HEALTH EDUCATION PROCESS

NCM 102 - COMPILATION

RHODORA ALDEA PIMLOTT, RN, DipHE/Bsc, MPA

VICTORIA, John Victor G.

BSN 1-A
HEALTH EDUCATION PROCESS
EDUCATOR
➢ Assess the learner’s deficits.
➢ Presents appropriate information in unique
ways.
➢ Identifies progress being made.
➢ Give feedback.
➢ Reinforces learning in the acquisition of
knowledge, or performance of a skill.
➢ Evaluates the learner’s abilities.
Unique Position
Vital in giving support, encouragement, and direction
during the process of learning.
Assists in identifying optimal learning approaches and
activities that can both support and challenge the
learner.
LEARNING NEEDS
“What the learner needs to learn.”
Gaps in knowledge that exist between a desired level
of performance and the actual level of performance.
Steps in Assessment of Learning Needs
1. Identify the learner – one learner with
single or many needs? or more than one
learner with congruent or diverse needs?
2. Choose the right setting – establishing
trusting relationship by providing privacy
and confidentiality.
3. Collect data on the learner - determine
characteristic needs of the audience by
exploring typical health problems or issues
of interest.
4. Include the learner as a source of
information – If the learners are staff
members or nursing students, ask them
about areas of practice they feel they need
new or additional information.
5. Involve members of the healthcare
team - other healthcare providers may have
insight into patient, family, nursing staff, and
nursing student’s educational needs because
of their frequent contacts with them.
6. Prioritize needs - Using Maslow’s
hierarchy of human needs, an educator can
prioritize identified learning needs. The
educator can then assist the learner to meet
the most important basic need first.
MASLOW’S HIERARCHY OF NEEDS
1. Physiological needs (Basic needs) –
food, water, warmth, rest.
a. For human survival, most
important.
2. Safety needs (Basic needs) – security,
safety.
a. People want to experience
order, predictability, and
control.
3. Love & Belonginess (Psychological
needs) – intimate relationship, friends
a. Refers to a human emotional
need for interpersonal
relationships.
4. Esteem Needs (Psychological needs) –
prestige, feeling of accomplishments,
respect.
a. Esteem for oneself, desire for
reputation or respect from
others.
5. Self-actualization (Self-fulfillment
needs) – full potential, creative
activities.
a. Desire to accomplish
everything that one can, to
become the most that one can
be.
7. Determine availability of educational
resources – books, journals, research, equipment,
instruments.
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METHODS TO ASSESS LEARNING NEEDS  Developmental stage (human development)

Nurse educators must gather subjective and objective Experiential readiness

data from the learner.
1. Informal conversation – informal talk with
other healthcare providers, between nurse
and the family.
2. Structured interview – nurses ask the
patient direct and predetermined questions
to establish trust relationship.
3. Focus groups – determine the areas of
educational needs in a large group of
learners.
4. Self-administered questionnaires –
provide more privacy than interviews.
5. Test/Exam – identifies the knowledge level
of learners.
6. Observation – assessment of psychomotor
needs.
READINESS TO LEARN
“Learners demonstrates an interest, willingness, and
ability to learn…”
TYPES OF READINESS TO LEARN
 Level of aspiration
 Past coping mechanism
 Cultural background
 Focus of control
 orientation
Knowledge readiness
 Present knowledge base
 Cognitive ability
 Learning disabilities
 Learning styles
LEARNING STYLES
“Learner begins to concentrate and retain new and
difficult information.”
1. Visual (reading) – charts, pictures, maps
2. Auditory (listening) – discussions,
speeches, and presentations
3. Kinesthetic (touch) – return demonstration
using palpation.

Physical readiness LEARNING STYLE MODELS AND INSTRUMENTS

 Measure of ability – ability to perform task A. Brain Preference Indicator

with fine and /or gross motor movements,
flexibility, coordination, endurance.
 Complexity of task – learner can master
the behavioral changes in cognitive,
affective, psychomotor domain.
 Environmental effects – helps to hold the
learner’s attention and stimulate interest in
learning.
 Health status - amount of energy available
and the individual’s present comfort level
 Gender – women are more receptive to
medical care.

Emotional readiness

 Anxiety level
 Support system
 Motivation
HEALTH EDUCATION PROCESS

on abstract ideas and concept, rely on

knowledge from expertise. Learn best
through lecture.

3. CONVERGER (AC and AE) - Learners find

B. Environmental Preference Survey
4.
Indicator (EPS) – self reporting instrument
used in identification of how individuals
prefer to function, learn, concentrate, and
perform educational activities.
practical application for ideas and theories,
has ability to use deductive reasoning to
solve problem, learn best through
demonstration-return demonstration.
ACCOMODATOR (AE and CE) - Learner
enjoys new and challenging situations, like
to explore possibilities, learn by hand on
experience, learn best through role playing.

C. Kolb’s Learning Style – learning is a

cumulative result of past experiences.
Heredity, and demand of present
environment. Learning results from the way
the learner perceives it as well as how they
process it.

KOLB’S 4 MODES OF LEARNING

1. Concrete Experience (CE) – relates with

people benefiting from experience. Learn
from feeling.
2. Abstract conceptualization (AC) – uses
systematic, planning, logical analysis to solve
problems. Learn by thinking.
3. Active Experimentation (AE) –
experimenting to get things done. Learn by
thinking.
4. Reflective Observation (RO) – viewing
things from different perspectives. Learn by
watching and listening.

CHARACTERISTICS OF ONE OR FOUR LEARNING

STYLES

1. DIVERGER (CE and RO) - Learner like to

observe, gather information, gain insight
rather than act, prefer working in a group,
learn best through group discussions,
brainstorming sessions.

2. ASSIMILATOR (RO and AC) - Learner has

ability to understand large amount of
information less interested in people, focus