INTRODUCTION OF HEALTH EDUCATION HISTORY OF HEALTH EDUCATION

EARLY HUMANS
COURSE OUTLINE  Earliest humans learned by trial and error to
distinguish those things that were good for them
I. HEALTH EDUCATION and would enhance health from those that were
 Historical Development in Health Education harmful and that would impair health.
 Issues and Trends  By observing animals they learned that bathing not
 Definition only cooled and refreshed his body, but helped
 Theories in Health Education (Pender’s, Bandura, remove external parasites.
Green and Health Belief)  They learned that application of mud assuaged
 Process of Health Education insect bites
 Determining the actions of certain herbs, they
 Purpose/Importance of Health Education
learned their various medicinal or poisonous
 Types
characteristics
 Dimensions and Aspects of Health Education
ALBULARYOS (LOCAL DOCTORS, QUACK DOCTORS)
II. CONCEPTS OF TEACHING AND LEARNING
 They relied on indigenous ways and materials
 The Education Process
 They subscribed to superstitious beliefs and
 The Nursing Process
practices
o Purpose
o Nature/Characteristics
RELIGIOUS ORDERS (SISTERS AND PRIESTS- 1800S)
o Steps
o Difference of Education and Nursing Process ✓ Awarding of nursing degrees in nursing and medicine

III. ROLES AND RESPONSIBILITIES OF THE NURSE AS

HEALTH EDUCATOR ISSUES AND TRENDS
 Definition
 Roles and Functions  Teaching is more than an intellectual challenge
 Patient teaching definition  It needs thorough discipline, adaptability, creativity,
and inventiveness
 Purpose
 Biggest role = health education
 Role of a nurse
 Factors that influence teaching
TRENDS
 Barriers to learning/education
A. Integrated Learning Solutions
 Principles
 Web based learning environment
 Supports the learner and group-centered work
IV. COMMUNICATION
 Definition
 Role/ Purpose � Multi-disciplinary team
 Types & Elements o Consists of a doctor, nurse, respiratory
 Therapeutic Communication therapist, speech therapist, and midwife in
order to desire the patient outcome.

HEALTH EDUCATION B. Augmented Reality – (Virtual)

 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.
C. Professional Development of Teachers (Webinars)
D. Bite-sized Learning
Summary/Outline/Key points of a lecture or
lesson
E. Formative Assessment Solution
Used by professors in the assessment of students
“Ongoing assessment”
Usage of higher order questions
ISSUES
A. Technology
 Cyberbullying, sexting and social networking
 Revising curriculum (colleges and universities)
 Unhealthy/sedentary lifestyle
  Passive learning (because of online,
interaction is limited)
THEORIES OF HEALTH EDUCATION
A. Health Promotion Model (Nola Pender)
 Each individual’s characteristics, experiences, and
behaviors have impact on their actions, decisions
regarding their health.
Goal: Stimulate a behavioral change that results in a
positive health outcome
The past experiences and actions should be positive so
it will give a positive health outcome later on.
Major concepts of the Health Promotion Model are:
 Individual characteristics and experiences
o Each individual has its own characteristics and
experiences which in turn help their action.
o For example, the past actions has a direct link
to whether they would partake in future
health promoting behaviors.
 Behavior-specific cognitions and affect
o Has a direct impact to an individual’s
motivation for change
 Behavioral outcome
o Start of the outcome begins with the person
committing to taking the steps necessary to
make a change
B. Social Learning Theory (Albert Bandura)
 Learning As A Direct result of Conditioning,
Reinforcement, and Punishment
o Conditioning – more of training
o Reinforcement – to emphasize and strengthen
a) Positive Reinforcement – there is a
desirable stimulus to encourage the
behavior of an individual (such as reward)
b) Negative Reinforcement – For example,
inuutusan ka lagi maghugas ng pinggan,
para ‘di kana ulit utusan, ginagawa mo na
siya ng kusa
o Punishment – For example, grounded from
using gadgets
Extinction – gradual weakening of condition response
or behavior
 He asserted that most human behavior is learned
through observation, imitation, and modeling.
 In any form of observing and modelling: ARRM
 Attention
 Retention
 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.
 Enhance/facilitate learning through self-efficacy
C. 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.
 More on utilizing health services
CONCEPTS
 Perceived severity
o Subjective assessment of the severity of a
health problem and its potential
consequences
o Individuals who perceive a given health
problem as serious are more likely to engage
in behaviors to prevent the health problem
from occurring.
 Perceived susceptibility
o Subjective assessment of risk of developing a
o 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
o Combination of perceived severity and
perceived susceptibility
 o Higher perceived threat leads to a higher  PRECEDE stands for PREDISPOSING, REINFORCING &
likelihood of engagement in health-promoting ENABLING CONSTRUCTS IN EDUCATIONAL
behaviors. DIAGNOSIS AND EVALUATION
 Utilize in evaluating community programs
 Perceived benefits
o An individual's assessment of the value or
efficacy of engaging in a health-promoting PRECEDE Phases PROCEED Phases
behavior to decrease risk of disease. Phase 1 – Social Phase 5 -
o If an individual believes that a particular Diagnosis Implementation
action will reduce susceptibility to a health Phase 2 – Phase 6 – Process
problem or decrease its seriousness, then he Epidemiological, Evaluation
or she is likely to engage in that behavior Behavioral, and
regardless of objective facts regarding the Environmental
effectiveness of the action Diagnosis
Phase 3 – Educational Phase 7 – Impact
 Perceived barriers and Ecological Evaluation
o An individual's assessment of the obstacles to Diagnosis
behavior change. Phase 4 – Phase 8 – Outcome
o Perceived benefits must outweigh the Administrative and Evaluation
perceived barriers in order for behavior Policy Diagnosis
change to occur.
PRECEDE PHASE
 Modifying variables PHASE 1 - SOCIAL DIAGNOSIS
o Demographic (age, sex, race, ethnicity, and  Identifying and evaluating the social problems that
education) affect the quality of life of a population of interest
o Psychosocial (personality, social class, and  Gaining an understanding of the social problems
peer and reference group pressure) that affect the quality of life of the community and
o Structural variables(knowledge about a given its members, their strengths, weaknesses, and
disease and prior contact with the disease) resources; and their readiness to change.
 Basic information that you can get in the community
 Cues to action
o A.k.a. as a trigger necessary for prompting PHASE 2 - Epidemiological, Behavioral, And
engagement in health-promoting behaviors Environmental Diagnosis
o Can be internal or external  Epidemiological diagnosis determining and focusing
o Strategies to activate readiness on specific health issue(s) of the community, and the
behavioral and environmental factors related to
prioritized health needs of the community.
 Epidemiological assessment may include
secondary data analysis or original data collection
— examples of epidemiological data include vital
statistics (maternal mortality rate, neonatal rate,
infant mortality rate) 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
D. Precede-Proceed Model  Through the behavior of the individuals who
 A comprehensive structure for assessing health directly affect the individual at risk
needs for designing, implementing, and evaluating  Through the actions of the decision-makers
health promotion and other public health programs that affects the environment of the individuals
to meet those needs. 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
PROCEED PHASE
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
 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
 A means of communicating vital information to the
public
 A form of advocacy
TYPES OF HEALTH EDUCATION
1. Biological
 Information about human biology, hygiene. All
about the body
2. Health Resources
 It pertains to the sensible use of health care
resources, what resources is available
 Ex: Utilization of health services
3. Society and Environment
 Health choices are made. It may be local, regional,
national and educational policies.
DIMENSIONS OF HEALTH EDUCATION
 Define feature, measurable extent
1. Substantive/ Curricular dimension
 Subject matter
 Specific to nursing education
 Why does health education needs to be learn
 there is a process/step so that later on
when nurses conduct health education
activities it’ll be organize
 This is listed in the course curriculum – what
are the basic learning activities and the topics
and subject to be taught should be considered
in order to provide students essential
knowledge, skills, and attitudes.
ASPECTS OF HEALTH EDUCATION
 Behavioral sciences
 Psychology, sociology and cultural anthropology
 Behavior change –– desired outcome of health
education
 Public Health
 Encompasses health promotion, population
dynamic, epidemiology, and biomedical science
 General public; community
 Education
 Study and practice of teaching and learning
IMPORTANCE OF HEALTH EDUCATION
 Enhance knowledge awareness
 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

2. Procedural/ Methodological Dimension

 Strategies/ methods
 Strategies or methods of teaching
 This is important because it’ll motivate the
students to learn
 What procedure will the nurse do in order for
the students to be engage in the activities and
come up with a learning outcome.
 Challenge: In choosing the most appropriate
methods on how the students/audience will
apply what they learn
 Goal: Lifelong process

3. Environmental/ Social Dimension

 Physical & social factors
 Consider the actual setting (classroom,
laboratory, etc.)

4. Human relations dimension

 This will affect the teaching and learning
process
 The relationship of the nurse educator with
the individuals involved in nursing care
practice
 Establishing rapport is important
CONCEPTS OF TEACHING AND
LEARNINGCONCEPTS OF TEACHING AND
LEARNING
EDUCATION
 An interactive process of imparting knowledge
through sharing, explaining, clarifying and
synthesizing the substantive content of the learning
process in order to arrive at a positive judgement
and well- developed wisdom and behavior (Kozier
2004)
� Education is imparting and acquiring
knowledge. It should provide adequate learning
opportunities which allow an individual to
demonstrate a lifelong values which will enable
them to contribute fully in the peaceful and just
community.
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)
� This encompasses the ability of an individual
to perform task expected even if some
manifestation of illness (WHO)
o The client can still perform his ADLs (Activities
of Daily Living) despite experiencing such
symptoms.
o Encompasses more than the state of being
free from disease. (Kozier)
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
� The concept of patient teaching is perceive as
a legal and moral requirement of license nursing
personnel and define as a system of activities
intended to produce learning and change in the
client behavior.
The nurse provides all the needed information for
the clients to acquire knowledge and the patient
as a learner internalizes this information as basis
for his/her daily routines and activities to promote
and maintaining health.
Teaching
 Is a process of providing learning materials, activities,
situations and experiences that enable the clients or
learners to acquire knowledge, attitudes, values and
skills in order to facilitate self-reliant behavior
 End goal: The client can take care of themselves on
their own not merely depending on nurses to take
care of them.
 A consequential process where the teacher
demonstrates and the learner appreciate what is
shown and to internalize what is seen or felt.
Education Process
 Systematic, sequential , logical, scientifically based,
planned course of action consisting of teaching and
learning (Bastable 2007)
Assessment
 Provides information regarding learner’s knowledge.
 Gathering of data (demographic profile, skills and
abilities)
Planning
 Carefully organized written presentation of what the
learner needs to learn and how the nurse educator
going to initiate the learning process.
 It includes culturally relevant skills for the learners,
the goals of learning, type of learning setting
 Indicates the teaching timeline and specific sets of
learning activities.
Implementation
 Procedures or techniques and strategies that the
teacher will use to best implement the plan.
Evaluation
 Measurement of the teaching- learning performance
of both the teacher and the learner.
 Constructive and objective with the purpose of
creating effective change in the behavior of both the
teacher and the learner in terms of input, process,
output
Nursing Process
 Provides the necessary tool to enable the nurse to
render quality nursing care to patients.
 Helps determine the client’s needs and
emphasizes the needs to manage and maximize
healthy by managing risk factors and encouraging
healthy behavior.
 Scientific and systematic problem solving approach
used to identify, prevent and treat actual or
potential health problems and promote wellness.
Purpose Of The Nursing Process
 Provides a tool to enable the nurse to render quality
nursing care to clients
 Helps identify the client’s health care needs and
determine priorities of care and expected outcomes
 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 client.
Nature Of The Nursing Process
 The nursing process is dynamic and cyclic
 Each step may be reviewed and revised according
to the changing client responses to nursing
intervention which may require revision in the
plan of care
 It is planned and goal-directed
 Organized carefully to meet the client’s goal of
care
 It is an intellectual process
 Nurses use knowledge in problem solving,
decision making, and critical thinking to assess
their client’s problems, plan their care,
implement and evaluate the effectiveness of care
given.
CHARACTERISTICS OF THE NURSING PROCESS:
A. SYSTEMATIC
 Ordered sequence of precise and accurate
activities
 Independent nursing intervention first before
the dependent nursing intervention
 Preceding activities influence following them
right
 Dependent nursing intervention – mainly the
activities that can be done by the nurse
without the doctor’s order
 Independent nursing intervention – activities
that needs a doctor’s consent
B. DYNAMIC
 Active interaction and integration among
activities
 Current activities is necessary to influence the
future activities
C. INTERPERSONAL
 Ensure that the nurses are client-centered rather
than task-centered
 Nursing process encourages the nurse to work
and help client to use their strength to meet their
own needs
D. GOAL- DIRECTED
 Nurse and client work together in order to
identify specific goals related to wellness, disease
and illness prevention, health restoration, and
coping with altered functioning.
E. UNIVERSALLY APPLICABLE
 Sick, young, old, regardless of race, creed or
religion and any practice setting
 Even if the client is well, nurses still provides a
plan of care for them not only to the sick people
Steps In The Nursing Process (ADPIE)
1. ASSESSMENT
 Data are gathered through interview, physical
examination, research and review of records
 Includes gathering data about the system,
individual, family or community and recording of
all needed information
2. DIAGNOSIS
 Typology of nursing problems by Maglaya (when
in the community setting)
 Readiness for wellness
 Health threat
 Health deficit
 Foreseeable crisis
 Typology of nursing problems NANDA (when in
hospital setting)
3. PLANNING
 Nurse works with the client to set goals,
objectives and predict outcomes
 Formulation of the nursing care plan on which
the nurse works with the client’s to set goals and
objective and to predict outcomes
 Identifies nursing actions for preventing,
correcting or relieving health problems and
developing specific interventions as started in the
nursing care plan
 Done in order to detect, prevent, and manage
health problems
  Done to promote well-being and anticipate ROLES AND RESPONSIBILITIES OF NURSE
potential problems
AS HEALTH EDUCATOR
4. IMPLEMENTATION
 Health teaching is an essential role of the nurses
 Actual performance of the plan or carry out the
today. Nurses care for their client and prepare them
plan
for diagnostic procedures or surgery.
 Helps to determine the client’s progress towards  Using knowledge of growth and development and
meeting expected outcomes and goals nursing theories, nurses teach individuals and
 Nurses document this plan in appropriate forms families at various levels of understanding. Clients
such as the nurses progress notes and their family’s needs information as well as
emotional support so that they can cope with the
5. EVALUATION anxiety and uncertainty of their patient’s illness.
 Collection of pertinent reliable data about the  Nurses also work with the client’s significant others
process and outcome of care to prepare them to assume responsibility for care at
 Quality of nursing care that the nurses provided home after the client is being discharged from the
to the client is now being analyze and to compare hospital
the results to the expected outcome criteria that  Education is also essential to promote health. The
they have set during the planning. nurse applies the principles of teaching and learning
to change the behavior of client and their family
6. DOCUMENTATION members
 Written record of the assessment, the care  Nurses motivate clients and their families to take
provided and the patient’s response charge and make responsible decision about their
 Establishes a written report of assessment, the own health care.
care provided and the patient’s response with  For teaching to be effective, it must incorporate the
the integral part of each step of the nursing cultural and family values and client’s health care
process. beliefs.
 Very vital (if something is not documented
meaning nurses did not implemented it) Roles Of A Nurse Educator
 Primary source of knowledge
Education Process Vs. Nursing Process  The primary catalyst for the learning process
Nursing Education Process  A role model
Process  An active facilitator
Appraising Ascertain learning  A source of health care information and care to
physical and needs, readiness to clients
psychological learn, and learning  Diligent
needs style
Develop care Develop teaching Functions Of A Health Educator
plan based on plan based on  Practitioner professionally prepared in the field of
mutual goal mutually health education
setting to predetermined  Demonstrates competence in both theory and
meet behavioral practice
individual outcomes to meet  Accepts responsibility in advancing the aims of the
needs individual needs health education process
Carry out Perform the act of  Collaborates with health specialists and civic groups
nursing care teaching using  Formulates operational plans and policies
interventions specific  Conducts and coordinates health needs assessment
using instructional and other public health surveys
standard methods and tools  Designs and conducts evaluation and diagnostic
procedures studies
Determine Determine  Plans and implements health education and
physical and behavior changes promotion programs
psychosocial (outcomes) in  Prepares and distributes health education materials
outcomes knowledge,  Provides guidance to agencies and organizations
attitude, and skills  Promotes and maintain cooperative working
relationship
 Provides and maintain health education libraries
 Formulates, prepares and coordinates grant
applications and grant-related activities
 Documents activities and records information
 Maintains databases, mailing list and telephone
networks etc.
 Process of influencing patient behavior and
producing changes in K, S, A necessary in
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 THE NURSE IN CLIENT TEACHING
 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 Teacing
 Stage of development
 Teaching must be adapted to the client’s
developmental level rather than their
chronological age
 Developmental level determines the ability of the
person to learn best
 Cultural values
 The nurses’ teaching can be most effective if
norms, traditions, cultural beliefs are considered
and incorporated in the teaching plan
 Nurses must be able to assess the do’s and don’ts
if their cultural reference
 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
 Present information in small segments over a period
of time
Documentation Of Client Teaching
CHARACTERISTICS OF DOCUMENTATION IN CLIENT
TEACHING
 Covers all aspects of patient care
 Critical for communication among team members
 Provides a legal record
 Supports quality assurance efforts
 Promotes continuity of care
 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
A. ADMISSION ASSESSMENT
 Patient and profile history
 Functional ability
 Ways of individualizing teaching
 Design assessment forms
B. PROBLEM LIST
 List of actual and potential health problems
 Medical and nursing diagnoses
C. CARE PLAN
 Individualized care plan
 ADPIE
D. LOW SHEETS
 Observations and lists of patients name and data
 Findings or patient responses
E. PROGRESS NOTES Elements Of Communication
 Shows the patient progress perceived by HCP’s A. SOURCE (ENCODER)
involved in patient care  Teacher
 Patient teaching  Originating or perceiving an idea or purpose
 Outcome of care which she wants to communicate in order to
produce a particular response in the learner
F. DISCHARGE SUMMARY  Directly encode message through perceiving,
 Reports written at the time of discharge thinking, reasoning, judging, speaking, writing,
 Transfer of patient in another facility drawing, gesturing and demonstrating

FACTORS INFLUENCING EFFECTIVE COMMUNICATION

Communication  Communication skills
 Anything that conveys a message  Knowledge
 Interacting with one another  Attitudes
 Ability to understand and find meaning into the  Social status
message sent for appropriate response  May influence effective communication
 Effective communication requires knowledge of the  High social status = may greatly influence
subject matter, theories and stimuli others to listen or communicate with them
 Communication embodies the instructional process
 Instructional materials gives shape and substance to ❑ A teacher who lacks self-confidence, does not
the curriculum. respect students or is bored with the subject matter-----
 Through communication ––– development and blocks the communication process + negative impact
effective instructional materials
B. THE MESSAGE
Modes Of Communication  Goal, intent or purpose to be communicated by
the teacher (source)
Traditional  Physical form of words
 Print supplemented by motion pictures  Translation of ideas, purpose and intentions of
 Slides/ films the teacher
 Radio and disk recordings  Selective inattention that leads to arc of
distortion
Modern
 Television, radio C. THE CHANNEL (MEDIUM)
 Programmed machine teaching  To encode the purpose of the source into a
 Language laboratories message
 Computers, internet, social media, PowerPoint  Face to face communication – the encoding
presentations function is channeled directly by the intellectual,
 Blackboard the sensory and the motor skills of the source
 Medium to relay the message
Active Communication  Ex: Chalkboard, vocal mechanism, social media
 Enables the teacher to present facts, design
concepts and guide students D. THE RECEIVER (DECODER)
 Works with individual students and gain attention  The student for whom the message is intended.
 Directs learning  The student is the receiver – interprets the
 Uses machine message by listening attentively, reading, logical
 Points out further references reasoning and judging
 Asks critical questions  The receiver must successfully decode the
 Encourage students message

If it is an active communication, there is an

interaction between the person’s involved. There is an
exchange of ideas or messages.
Types Of Communication Phases Of Communication/Interview
 Verbal or Oral communication A. ORIENTATION PHASE
 Interaction between individuals  Tone and guidelines for the relationship are
 Ex: internet, live chat, telephone established.
  Interviewer and interviewee meet and learn
to identify each other by name
 Nonverbal communication  Agreement of contract about the goals of
 Does not use words but rather more of actions the relation, location of interview, frequency
 Ex: signs, facial expression & body language and length of contacts and duration of the
 Utilizes the 5 senses: relationship and duration of the relationship
 Sight
 Auditory B. WORKING PHASE
 Gustation  Longest phase
 Olfactory  Interaction- essence of this phase
 Touch  Purposeful - ensure achievement of mutually
agreed upon goals and objectives.
a) SIGHT
 visual observation can communicate many C. TERMINATION PHASE
information  Occurs when the conclusion of the initial
 Ex: during patient rounds agreement is acknowledged.
 Examine goals of the relationship for
attainment and evidence of progress
b) AUDITION
 Ex: rotation and tilting of the head
 Distinguish certain sounds

c) GUSTATION
 sense of taste
 Ex: serving of food or use of utensils

d) OLFACTORY
 Sense of smell
 Distance receptor

e) TOUCH
 Close receptor using hand and body contact that
conveys warmth, feelings, desires, intentions,
quality of expression, gratitude, sympathy to
another person
 Positive means of contact and communication
 Signifies meaning and candor


Barriers To Effective Communication

 Giving an opinion
 Offering false reassurances
 Being defensive
 Showing approval/ disapproval
 Stereotyping
 Changing the subject matter inappropriately
 THERAPEUTIC COMMUNICATION
 Nursing care becomes personal, humane and
sensitive to client’s needs if the nurse can effectively
communicate and reach out to clients.
Therapeutic communication should be:
 Purposeful
 Goal-directed
 Focused
Guidelines For Therapeutic Communication
 The nurse should inform families of treatments and
procedures
 Then nurse makes sure that the families understand
the process and involved directly in making decisions
and activities related to care.
 A peaceful and calm environment provides privacy,
reduces distractions and minimizes interruptions
 Begin interactions by introducing oneself and
nurse’s role.( Purpose and set discussion process)
 Ex: “My name is Lady Victoria and I am here to…..”
 Therapeutic communication should be focused and
directed toward meeting the needs of clients.
 Focusing Interactions
“How do you feel about the…”
 Redirect conversations
“Thanks for showing me the beautiful pictures.
I understand you are having a bit of trouble
with…”
 Communicate more powerful messages to the client
through non-verbal behaviors rather than spoken
words.
 Eye movements and facial expressions can
confirm or contradict what is said.
 Repetitive hand gestures such as tapping the
fingers or twirling hair may indicate frustration
 Body posture, stance and gait can convey energy,
depression or discomfort.
 Voice tone, pitch, rate and volume may indicate
joy, anger and fear.
 Grooming can also convey messages – nurses’
self-image
 Talking to a young child may require that the
nurse sit or squat.
 Active listening requires that the nurse attend to
what is being said as well as to the nonverbal clues
Behavior That Convey The Nurses’ Interest And
Sincere Desire To Listen And Understand Includes:
 Eye contact –– readiness to interact
 Calm and relaxed posture- upper portion of body
inclined toward the client
 Encourage non-verbal cues: nodding, smiling and
leaning closer
 Verbal cues: “Go on”.., Uh huh, “Tell me about
that”, Can you give me an example…
 Touch – powerful response when words would
break a mood or fail to convey the depth of
feeling experienced.
 Clarifying communication – “I’m not sure I
understand you…”
 Emotions are part of communication – nurses
must often reflect feelings that are expressed
verbally and non-verbally
 Ex: “You look forward to… but disappointed
that you need to…”
 Cultural Difference
 Prolonged eye contact
 Chinese and Southeast Asian –
confrontational
 Middle Eastern or Native Americans –
uncomfortable with touch/unsolicited
touching
 Filipinos-touch – safety and security
Therapeutic Communication Techniques
PARAPHRASING
 Stating in newer and fewer words the basic content
of the client’s message.
 Ex: “In other words, you seem to be saying,….
RESTATING
 Repeating the main idea expressed by the client
saying the same key words that he has just spoken
 Ex:
P: “My life is full of pain”
N: “Your life has been full of pain?
REFLECTING
 Describing briefly to the client the apparent meaning
of the emotional tone of his verbal and non-verbal
behavior.
 Ex:
P: My brother spends all of my money and then
he has the nerve to ask for more.
N: This causes you to feel angry?
EXPLORING ENCOURAGING FORMULATION OF A PLAN OF ACTION
 Examining important ideas, experiences or  Identifying alternative actions for interpersonal
relationships more fully. situations
 Ex:  Ex:
P: I do not get along well with my wife Next time this comes up, what might you do to
N: Give me example of you and your wife not handle it?
getting along. What could you do to improve the weight of your
child?
P: I feel healthy today
N: Tell me more about how healthy you are today GIVING RECOGNITION
 Indicates awareness of change and personal efforts.
GIVING INFORMATION Does not imply good or bad, right or wrong.
 Making facts available; supplying knowledge from  Ex:
which decision can be made Good morning Mrs. Dela Cruz
 Ex: I noticed you shaved this morning.
My purpose of being here is… You carry the baby better today
Washing the wounds of the child with guava
decoction will… SILENCE
 Giving the client time to collect his thoughts or to
SEEKING CLARIFICATION think through a point.
 Helping client clarify their own thoughts and
maximizes mutual understanding between the client MAKING OBSERVATIONS
and the health care provider.  Noticing the client’s behavior in order to describe
 Ex: thoughts and feelings for mutual understanding.
I’m not sure if I follow you  Ex:
What would you say is the main point of what You appear tense
you said? I notice you’re biting your lips/ you’re limping.

VERBALIZING THE IMPLIED PLACING THE EVENTS IN TIME OR SEQUENCE

 Puts into concrete terms what the client implies,  Identifies patterns of health or illness.
making communication more explicit.  Ex:
 Ex: What happened before?
P: I can’t talk to you or anyone else. It’s a waste When did this happen?
of time
N: Do you feel no one understands?

ENCOURAGING EVALUATION GIVING BROAD OPENINGS

 Aids client in considering people and events within  Clarifies that the lead is to be taken by the client.
his own set of values.  Ex:
 Ex: Where would you like to begin?
How do you feel about… What are you thinking about?
Does this contribute to your comfort? What would you like to discuss?

SUMMARIZING OFFERING GENERAL LEADS

 Bringing together important points of discussion to  Allows client to take direction in the discussion.
enhance understanding Indicates that the HP is interested in what comes
 Ex: next.
You said that…  Ex:
During the past 30 minutes… you and I have Go on.. And then
discussed.. Tell me about it..