NCM 202 – HEALTH EDUCATION
TEACHER: PROF. LEAH ZAMORA
TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
CHAPTER 1 AND 2: HEALTH
HEALTH
➢ “Heal” = HAEL means WHOLE (Body, mind & spirit)
➢ “Theory of Holism” - Whole person and his/her
integrity, soundness, or well-being and that the
person functions as a complete entity
DIMENSIONS OF HEALTH
Broader Dimensions
1. Societal health – the link between health and the
way a society is structured.
2. Environmental health – refers to the physical
environment where people live.
Individual Dimensions
1. PHYSICAL – being fit and not being ill.
2. SOCIAL – support system available. How you relate
to society with other people and in times of crisis or
problems you have a support system that is
available.
3. MENTAL – sense of purpose or belief of own’s worth.
4. EMOTIONAL – expression of self and develop and
sustain a relationship.
5. SEXUAL – expression of one’s sexuality.
6. SPIRITUAL – supreme being; practice moral beliefs
and principles.
“HEALTH IS A STATE OF COMPLETE PHYSICAL, MENTAL,
AND SOCIAL WELL-BEING AND NOT MERELY ABSENCE OF
DISEASE AND INFIRMITY.”
– WORLD HEALTH ORGANIZATION
“Being healthy means being able to function well
physically and mentally and to express the full range of
one’s potentialities within the environment in which
one is living “
- DUBOS AND DUNN
MODERN CONCEPT OF HEALTH
“OLOF” OPTIMUM LEVEL OF FUNCTIONING of
individuals, families & communities.
HEALTH EDUCATION
to promote, maintain and enhance one’s health, prevent
illness, disability and premature death through the
adoption of health behavior, attitudes and perspectives.
“Is the translation of what is known about health into
desirable individual and community behavior by means of
education process.”
- WILLSON GROUT
“Is the sum of experiences which favorably influence the
habits, attitudes and knowledge”
- DR. WOMAN WOOD
PURPOSES OF HEALTH EDUCATION
• Aims to positively influence the health behavior and
health perspectives of individuals and communities
for them to develop self-efficiency to adopt health
lifestyle resulting to healthy communities.
• A means of propagating health promotion and
disease prevention.
• May be used to modify or continue health behaviors
if necessary.
• Provides health information and services.
• Emphasizes on good health habits and practices
which is an integral aspect of culture, media and
technology.
• A means to communicate vital information to the
public.
• A form of advocacy.
IMPORTANCE OF HEALTH EDUCATION
• EMPOWERS PEOPLE TO DECIDE FOR THEMSELVES
what options to choose to enhance their quality of
life.
• ENHANCES THE QUALITY OF LIFE by promoting
healthy lifestyle.
• CREATES AWARENESS regarding the importance of
preventive and promotive care thereby avoiding or
reducing the costs involved in medical treatment of
hospitalization.
• EQUIPS PEOPLE with
→ Knowledge and competencies
→ To prevent illness, maintain health or apply first
aid measures.
CHARACTERISTICS OF EFFECTIVE HEALTH EDUCATION
→ DIRECTED AT PEOPLE who are directly involved with
health-related situations and issues.
→ Lessons are REPEATED AND REINFORCED.
→ Lessons are ADAPTABLE.
→ ENTERTAINING AND ATTRACTS ATTENTION.
(Brochures)
→ Uses CLEAR AND SIMPLE LANGUAGE with local
expressions.
→ PROVIDES OPPORTUNITIES for dialogue, discussion,
and learner participation and feedback.
→ USES DEMONSTRATION to show the benefits of
adopting practices.
PRINCIPLES AND THEORIES IN TEACHING AND
LEARNING
• TEACHING
– “sharing of information and experiences to meet
intended learner outcomes in the cognitive (affecting the
feeling), affective, and psychomotor domains according
to an education.” – Bastable, 2019
• LEARNING
- “Is relatively permanent change in mental processing,
emotional functioning and/or behavior as a result of
experience.” -Bastable, 2003
- Lasting or permanent change in behavior as a result of
experience which is primarily determined or influenced
by the environment where the person is situated.
LEARNING THEORIES
– is a coherent framework and set of integrated
constructs and principles that describe, explain or predict
how people learn, how learning occurs and what
motivates people to learn and change.
CONTRIBUTION OF LEARNING THEORIES
1. Helped us understand the process of teaching and
learning or how individual acquire knowledge.
2. Theories have helped the health professionals to:
a. Employ sound methods and rationales in
their health education efforts involving
patients/clients.
b. Staff training and education and in carrying
out health education promotion programs.
3. To understand the nature of the learner, the health
professional needs to know:
a. Basic principles involved in the
development and maturation of the
individual
 NCM 202 – HEALTH EDUCATION

TEACHER: PROF. LEAH ZAMORA

TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
- a process which influences the acquisition of
HUMAN DEVELOPMENT new responses to environmental stimuli.
- is the dynamic process of change that occurs in the
physical, psychological, social, spiritual and emotional • Neutral stimulus (NS) - Elicits an Unconditioned
constitution and make-up of an individual which starts response (UCR) through repeated pairings with an
from the time of conception to death. (From womb to Unconditional stimulus (UCS) =
tomb). NS, even without the UCS = elicits the same UCR.
- It is also the scientific study of the changes that occur in
people as they age or grow older in years.
CHANGES IN HUMAN DEVELOPMENT
• Growth – QUANTITATIVE (involves measurements),
increase in size of body parts; acquisition of more
knowledge.
• Development – QUALITATIVE. Gradual changes in
character; evidenced by intellectual, emotional and
physiological capabilities.
2 MAJOR PROCESSES IN GROWTH AND DEVELOPMENT
1. Learning
➢ Any relatively permanent change in behavior
brought through experience.
2. Maturation
➢ Bodily changes which are genetically determined
by results of heredity or the traits a person
inherits from parents.
LEARNING THEORIES
1. Behaviorist Theories of Learning
2. Cognitive Theories of Learning
3. Social Learning
❖ BEHAVIORIST
- equated with STIMULUS-RESPONSE
theories. (kahit anong stimuli and
reinforcement, laging may learning
responses)
- Behavior is learned and that learning is most B. SYSTEMATIC DESENSITIZATION
influenced through manipulation of the ➢ repeated and gradual exposure to fear-reducing
environment. stimulus under relaxed and nonthreatening
JOHN B WATSON circumstances = SENSE OF SECURITY, no harm
- the proponent of behaviorist theories to come.
- Emphasizes the importance of observable ➢ We make ourselves use to it
behavior in the study of human beings. ➢ USED BY PSYCHOLOGIST TO REDUCE FEAR.
- Defined behavior as muscle movement EX. We can desensitize ourselves to the summer heat by
associated with the STIMULUS-RESPONSE turning off the air conditioning, or become desensitized
Psychology to the cold by walking barefoot in the snow
- He postulated that behavior results from a C. STIMULUS GENERALIZATION
series of conditional reflexes and that all ➢ apply to other similar stimuli what was initially
emotions and thoughts are a product of learned.
behavior ➢ Discrimination learning develops later when
LEARNING varied experiences eventually enable the
- a result of the condition or stimuli in the individual to differentiate among similar stimuli.
environment and the learner’s response EX. if a child was taught how to use the potty on only
that follow. “S-R MODEL of LEARNING” one toilet, his ability to go potty on different toilet in
ENVIRONMENT another environment would demonstrate stimulus
- STIMULI in the environment are altered or the generalization.
effects of a response is changed/manipulated. D. SPONTANEOUS RECOVERY
- TO BRING ABOUT THE INTENDED CHANGE. ➢ applied in relapse prevention programs (RPP)
- FOR BEHAVIOR TO BE APPLIED OR (yung na learn mo tapos na unlearn mo then you
TRANSFERRED: Through practice or formation learned it again- Ish Badayos, 2022)
of habits. ➢ Although a response may appear to
BEHAVIORAL LEARNING IS BASED ON: extinguished, it may “recover” and reappear at
❖ RESPONDENT CONDITIONING any time (even year later). Especially when
A. CLASSICAL/PAVLONIAN stimulus conditions are similar to those in initial
- learning experience.
 NCM 202 – HEALTH EDUCATION

TEACHER: PROF. LEAH ZAMORA

TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
➢ Learned responses may eventually if the
occurrence of a CS is not accompanied by the
UCS for a long period of time or interval.

➢ It helps us understand why it is so difficult to

completely eliminate unhealthy habits and
addictive behavior such as smoking, alcoholism
or drug abuse
❖ OPERANT CONDITIONING
- Developed by B.F Burhuss Frederick Skinner
- Focuses on the behavior of the organism and
the reinforcement that follows after the
response
REINFORCEMENT
→ events that strengthen responses.
→ “Responses closely followed by satisfaction will
become firmly attached to the situation and
therefore likely to reinforce.
THORNDIKE’S LAW OF EFFECT
→ When specific responses are reinforced on a
proper schedule, the behaviors can be increased
or decreased
→ EX. A mouse sees if it presses a lever and food
comes out, it will press more often.
REWARD OR PRAISE
→ encourage or motivated
→ May assist in the transfer of learning
→ Control of reward preferable under control of
punishment
EMPLOYING POSITIVE REINFORCEMENT
✓ Verbal ways
✓ Non-verbal ways
✓ Citing in class or Publishing
CLASSIFICATION OF EDUCATION REINFORCERS
• PERSONAL ACTIVITIES (opportunity to engage in
special projects, extra time off)
• RECOGNITION (praise, certificate of
accomplishment, pat on the back)
• TANGIBLE REWARDS (grades, food, prizes, citation)
• SCHOOL RESPONSIBILITIES (opportunities for
increased self-management)
• STATUS INDICATORS (appointment as peer tutor,
having own space)
• INCENTIVE FEEDBACK
(Increase knowledge of exam scores, knowledge
of individual contributions)
Note: REINFORCEMENT should be appropriate or directly
linked to the learning tasks and student’s
accomplishment.
NEGATIVE REINFORCEMENT = PUNSIHMENT such as
ignoring the behavior
1. ESCAPE CONDITIONING-
- as the unpleasant stimulus is applied, the individual
response in some way that causes uncomfortable
behavior to cease.
2. AVOIDANCE CONDITIONING
- the unpleasant stimulus is anticipated rather than
being applied directly.
NONREINFORCEMENT
➢ Skinner maintained that the simplest way to
extinguish response is not to provide any
reinforcement.
➢ EXAMPLE: Offensive jokes by a classmate maybe
handled by showing no reaction after such several
experiences, the joke teller, who more than likely
wants attention may curtail his abrasive behavior.
NOTE. A desirable behavior that is ignored may lessen as
well.
If reinforcement is in ineffective, then punishment
maybe employed.
→ Under the punishment conditions, the individual
cannot escape or avoid the unpleasant stimulus.
→ Punishment must be consistent at the “highest”
reasonable level.
→ Punishment should not be prolonged or brining
up old grievances or a complaining about
misbehavior at every opportunity.
→ There should be a “time out”
CARDINAL RULE
“PUNISH the behavior, not the PERSON.”
COGNITIVE THEORIES OF LEARNING
- It stresses that mental processes or cognition occurs
between the stimulus and the response.
COGNITIVE
➢ Dwell on the ability to solve problems rather than
responding to stimuli.
COGNITION
➢ More than knowledge acquisition
➢ Transfer of learning occurs when the learner
mediates or acts on the information, he/she gets or
applies it in certain situations.
 NCM 202 – HEALTH EDUCATION
TEACHER: PROF. LEAH ZAMORA
TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
INVOLVES INTELLIGENCE WHICH IS THE ABILITY TO
SOLVE PROBLEMS OR FASHION PRODUCTS INVOLVES
THE INDIVIDUALS:
• Cognitive process of perception
• Thinking skills
• Memory
WAYS OF PROCESSING AND STRUCTURING
INFORMATION LIKE:
❖ Perceiving the information
❖ Interpreting it based on what is already known
❖ Reorganizing the information to come up with new
insight
❖ Stress the importance of what goes on INSIDE the
learner
PERSPECTIVES OF THE COGNITIVE LEARNING THEORY
1. GESTALT
→ Emphasized the importance of PERCEPTION in
learning which focuses on the configuration or
organization of a pattern or stimulus.
→ A principal assumption is that each person
perceives, interprets, and responds to any
situation in his/her own way.
PRINCIPLES
➢ What individuals PAY ATTENTION TO OR WHAT
THEY IGNORE may be affected by factors like needs,
personal motives, past experiences, and the
particular structure
➢ PSYCHOLOGICAL ORGANIZATION
- Is directly toward simplicity, equilibrium, and
regularity simple and clear explanation of disease
condition.
➢ PERCEPTION IS SELECTIVE
- No one can attend or pay attention to all the
surrounding stimuli at the same time.
IMPLICATIONS
✓ Help health educator on how he/she approaches
any learning situation with an individual or group.
✓ One approach may be effective to a particular
client but may not work with another
2. INFORMATION-PROCESSING
→ Emphasizes the thinking process like:
• Thought
• Reasoning
• Way information is encountered
and sorted
• Memory functioning
Useful for assessing problems in acquiring,
remembering, and recalling information.
INFORMATION-PROCESSING MODEL OF MEMORY
1ST STAGE: PAYING ATTENTION
→ Attention is the key to learning, if
not attentive, explain at another
time when one is receptive and
attentive.
2nd STAGE: INFORMATIONS
→ Is important to consider the
client’s preferred mode of
sensory processing (visual,
auditory, or motor manipulation)
3rd STAGE: INFORMATION IS TRANSFORMED
AND INCORPORATED
→ Encoded briefly into short term
memory, later disregarded, or
forgotten or stored.
→ Strategies for storage are
imagery, association, rehearsal,
and chunking.
4th STAGE: ACTION OR RESPONSE
→ Based on how information was
processed and stored.
STRATEGIES
1. Have learners indicate how they believe they learn
(Metacognition)
2. Ask them to describe what they are thinking as they
are learning
3. Evaluate learner’s mistake
4. Give them close attention to their inability to
remember or demonstrate information
NOTE: FORGETTING IN RETRIEVING INFORMATION
FROM LONG TERM MEMORY IS A MAJOR STUMBLING
BLOCK IN LEARNING WHICH MAY OCCUR BECAUSE:
• The information has faded from lack of use
• Other information interferes with retrieval
(what comes before or after learning session
may compound storage and retrieval)
Individuals are motivated to forget for a variety of
conscious or unconscious reasons
3. COGNITIVE DEVELOPMENT
➢ Focuses on qualitative changes in perceiving,
thinking, and reasoning as individuals mature and
grow.
PRINCIPAL ASSUMPTION:
Learning is a DEVELOPMENTAL, SEQUENTIAL, AND
ACTIVE PROCESS that transpires as the child interacts
with the environment, makes “discoveries” about how
the world operates, and interprets these discoveries in
keeping with what she /he knows.
➢ COGNITIONS are based on how events are
conceptualized, organized and represented within
each person’s schema- a framework that is partially
dependent on the individual’s stage of cognitive
stage of development and readiness to learn
NINE EVENTS THAT ACTIVATE EFFECTIVE
LEARNING WITH CORRESPONDING
COGNITIVE PROCESSESS
(Robert Gagne, 1995)
1. Gain the learners attention (reception)
2. Inform the learners of the objectives and
expectations (expectancy)
3. Stimulate the learner’s recall of prior
learning (retrieval)
4. Present information (selective
perception)
5. Provide guidance to facilitate learner’s
understanding (systematic encoding)
6. Have the learner demonstrate the
knowledge and skills (responding)
 NCM 202 – HEALTH EDUCATION
TEACHER: PROF. LEAH ZAMORA
TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
7. Give feedback to the learner
(reinforcement)
8. Assess the learner’s performance
(retrieval)
9. Work to enhance retention and transfer
through application and varied practice
(generalization)
JEAN PIAGET
➢ Best known cognitive development theorist
➢ His observation of children’s perception and
thought processes at different ages contributed
much to the recognition of:
✓ unique ways that youngster reasons
✓ the changes in their ability to
conceptualized
✓ limitations in understanding,
communicating, and performing
FOUR SEQUENTIAL STAGES OF COGNITIVE
DEVELOPMENT
1. Sensorimotor (infancy)
- Infants explore their environment and attempt to
coordinate sensory information with motor skills
- Learning depends on what is experienced in the
beginning which can be learned through visual
pursuits.
2. Preoperational stage (early childhood 3-6 years old)
- Able to mentally represent the environment, regard
the world from their own egocentric perspective and
come to grips with symbolism
Ex. pretending a stick is a sword or that a broom is a
horse during play.
3. Concrete Operational stage (6-12 years old -
Elementary)
- Able to attend to more than one dimension at a time,
conceptualize relationship and operate on the
environment
4. Formal Operation stage (12-18 years –Adolescence)
- Teenagers begin to think abstractly, able to deal with
the future and can see alternatives and criticize
WHAT DO COGNITIVE THEORIST SAY ABOUT ADULT
LEARNING?
• Although the cognitive stages develop
consequentially, some adult never reach the formal
operations stage. They learn better from explicitly
concrete approaches to health education
• Adult developmental psychologist and gerontologist
have proposed advanced stages of reasoning in
adulthood beyond formal operations.
• Older adults may demonstrate an advance level
reasoning derived from their wisdom and life
experience, or they may reflect lower stages of
thinking due to lack of education, disease,
depression, extraordinary stress or medications
SIGNIFICANT BENEFIT TO HEALTH CARE
→ Encouragement of a recognition and appreciation
of the individuality and rich diversity in how people
learn and process experiences
→ Explain behavior and their changes as a product of
interaction between cognitive, behavioral, and
environmental determinants.
→
→ Emphasize the importance of environmental or
situational determinants of behavior and their
continuing interaction.
→ Assumes that all actual behavior patterns must be
learn through TRADITIONAL LEARNING (by
reinforcement) and OBSERVATIONAL LEARNING
(by modeling)
BEHAVIOR
→ is shaped by people’s expectations; these
expectations are formed from experience and by
watching persons.
“ENVIRONMENTAL CONDITIONS SHAPE BEHAVIOR
THROUGH LEARNING AND THE PERSON’S BEHAVIOR IN
RETURN, SHAPES THE ENVIRONMENT” – ALBERT
BANDURA
ALBERT BANDURA
- There are 3 determinants how behavior occur
✓ ANTECEDENTS- behavior based on the past as
we have seen it
✓ CONSEQUENCES- behavior is influenced by its
results
✓ COGNITIVE- behavior is based on how we are
motivated
ROLE MODELING
➢ is the central concept of the theory much of the
learning occurs by observation- watching other
people and discerning what happens to them
VICARIOUS REINFORCEMENT
➢ involves viewing other people’s emotion and
determining whether role models are rewarded or
punished for their behavior
FOUR OPERATIONS INVOLVED IN MODELING
1. ATTENTIONAL PHASE
- Observation of role model “what a person can do and
what he/she can attend to”
- This is why so many students copy the dress,
hairstyle, and mannerisms of pop culture stars.
2. RETENTIONAL PHASE
- “How experience is encoded or retained in
memory”
- Processing and representation in memory
- involve storage and retrieval of what was observed
3. REPRODUCTION PHASE
- Memory Guides performance of model’s action
- Learner copies the observed behavior
4. MOTIVATIONAL PHASE
- Influenced by vicarious reinforcement and
punishment covert cognitive activity, consequences
of behavior and self- reinforcement and punishment
- Focuses on whether the learner is motivated to
perform a certain type of behavior
 NCM 202 – HEALTH EDUCATION
TEACHER: PROF. LEAH ZAMORA
TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
CHAPTER 3: LEARNING PRINCIPLES
LEARNING
• relatively permanent change in mental
processing, emotional functioning, and/or
behavior as a result of experience (bastable,
2003)
• lasting or permanent change in behavior as a
result of experience which primarily
determined or influenced by the environment
where the person is situated
• it is a complex process which involves changes
in mental processing, development of
emotional functioning a social transactional
skills which develop and evolve from birth to
death
ENVIRONMENTAL FACTORS AFFECT LEARNING
1. Society and culture
2. Structure or pattern of stimuli
3. Effectiveness or credibility of role models and
reinforcements
4. Feedback (correct & incorrect responses)
5. Opportunities to process and apply learning to a
new situation
6. Type, nature and level of motivation
EXPERIENCES FACILITATE OR HINDER LEARNING
• teacher’s selection of learning theories and
structuring or type of learning experience
• teacher’s knowledge of the nature of the
learner, materials to be learned
• teacher’s knowledge of the:
• nature of the learner
• materials to be learned
• teaching methods
• communication skills
• ability to motivate the learner
• teacher’s ability to relate new knowledge to
previous experiences, values self-perception
and learner’s readiness to learn
COMMON PRINCIPLES OF LEARNING
• help motivate the learner (de Young, 2003)
1. USE SEVERAL SENSES
• Students in medical courses are made
to imitate the procedures that are
demonstrated by the instructors (role-
modeling)
• They are graded according to the skills
they exhibited a degree of
comprehension of the rationale behind
the steps
• It is expected that by imitating, learners
would be able to retain 70% of the
lesson
• Application of the skills and knowledge
in the actual care of patients in the
hospital; learners will hve 90%
retention
2. ACTIVELY INVOLVE THE PATIENTS OR CLIENTS
IN THE LEARNING PROCESS
• Use interactice methods involving the
participation of the learners
• Example: Role-playing, case studies,
buzz sessions, Q & A format, small
group discussion, demonstration, and
RD
3. PROVIDE AN ENVIRONMENT CONDUCIVE TO
LEARNING
• Always consider the comfort and
convenience of the learner
4. ASSESS THE EXTENT TO WHICH THE LEARNER IS
READY TO LEARN
• Readiness to learn is affected by factors
such as:
▪ emotional (anxiety, fear &
depression)
▪ physical (pain, visual, or auditory
impairment, anesthesia)
5. DETERMINE THE RELEVANCE OF THE
INFORMATION
• anything that is perceived by the
learner to be important or useful will be
easier to learn and retain
6. REPEAT THE INFORMATION
• Continuous repetition of information
enhances learning
• applying the information to a different
situation help in the learning process
7. GENERALIZE THE INFORMATION
• Applications of the information to a
number of situations
 NCM 202 – HEALTH EDUCATION
TEACHER: PROF. LEAH ZAMORA
TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY
8. MAKE LEARNING A PLEASANT EXPERIENCE
• Teacher must
o give frequent encouragement
o recognize accomplishment; and
o give positive feedback
9. BEGIN WITH WHAT IS KNOWN; MOVING
TOWARD THE UNKNOWN
• present information in an organized
manner
• start your presentation with
information that the learner already
knows or is familiar with
10. PRESENT INFORMATION AT AN APPROPRIATE
RATE
• Pace in which information is presented
• too fast or too slow
LEARNING TO BE RELATIVELY PERMANENT
1. ORGANIZE LEARNING EXPERIENCE - meaningful
& pleasurable
2. PRACTICE OR REHEARSE NEW INFORMATION -
mentally or physically
3. APPLY REINFORCEMENT (rewards/ recognition)
- make learner know learning has occurred
4. ASSESS or EVALUATE - use evaluation feedback
to revise, motif, revitalize or revamp the
learning experience
CHAPTER 4: SIX HALLMARKS OF GOOD OR EFFECTIVE
TEACHING IN NURSING (JACOBSEN)
CHARACTERISTICS OF AN EFFECTIVE TEACHER:
• Positive expectations
• Enthusiasm
• Effective classroom manager
• Organization
• Ability to design lessons and activities
• Rapport with students
1. PROFESSIONAL COMPETENCE
is evidenced by:
A. Thorough knowledge
o (Subject matter and proper demonstration of skills)
B. Reading, researching, undertaking continuing
professional education, and has clinical practice and
Expertise
2. POSSESSION OF SKILLFUL INTERPERSONAL SKILLS
WITH STUDENT rated as the MOST IMPORTANT The
teacher:
A. takes personal interest in the welfare of the student
B. FAIR and JUST
C. sensitive to their feelings and problems
D. Conveys respect to the students
E. allows learner to freely express themselves and ask
questions
F. Accessible for conference and consultations
G. Conveys a sense of warmth
THREE BASIC APPROACHES BY WHICH INSTRUCTOR
CAN INCREASE SELF ESTEEM AND REDUCED ANXIETY
ARE THROUGH:
A. empathic listening - seeing the world through his/her
own eyes
B. accepting the learners as they are
C. communicating honestly with your students (ex.
expectations, responsibilities)
NOTE: in the performance of the duties and
responsibilities as a mentor, the teacher is guided by
the principle of " in loco parentis"
3. DESIRABLE PERSONAL CHARACTERISTICS OF THE
TEACHER WHICH INCLUDES:
• charisma or personal magnetism,
• enthusiasm
• cheerfulness
• self control
• patience
• flexibility, sense of humor
• good speaking voice
• self confidence
• willingness to admit error or lack of knowledge
• caring attitude
(Kotzabassaki 1997 and Fanbrother, 1996)
4. TEACHING PRACTICES WHICH INCLUDES:
- mechanics
- methods
- skills in the classroom and clinical practice
- thorough knowledge of the subject matter
- presents the materials in clear, interesting,
logical, and organized manner
5. EVALUATION PRACTICES WHICH INCLUDE:
- clearly communicating expectations
- providing timely feedback on student progress
- correcting the students tactfully
- being fair in the evaluation processes
- giving test that are pertinent to the subject
matter and assignments
 NCM 202 – HEALTH EDUCATION

TEACHER: PROF. LEAH ZAMORA

TOPIC: PRELIMS COVERAGE
TRANSCRIBED BY: AVILA, CADUNGOG, CHAVEZ, GUMANIT, OROZCO, UY

6. AVAILABILITY TO STUDENTS ESPECIALLY IN THE:
- laboratory, clinical, and other skills application
area which are mostly marked by stressful
and/or critical situations
BARRIERS TO EDUCATION AND OBSTACLES TO
LEARNING
BARRIERS TO EDUCATION
(factors hindering, preventing, the nurse’s ability to
deliver educational services to the patient/family
members
FACTORS:
1. Lack of time to teach
(greatest barrier) due to:
a. Short period of confinement
b. Very demanding schedules of nurses
c. Very demanding responsibilities
2. Lack of preparation of nurses to teach
a. Lack of knowledge on principles of teaching and
learning
b. Nurse’s don’t feel competent or confident (d/t
inadequate preparation for their roles as a
nurse educators)
1. Stress of acute and chronic illness, anxiety,
sensory deficits, low literacy among patients
can result to diminished learners motivation
and learning
2. Negative influences of the hospital environment
itself resulting to loss of control, lack privacy,
and social isolation
3. Lack of time to learn d/t rapid patient discharge
can discourage or frustrate the learner
4. Personal characteristics of the learner
(readiness to learn, motivation and compliance,
developmental stage characteristics and
learning styles)
5. Extent of behavioral changes needed can
overwhelm the learner and discourage him/her
6. Lack of support and positive reinforcement
from the nurse and significant others
7. Denial of learning needs, resentment of
8. Supervisory authority, and lack of willingness to
take responsibility (locks of control)
Inconvenience, complexity, inaccessibility,
fragmentation, and dehumanization of the healthcare
system

3. Personal characteristics of nurse as a teacher

influence outcome of the teaching-learning
process

4. Low priority given to pt. And staff education by

administration and supervisory personnel

5. Lack of space and privacy in various

environmental settings

6. Absence of third party reimbursement to

support patient education programs relegates
teaching and learning to less than high priority
status

7. Some nurses and physicians questions the

effectiveness of pt. Education as a means to
improve health outcome

8. Content need to be standardized, teaching

responsibilities need to be clear, and lines of
communication must be strengthened among
healthcare providers

9. inadequate time to record/document patient

teaching

OBSTACLES IN LEARNING
(factors that negatively affect the ability of the learner
to attend and process information)
FACTORS: