NCM 202 | Health Education

BSN 1C | 2ND SEMESTER | PRELIMS

INTRODUCTION HEALTH

DEFINITION OF TERMS ● a state of complete physical, mental and

social well-being and not merely the
HEALTH absence of disease and infirmity” (WHO,
● Heal = hael (means whole) 1946)
● Theory of holism
● Whole person and his/her integrity, BROADER DIMENSION
soundness or well-being and that the person
functions as a complete entity ● “OLOF” OPTIMUM LEVEL OF FUNCTIONING
of individuals, families & communities
DIMENSIONS OF HEALTH ● Affected by several factors
○ political
BROADER DIMENSION ○ behavioral
○ hereditary
SOCIETAL HEALTH ○ health care delivery system
○ environmental
● Link between health an the way a society is
○ socio economic
structured
HEALTH EDUCATION
ENVIRONMENTAL HEALTH
● Refers to the physical environment where ● “is the translation of what is known about
people live health into desirable individual and
community behavior by means of
INDIVIDUAL DIMENSION educational process”. -Willson Grout
● “is the sum of experiences which favorably
MENTAL influence the habits, attitudes and
● sense of purpose/belief own’s worth knowledge relating to individual community
and social health”. - Dr. Thomas Wood
SPIRITUAL ● “Any combination of learning experiences
designed to facilitate voluntary adaptations
● Supreme Being
of behavior conducive to health “ -Green, et
● Ability to put into practice moral principles
al, 1980
and beliefs
● Health education (WHO) comprises
consciously constructed opportunities for
PHYSICAL
learning involving some form of
● state of one's body fitness/not being ill communication designed to improve health
literacy, including improving knowledge and
SEXUAL developing life skills which are conducive to
● acceptance of and ability to achieve individual and community health .
satisfactory expression of one’s sexuality ● to promote, maintain and enhance one’s
health, prevent illness, disability and
SOCIAL premature death through the adoption of
● Support system available health behavior, attitudes and perspectives.
EMOTIONAL It draws health models and theories from
the biological,environmental, psychological,
● Express one’s feelings appropriately
physical and medical and even paramedical
/develop & sustain relationship
sciences like nursing.
 PURPOSES OF HEALTH EDUCATION 8. Uses Demonstration to show the benefits of
adopting practices.
1. Aims to positively influence the health
behavior and health perspectives of PRINCIPLES AND THEORIES IN TEACHING AND
individuals and communities for them to LEARNING
develop self efficiency to adopt healthy
lifestyles resulting in healthy communities. DEFINITION OF TERMS
2. A means of propagating Health Promotion
and Disease Prevention TEACHING
3. Maybe used to modify or continue health ● “Sharing of information and experiences to
behaviors if necessary meet intended learner outcomes in the
4. Provides health information and services cognitive, affective, and psychomotor
5. Emphasizes on good health habits and domains according to an education -
practices which is an integral aspect of Bastable, 2019
culture, media and technology
6. A means to communicate Vital Information LEARNING
to the public
● “Is relatively permanent change in mental
7. A form of advocacy
processing, emotional functioning and/or
behavior as a result of experience” -
IMPORTANCE OF HEALTH EDUCATION
Bastable, 2003
● “Lasting or permanent change in behavior
1. Empowers people to decide for themselves
as a result of experience which is primarily
what options to choose to enhance their
determined or influenced by the
quality of life
environment where the person is situated”
2. Enhances the quality of life by promoting
● “It is a complex process which involves
healthy lifestyles
changes in mental processing, development
3. Equips people with knowledge and
of emotional functioning and social
competencies to prevent illness,maintain
transactional skills which develop and
health or apply first aid measures to prevent
evolve from birth to death”
complications of premature deaths and
improves the health status of
CONTRIBUTION OF LEARNING THEORIES
individuals,families, communities, states
and the nation.
1. Helped us understand the process of
4. Creates awareness regarding the
teaching and learning or how individuals
importance of preventive and promotive
acquire knowledge and change the way they
care thereby avoiding or reducing the costs
think, feel, and behave
involved in medical treatment or
2. Theories have helped the health
hospitalization.
professionals to:
a. employ sound methods and
CHARACTERISTICS OF EFFECTIVE HEALTH
rationales in their health education
EDUCATION
efforts involving patients/clients
b. staff training & education and in
1. Directed at people who are directly involved
carrying out health education
with health related situations and issues
promotion programs.
2. Lessons are repeated and reinforced
3. To understand the nature of the learner, the
3. Lessons are adaptable
health professional needs to know:
4. Entertaining and attracts attention 5
a. basic principles involved in the
5. Uses clear, simple language with local
development and maturation of the
expression
individual
6. Emphasizes short term benefit of action
7. Provides opportunities for dialogue,
discussion, and learner participation and
feedback
 HUMAN DEVELOPMENT
● Is the dynamic process of change that
occurs in the physical, psychological, social,
spiritual & emotional constitution and
make-up of an individual which starts from
the time of conception to death (from womb
to tomb).
● It is the scientific study of the changes that
occur in people as they age or grow older in
years.
CHANGES IN HUMAN DEVELOPMENT
GROWTH
● Quantitative
● 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
LEARNING
● any relatively permanent change in behavior
brought about through experience
MATURATION
● bodily changes which are genetically
determined by results of heredity or the
traits a person inherits from parents
MAJOR LEARNING THEORIES
● Behaviorist Theories of Learning
● Cognitive Theories of Learning
● Social Learning
BEHAVIORIST THEORIES OF LEARNING
● Equated with stimulus response theories
simple stimuli with Positive and negative
reinforcement to produce learning
responses.Behavior is learned and that
learning is most influenced through
manipulation of the environment (John B.
Watson)
● The proponent emphasizes the importance
of observable behavior in the study of
human beings. Defined behavior as muscle
movement associated with the
Stimulus-Response psychology. He
postulated that behavior results from a
series of conditional reflexes & that all
emotions and thoughts are a product of
behavior learned through conditioning (de
Young, 2003)
LEARNING
● A result of the conditions or stimuli in the
environment and the learner’s response that
follow “S-R MODEL of LEARNING”
ENVIRONMENT
● Stimuli in the environment are altered or the
effects or the consequences of a response
is changed/manipulated to bring about the
intended change for behavior to be applied
or transferred through practice or formation
of habits.
MUCH OF THE BEHAVIORAL LEARNING IS BASED
ON:
● Respondent Conditioning
● Operant Conditioning
RESPONDENT CONDITIONING
● Classical/ Pavlonian
○ Process which influences the
acquisition of new responses to
environmental stimuli
○ Neutral Stimulus -Elicits an
unconditioned response through
repeated pairing with an
unconditioned stimulus
● Systematic Desensitization
○ repeated and gradual exposure to
fear reducing stimulus under relaxed
and nonthreatening circumstances
○ sense of security, no harm to come
○ use by psychologist to reduce fear
● Stimulus Generalization
○ apply to other similar stimuli that
were initially learned. Discrimination
learning develops later when varied
experiences eventually enable the
individual to differentiate among
similar stimuli
 ● Spontaneous recovery
○ Applied in relapse prevention
programs (RPP)
○ Although a response may appear to
extinguished, it may recover and
reappear at any time (even years
later) especially when stimulus
conditions are similar to those in
initial learning experience 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 (Burhuss Frederick
Skinner)
● Focuses on the behavior of the organism
and the reinforcement that follows after the
response
● Reinforcements
○ responses closely followed by
satisfaction will become firmly
attached to the situation and
therefore more likely to reoccur
when the situation is repeated
● Thorndike’s Law of Effect
○ when specific responses are
reinforced on a proper schedule, the
behaviors can be increased or
decreased
● Reward or Praise
○ Encourage or motivated
EMPLOYING POSITIVE REINFORCEMENT
● Verbal ways
● Non-verbal ways
● Citing in class or publishing
CLASSIFICATION OF EDUCATIONAL
REINFORCERS:
1. Status indicators (appointment as peer
tutor, having own space)
2. Incentive feedback (increased knowledge of
exam scores, knowledge of individual
contributions)
3. Personal Activities (opportunity to engage in
special projects, extra time off)
NOTE: reinforcement should be appropriate or
directly linked to the learning tasks and student’s
accomplishment
NEGATIVE REINFORCEMENT
● Escape Conditioning
○ As the unpleasant stimulus is
applied, the individual responds in
some way that causes the
uncomfortable behavior to cease.
● Avoidance Conditioning
○ the unpleasant stimulus is
anticipated rather than being applied
directly
NON-REINFORCEMENT
● Skinner maintained that the simplest way to
extinguish response is not to provide any
reinforcement.
NOTE: a desirable behavior that is ignored may
lessen as well if reinforcement is ineffective,then
punishment maybe employed
Under the punishment conditions, the individual
cannot escape or avoid the unpleasant stimulus If
employed, it should be administered immediately
after the response with no distractions or means of
escape Punishment must be consistent at the
“highest” reasonable level
Punishment should not be prolonged or bringing 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
● Involves intelligence which is the ability to
solve problems or fashion products Involves
the individuals:
○ Cognitive processes of perception
○ Thinking skills
○ Memory
Ways of processing and structuring in formation
like:
● Perceiving the information
● Interpreting it based on what is already
known
● Reorganizing the information to come up
with new insight or understanding • Stress
the importance of what goes on “inside” the
learner
● The key to learning and changing is
individual cognition (Perception, thought,
memory, and ways of processing and
structuring information)
● To learn, individual must change their
cognition
PERSPECTIVE OF THE COGNITIVE LEARNING
THEORY
1. GESTALT
● Emphasizes 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:
● 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
● What individuals pay attention to or what
they ignore may be affected by factors like
needs, personal motives, past experiences
and the particular structure
Implications:
● Help health educators 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 processes like:
○ Thought
○ Reasoning c
○ Way information is encountered and
stored
○ Memory functioning - “useful for
assessing problems in acquiring,
remembering and recalling
information”
Information-processing model of memory
1. Paying Attention
● Attention is the key to learning, if not
attentive, explain at another time
when one is receptive and attentive
2. Information
● Is important to consider the client’s
preferred mode of sensory
processing (visual, auditory, or motor
manipulation)
3. 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
4. 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 or having difficulty 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
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
PROCESSES (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 (semantic encoding)
6. Have the learner demonstrate the
knowledge and skills (responding)
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 youngsters
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
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 Operational stage ( 12-18 years
–Adolescence)
● Teenagers begin to think abstractly,
able to deal with the future and can
see alternatives and criticize
According to this view:
● Children take in information as they interact
with people and the environment and either
make their experiences fit with what they
already know (assimilation) or change their
perception and interpretation in keeping
with new information (accomodation)
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 psychologists and
gerontologists 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: FOUR OPERATIONS INVOLVED IN MODELING
● Encouragement of a recognition and ● Attentional Phase
appreciation of the individuality and rich ○ Observation of role models ``what a
diversity in how people learn and process person can do and what he/she can
experiences attend to”
○ A necessary condition for any
SOCIAL LEARNING learning to occur. Research indicate
that role models with high status
● Explain human behavior and their changes and competence are more likely to
as a product of interaction between be observed, although the learner’s
cognitive, behavioral and environmental own characteristics (needs, self
determinants esteem, competence) may be the
● Emphasize the importance of environmental more significant determiner of
or situational determinants of behavior and attention
their continuing interaction. ● Retentional Phase
● Assumes that all actual behavior patterns ○ Processing and representation in
must be learned through memory
● TRADITIONAL LEARNING (by ○ “How experience is encoded or
reinforcement) and OBSERVATIONAL retained in memory”
LEARNING (by modeling) ○ involve storage and retrieval of what
● Behavior is shaped by people’s was observed
expectations; these expectations are ● Reproduction Phase
formed from experience and by watching ○ Memory Guides performance of
other persons model’s action
● “environmental conditions shape behavior ○ “What behavior can be performed”
through learning and the person’s behavior ○ Learner copies the observed
in return, shapes the environment” -Albert behavior
Bandura ○ Mental rehearsal, immediate
reenactment and corrective
3 DETERMINANTS HOW BEHAVIOR OCCUR (acc. feedback strengthened the
Albert Bandura) reproduction of behavior.
● Antecedents ● Motivational Phase
○ behavior based on the past as we ○ Influenced by vicarious
have seen it reinforcement and punishment
● CONSEQUENCES covert cognitive activity,
○ behavior is influenced by its results consequences of behavior and self
● COGNITIVE reinforcement and punishment
○ behavior is based on how we are ○ Focuses on whether the learner is
motivated motivated to perform a certain type
of behavior
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
 TOPIC
SUBTOPIC I
SUBTOPIC II
UNDER TOPIC
IMPORTANT PARTS