuously evolves the scope
of responsibility expands as well, including:
1. Teaching as function within the scope of nursing
practice
2. Educating their colleagues
3. Training the trainer
4. Clinical Instructor
2 Health Education: Historical Background of Health Care
A Health Educator is a “professionally prepared
individual who serves in a variety of roles and specifically
trained to use appropriate educational strategies and
methods to facilitate the development of policies,
procedures, intervention and system conducive to the
health of individual, families, groups and communities”
7 Areas of Responsibility
1. Assessing the individual and family
community needs for education.
a. Provides the foundation of
program planning
b. Determine what health problems
might exist in nay age groups
c. Includes determination of
community resources available to
address the problem
2. Plan Health Education Strategies
Interventions and Programs based on
need assessment.
a. Development of goals and
objective which are specific and
measurable
b. Interventions are developed to
meet the goals
c. According to rule of sufficiency,
strategies are implemented which
are sufficiently robust, effective
enough and have reasonable
chance of meeting the stated
objectives
3. Plan Health Education Strategies
Interventions and Programs based on
priority population.
a. Implementation is based on a
thorough understanding of the
priority populations
b. Utilize a wide range of
educational methods and
strategies
4. Conduct Evaluation and Research r/t
Health Education.
a. Health Educators utilizes research
to improve the practice
b. Depending on the setting, utilizes
test, surveys, observations,
tracking of epidemiological data
and other methods of data
collection
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5. Administer Health Education
Strategies, Interventions and
Programs.
a. Administration is generally a
function done by experience
practitioner
b. Involves facilitating cooperation
among personnel both within and
between programs
6. Serves as Health Education Resource
Person.
a. Involves skills to access needed
resources and establish effective
consultative relationships
7. Advocate for health and Health
Education.
a. Advocate the profession of Health
Education
b. Translate scientific knowledge in
under stable information
c. Address audience diverse in
diverse setting
Education Process
• It is a systematic, sequential, planned course of
action consisting of two major interdependent
operations, teaching and learning.
• This process forms a continuous cycle that also
involves two interdependent players, the
teacher and the learner, jointly perform teaching
and learning activities, the outcome of which
leads to mutually desired behavior changes.
Teaching/ Instruction
• Teaching is a deliberate intervention that
involves the planning and implementation of
instructional activities and experiences to meet
intended learner outcomes according to a
teaching plan.
• Instruction is a component of teaching that
involves the communicating of information
about a specific skill in the cognitive,
psychomotor, or affective domain.
3 Health Education: Historical Background of Health Care

Learning The Role of the Nurse Educator in Staff and Patient

• Defined as a change in behavior to includes skills,
knowledge and behavior
• It is can be observed and measured at any time
or in any place as a result of exposure to
environmental stimuli
Patient Education
• According to Freidman et al (2011). It is a set of
planned educational activities using a
combination of method (teaching, counseling to
improve behavior modification) to improve
patients knowledge and health behaviors
Difference of Nursing Process and Education Process
Education
• Provide clinically competent and
coordinated care to the public
• Involve patients and their families in
the decision-making regarding health
interventions
• Provide clients with education and
counseling on ethical issues
• Expand public access to effective care
• Ensure cost effective and appropriate
care for the consumer
• Provide for prevention of illness and
promotion of healthy lifestyles

Nursing Process Education The Benefits of Effective Patient Education

Process
• Promote adherence to healthcare
Assessment Appraise Ascertain
treatment plans
physical and learning needs,
• Increase consumer satisfaction
psychosocial readiness to
needs learn • Improve quality of life
and learning • Ensure continuity of care
styles • Decrease patient anxiety
Planning Develop care Develop • Effectively reduce complication
plan based on teaching plan • Maximize independence in ADL
mutual based on • Empower consumer to actively
goal setting to mutually involve in planning for their care
meet individual predetermined
needs behavioral
outcomes to
meet
individual needs
Implementation Carry out Perform the act
nursing care of teaching
interventions using specific
using standard teaching
procedures methods and
instructional
material
Evaluation Determine the Determine
physical and behavioral
psychosocial changes
outcomes (outcomes) in
knowledge,
attitudes, and
skills

BSN 1-Y2-6 Pacifico, Nishin Anne T.

4 Health Education: Learning Theories Related to Healthcare

Introduction Behavioral Learning Theory

Learning is defined as a relatively permanent change in • Focuses on what is directly observable

mental processing, emotional functioning, skill, and/or in learners
behavior as a result of experience. It is the lifelong, • Learning is the product of stimulus
dynamic process by which individuals acquire new condition(S) and response(R)
knowledge or skills and alter their thoughts, feelings, • It is useful in nursing practice for the
attitudes, and actions. Learning enables individuals to delivery of healthcare
adapt to demands and changing circumstances and is • Research conducted on how both
crucial in health care. human and animals learned
• It is based on the work of Ivan Ivan
• For patients and families to improve Pavlov(1927) and Edward
their health and adjust to their Thorndike(1932)
medical conditions
• For students acquiring the
information and skills necessary to Respondent Conditioning Concepts
become a nurse
• Respondent conditioning or Classical
• For staff nurses devising more conditioning (Pavlov) emphasizes the
effective approaches to educating and importance of stimulus conditions
treating patients and one another in and the association formed in the
partnership learning process.
• Systematic desensitization is a
Learning Theory technique based on respondent
conditioning that is used by
A coherent framework of integrated constructs and psychologists to reduce fear and
principles that describe, explain, or predict how people anxiety in their clients
learn. The construction and testing of learning theories • The assumption is that fear of a
over the past century contributed much to the particular stimulus or situation is
understanding of how individuals acquire knowledge and learned
change their ways of thinking, feeling, and behaving. • It can also be unlearned or
Reflecting an evidence-based approach to learning, the extinguished
accumulated body of research information can be used • Stimulus Generalization is the
to guide the educational process and has challenged a tendency of initial learning
number of popular notions and myths about learning. experiences to be easily applied to
other stimuli
Behaviorist Learning Theory • Discrimination learning occur with
one or more varied experience, in
Behaviorism emphasizes the role of environmental which individual learns to
factors in influencing behavior, to the near exclusion of differentiate among similar stimuli
innate or inherited factors. This is essential to focus on
learning of what is directly observable. The Theory of
learning based upon the idea that all behavior is acquired Comparison of Behavioral Learning Theories
though conditioning. Conditioning occurs through
interaction with the environment. Behaviorist believe
that our responses to environmental stimuli shapes our
behavior. Respondent conditioning or Classical
conditioning (Pavlov) emphasizes the importance of
stimulus conditions and the association formed in the
learning process.

BSN 1-Y2-6 Pacifico, Nishin Anne T.

5 Health Education: Learning Theories Related to Healthcare

Classical Conditioning outcome in order to weaken

• Unconditioned Stimulus is one that
unconditionally, naturally and automatically
triggers a response
• Unconditioned Response is the unlearned
response that occurs naturally in response to
the unconditioned stimulus
• Conditioned Stimulus is previously neutral
stimulus that, after becoming associated with
the unconditioned stimulus, comes to trigger
a conditioned response
• Conditioned Response is the learned
response to the previously neutral stimulus
Operant Conditioning (BF Skinner 1904-1990)
Operant Conditioning is a learning as a change in
probability of response.
Operant is a set of behavior that constitute an
individual doing something
It was coined by behaviorist B.F. Skinner. He believes
that internal thought and motivations could not be
used to explain.
He suggested at the external observable causes of
human behavior.
Skinner used the term operant to any “Active behavior
that operates upon the environment
the response
• Negative - is punishment by removal,
Punishment occurs when an favorable
event or outcome is removed
after a behavior occurs.
Two Methods to Increase the Probability of a
Response
- giving positive reinforcement (i.e., reward) greatly
enhances the likelihood that a response will be
repeated in similar circumstances.
- applying negative reinforcement after a response
is made, involves the removal of an unpleasant
stimulus through either escape conditioning or
avoidance conditioning
- escape conditioning, as an unpleasant stimulus is
being applied, the individual responds in some
way that causes the uncomfortable stimulation to
cease.
- avoidance conditioning, the unpleasant stimulus is
anticipated rather than being applied directly
Operant Conditioning

Reinforces and Punishment

• Positive - are favorable events or

Reinforces outcomes that are presented
after the behavior. A
response or behavior is
strengthened by praise or
reward
• Negative - is the removal of
Reinforces unafavorable events or
outcomes after the display of Advantages and Disadvantages
a behaviour. A response is
strengthened by the removal - This theory is simple - This is teacher
of something considered and easy to use. centered model in
unpleasant which learners
• Positive - is a punishment by assume are assumed
Punishment application, involves the to be relatively
presentation of an passive and easily
unfavorable event or manipulated

BSN 1-Y2-6 Pacifico, Nishin Anne T.

6 Health Education: Learning Theories Related to Healthcare

- It encourages clear - It focuses on extrinsic - Research indicates that the development of these
objective analysis of reward and external attributes in self and patients is associated with a
observable incentives reinforces greater likelihood of healthy behavior, psychological
environment and promotes wellbeing, optimism, and meaningful social
stimulus conditions, materialism rather interactions.
learners’ responses self-initiative.
and the effect of Benefits of Cognitive Theory
reinforcement on
people’s action • Boosts confidence
- Based on animal • Enhances Comprehension
studies, result not • Improves problem-solving skills
applicable to human • Encourage continuous learning
behavior
- Clients changed
Social Learning Theory
behavior may
deteriorate overtime - It is based on the work of Albert Bandura (1977,
2001), who mapped out a perspective on learning
Cognitive Learning Theory that includes consideration of the personal
characteristics of the learner, behavior patterns, and
- The key to learning and changing is the the environment.
individual’s cognition (perception, - The learner has become viewed as central (what
thought, memory, and ways of processing Bandura calls a “human agency)
and structuring information). - He emphasized behaviorist features and the
- It is highly active process largely directed
imitation of role models; later, his focus to cognitive
by the individual
considerations, such as the attributes of the self and
- It involves perceiving the information
the internal processing of the learner.
- Interpreting it based on what is already
known Principles of Social Learning Theory
- Then reorganizing the information into
new insights or understanding • Attentional phase, a necessary condition for any
learning to occur.
• Retention phase, which involves the storage and
Cognitive Learning Theory includes several well-known
retrieval of what was observed.
Perspective
• Reproduction phase, during which the learner
copies the observed behavior
• Motivational phase, which focuses on whether
the learner is motivated to perform a certain
type of behavior.

The Implications

- Nursing and other health professional education

programs would do well to exhibit and encourage
empathy and emotional intelligence in working with
patients, family, and staff and to attend to the
dynamics of self-regulation as way to promote
positive personal growth and effective leadership.

BSN 1-Y2-6 Pacifico, Nishin Anne T.

7 Health Education: Learning Theories Related to Healthcare
The Central Concept of Social Learning Theory
• Role Modeling, is a central concept of social
learning theory. To facilitate learning the
emphasizes that role models need to be
enthusiastic, professionally organized, caring,
and self-confident, as well as knowledgeable,
skilled, and good communicators.
• Vicarious reinforcement involves determining
whether role models are perceived as
rewarded or punished for their behavior. The
model seen by the observer as rewarded or
punished may have a direct influence on
learning.
Application of the Theory
- Social learning theory has been applied
extensively to the understanding of aggression
(Bandura, 1973) and psychological disorders,
particularly in the context of behavior
modification (Bandura, 1969).
- It is also the theoretical foundation for the
technique of behavior modeling which is widely
used in training programs. In recent years,
Bandura has focused his work on the concept of
self-efficacy in a variety of contexts (e.g., Bandura,
1997).
Psychodynamic Learning Theory
• It has significant implications for learning and
changing behavior based on the work of
Sigmund Freud and followers
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• It is a motivational theory that emphasizes on
emotions rather than cognition or responses.
It emphasizes the importance of conscious
and unconscious forces in guiding behavior,
personality conflict and the enduring effects
of childhood experiences on adult behavior
• The most primitive source of motivation
comes from the id and is based on libidinal
energy (the basic instincts, impulses, and
desires humans are born with).
• The id, according to Freud, operates on the
pleasure principle—to seek pleasure and
avoid pain
• The superego, that counters the Id, which
involves the internalized societal values and
standards, or the conscience.
• Mediating these two opposing forces in the
personality is the ego, which operates based
on the reality principle, rather than insisting
on immediate gratification, people learn to
take the long road to pleasure and to weigh
the choices or dilemmas in the conflict
between the id and the superego.
• Another central assumption of
psychodynamic theory is that personality
development occurs in stages, is the model of
personality development by Erikson’s (1968)
• It has eight stages of life, with the model
organized around a psychosocial crisis to be
resolved at each stage.
• Determining the stage of personality
development is essential in health care when
designing and carrying out treatment
regimens, communication, and health
education
Humanistic Learning Theory
• Determining the stage of personality
development is essential in health care when
designing and carrying out treatment
regimens, communication, and health
education
• The importance of emotions and feelings, the
right of the individual to make their own
choices and human creativity is the
cornerstone of humanistic approach to
learning
8 Health Education: Learning Theories Related to Healthcare

• Abraham Maslow is the major contributor to

humanistic theory

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9 Health Education: Principles of Teaching and Leaning in Health Care

Introduction - It is a relative change in persons behavior brought

about through experience or interactions with the
- Teaching and Learning process is a transaction or a
environment. Not all changes results from learning.
complex cooperative and personal relationship
Change in behavior not always immediate.
between faculty and students. When viewed from
the perspective of the learning paradigm the Principles of Learning
teaching learning process it extends beyond the
subject matter. • Require teacher guidance
- Within the interactive relationship faculty relate to • Self-discovery/generalization of past
experiences
students with dignity and respect with the
• Background experience, sufficient
expectation that the students will be supported and
mental maturity, readiness, desire of
stimulated to develop intellectual integrity and
the learner
independent judgment.
• Goal directed provisional trials
- The role of the teacher are facilitator, guide, coach
• New has meaning to old
and mentor acting in partnership with students. The
• Motivation of the learner
student role become those of learner inquirer and
• Provision of transfer
seeker of knowledge within and active participative
• No anxiety and mental problems
student faculty relationship.

Overview
Concept of Teaching
- Health Education is a process concerned with
• Teaching is a set of events, outside the
designing, implementing, and evaluating educational learners which are designed to
programs that enable families, groups, support internal process of learning.
organizations, and communities in achieving, • Teaching (Instruction) is outside the
protecting, and sustaining health. learner. Learning is internal to
learners.
Concepts of Learning
• You cannot motivate others if you are
- Learning is about a change: the change brought not self-motivated. Motives are not
about by developing a new skill, understanding a seen, but Behaviors are seen.
scientific law, changing an attitude. The change is not • Is learning a motive or behavior?
merely incidental or natural in the way that our Learning is both a motive and
appearance changes as we get older. Learning is a behavior but only behavior is seen,
relatively permanent change, usually brought about learning is internal, performance is
external
intentionally.

Purpose
Teaching and Learning Principles for E-Learning
- To contribute to health and well-being by promoting
lifestyles, community actions and conditions that • E-learning is not appropriate for all
situation and it is not for everyone
make it possible to live healthful lives.
• Teaching and learning through e-
- Recent developments in the field of health care is to
learning is different from traditional
highlight the important role of education in “helping
classroom learning
the patients and their families assume responsibility
• Cannot simply transfer traditional
for self-care management. material to e-learning
• Needs to be designed based on
principles on adult learning
Definition of Learning

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10 Health Education: Principles of Teaching and Leaning in Health Care
• The control of learning shifts from the
educator to the learner
Principles of Teaching and Learning
Hallmarks of Good or Effective Teaching in Nursing
• When the subject matter to be
learned possesses meaning,
organization, and structure that is
clear to the students, learning
proceeds more rapidly and is retained
longer.
• Readiness is a prerequisite for
learning. Subject matter and learning
experiences must be provided that
begin where the learner is.
• Students must be motivated to learn.
Learning activities should be provided
that take into account the wants,
needs, interests, and aspirations of
the students.
• Students are motivated through their
involvement in setting goals and
planning learning activities.
• Success is a strong motivating force.
• Students are motivated when they
attempt tasks that fall in a range of
challenge such that success is
perceived to be possible, but not
certain.
• When students have knowledge of
their learning progress, performance
will be superior to what it would have
been without such knowledge.
• Behaviors that are reinforced
(rewarded) are more likely to be
learned.
• To be most effective, reward
(reinforcement) must follow as
immediately as possible the desired
behavior and be clearly connected
with that behavior by the student.
• Directed learning is more effective
than undirected learning.
• To maximize learning, students should
inquire into, rather than be instructed
in the subject matter. Problem-
oriented approaches to teaching
improve learning.
• Students learn what they practice.
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• Supervised practice that is most
effective occurs in a functional
education experience.
• Professional Competence
• Possession of skillful interpersonal
relationships with the students
• Desirable Personal Characteristics of
the teacher
• Teaching Practice
• Evaluation Practice
• Availability to students in the
laboratory clinical area
Barriers in Education
• Lack of time to teach (greatest barrier) due to:
a. Short period of confinement
b. Very demanding schedules
c. Very demanding responsibilities
• Lack of preparation to teach
a. Lack of knowledge on principles of
teaching
b. Nurses do not feel competent or
confident regarding their teaching skills
due to their inadequate preparation for
their roles as educators
• Personal characteristics of a nurse as a teacher
influence the outcome of the teaching-
learning process:
a. Low priority given to patient and staff
education by administration and
supervisory personnel
b. Lack of space and privacy in the various
environmental settings is not always
conducive to carrying out the teaching-
learning process
c. Absence of third-party reimbursement to
support patient education programs
relegates teaching & learning to less than
high priority status. Patient education in
homecare is not reimbursed unless
specifically ordered by the physician
d. Some nurses and physicians question
the effectiveness of patient education
as a means to improve health outcomes
11 Health Education: Principles of Teaching and Leaning in Health Care

e. Content needs to be standardized,

teaching responsibilities need to be made
clear, and lines of communication must be
strengthened among the healthcare
providers
f. Inadequate time to record/document
patient teaching; Inadequate forms on
which to record teaching activities

Obstacles To Learning

• Stress of acute and chronic illness,

anxiety, sensory deficits, and low
literacy among patients can result to
diminished learner motivation and
learning
• The negative influence of the hospital
environment itself resulting to loss of
control, lack of privacy and social
isolation
• Lack of time to learn due to rapid
patient discharge can discourage and
frustrate the learner, impeding the
ability and willingness to learn
• Lack of support and positive
reinforcement from the nurse and
significant others
• The extent of behavioral changes
needed can overwhelm the learner
and discourage him/her from
attending to and accomplishing
learning objectives and goals
• Lack of support and positive
reinforcement from the nurse and
significant others
• Denial of learning needs, resentment
of supervisory authority, and lack of
willingness to take responsibility
(locus of control) are some
psychological behavioral change
• The inconvenience, complexity,
inaccessibility, fragmentation, and
dehumanization of the healthcare
system frustrates the learner and
discourage him from participating in
and complying with the goals and
objectives for learning

BSN 1-Y2-6 Pacifico, Nishin Anne T.

12 Health Education: Health Education Process
Introduction
- The education process like the nursing process
consists of the basic elements of assessment,
planning, implementation, and evaluation.
- Education Process is a systematic, sequential, logical,
scientifically based, planned course of action
consisting of two major interdependent
operations: teaching and learning.
- The education process focuses on the planning
and implementation of teaching based on an
assessment and prioritization of the client’s
learning needs, readiness to learn, and learning
styles.
Assessment of the Learner
- Assessment of learning needs are gaps in knowledge
that exist between the desired level of performance
and actual level of performance.
- Assessment of learner includes three determinants
of learning:
a. Learning needs
b. Readiness to learn
c. Learning style
Determinant of Learning
- For patients and families to improve their
health and adjust to their medical
conditions
- For students acquiring the information
and skills necessary to become a nurse
- For staff nurses devising more effective
approaches to educating and treating
patients and one another in partnership
Assessing in the Learning Need
• This initial step in the process validates the
need for learning and the approaches to be
used in designing learning experience
• identify and prioritize information for the
purposes of setting behavioral goals and
objectives, planning instructional
interventions, and able to evaluate learner has
achieved the desired goals and objectives
• Good assessments ensure that optimal
learning can occur with the least amount of
stress and anxiety for the learner.
BSN 1-Y2-6 Pacifico, Nishin Anne T.
• Assessment prevents repetition of subject ,
saves time and energy between the learner
and the educator
• It helps to establish positive communication
between the nurse and the learner
Steps in Assessing Learning Needs
• Identify the learner
• Choose the right setting.
• Collect data about the learner
• Collect data from the learner
• Involve members of the healthcare
team
• Prioritize needs.
• Determine availability of educational
resources.
• Assess the demands of the
organization.
• Take time-management issues into
account. B
Criteria for Prioritizing Learning Needs
Mandatory - Needs that must be learned for
survival or situations in which
the learner’s life or safety is
threatened.
- Learning needs in this category
must be met immediately.
Desirable - Needs that are not life
dependent but that are related
to well-being or the overall
ability to provide high-quality
care in situations involving
changes in institutional
procedure.
Possible - Needs for information that is
nice to know but not essential or
required or situations in which
the learning need is not directly
related to daily activities
Methods of Assessing Learning Needs
• Informal Conversation
• Structured Interviews
• Focus Groups
13 Health Education: Health Education Process

• Questionnaires Determining Learning Styles

• Tests
• Observation of - By observing the
• Observations
the Learner learner in action, the
• Documentation educator can
ascertain how the
Readiness to Learn learner grasps
information and
Physical Emotional Experienti Knowled solves problems
Readiness Readiness al ge • Interview - The educator can ask
Readiness Readines the learner about
s preferred ways of
Measures of Anxiety level Level of Present learning as well as the
ability aspiration knowledg environment most
e base comfortable for
Complexity Support Past Cognitive learning
of task system coping ability • Administration - The educator can
mechanis of Learning Style administer learning
ms Instruments style instruments
Environmen Motivation Cultural Learning
tal effects backgroun disabilitie
d s Right-Left Brain and Whole-Brain Thinking
Health Risk-taking Locus of Learning
status behavior control styles
Gender Frame of
mind
Developmen
tal stage

Learning Styles

• Learning style refers to the ways

individuals process information (Guild
& Garger, 1998).
• Learning styles as the way the learners
that learners learn that takes into
account the cognitive, affective and
physiological factor
• Each learner is unique and complex
• The learning style models are based
on the characteristics of style are
biological in origin, others are
sociologically developed as a result of
environmental influences.
• Recognizing that people have
different approaches to learning.

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14 Health Education: Health Education Process

Kolb’s Learning Style Summary

• David Kolb (1984), developed his The educator chooses the teaching approaches and
learning style model in the early learning activities best suited for an individual.
1970s. Identifying and prioritizing learning needs require the
• Kolb believed that knowledge is educator to discover what the learner feels is important
acquired through a transformational and the educator knows to be important. Once needs are
process, which is continuously identifies and agreed upon, the educator must assess the
created and recreated. learner’s readiness to learn based on the physical,
• The learner is not a blank slate but emotional, experiential, and knowledge components
rather approaches a topic to be specific to each learner. Assessing learning styles by
learned with preconceived idea
interviewing, observing, and using instrument
• Kolb’s model, known as the cycle of
measurement can reveal how individuals best learn as
learning
well as how they prefer to learn.
• Includes four modes of learning that
reflect two major dimensions:
perception and processing.
• He hypothesizes that learning results
from the way learners perceive as well
as how they process what they
perceive

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